Psy 4: Development and Psychopathology
Paper Guide 2014-15
All the lectures for this paper will take place on Tuesdays – at 12 noon and 2pm. Each
term, the lectures are arranged as three modules with one reading week. Most of the
lectures will be given by the paper co-ordinator, Prof Claire Hughes, but the paper also
includes an exciting mix of lectures given by other academic staff within and outside the
university as well as by a practising clinical psychologist (see below for names,
affiliations and email addresses):
Dr Stephanie Burnett-Heyes (SBH - Oxford): burstephanie@gmail.com
Dr Veronika Dobler (VD - Child Psychiatry): vpd20@medschl.cam.ac.uk
Prof Claire Hughes (CH - Centre for Family Research): ch288@cam.ac.uk
Dr Vasanti Jadva (VJ - Centre for Family Research): vj227@cam.ac.uk
Dr Caroline Lanskey (CL - Criminology): cml29@cam.ac.uk
Dr Debra Potel (DP - Harley Street, London) debra@dpotel.com
Dr Maria Ttofi (MT- Criminology): mt394@cam.ac.uk
Dr Sam Wass (SW - MRC CBSU) Sam.Wass@mrc-cbu.cam.ac.uk
Dr Paul Wilkinson (PW - Child Psychiatry): pow2@cam.ac.uk
Michaelmas
The first two modules each consist of 4 lectures and together provide an advanced
overview of research on theory of mind (ToM) and executive function (EF). These
lectures extend the coverage of these two topics provided in previous years by
emphasising both individual differences and the interplay between children’s social lives
and their socio-cognitive development.
Module 3 includes 6 lectures. In t the first two we consider the risk and resilience
literature from biological and developmental perspectives. The next two lectures focus
on the perinatal period – using prematurity to illustrate the mechanisms that contribute
to variation in outcomes following adversity and pre- and post-natal factors to illustrate
the interplay between biology and development. This final two lectures involve invited
speakers: Dr Sam Wass will discuss infant cognition and risk while Dr Debra Potel will
outline developmental perspectives on clinical disorders.
Lent
Lent term begins with a module that reviews how children’s close relationships –both
within and outside the family - can shape their development and social adjustment. This
picks up on themes raised in the first two modules of this paper but also examines social
influences at school (e.g., effects of peer rejection and friendships with deviant peers).
Invited lecturers in this module include Dr Vasanti Jadva and Dr Debra Potel.
The second module for lent encompasses both externalizing and internalizing problems
and begins with two lectures that extend the relationship perspective developed in the
previous module to consider family influences on conduct problems and the impact of
incarceration on family life (Dr Caroline Lanskey). The next two lectures focus on
bullying (including an overview of anti-bullying interventions presented by Dr Maria
Ttofi). The final two lectures (given by Dr Veronika Dobler and Dr Debra Potel) focus
on internalizing problems.
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In the last module of this paper, the spotlight is turned on adolescence: Dr Stephanie
Burnett-Heyes will discuss recent research on the adolescent social brain, while Dr
Debra Potel will provide a practitioner’s perspective on adolescence and Dr Paul
Wilkinson will give an overview of two worryingly common features of adolescence:
depression and self harm. In the Easter term, Prof Claire Hughes will provide an
overview of themes from this paper and a series of group revision sessions.
Lecture Timetable
Michaelmas
Weeks 1 and 2 (Tues 14th & 21st October)
Module 1: Theory of Mind (CH)
o Development of ToM in Typical and Atypical Groups
o Origins of Individual differences – the nature / nurture debate
o Siblings and parents as facilitators of ToM
o Social and academic consequences of individual differences in ToM
Weeks 3 and 4 (28th October, 4th November)
Module 2: Executive Function (CH)
o Measuring EF in different age groups
o EF deficits in ADHD and Conduct Disorder
o Social and academic consequences of individual differences in EF
o How do families help or hinder children’s EF skills?
Week 5 – Reading week
Weeks 6, 7 and 8 (18th, 25th November and 2nd December)
Module 3: Risk & resilience (CH, DP, SW)
o Orchids and Dandelions: Gene-Environment Interactions
o Developmental perspectives on risk and resilience
o Prematurity
o Pre and Post-natal environments
o Development and clinical disorders (DP)
o Infant cognition in the context of risk (SW)
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Lent Term
Weeks 1 and 2 (20th & 27th January)
Module 4: Relationships within the family and beyond (CH, VJ, DP
o Family processes and the intergenerational transmission of risk (VJ)
o Siblings: the bad news (CH)
o School influences (DP)
o Peer influences (CH)
Weeks 3, 4 and 5 (3rd, 10th and 17th February)
Module 5: Externalizing and Internalizing Disorders (CH, CL, MT, DP)
o Conduct Disorder (CH)
o Prisoners and their families (CL)
o Bullying (Cog & social perspectives) (CH)
o Anti-bullying interventions (MT)
o Anxiety disorders (Veronica Dobler)
o Interventions for internalizing problems (DP)
Week 6: Reading week
Week 7 and 8 (3rd & 10th March)
Module 6: Disorders in Adolescence (SBH, DP, PW)
o The adolescent social brain (Stephanie Burnett Heyes)
o Externalizing problems in adolescence (DP)
o Depression (Paul Wilkinson)
o Self harm (Paul Wilkinson)
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Examination. There is one three hour written examination at the end of the year. This
paper affords many opportunities for successful dissertations. Students who wish to
pursue a career in psychology are strongly urged to do a dissertation for this or one of
the other psychology papers.
Supervisions. Students and supervisors should download the suggested supervision
topics and reading list. Students will find that they need to supplement this basic list of
references when they begin to study particular topics in depth. It is important to become
familiar with the general concepts taught in this paper, and to study an inter-related set
of topics. Students should have 3 supervisions in each of Michaelmas and Lent terms,
and at least one revision supervision in Easter term. Individual supervisors may have
particular requirements, but as a general rule, supervisors expect essays in hard copy 24
hours before the supervision (or on a Friday evening for Monday supervisions). Sign up
sheets for supervisions are on the noticeboard of the CFR corridor (just outside Claire
Hughes’ office). The majority of supervisions will be provided by Claire Hughes – who
will keep Monday (all day) and Friday (am) free of other commitments. Supervisions
will also be given by three of her research group: Sarah Foley and Naomi White (PPS)
and Adelle Pushparatnam (BBS). Students not on the Psychology track will have
priority in signing up for supervision slots, as their time tables are likely to be more
complicated.
A note from Debra Potel, NHS Consultant Clinical Psychologist
The material and approach will be similar to the type of conversations that might take
place within clinical supervision on a child and adolescent placement on the Doctoral
Clinical Psychology Training. Given that mental health is on a continuum, with all of us
and our families experiencing varying levels of mental wellbeing at different points in
our lives, it is possible that different aspects of the lectures may resonate at a personal
level with different people. I will be available at the end of every lecture so that if any of
the material touched a “raw nerve” for and you would like to “debrief” we can do that
quietly. Alternatively you would be welcome to email me on debra@dpotel.com
The overarching aim of my four lectures (1 in Michaelmas and 3 in Lent) will be to:
 describe the different ways in which children’s and adolescents’ distress may
show itself
 illustrate the central role attachment scripts play in the development and
maintenance of emotional wellbeing
 highlight the importance of a scientific, hypothesis driven approach to
assessment and treatment
The lectures will be based on clinical material and in so doing will offer the opportunity
to reflect on links between:


different areas of research and practice and the application of one to the other
the breadth of clinical evidence base and practice, and the tensions that
sometimes exist between the two
Please note that the reading list (given later) for Debra Potel’s lectures is quite succinct
and aims to provide some essential material on the core concept of attachment and
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examples of different types of theories and approaches. Please note that there are no
supervision questions or exam questions directly related to these lectures – instead, each
lecture has been paired with another lecture and aims to supplement the academic
perspectives of these lectures with material that should give you the beginnings of a feel
for the clinical literature
Supervision Essay Titles
Theory of Mind
1) Why do 3-year-olds fail classical false belief tasks when evidence from violation of
expectation (VOE) tasks suggests that the awareness of mental states first emerges in
infancy?
