Caroline Fitzpatrick

Prix et distinctions

• Le prix Tremplin en recherche et en création. Université de Sherbrooke. (Prize / Award).
• Research recognition award from the Quebec Institute of Statistics Emerging researcher that published the most with the QLSCD data. Institut de la statistique du Québec. (Distinction).

Financement

• Grant. (Awarded). Co-investigator. Observatoire sur la santé mentale étudiante en enseignement supérieur : pour des connaissances au service de l’action. Fonds de recherche du Québec - Santé (FRQS). Observatoire sur la santé mentale étudiante en enseignement supérieur. 2 809 980 $. (2023-2027)
• Grant. (Awarded). Co-investigator. An investigation of parental leave policy and its association with parent wellbeing and child developmental outcomes. Social Sciences and Humanities Research Council of Canada (SSHRC). Subvention savoir. 359 756 $. (2023-2027)
• Grant. (Awarded). Co-investigator. The impact of non-pharmacological treatment (exposure to different types of light) on postpartum depression and its effect on the child's growth and development. Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) (Brazil). Project grant. 121 898 $. (2023-2026)
• Grant. (Awarded). Co-investigator. Une analyse des normes sociales entourant l’usage des écrans chez les adolescent-e-s québécois-e-s et leurs familles. Fonds de recherche du Québec - Société et culture (FRQSC). Actions concertées / Programme de recherche sur l’utilisation des écrans et la santé des jeunes. 115 431 $. (2024-2026)
• Research Chair. (Awarded). Principal Investigator. Digital media use by children and its implications for promoting togetherness: an ecosystemic approach. Social Sciences and Humanities Research Council of Canada (SSHRC). Canada Reseach Chair Tier 2. 600 000 $. (2021-2026)
• Grant. (Awarded). Co-investigator. Utilisation des écrans et les attitudes et comportements alimentaires problématiques des jeunes. Fonds de recherche du Québec - Société et culture (FRQSC). Actions concertées / Programme de recherche sur l’utilisation des écrans et la santé des jeunes. 210 038 $. (2024-2026)
• Grant. (Awarded). Principal Applicant. How do Quebec preschooler’s screen media habits contribute to positive and negative development outcomes? A comprehensive approach to identify child, family, and community risk and protective factors. Fonds Québécois de la Recherche sur la Société et la Culture (FQRSC). Action concertée, Programme de recherche sur l’utilisation des écrans et la santé des jeunes. 244 146 $. (2023-2026)
• Grant. (Awarded). Co-applicant. Effet-école et réussite éducative des élèves en situation de vulnérabilité: étiologie et pratiques efficaces. Fonds Québécois de la Recherche sur la Société et la Culture (FQRSC). Research Team Support Program. 340 000 $. (2021-2026)
• Grant. (Awarded). Co-investigator. Groupe de recherche et d'intervention sur les adaptations sociales de l’enfance (GRISE). Fonds Institutionnel de Recherche de l'Université de Sherbrooke. Programme de financement des centres de recherche. 225 000 $. (2023-2026)
• Grant. (Awarded). Co-investigator. Utilisation du smartphone chez les enfants et les adolescents : étude pilote sur la prévalence et les facteurs associés. Social Sciences and Humanities Research Council of Canada (SSHRC). Insight development. 71 853 $. (2023-2026)
• Grant. (Awarded). Co-investigator. Profils de tempérament et usage des médias numériques à la petite enfance : quels sont les enfants les plus à risque de difficultés en contexte scolaire?. Social Sciences and Humanities Research Council of Canada (SSHRC). Développement Savoir. 68 161 $. (2022-2025)
• Grant. (Completed). Co-investigator. Impact of parental leave on child global health: What are the mechanisms? / Impact du congé parental sur la santé globale de l'enfant : Quels sont les mécanismes ?. University of Sherbrooke. Programme interne de subventions pour la recherche. 20 000 $. (2022-2024)
• Grant. (Completed). Co-investigator. Les difficultés de comportement et l’adaptation sociale selon le sexe/le genre : comprendre les facteurs de risque et de protection, y compris l’impact des services, qui modèlent les parcours d’adaptation des jeunes. Fonds de recherche du Québec - Société et culture (FRQSC). Soutien aux équipes de recherche. 407 398 $. (2020-2024)
• Grant. (Completed). Co-investigator. Analyse du discours d'adolescents au regard du bien-être numérique dans le contexte des ateliers de sensibilisation et d'information offerts dans les écoles secondaires par le Centre pour l'intelligence émotionnelle en ligne (CIEL). Social Sciences and Humanities Research Council of Canada (SSHRC). SSHRC Partnership Grant. 24 713 $. (2023-2024)
• Grant. (Completed). Principal Applicant. Examining the impact of young children’s digital media use during the COVID-19 pandemic on health and developmental outcomes: A comprehensive assessment to inform harm reduction and positive digital media use strategies. Canadian Institutes of Health Research (CIHR). Operating Grant: Addressing the Wider Health Impacts of COVID-19. 489 980 $. (2022-2024)
• Grant. (Completed). Principal Applicant. Comprehensive assessment of Media usage by Nova Scotia children and their families. Nova Scotia Health Research Foundation (NSHRF). Establishment grant. 149 755 $. (2019-2023)
• Grant. (Completed). Principal Applicant. Development of a Comprehensive Assessment of Child and Family Media Usage. Social Sciences and Humanities Research Council of Canada (SSHRC). Insight development. 72 376 $. (2019-2023)
• Grant. (Completed). Co-applicant. Groupe de recherche et d'intervention sur les adaptations sociales de l’enfance (GRISE). Fonds Institutionnel de Recherche de l'Université de Sherbrooke. Programme de financement des centres de recherche. 163 000 $. (2020-2023)
• Grant. (Completed). Principal Investigator. L’impact des facteurs familiaux sur l’utilisation des médias digitaux et le développement des enfants en contexte de la pandémie de la COVID-19. University of Sherbrooke. Start-up fund. 13 094 $. (2022-2023)
• Grant. (Completed). Principal Applicant. L’usage des écrans durant l'enfance et l'adolescence et le risque de TDAH et de comportement de prise de risque à l’adolescence. Social Sciences and Humanities Research Council of Canada (SSHRC). SSHRC Institutional grant. 3 968 $. (2019-2020)
• Grant. (Completed). Principal Applicant. Examination of screen time habits in a sample of rural Nova Scotia preschoolers.. Social Sciences and Humanities Research Council of Canada (SSHRC). SSHRC Institutional grant. 3 968 $. (2018-2019)
• Grant. (Completed). Co-applicant. Adolescent injury, substance use, and mental health: An exploration of rates, determinants, and comorbidities in Canadian survey data. Canadian Institutes of Health Research (CIHR). Operating Grant: Analyses of Existing Canadian Cohorts & Databases. 69 909 $. (2017-2018)
• Grant. (Completed). Principal Applicant. Piloting of a digital diary to measure child and family media usage. Social Sciences and Humanities Research Council of Canada (SSHRC). SSHRC Institutional grant. 3 300 $. (2017-2018)
• Grant. (Completed). Principal Applicant. Associations between media use in adolescence and mental and physical health outcomes. Social Sciences and Humanities Research Council of Canada (SSHRC). SSHRC Institutional grant. 2 994 $. (2017-2018)
• Grant. (Awarded). Co-investigator. Guide de pratique déposée dans le cadre des actions concertées sur l’utilisation des écrans. Fonds de recherche du Québec - Société et culture (FRQSC). Actions concertées / Programme de recherche sur l’utilisation des écrans et la santé des jeunes. (2024)
• Grant. (Under Review). Co-investigator. Les difficultés de comportement qui surviennent dès l’enfance : comprendre comment le genre/sexe affecte les facteurs individuels et environnementaux associés, ainsi que l’adaptation sociale et la santé mentale des jeunes. Fonds de recherche du Québec - Société et culture (FRQSC). Soutien aux équipes de recherche / universitaire - Renouvellement.

