TMU Psychology professors share research for International Day of Women and Girls in Science
Since 2015, the United Nations has recognized February 11 as the International Day of Women and Girls in Science (external link) , marking this year as the 10th annual celebration. The commemorative day acknowledges women’s outstanding contributions to advancing science while raising awareness of persistent gender inequalities. The theme for 2025, “Unpacking STEM Careers: Her Voice in Science,” reinforces that women’s voices, perspectives, and critical insights must be at the forefront of research and development to foster an inclusive and sustainable future.
As a field, psychology is distinctive and vital to the diversification of Science, Technology, Engineering, and Mathematics (STEM) disciplines. The Department of Psychology at Toronto Metropolitan University (TMU) is home to esteemed scientists and scholars who have received prestigious awards from governing bodies to support their ongoing research, the development of evidence-based treatments, and advancements in their respective fields.
From top left: Drs. Sarah Dermody, Alexandra Fiocco, Moriah Sokolowski, Fiona Thomas, Lixia Yang
From making strides in public health to supporting mental wellness, psychology scholars are integral to advancement within academic spaces and across local and transnational communities. In honour of this year’s International Day of Women and Girls in Science, psychology professors Sarah Dermody, Alexandra Fiocco, Moriah Sokolowski, Fiona Thomas and Lixia Yang discuss their ongoing research projects and share insights for students aspiring to be future innovators.
Sarah Dermody
Sarah Dermody (she/her) is a professor and director of the Clinical Addictions Research and Equity (CARE) Lab, where she specializes in substance use disorder risk and treatment in youth and adults and sexual and gender minority health. Dermody’s research employs laboratory-based experiments and the application of advanced quantitative methods to analyze longitudinal and epidemiological data.
In the CARE lab, Dermody’s team is conducting research focused on reducing the harms caused by alcohol and tobacco use. The CARE lab is currently recruiting people who smoke cigarettes regularly for an experimental study aimed at determining if changing smoking patterns can help people feel more confident and interested in trying to quit smoking.
As tobacco research has evolved over the past decade, Dermody argues that researchers need to “revisit our basic assumptions about what makes these products harmful and addictive” and “evolve our research tools.”
“A unique aspect of this research (and our laboratory) is that we are able to have people smoke their cigarettes in the laboratory and directly observe the impacts of the experiment on their smoking behaviour. The plan is to build upon this initial pilot work with future intervention studies to help people quit smoking,” shares Dermody. To learn more about this study and potentially participate, visit the Stimulus Control Smoking Study.
The CARE lab is devoted to equity and inclusion in research, with a specific focus on how 2SLGBTQIA+ community members are disproportionately affected by substance use, poorer mental health outcomes, decreased accessibility, and inadequate access to care.
"Addiction is a widely prevalent issue in our society, and we lack the person-power to adequately address it. It can be tackled from many complementary disciplines - medicine, psychology, social work, public policy, and so on. I would advise students interested in addiction to seek out opportunities to work with people with addiction directly so that they can better understand its impacts on an individual level."
Alexandra Fiocco
Professor Alexandra Fiocco is the director of the Stress and Healthy Aging Research (StAR) Lab, housed in the Institute for Stress and Wellbeing Research, where she investigates biological and psychosocial predictors of cognitive health and emotional wellbeing and evaluates intervention programs aimed at improving quality of life in later years.
Research on the wellbeing of family caregivers, particularly in aging and dementia, is relatively new. Caregivers, whose labour is often unpaid, face chronic stress, which may lead to poor health outcomes, including increased risk for depression and cognitive impairment, Fiocco shared. Funded by the Canadian Institutes of Health Research (external link) (CIHR), the Caring for the Caregiver aims to recruit 200 family caregivers, 50+ years of age, who care for a loved one with a neurodegenerative disorder. Fiocco’s study explores how stress management interventions impact psychological wellbeing, cognitive function, and biological markers of stress in these family caregivers.
“With an aging population on the rise, there will be an increase in the number of family caregivers who will require evidence-based tools to support their personal health and wellbeing, which ultimately impacts their ability to care for their loved one.”
Advice to students: remain curious, tame your fear of failure
When it comes to confronting research, Fiocco encourages students to stay curious. “With curiosity, we question assumptions that are made about the aging process, we question the many ageist attitudes and beliefs that are ingrained in our society, and we become critical thinkers when reading existing research.”
Fiocco believes that taming the fear of failure is imperative not only to research but to life in general. “Do not let fear prevent you from asking questions, networking and meeting new mentors, or applying to programs and opportunities that interest you. As long as we stay curious and fearless, we will continue to grow, and research will continue to evolve.”
Moriah Sokolowski
A professor and director of the NeuroImaging Development and Educational Attainment (NeuroIDEA) Lab, Moriah Sokolowski uses diverse methodologies such as behavioural and brain-imaging techniques to explore how the developing mind supports complex learning.