2) Compare and contrast the evidence from studies of parental and sibling influences on
children’s growing understanding of mind.
3) How might age-related developments in theory of mind influence children’s peer
relationships? And why might this influence be rather weak?
4) What factors might mediate the association between early success on theory of mind
tasks and children’s academic achievement? What kind of research is needed to establish
these mediation effects?
Executive Functions
1) Self-control has been reported to be a key predictor of long-term positive outcomes.
How should this predictive effect be explained?
2) Can parents do anything to enhance their children’s executive functions?
3) In what ways might early success on executive function tasks foster children’s
academic performance? What are the challenges that face researchers investigating
this topic?
Risk and Resilience
1) What are the promises and pitfalls of research on rats for understanding risk and
resilience in children?
2) How useful are ‘orchids’ and ‘dandelions’ as metaphors for differential susceptibility?
3) Why are studies of pre- and peri-natal risk factors important needed to elucidate the
mechanisms that underpin individual differences in risk and resilience?
Risk and infancy
1) Can we predict based on early behaviours which babies will go on to perform well
and which less well? If so, on which behaviours are these predictions based?
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2) Some scientists have advocated that in future years it might be possible to use early
behavioural assessments to predict which infants are at risk of going on to
develop ADHD later in life. Having identified these infants, it might then be
possible to put them into a specially targeted cognitive intervention to prevent, or
lessen the degree, of their later impairment. Do you agree that such an approach
might be possible? If not,why not?
Parenting
1) Is Baumrind right that ‘parents create their children psychologically’?
2) ‘When it comes to parenting, history repeats itself’. Discuss.
3) “I blame the parents”: Discuss
Siblings
1) Why is a developmental perspective useful in understanding sibling relationships?
2) Explain how siblings can help or hinder children’s social or cognitive development
3) From peas in a pod to chalk and cheese: Why do sibling relationships show such striking
variability?
Peer Influences
Assess the relative influence of friendship and popularity on at least two
distinct child outcomes.
What mechanisms underpin the influence of peers on children's adjustment?
How have ideas about social influences on adjustment beyond the family
changed over time and why?
Anxiety
Why does anxiety show intergenerational stability?
What lessons from research anxiety can be applied to interventions?
Bullying
Compare and contrast cognitive and social accounts of bullying in childhood.
How might research on bullying inform interventions?
Why are 'bully victims' of such concern to educationalists and mental-health
professionals?
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Conduct Disorder
1) Compare the cognitive and social mechanisms underlying antisocial behaviour
2) Can you have a ‘theory of nasty minds’?
3) How does recent work on callous and unemotional traits contribute to our
understanding of conduct disorder?
Prisoners and their families
1) What are the known effects of parental incarceration on children?
2) What are the methodological challenges faced by researchers investigating the
impact of parental incarceration on children?
Depression
1) Which are more important in conferring risk of depression – genetic or
environmental factors?
2) The 2005 UK NICE guidelines on treatment of depression in children and
adolescents recommend that the first line treatment for moderate to severe
depression should be a specific psychological therapy (individual cognitive
behavioural therapy [CBT], interpersonal therapy or shorter-term family
therapy). What are the problems with these recommendations?
Self Harm
1) Why do people harm themselves?
2) Should we distinguish suicidal from non-suicidal self-harm?
3) Self-harm often stops spontaneously in late adolescence/early adulthood. So
why do we worry about it?
4) A teenager tells her teacher she has been self-harming. How should the teacher
respond? What treatments may help the teenager?
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Reading for Psy 4: A non-exhaustive bibliography
The lists below provide a good starting point for students to get an overview of each
topic (Note: * = review paper). Ideas for additional reading may be given at the end of
individual lectures, or by supervisors. However, students are also encouraged to become
adept at using Scopus or other search engines to gain a more in-depth understanding of
topics in which they have a special interest. A very useful web-link for searching and
downloading articles is www.scopus.com. Students not familiar with Scopus should ask
their supervisors for advice about how to enter search terms that provide efficient but
comprehensive searches, identify landmark papers etc.
Module 1: Theory of Mind (ToM)
This module assumes familiarity with the classic literature on the development of an
understanding of mental states in the preschool years, and impairments among children
with Autism Spectrum Disorders (ASD). Instead, we focus on research into the origins
and consequences of individual differences. The first lecture provides an introduction to
studies that extend the developmental scope of research on theory of mind, both in infancy
and in older children and adolescents. The next two lectures are devoted to social
influences on theory of mind and encompass both a broad overview of studies relevant to
the nature / nurture debate for theory of mind and a specific focus on siblings and parents
as facilitators of theory of mind. In the last lecture in this module we consider how
individual differences in theory of mind can contribute to children’s social and academic
success. For example, recent years have seen growing interest in children’s metacognitive
skills and their influence on children’s success as learners.
Theory of Mind
Two good place to start:
Hughes, C. & Devine, R.T. (2013). Theory of Mind. In D.S. Dunn (Ed.). Oxford
Bibliographies in Psychology. New York: Oxford University Press.
(this is an annotated guide to key readings in theory of mind research – & a good place
to look for recommended books)
Hughes, C. & Devine, R.T. (in press). A social perspective on theory of mind. To appear
in M. Lamb (Ed.). Handbook of Child Psychology and Developmental Science
(7th ed.), Volume III: Social, Emotional and Personality Development. Hoboken,
NJ: Wiley
(this is a 120 page review chapter, with different sections of particular relevance to
different parts of this module on theory of mind).
Lecture 1: Development of ToM in Typical and Atypical Groups
Theory of Mind in Infancy
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Brunetti, M., Zappasodi, F., Marzetti, L., Perrucci, M.G., Cirillo, S., Romani, G.L.,
Pizzella, V., Aureli, T. (2014) Do you know what I mean? Brain oscillations
and the understanding of communicative intentionsFrontiers in Human
Neuroscience, 8 (1 FEB), art. no. 36,
Falck, A., Brinck, I., Lindgren, M. (2014)Interest contagion in violation-of-expectationbased false-belief tasks Frontiers in Psychology, 5 (Article 23).
* Heyes, C.M., Frith, C.D. (2014). The cultural evolution of mind reading Science, 344,
art. no. 1243091, .
*Heyes, C. (2014) False belief in infancy: A fresh look.Developmental Science, . Article
in Press.
*Ruffman, T. (2014) To belief or not belief: Children's theory of mind. Developmental
Review, 34, 265-293.
Skerry, A.E., Spelke, E.S. (2014) Preverbal infants identify emotional reactions that are
incongruent with goal outcomes. Cognition, 130, 204-216.
Southgate, V., Vernetti, A. (2014)Belief-based action prediction in preverbal infants
Cognition, 130,1-10.
ToM in preschoolers: Recent research
Chiarella, S.S., Kristen, S., Poulin-Dubois, D., Sodian, B. (2013) Concurrent Relations
Between Perspective-Taking Skills, Desire Understanding, and Internal-State
Vocabulary Journal of Cognition and Development, 14. 480-498.
Choe, D.E., Lane, J.D., Grabell, A.S., Olson, S.L. (2013) Developmental precursors of
young school-age children's hostile attribution bias Developmental Psychology,
49, 2245-2256.
Dore, R.A., Lillard, A.S. (2014). Do children prefer mentalistic descriptions? Journal of
Genetic Psychology, 175, 1-15.
Hsu, Y.K., Cheung, H. (2013) Two mentalizing capacities and the understanding of two
types of lie telling in children Developmental Psychology, 49, 1650-1659.