Publications

Articles de revue

• *Surprenant, R; Bezeau, D; *Arantes Tiraboschi, G; Garon-Carrier, G; Cabot, I; Brodeur, M; Fitzpatrick, C. (2025). Associations between youth lifestyle habits, sociodemographic characteristics, and health status with positive mental health: A gender-based analysis in a sample of Canadian postsecondary students. Preventive Medicine Reports 51 103015. DOI. (Published).
• Fitzpatrick, C., Binet, M-A., Spitzer, D.T., Tiraboschi, T.A., Domoff, S., Garon-Carrier G., Taveres, H. (2025). Early childhoodscreen use and symptoms of problematic media use. Journal of Behavioral Addictions NA NA. (Submitted).
• Tiraboschi, G.A., Garon-Carrier, G., Surprenant, R., Smith., J., Madigan, S., Fitzpatrick, C. (2025). Longitudinal associations between gaming and academic motivation during middle childhood. Psychological Medicine NA NA. (Revision Requested).
• Almeida, M. L., Mallmann, M. Y., Vescovi, G., da Silveira Riter, H., Bandeira, P. F. R., Fitzpatrick, C., ... & Frizzo, G. B. (2025). Patterns in children's digital media use in early childhood and family factors: a network perspective. International Journal of Systemic Therapy NA 1-30. (Accepted).
• Fitzpatrick, C. (2024). Adolescent internet use and symptoms of depression: a rejoinder. Psychological Medicine NA 1/1. (Accepted).
• Fitzpatrick, C., Florit, E., Lemieux, A., Garon-Carrier, G., Mason, L. (2024). Associations between preschooler screen time trajectories and executive function. Academic Pediatrics NA 1/1. (Revision Requested).
• *Tiraboschi GA, Fitzpatrick C, Kim HS, Superbia-Guimarães L, Kosak L-A, Garon-Carrier G. (2024). Bidirectional associations between video game playing and ADHD symptoms among school-aged children. Psychological Medicine N/A N/A. (Submitted).
• Konok V, *Binet M-A, Korom A, Pogány A, Miklósi A, Fitzpatrick C. (2024). Cure for tantrums? Longitudinal associations between parental digital emotion regulation and children's self-regulatory skills. Frontiers in Child and Adolescent Psychiatry 3 1/1. DOI. (Published).
• Fitzpatrick C, *Johnson A, Laurent A, Bégin M, Harvey É. (2024). Do parent media habits contribute to child global development?. Frontiers in Psychology-Developmental Psychology 14 (N/A), N/A. DOI. (Published).
• Fitzpatrick, C., Pan, P.M., Lemieux, A., Harvey, E., *Andrade Rocha, F., Garon-Carrier, G. (2024). Early-Childhood Tablet Use and Outbursts of Anger. JAMA Pediatrics NA 1/1. (Published).
• Fitzpatrick C, *Binet M-A, Spitzer DT, *Tiraboschi G, Garon-Carrier G, Taveres H. (2024). Early childhood screen use and symptoms of problematic media use. Pediatrics N/A N/A. (Submitted).
• Garon-Carrier G, Chaput-Langlois S, Roy M, Lemieux A, Fitzpatrick C, Lemelin J-P, Ribner A. (2024). Kindergarten school readiness and academic achievement: The interplay of teacher-child relationship quality. Journal of School Psychology N/A N/A. (Submitted).
• *Tiraboschi GA, Garon-Carrier G, Madigan S, Smith J, *Surprenant R, Fitzpatrick C. (2024). Longitudinal associations between video game playing and academic motivation during middle childhood. JAMA Pediatrics N/A N/A. (Submitted).
• *Surprenant R, Cabot I, Fitzpatrick C. (2024). Motivation for physical activity as a key determinant of sedentary behavior among postsecondary students. INQUIRY: The journal of health care organization, provision, and financing NA 1/1. DOI. (Published).
• *Rocha FA, Garon-Carrier G, Binet MA, McDaniel B, Fitzpatrick C. (2024). Parent problematic smartphone use is prospectively associated with preschooler expressions of sadness. Frontiers in Developmental Psychology N/A N/A. (Submitted).
• *Tiraboschi GA, Fitzpatrick C, Bernard JY, Santos Monteiro JC, Kosak L, Garon-Carrier G. (2024). Partners with a highly favorable attitude toward breastfeeding contribute to promoting initiation and length of breastfeeding for more than 5 months in a population-based Canadian study. Breastfeeding Medicine 19 (4), 248-255. DOI. (Published).
• *Surprenant, R., *Cristini, E., Cabot, I., Bezeau, D. Fitzpatrick, C. (2024). Physical activity environments on adherence to health guidelinesin postsecondary students. Global Journal of Health Science 16 (11), 24-33. DOI. (Published).
• Garon-Carrier G, Mavungu-Blouin C, Letarte MJ, Gobeil-Bourdeau J, Fitzpatrick C. (2024). School readiness among vulnerable children: a systematic review of studies using a person‑centered approach. Psicologia: Reflexão e Crítica 37 16. DOI. (Published).
