“Having a respectful appreciation for diverse learners makes us more effective practitioners”: Dr. Andrea Garner’s research at the intersection of psychology and education

(Photo provided by Andrea Garner)

“I would say that my professional teaching practice and research are conducted at the intersection of education and psychology. I started out in the field as an Applied Behaviour Analysis therapist in a home program, moved into therapeutic recreation, and then into teaching. At each juncture and in every setting, I draw on knowledge from the field of psychology and the pedagogies of teaching and learning to work with learners as co-constructors at all ages.” ~Andrea Garner

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*In the following articles, TS refers to The Synapse and AG refers to Andrea Garner;

TS: Could you briefly introduce yourself and what brought you to UNB?

AG: My name is Andrea Garner, and I am a new Assistant Professor at UNB. My professional life to this point has been a personal and academic journey of experiences in traditional and non-traditional education environments and cultural exposures, resulting in broad skill development.

I consider myself to be a practitioner-researcher, achieved through my 22-year teaching career and involvement in “community participatory action research projects”, a collaborative approach where community members are involved in every aspect of the research from developing research questions to dissemination. I have a long-standing commitment to reducing barriers to education through evidence-based innovation, and challenging policies that marginalize young people and neurodivergent individuals. 

I have come to UNB from Australia, where I lived and worked for the last 12 years. Prior to Australia, I was in Ontario, Canada; Glasgow, Scotland; and Hull, England. I returned to the Maritimes to be closer to family, and I am privileged to have secured a position at a comprehensive university that values teaching, community, and research. At UNB I am able to continue my research into community-based, co-constructed ways of improving services and provisions for youth who are managing challenges related to learning, mental health, inequity and cognitive difference.

TS: What is your research area or area of expertise?

AG: My research is generally community participatory research and involves neurodivergent and/or equity-deserving people. To name a few areas, I have interests in enabling environments (i.e.  allow user autonomy and are universally accessible), inclusive practices, social sexual education for autistic people, transition phases (e.g. personal development from childhood to adulthood), and total literacy for dyslexic and autistic non-functionally verbal students.

TS: How are the methods/ topics of your area related or applicable to psychology?

AG: I would say that my professional teaching practice and research are conducted at the intersection of education and psychology. I started out in the field as an Applied Behaviour Analysis (ABA) therapist in a home program, moved into therapeutic recreation, and then into teaching. At each juncture and in every setting, I draw on knowledge from the field of psychology and the pedagogies of teaching and learning to work with learners as co-constructors (i.e. collaborators in building knowledge) at all ages.

Specifically, cognitive and behavioural psychology informed my early practice as an ABA therapist. I also studied child development and exceptional development in my undergrad and used that information to get a better understanding of the people I was working with. I used techniques based in Cognitive Behaviour Therapy and models of behaviour management in my early years, and I now focus on practices that combine positive psychology and education, such as coaching and mentoring, trauma-responsive practices, self-determination theory, strength-based learning, and wellbeing.

TS: Which courses or research topics in your area would you recommend to psychology students? Why?

AG: The Master’s of Exceptional Learners is heavily influenced by psychology, as it provides a necessary foundation to understand social, emotional, and cognitive growth. This knowledge can then be used to inform the educational practices that will be most effective to support the individual in reaching their goals within their educational context.

As such, any of the courses in the MEd of Exceptional Learners would be beneficial, in particular 6016 Learning Exceptionalities, 6109 Exceptional Learners across the Lifespan, or 6056 Evidence-Informed Practices in Diverse Learning Communities. Each of these courses explores elements of social, emotional, and cognitive development for neurodivergent learners. I feel that having a respectful appreciation for diverse learners makes us more effective practitioners, irrespective of our field of study.

TS: Is there anything else you wish to share about how your area overlaps with psychology?

AG: Although my focus is generally on building advocacy skills through co- construction with students and young people, I also spend a lot of time working with other educators and colleagues. I certainly draw on my knowledge of psychological theory in the leadership, coaching, and mentoring aspects of my work. With that in mind, it may be worthwhile speaking with my colleagues in the Leadership stream of the Faculty of Education. Ψ

Created for The Synapse by Incé Husain.