Dr. Margaret N. Lumley completed her PhD at Queen’s University in 2007 and is a Professor in the Clinical Child and Adolescent Psychology (CCAP) program at the University of Guelph. She is currently serving as the Director of Clinical Training for the program. Dr. Lumley’s research has been funded the Ontario Mental Health Foundation, Canada Foundation for Innovation and Ministry of Education. Dr. Lumley’s career ambition is to significantly contribute to positive mental health for youth by researching intra- and interpersonal factors that support resilience and applying this knowledge to intervention. You can often find her in schools, working with youth, teachers, administrators and parents. Another line of research and practice focuses on mental health on campus. For example, she developed and evaluated a for-credit University course on well-being for students registered with a mental health challenge at U of G.
Dr. Lumley is a registered psychologist in the province of Ontario practicing with children and adolescents. While not working, Dr. Lumley enjoys spending time outdoors with family and friends.
Research Interests: Positive Youth Development, Positive Clinical Psychology, Emotional Resilience, Strengths, Positive Schemas, Innovative Online Interventions for Building Emotional Resilience in Youth, Child/Adolescent Depression, Cognitive Models of Depression Risk, Schema Theory and Therapy, Childhood Maltreatment
Selected Publications:
*denotes Dr. Lumley’s graduate or undergraduate student
*Boyle, S. L., *Martow, J. H., *Thornton, E. M., & Lumley, M. N. (2024). A qualitative approach to students’ experiences of character strengths. International Journal of Applied Positive Psychology, 9(2). https://doi.org/10.1007/s41042-024-00179-w
*Thompson, R., *Thornton, E. M., *O’Byrne, R., Lumley, M. N. (2023). A qualitative exploration of everyday resilience in kindergarten children. Journal of Child and Family Studies, 32, 3947-3959.
*Martow, J. H., *Heaman, J. A., & Lumley, M. N. (2022). The What, Why, and How of Adolescent Interpersonal Goal Setting Following a Growth Mindset Intervention. Journal of Adolescent Research, 07435584221137066.
*O’Byrne, R., *Thompson, R., *Friedmann, J. S., & Lumley, M. N. (2022). Parent Engagement with an Online, School-Based, Character Strengths Promotion Program. International Journal of Applied Positive Psychology, 1-23.
*O’Byrne, R., *Cherry, K. M., Collaton, J., & Lumley, M. N. (2021). The contribution of positive self-schemas to university students’ distress and well-being. International Journal of Cognitive Therapy, 14(3), 436-454.
Boughton, K., *Boyle, S. L., O’Byrne, R., & Lumley, M. N. (2021). Transitioning to university with a mental illness: Experiences of youth and their parent. Journal of Adolescent Research, 07435584211014842.
*Cherry, K. M., Vander Hoeven, E., Patterson, T. S., & Lumley, M. N. (2021). Defining and measuring “psychological flexibility”: A narrative scoping review of diverse flexibility and rigidity constructs and perspectives. Clinical Psychology Review, 84, 101973.
*Cherry, K. M., McArthur, B. A., & Lumley, M. N. (2020). A multi-informant study of strengths, positive self-schemas and subjective well-being from childhood to adolescence. Journal of Happiness Studies, 21(6), 2169-2191.
*Cherry, K.M. & Lumley, M.N. (2019) The longitudinal stability and predictive capability of positive and negative self-schemas in a multi-informant study of child and adolescent depressive symptoms and life satisfaction. International Journal of Applied Positive Psychology, 4(1-2), 47-66.
*Cherry, K.M., *McArthur, B.A., & Lumley, M.N. (2019) A Multi-Informant Study of Strengths, Positive Self-Schemas and Subjective Well-Being from Childhood to Adolescence. Journal of Happiness Studies, 1-23.
*McArthur, B.A., Burke, T.A., Connolly, S.L., Olino, T.M., Lumley, M.N., Abramson, L.Y., & Alloy. L.B. (2019). A longitudinal investigation of cognitive self-schemas across adolescent development. Journal of youth and adolescence, 48(3), 635-647.
Tran, A.W.Y. & Lumley, M.N. (2019) Internalized stigma and student well-being: The role of adaptive and maladaptive coping. Social Work in Mental Health, 17(4), 408-425.
Gruman, J.A., Lumley, M.N., & González-Morales, M.G. (2018). Incorporating balance: Challenges and opportunities for positive psychology. Canadian Psychology/Psychologie Canadienne, 59(1), 54-64.
*McArthur, B.A., *Cherry, K.M., & Lumley, M.N. (2018) Exploring factors relating to positive outcomes for youth with bipolar spectrum disorder: A multi-informant, mixed methods study. International Journal of Applied Positive Psychology, 2(1-3), 1-21.
*McArthur, B.A., *Cherry, K.M., Braimoh, G., & Lumley, M.N. (2017). An Exploration of Positive Parenting in Relation to Psychopathology for Youth with a Diagnosis of Bipolar Spectrum Disorder. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 26(3), 224.
Lumley, M. N. & *McArthur, B. (2016). Protection from depression following emotional maltreatment: the unique roll of positive schemas. International Journal of Cognitive Therapy, 9(4), 327-343.
*Tomlinson, R. M., *Keyfitz, L., Rawana, J. S., & Lumley, M. N. (2016). Unique contributions of positive schemas for understanding child and adolescent life satisfaction and subjective happiness. Journal of Happiness Studies, 18(5), 1255-1274.