• Garon-Carrier G, *Julien C, Ribner A, Lavallée C, Petitclerc A, Letarte M-J, Mathieu S, Doucet A, Nazif Munoz JI, Margolis R, Fitzpatrick C. (2024). The Québec Parental Insurance Plan: A policy example for supporting family functioning and child development. SRCD Social Policy Report N/A N/A. (Submitted).
• *Tiraboschi GA, Garon-Carrier G, Smith J, Fitzpatrick C. (2023). Adolescent internet use predicts higher levels of generalized and social anxiety symptoms for girls but not boys. Preventive Medicine Reports 36 102471. DOI. (Published).
• Fitzpatrick C, Lemieux A, Smith J, West GL, Bohbot V, Asbridge M. (2023). Is adolescent internet use a risk factor for the development of depression symptoms or vice-versa?. Psychological Medicine 53 (14), 6773–6779. DOI. (Published).
• Garon-Carrier G, Ansari A, Margolis R, Fitzpatrick C. (2023). Maternal labor force participation during the child’s first year and later separation anxiety. Health Education & Behavior 50 (6), 792-801. DOI. (Published).
• Fitzpatrick C, *Cristini E, Bernard J, Garon-Carrier G. (2023). Meeting preschool screen time recommendations: which parental strategies matter?. Frontiers in Psychology 14 1-7. DOI. (Published).
• Cinar E, Fitzpatrick C, *Almeida ML, Camden C, Garon-Carrier G. (2023). Motor skills are more strongly associated to academic performance for girls than boys. Canadian Journal of School Psychology 38 (3), 252-267. DOI. (Published).
• Fitzpatrick C, *Binet MA, Harvey E, Barr R, Couture M, Garon-Carrier G. (2023). Preschooler screen time and temperamental anger/frustration during the COVID-19 pandemic. Pediatric Research 94 820-825. DOI. (Published).
• Pagani LS, Bernard J, Fitzpatrick C. (2023). Prospective associations between preschool exposure to violent televiewing and psycho-social and academic risks in early adolescent boys and girls. Journal of Developmental and Behavioral Pediatrics 4 (1), N/A. DOI. (Published).
• Fitzpatrick C, *Binet MA, *Cristini E, *Lopes Almeida M, Bégin M, Frizzo G. (2023). Reducing harm and promoting positive media use strategies: new perspectives in understanding the impact of preschooler media use on health and development. Psicologia: Reflexão e Crítica 36 (19), 1-14. DOI. (Published).
• Cinar E, Chaput-Langlois S, Fitzpatrick C, Garon-Carrier G. (2023). Why children differ in classroom engagement: Insights from a prospective longitudinal cohort of elementary school students. Journal of Educational Psychology 60 (10), 4102-4116. DOI. (Published).
• Fitzpatrick C, Harvey É, *Cristini E, Laurent A, Lemelin J-P, Garon-Carrier G. (2022). Frontiers in Psychology 13918834 918834. DOI. (Published).
• Fitzpatrick C, *Almeida ML, Harvey E, Garon-Carrier G, Berrigan F, Asbridge M. (2022). An examination of bedtime media and excessive screentime by Canadian preschoolers during the COVID-19 pandemic. BMC Pediatrics 22 (1), 212. DOI. (Published).
• Garon-Carrier G, Ansari A, Letarte M-J, Fitzpatrick C. (2022). Early childcare enrollment and the pursuit of higher education: A Canadian longitudinal study. Learning and Instruction 80 (101615), N/A. DOI. (Published).
• Smith J, Nadeau M-F, Archambault I, Guimond F-A, St-Amand J, Fitzpatrick C, Gagnon M. (2022). Linking High School Students’ Achievement Goal Orientations With Their Competence Beliefs and Their Perception of Teachers’ Emotional Support During the COVID-19 Pandemic. Frontiers in Education: Educational Psychology 7 N/A. DOI. (Published).
• Smith J, Guimond FA, St-Amand J, Fitzpatrick C, Bergeron J, Gagnon M. (2022). New evidence of changes in students' achievement motivation in the context of the COVID-19 pandemic. Research Square 7 NA. (Published).
• *Almeida ML, Garon-Carrier G, Cinar E, Frizzo G, Fitzpatrick C. (2022). Prospective associations between child screen time and parenting stress and later inattention symptoms in preschoolers during the COVID-19 pandemic. Frontiers in Psychology 14 1-8. DOI. (Published).
• Smith J, Guimond F-A, St-Amand J, Fitzpatrick C, Bergeron J, Gagnon M. (2022). The effects of the COVID-19 pandemic on French-Canadian adolescents’ academic motivation: A follow-up study. Clinical Case Reports 10 (9), 1-5. DOI. (Published).
• *Tiraboschi GA, West G, Bohbot V, Fitzpatrick C. (2021). Associations betweenvideo game engagement and ADHD symptoms in early adolescence. Journal of Attention Disorders N/A 1-10. DOI. (Published).
• Smith J, Guimond FA, Bergeron J, St-Amand J, Fitzpatrick C, Gagnon M. (2021). Changes instudents’ achievement motivation in the context of the COVID-19 Pandemic: A function of extraversion/introversion?. Education Sciences 11 (1), 30. DOI. (Published).
