SFU Psychology welcomes assistant professor Dr. Alicia Nijdam-Jones

Dr. Alicia Nijdam-Jones (she/her) has joined the Department of Psychology at Simon Fraser University as an assistant professor.

A Registered Psychologist, she earned her PhD in Clinical Psychology (forensic specialization) from Fordham University and completed a clinical psychology postdoctoral fellowship at the University of California, San Francisco.

As director and principal investigator of the Psychology, Law, and Culture Lab, she specializes in violence risk assessment, malingering assessment, and the use of forensic assessment measures with individuals from culturally and linguistically diverse backgrounds. Additionally, she serves as Editor-in-Chief of the International Journal of Forensic Mental Health and is a co-investigator on a national SSHRC Partnership Development Grant, collaborating with community partners and service providers to identify guidelines for culturally safe forensic mental health services. 

1.     What brought you to Simon Fraser University?

SFU has a globally recognized Psychology and Law program, renowned for its esteemed faculty, innovative research, and high-quality training. I am excited to work with colleagues and students who share a passion for this field, and I am thrilled to teach special-topic courses that directly build on my research areas and interests. I also have a deep-rooted connection to Simon Fraser University. My mother studied psychology here, and I attended the campus daycare, so I have many fond memories of running through the halls of RCB and playing on the grass in the AQ.

I later returned to SFU to earn several degrees in criminology and psychology before moving to the United States to pursue a clinical psychology doctoral program at Fordham University in New York City. It feels fitting to be back at SFU - walking around campus again and teaching some of the same courses that first sparked my passion for forensic psychology.

2.     How did your research interests in psychology get started?

Two formative personal experiences solidified my deep interest in psychology, culture, and the legal system, as well as my commitment to addressing inequities affecting underserved and marginalized populations.

The first occurred during my childhood, when my mother fostered children labeled as “high-risk,” many of whom were navigating mental health challenges and repeated involvement with the criminal legal system. Witnessing the barriers my foster siblings faced opened my eyes to the complexity of their lived experiences and to the oversimplification inherent in labels such as “criminal” or “delinquent.”

The second formative experience took place when I was sixteen, during a year-long Rotary exchange in Argentina. There, I came to understand the fundamental role of culture and context in shaping perspectives, attitudes, communication, and behaviour. This experience prompted me to question values and behaviours I had previously accepted as normative based on my upbringing, and to more fully appreciate the complexity of cultural and social contexts and their influence on individuals.

Together, these experiences shaped my personal and professional goals: (1) to understand the broader social and structural contexts that contribute to inequitable pathways into the criminal legal system; (2) to improve individual outcomes through culturally responsive services; and (3) to promote recovery and community reintegration while reducing the risk of harmful outcomes.

3.     What is the most important issue that your research work addresses? And why/how is it important to you in particular?

My research program reflects my commitment to improving fairness and equity in forensic psychological practice through mixed-methods approaches that examine how culture, language, and intersecting identities shape individuals’ experiences and outcomes within the legal system. Current areas of research include: (1) the provision of culturally safe and responsive practices for individuals from diverse cultural and linguistic backgrounds; (2) the validity, utility, and fairness of forensic assessment and decision-making in applied contexts; and (3) consumer-centred service evaluations.

Much of this research is conducted in collaboration and consultation with individuals with lived experience, Indigenous community partners, and interdisciplinary teams, ensuring that research questions meaningfully reflect the perspectives of those most impacted by forensic psychological practice.

4.     What are you most looking forward to in working at SFU and also in the Department of Psychology?

As one of the leading programs in forensic psychology in North America, SFU offers an exceptional environment for collaboration. I am excited to work with faculty and students in the Department of Psychology, as well as with members of SFU’s broader community, including colleagues in Criminology and Education. Working with trainees is one of the most fulfilling parts of my role, and I am especially looking forward to mentoring students through applied, hands-on learning that helps them develop strong critical thinking and problem-solving skills as they move into professional roles.

5.     Do you have any advice to students who may want to consider graduate school or a career in Psychology?

My advice is to choose a program and mentor that fit your interests, values, and goals. If you orient yourself toward what matters to you today, your path may take a few turns, but these experiences will shape who you become professionally and lead you toward work you truly care about.

My other piece of advice is to get research experience early. You need to know whether you love research before setting your heart on a PhD, because it is a big part of graduate school. Even if there is no lab available in your specific area of interest, related research areas can help you gain knowledge and skills that will likely transfer to your dream topic. Expect to start with smaller (but still important) research tasks, which will help you learn foundational skills and can lead to bigger and better research opportunities. If you find research isn’t something you seem to really enjoy, but you love the topic, consider whether a more clinical/non-research-based degree would be a better fit (e.g., PsyD, counselling, social work). There are many ways to work in an area that is of interest, aligned with your values, that does not involve an intense research-based degree.

Lastly, when applying to grad school, try to find a program and a research mentor who are a good fit for your interests and learning style. Graduate training isn’t just about “getting the degree;” it takes a lot of time and energy, and while the process is formative, it is far more manageable when you are part of a supportive community that works for you.