Doctoral Residency in Clinical Psychology: Training Brochure 2027–2028

The OICBT Doctoral Residency Program in Clinical Psychology was accredited by the Canadian Psychology Association (CPA) in 2025. CPA accreditation was granted for a period of seven years, from 2024-2025 to 2029-2030.

For more information on CPA Accreditation, please contact the Accreditation Office:

CPA Accreditation Panel

Canadian Psychological Association, 141 Laurier Avenue, W., Suite 702 Ottawa, ON, K1P 5J3

Phone: 1-613-237-2144

The OICBT Pre-Doctoral Residency Program is listed with and follows the guidelines of the Association of Psychology Postdoctoral and Internship Centers in Psychology (APPIC) and the Canadian Council of Professional Psychology Programs (CCPPP).

Overview of Training Vision, Mission, Philosophy & Goals

The mission of the OICBT residency program is to provide residents with broad and intensive training in evidence-based psychological assessment, intervention, consultation, supervision, program development, and evaluation in preparation for autonomous practice as professional psychologists in Canada.

The residency program is grounded in a competency-based scientist-practitioner model emphasizing:

1. Strong training in CBT-based assessment and intervention for adult and youth mental health presentations.
2. Training in empirically supported treatments across varying levels of treatment intensity within a stepped-care framework.
3. Integration of research evidence into assessment, intervention, consultation, supervision, and program development.
4. Intensive training in psychological assessment, diagnosis, case formulation, treatment planning, and evidence-based intervention.
5. Residents are trained to develop sophisticated psychological case formulations integrating cognitive-behavioural, emotional, interpersonal, developmental, and systemic factors relevant to clinical presentation and treatment planning.
6. Exposure to diverse clinical populations, diversity-informed psychological practice, and interdisciplinary systems of care.
7. Development of competencies in consultation, supervision, leadership, program development, and evaluation.
8. Individualized supervision tailored to residents’ strengths, goals, competencies, and stage of professional training.
9. Emphasis on ethical practice, professionalism, reflective practice, and progressive autonomy across the residency year.

The philosophy of training reflected in the mission statement, principles, and values of the residency program, as outlined above, is highly consistent with the mission and goals of the OICBT in general. More specifically, the mission of the OICBT is to provide empirically supported clinical psychology services that are responsive to clients’ needs and reflective of their level of financial and personal resources. This is accomplished through: 1) the integration of current psychological research and evidence-based practice into clinical decision-making; 2) emphasizing the central role of psychology in guiding assessment, intervention, and consultation within interdisciplinary treatment teams; 3) tailoring treatment intensity and service delivery to client needs and available resources through individual, group, intensive, consultation-based, and family-supported interventions; 4) reinforcing strong ties to academic, hospital, and community institutions through collaborative affiliations and interdisciplinary partnerships; and 5) supporting ongoing professional development, supervision, teaching, program innovation, and clinical excellence through structured training and supervision experiences.

The foundation of the OICBT residency program is the scientist-practitioner model, in which residents are encouraged to assess clinical problems and apply scientific knowledge and psychological principles to: 1) inform professional practice using current research and evidence-based treatment models; 2) justify clinical decision-making, including the selection of assessment measures and intervention approaches; and 3) evaluate clinical outcomes and treatment effectiveness. The clinical training staff at OICBT exemplifies the integration of the scientist-practitioner model through active involvement in clinical practice, supervision, teaching, program development, leadership, and ongoing professional development. This commitment reflects the scientific and professional foundations emphasized within accredited doctoral programs in clinical psychology and supports the development of psychologists prepared for increasingly complex and interdisciplinary systems of care.

The OICBT residency also recognizes the diverse professional roles autonomous psychologists must fulfill across contemporary healthcare environments. Accordingly, the program aims to provide training experiences that develop competencies enabling residents to deliver evidence-based clinical services, supervise and train students and mental health professionals, contribute to interdisciplinary systems of care, evaluate interventions and programs, participate in research and quality improvement initiatives, and assume leadership roles in clinical, administrative, and organizational settings.

Five foundational and functional competency domains underpin the specific training goals within the OICBT residency program: interpersonal relationships, assessment and evaluation, intervention and consultation, research, and ethics and standards. These domains align closely with the core competencies required by the College of Psychologists and Behaviour Analysts of Ontario (CPBAO) for the professional practice of psychology and form the basis of residents’ ongoing competency evaluations throughout the training year.

The residency program utilizes a developmental and competency-based supervision model in which expectations for clinical independence, complexity of clinical responsibilities, and professional autonomy progressively increase over the course of the residency year. Residents receive structured supervision, direct observation, feedback, and evaluation to support competency development across all training domains.

The competency level anticipated at the conclusion of the residency corresponds directly to the professional skills required for a graduating resident to obtain supervised practice authorization through the College of Psychologists and Behaviour Analysts of Ontario (CPBAO) and progress toward autonomous practice in professional psychology.

OICBT acknowledges that it is located on unceded Algonquin territory and recognizes the ongoing impact of colonialism and systemic inequities on mental health and access to care. As a training centre, we are familiar with and support the CCTC 2020 Consensus Statement and CPA’s Psychology Response to the Truth and Reconciliation Commission of Canada’s Report, with particular attention to how clinical psychology must adequately address the effects of social determinants of health and experiences in its understanding of Indigenous and other racialized peoples.

The OICBT residency program is committed to fostering diversity, equity, inclusion, and accessibility across all aspects of training and clinical care. In alignment with the Canadian Psychological Association’s (CPA) commitments to equity, diversity, and inclusion, as well as the Truth and Reconciliation Commission of Canada’s Calls to Action, the residency program strives to create an environment that is respectful, inclusive, culturally responsive, and reflective of the diverse communities we serve.

A mental health model of diversity examines how individuals’ thoughts, feelings, and behaviours are shaped by their social, cultural, interpersonal, and systemic environments. This includes culture, ethnicity, race, Indigeneity, language, gender identity, sexual orientation, socioeconomic status, religion, spirituality, neurodiversity, age and developmental stage, disability, family structure, and barriers affecting access to psychological care and well-being.

Residents are encouraged to engage in ongoing reflective practice regarding their own identities, assumptions, biases, interpersonal style, and professional roles while developing competencies in culturally responsive, ethically grounded, and diversity-informed psychological practice.

Additional resources and guiding frameworks include:

• Canadian Psychological Association Equity, Diversity, and Inclusion Resources
  https://cpa.ca/aboutcpa/equity-diversity-and-inclusion/
• Truth and Reconciliation Commission of Canada: Calls to Action
  https://truthandreconciliationcommission.ca/calls-to-action/
• CPA Response to the Truth and Reconciliation Commission of Canada’s Report
  https://cpa.ca/docs/File/Task_Forces/TRC%20Task%20Force%20Report_FINAL.pdf
• Accessibility for Ontarians with Disabilities Act (AODA)
  https://www.ontario.ca/laws/statute/05a11

The OICBT Clinical Psychology Residency Program runs from September to August and requires completion of 1600 hours of supervised practice. Residents work approximately 37.5 hours per week, with schedules determined collaboratively with supervisors and the Director of Training. Depending on involvement in group programming, residents may occasionally participate in evening clinical activities, with schedules adjusted accordingly.