• Fitzpatrick C, Boers E. (2021). Developmental associations between media use and adolescent prosocial behavior. Health Education & Behavior 12 1-7. DOI. (Published).
• Barr R, Kirkorian H, Radesky J, Coyne S, Nichols D, Blanchfield O ….Fitzpatrick C. (2020). Beyond Screen Time: A synergistic approach to a more comprehensive assessment of family media exposure during early childhood. Frontier in Psychology 11 N/A. DOI. (Published).
• Fitzpatrick C, Boers E, Pagani L. (2020). Kindergarten Readiness, Later Health, and Social Costs. Pediatrics 146 (6), e20200978. DOI. (Published).
• Fitzpatrick C, Archambault I, Barnett TA, Pagani L. (2020). Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school. South African Journal of Childhood Education 10 (1), a803. DOI. (Published).
• Fitzpatrick C, Burkhalter R, Asbridge M. (2019). Adolescent media use and its association to wellbeing in a Canadian national sample. Preventive Medicine Reports 14 100867. (Published).
• Fitzpatrick C, Burkhalter R, Asbridge M. (2019). Characteristics of Canadian youth adhering to physical activity and screen time recommendations. Journal of School Nursing 1 1-10. DOI. (Published).
• Ribner A, Harvey E, Gervais R, Fitzpatrick C. (2019). Explaining school entry math and reading achievement in Canadian children using the Opportunity-Propensity framework. Learning and Instruction 59 65-75. DOI. (Published).
• Wang A, Fitzpatrick C. (2019). Which early childhood experiences and skills predict kindergarten working memory?. Journal of Developmental and Behavioral Pediatrics 40 (1), 40-48. DOI. (Published).
• Harbec M-J, Simonato I, Lévesque-Seck F, Fitzpatrick C, Pagani L. (2018). Bébés Télévores: Les risques à long terme. École des parents 625 40-43. (Published).
• Fitzpatrick C, Coté-Lussier C, Pagani L. (2018). Corrigendum: Ready for kindergarten: Are intelligence skills enough?. South African Journal of Childhood Education 8 (1), a633. DOI. (Published).
• Fitzpatrick C, Alexander S, Henderson M, Barnett BA. (2018). Prospective associations between play environments and pediatric obesity. American Journal of Health Promotion 11 1-8. (Published).
• Alexander SA, Barnett TA, Fitzpatrick C. (2017). Are some inequalities amplified through the differential access to play opportunities at school? A call to level the playing field. Canadian Journal of Public Health 107 (6), 583-858. DOI. (Published).
• Pagani LS, Fitzpatrick C. (2017). Children’s early disruptive behavior predicts later coercive behavior and binge drinking by mothers. Journal of Pediatric Nursing 39 15-20. DOI. (Published).
• Ribner A, Fitzpatrick C, Blair C. (2017). Family socioeconomic status moderates effects of television exposure on school readiness skills. Journal of Developmental and Behavioral Pediatrics 38 (3), 233-239. DOI. (Published).
• Fitzpatrick C, Datta GD, Henderson M, Grey-Donald K, Barnett TA. (2017). School food environments associated with adiposity in children attending Canadian urban schools. International Journal of Obesity 41 (7), 1005-1010. DOI. (Published).
• Fitzpatrick C, Coté-Lussier C, Blair C. (2016). Dressed and groomed for success in elementary school: student appearance and academic adjustment. The Elementary School Journal 117 (1), 30-45. DOI. (Published).
• Fitzpatrick C, Ohgia M, Melki J, Pagani LS. (2016). Early exposure to media violence: what parents and policy makers ought to know. South African Journal of Childhood Education 6 223-240. (Published).
• Côté-Lussier C, Fitzpatrick C. (2016). Feelings of safety at school, socio-emotional functioning and classroom engagement. Journal of Adolescent Health 58 (5), 543-555. DOI. (Published).
• Pagani LS, Lévesque-Seck F, Fitzpatrick C. (2016). Prospective associations between televiewing in toddlerhood and later self-reported social impairment. Psychological Medicine 46 3329-3337. (Published).
• Piché G, Fitzpatrick C, Pagani LS. (2015). Associations between extracurricular activity and self- regulation: A longitudinal study from 5 to 10 years of age. American Journal of Health Promotion 30 32-40. (Published).
• Pagani LS, Fitzpatrick C. (2015). Early childhood household smoke exposure predicts less task-oriented classroom behavior at age 10. Health Education & Behavior 58 543-550. (Published).
• Fitzpatrick C, Pagani LS, Barnett TA. (2015). Maternal smoking predicts waist circumference and skin-fold measures by middle-childhood. Journal of Medical Research 2015 1-14. (Published).
