Gillian King

Gillian King, PhD

Distinguished Senior Scientist; Canada Research Chair (Tier I) in Optimal Care for Children with Disabilities

Research

Centre for Leadership:

Participation and Inclusion

Research Focus:

Psychosocial aspects of childhood disabilities

Research Focus (Academic Version)

Psychosocial Aspects of Childhood Disability and Health; Child and Family Community Participation; Child and Family Engagement in Service Delivery; Family Wellness, Resilience, Belief Systems, and Worldviews; Expertise and Clinical Decision Making in Service Delivery; Measure Development; Models of Clinical Services and Intervention Approaches; Research Partnerships and the Production of Knowledge; Interprofessional Practice; Youth Transitions; Traumatic Brain Injury and Resiliency

Research/Trainee/Volunteer Opportunities:

Please visit: https://hollandbloorview.ca/research-education/bloorview-research-institute-train-us


Education & Profession

Education:

PhD, Social Psychology, University of Western Ontario

University Positions/Affiliations:

  • Professor, Department of Occupational Science and Occupational Therapy, University of Toronto
  • Associate Clinical Professor, School of Rehabilitation Science, Faculty of Health Sciences, McMaster University
  • Adjunct Research Professor, School of Communication Sciences and Disorders, Western University
  • Research Associate, CanChild Centre for Childhood Disability Research, McMaster University
  • Member of the Faculty of Graduate Studies, Clinical Health Sciences (Rehabilitation Science) Graduate Programme, Faculty of Health Sciences, McMaster University
  • Full Member of the Rehabilitation Sciences Institute, University of Toronto

Honours and Awards:

Tier 1 Canada Research Chair in Optimal Care for Children with Disabilities, Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto


Innovation

Assessments/Measures Developed:


Current Projects

Appointments at Holland Bloorview

Transitions


Publications

Click to see Dr. King's publications on PubMed.

Selected Peer-Reviewed Publications Since 2016

King, G., Chiarello, L. A., Thompson, L., McLarnon, M. J. W., Smart, E., Ziviani, J., & Pinto, M. (2019). Development of an observational measure of therapy engagement for pediatric rehabilitation. Disability and Rehabilitation, 41(1), 86-97. doi:10.1080/09638288.2017.1375031

King, G., McPherson, A. C., Kingsnorth, S., Gorter, J. W., & DeFinney, A. (2019). Intervention strategies in residential immersive life skills programs for youth with disabilities: A study of active ingredients and program fidelity. Developmental Neurorehabilitation, 22(5), 303-311. doi:10.1080/17518423.2018.1497722

King, G., Schwellnus, H., Servais, M., & Baldwin, P. (2019). Solution-focused coaching in pediatric rehabilitation: Investigating transformative experiences and outcomes for families. Physical & Occupational Therapy In Pediatrics, 39(1), 16-32. doi:10.1080/01942638.2017.1379457

King, G., McPherson, A., Mosleh, D., Hartman, L., Rapley, J., & Pinto, M. (2018). Program opportunities of residential immersive life skills programs for youth with disabilities. Research in Developmental Disabilities, 83, 233-246. doi:10.1016/j.ridd.2018.09.003 

King, G., Seko, Y., Chiarello, L. A., Thompson, L., & Hartman, L. (2018). Building blocks of resiliency: A transactional framework to guide research, service design, and practice in pediatric rehabilitation. Disability and Rehabilitation. doi:10.1080/09638288.2018.1515266

King, G., Imms, C., Stewart, D., Freeman, M., & Nguyen, T. (2018). A transactional framework for pediatric rehabilitation: Shifting the focus to situated contexts, transactional processes, and adaptive developmental outcomes. Disability and Rehabilitation, 40(15), 1829-1841. doi:10.1080/09638288.2017.1309583

King, G., Schwellnus, H., Keenan, S., & Chiarello, L. A. (2018). Youth engagement in pediatric rehabilitation: Service providers’ perceptions in a real-time study of solution-focused coaching for participation goals. Physical & Occupational Therapy In Pediatrics, 38(5), 527-547. doi:10.1080/01942638.2017.1405864

King, G., Parker, K., Peacocke, S., Curran, C. J., McPherson, A. C., Chau, T., Widgett, E., Fehlings, D., & Milo-Manson, G. (2017). Centres for Leadership: A strategy for academic integration. Journal of Health Organization and Management, 31(3), 302-316, doi:10.1108/JHOM-11-2016-0225

