Éric Papineau (he/him), MA, EdS
PhD4, School/Applied Child Psychology
Research Interests: Mindfulness-based and/or -informed interventions; parental mental health; neurodevelopmental conditions; intervention adaptation; accessibility of mental health services
Biography: Éric Papineau is a PhD4 student in the School/Applied Child Psychology program. Over the course of his training, Éric has worked in research laboratories in Ontario, Tennessee, and Québec, in areas ranging from eye-tracking studies of emotion processing to mindfulness and compassion interventions. He is co-supervised by Dr. Armando Bertone (PNLab for Autism and Development) and Dr. Bassam Khoury (McGill Mindfulness Research Lab).
Éric is passionate about making evidence-based interventions reachable for the families who have the least time, money, and support, and his dissertation will look to adapt an eight-week mindfulness and compassion program into a brief, fully virtual format that he will pilot with Québec parents of neurodivergent children. Before returning to graduate studies, he worked as a school psychologist for Memphis-Shelby County Schools, and he has since completed a practicum at the Montreal Children's Hospital, where he co-facilitated groups for parents of neurodivergent children. He specializes in the assessment of neurodevelopmental and mental health disorders, is ADOS-2 certified and ADI-R trained, and works from ACT, CBT, and trauma-informed CBT in case conceptualization and treatment planning. Éric works in French and English, and designs accessibility materials so that neurodivergent participants can take part fully.
Supervisors: Dr. Armando Bertone (Primary Supervisor), Dr. Bassam Khoury (Co-Supervisor)
-
Education Specialist Degree (EdS) in School Psychology, University of Memphis
Master of Arts (MA) in School Psychology, University of Memphis
Bachelor of Science (BSc) with Honors in Psychology, Laurentian University
-
Papineau, É. (2026). Mindfulness-based and mindfulness-informed interventions for parents of neurodivergent children: A systematic review of effects and intervention parameters [Manuscript in preparation]. Department of Educational and Counselling Psychology, McGill University.
-
Papineau, É. (2026). Brief mindfulness interventions for parents of neurodivergent children: A portrait of the literature and future directions [Conference presentation, My Thesis in 5 Minutes]. CRÉIA Annual Day, Rivière-des-Prairies Mental Health Hospital, Montreal, QC, Canada.
Papineau, É., & Jiang, X. (2020). Relations between mindful self-care and anxiety in college students [Conference presentation]. Children, Adolescents, and Family Studies (CAFS) Conference, Department of Psychology Research Colloquium, University of Memphis, TN, United States.
Papineau, É. (2017). The influence of depressive symptoms on the processing of emotional facial expressions in trait anxious individuals: An eye-movement study [Conference presentation, symposium]. ACFAS Congress, Sudbury, ON, Canada.
Papineau, É. (2016). The role of familiarization strategy in the missing-letter effect [Poster presentation]. SQRP Annual Congress, Université du Québec à Trois-Rivières, QC, Canada.
Ferguson, R., Quenneville, J., Papineau, É., & Roy-Charland, A. (2016). Validating Raney's vocabulary measure against the WAIS-III [Poster presentation]. 26th Annual CSBBCS Congress, University of Ottawa, ON, Canada.
Wilson, K., Sinclair, R., Moore, S., Yacoub, S., Demers, J., Papineau, É., & Mark, M. M. (2016). Incidental moods, source likeability, argument strength, and persuasion: Evidence for affect-repair based elaboration in sad people [Poster presentation]. 26th Annual CSBBCS Congress, University of Ottawa, ON, Canada.
-
Gold Centre for Early Childhood Development Student Stipend – $10,000 (2026)
ECP Graduate Excellence Recruitment Fellowship – $12,990 (2023-2024)
Graduate Excellence Fellowship - $10,000 (2023-2024)
-