• Côté-Lussier C, Fitzpatrick C, Séguin L, Barnett T. (2015). Poor, insecure, and overweight: The carry-home effects of feeling unsafe at school on youth screen time, physical activity and weight status. American Journal of Epidemiology 182 67-79. (Published).
• Fitzpatrick C, Archambaut I, Janosz M, Pagani LS. (2015). Preschool working memory forecasts high school dropout risk. Intelligence 53 160-165. (Published).
• Pagani LS, Nguyen AKD, Fitzpatrick C. (2015). Prospective associations between early long-term household secondhand smoke exposure and subsequent indicators of metabolic risk at age 10. Nicotine and Tobacco Research 43 584-591. (Published).
• Watt E, Fitzpatrick C, Derevenski J, Pagani LS. (2015). Too much television? Prospective associations between early childhood televiewing and later self-reports of victimization by sixth grade classmates. Journal of Developmental and Behavioral Pediatrics 36 426-433. (Published).
• Fitzpatrick C, McKinnon R, Willoughby M, Blair C. (2014). Do executive function skills account for the achievement gap between advantaged and disadvantaged children. Learning and Instruction 30 25-30. (Published).
• Pagani LS, Fitzpatrick C. (2013). Children's school readiness: implications for eliminating future disparities in health and education. Health Education & Behavior 41 25-33. (Published).
• Pagani LS, Fitzpatrick C, Barnett TA. (2013). Early childhood television viewing and kindergarten entry readiness. Pediatric Research 74 (3), 350-355. (Published).
• Fitzpatrick C, Côté-Lussier C, Pagani LS, Blair C. (2013). I don’t think you like me: child minority status and disadvantage predict relationship quality with teachers. Youth & Society 47 (5), 1-17. (Published).
• Pagani LS, Fitzpatrick C. (2013). Prospective associations between early long-term household tobacco smoke exposure and antisocial behaviour in later childhood. Journal of Epidemiology and Community Health 67 (7), 425-431. (Published).
• Fitzpatrick C, Pagani LS. (2013). Task-oriented kindergarten behavior pays off in later childhood. Journal of Developmental and Behavioral Pediatrics 34 (2), (Published).
• Fitzpatrick C, Pagani LS, Barnett TA. (2012). Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood. International Journal of Behavioral Nutrition and Physical Activity 9 (2), 80-94. (Published).
• Fitzpatrick C, Barnett T, Pagani LS. (2012). Early exposure to media violence and later child adjustment. Journal of Developmental and Behavioral Pediatrics 33 (4), 297-297. (Published).
• Piché G, Fitzpatrick C, Pagani LS. (2012). Kindergarten self-regulation skills as predictors of body mass index and physical exercise in the fourth grade students. Mind, Brain, and Education 6 16-26. (Published).
• Fitzpatrick C, Barnett TA , Pagani LS. (2012). Parental bad habits breed bad behaviors in youth: exposure to gestational smoke and child impulsivity. International Journal of Psychophysiology 32 (1), (Published).
• Fitzpatrick C. (2012). Ready or not? Kindergarten classroom engagement as an indicator of child school readiness. South African Journal of Childhood Education 2 1-32. (Published).
• Pagani LS, Fitzpatrick C, Parent S. (2012). Relating kindergarten attention to subsequent developmental pathways of classroom engagement in elementary school. Journal of Abnormal Child Psychology 40 (5), (Published).
• Fitzpatrick C, Pagani LS. (2012). Toddler working memory skills predict kindergarten school readiness. Intelligence 40 205-212. (Published).
• Archambault I, Pagani LS, Fitzpatrick C. (2012). Transactional associations between classroom engagement and relations with teachers from first through fourth grade. Learning and Instruction 23 1-9. (Published).
• Fitzpatrick C. (2012). What if we considered a novel dimension of school readiness? The importance of classroom engagement for early adjustment to school. Education as Change 16 313-335. (Published).
• Pagani LS, Fitzpatrick C, Barnett T, Dubow E. (2010). Prospective associations between early childhood television exposure and academic, psychosocial, and physical well-being by middle childhood. Archives of Pediatric and Adolescent Medicine 164 (Published).
• Pagani LS, Fitzpatrick C, Archambault I, Janosz M. (2010). School readiness and later school success: A replication and extension using a Canadian French speaking sample. Developmental Psychology 164 (Published).
• Fitzpatrick C, *Tiraboschi GA, Roy M, *Rocha FA, Garon-Carrier G. Internet use and adolescent depression: Is feeling connected to school a protective factor?. Educational Psychology N/A N/A. (Submitted).