King, G., Maxwell, J., Karmali, A., Hagens, S., Pinto, M., Williams, L., & Adamson, K. (2017). Connecting families to their health record and care team: The use, utility, and impact of a client/family portal at a children’s rehabilitation hospital. Journal of Medical Internet Research, 19(4), e97. doi:10.2196/jmir.6811

King, G., Williams, L., & Hahn Goldberg, S. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43(3), 334-347. doi:10.1111/cch.12435

King, G. (2017). The role of the therapist in therapeutic change: How knowledge from mental health can inform pediatric rehabilitation. Physical & Occupational Therapy In Pediatrics, 37(2), 121-138. doi:10.1080/01942638.2016.1185508

King, G., Servais, M., Shepherd, T. A., Willoughby, C., Bolack, L., Moodie, S., Baldwin, P., Strachan, D., Knickle, K., Pinto, M., Parker, K., & McNaughton, N. (2017). A listening skill educational intervention for pediatric rehabilitation clinicians: A mixed-methods pilot study. Developmental Neurorehabilitation, 20(1), 40-52. doi:10.3109/17518423.2015.1063731

King, G., Orchard, C., Khalili, H., & Avery, L. (2016). Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and development of 9-item equivalent versions. The Journal of Continuing Education in the Health Professions, 36(3), 171-177. doi:10.1097/CEH.0000000000000082

King, G., Thomson, N., Rothstein, M., Kingsnorth, S., & Parker, K. (2016). Integrating research, clinical care, and education in Academic Health Science Centers. Journal of Health Organization and Management, 30(7), 1140-1160. doi:10.1108/JHOM-11-2015-0177

King, G., Kingsnorth, S., McPherson, A., Jones-Galley, K., Pinto, M., Fellin, M., Timbrell, N., & Savage, D. (2016). Residential immersive life skills programs for youth with physical disabilities: A pilot study of program opportunities, intervention strategies, and youth experiences. Research in Developmental Disabilities, 55, 242-255. doi:10.1016/j.ridd.2016.04.014

King, G., Rigby, P., & Avery, L. (2016). Revised Measure of Environmental Qualities of Activity Settings (MEQAS) for youth leisure and life skills activity settings. Disability and Rehabilitation, 38(15), 1509-1520. doi:10.3109/09638288.2015.1103792

King, G., Kingsnorth, S., Sheffe, S., Vine, R., Crossman, S., Pinto, M., Curran, C. J., & Savage, D. (2016). An inclusive arts-mediated program for children with and without disabilities: Establishing community and an environment for child development through the arts. Children’s Health Care, 45(2), 204-226. doi:10.1080/02739615.2014.996885

King, G., Shepherd, T. A., Servais, M., Willoughby, C., Bolack, L., Strachan, D., Moodie, S., Baldwin, P., Knickle, K., Parker, K., Savage, D., & McNaughton, N. (2016). Developing authentic clinical simulations for effective listening and communication in pediatric rehabilitation service delivery. Developmental Neurorehabilitation, 19(5), 284-294. doi:10.3109/17518423.2014.989461

Book Chapters

King, G., Ziviani, J., & Imms, C. (2019). Participation: Theoretical underpinnings to inform and guide intervention. In D. Greene & C. Imms (Eds.), Participation: Optimising outcomes in childhood-onset neurodisability. London, UK: Mac Keith Press.

King, G., Granlund, M., & Imms, C. (2019). Measuring participation as means: Participation as a transactional system and a process. In D. Greene & C. Imms (Eds.), Participation: Optimising outcomes in childhood-onset neurodisability. London, UK: Mac Keith Press.

King, G., & Servais, M. (2017). Effective Listening and Interactive Communication Scale (ELICS). In D. L. Worthington & G. Bodie (Eds.), Sourcebook of listening research: Methodology and measures (pp. 252-258). Wiley Blackwell.

King, G., & Ziviani, J. (2015). What does engagement look like? Goal-directed behavior in therapy. In A. A. Poulsen, J. Ziviani, & M. Cuskelly (Eds.), Goal setting and motivation in therapy: Engaging children and parents (pp. 70-79). London: Jessica Kingsley Publishers.


Contact Info

Contact Information:

Bloorview Research Institute 
Holland Bloorview Kids Rehabilitation Hospital 
150 Kilgour Road Toronto, Ontario M4G 1R8 
Tel: 416-425-6220, extension 3323 
Fax: 416-425-1634

Contact Email: gking@hollandbloorview.ca OR gking27@uwo.ca