During the residency year, residents dedicate a minimum of 25% of their time to direct client contact. Direct service hours may include both in-person and virtual service delivery. All clinical services are provided under the supervision of doctoral-level registered psychologists.

The OICBT offers five residency positions annually within a unified residency training model:

• Three Adult Stream positions
• Two Youth–Adult Stream positions

All residents complete training within the same stepped-care CBT framework, competency-based supervision model, assessment structure, didactic seminar series, interdisciplinary consultation system, and program evaluation activities.

The primary distinction between streams involves the population focus of clinical experiences, with Adult Stream positions primarily focused on adult mental health services and Youth–Adult Stream positions incorporating additional youth-focused, family-integrated, and transition-age clinical experiences.

Both streams maintain equivalent expectations regarding competency development, supervision, assessment training, intervention experience, didactic participation, interdisciplinary consultation, and preparation for autonomous psychological practice.

Residents complete three major rotations during the residency year, including two primary rotations and one secondary rotation. Primary rotations occur approximately two days per week across the full training year, while the secondary rotation occurs approximately one day per week. Across rotations, residents receive training in individual therapy, group therapy, assessment, consultation, interdisciplinary care, program development, and supervision activities.

Training experiences are designed to promote increasing clinical independence, complexity of case conceptualization, interdisciplinary collaboration, and progressive professional autonomy across the residency year.

The two primary rotations in both the Adult and Youth–Adult Streams include:

1. Mood and Anxiety Disorders Rotation
2. Intensive Assessment Clinic Rotation

Secondary rotation options differ by stream:

Residents in the Adult Stream may complete a secondary rotation in one of the following adult intensive treatment programs:

1. Dialectical Behaviour Therapy (DBT) and Intensive Emotion Regulation Services
2. Intensive Treatment Program for OCD, Anxiety Disorders, PTSD, and related conditions

Residents in the Youth–Adult Stream may complete a secondary rotation in DBT-informed services. At present, a formal youth intensive treatment program is not yet available. However, Youth–Adult Stream residents may gain exposure to intensive intervention principles through youth-focused assessment, consultation, DBT-informed services, caregiver involvement, and treatment planning.

Compulsory supplemental experiences include Program Evaluation and provision of supervision to a doctoral-level clinical psychology student.

Additional supplemental experiences may include Concurrent Disorders, Health Psychology, Women’s Mental Health, Couples Therapy, Parent Consultation and Psychoeducation, Adult ADHD, executive functioning interventions, and interdisciplinary consultation experiences depending on resident training goals and supervisor availability. Ongoing professional development and advanced training in CBT and related evidence-based treatments are offered throughout the residency year through internal seminars, workshops, case consultation activities, and external continuing education opportunities.

Please note: Availability of supplemental experiences may vary depending on referral patterns, supervisor availability, and program resources.

Example Training Plans

The following examples illustrate how residency experiences may be organized across the Adult Stream and Youth–Adult Stream positions. While all residents complete training within the same competency-based and stepped-care framework, the Youth–Adult Stream includes additional opportunities involving youth-focused, family-integrated, and transition-age clinical experiences.

Adult Stream Example

Primary Rotations

• Mood and Anxiety Disorders Rotation
• Intensive Assessment Clinic Rotation

Secondary Rotation

• DBT and Intensive Emotion Regulation Services

Compulsory Experiences

• Program Evaluation
• Provision of Supervision

Supplemental Experiences

• Couples Therapy
• Adult ADHD
• Health Psychology

Youth–Adult Stream Example

Primary Rotations

• Mood and Anxiety Disorders Rotation with Youth–Adult Emphasis
• Intensive Assessment Clinic Rotation with Youth–Adult Emphasis

Secondary Rotation

• DBT and Emotion Regulation Services with Youth–Adult Experiences

Compulsory Experiences

• Program Evaluation
• Provision of Supervision

Supplemental Experiences

• Family-Supported Intervention
• Parent Consultation
• Executive Functioning Intervention

Supervision Model

Residents receive a minimum of four hours of supervision weekly, including both individual and group supervision provided by doctoral-level registered psychologists. Supervision experiences include individual therapy supervision, assessment supervision, group supervision, supervision of supervision, program development supervision, and supervision related to group therapy facilitation.

Supervision is developmental and competency-based, with increasing expectations for clinical independence, complexity of case conceptualization, interdisciplinary consultation, leadership, and professional autonomy across the residency year.

Residents receive intensive supervision in diagnostic interviewing, cognitive testing, integrative case formulation, report writing, feedback provision, differential diagnosis, and evidence-based intervention across varying levels of clinical complexity.

Direct Observation & Clinical Modelling

Residents participate in direct observation, co-facilitation, modelling, and live supervision experiences across assessment, individual therapy, group therapy, DBT programming, and intensive treatment services. Training emphasizes progressive movement from observation toward increasingly independent clinical leadership and intervention delivery.

Case Conferences & Didactic Seminars

From September through June of the training year, residents attend weekly on-site didactic seminars that are organized around a lifespan developmental framework. This framework emphasizes understanding psychological functioning within the context of normative and atypical development from childhood through adulthood and informs assessment, case conceptualization, and intervention planning. Seminar topics include CBT-based assessment and intervention, psychological formulation, diagnosis, ethics, supervision, program development, interdisciplinary practice, and diversity-informed care. Residents also receive training in developmental psychopathology, neurodevelopmental presentations, caregiver and family systems, developmental and transition-age conceptualization, and developmentally appropriate adaptations of evidence-based interventions where clinically relevant.

Residents participate in monthly clinic-wide case discussion meetings involving interdisciplinary consultation and discussion of complex clinical presentations, ethical issues, supervision processes, program development, and professional practice considerations. Supervision and case consultation also emphasize outcome-informed practice, treatment monitoring, and ongoing evaluation of clinical effectiveness within evidence-based psychological care.

Residents also participate in monthly city-wide psychology residency seminars involving trainees from multiple clinical psychology residency sites across the Ottawa region.

Didactic Training

OICBT Weekly CBT Seminar Series: Fridays 10:30 – 12:00

City-Wide Resident Seminars: Monthly half-day seminar on various topics related to clinical psychology and professional practice

Case Discussion Meetings: Monthly Tuesdays 12:00 – 1:00

Residents collaborate with supervisors and the training director to set their training goals and interests across eight core clinical competencies within adult and developmentally informed clinical psychology practice: assessment, intervention, consultation, program evaluation/development, interpersonal relationships, professional standards and ethics, diversity and individual differences, and supervision.