Chapitres de livre

• *Almeida ML, Silva PS, Frizzo GB, Fitzpatrick C. (2024). “It was a Survival Tool”: Parental perspectives of preschooler media use during the COVID-19 pandemic. Frizzo, G.. Digital media and Early Child Development: Theoretical and Empirical issues United States of America : Springer. (Accepted).
• *Binet MA, Couture M, *Almeida ML, Bégin M, Fitzpatrick C. (2023). Perspectives on preschooler screen time and global development. Frizzo G. Digital media and Early Child Development: Theoretical and Empirical issues (1, 1, ND). United States of America : Springer Nature. (Accepted).
• Fitzpatrick C, Harvey E, *Almeida ML, *Binet M-A, *Cristini E, Garon-Carrier G. (2023). Preschoolers, parents, and the pandemic: family media use during the Covid-19 crisis and child development. Frizzo, G.. Digital media and Early Child Development: Theoretical and Empirical issues (ND). United States of America : Springer. (Accepted).
• Fitzpatrick C, Ribner A, Ragpot L. (2020). Executive Functions in the South African early grade learner. Gravett S, Henning E. Glimpses into Primary School Teacher Education in South Africa (56-70). United Kingdom : Routledge. (Published).
• Fitzpatrick C, Harvey E. (2020). La violence virtuelle et ses répercussions sur les comportements agressifs des jeunes. Gaudreau N. Les conduites agressives à l’école: Comprendre pour mieux intervenir (88-102). Canada : Presse de l’Université du Québec. (Published).

Articles de journaux

• Côté-Lussier C, Fitzpatrick C. (2015). Deaths like Alain Magloire's are preventable. Montreal Gazette.

Articles de magazine

• Harvey E, Fitzpatrick C. (2023). J’ai l’impression que mes élèves ont de plus en plus des défis à s’autoréguler : impression ou réalité ?. La foucade. 23(2). 13--15.
• Fitzpatrick C. (2013). L’impact sur l’enfant de la violence à l’écran. Revue Non-violence Actualité. (329).

Rapports

• Bégin, M, * Binet, M-A, Fitzpatrick, C. (2024). Les tout-petits et les écrans: Rapport thématique. Observatoire des tout-petits. 85 p.
• Asbridge M, McNabb K, Robinson A, Smith N, Ilie G, Fitzpatrick C. (2019). Adolescent injury, substance use, and mental health: An exploration of rates, determinants, and comorbidities in Canadian survey data. Parachute Canada. 10 p.
• Pagani LS, Fitzpatrick C, Belleau L, Janosz M. (2011). Predicting academic achievement in fourth grade from kindergarten cognitive, behavioral, and motor skills. Institut de la statistique du Québec. 11 p.

Ressources en ligne

• *Binet MA, Harvey E, Fitzpatrick C. (2023). Une tablette électronique sous le sapin… est-ce vraiment un cadeau?. Site Web.
• Garon-Carrier G, Ansari A, Letarte M-J, Fitzpatrick C. (2022). How Do Childcare Arrangements Impact Education Outcomes?. Site Web.
• Garon-Carrier G, Ansari A, Letarte M-J, Fitzpatrick C. (2022). Research Snapshot: The Impact of Childcare on Pursuing Postsecondary Education. Site Web.
• Fitzpatrick C, Mavungu-Blouin C, Garon-Carrier G. (2022). Être bien préparé pour la maternelle : Des bienfaits à long terme pour le succès scolaire et la santé des enfants. Site Web.

Articles de conférence

• *McNeil, J; Fitzpatrick, C et Asbridge, M. (2025). How Preschoolers'Media Use Contributes to Later Weight Outcomes at the Start of ElementarySchool. CPA 86th Annual National Convention. (Accepted).
• Harvey E, Fitzpatrick C, Mayrand K, Begin V. (2024). A person-centered approach to understand child temperament during the Covid-19 pandemic. International Society for the study of Behavioral Development. Portugal, (Published).
• Fitzpatrick C, Florit M, Mason L. (2024). Canadian preschooler’s trajectories of screen use and their association with executive functioning at age 5. Life History Research Society Conference. Canada, (Published).
• Rocha FA, Cristini E, Binet M-A, Fitzpatrick C. (2024). Do problematic media habits in parents forecast socio-emotional problems in preschoolers?. 9th International Conference on Behavioral Addictions. Gibraltar, (Published).
• Fitzpatrick C, Cristini E, Binet M-A, Harvey E. (2024). Longitudinal associations between preschooler screen time and their emotion regulation skills: are the associations bidirectional?. Life History Research Society Conference. Canada, (Published).
• Tiraboschi GA, Garon-Carrier G, Superbia-Guimarães L, Fitzpatrick C. (2024). Press start to distract: A longitudinal investigation of reciprocal effects between video game playing and ADHD symptoms in children aged 6 to 10. APS Annual Convention. United States of America, (Published).
• Fitzpatrick, C., *Binet, M-A., Spritzer, D., Taveres, H. Associations between preschooler screen time trajectories and the development of problematic media use. International Conference on Behavioral Addictions.
• Fitzpatrick, C., Florit, M., Mason, L. Canadian preschooler’s trajectories of screen use and their association with executivefunctioning at age 5. Life History Research Society Conference.