Kühn-Popp, N., Sodian, B., Sommer, M., Döhnel, K., Meinhardt, J. (2013). Same or
different? ERP correlates of pretense and false belief reasoning in children
Neuroscience, 248, 488-498.
Lillard, A.S., Lerner, M.D., Hopkins, E.J., Dore, R.A., Smith, E.D., Palmquist, C.M.
(2013) The impact of pretend play on children's development: A review of the
evidence Psychological Bulletin, 139, 1-34.
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Ornaghi, V., Grazzani, I., Cherubin, E., Conte, E., Piralli, F. (2014) 'Let's Talk about
Emotions!'. The Effect of Conversational Training on Preschoolers' Emotion
Comprehension and Prosocial OrientationSocial Development, in Press.
Priewasser, B., Roessler, J., Perner, J. (2013) Competition as rational action: Why young
children cannot appreciate competitive games Journal of Experimental Child
Psychology, 116, 545-559.
Sommerville, J.A., Bernstein, D.M., Meltzoff, A.N. (2013) Measuring beliefs in
centimeters: Private knowledge biases preschoolers' and adults' representation
of others' beliefs Child Development, 84 1846-1854.
Wertz, A.E., German, T.C. (2013) Theory of Mind in the Wild: Toward Tackling the
Challenges of Everyday Mental State Reasoning PLoS ONE, 8,art. no. e72835.
ToM beyond the pre-school years:
Apperly, I.A., Samson, D. & Humphreys, G.W. (2009). Studies of adults can inform
accounts of theory of mind development. Developmental Psychology, 45, 190 –
201.
Devine, R., & Hughes, C. (2013). Silent Films and Strange Stories: Theory of Mind,
Gender, and Social Experiences in Middle Childhood. Child Development, 84,
989-1003.
Dumontheil, I., Apperly, I.A., & Blakemore, S-J. (2010). Online usage of theory of
mind continues to develop in late adolescence. Developmental Science, 13, 331
– 338.
Dodell-Feder, D., Lincoln, S.H., Coulson, J.P., Hooker, C.I. (2013) Using fiction to
assess mental state understanding: A new task for assessing theory of mind in
adults PLoS ONE, 8 (art. no. e81279,
Kidd, D.C., Castano, E. (2013) Reading literary fiction improves theory of mind
Science, 342, 377-380
Miller, S.A. (2009). Children’s understanding of second-order mental states.
Psychological Bulletin, 135, 749 – 773.
Lecture 2: Origins of Individual differences – the nature / nurture debate
I: Genetic influences on ToM
Hughes, C., Happé, F., Taylor, A., Jaffee, S.R., Caspi, A., Moffitt, T.E. (2005)Origins of
individual differences in theory of mind: From nature to nurture? Child
Development, 76, 356-370.
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Lackner, C., Sabbagh, M.A., Hallinan, E., Liu, X., Holden, J.J. (2012)Dopamine
receptor D4 gene variation predicts preschoolers' developing theory of mind
Developmental Science, 15, 272-280.
Parker, K.J., Garner, J.P., Libove, R.A., Hyde, S.A., Hornbeak, K.B., Carson, D.S.,
Liao, C.-P., Phillips, J.M., Hallmayer, J.F., Hardan, A.Y. (2014)Plasma
oxytocin concentrations and OXTR polymorphisms predict social impairments
in children with and without autism spectrum disorder Proceedings of the
National Academy of Sciences of the United States of America, 111 1225812263.
Ronald, A., Happé, F., Hughes, C., Plomin, R. (2005) Nice and nasty theory of mind in
preschool children: Nature and nurture Social Development, 14,664-684
Ronald, A., Viding, E., Happé, F., Plomin, R. (2006) Individual differences in theory of
mind ability in middle childhood and links with verbal ability and autistic
traits: a twin study. Social neuroscience, 1, 412-425.
*Skuse, D.H., Gallagher, L. (2011)Genetic influences on social cognition Pediatric
Research, 69 (5 PART 2), pp. 85R-91R.
Wade, M., Hoffmann, T.J., Wigg, K., Jenkins, J.M. (2014)Association between the
oxytocin receptor (OXTR) gene and children's social cognition at 18 months
Genes, Brain and Behavior, in press
II: Social influences on ToM: See papers cited in pages X to Y of:
Hughes, C. & Devine, R.T. (in press). A social perspective on theory of mind. To appear
in M. Lamb (Ed.). Handbook of Child Psychology and Developmental Science
(7th ed.), Volume III: Social, Emotional and Personality Development. Hoboken,
NJ: Wiley
Lecture 3: Siblings and parents as facilitators of ToM
ToM and interactions with siblings or peers
Cutting, A.L., Dunn, J. (1999) Theory of Mind, emotion understanding, language, and
family background: Individual differences and interrelations Child
Development, 70, 853-865
Brown, J.R., Donelan-McCall, N., Dunn, J. (1996) Why Talk about Mental States? The
Significance of Children's Conversations with Friends, Siblings, and Mothers
Child Development, 67, 836-849
Foote, R.C., Holmes-Lonergan, H.A. (2003) Sibling conflict and theory of mind British
Journal of Developmental Psychology, 21, 45-58.
Hughes, C., Fujisawa, K.K., Ensor, R., Lecce, S., Marfleet, R. (2006) Cooperation and
conversations about the mind: A study of individual differences in 2-year-olds
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and their siblings. British Journal of Developmental Psychology, 24, 53-72.
Jenkins, J.M., Astington, J.W. (1996) Cognitive factors and family structure associated
with theory of mind development in young children Developmental
Psychology, 32, 70-78.
McAlister, A., Peterson, C. (2007) A longitudinal study of child siblings and theory of
mind development Cognitive Development, 22 (2), pp. 258-270.
Perner, J., Ruffman, T., & Leekam, S. (1994). Theory of mind is contagious: You catch
it from your sibs. Child Development, 65, 1228-1238.
Ruffman, T., Perner, J., Naito, M., Parkin, L., Clements, W.A. (1998) Older (but not
younger) siblings facilitate false belief understanding. Developmental
psychology, 34 ,161-174.
Tompkins, V., Farrar, M.J., Guo, Y. (2013)Siblings, language, and false belief in lowincome children Journal of Genetic Psychology, 174, 457-463
Parents as facilitators of ToM / related interventions
Adrian, J.E., Clemente, R.A., Villanueva, L., Rieffe, C. (2005) Parent-child picture-book
reading, mothers' mental state language and children's theory of mind Journal
of Child Language, 32, 673-686.
Hughes, C., Deater-Deckard, K., Cutting, A.L. (1999) 'Speak roughly to your little boy'?
Sex differences in the relations between parenting and preschoolers'
understanding of mind. Social Development, 8,
Lecce, S., Bianco, F., Devine, R.T., Hughes, C., Banerjee, R. (2014) Promoting theory
of mind during middle childhood: A training program. Journal of Experimental
Child Psychology, 126, 52-67.
Lundy, B.L. (2013) Paternal and Maternal Mind-mindedness and Preschoolers’ Theory
of Mind: The Mediating Role of Interactional Attunement, Social Development,
22, 58 -74.
Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M.
(2002).Maternal mind-mindedness and attachment security as predictors of
theory of mind understanding. Child Development, 73, 1715–1726.
Meins, E., Fernyhough, C., Wainwright, R., Clark-Carter, D., Das Gupta, M., Fradley,
E. & Tuckey, M. (2003), Pathways to Understanding Mind: Construct Validity
and Predictive Validity of Maternal Mind-Mindedness. Child Development,
74, 1194–1211.
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Meins, E., Fernyhough, C., Arnott, B., Turner, M. and Leekam, S. R. (2011), MotherVersus Infant-Centered Correlates of Maternal Mind-Mindedness in the First
Year of Life. Infancy, 16, 137–165.