To achieve these clinical training goals, residents participate in the following activities: direct client contact, direct observation and coaching of core clinical skills by a clinical supervisor, seminars focused on professional development, clinical practice, and models of supervision, individual and/or group supervision focused on identified competency areas, and ongoing evaluation of residents’ competency development.

Assessment and Diagnostic Skills

The Intensive Assessment Program rotation is designed to develop residents’ competencies in diagnostic assessment, differential diagnosis, cognitive testing, case formulation, feedback provision, report writing, and treatment planning. The Assessment Training Hub is part of OICBT’s Intensive Assessment Program and includes all internal residents completing their residency in a given year, as well as external residents assigned to the rotation and practicum students in psychology.

The purpose of the rotation is to provide diagnostic clarity and support evidence-based treatment planning tailored to individual client needs. Assessments may include General Diagnostic Assessments, ADHD Assessments, and Psycho-Educational Assessments focused on learning difficulties and ADHD-related concerns. Across streams, residents receive exposure to adult mental health assessment, while residents in the Youth–Adult Stream also assess adolescents and emerging adults. Training includes selecting appropriate assessment measures, monitoring symptoms, conducting clinical interviews, integrating cognitive and diagnostic information, communicating diagnoses, providing feedback, and preparing reports in a private practice setting. Residents generally dedicate the equivalent of one day per week to the Assessment Training Hub.

Requirements: Over the course of the residency, residents will complete a minimum of six comprehensive assessments as part of the Assessment Training Hub. Of these six, at least one must include a comprehensive personality assessment component.

Intervention

Individual Therapy Experiences

Residents are expected to complete 15 individual cases by the end of the year during the Mood and Anxiety Disorders Rotation and the secondary rotation (DBT or ITP). The number of sessions and visit frequency per client may differ based on the specific problem, symptom severity, levels of impairment, client goals, financial resources, and progress.

Residents will have the chance to follow 1-2 longer-term therapy cases during their residency. Within the Youth–Adult Stream, residents typically receive a balanced ratio of adult and youth-focused therapy experiences across the residency year.

Residents within the adult stream may also choose an optional rotation in couples’ therapy, replacing 1 to 2 (minimum of 1 couple therapy case) of their direct intervention hours with equivalent hours of couples’ therapy.

Requirements: Over the course of the residency, residents are expected to provide individual therapy intervention to 15 clients. Clients may be from the Mood & Anxiety Disorders Program, the DBT program, or the ITP.  

Group Therapy Experiences

Residents co-facilitate 1 CBT-based group over the course of their residency. Residents learn to apply group-level interventions and work collaboratively with a co-therapist. Residents may be involved in pre-group assessment sessions as required.

Groups are CBT-based, vary in the number of sessions offered, and are based on empirically supported treatment manuals.

Treatment groups may include:

• Stage 1 Dialectical Behavioural Therapy Skills Group for Adult Or Youth 
• Stage 2 Dialectical Behaviour Therapy Group for Adult
• ADHD Group for Adult

Residents involved in the DBT rotation will co-facilitate either the Stage 1 Skills Group or the Stage 2 Group. Youth-focused DBT groups will include components of caregiver education and support. Program development projects for the 2027-2028 residency year will include the development of a Parent Support group and ADHD group for youth.

Requirements: Involvement in 1 CBT-Based Group

Intensive Treatment Program Experiences

Residents involved in the Intensive Treatment Program (adult only) will co-facilitate the Emotions, Acceptance and the Art of Coping group and deliver individual treatment in various forms, including lead clinician work, coaching, family accommodation. The focus of the accommodation sessions is on supporting the client in making identified treatment changes through weekly sessions involving the client, caregivers, and/or family system.

Sessions often focus on:

• Educating significant others about the primary problem of concern,identifying collaborative goals to support the client and family system within the home environment,
• Reducing accommodation behaviours that may reinforce presenting difficulties,
• and leveraging supportive relationships to help clients meet functional goals.

Within the Youth–Adult Stream, residents may also participate in modified intensive treatment approaches with youth and emerging adult clients under the consultation and supervision of their clinical supervisors where clinically appropriate.

Consultation

Residents at the OICBT work within an interprofessional setting, where they participate in various consultation activities. These may include: a) providing peer consultation to residents and practicum students on more complex assessment and treatment cases; b) offering consultation to social workers, occupational therapists, and psychotherapists; c) sharing information about the OICBT with community and hospital organizations;  and d) participating in training and consultation with community treatment teams, schools, and interdisciplinary service providers interested in implementing CBT-based strategies. Residents are also expected to engage in consultation with external agencies, caregivers, schools, and interdisciplinary systems of care as clinically appropriate and relevant to their training stream. Additionally, they attend monthly clinic-wide case discussion meetings and participate in one of the above consultation activities. 

Requirements: Providing and receiving consultation with other interdisciplinary team members both within and outside the clinic as needed for each client being assessed or followed in treatment (approximately 30 minutes to 1 hour per week). Regularly participating in monthly clinic-wide case discussion meetings. Residents may also engage in one of the consultation activities mentioned above as necessary and relevant to training goals and rotation placements.

Requirements: Receiving and providing consultation to other interdisciplinary team members within (and if required, outside of the clinic) as needed for each client being assessed or followed in treatment. Regular involvement in monthly case discussion meetings. Residents may also be involved in one of the consultation activities in either the DBT Program or the ITP and when relevant to training goals and rotation placements. 

Program Development and Evaluation

Residents dedicate about 12 hours per month (equivalent to 3 half-days) to program development and evaluation research. Each resident is expected to complete an evaluation project during their residency year in collaboration with a supervising psychologist at the OICBT.

This may involve analyzing data collected from self-report measures of symptom severity, functioning, and treatment outcomes to support ongoing monitoring and quality improvement of clinical services offered at the OICBT.

Examples of program evaluation and development projects may include investigating the benefits of supplementary individual sessions alongside group therapy versus group contacts alone; analyzing clinic-based outcome and service utilization data; assessing group therapy outcomes using quantitative and qualitative methods; contributing to the development of youth-focused ADHD skills groups; and supporting the development, refinement, or evaluation of modified summer intensive treatment programming for youth experiencing severe OCD and anxiety disorders.

Residents may also choose to undertake a project focused on business development and social enterprise initiatives within mental health service delivery. These experiences provide opportunities to contribute to the development of sustainable, evidence-based, and cost-effective psychological services while considering issues related to accessibility, program growth, and service innovation.

Within this framework, residents may also design projects and pursue funding opportunities aimed at increasing access to reduced-cost psychological services for community clients.

Requirements: Completion of one applied research project and/or business development project.

Interpersonal Relationships

Through didactic seminars, readings, supervision, and clinical practice experiences, residents deepen their understanding of the interpersonal, relational, and systemic factors that contribute to effective psychological care. Residents work to develop strong therapeutic alliances, collaborative interdisciplinary relationships, and professional communication skills across a varied of clinical settings and levels of care.