Autres contributions

Cours enseignés

• AIP 332 Mémoire professionnel : première partie. (2023-01-10 à 2023-05-02).(2CR).
• Activité tutorale en éducation, Emma Cristini. EDU 751. (2022-05-02 à 2022-08-26).(3CR).
• Caractéristiques des élèves à risque. FDP113. (2022-01-05 à 2022-04-29).(2CR).
• Caractéristiques des élèves à risque. FDP113. (2021-01-04 à 2021-04-30).(2CR).
• Développement de l’enfant 4-5 ans. PRE800. (2021-01-04 à 2022-04-29).(3CR).
• Introduction to psychology I. PSYC 1013. (2020-08-24 à 2020-12-18).(3CR).
• Child Development. PSYC 2103. (2020-01-06 à 2020-04-24).(3CR).
• Introduction to psychology II. PSYC 1023. (2020-01-06 à 2020-04-24).(3CR).
• Supervised Reasearch project. PSYC 4003. (2019-08-27 à 2019-12-20).(3CR).
• Supervised Reasearch project. PSYC 4003. (2019-08-27 à 2019-12-20).(3CR).
• Applied statistics for health science. MATH 1293. (2019-08-26 à 2019-12-20).(3CR).
• Introduction to psychology I. PSYC 1013. (2019-08-26 à 2019-12-20).(3CR).
• Psychopathology I. PSYC 3903. (2019-01-08 à 2019-04-26).(3CR).
• Adolescent development. PSYC 2113. (2019-01-07 à 2019-04-26).(3CR).
• Introduction to psychology II. PSYC 1023. (2019-01-07 à 2019-04-26).(3CR).
• Supervised Reasearch project. PSYC 4003. (2018-08-28 à 2018-12-21).(3CR).
• Applied statistics for health science. MATH 1293. (2018-08-27 à 2018-12-21).(3CR).
• Introduction to psychology I. PSYC 1013. (2018-08-27 à 2018-12-21).(3CR).
• Psychopathology II. PSYC3913. (2018-01-09 à 2018-04-27).(3CR).
• Child Development. PSYC 2103. (2018-01-08 à 2018-04-27).(3CR).
• Introduction to psychology II. PSYC 1023. (2018-01-08 à 2018-04-27).(3CR).
• Supervised Reasearch project. PSYC 4003. (2017-08-29 à 2017-12-22).(3CR).
• Supervised Reasearch project. PSYC 4003. (2017-08-29 à 2017-12-22).(3CR).
• Applied statistics for health science. MATH 1293. (2017-08-28 à 2017-12-22).(3CR).
• Introduction to psychology I. PSYC 1013. (2017-08-21 à 2017-12-22).(3CR).
• Psychopathology I. PSYC 3903. (2017-01-10 à 2017-04-28).(3CR).
• Child Development. PSYC 2103. (2017-01-09 à 2017-04-28).(3CR).
• Introduction to psychology II. PSYC 1023. (2017-01-09 à 2017-04-28).(3CR).
• Applied statistics for health science. MATH 1293. (2016-08-29 à 2016-12-23).(3CR).
• Introduction to statistics. MATH 1213. (2016-08-29 à 2016-12-23).(3CR).
• Introduction to psychology I. PSYC 1013. (2016-08-23 à 2016-12-23).(3CR).
• Adolescent development. PSYC 2113. (2016-01-04 à 2016-04-29).(3CR).
• Introduction to psychology II. PSYC 1023. (2016-01-04 à 2016-04-29).(3CR).
• Applied statistics for health science. MATH 1293. (2015-08-24 à 2015-12-18).(3CR).
• Introduction to statistics. MATH 1213. (2015-08-24 à 2015-12-18).(3CR).
• Introduction to research method. EXCI 250. (2014-08-25 à 2014-12-19).(3CR).
• Univariate/multivariate analysis. EDPE 682. (2014-01-06 à 2014-04-25).(3CR).
• Intervention and prevention research in social policy. PSE 3578. (2013-08-26 à 2013-12-20).(3CR).
• Human development across the lifespan. EDPE 560. (2013-01-07 à 2013-04-26).(3CR).
• Activité tutora en éducation, Samuel Lachapelle.
• Activité tutoral, Rachel Surprenant.
• Activité tutoral 2, Emma Cristini.
• EDU 901 Méthodologie de recherche. (4CR).
• FPD 423 Interventions auprès des élèves à risque. (4CR).

Gestion d'évènements

• Organisatrice. (2023) Symposium "Mieux accompagner les enfants dans l'environnement numérique : stratégies pour minimiser les risques et maximiser les opportunités". Colloque du Groupe de recherche et d'intervention sur les adaptations sociales de l'enfance (GRISE). (Conference).
• Main organizer. (2017) Abuse related shame and mental health/addiction problems in adolescents receiving protective services. (Conference).
• Main organizer. (2017) Community-based evaluations involving youth: drawing lessons from research on family-centered treatments for aggression, solution-focused treatment for mental health problems, and benefits of arts programming in low-income communities. (Conference).
• Main organizer. (2016) Nature's friends: a nature-based activity day for preschoolers. (Workshop).

Activités de collaboration internationale

• Research collaborator. Lebanon. I have collaborated on a research project with Professor Jad Melki of the Psychology and Media department at the American University of Beirut which examines the importance of media literacy in preschool-aged children.
• Reviewer. South Africa, Republic of. Review of researcher quality and grants for South Africa’s National Research Foundation (NSF).
• Researcher. United States of America. Since 2016, I am a member of the CAFÉ consortium, which comprises researchers from 8 countries. The consortium’s mission, lead by PI Rachel Barr at Georgetown University is to develop a comprehensive assessment of family media exposure. As a member of the CAFÉ consortium I benefit from access to a data scientist who is tasked with the cleaning and compiling of study variables and who will also be available to provide analytic consultation. The CAFÉ materials have been translated into 5 languages and are currently being translated into French. Finally, CAFÉ has implemented a shared data platform across collection sites. Our objective in data sharing is to help accelerate and facilitate scientific discoveries in this field.
• Researcher. United States of America. Since 2016, I have been collaborating with Aubrey Wang (Saint-Joseph's University) on empirically validating and extending the opportunity propensity model of early achievement with Canadian and American data sets.
• Researcher. South Africa, Republic of. With my colleague Prof. Lara Ragpot, from the University ofJohannesburg, I am currently examining associations between cognitive control,motor skills, and early achievement in a sample of 900 South African childrenfrom diverse backgrounds. Our goal is to replicate the findings of my previous work on executive functions with South African children. Our ultimate objective, in collaboration with the department of basic education and learning is to better inform remedial and preventive intervention programs.