O'Reilly, J., Peterson, C.C. (2014) Theory of mind at home: linking authoritative and
authoritarian parenting styles to children's social understandingEarly Child
Development and Care, . Article in Press.
* Pavarini, G., de Hollanda Souza, D., Hawk, C.K. (2013) Parental Practices and Theory
of Mind DevelopmentJournal of Child and Family Studies, 22, 844-853.
Ruffman, T., Perner, J., Parkin, L. (1999). How parenting style affects false belief
understanding Social Development, 8, 394-410.
Sharp, C., & Fonagy, P. (2008) The Parent’s Capacity to Treat the Child as a
Psychological Agent: Constructs, Measures and Implications for Developmental
Psychopathology. Social Development, 17, 737 – 754.
Lecture 4: Social and academic consequences of individual differences in ToM
Theory of mind and social success
Caputi, M., Lecce, S., Pagnin, A., Banerjee, R. (2012) Longitudinal effects of theory of
mind on later peer relations: The role of prosocial behavior, Developmental
Psychology, 48, 257-270.
Fink, E., Begeer, S., Peterson, C.C., Slaughter, V., de Rosnay, M. (2014). Friendlessness
and theory of mind: A prospective longitudinal studyBritish Journal of
Developmental Psychology, in press.
Grueneisen, S., Wyman, E., Tomasello, M. (2014)"I Know You Don't Know I Know..."
Children Use Second-Order False-Belief Reasoning for Peer Coordination
Child Development, . Article in Press.
Hughes, C., Ensor, R., Marks, A. (2011) Individual differences in false belief
understanding are stable from 3 to 6 years of age and predict children's mental
state talk with school friends. Journal of Experimental Child Psychology, 108,
96-112
Hughes, C., Lecce, S., Wilson, C. (2007)"Do you know what I want?" Preschoolers' talk
about desires, thoughts and feelings in their conversations with sibs and friends.
Cognition and Emotion, 21, 330-350.
Slaughter, V., Peterson, C.C., Moore, C. (2013) I can talk you into it: theory of mind and
persuasion behavior in young children. Developmental psychology, 49,227231.
Theory of mind and academic success:
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Lecce, S., Bianco, F., Demicheli, P., Cavallini, E. (2014) Training Preschoolers on FirstOrder False Belief Understanding: Transfer on Advanced ToM Skills and
Metamemory Child Development, In Press.
Lecce, S., Caputi, M., Hughes, C. (2011). Does sensitivity to criticism mediate the
relationship between theory of mind and academic achievement Journal of
Experimental Child Psychology, 110, 313-331.
Lecce, S., Caputi, M., Pagnin, A. (2014). Long-term effect of theory of mind on school
achievement: The role of sensitivity to criticism. European Journal of
Developmental Psychology, 11, 305-318
Lecce, S., Zocchi, S., Pagnin, A., Palladino, P., Taumoepeau, M. (2010). Reading
Minds: The Relation Between Children's Mental State Knowledge and Their
Metaknowledge About Reading. Child Development, 81, 1876-1893.
Strasser, K., Del Río, F. (2014) The role of comprehension monitoring, theory of mind,
and vocabulary depth in predicting story comprehension and recall of
kindergarten children Reading Research Quarterly, 49, 169-187.
Module 2: Executive Function
Executive functions have become a hot topic for developmental research for many
different reasons. Lecture 1 provides an introductory overview, encompassing: (i)
historical roots and definitions; (ii) the measurement of executive function in different age
groups, from infancy through to adolescence; and (iii) the distinction between ‘hot’ and
‘cool’ executive function. Lectures 2 and 3 each consider a set of findings that have
catalysed research interest in executive functions. These findings highlight the importance
of executive functions to (i) disruptive behaviour disorders such as ADHD and Conduct
Disorder and (ii) academic success. Lecture 4 adopts a rather different perspective to focus
on social influences upon individual differences in executive function (e.g., culture,
bilingualism and parental sensitivity or stimulation).
A few books
Brown, T.E (2013). A new understanding of ADHD in children and adults: Executive
Function impairments. Routledge.
Goldberg, E (2009). The New Executive Brain: Frontal Lobes in a Complex World
Mischel, W. (2014). The Marshmallow Test: Mastering Self Control
Lecture 1 Part I- EF: meta-analyses and review papers – TD children
Devine, R.T., Hughes, C. (2014) Relations Between False Belief Understanding and
Executive Function in Early Childhood: A Meta-AnalysisChild Development,
Article in Press.
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Friso-Van Den Bos, I., Van Der Ven, S.H.G., Kroesbergen, E.H., Van Luit, J.E.H.
(2013) Working memory and mathematics in primary school children: A metaanalysis Educational Research Review, 10, 29-44.
Jurado, M.B., Rosselli, M. (2007)The elusive nature of executive functions: A review of
our current understanding Neuropsychology Review, 17, 213-233.
Moriguchi, Y., Hiraki, K. (2013)Prefrontal cortex and executive function in young
children: A review of NIRS studies Frontiers in Human Neuroscience, 7
Toplak, M.E., West, R.F., Stanovich, K.E. (2013)Practitioner Review: Do performancebased measures and ratings of executive function assess the same construct?
Journal of Child Psychology and Psychiatry and Allied Disciplines, 54, 131143.
Yeniad, N., Malda, M., Mesman, J., Van Ijzendoorn, M.H., Pieper, S. (2013) Shifting
ability predicts math and reading performance in children: A meta-analytical
study Learning and Individual Differences, 23, 1-9.
Lecture I, Part II - Executive Function: Assessments for different age groups and hot
versus cool EF
Brevers, D., Bechara, A., Cleeremans, A., Noël, X. (2013) Iowa Gambling Task (IGT):
Twenty years after - gambling disorder and IGT Frontiers in Psychology, 4 art.
no. Article 665.
Brock, L.L., Rimm-Kaufman, S.E., Nathanson, L., Grimm, K.J. (2009) The
contributions of 'hot' and 'cool' executive function to children's academic
achievement, learning-related behaviors, and engagement in kindergarten,
Early Childhood Research Quarterly, 24, 337-349.
Castellanos-Ryan, N., Rubia, K., Conrod, P.J. (2011) Response Inhibition and Reward
Response Bias Mediate the Predictive Relationships Between Impulsivity and
Sensation Seeking and Common and Unique Variance in Conduct Disorder
and Substance Misuse Alcoholism: Clinical and Experimental Research, 35,
140-155.
Castellanos, F.X., Sonuga-Barke, E.J.S., Milham, M.P., Tannock, R.
(2006)Characterizing cognition in ADHD: Beyond executive dysfunction
Trends in Cognitive Sciences, 10,117-124.
De Brito, S.A., Viding, E., Kumari, V., Blackwood, N., Hodgins, S. (2013) Cool and
Hot Executive Function Impairments in Violent Offenders with Antisocial
Personality Disorder with and without Psychopathy PLoS ONE, 8 art. no.
e65566, .
Dolan, M., Lennox, C. (2013) Cool and hot executive function in conduct-disordered
adolescents with and without co-morbid attention deficit hyperactivity
disorder:Relationships with externalizing behaviours Psychological Medicine,
43, 2427-2436.
16
Geurts, H.M., Van Der Oord, S., Crone, E.A. (2006)Hot and cool aspects of cognitive
control in children with ADHD: Decision-making and inhibition Journal of
Abnormal Child Psychology, 34, 813-824.
Hongwanishkul, D., Happaney, K.R., Lee, W.S.C., Zelazo, P.D. (2005) Assessment of
hot and cool executive function in young children: Age-related changes and
individual differences Developmental Neuropsychology, 28, 617-644.
Huizinga, M., Dolan, C.V. & Van der Molen, M.W. (2006). Age-related change in
executive function: Developmental trends and a latent variable analysis.
Neuropsychologia, 44, 2017 – 2036.