Lumley, M. N., & Mancini, B. (2016). Revising links between student mental health services and academe: A for-credit course for students with mental health challenges. Communique, Canadian Association of Colleges and Universities Student Support Services (CACUSS), 17(1), 23-25.
*Friedmann, J., Lumley, M. N., & *Lerman, B. L. (2016). Cognitive schemas as longitudinal predictors of self-reported adolescent depressive symptoms and resilience. Cognitive Behaviour Therapy, 45(1), 32-48.
Selected Publications:
*denotes Dr. Lumley’s graduate or undergraduate student
*Boyle, S. L., *Martow, J. H., *Thornton, E. M., & Lumley, M. N. (2024). A qualitative approach to students’ experiences of character strengths. International Journal of Applied Positive Psychology, 9(2). https://doi.org/10.1007/s41042-024-00179-w
*Thompson, R., *Thornton, E. M., *O’Byrne, R., Lumley, M. N. (2023). A qualitative exploration of everyday resilience in kindergarten children. Journal of Child and Family Studies, 32, 3947-3959.
*Martow, J. H., *Heaman, J. A., & Lumley, M. N. (2022). The What, Why, and How of Adolescent Interpersonal Goal Setting Following a Growth Mindset Intervention. Journal of Adolescent Research, 07435584221137066.
*O’Byrne, R., *Thompson, R., *Friedmann, J. S., & Lumley, M. N. (2022). Parent Engagement with an Online, School-Based, Character Strengths Promotion Program. International Journal of Applied Positive Psychology, 1-23.
*O’Byrne, R., *Cherry, K. M., Collaton, J., & Lumley, M. N. (2021). The contribution of positive self-schemas to university students’ distress and well-being. International Journal of Cognitive Therapy, 14(3), 436-454.
Boughton, K., *Boyle, S. L., O’Byrne, R., & Lumley, M. N. (2021). Transitioning to university with a mental illness: Experiences of youth and their parent. Journal of Adolescent Research, 07435584211014842.
*Cherry, K. M., Vander Hoeven, E., Patterson, T. S., & Lumley, M. N. (2021). Defining and measuring “psychological flexibility”: A narrative scoping review of diverse flexibility and rigidity constructs and perspectives. Clinical Psychology Review, 84, 101973.
*Cherry, K. M., McArthur, B. A., & Lumley, M. N. (2020). A multi-informant study of strengths, positive self-schemas and subjective well-being from childhood to adolescence. Journal of Happiness Studies, 21(6), 2169-2191.
*Cherry, K.M. & Lumley, M.N. (2019) The longitudinal stability and predictive capability of positive and negative self-schemas in a multi-informant study of child and adolescent depressive symptoms and life satisfaction. International Journal of Applied Positive Psychology, 4(1-2), 47-66.
*Cherry, K.M., *McArthur, B.A., & Lumley, M.N. (2019) A Multi-Informant Study of Strengths, Positive Self-Schemas and Subjective Well-Being from Childhood to Adolescence. Journal of Happiness Studies, 1-23.
*McArthur, B.A., Burke, T.A., Connolly, S.L., Olino, T.M., Lumley, M.N., Abramson, L.Y., & Alloy. L.B. (2019). A longitudinal investigation of cognitive self-schemas across adolescent development. Journal of youth and adolescence, 48(3), 635-647.
Tran, A.W.Y. & Lumley, M.N. (2019) Internalized stigma and student well-being: The role of adaptive and maladaptive coping. Social Work in Mental Health, 17(4), 408-425.
Gruman, J.A., Lumley, M.N., & González-Morales, M.G. (2018). Incorporating balance: Challenges and opportunities for positive psychology. Canadian Psychology/Psychologie Canadienne, 59(1), 54-64.
*McArthur, B.A., *Cherry, K.M., & Lumley, M.N. (2018) Exploring factors relating to positive outcomes for youth with bipolar spectrum disorder: A multi-informant, mixed methods study. International Journal of Applied Positive Psychology, 2(1-3), 1-21.
*McArthur, B.A., *Cherry, K.M., Braimoh, G., & Lumley, M.N. (2017). An Exploration of Positive Parenting in Relation to Psychopathology for Youth with a Diagnosis of Bipolar Spectrum Disorder. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 26(3), 224.
Lumley, M. N. & *McArthur, B. (2016). Protection from depression following emotional maltreatment: the unique roll of positive schemas. International Journal of Cognitive Therapy, 9(4), 327-343.
*Tomlinson, R. M., *Keyfitz, L., Rawana, J. S., & Lumley, M. N. (2016). Unique contributions of positive schemas for understanding child and adolescent life satisfaction and subjective happiness. Journal of Happiness Studies, 18(5), 1255-1274.
Lumley, M. N., & Mancini, B. (2016). Revising links between student mental health services and academe: A for-credit course for students with mental health challenges. Communique, Canadian Association of Colleges and Universities Student Support Services (CACUSS), 17(1), 23-25.
*Friedmann, J., Lumley, M. N., & *Lerman, B. L. (2016). Cognitive schemas as longitudinal predictors of self-reported adolescent depressive symptoms and resilience. Cognitive Behaviour Therapy, 45(1), 32-48.
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