Kaitlyn M. Butterfield
MA, Doctoral Candidate
Kaitlyn is a Ph.D. Candidate in the Clinical Developmental Psychology program at York University. She completed a Masters in Clinical Developmental Psychology (2022) and a Masters in Developmental Psychology (2020), and she also holds a Bachelors degree in Psychology and Communication from the University of Ottawa (2018).
Kaitlyn’s approach to therapy is firmly grounded in integrated CBT, and she works from a client-centered, trauma-informed, and anti-oppressive lens. This means that your unique experiences and needs will be at the forefront of your therapeutic journey together. Kaitlyn is committed to ensuring that her clients feel heard and valued; she is dedicated to creating a non-judgmental, safe, and open space where you can freely express yourself.
Her clinical work involves evidence-based treatment modalities including Cognitive-Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), mindfulness and goal management (GMT) skills.
Kaitlyn’s professional experience spans across youth and their families, emerging adults, and competitive athletes, both in individual and group therapy settings. Her clinical experience includes a wide range of client presentations, ranging from anxiety and depression to attention difficulties, interpersonal challenges, intrusive thoughts or ruminations, and navigating life transitions.
In her spare time, Kaitlyn enjoys weightlifting and gardening.
Kaitlyn Butterfield’s practice includes the following services:
Ready To Take The First Step?
Get Started With A Free Consultation
Peer-Reviewed Publications
D’Alessandro, A. M., Butterfield, K. M., Hanceroglu, L., Roberts, K. P. (2022). Listen to the children: Elementary school students’ perspectives on a mindfulness program in the classroom. Journal of Child and Family Studies. Advance online publication. https://doi.org/10.1007/s10826-022-02292-3
Butterfield, K. M., Roberts, K. P. (2021). The Role of Executive Function in Children’s Mindful Experience. Mindfulness. https://doi.org/10.1007/s12671-021-01802-6
Borg, M.E., Butterfield, K.M., Wood, E., Zhang, H. H., Pinto, S. (2021). Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education. SN Social Science, 1, 40. https://doi.org/10.1007/s43545-020-00053-x
Book Chapters
Butterfield, K. M., Roberts, K. P., Feltis, L. E. & Kocovski, N. (2019). What is the Evidence in Evidence-Based Mindfulness Programs for Children? Advances in Child Development and Behavior, 58.
Peer-Reviewed Posters and Presentations
Butterfield, K.M., Wilson, A., Mochizuki, G., Wojtowicz, M. (May, 2023). Self-reported balance disturbance and performance-based balance measures in varsity level athletes with and without concussion history. Oral presentation at the Sports Neuropsychology Society Concussion Symposium. Denver, Colorado.
Zorik, J., Butterfield, K.M., Kahnami, L., Westmacott, R. & Desrocher, M. (2023, April). Expressive and Receptive language outcomes in pediatric arterial ischemic stroke survivors. Poster presented at the 2nd annual Let’s Talk About Youth Conference. York University.
Butterfield, K.M., Roberts, S.D., Duplessis, D., Mochizuki, G., Wojtowicz, M. (2023, April). Examining the factors that influence attention performance following concussion. Oral presentation at the 14th World Congress on Brain Injury, Dublin, Ireland.
Bach-Kay, S., Butterfield, K.M., Toplak, M. (2022, October). Does Degree of Structure in Cognitive Performance-Based Tasks Explain Performance Variability in ADHD? Poster presented at the 9th Annual ADHD Research Day, The Canadian ADHD Resource Alliance (CADDRA).
Butterfield, K.M., Toplak, M., Wanstall, E., Martinussen, R., Messina, R. (2022, April). Metacognitive Ratings of Effort on an Unstructured Performance Task (UPT) in a Community Sample of Children. Poster presented at the first annual Let’s Talk About Youth Conference. Guelph University.
Butterfield, K.M., Toplak, M., Wanstall, E., & Martinussen, R. (2021, October). Subjective Ratings of Task Difficulty, Effort Required and Affective Experience of Effort on an Unstructured Performance Task (UPT) in a Community Sample of Children. Poster presented at the 8th Annual ADHD Research Day, The Canadian ADHD Resource Alliance (CADDRA). Online conference.
Butterfield, K. M., Feltis, L. E., Brassard, L., Roberts, K. P., Totzke, P., Ward, B. (2019, June). Listen to the Children: Student opinions and perceptions of a classroom-based mindfulness intervention. Poster presented at the annual convention of the Canadian Psychological Association, Halifax, NS.
Feltis, L. E., Butterfield, K. M., Hanceroglu, L., Roberts, K. P., Totzke, P., Ward, B. (2019, June). Exploring the Feasibility of Mindfulness Training for Teachers in Elementary Schools. Poster presented at the annual convention of the Canadian Psychological Association, Halifax, NS.
Butterfield, K. M., Feltis, L. E., Brassard, L., Roberts, K. P., Totzke, P., Ward, B. (2019, May). Listen to the Children: Student opinions and perceptions of a classroom-based mindfulness intervention. Poster presented at the Mindful Society Conference, Toronto, ON.
D’Alessandro, A., Butterfield, K. M., Roberts, K. P. (2019, June). Listen to the children: Elementary school students’ perspectives on a mindfulness program in the classroom. Poster presented at the Interdisciplinary Conference in Psychology, Ottawa, ON.
Butterfield, K. M., Hanceroglu, L., Roberts, K. P., Totzke, P., Ward, B. (2019, May). Following the mindful experience of two students with dysfunction: A Case Study Approach. Poster presented at the Interdisciplinary Conference in Psychology, Ottawa, ON.