University of Calgary

Gabrielle Wilcox

  • Associate Professor

Personal Faculty Profile

Personal profile for Gabrielle Wilcox

Currently Teaching

Not currently teaching any courses.

Profile

In January 2013, Dr. Wilcox moved to Alberta from Pennsylvania, where she spent most of her life. She is married with two teenaged sons. She earned a BSE in English Education and an MS in School Psychology at Millersville University. She practiced as a school psychologist for eight years, primarily serving students with intellectual disabilities or severe emotional/ behavioral problems, before completing her PsyD in School Psychology at Philadelphia College of Osteopathic Medicine (PCOM) in 2009. She completed post-doctoral training in clinical neuropsychology, where she practiced as a licensed psychologist until joining the Werklund School of Education at the University of Calgary. Dr. Wilcox is a Registered Psychologist in Alberta and a Nationally Certified School Psychologist.

Research & Scholarly Activity

Dr. Wilcox’s current research focuses on improving our understanding of how to support student learning and preparation for post-school requirements. Specific areas of research which contribute to this include neuropsychology for intervention, mental health in schools, transition planning, and university-level instruction.

Current Projects:

  •  VPR Catalyst Grant: A virtual behavioral support intervention for children with ADHD (PI: Jean–Francios Lemay, Tasmia Hai, Emma Climie, & Gabrielle Wilcox)
  • University Research Grants Committee (URGC) Faculty Seed Grant: Impact of educational cognitive neuroscience training for teachers on students and teachers(PI: Gabrielle Wilcox, Frank MacMaster & Alena Galilee)
  • Canadian Institutes of Health Research (CIHR): TICS: Transcranial magnetic stimulation for intervening in children with Tourette’s Syndrome  2018-2021 (PI: Frank MacMaster, Paul Croarkin, Ashley Harris, Adam Kirton, Alberto Nettle-Aguirre, Tamara Pringsheim, Gabrielle Wilcox, & Ephrem Zewdie)
  • Pathways to Innovation Integration of Addiction and Mental Health (AHS): Enhancing systems collaboration for high-risk youth with mental health disorders and addictions  September 2017-September 2018 (PI: Gina Dimitropoulos, Frank P. MacMaster, Paul Arnold, Angelique Jenney, Rebecca Saah, Deinera Exner, Sheri Madigan, Glenda McQueen, Gabrielle Wilcox, Anne-Marie McLaughlin, David Nicholas, Susan Samuel, Andrew Mackie, Kristin Cleverly, & Alan McLuckie)

Education

PsyD
Philadelphia College of Osteopathic Medicine

MS
Millersville University

BSE
Millersville University

Professional and Community Affiliations

  • Alberta Children's Hospital Research Institute
  • Hotchkiss Brain Institute - Full Member
  • Mathison Centre for Mental Health Research and Education - Associate Member
  • National Academy of Neuropsychology
  • National Association of School Psychologists - DistanCE committee member
  • Trainers of School Psychologists
  • Canadian Psychological Association - Education and Training Committee Member
  • LD & ADHD Network - Calgary Region

Publications

 

See Research Gate for additional items: 

Pringsheim, T., Fletcher, J., Dimitropoulos, G., Martino, D., Wilcox, G., MacMaster, F., & Arnold, P. (2021). Developing a provincial patient support network for children and families affected by Tourette syndrome and/or Obsessive-Compulsive Disorder: Results of a Stakeholder Consultation. Journal of Obsessive-Compulsive and Related Disorders, 15(29), 1-9 https://doi.org/10.1186/s13034-021-00383-5

 

Wilcox, G., Conde, C. F., & Kowbel, A. (2021). Using evidence-based practice and data-based decision making in inclusive education. Education Sciences, 11(3), 129. https://doi.org/10.3390/educsci11030129

 

Wilcox, G., & Nordstokke D. (2021). Pediatric norming of motor functions tests. Journal of the International Neuropsychological Society. https://doi.org/10.1017/S1355617721000175

 Wilcox, G., Dommett, E., Morrett, L., Hawes, Z. (2021). Why educational psychology is well-positioned to bridge neuroscience and education, barriers to fulfilling this role, and how we can overcome them. Frontiers in Educational Psychology, 11(618449). https://doi.org/10.3389/fpsyg.2020.618449

