From the moment Nadine Ghanem walked out of her first Intro to Psychology lecture, she was hooked.

Though the course was a requirement in the first year of her Health Studies undergrad at Waterloo, “immediately it was my favourite,” she says.

“From there, I decided to pursue a minor in Psychology and started volunteering in psych labs. I really admired the graduate students who were working there and what they were studying.”

Fast-forward a few years, and now Nadine is one of them.

After starting the Master of Applied Science (MASc) in Applied Psychology at Waterloo, she decided to take her graduate studies deeper by transferring to the two-year Master of Arts (MA) in Psychology.

Her experience combines not only two areas of study that interest her, but also a passion for working with children. And, at Waterloo, where research and hands-on experiences mesh to offer rich real-world learning opportunities, it’s the perfect match.

Collaborating with co-supervisors

Nadine’s research in developmental psychology is co-supervised by Dr. Heather Henderson and Dr. Stephanie Denison, both professors in the psychology department, who direct the Social Development Lab and Developmental Learning Lab, respectively.

“When I was looking into applying, I really didn't know which supervisor I would choose. But Dr. Henderson and Dr. Denison brought up the idea of working together on a project,” Nadine says.

That collaborative approach has given her the unique opportunity to join two psychology subdisciplines — social and cognitive development — in her research.

Nurturing problem-solving skills in early childhood

In her study, Nadine works with children aged four and five years old, exploring parent-child interactions in the context of learning and problem solving.

When study participants come into the lab, there are two steps involved. First, a parent and child are asked to tackle a challenging task together. Then, the child is given a task to complete on their own.

The goal of the research is to understand the types of behaviours from the first task that create stronger independent problem-solving skills in the second task.

“There’s a fine line between giving children enough support that they’re able to do tasks on their own versus intruding on their learning,” Nadine says.

Ideally, the results of the research will support parents and educators in nurturing children’s independent learning skills.

“Children are such amazing learners. It’s our job to learn the best ways to support them.”

Combining lab research and hands-on learning

Interacting with children has been a passion for Nadine ever since her first job working in the summer reading club at the public library. So, spending six months completing a community practicum with Oak Bridge Academy (OBA) as part of her MASc requirements was a definite highlight of her graduate school experience.

Located in Cambridge, Ontario, OBA is an alternative, not-for-profit school that delivers specialized curriculum and support to students with exceptionalities, in particular, autism. During her practicum, Nadine spent four to five hours each week working as a classroom assistant.

“I love being able to have hands-on experience with children, and not just in research settings. Oak Bridge was a very rewarding place to work because it offers different strategies to help students live up to their potential.”

“Feeling well-connected within the community”

Waterloo’s signature combination of hands-on learning and research was a significant factor for Nadine when it came to choosing a grad program. But, equally important was the welcoming and collaborative spirit she experienced during her undergrad and continues to feel today.

“Supervisors are so involved at Waterloo. They mentor you throughout the whole thing. So I think that's the best part, is just feeling well-connected within the community — and not just to faculty, but also to other grad students. There’s a lot of collaboration and everyone is willing to help.”

That sense of belonging is part of what inspired Nadine to take on the role of Social Affairs Coordinator for the Graduate Association for Students in Psychology (GASP).

With her colleagues in GASP, she plans events that help grad students connect to each other and new learning experiences. That includes orientation events and a “Big Sib, Little Sib” program that matches incoming grad students with an upper-year mentor.

Building on her advocacy work in undergrad through RAISE (Racial Advocacy for Inclusion, Solidarity, and Equity), Nadine is also active on the Psychology EDI Committee. As part of the mentorship subcommittee, she helps pair faculty with students from marginalized communities to break down barriers to academic and career support.

Between gaining valuable professional experience, doing hands-on research and completing her master’s thesis, Nadine has a lot on the go — and she prefers it that way. Those diverse experiences will serve her well as she wraps up her master’s and applies to further graduate studies in clinical psychology.