Research often emphasizes academic achievement, specifically math ability, as a key to success in STEM; however, math anxiety presents as a “significant emotional barrier to math learning,” Sokolowski explains.
“Math ability and math anxiety are closely linked in a self-perpetuating cycle,” Sokolowski suggests. In a recent study (external link) , she and colleagues proposed that a natural tendency to avoid math-related situations may perpetuate this cycle. Sokolowski’s research seeks to “develop and validate a standardized measure of math avoidance, explore the neural underpinnings of math avoidance using neuroimaging techniques, and examine the causal role of math avoidance in exacerbating the negative relationship between math anxiety and math achievement across time.”
Sokolowski and her team are developing a questionnaire to measure “math avoidance” in 300 undergraduate students. She hopes the outcomes of the study “will inform the development of targeted strategies to help students confront, rather than avoid, mathematical challenges, ultimately leading to improved academic outcomes and increased participation in STEM disciplines.”
“Today, the field is increasingly interdisciplinary, bridging cognitive neuroscience, education, and real-world applications. Despite progress, the field would benefit from greater representation in cultural diversity, neurodiversity, gender differences, and lifelong learning. By focusing more on these underrepresented populations and perspectives, we can foster more inclusive research and interventions, ultimately promoting a more equitable approach to mathematics education and cognitive development.”
Advice to students: find and follow your interests
Sokolowski suggests finding the research questions that “truly excite” and embracing the technologies that make their exploration possible. “Along the way, consider how individual differences, shaped by our biology, environment, and culture, can profoundly impact how we think and learn,” Sokolowski advises. “Finally, remember that research is a collaborative endeavour. Seek mentors for guidance and connect with peers and collaborators who bring different perspectives and expertise. With passion, the right tools, and a supportive community, you’ll be well on your way to making meaningful contributions to the field.”
Fiona Thomas
Fiona Thomas is a professor, clinical psychologist, and scientist-practitioner specializing in culturally-informed clinical practice, community-engaged research, and implementation science, particularly for trauma-based interventions. Thomas’ research addresses structural inequalities and mental health disparities across marginalized communities and works toward improving systems of care through multiple methodologies—including qualitative, quantitative, and participatory. Thomas’ research culminates at the intersection of clinical and public health interventions.
Thomas’ Advancing Research for Culturally Aligned Interventions Lab recently partnered with the University of Jaffna to conduct a mixed-method study that examines maternal mental health and parenting in Northern Sri Lanka, an area affected by prolonged war and displacement. The study’s participants included 34 mothers who experienced the conflict and are currently raising young children.
“Pregnancy and motherhood in conflict zones bring unique challenges, yet most research focuses on high-income countries,” Thomas remarked. As traditional community support systems weaken, mothers face isolation and grapple with societal expectations. “Despite these obstacles, mothers emphasized values of resilience and teaching children to appreciate overcoming hardship.”
“The [study’s] findings stress the importance of culturally tailored, family-focused mental health and parenting support in post-conflict areas. These insights can help shape policies to address the specific needs of war-affected mothers and children in Sri Lanka and similar settings.”
Advice to students: from local to global—build a foundation and broaden your perspectives
Thomas shares that aspiring researchers should embrace challenges and step out of their comfort zone, “growth comes from trying new things, and unexpected insights often emerge.”
“For those drawn to global mental health, start locally; understanding your own community’s needs builds a solid foundation. If you pursue work abroad, strive to contribute as much as you gain. Travel broadens perspectives immensely, offering invaluable lessons that will shape your research and personal growth.”
Lixia Yang
As the director of the Cognitive Aging Lab, psychology professor Lixia Yang specializes in cognition, aging, cognitive plasticity, memory, and culture. One prominent direction of Yang’s research is assessing the aging brain's plasticity. She has been dedicated to examining the effectiveness of various interventions and training approaches on older adults' cognitive and psychosocial functions. Since the COVID-19 pandemic, Yang’s research has taken a more health-focused direction, particularly evaluating the psychological wellbeing of vulnerable populations—including older adults, immigrants, young adults, and individuals with disabilities—while identifying risk factors for poor psychosocial wellbeing. Yang continues to evaluate resilience conceptualization, assessment, and intervention approaches from a cross-cultural perspective.
Funded through AGE-WELL and SSHRC Partnership Engagement Grant (external link) , Yang and her doctoral student, Cassandra Skrotzki, are leading a clinical trial to develop and validate a virtual multi-domain Active Aging Training program with older Chinese immigrants and English-speaking Canadian older adults.
“‘Where there is a will, there is a way’” inspired and encouraged me throughout my academic career. I would like to encourage and inspire current or future students in the field to continuously nurture their passion for research with enthusiasm and curiosity, develop their research record with effort and dedication, and follow their dream path with confidence and resilience. It will be an exciting and rewarding journey only if you walk through it with passion and determination.”