Christine Tardif-Williams

Faculty of Social Sciences - Child and Youth Studies

Christine Tardif-Williams

Associate Professor , Ph.D.

(University of Toronto)

CRN - 326
(905) 688-5550 ext. 4557

Dr. Tardif-Williams is a developmental psychologist whose main research interests include the social emotional development of children and youth within the context of family relationships. Specifically, Dr. Tardif-Williams is interested in the quality of parent-child interactions, the influence of acculturation on the quality of parent-child relationships, trauma and abuse in the lives of children and youth, and the impact of companion animals on the social and emotional lives of children and youth. Dr. Tardif-Williams is currently conducting research that adopts a relational developmental systems framework and that employs both quantitative and qualitative methodologies to examine the academic, social and emotional impact of children’s interactions with companion animals (within family- and school-based contexts). This latter research project reflects Dr. Tardif-Williams’ burgeoning interest in the nature of children’s close relationships with animals.
Research Interests and Teaching:                                         
  • Parent-child relationships, attachment and conflict
  • The role of companion animals in the lives of children and youth (e.g., the child-animal bond and animal/child abuse, empathy, mental health and coping, and disabilities and therapy)
  • Child maltreatment; trauma and abuse in the lives of children and youth
  • The impact of acculturation on family relationships
  • Dr. Tardif-Williams currently teaches CHYS/PSYC 3P11 – Theories of Development and Socialisation, 4P08 – Companion Animals in the Lives of Children and Youth, and CHYS 4P50 – Trauma and Abuse in the Lives of Children and Youth
Selected Publications:
Tardif-Williams, C. Y., & Bosacki, S. L. (in press). Evaluating the impact of a humane education summer camp program on school-aged children’s relationships with companion animals. Anthrozoӧs.
Tardif-Williams, C. Y., Bosacki, S. L. (in press). Gender and age differences in children's perceptions of self-companion animal interactions expressed through drawings. Society and Animals: Journal of Human-Animal Studies.
Tardif-Williams, C. Y., Tanaka, M., Boyle, M., & MacMillan, H. (in press). The impact of childhood abuse and current mental health on young adult intimate relationship functioning. Journal of Interpersonal Violence.
Saaltink, R., MacKinnon, G., Owen, F., & Tardif-Williams, C. Y. (2012). Protection, participation and protection through participation: Young people with intellectual disabilities and decision making in the family context. Journal of Intellectual Disability Research, 56(2), 1076-1086.

Tardif-Williams, C. Y.,
& Fisher, L. (2009). Clarifying the link between acculturation experiences and parent-child relationships among families in cultural transition: The promise of contemporary critiques of acculturation psychology. International Journal of Intercultural Relations: Special Issue on Critical Acculturation Psychology, 33(2), 150-161.
Owen, F., Tardif-Williams, C. Y., Tarulli, T., McQueen-Fuentes, G., Feldman, M., Sales, C., Stoner, K., Gosse, L., Griffiths, G. (2008). Human rights for children and youth with developmental disabilities. In T. O’Neill & D. Zinga (Eds.), Children's Rights: Theory, Policy and Practice (pp. 267-318). Toronto: University of Toronto Press.

Tardif-Williams, C. Y.,
Trent-Kratz, M., & Donato, K. (2008). Rights and education. In F. Owen, & D. Griffiths (Eds.), Challenges to the human rights of people with intellectual disabilities (pp. 240-262). London: Jessica Kingsley Publishers.

Owen, F., Julien, M., Sales, C., Tardif-Williams, C. Y., Vyrostko, B. & Stoner, K. (2008). Ensuring rights: Systematic and educational approaches. In F. Owen, & D. Griffiths (Eds.), Challenges to the human rights of people with intellectual disabilities (pp. 263-279). London: Jessica Kingsley Publishers.

Tardif-Williams, C. Y.,
Owen, F., Feldman, M., Tarulli, D., Griffiths, D., Sales, C., McQueen-Fuentes, G., & Stoner, K. (2007). Comparison of interactive computer-based and classroom training on human rights awareness in persons with intellectual disabilities. Education and Training in Developmental Disabilities, 42(1), 48-58.

Tardif-Williams, C. Y.,
& Williams, S. D. (2007). Cross-cultural differences in authoritarian parenting practices between nonimmigrant and Chinese-Canadian immigrant mothers: Conceptual and methodological considerations. In D. Zinga (Ed.), Navigating Multiculturalism: Negotiating Change, (pp. 352-374). Cambridge Scholars Press: Newcastle, UK.

Tardif, C. Y.,
& Geva, E. (2006). The link between acculturation disparity and conflict among Chinese-Canadian immigrant mother-adolescent dyads. Journal of Cross-Cultural Psychology, 37, 191-211.
Tarulli, D., Tardif, C. Y., Griffiths, D., Owen, F., McQueen-Fuentes, G., Feldman, M., Sales, C., & Stoner, K. (2004). Human rights and persons with intellectual disabilities: Historical, pedagogical and philosophical considerations. Encounters on Education, 5, 161-181.
Wiener, J., & Tardif, C. Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning Disabilities Research & Practice, 19, 20-32.
Griffiths, D., Owen, F., Gosse, L., Stoner, K., Tardif, C. Y., Watson, S., et al. (2003). Human rights: A method for a community-based organization self-evaluation. Journal on Developmental Disabilities, 10, 25-42.

Owen, F., Griffiths, D., Stoner, K., Gosse, L., Watson, S., Tardif, C. Y., et al. (2003). Multi-level human rights training: The first step to changing systems. Journal on Developmental Disabilities, 10, 43-64.

Schneider, B., Atkinson, L., & Tardif, C. (2001). Parent-child attachment and children’s peer relations: A quantitative review, Developmental Psychology, 37, 86-100.

Academic and Professional Conference Presentations:
Over 50 peer-reviewed presentations (paper & poster) at regional, national and international conferences (e.g., Jean Piaget Society, Canadian Society for the Study of Education, International Society for the Study of Behavioural Development, Society for Research in Child Development, Canadian Psychological Association, American Psychological Association).