Craig, H., Wilcox, G., McMaster, F. P., & Makarenko, E. (2020). Teachers’ knowledge of brain development and education. Canadian Journal of School Psychology. https://doi.org/10.1177/0829573520979605

 +Jones, K., Wilcox, G., Nordstokke, D., Noel, M., & Schroeder, M. (2020). Executive functioning in youth with and without chronic pain: A comparative analysis. The Clinical Journal of Pain. https://doi.org.10.1097/ajp.0000000000000895 

 

Wilcox, G., Galilee, A., Makarenko, E., Stamp, J., & MacMaster, F. (2020). The importance of integrating transcranial direct current stimulation (TDCS) with evidence-based reading interventions. Journal of Pediatric Neuropsychology, 6(4), 218-228. https://doi.org/10.1007/s40817-020-00090-7

Wilcox, G. (2020). Is full inclusion the answer for all? In J. Głodkowska (Ed.) Inclusive education – Unity in diversity (pp. 137-149). Wydawnictwo Akademii Pedagogiki Specjalnej. http://www.aps.edu.pl/media/2393471/inclusive_education_internet.pdf  

 Drefs, M. A.,& Wilcox, G. (September 2020). Cognitive and personality correlates of academic achievement. In B. J. Carducci (Editor-in-Chief) & C. Nave (Vol. Eds.), The Wiley encyclopedia of personality and individual differences: Vol. III. Personality processes and individual differences (pp. 61-65). Hoboken, NJ: John Wiley & Sons.

Wilcox, G., & Nordstokke, D. (2019). Predictors of university student satisfaction with life, academic self-efficacy, and achievement in the first year. Canadian Journal of Higher Education, 49(1), 85-105. doi: 10.7202/1060826ar

Talapatra, D., & Wilcox, G., & Hutchinson, C. (January 2019). Influences on school psychologists' transition participation: Knowledge, attitude, and behavior. Journal of School & Educational Psychology, 1-17. doi: 10.1080/21683606.2018.1558136

Wilcox, G., McQuay, J., & Jones, K. (2019). Transitioning to adulthood as a young person with an Intellectual Disability: Two case studies of mothers’ perceptions. Alberta Journal of Educational Research, 65(1), 1-21.

Wilcox, G., McQuay, J., Blackstaffe, A., Perry, R., & Hawe, P. (2018). Supporting academic engagement in boys and girls. Canadian Journal of School Psychology, 33(3), 179-192. doi: 10.1177/08129573517703239

Donlevy, K., Schroeder, M., &  Wilcox, G. (2018). Medical assistance in dying: Implications for Canadian classrooms and the academy. Interchange: A Quarterly Review of Education. doi:10.1007/s10780-018-9335-4

Wilcox, G., McQuay, J., & Jones, K. (accepted). Transitioning to adulthood as a young person with an Intellectual Disability: Two case studies of mothers’ perceptions. Alberta Journal of Educational Research

Jones. K., Nordstokke, D. Wilcox, G., Noel, M., & Schroeder, M. (2018). The “work of childhood”: Understanding school functioning in children with chronic pain. Pain Management. doi:10.2217/pmt-2017-0048

Lock, J. V., Kim, B., Koh, K., & Wilcox, G. (2018). Navigating the tensions of innovative assessment and pedagogy in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 9(1). Retrieved from https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/8

Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education, and student learning: A review. Canadian Psychology, 58(3), 203-210. doi:10.1037/cap00001117

Wilcox, G., & Schroeder, M. (2017). An academic’s ethical obligation for self-care. Journal of Educational Thought, 50(2&3), 80-97. 

Hale, J. B., Wilcox, G., & Reddy, L. A. (June 2016). Neuropsychological assessment. In J. C. Norcorss, G. R. VandenBos, & D. H. Freedheim (Eds.). APA handbook of clinical psychology. Vol. III Clinical psychology: Applications and methods. (pp.139-166). R. Krishnamurthy (Vol. Ed.). Washington, DC: American Psychological Association.

Wilcox, G. & Schroeder, M. (2015). What comes before report writing? Attending to clinical reasoning and thinking errors in school psychology. Journal of Psycholoeducational Assessment, 33(7), 652-661. doi: 10.1177/0734282914562212.

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