Kerr, A., Zelazo, P.D. (2004) Development of "hot" executive function: The children's
gambling task Brain and Cognition, 55 148-157.
Mulder, H., Hoofs, H., Verhagen, J., van der Veen, I., Leseman, P.P.M. (2014)
Psychometric properties and convergent and predictive validity of an executive
function test battery for two-year-olds Frontiers in Psychology, 5 art. no. 733.
Prencipe, A., Kesek, A., Cohen, J., Lamm, C., Lewis, M.D., Zelazo, P.D. (2011)
Development of hot and cool executive function during the transition to
adolescence Journal of Experimental Child Psychology, 108 621-637
Welsh, M., Peterson, E. (2014). Issues in the conceptualization and assessment of hot
executive functions in childhood Journal of the International
Neuropsychological Society, 20 152-156.
Lecture 2 - EF: Meta-analyses and Review papers – Children with ADHD / CD
Barkley, R.A. (1997) Behavioral inhibition, sustained attention, and executive functions:
Constructing a unifying theory of ADHD Psychological Bulletin, 121, 65-94
Biederman, J., Monuteaux, M.C., Doyle, A.E., Seidman, L.J., Wilens, T.E., Ferrero, F.,
Morgan, C.L., Faraone, S.V. (2004). Impact of executive function deficits and
attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in
children Journal of Consulting and Clinical Psychology, 72, 757-766.
Boonstra, A.M., Oosterlaan, J., Sergeant, J.A., Buitelaar, J.K. (2005) Executive
functioning in adult ADHD: A meta-analytic review Psychological Medicine,
35, 1097-1108.
De La Fuente, A., Xia, S., Branch, C., Li, X. (2013) A review of attentiondeficit/hyperactivity disorder from the perspective of brain networks Frontiers
in Human Neuroscience,
Fassbender, C., Schweitzer, J.B. (2006) Is there evidence for neural compensation in
attention deficit hyperactivity disorder? A review of the functional
neuroimaging literature Clinical Psychology Review, 26, 445-465.
17
Kempton, S., Vance, A., Maruff, P., Luk, E., Costin, J., Pantelis, C.(1999) Executive
function and attention deficit hyperactivity disorder: Stimulant medication and
better executive function performance in children Psychological Medicine, 29,
527-538
Nigg, J.T., Blaskey, L.G., Huang-Pollock, C.L., Rappley, M.D. (2002)
Neuropsychological Executive Functions and DSM-IV ADHD Subtypes
Journal of the American Academy of Child and Adolescent Psychiatry, 41 5966.
Pauli-Pott, U., Roller, A., Heinzel-Gutenbrunner, M., Mingebach, T., Dalir, S., Becker,
K. (2014) Inhibitory control and delay aversion in unaffected preschoolers with
a positive family history of attention deficit hyperactivity disorder Journal of
Child Psychology and Psychiatry and Allied Disciplines, . Article in Press.
Pennington, B.F., Ozonoff, S. (1996)Executive functions and developmental
psychopathology Journal of Child Psychology and Psychiatry and Allied
Disciplines, 37 51-87.
Rapport, M.D., Orban, S.A., Kofler, M.J., Friedman, L.M. (2013) Do programs designed
to train working memory, other executive functions, and attention benefit
children with ADHD? A meta-analytic review of cognitive, academic, and
behavioral outcomes Clinical Psychology Review, 33, 1237-1252
Séguin, J.R., Boulerice, B., Harden, P.W., Tremblay, R.E., Pihl, R.O. (1999)Executive
functions and physical aggression after controlling for attention deficit
hyperactivity disorder, general memory, and IQ Journal of Child Psychology
and Psychiatry and Allied Disciplines, 40 1197-1208
Shallice, T., Marco Marzocchi, G., Coser, S., Del Savio, M., Meuter, R.F., Rumiati, R.I.
(2002) Executive function profile of children with attention deficit
hyperactivity disorder, Developmental Neuropsychology, 21, 43-71
Lecture 3 - Executive function and school success
Biederman, J., Monuteaux, M.C., Doyle, A.E., Seidman, L.J., Wilens, T.E., Ferrero, F.,
Morgan, C.L., Faraone, S.V. (2004). Impact of executive function deficits and
attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in
children Journal of Consulting and Clinical Psychology, 72, 757-766.
Blair, C., Diamond, A. preventing school failure (2008). Biological processes in
prevention and intervention. Development and Psychopathology, 20, 899-911.
Barnett, W.S., Jung, K., Yarosz, D.J., Thomas, J., Hornbeck, A., Stechuk, R., Burns, S.
(2008). Educational effects of the Tools of the Mind curriculum: A randomized
trial. Early Childhood Research Quarterly, 23,299-313.
Clark, C., Prior, M., & Kinsella, G. (2002). The relationship between executive function
abilities, adaptive behaviour, and academic achievement in children with
18
externalising behaviour problems. Journal of Child Psychology and Psychiatry,
43, 785-796.
Diamond, A., Lee, K. (2011).Interventions shown to aid executive function development
in children 4 to 12 years old. Science, 333, 959-964.
Gathercole, S.E., Pickering, S.J. (2000)Working memory deficits in children with low
achievements in the national curriculum at 7 years of age. British Journal of
Educational Psychology, 70, 177-194.
McClelland, M.M., Cameron, C.E., Connor, C.M., Farris, C.L., Jewkes, A.M., Morrison,
F.J. (2007)Links Between Behavioral Regulation and Preschoolers' Literacy,
Vocabulary, and Math Skills Developmental Psychology, 43, 947-959.
Thorell, L.B. (2007) Do delay aversion and executive function deficits make distinct
contributions to the functional impact of ADHD symptoms? A study of early academic
skill deficits. Journal of Child Psychology and Psychiatry and Allied Disciplines,
48,1061-1070.
Lecture 4 - Social Influences on Executive Function.
Bernier, A., Carlson, S.M., Whipple, N. (2010)From external regulation to selfregulation: Early parenting precursors of young children's executive functioning.
Child Development, 81, 326-339.
Hughes, C., Ensor, R. (2005). Executive function and theory of mind in 2 year olds: A
family affair? Developmental Neuropsychology, 28, 645-668.
Lawson, G.M., Duda, J.T., Avants, B.B., Wu, J., Farah, M.J. (2013) Associations
between children's socioeconomic status and prefrontal cortical thickness.
Developmental Science, . Article in Press.
Shonkoff, J.P. (2011). Protecting brains, not simply stimulating minds. Science, 333, pp.
982-983.
Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S., Boyce, W.T. (2011).
Family socioeconomic status and child executive functions: The roles of
language, home environment, and single parenthood. Journal of the International
Neuropsychological Society, 17, 120-132.
Obradović, J. (2010). Effortful control and adaptive functioning of homeless children:
Variable-focused and person-focused analyses. Journal of Applied
Developmental Psychology, 31, 109-117.
Blair, C., Granger, D.A., Willoughby, M., Mills-Koonce, R., Cox, M., Greenberg, M.T.,
Kivlighan, K.T., Fortunato, C.K. (2011). Salivary Cortisol Mediates Effects of
Poverty and Parenting on Executive Functions in Early Childhood Child
Development, 82, 1970-1984.
19
Bernier, A., Carlson, S.M., Deschênes, M., Matte-Gagné, C. (2012). Social factors in the
development of early executive functioning: A closer look at the caregiving
environment.Developmental Science, 15, 12-24.
Hammond, S.I., Müller, U., Carpendale, J.I.M., Bibok, M.B., Liebermann-Finestone,
D.P. (2012). The effects of parental scaffolding on preschoolers' executive
function. Developmental Psychology, 48, 271-281.
Hackman, D.A., Farah, M.J., Meaney, M.J. (2010) Socioeconomic status and the brain:
Mechanistic insights from human and animal research. Nature Reviews
Neuroscience, 11, 651-659.