When working with clients, residents consider clients’ unique interpersonal, developmental, cultural, and family contexts, regularly assess progress within the therapeutic relationship, and modify their approach accordingly. Residents also engage in reflective practice regarding their own interpersonal style, emotional responses, values, assumptions, and potential biases, and how these may influence assessment, intervention, supervision, and consultation processes.

Requirements: Demonstrate skills in developing and maintaining strong therapeutic relationships with clients, collaborative relationships with supervisors and interdisciplinary professionals, and effective professional communication across clinical contexts.

Diversity and Individual Differences

Residents engage in structured activities to help them reflect on their experiences with diversity. This includes integrating academically learned knowledge with discussions about residents’ self-awareness of differences in perspectives between themselves and others. It also involves routine reflections with clinical supervisors on how diversity, developmental experiences, family systems, and broader contextual factors influence assessment, intervention, and client care.

Residents have the chance to work with a variety of diverse clients at OICBT, including individuals across the lifespan, with different socio-economic backgrounds, and reflecting the rich cultural diversity of the National Capital region — in terms of ethnicity, religion, national origin, sexual and gender identities, military and disability status, neurodiversity, developmental stage, family structure, and languages.

The OICBT has incorporated diversity-informed questions into our referral, intake, and assessment forms, based on the APA Cultural Formulation Interview. This helps in understanding clients’ individual, cultural, developmental, and systemic contexts in order to better tailor treatment planning and improve access to psychologically informed care. Diversity-informed care is an integral part of each rotation.

Requirements: Demonstrate knowledge and sensitivity to diversity and individual difference issues in clinical practice.

Professional Ethics and Standards

Residents learn to apply the CPA Code of Ethics, CPBAO professional standards, and ethical decision-making principles to all aspects of their professional work across assessment, intervention, supervision, consultation, and interdisciplinary care. Training is provided through individual supervision and didactic instruction, including in-house and city-wide seminars.

In addition to topics covered in other settings, residents are also introduced to issues particularly relevant to private practice and contemporary psychological service delivery, such as informed consent, confidentiality, telepsychology standards, caregiver involvement and privacy considerations, the role of payment in negotiating treatment contracts with clients, boundaries and responsibilities with third-party payers, the financial and organizational challenges involved in running a group private practice clinic, and the ethical promotion of services.

Requirements: Demonstrate knowledge of professional ethics and applicable standards in clinical practice.

Supervision and Direct Modelling

The OICBT recognizes the importance of training residents in the provision of supervision. With each type of supervision experience, residents develop their supervision skills through observation, modelling, and independently supervising Ph.D. practicum students.

Supervisory experiences generally occur during the second half of residency in one of the following areas:

1. supervision of individual therapy, including supervising a Ph.D. psychology practicum student on a single therapy case;
2. assessment supervision, including providing oversight to an individual or group of Ph.D. psychology practicum students on diagnostic interviewing, assessment, and treatment planning; or
3. group therapy supervision involving supervision of a Ph.D. practicum student participating in group therapy.

This developmental process begins with observing a psychologist provide supervision, progresses to co-leading supervision activities, and eventually involves independently leading supervision under the guidance of supervising psychologists.

Within the Youth–Adult Stream, residents may additionally participate in supervision experiences involving developmentally informed assessment, caregiver-supported intervention, youth-focused group treatment, and consultation involving schools or broader systems of care where clinically appropriate.

Group therapy supervision occurs after the resident has completed observation and co-facilitation of the group with an experienced group facilitator. Facilitators are experienced clinicians with extensive backgrounds in group therapy and the specific treatment modality being provided. Residents progressively assume increasing leadership responsibilities, with a clinical psychology practicum student functioning as co-facilitator.

Direct Modelling and Observation

As part of the Intensive Treatment Program, residents have opportunities to deliver didactic instruction, observe clinical interventions, and model treatment approaches for Ph.D. practicum students participating in the ITP. Residents may progressively assume increasing leadership responsibilities, with a clinical psychology practicum student functioning as co-facilitator.

Residents also receive weekly individual and group supervision regarding their supervision activities from psychologists at the OICBT. Supervision of supervision occurs within the context of the clinical rotation in which the resident is working.

Requirements:

1. Supervision of one practicum student on one individual therapy case;
2. Supervision involving diagnostic interviewing, assessment, and treatment planning; or
3. Group therapy supervision.

The OICBT provides residents with professional funds throughout the year.

Specifically, Residents receive:

• $500 professional development funding
• 3 professional development days
• Access to internal CBT and DBT workshops
• Opportunities to attend conferences and seminars

To support progressive professional development, competency attainment, and personal growth during residency, the OICBT is dedicated to fostering ongoing feedback among residents, supervisors, and the training director. At the OICBT, residents attend an orientation to the clinic and residency program and participate in regular monthly meetings with the training director to support their professional development and residency training goals.

Residents participate in both informal and formal assessments, during which their supervisors observe them directly and indirectly as they deliver clinical services (e.g., supervisors watching live sessions, providing coaching, and facilitating groups).

Residents also receive formal written evaluations quarterly. These reviews provide an opportunity to assess progress toward resident training goals and identify strengths and areas requiring further development, which can then be addressed throughout the remainder of the rotation and residency year. Evaluation focuses on residents’ progressive development toward increasing clinical independence, complexity of case conceptualization, professional judgment, and competencies associated with autonomous psychological practice. Summaries of evaluations are sent to each resident’s university to document ongoing competency development and residency performance.

Each review follows a competency-based approach consistent with the Foundational and Functional Competencies outlined in the CPA Accreditation Standards. Evaluations include competencies related to:

• interpersonal relationships with clients and professionals;
• clinical assessment, testing, case formulation, and report writing;
• clinical intervention;
• consultation and interdisciplinary collaboration;
• supervision (including utilization, feedback, and provision);
• scientific knowledge of psychological theory and research;
• clinical research and program evaluation skills;
• self-assessment and reflective practice;
• professionalism; and
• ethics.

At the end of their training year, residents can complete evaluations of their rotations, supervisors, and training director. Residents review their supervisors (e.g., quality, availability, etc.), satisfaction with client contact, the overall quality of the rotations, and how well their experiences meet their goals. They are encouraged to provide informal feedback to supervisors throughout their rotations to address any concerns that may arise. Residents also complete evaluations of the City-Wide didactic seminars and have the opportunity to share feedback on their overall resident experience with the DoT at the end of their training year.

The OICBT also has clear guidelines and procedures for handling any grievance that may arise during residency.

The following is an example of weekly activities a resident may be involved in once functioning at full clinical capacity. Allocation of hours may vary throughout the residency year depending on rotation activities, group programming, assessment scheduling, and training needs.

