Associate Professor, Ph.D.
(University of Toronto)
Dr. Tardif-Williams is a developmental psychologist whose main research interests include the social emotional development of children and youth within the context of family relationships. Specifically, Dr. Tardif-Williams is interested in the role of companion animals in the lives of children and youth, the quality of parent-child interactions, and trauma and abuse in the lives of children and youth. Dr. Tardif-Williams is currently conducting research that adopts a relational developmental systems framework and that employs both quantitative and qualitative methodologies to examine the role of children’s interactions with companion animals (within family- and school-based contexts) on children’s academic, social and emotional outcomes. This latter research project reflects Dr. Tardif-Williams’ burgeoning interest in children’s close relationships with animals.
Dr. Tardif-Williams is accepting graduate students in 2020 at both the MA and PhD levels in Child and Youth Studies.
Dr. Tardif-Williams is currently supervising the following Child and Youth graduate students.
· Renata Roma is examining the role of perceived personality matching in owner-dog dyads on social emotional and physical well-being among university students.
· Allison Maynard is examining the connections among children’s use of technology to engage with nature, various aspects of children’s outdoor experiences and children’s ideas about environmental protection.
The role of companion animals in the lives of children and youth (e.g., the child-animal bond and animal/child abuse, empathy, mental health and coping, and disabilities and therapy)
Parent-child relationships, attachment and conflict
Child maltreatment; trauma and abuse in the lives of children and youth
Tardif-Williams, C. Y., & Roma, R. (under review). The role of participation in an after-school horsemanship farm-based program on children’s social emotional experiences and belief in animal mind: An exploratory study. Human-Animal Interaction Bulletin.
Tardif-Williams, C. Y., Marinos, V., Zinga, D., Pomerantz, S., & Raby, R. (under review). Attending to context, constraint and agency. Book chapter to appear in Conceptualizing Children and Youth: Contexts, Constraints, and Agency. Athabasca University Press, Edmonton, Alberta.
Zinga, D., Marinos, V., Tardif-Williams, C. Y., Raby, R., & Pomerantz, S. (under review). Journeying with children and youth – Exploring agency in young people’s lives. Book chapter to appear in Conceptualizing Children and Youth: Contexts, Constraints, and Agency. Athabasca University Press, Edmonton, Alberta.
Rousseau, C. X., Binfet, J. T., Tardif-Williams, C. Y., Green, F., Draper, Z., & Maynard, A. (revised & resubmitted). Up the leash: Exploring canine handlers’ perceptions of volunteering in canine-assisted interventions. Pet Behavior Science.
Roma, R., Tardif-Williams, C. Y., Moore, S. A., & Bosacki, S. L., (in press). A transdisciplinary perspective on dog-handler-client interactions in animal assisted activities for children, youth and young adults. Human-Animal Interaction Bulletin.
Tardif-Williams, C. Y. (2020) Book Review: “A Reason to Live: HIV and Animal Companions” by Vicki Hutton. West Lafayette: Purdue University Press, 2019. 221 pages. ISBN: 9781557538437 (paperback) Anthrozoӧs, 33(5), 685-687. https://doi.org/10.1080/08927936.2020.1810898.
Varadi, A-L., Raby, R., & Tardif-Williams, C. Y. (2020). Discourses of good motherhood and the policing of young parenthood. Women & Criminal Justice, 1-17 DOI: 10.1080/08974454.2020.1741486
Bosacki, S. L., & Tardif-Williams, C. Y. (2019). Children’s mental state talk, empathy and attachments to companion animals. Psychology of Language & Communication, 23(1), 284-301.
Rousseau, C. X., & Tardif-Williams, C. Y. (2019). Turning the page for Spot: The potential of therapy dogs to support reading motivation among young children. Anthrozoӧs, 32(5), 665-677.
Tardif-Williams, C. Y., Binfet, J.T., & Rousseau, C. X. (2019). Shifting preservice teachers’ views of animal welfare and advocacy through a human-animal relationships course. Society and Animals: Journal of Human-Animal Studies, 1-22.
Tardif-Williams, C. Y., Bosacki, S. L. (2017). Gender and age differences in children’s perceptions of self-companion animal interactions expressed through drawings. Society and Animals: Journal of Human-Animal Studies, 25(1), 77-97.
Tardif-Williams, C. Y., Tanaka, M., Boyle, M., & MacMillan, H. (2015). The impact of childhood abuse and current mental health on young adult intimate relationship functioning. Journal of Interpersonal Violence, 1-28.
Tardif-Williams, C. Y., & Bosacki, S. L. (2015). Evaluating the impact of a humane education summer camp program on school-aged children’s relationships with companion animals. Anthrozoӧs, 28(4), 587-600.
Saaltink, R., MacKinnon, G., Owen, F., & Tardif-Williams, C. Y. (2012). Protection, participation and protection through participation: Young people with intellectual disabilities and decision making in the family context. Journal of Intellectual Disability Research, 56(2), 1076-1086.
Tardif-Williams, C. Y., & Fisher, L. (2009). Clarifying the link between acculturation experiences and parent-child relationships among families in cultural transition: The promise of contemporary critiques of acculturation psychology. International Journal of Intercultural Relations: Special Edition on Critical Acculturation Psychology, 33(2), 150-161.
Tardif-Williams, C. Y., Owen, F., Feldman, M., Tarulli, D., Griffiths, D., Sales, C., McQueen-Fuentes, G., & Stoner, K. (2007). Comparison of interactive computer-based and classroom training on human rights awareness in persons with intellectual disabilities. Education and Training in Developmental Disabilities, 42(1), 48-58.
Tardif, C. Y., & Geva, E. (2006). The link between acculturation disparity and conflict among Chinese-Canadian immigrant mother-adolescent dyads. Journal of Cross-Cultural Psychology, 37, 191-211.
Tarulli, D., Tardif, C. Y., Griffiths, D., Owen, F., McQueen-Fuentes, G., Feldman, M., Sales, C., & Stoner, K. (2004). Human rights and persons with intellectual disabilities: Historical, pedagogical and philosophical considerations. Encounters on Education, 5, 161-181. http://educ.queensu.ca/publications/encounters/volume5/tarulli_et_al.pdf
Wiener, J., & Tardif, C. Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning Disabilities Research & Practice, 19, 20-32.
Griffiths, D., Owen, F., Gosse, L., Stoner, K., Tardif, C. Y., Watson, S., et al. (2003). Human rights: A method for a community-based organization self-evaluation. Journal on Developmental Disabilities, 10, 25-42.
Owen, F., Griffiths, D., Stoner, K., Gosse, L., Watson, S., Tardif, C. Y., et al. (2003). Multi-level human rights training: The first step to changing systems. Journal on Developmental Disabilities, 10, 43-64.
Schneider, B., Atkinson, L., & Tardif, C. (2001). Parent-child attachment and children’s peer relations: A quantitative review, Developmental Psychology, 37, 86-100.
Over 70 peer-reviewed presentations (paper & poster) at regional, national and international conferences (e.g., International Society for Anthrozoology, Jean Piaget Society, Canadian Society for the Study of Education, International Society for the Study of Behavioural Development, Society for Research in Child Development, Canadian Psychological Association, American Psychological Association).
CHYS 3P09 – Culture and the Mental Health of Children and Youth
CHYS 4P08 – Companion Animals in the Lives of Children and Youth
CHYS 4P50 – Trauma and Abuse in the Lives of Children and Youth
CHYS/PSYC 3P11 – Theories of Development and Socialisation