Hughes, C., Ensor, R. (2005) Executive function and theory of mind in 2 year olds: A
family affair? Developmental Neuropsychology, 28, 645-668.
Module 3: Risk and Resilience
Often theorists and researchers become very narrow in their focus. In this module we attempt to
take a step back in order to see the bigger picture, which often includes a complex interplay
between various factors (related to the child, the family and the wider community). The first
lecture in this module will outline recent theoretical advances in this field that hinge on the use
of sophisticated statistical approaches. These allow one to model the cumulative nature of risk
and the combination of factors (typically those that promote healthy relationships) that serve to
promote resilience. The topic of risk and resilience also provides many excellent examples of the
close interplay between method and theory – beginning with the shift from retrospective to
prospective work leading to a change in focus, from vulnerability to resilience (i.e., from victim
to victor). Advances in genetic studies over recent years have produced a further shift, with
researchers increasingly recognizing that factors that make a child susceptible to negative
influences may also increase the likelihood of that child responding positively to supportive
interventions. That is, some children are more ‘permeable’ (rather than more vulnerable) than
others – this difference is captured in the terms ‘orchid’ and ‘dandelion’ to describe different
groups of children.
Another key distinction for students to grasp is that between ‘mediation’ and
‘moderation’. The former concerns questions of how factors influence outcomes – what carries
or ‘mediates’ this influence? The latter concerns questions of who is affected by a particular risk
factor, or what contextual factors amplify or attenuate a particular risk. Typically, moderators
are ‘distal’ factors (e.g., age, gender, SES, IQ) while mediators are ‘proximal’ factors (e.g.,
hostile attribution bias, parenting, emotional control). Logically however, it is possible for a
factor to be both a mediator and a moderator! Having adopted a broad-ranging approach in the
first lecture in this module, the second lecture will focus on one specific topic, namely that of
risk factors that are active in the prenatal (and perinatal) periods – recent research has generated
numerous exciting findings in this field.
Lecture 1 – General overview:
Bergman, L. R., & Vargha, A. (2013). Matching method to problem: A developmental
science perspective. European Journal of Developmental Psychology, 10(1), 9–28.
doi:10.1080/17405629.2012.732920
20
Buckner, J.C., Mezzacappa, E., Beardslee, W.R. (2003). Characteristics of resilient
youths living in poverty: The role of self-regulatory processes Development and
Psychopathology, 15, 139-162.
Caspi, A., Sugden, K., Moffitt, T. E., Taylor, A., Craig, I. W., Harrington, H., McClay,
J., et al. (2003). Influence of life stress on depression: moderation by a
polymorphism in the 5-HTT gene. Science, 301(5631), 386–9.
doi:10.1126/science.1083968
Cicchetti, D. (2010). Resilience under conditions of extreme stress: a multilevel
perspective. World Psychiatry, 9(3), 145–154.
Flouri, E., & Tzavidis, N. (2008). Psychopathology and prosocial behavior in
adolescents from socio-economically disadvantaged families: the role of proximal
and distal adverse life events. European Child & Adolescent Psychiatry, 17(8),
498–506. doi:10.1007/s00787-008-0693-9
Hanson, D. R., & Gottesman, I. I. (2012). Biologically flavored perspectives on
Garmezian resilience. Development and Psychopathology, 24(2), 363–9.
doi:10.1017/S0954579412000041
Masten, A.S., Narayan, A.J. (2012). Child development in the context of disaster, war,
and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63,
227-257.
Obradović, J., Long, J.D., Cutuli, J.J., Chan, C.-K., Hinz, E., Heistad, D., Masten, A.S.
(2009). Academic achievement of homeless and highly mobile children in an
urban school district: Longitudinal evidence on risk, growth, and resilience.
Development and Psychopathology, 21, 493-518.
Martinez-Torteya, C., Anne Bogat, G., Von Eye, A., Levendosky, A.A. (2009)
Resilience among children exposed to domestic violence: The role of risk and
protective factors Child Development, 80. 562-577
Shannon, K.E., Beauchaine, T.P., Brenner, S.L., Neuhaus, E., Gatzke-Kopp, L. (2007).
Familial and temperamental predictors of resilience in children at risk for
conduct disorder and depression. Development and Psychopathology, 19, 701727.
Garmezy, N. (1993) Children in poverty: Resilience despite risk Psychiatry, 56, 127136.
Lecture 2 - Pre and peri-natal risk
Aarnoudse-Moens, C.S.H., Weisglas-Kuperus, N., Van Goudoever, J.B., Oosterlaan, J.
(2009) Meta-analysis of neurobehavioral outcomes in very preterm and/or very low
birth weight children. Pediatrics, 124 (2), pp. 717-728.
21
Bergman, K., Sarkar, P., O'Connor, T.G., Modi, N., Glover, V. (2007). Maternal stress
during pregnancy predicts cognitive ability and fearfulness in infancy. Journal of
the American Academy of Child and Adolescent Psychiatry, 46 (11), pp. 1454-1463.
Bhutta, A.T., Cleves, M.A., Casey, P.H., Cradock, M.M., Anand, K.J.S. (2002)
Cognitive and behavioral outcomes of school-aged children who were born preterm:
A meta-analysis. Journal of the American Medical Association, 288 (6), pp. 728737.
Betts, K.S., Williams, G.M., Najman, J.M., Alati, R. (2014) Maternal depressive,
anxious, and stress symptoms during pregnancy predict internalizing problems in
adolescence. Depression and Anxiety, 31 (1), pp. 9-18.
Gatzke-Kopp, L.M., Beauchaine, T.P. (2007) Direct and passive prenatal nicotine
exposure and the development of externalizing psychopathology. Child Psychiatry
and Human Development, 38 (4), pp. 255-269.
Hay, D.F., Pawlby, S., Waters, C.S., Sharp, D. (2008) Antepartum and postpartum
exposure to maternal depression: Different effects on different adolescent outcomes.
Journal of Child Psychology and Psychiatry and Allied Disciplines, 49 (10), pp.
1079-1088.
Mattson, S.N., Crocker, N., Nguyen, T.T. (2011) Fetal alcohol spectrum disorders:
Neuropsychological and behavioral features. Neuropsychology Review, 21 (2), pp.
81-101.
Rodriguez, A., Bohlin, G. (2005) Are maternal smoking and stress during pregnancy
related to ADHD symptoms in children? Journal of Child Psychology and
Psychiatry and Allied Disciplines, 46 (3), pp. 246-254
Sharp, H., Hill, J., Hellier, J., Pickles, A. (2014) Maternal antenatal anxiety, postnatal
stroking and emotional problems in children: outcomes predicted from pre- and
postnatal programming hypotheses. Psychological Medicine, Article in Press
Treyvaud, K., Ure, A., Doyle, L.W., Lee, K.J., Rogers, C.E., Kidokoro, H., Inder, T.E.,
Anderson, P.J. (2013) Psychiatric outcomes at age seven for very preterm children:
Rates and predictors. Journal of Child Psychology and Psychiatry and Allied
Disciplines, 54 (7), pp. 772-779.
Risk in infancy – Dr Sam Wass
Can we predict based on early behaviour which babies will go on to perform
well, and which less well?
Is it possible to predict long-term cognitive outcomes based on early behaviours? First
we discuss the relationships that have been noted in typically developing infants
between early behaviours and long-term outcomes on behavioural measures such as
academic and IQ performance. Secondly we discuss evidence of early atypical
behaviours in infants from a variety of 'high-risk' populations - including infants born
22
prematurely,infants from low-socio economic status backgrounds and infants in early
stages of developing conditions such as ADHD and autism. We discuss the
developmental role that early executive functions may play in mediating subsequent
learning in a range of different areas. We also briefly link our discussion to individual
differences at the neurobiological, genetic and environmental levels.