Example Weekly Activity Allocation (37.5 Hours/Week)

• Direct Client Contact (~12-14 hours): Individual therapy, group therapy, assessment, feedback sessions
• Supervision (~4.5 hours): Approximately 3 hours of individual supervision, 1 hour of group supervision, provision of supervision to practicum students, and supervision of supervision activities
• Program Evaluation and Research (~3–4 hours): Approximately 12 hours per month dedicated to program evaluation, applied research, and/or business development activities
• Didactic Seminars and Professional Development (~2–5 hours): Internal seminars, city-wide seminars, case discussion meetings, workshops, and continuing education activities
• Support and Administrative Activities (~10 hours): Documentation, scoring, report writing, interdisciplinary consultation, preparation, and clinical administration

Therapy Facilities

Each resident is assigned a private office, along with access to telephone, fax, internet, and printing services. Residents typically bring their own computer for clinical and administrative work. Residents also have access to dedicated group therapy space and shared clinical meeting areas.

Residents are required to be on-site at a minimum of 2 days/week.

University of Ottawa Library Access

Residents registered in a graduate university program (e.g., Ph.D. in Clinical Psychology) may obtain a library card through the University of Ottawa to access university library resources, including books, journals, and electronic databases.

In line with Canadian Immigration requirements, only applicants who are Canadian citizens or permanent residents of Canada will be considered. Applicants should be enrolled in a doctoral program in clinical psychology that is accredited by either the Canadian Psychological Association or the American Psychological Association. To be eligible for residency, students must have completed the following requirements before commencing the residency year.

• All requisite coursework;
• All practicum requirements outlined by the applicant’s doctoral training program; and
• Approval of the applicant’s doctoral thesis proposal prior to the residency year.

Applicants who are more likely to be prepared to submit or defend their thesis before starting the residency will, all other factors being equal, be ranked higher.

Applicants must complete at least 600 practicum hours (including direct, support, and supervision hours), with at least 300 hours of direct client contact involving intervention and assessment activities. They must also log 150 hours of supervision, while the remaining hours should be supporting activities. The evaluation is based on the quality and depth of practicum training rather than just the total number of hours.

The OICBT doctoral residency program adopts a hybrid model that combines in-person and virtual elements of training, clinical work, and supervision. This model is designed to maintain high-quality clinical training while adapting to evolving service delivery needs and accessibility considerations.

Residents spend approximately 2 days per week onsite for direct clinical service delivery and related training activities. Approximately 3 days per week involve telepsychology services, virtual group therapy, supervision, documentation, and online seminars. Core competencies are tracked across both delivery modalities to ensure residents meet professional standards and residency training expectations.

The stipend for each resident position for the 2027–2028 residency year is $45, 000 CAD.

Leave Benefits

Work-life balance is an important value at the OICBT. Residents are provided with the following paid leave opportunities and are encouraged to make appropriate use of them throughout the residency year.

1. Vacation Leave: Residents receive 15 days (3 weeks) of vacation in addition to statutory holidays.
2. Professional Development Leave: Residents receive 3 professional development days for activities such as conferences, dissertation defense activities, workshops, or related professional training opportunities.
3. Sick Leave: Residents are entitled to 5 paid sick days.

The OICBT doctoral residency program (APPIC program code number: 188011) in clinical psychology is CPA-accredited. The program is a member of the Canadian Council of Professional Psychology Programs (CCPPP) and a full member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). The residency follows APPIC policies regarding internship offers and acceptances.

This residency program participates in the APPIC Internship Matching Program. All applicants must register with National Matching Services to be considered for residency.

The OICBT is committed to employment equity and hires based on merit. We encourage applications from individuals who identify as members of groups that have been historically marginalized based on sex, sexual orientation, gender identity or gender expression, racialization, disability, and/or First Nations, Métis, Inuit, or Indigenous identity.

Applicants must complete the following through the AAPI Online Applicant Portal:

1. Completed APPIC Application;
2. Verification and electronic signature completed by the applicant’s University Training Director attesting to readiness for residency training;
3. Names and contact information (phone number, email address, title, and place of employment) for three references familiar with the applicant’s clinical and professional experience and performance. One referee should typically be the applicant’s thesis supervisor;
4. Graduate transcripts; and
5. Curriculum Vitae.

Applicants are encouraged to specify their residency track (Adult or Adult-Youth) and rotation preferences within their cover letters, as this assists in coordinating interviews with potential supervisors.

Completed applications must be received by Friday, November 6, 2026

Aligned with the suggested CCPPP member program guidelines, we will be following the recommended 2-step process with respect to interview notification and interview scheduling. Specifically:

Step 1: All offers to interview with OICBT will be made on Friday, December 4, 2026, by email. Applicants are not expected to make any commitments on this day.

Step 2: After 11:00 a.m. Eastern Time on Monday, December 7, 2026, applicants who have been offered an interview are welcome to self-schedule their interview through the NMS Match System. 

The OICBT will conduct interviews within the CCPPP East/Atlantic window, beginning December 8th, 2026 through December 18th, 2026 and from the week of January 4th to 15th, 2027. All OICBT interviews will be virtual (videoconferencing). We will not be offering any in-person interviews.

If you have any questions about our program, please get in touch with Dr. Natasha Ballen (Director of Training):

101–411 Roosevelt Ave.
Ottawa, ON K2A 3X9
Email: [email protected]

Tel: 613-820-9931, extension 227

For more information about the OICBT, please visit: www.ottawacbt.ca

At the OICBT, all triage, assessment, and treatment services are provided within a stepped-care model. Stepped care involves providing the appropriate level of treatment intensity to the right individual at the appropriate time. Within this model, treatment planning is guided by multidimensional assessment of presenting concerns, symptom severity, functioning, client goals, available supports, and response to intervention.

Treatment intensity may increase or decrease over time based on objective monitoring of clinical progress. Services may therefore involve varying combinations of individual therapy, group intervention, coaching, family-supported intervention, consultation, and intensive treatment programming. Residency training experiences are directly integrated into this evidence-based and stepped-care service delivery framework.

The sections below provide an overview of the primary, secondary, and supplemental rotations available within the OICBT residency program.

Intensive Assessment Clinic Rotation

Supervising Psychologists

• Dr. Connie Dalton, C. Psych.
• Dr. Pete Kelly, C. Psych.
• Dr. Kyle Lemay, C.Psych 
• Dr. Golnaz Ghalderi, C.Psych

Rotation Type

Primary Rotation (~1 day/week; ~7.5 hours)

Description of Service

The Intensive Assessment Clinic focuses on developing competencies in intake and diagnostic interviewing, differential diagnosis, cognitive assessment, integrative case formulation, communicating diagnoses, report writing, and treatment planning.

The Assessment Training Hub includes all OICBT residents completing residency training during the year, along with practicum students and any external residents assigned to this service. The purpose of the assessment service is to provide diagnostic clarification and support treatment planning using evidence-based assessment procedures tailored to client needs.