Présentations

• (2024). Associations between child and adolescent screen media habits and later health and wellbeing: Insights from using longitudinal approaches. Research seminar series, Surrey University. United Kingdom
• (2024). Child global development and health in the digital era. Jornada Centro de Estudos Luís Guedes. Brazil
• (2024). Screen media use and adolescent wellbeing and mental health. Jornada Centro de Estudos Luís Guedes. Brazil
• (2024). Screen time and global pediatric development. Academy 2024 a conference by the American Academy of Optometry. United States of America
• (2024). Using longitudinal methods to understand screen media habits and their developmental consequences during childhood and adolescence. Durham Research Methods Center Seminar. United Kingdom
• Harvey E, Lemelin J-P, Fitzpatrick C, Mayrand K. (2023). L’augmentation des défis d’autorégulation en salle de classe : mythe ou réalité ?. 3e Conférence estivale du Centre scolaire acadien, Nouvelle-Écosse. Halifax, Canada
• Fitzpatrick C. (2022). Children in the digital world: a comprehensive approach to promote wellbeing. Invited talk. Utrecht, Netherlands
• Fitzpatrick C. (2022). Digital media use by children and adolescents: a comprehensive approach to promote wellbeing. Invited lecture. Budapest, Hungary
• *Binet M-A, Chevrier JR. (2022). Identifier les impacts de l’usage des écrans sur la santé et le développement des enfants, en fonction des contenus, fonctions et contextes d’utilisation. École d’été sur les inégalités en santé et petite enfance. Montreal, Canada
• Chevrier J. (2022). Les adolescents et les médias digitaux : une approche compréhensive pour favoriser le bien-être numérique. Conférence dans le cadre du colloque de l’Alliance de professeures et professeurs de Montréal. Montreal, Canada
• Parent E, Chevrier J. (2022). L’impact du numérique sur les enfants et les adolescents : risques et opportunités?. L’équipe des psychoéducatrices et psychoéducateurs du Centre de service scolaire Marguerite-Bourgeoys. Montreal, Canada
• Fitzpatrick C, Chevrier J. (2022). L’utilisation des médias digitaux par les enfants: une approche globale pour réduire les risques et promouvoir les bienfaits. Conférence dans le cadre du colloque de l’Alliance de professeures et professeurs de Montréal. Montreal, Canada
• Fitzpatrick C. (2021). Conférence d'ouverture : L’usage des écrans durant l’enfance : un passe-temps sans conséquence?. Colloque "Environnement numérique : perspectives critiques et enjeux de bien-être chez les enfants et les adolescents". 88e congrès de l'ACFAS. Sherbrooke, Canada
• Fitzpatrick C. (2020). Adolescent media habits and mental health. Douglas Hospital Neuroscience seminars. Montreal, Canada
• Fitzpatrick C. (2020). Le bien-être digital chez les enfants Québécois à l’âge préscolaire. Consultation sur l’utilisation des écrans et la santé des jeunes. Quebec, Canada
• Fitzpatrick C, Barbeau-Meunier C-A. (2020). L’usage des écrans durant l’enfance : un passe-temps sans conséquence?. Centre de service scolaire Marguerite-Bourgeoys, comité des parents. Montreal, Canada
• Fitzpatrick C. (2019). Faire le point sur l'usage des écrans par les enfants. Colloque du Réseau de la recherche sur la francophonie canadienne. Church Point, Canada
• Fitzpatrick C. (2019). Grandir dans un monde digital : conséquences du temps d’écran sur les enfants et les adolescents. Cerveau et Psychologie. Montreal, Canada
• Fitzpatrick C. (2019). Le temps d'écran durant l’enfance et l’adolescence: Un passe-temps sans conséquences?. Public lecture delivered at Université Sainte-Anne. Church Point, Canada
• Fitzpatrick C. (2017). Executive functions and working memory in early Learning. Winter School for teachers and researchers, Université de Johannesburg. Johannesburg, South Africa, Republic of
• Fitzpatrick C. (2017). Exercer le cerveau : Comment influencer les pensées, les émotions et les actions des enfants d’âge préscolaire pour améliorer leur ajustement psychosocial. Centre Provincial de Resource Préscolaire Personal Development Day. Dartmouth, Canada
• Fitzpatrick C. (2017). Le fonctionnement exécutif et l’apprentissage de 0 à 6 ans. Centre Provincial de Resource Préscolaire Personal Development Day. Dartmouth, Canada
• Fitzpatrick C. (2016). Exercer la mémoire de travail et le fonctionnement exécutif pour améliorer les résultats scolaires à l’école primaire. Congrès de l’association provinciale des professeurs d'immersion et du programme francophone de Colombie-Britannique. Vancouver, Canada
• Fitzpatrick C. (2016). Training working memory and executive functions to improve academic achievement in elementary school. Learning Assistance Teacher’s Association conference. Vancouver, Canada
• (2015). Les écrans durant la petite enfance et le TDAH: le rôle du fonctionnement exécutif. Colloque sur le temps écran. Trois Rivières, Canada
• (2015). Predictors and Outcomes of Executive Functions: A Public Health Approach. Public lecture series, University of Johannesburg. Johannesburg, South Africa, Republic of
• Fitzpatrick C. (2012). Testing of young children and school readiness: what can we gain by considering executive functions?. Public lecture delivered at the University of Johannesburg, Center for Education Practice and Research, 2012. Johannesburg, South Africa. Johannesburg, South Africa, Republic of