Cornish, K., G. Scerif and A. Karmiloff-Smith (2007). "Tracing syndrome-specific
trajectories of attention across the lifespan." Cortex 43: 672-685.
Johnson, M. H. (2012). Executive function and developmental disorders: the flip
side of the coin. Trends in Cognitive Sciences. 16, 454-457 (2012).
Karmiloff-Smith, A., et al. Genetic and environmental vulnerabilities in
children with neurodevelopmental disorders. Proceedings of the National
Academy of Sciences of the United States of America. 109, 17261-17265
Karmiloff-Smith, A. (1998). "Development itself is the key to understanding
developmental disorders." Trends in Cognitive Sciences 2: 389-398.
*Nigg, J. T., Willcutt, E. G., Doyle, A. E. & Sonuga-Barke, E. J. S. (2005) Causal
heterogeneity in attention-deficit/hyperactivity disorder: Do we need
neuropsychologically impaired subtypes? Biological Psychiatry. 57,1224-1230
Rose, S. A., Feldman, J. F. & Jankowski, J. J. (2011). Modeling a cascade of effects: the
role of speed and executive functioning in preterm/full-term differences in
academic achievement. Developmental Science. 14, 1161-1175
Rose, S. A., Feldman, J. F. & Jankowski, J. J. (2012).Implications of infant cognition for
executive functions at age 11. Psychol Sci. 23, 1345-1355
Rothbart, M. K., Sheese, . E., Rueda, M. R. & Posner, M. I. (2011).Developing
Mechanisms of Self-Regulation in Early Life. Emot Rev. 3, 207-213
Rueda, M. R., Posner, M. I. & Rothbart, M. K. (2005). The development of executive
attention: contributions to the emergence of self-regulation. Developmental
neuropsychology. 28, 573-594
Wass., S. V., Scerif, G. & Johnson, M. H. (2012). Training attentional control and working
memory: is younger, better? Developmental Review. 32, 360-387
Development and Clinical Disorders: Debra Potel
This lecture will explore the way in which distress shows at different ages, from the kind
of problems that might be observed to the likely emotional struggles underpinning them.
The role of attachment and secure base scripts in mediating emotional wellbeing across
childhood and adolescence will be outlined.
The lecture will emphasise the importance of integrating knowledge of child
development, together with an appreciation of family and educational context in order to
come to an understanding of what is at the heart of the matter.
23
The concept, derived from behavioural theories and functional analysis, of distress
(whether it shows as emotional, or behavioural difficulties) being an individual’s attempt
to solve a problem they find themselves in, will be introduced.
Reading list (for all of Debra Potel’s lectures)
Fundamental principle of attachment and secure base scripts:
Bowlby, J. (1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York, NY:
Basic Books (Original work published 1969).
ISBN: 0465005438
Bretherton, I. (1990). Open communication and internal working models: Their role in
the development of attachment relationships. In R. A. Thompson (Ed.), Nebraska
Symposium on Motivation: Vol. 36. Socio-emotional development (pp. 57-113). Lincoln,
NE: University of Nebraska Press.
Waters, H. S. & Waters, E. (2006). The attachment working models concept: Among
other things, we build script-like representations of secure base experiences. Attachment
and Human Development, 8 (30), 185-197.
Books to give a feel of different theoretical perspectives to conceptualising and treating
difficulties:
i)
Core reference book
Rutter, M., Taylor, E., & Hersov, L. A. (Eds.) (1994). Child and Adolescent Psychiatry:
Modern Approaches (3rd ed.). Oxford, UK: Blackwell Scientific Publications.
ISBN: 063202822X
ii)
Psychoanalytic perspectives
Baruch, G. (Ed.) (2001). Community-Based Psychotherapy with Young People:
Evidence and Innovation in Practice. Hove, UK: Brunner-Routledge.
ISBN: 0415215102, 0415215110 (pbk)
Anderson, R., & Dartington, A. (1998). Facing it Out: Clinical Perspectives on
Adolescent Disturbance (The Tavistock Clinic Series). London, UK: Duckworth
ISBN: 0715627945
iii)
Systemic perspectives
Barker, P., & Chang, J. (2013). Basic Family Therapy (6th ed.). West Sussex, UK: Wiley
Blackwell.
ISBN: 9781119945055 (pbk)
iv)
Behavioural perspectives
Herbert, M. (1987). Behavioural treatment of children with problems: a practice
manual. London, UK: Academic Press.
v)
Cognitive behavioural perspectives
24
Hawton, K., Salkovskis, P., Kirk, J., & Clark, D. M. (Eds.) (1989). Cognitive Behaviour
Therapy for Psychiatric Problems: A Practical Guide. Oxford, UK: Oxford Medical
Publications.
ISBN: 0192618326, 0192615874 (pbk)
LENT
Family processes and the intergenerational transmission of risk: Dr Vasanti Jadva
This lecture focuses on parent-child relationships and factors that can negatively affect
child outcomes. It will begin by outlining Baumrind’s typology of different parenting
styles and move on to examine how different dimensions of parenting can have a
negative (and positive) impact on children’s development. It will examine factors that
can have a detrimental impact on parenting by focussing on marital conflict and how
different dimensions of conflict can cause risk to the child. Finally, the lecture will look
at intergenerational continuity, again focusing on family processes and on factors that
may break the intergenerational transmission of risk.
General references / reviews:
Special issue: Journal of Adolescent Health Volume 53, Issue 4, Supplement, Pages A1A4, S1-S44 (October 2013) Interrupting Child Maltreatment Across Generations
Through Safe, Stable, Nurturing Relationships
Baumrind, D. (1991). Effective parenting during the early adolescent transition. In P.A.
Cowan & E. M. Hetherington (Eds.), Advances in family research (Vol. 2).
Hillsdale, NJ: Erlbaum.
Borstein, M. (ed) (2002). Handbook of Parenting. Second edition. Mawah, NJ: Erlbaum.
This is a multi-volume work. Volume 5 concentrates on social issues.
Cummings, E.M. & Davies, P. (1994). Children and Marital Conflict: The Impact of
Family Dispute and Resolution. London: Guilford
Cummings, E.M., & Davies, P.T. (2010) Marital conflict and children. An emotional
security perspective. The Guildford Press, London.
Day, R.D. & Lamb, M.E. (2003). Conceptualizing and measuring father involvement.
Erlbaum.
Göpfert, M., Webster, J. & Seeman, M.V. (2004). Parental psychiatric disorder:
Distressed parents and their families. Cambridge: CUP.
Jones, T.L. & Prinz, R.J. (2005). Potential roles of self-efficacy in parent and child
adjustment: A review. Clinical Psychology Review, 25, 341-363.
25
O’Connor, T.G. (2002). Annotation: The ‘effects’ of parenting reconsidered: findings,
challenges, and applications. Journal of Child Psychology & Psychiatry, 43(5),
555-572.
Teti, D.M. & Candelaria, M. (2002). Parenting competence. In M.H. Bornstein (Ed.).
Handbook of parenting (2nd ed.). Mahwah, NJ: Erlbaum.
Individual papers:
Adam, E.K., Gunnar, M.R. & Tanaka, A. (2004). Adult attachment, parent emotion and
observed parenting behaviour: mediator and moderator models. Child
Development, 75(1), 110-122.
Andrea B. Erzingera, A.D & Steigerb, A.E.(2014) Intergenerational transmission of
maternal and paternal parenting beliefs: The moderating role of interaction
quality. European Journal of Developmental Psychology, 11(2), 177-195.
Aunola, K. & Nurmi, J. (2005). The role of parenting styles in children’s problem
behaviour. Child Development, 76(6), 1144-1159.
Belsky, J. (1984). The determinants of parenting: a process model. Child Development,
55, 83-96.
Baumrind, D. (1966). Effects of Authoritative Parental Control on Child Behavior, Child
Development, 37(4), 887-907.