Assessment services include:

• General Diagnostic Assessment
• ADHD Assessment
• Psycho-Educational Assessment (LD + ADHD)

Across both residency streams, residents receive training in adult psychological assessment involving clients approximately 18 to 65 years of age. Residents within the designated Youth–Adult Stream positions additionally receive experiences involving adolescents, emerging adults, caregiver-supported assessment processes, and developmentally informed mental health presentations, generally involving clients approximately 12 to 65 years of age.

Training emphasizes developmental and differential case formulation, interdisciplinary diagnostic processes, feedback provision, and integrative report writing within an evidence-based private practice setting.

Residents will also complete a minimum of one comprehensive personality assessment during residency training.

Rotation Experiences

Residents progressively participate in all phases of the assessment process while developing increasing clinical competency and independence. Experiences may include:

• Intake and diagnostic assessment, including caregiver-supported involvement where clinically appropriate
• Cognitive testing, feedback provision, and integrative report writing
• Interdisciplinary consultation and treatment planning
• Program development and evaluation activities
• Supervision experiences involving practicum students where appropriate

Requirements

Residents complete a minimum of six comprehensive assessments during the residency year.

Mood and Anxiety Disorders Rotation

Supervising Psychologists

• Dr. Meredith Foot, C. Psych.
• Dr. Michael Bodner, C. Psych.
• Dr. Jeff Perron, C. Psych.
• Dr. Kathryn Sexton, C. Psych.
• Dr. Kenneth Kelly-Turner, C. Psych.
• Dr. Kimberly Anne Turner, C.Psych.
• Dr. Kyle Lemay, C. Psych.

Rotation Type

Primary Rotation (~1.5 days/week)

Description of Service

The Mood and Anxiety Disorders Service focuses on assessment and treatment of depressive disorders, bipolar and related disorders, anxiety disorders, trauma- and stressor-related disorders, and obsessive-compulsive and related disorders.

Clients within this service generally require low to moderate treatment intensity, although many present with complex comorbidities including substance use concerns, insomnia, personality-related difficulties, interpersonal problems, health-related concerns, emotion dysregulation, and executive functioning difficulties.

Treatment is interdisciplinary and primarily CBT-based, while also integrating DBT, Schema Therapy, EFT, ACT, CFT, MBCT, CPT, caregiver-supported intervention, behavioural family intervention approaches, and transdiagnostic models where clinically appropriate.

Across both residency streams, residents provide evidence-based treatment for mood, anxiety, trauma-related, obsessive-compulsive, and emotion regulation presentations within a stepped-care CBT framework. Adult Stream positions focus primarily on adult mental health services, while residents within the Youth–Adult Stream additionally receive experience working with adolescents, emerging adults, caregiver-supported intervention, and developmentally informed treatment approaches.

Services are provided through both individual and group therapy formats, including ADHD-focused intervention groups, caregiver-supported intervention, behavioural family-informed approaches, and developmentally informed CBT- and DBT-based interventions where clinically appropriate.

Rotation Experiences

Residents participate in:

• Assessment, case conceptualization, and collaborative treatment planning
• Individual CBT-based intervention for mood, anxiety, OCD, PTSD, executive functioning, and related emotion regulation presentations
• ADHD-focused intervention groups
• Developmentally informed intervention, caregiver-supported treatment, and family consultation where clinically appropriate
• Consultation with interdisciplinary staff and broader systems of care
• Program development and evaluation activities where available
• Possible supervision of practicum students

Requirements

Residents complete 15 individual therapy cases across residency training.

Dialectical Behaviour Therapy (DBT) Program

Supervising Psychologists

• Dr. Kiran Vadaga, C. Psych.
• Dr. Natasha Ballen, C. Psych.
• Dr. Golnaz Ghalderi, C. Psych.
• Dr. Kyle McBride, C.Psych (Supervised Practice)

DBT Clinicians

• Ericha Braun, MSW
• Silya Shenassa, MSW

Rotation Type

Secondary Rotation (~1 day/week)

Description of Service

The Stage 1 Dialectical Behaviour Therapy (DBT) Service is based on the evidence-supported treatment model developed by Dr. Marsha Linehan.

The DBT program serves adults, adolescents, and emerging adults experiencing significant emotion dysregulation associated with Borderline Personality Disorder, Bipolar Disorder Type II, ADHD, self-harm behaviours, and related clinical presentations. Clients frequently present with additional co-occurring concerns including trauma, anxiety disorders, mood disorders, executive functioning difficulties, and substance use concerns.

Treatment is interdisciplinary and includes:

• Individual therapy
• Weekly Stage 1 DBT skills groups for adults
• A separate youth-focused Stage 1 DBT skills group for adolescents and emerging adults
• Supplemental coaching sessions
• Caregiver support, consultation, and psychoeducation within youth-focused DBT services
• Team consultation and supervision

The Stage 1 DBT program includes mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness modules.

Adult Stream positions focus primarily on adult DBT services, while residents within the Youth–Adult Stream receive experience in adolescent DBT-informed group intervention, caregiver-supported treatment, family consultation, and developmentally informed emotion regulation work.

Residents may also receive exposure to Stage 2 DBT programming focused on value-guided living, traumatic growth, and emotion regulation using Acceptance and Commitment Therapy and trauma-informed approaches.

Rotation Experiences

Residents may participate in:

• Orientation sessions prior to DBT program initiation
• Individual DBT treatment
• Co-facilitation of adult or youth-focused Stage 1 DBT groups and/or Stage 2 DBT groups
• Caregiver consultation and support within youth-focused DBT services where clinically appropriate
• Interdisciplinary consultation meetings
• Program development and evaluation activities
• Possible supervision of practicum students

Intensive Treatment Program (ITP)

Supervising Psychologists

• Dr. Cathy Dandurand, C. Psych.
• Dr. Dhrasti Shah, C. Psych.

ITP Clinicians

• Ericha Braun, MSW

Rotation Type

Secondary Rotation (~1 day/week)

Description of Service

The Intensive Treatment Program provides moderate- to high-intensity treatment for clients experiencing mood disorders, anxiety disorders, OCD, PTSD, and related clinical concerns associated with significant impairment and limited response to previous interventions.

Treatment is grounded primarily in CBT while incorporating ACT, DBT, mindfulness, and exposure-based approaches where clinically indicated.

Core treatment components may include:

• Individual psychotherapy sessions
• Coaching sessions
• Coaching calls
• Family accommodation sessions
• Intensive group-based intervention

The Intensive Treatment Program also includes the weekly “Emotions, Acceptance, and the Art of Coping” group focused on CBT principles, emotional regulation, values-based coping, behavioural activation, exposure, and self-compassion.

Treatment intensity may range from approximately 2.5 to 11 hours of service weekly depending on client needs and treatment response.

