Mitchell Colp, PhD
Mitchell is a Registered Psychologist who supports children, adolescents, young adults, and parents overcome the situational or ongoing challenges that impact their lives. He obtained his Ph.D. in Child Psychology from the University of Calgary and focused his research on how individuals bounce-back from significant life adversities.
When Mitchell is not performing psychological assessments or devising treatment plans, he can be found dawning many academic, evaluation, and volunteer roles. He is Lecturer with Ambrose University and Adjunct Assistant Professor with the University of Calgary, University of Lethbridge, St. Mary's University, and Cape Breton University. Mitchell teaches coursework across Canada on psychological assessment, mental health intervention, brain-behaviour relationships, research methodology, measurement, and statistics. Mitchell is often contracted to school districts and health authorities to measure the impact of their success and the fidelity of established programs for supporting children, youth, and families in the mental health realm. He has authored multiple peer-reviewed publications and presented community-based research at various local, national, and international conferences. Mitchell also serves as the Chair for the School Psychology Committee of the Psychologists’ Association of Alberta, where he advocates for increased access to school-based mental health support.
He is an avid curler and dog-lover, although he dislikes the cold and is often allergic to dogs. Mitchell currently lives in Airdrie with his wife Jennifer, enjoys playing his guitar, and believes that in an alternative reality he would have wound-up being a DJ.
Mitchell’s proficiency with research methodology and statistical analysis has allowed him to participate in many diverse research projects that span the realms of education, psychology, medicine, and statistical theory. His current research interests include resilience, developmental psychopathology, chronic absenteeism, educational reform and policy change, school and community relationships, data-informed decision making, and the mechanisms of effective knowledge translation.