Faculty Bio
Dr. Corinne Syrnyk
Director of Research
Chair of Psychology
Associate Professor, Psychology
Phone: 403-254-3736
Email: corinne.syrnyk@stmu.ca
Research:
I am a developmental psychologist with expertise in a) school-based mental health supports for children with social emotional and mental health issues, b) transformational post-graduate programs for marginalized adult learners, and c) development and well-being issues related to human-animal assisted interventions. I recently established the Wellness Opportunities & Outcomes for Pets & Humans (WOOPH) lab. My doctorate is from Lincoln University, UK where I studied under Professor Kerstin Meints. I also hold a Post-Graduate Certificate in (Higher) Education and am a Fellow of the Higher Education Academy. I have completed training in higher education leadership (University of Manitoba) and in principles for research and data governance involving First Nations communities (OCAP©).
Leadership:
As the Director of Research, I am responsible for the strategic direction and leadership of university research activities and initiatives. Please visit to the Research@StMU Webpage to find out more about endeavors of my office.
As the Chair of Psychology, I am responsible for the management of StMU’s largest undergraduate program leading a team of 6 full-time faculty and upwards of 15 part-time faculty. You can find out more about our program here.
Teaching:
The best part of teaching is knowing all these people somehow carry the better parts of you with them in their own stories. I regularly teach PSYC361 Child Development and PSYC461 Advanced Topics in Child Development. I typically agree to supervise 2 Honours students/academic year.
Find out more via my Personal Website
Specialization/Research Interest
Animal-Assisted Interventions, Nurture Approach, Transformational Learning.
Education
PhD Psychology, University of Lincoln, UK
PGCE in Higher Education, University of Lincoln, UK
BSc Psychology (Honours), University of Manitoba
- Kubat, A., & Syrnyk, C. (accepted). The Impact of Emotional Prosody on Online Learning in Undergraduates. Applied Cognitive Psychology.
- McArthur, A., Makowsky, M., & Syrnyk, C. (in press). Post-secondary students’ resilience and canine companion attachment during the COVID-19 pandemic. Society & Animals.
- McArthur, A., Boucher, A., & Syrnyk, C. (2024). Brief report: Impact of a horseback riding lesson on youth well-being during the COVID-19 pandemic. Journal of Equine Rehabilitation, 2, 100009.
- Syrnyk, C., Williams, E., & McArthur, A. (2024). A pilot study of academic burnout and stress in undergraduate students: The role of canine-assisted interventions. Journal of Further and Higher Education, 48(7), 671–682.
- Syrnyk, C., Williams, E., & McArthur, A. (2024). A pilot study of academic burnout and stress in undergraduate students: The role of canine-assisted interventions. Journal of Further and Higher Education.
- Syrnyk, C., McArthur, A., Zwack, A., & Makowsky, M. (2023). Reading to dogs at home: A pilot study. Early Childhood Education Journal, 51, 1059–1065.
- Syrnyk, C., McArthur, A., Zwack, A., & Handelsman, A. (2022). Supporting young readers: A mixed-methods study of their literacy, behaviour, and perceptions when reading aloud to dogs or adults. Early Childhood Education Journal, 21, 1 -15.
- Syrnyk, C. & McArthur, A. (2020). The characteristics and motivations of human volunteers of animal-assisted interventions. Human Animal Interaction Bulletin, 10(2), 99-114.
- Syrnyk, C. (2018). Knowing nurture: Experiences of teaching assistants for children with SEMH. British Journal of Special Education, 45(3), 329-348.
- McArthur, A., & Syrnyk, C. (2018). Improving the post-secondary student experience: The effectiveness of animal assisted therapy events. Journal of Society & Animals, 26, 1-17.
- Syrnyk, C. & Meints, K. (2017). Bye bye Mummy: Word comprehension at 9 months of age. British Journal of Developmental Psychology, 35(2), 202-217.
- Hyland-Russell, T., & Syrnyk, C. (2016). Teaching from the Margins: Democracy Depends on the Humanities. In C. Wright-Maley and T. Davis (Eds.), Teaching for Democracy in an Age of Economic Disparity. Routledge.
- Hyland-Russell, T., & Syrnyk, C. (2015). Challenging change: Transformative education for economically disadvantaged adult learners. International Journal of Lifelong Education, 34(5), 514-529.
- Hyland-Russell, T., & Syrnyk, C. (2014). Transforming the margins: Increasing Well-being and agency among marginalized non-traditional adult learners. Proceedings of the Transformative Learning Network, Columbia University, New York, USA.
- Syrnyk, C. (2014). Capturing the nurture approach: Experiences of young pupils with SEBD. Emotional and Behavioural Difficulties, 19(2), 154-175.
- Syrnyk, C. (2013). Challenging behaviour in the early years: Nurturing a generation. In P. Beckley (Ed.), The New Early Years Foundation Stage: Changes, Challenges and Reflections. London: Open University Press.
- Syrnyk, C. (2012). The nurture teacher: Characteristics, challenges and training. British Journal of Special Education, 39(3), 146-155.
- Syrnyk, C. & Meints, K. (2012). A response to 'Regarding "Syrnyk, C. and Meints, K., 2012, Fishy fishes: the typicality of object stimuli used to assess children’s language in the Reynell Developmental Language Scales-III [Letter to the Editor]. International Journal of Language and Communication Disorders, 47(6), 753-755.
- Syrnyk, C. & Meints, K. (2012). Fishy fishes: The typicality of object stimuli used to assess children’s language in the Reynell Developmental Language Scales-III. International Journal of Language and Communication Disorders, 47(4), 437-450.
- Meints, K., Syrnyk, C., & De Keuster, T. (2010). Why do children get bitten in the face? Injury Prevention, 16 (Supple). pp. A172-A173. ISSN: 1353-8047
- Syrnyk, C. J. & Meints, K. (2006, July). Preferential Looking and the assessment of early language. International Congress for the Study of Child Language, Berlin, 37, 306. Abstracts.