Rotation Experiences

Residents may participate in:

• Orientation sessions prior to treatment initiation
• Individual, coaching, and/or accommodation sessions
• Co-facilitation of the Art of Coping group
• Weekly interdisciplinary consultation meetings
• Program development and evaluation activities
• Possible supervision of practicum students

Supplemental Clinical Experiences

Residents may supplement primary rotation experiences through additional focused clinical opportunities depending on referral availability, supervisor availability, and training goals.

Supplemental experiences may include:

• Adult ADHD Services
• Concurrent Disorders
• Health Psychology
• Couples Therapy
• Women’s Mental Health

Adult ADHD Service (Supplemental)

This supplemental experience focuses on CBT- and mindfulness-based treatment for adults experiencing ADHD-related difficulties. Treatment may include individual therapy, ADHD skills groups, coaching sessions, and interventions targeting executive functioning, emotion regulation, interpersonal functioning, organization, distractibility, and procrastination.

Residents may participate in:

• Orientation sessions
• Individual ADHD treatment
• Co-facilitation of ADHD groups

Concurrent Disorders Experience (Supplemental)

This supplemental experience focuses on clients experiencing concurrent mood, anxiety, and substance use difficulties. Treatment integrates CBT, ACT, DBT, and mindfulness-based approaches while emphasizing collaborative treatment planning, harm reduction, and behavioural change.

Residents may participate in:

• Assessment and treatment planning
• Individual therapy
• Consultation with interdisciplinary providers
• Coaching and accommodation sessions
• Monitoring participation in related treatment groups

Health Psychology Experience (Supplemental)

This supplemental experience involves assessment and intervention for clients experiencing health-related psychological concerns, chronic illness adjustment, chronic pain, PTSD related to medical issues, and health anxiety.

Residents may participate in:

• Assessment and treatment planning
• Individual therapy
• Consultation with interdisciplinary providers
• Coaching and accommodation sessions
• Related group programming where available

Couples Therapy Experience (Supplemental)

This supplemental experience involves assessment and treatment of relational and interpersonal difficulties using Emotion-Focused Therapy and introductory Gottman Method approaches.

Residents may participate in:

• Couples assessment and treatment planning
• Couples therapy intervention
• Consultation with interdisciplinary providers and systems of care

Women’s Mental Health Experience (Supplemental)

This supplemental experience focuses on psychological concerns associated with reproductive, hormonal, perinatal, postpartum, fertility, and women’s health-related experiences.

Treatment approaches may include CBT, Interpersonal Psychotherapy, DBT-informed intervention, EFT, and Schema Therapy.

Residents may participate in:

• Assessment and treatment planning
• Individual therapy intervention
• Consultation with interdisciplinary providers and systems of care

Director of Training – Doctoral Residency Program

Dr. Natasha Ballen, Psychologist, Executive Director of Training and Supervision

Dr. Natasha Ballen is a Clinical and Health Psychologist who provides individual, couple, and group therapy treatment to adults. She uses primarily a cognitive behavioural therapy (CBT) approach; however, she also has training and experience in other techniques, including experiential (EFT for couples), Interpersonal Psychotherapy, and Dialectical Behaviour Therapy. She treats a wide variety of problems, including mood and anxiety-related disorders, personality-related problems, health issues (e.g., coping with acute and chronic medical problems), and women’s health concerns (e.g., reproductive life stages). An area of special interest and experience is in the assessment and treatment of psychological issues related to pregnancy and postpartum adjustment (e.g., postpartum depression and anxiety, “baby blues”).

Managerial Staff

• Operational Manager: Lisa Dalton
• Clinical Manager: Kelly Trottier
• Business Development & Systems Manager: Alannah McLeod

Administrative Staff

• Madylon Christley

Executive Directors

Dr. Connie Dalton, Psychologist, CEO

Dr. Dalton is a founding member and the executive director of the Ottawa Institute of Cognitive Behavioural Therapy. She participated in the specialized Extramural Training Program at the Beck Institute for Cognitive Therapy and Research. She was also a clinical staff member at the Royal Ottawa Mental Health Centre, where she was responsible for the development of programming for major depressive disorder and bipolar disorder. She offers supervision and training for psychologists as well as other mental health professionals. Dr. Dalton is actively involved in providing assessment and individual therapy to clients across most problem areas. An area of focus and proficiency is the assessment, diagnosis and treatment of ADHD, anxiety, major depressive disorder and bipolar disorder.

Dr. Cathy Dandurand, Psychologist, CCOO

Dr. Dandurand’s theoretical approach incorporates a cognitive behavioural framework that combines elements of Schema Therapy, Acceptance and Commitment Therapy, experiential therapy, interpersonal therapy, mindfulness, and Dialectical Behaviour Therapy. Dr. Dandurand’s practice (assessment, diagnosis, and treatment) is in the service of adult populations experiencing difficulties related to mood (depression, bipolar, post-partum depression, etc.), anxiety (social, generalized, health anxiety, specific phobias, panic, agoraphobia, etc.); obsessive-compulsive and related disorders (OCD, hair- pulling, skin-picking, body dysmorphic disorder, hoarding, etc.), post-traumatic stress disorder/ trauma and abuse; eating disorders (e.g., AN, BN, overeating) and psychosis. Additionally, her practice focuses on working with individuals experiencing personality-related problems (e.g., borderline personality disorder), alcohol/substance use, grief counselling, relationship difficulties, self-esteem concerns, insomnia, and stress management. Dr. Dandurand collaboratively tailors her work to target clients’ individual needs and strengths and has a vested interest in stigma-reduction related to mental health difficulties.

Dr. Pete Kelly, Psychologist, CFO

Dr. Kelly provides individual and group treatment to adults for mood and anxiety disorders using cognitive behavioural therapies, including Schema Therapy and Acceptance and Commitment Therapy. An area of focus and interest is the treatment of posttraumatic stress using CBT techniques. Dr. Kelly’s approach focuses on building skills in identifying and changing patterns of behavior that may be getting in the way of clients realizing their goals. Prior to joining the OICBT, Dr. Kelly was a psychologist in the Anxiety Disorders Program at the Royal Ottawa Mental Health Centre. He is currently an Adjunct Research Professor in the Department of Neuroscience and Lecturer in the Department of Psychology at Carleton University. In addition to publishing scientific papers, Dr. Kelly is co-author on “Treating Psychosis: A Clinician’s Guide to Mindfulness, Acceptance, and Compassion-Based Approaches within the Cognitive Behavioral Therapy Tradition”. He is also author of the Canadian adaptation of the textbook “Research Methods in Psychology” for Oxford University Press.

Dr. François Rousseau, Psychologist, Executive Director of Recruitment, Performance, and Well-Being

Dr. Rousseau is a founding member of the Ottawa Institute of Cognitive Behavioral Therapy. He provides treatment to adults and seniors for mood disorders (including Major Depressive Disorder and Bipolar Disorder) and anxiety disorders. He uses a cognitive behavioural therapy (CBT) approach, including Mindfulness-Integrated Cognitive Behaviour Therapy (MiCBT). Prior to joining the OICBT, Dr. Rousseau worked in the outpatient and inpatient units of the Mood Disorders Program at the Royal Ottawa Mental Health Centre. Le Dr Rousseau offre des services en français et en anglais.

