Hannah Bigelow

MA, Doctoral Associate

Hannah is a Ph.D. Candidate in School and Applied Child Psychology at Western University. She is dedicated to understanding and enhancing the unique challenges faced by individuals across different life stages.

With a background spanning children, adolescents, and adults, Hannah has a special interest in working with individuals experiencing generalized anxiety, panic disorder, health anxiety, social anxiety, self-esteem, body-focused repetitive behaviours (BFRBs), ADHD, mood disorders, emotional regulation difficulties, learning challenges, and perfectionism.

Hannah has also worked with individuals with a wide range of OCD presentations, including contamination, feelings of “just rightness,” and perfectionism. Grounded in evidence-based treatments such as Cognitive Behavioural Therapy (CBT), Exposure Therapy,  Inference-Based Cognitive Behavioural Therapy (I-CBT), Accceptance Commitment Therapy (ACT), Dialectical Behavioural Therapy (DBT), and mindfulness based therapies, Hannah’s holistic and integrative approach ensures tailored interventions for individuals of all ages. 

When working with youth, Hannah places a strong emphasis on collaborating with parents, offering tailored guidance and parent training to support their children’s developmental and therapeutic journeys.

Hannah’s background also includes extensive training and work experience with the Mary J. Wright Child and Youth Development Centre, as well as the Thames Valley District School Board. In addition to providing therapy during these roles, Hannah conducted comprehensive learning and ADHD assessments. These assessments facilitate a deeper understanding of individualized learning needs for children and provide guidance to both families and schools in their efforts to support students. Hannah also served as a classroom teacher in her home province, Prince Edward Island, providing her with a unique perspective of the needs of young learners during their critical developmental years. This practical experience has equipped Hannah with insights into the academic and developmental hurdles that young individuals encounter in their education journey.

Moreover, Hannah has extensive experience working with individuals with ADHD and their parents, providing thorough assessment and tailored treatment strategies to enhance daily life and academics. Hannah’s research endeavors focus on the utilization of physical activity to enhance the psycho-emotional and cognitive functioning in children with ADHD, while also investigating the challenges schools encounter when implementing Ontario’s Daily Physical Activity Policy.

Above all, Hannah is driven by her commitment to creating a nurturing, supportive, and collaborative environment for her clients.

Outside of her professional life, Hannah finds joy in spending time with her dogs, engaging in an active lifestyle, and exploring new culinary experiences.

Hannah Bigelow’s practice includes the following services:

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Recent Publications

Bigelow, H.* Singh, S. Fenesi, B. (2023). Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms. Educ. Sci. https://doi.org/10.3390/educsci13101060

Crichton, M.*, Bigelow, H.*, Fenesi, B. (2023). Physical Activity and Mental Health in Children and Youth: Clinician Perspectives and Practices. Child Youth Care Forum. https://doi.org/10.1007/s10566-023-09782-5   

Bigelow, H.*, Fenesi, B. (2023). Pre-Service Teachers’ Perceptions of and Experiences with Classroom Physical Activity. International Journal of Environmental Research and Public Health, 20(2), 1049. https://doi.org/10.3390/ijerph20021049

Martyn, L.*, Bigelow, H.*, Graham, J., Ogrodnik, M., Chiodo, D., & Fenesi, B. (2022). Mandated to Move: Teacher Identified Barriers, Facilitators and Recommendations to Implementing Daily Physical Activity in Ontario Elementary Schools. BMC Public Health, 22, 1986 https://doi.org/10.1186/s12889-022-14359-3

Bigelow, H.*, Gottlieb, M. D.*, Ogrodnik, M., Graham, J. D., & Fenesi, B. (2021). The Differential Impact of Acute Exercise and Mindfulness Meditation on Executive Functioning and Psycho-Emotional Well-Being in Children and Youth With ADHD. Frontiers in Psychology, 12, 660845. https://doi.org/10.3389/fpsyg.2021.660845

Recent Presentations

Bigelow, H., Crichton, H., & Fenesi, B. (2022, March). Clinicians’ perceptions of the prescription of physical activity for children’s cognitive and psycho-emotional wellbeing. Oral presentation at the Robert Macmillan Symposium in Education; Western University, London, Ontario, Canada

Bigelow, H., Gottlieb, M., & Fenesi, B. (2021, March). The differential impact of acute exercise and mindfulness meditation on executive functioning and psycho-emotional well-being in children and youth with ADHD. Poster presented at the Robert Macmillan Symposium in Education, Western University, London, Ontario, Canada