Other Training Staff/Supervisors

Dr. Michael Bodner, Psychologist

Dr. Bodner is a Clinical Psychologist with eight years of direct therapeutic experience and nearly 20 years of mental health research experience. He is an Associate Psychologist at OICBT and an Adjunct-Scientist at the Royal’s Institute of Mental Health Research. He uses research-based therapies and offers an integrative, holistic approach that stems from basic health strategies to the widespread nature of psychology to the neuroscience behind mental health. Dr. Bodner offers clinical supervision and training at the OICBT.

Dr. Meredith Foot, Psychologist

Dr. Foot is a clinical and health psychologist providing cognitive behavioural therapy combined with mindfulness and acceptance-based approaches. She works with adult clients experiencing a range of difficulties, including mood disorders (depression, bipolar disorder), anxiety disorders (generalized anxiety, social anxiety disorder, panic disorder, agoraphobia, obsessive compulsive disorder, specific phobias), and adjustment related difficulties (e.g., stressful life transitions, grief, work-related challenges). She also has an interest in helping clients address low self-esteem, relationship concerns, anger management problems, and difficulties with assertiveness. In the area of health and illness, Dr. Foot works with individuals experiencing health-related anxiety as well as those adjusting to illness (e.g., fibromyalgia, chronic fatigue, cancer). Dr. Foot has experience working in hospital-based settings and was previously on staff at the Ottawa Hospital with the Shared Mental Health Care Program. She brings a caring, collaborative approach to her work with clients and aims to help individuals identify and work towards their goals. In addition to her clinical work, Dr. Foot is involved in the supervision and training of doctoral students in clinical psychology.

Dr. Jeff Perron, Psychologist

Dr. Perron provides clinical psychology services to adults, with a particular focus on the areas of mood and anxiety disorders. Guided by client goals and presenting concerns, he applies the range of evidence-based cognitive behavioural therapies, including Schema Therapy and Acceptance and Commitment Therapy. Dr. Perron completed his Ph.D. in Clinical Psychology at the University of Ottawa. He completed his doctoral residency at the OICBT and his doctoral thesis research focused on the development of a measure related to assessment of readiness to change. He also holds an MBA from Wilfrid Laurier University and has a background in Human Resources.

Dr. Mandisa Peterson, Psychologist

Dr. Peterson completed her Residency at the Royal Ottawa Mental Health Centre. She provides psychodiagnostic assessments as well as individual and group therapy treatment for diverse adult populations. Her primary approach to therapy is cognitive behavioural and she has experience and training in a number of evidence-based approaches, including Dialectical Behaviour Therapy, mindfulness, and Acceptance and Commitment Therapy. She is dedicated to establishing a safe and open therapeutic environment and working collaboratively with clients to meet their individual needs.

Dr. Peterson’s practice focuses on individuals experiencing a wide range of psychological issues, including: mood (including depression and bipolar disorder), anxiety disorders, trauma-related disorders, health and disability related issues, grief and loss, chronic pain, and adjustment disorders. She has a particular interest and experience working with posttraumatic stress and forensic issues (addictions, anger, ADHD). She is also committed to continuing program development and evaluation in the community in an effort to develop more effective and accessible mental health care programs.

Dr. Katherine Sexton, Psychologist

Dr. Sexton specializes in cognitive behavioural treatments for anxiety and mood disorders and chronic stress. Her areas of special interest and experience are in the assessment and treatment of worry/generalized anxiety disorder, health anxiety, insomnia, and in chronic stress and pain management related to irritable bowel syndrome (IBS) or to immune-mediated inflammatory diseases such as MS and IBD. She also treats a wide variety of problems, including depression, panic disorder and agoraphobia, social anxiety, PTSD and other trauma-related anxiety, obsessive-compulsive disorder, sleep difficulties, chronic pain, and adjustment to acute and chronic medical problems. Her primary approach to therapy is cognitive behavioural, and she also incorporates complementary evidence-based therapies including Prolonged Exposure, Cognitive Processing Therapy, Exposure and Response Prevention, behavioural activation, applied relaxation, mindfulness, Acceptance and Commitment Therapy, and Solution- Focused Therapy. Dr. Sexton received her Ph.D. in Clinical Psychology from Concordia University, Montreal. She has previously worked with the Cognitive Behaviour Therapy Institute of Manitoba, and is a past board member of the Canadian Association of Cognitive-Behavioural Therapies (CACBT). La docteure Sexton offre des services en français et en anglais.

Dr. Dhrasti Shah, Psychologist

Dr. Shah is a Clinical and Health psychologist who provides adult clients with assessment and treatment for depression, anxiety (i.e., GAD, social, illness, and panic), stress (e.g., school, university and work), post-traumatic stress and related difficulties, grief and loss, relationship and interpersonal difficulties, and navigating life transitions. She has a special interest in health-related difficulties (i.e., coping with acute and chronic medical problems, fear of cancer or illness recurrence, health-anxiety). She works with her clients to develop a treatment plan that is tailored to their individual needs, with the goal of increasing their quality of life and functioning. She primarily uses a cognitive behavioural therapy approach; however, she also has training and experience in other approaches, including Interpersonal Therapy and Dialectical Behaviour Therapy.

Dr. Kiran Vadaga, Psychologist

Dr. Vadaga obtained his Ph.D. in Clinical Psychology from Concordia University, Montreal. He completed his pre-doctoral internship at the McGill University Health Center and supervised practice at the Ottawa Institute of Cognitive Behavioral Therapy (OICBT). He provides psychodiagnostic assessment and treatment for adult Attention Deficit Hyperactivity Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), and Borderline Personality Disorder (BPD). He also provides treatment for adults and the elderly struggling with mood and anxiety-related disorders. Dr. Vadaga uses an integrative approach to treatment drawing from cognitive, behavioral, interpersonal, and mindfulness traditions.

Dr. Golnaz Ghaderi, Psychologist

Dr. Ghaderi specializes in cognitive behavioural treatments for mood, anxiety, trauma, and stress-related disorders. Her areas of special interest and experience are in the assessment and treatment of anxiety disorders (obsessive-compulsive disorder, generalized anxiety disorder, social anxiety disorder) as well as PTSD and other trauma- and stress-related disorders. She also treats a wide variety of problems, including depression, bipolar disorder, sleep difficulties, and personality disorders (borderline personality disorder and obsessive-compulsive disorder). Her primary approach to therapy is cognitive behavioural, and she also incorporates relevant evidence-based therapies, including Prolonged Exposure, Exposure and Response Prevention, Schema Therapy, behavioural activation, and Acceptance and Commitment Therapy. Dr. Ghaderi received her Ph.D. in Clinical Psychology from the University of Ottawa.