Darling, N. & Steinberg, L. (1993). Parenting style as context: An integrative model.
Psychological Bulletin, 113(3), 487-496.
Harold, G.T., Pryor, J., & Reynolds, J. (2001). Not in front of the children? How conflict
between parents affects children. London: One-Plus-One Marriage and
Partnership Research.
Lugo-Gil, J. & Tamis-LeMonda, C.S. (2008). Family Resources and Parenting Quality:
Links to Children's Cognitive Development Across the First 3 Years. Child
Development, 79(4), 1065-1085.
Maccoby, E.E. (1992). The role of parents in the socialization of children: An historical
overview. Developmental Psychology, 28, 1006-1017.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family:
Parent–child interaction. In P. H. Mussen & E. M. Hetherington, Handbook of
child psychology: Vol. 4. Socialization, personality, and social development (4th
ed.). New York: Wiley.
Pettit, G.S., Keiley, M.K., Laird, R.D., Bates, J.E. & Dodge, K.A. (2007). Predicting the
developmental course of mother-reported monitoring across childhood and
adolescence from early proactive parenting, child temperament, and parents’
worries. Journal of Family Psychology, 21(2), 206-217.
26
Reynolds, J., Houlston, C., Coleman,, L., & Harold, G. (2014) Parental conflict :
outcomes and interventions for children and families. Bristol: The Policy Press.
McCoy, K.P., George, M.R.W., Cummings, E.M., Davies, P.T. ( 2013) Constructive
and Destructive Marital Conflict, Parenting, and Children’s School and Social
Adjustment. Social Development, 22 (4) 641-622.
Siblings: CH
Most of us grow up with brothers & sisters, and there are striking individual differences in the
quality of sibling relationships. Yet the influence siblings may have on development was not
recognised until quite recently: it is only in the last 20 years that this topic has received
systematic investigation. The sibling relationship is often emotionally charged, and parents
frequently compare siblings with each other. From a ‘risk’ perspective, siblings can therefore
directly foster both aggression and low self-esteem.
Siblings: Developmental issues and General
Dunn, J., Slomkowski, C., Beardsall, L. (1994) Sibling Relationships From the
Preschool Period Through Middle Childhood and Early Adolescence
Developmental Psychology, 30, 315-324.
Dunn, J., McGuire, S. (1992) Sibling and peer relationships in childhood Journal of
Child Psychology and Psychiatry and Allied Disciplines, 33, 67-105.
Dunn, J., Plomin, R. (1991) Why are siblings so different? The significance of
differences in sibling experiences within the family. Family Process, 30, 271283.
Dunn, J. (2005) Commentary: Siblings in their familiesJournal of Family Psychology,
19, 654-657.
Gass, K., Jenkins, J., Dunn, J. (2007) Are sibling relationships protective? A
longitudinal study Journal of Child Psychology and Psychiatry and Allied
Disciplines, 48, 167-175.
Jenkins, J., Rasbash, J., Leckie, G., Gass, K., Dunn, J. (2012) The role of maternal
factors in sibling relationship quality: A multilevel study of multiple dyads per
family Journal of Child Psychology and Psychiatry and Allied Disciplines, 53,
622-629.
Volling, B.L. (2012) Family transitions following the birth of a sibling: An empirical
review of changes in the firstborn's adjustment Psychological Bulletin, 138,
497-528
Yeh, H.-C., Lempers, J.D. (2004) Perceived sibling relationships and adolescent
development Journal of Youth and Adolescence, 33, 133-147.
Siblings and talk about thoughts and feelings
27
Brown, J.R., Donelan-McCall, N., Dunn, J. (1996) Why Talk about Mental States? The
Significance of Children's Conversations with Friends, Siblings, and Mothers
Child Development, 67, 836-849.
Cutting, A.L., Dunn, J. (2006) Conversations with siblings and with friends: Links
between relationship quality and social understanding British Journal of
Developmental Psychology, 24, 73-87.
Dunn, J., Brown, J., Beardsall, L. (1991) Family Talk About Feeling States and
Children's Later Understanding of Others' Emotions, Developmental
Psychology, 27, 448-455.
Dunn, J., Bretherton, I., Munn, P. (1987) Conversations About Feeling States Between
Mothers and Their Young Children Developmental Psychology, 23, 132-139.
Siblings and problem behaviours
Buist, K.L., Vermande, M. (2014) Sibling relationship patterns and their associations
with child competence and problem behaviour Journal of Family Psychology,
28, 529-537.
Campione-Barr, N., Greer, K.B., Kruse, A. (2013) Differential Associations Between
Domains of Sibling Conflict and Adolescent Emotional Adjustment Child
Development, 84, 938-954.
Coldwell, J., Pike, A., Dunn, J. (2008) Maternal differential treatment and child
adjustment: A multi-informant approach Social Development, 17, 596-612.
Feinberg, M.E., Neiderhiser, J.M., Simmens, S., Reiss, D., Hetherington, E.M. (2000)
Sibling comparison of differential parental treatment in adolescence: Gender,
self-esteem, and emotionality as mediators of the parenting-adjustment
association Child Development, 71, 1611-1628.
Frampton, K.L., Jenkins, J.M., Dunn, J. (2010) Within-family differences in
internalizing behaviors: The role of children's perspectives of the mother-child
relationship Journal of Abnormal Child Psychology, 38, 557-568.
Patterson, G.R., Dishion, T.J., Bank, L. (1984) Family interaction: A process model of
deviancy training Aggressive Behavior, 10, 253-267.
Recchia, H., Wainryb, C., Pasupathi, M. (2013) "Two for flinching": Children's and
adolescents' narrative accounts of harming their friends and siblings Child
Development, 84, 1459-1474.
Stocker, C.M. (1994) Children's perceptions of relationships with siblings, friends, and
mothers: Compensatory processes and links with adjustment Journal of Child
Psychology and Psychiatry and Allied Disciplines, 35, 1447-1459.
28
Tippett, N., Wolke, D. (2014) Aggression between siblings: Associations with the home
environment and peer bullying Aggressive Behavior, . Article in Press.
Tucker, C.J., Finkelhor, D., Turner, H., Shattuck, A.M. (2014) Family Dynamics and
Young Children's Sibling Victimization Journal of Family Psychology. Article
in Press.
Tucker, C.J., Finkelhor, D., Turner, H., Shattuck, A. (2013) Association of sibling
aggression with child and adolescent mental health Pediatrics, 132, 79-84.
Children’s Friendships and Peer Relationships
Friends can provide valuable support during stressful times, or for children with poor
familial relationships. Unlike siblings, friends can break the relationship if they are not
happy, so that children are (usually) motivated to show prosocial behaviour towards
their friends. As a result, observations of friends enable developmental psychologists
to witness children at their most mature. However, not all friendships are protective,
and researchers now focus on the identity & quality of friendships rather than the simple
number of friendships (as indexed in socio-metric studies).
Asher, S.R., Wheeler, V.A. (1985) Children's Loneliness. A Comparison of Rejected
and Neglected Peer Status Journal of Consulting and Clinical Psychology,
53,500-505.
Buck, K.A., Dix, T. (2012) Can Developmental Changes in Inhibition and Peer
Relationships Explain Why Depressive Symptoms Increase in Early
Adolescence? Journal of Youth and Adolescence, 41 403-413
Fink, E., Begeer, S., Peterson, C.C., Slaughter, V., de Rosnay, M. (2014) Friendlessness
and theory of mind: A prospective longitudinal study British Journal of
Developmental Psychology, . Article in Press.
Gest, S.D., Graham-Bermann, S.A., Hartup, W.W. (2001) Peer experience: Common
and unique features of number of friendships, social network centrality, and
sociometric status Social Development, 10, 22-40.
Hart, C.H., DeWolf, D.M., Wozniak, P., Burts, D.C. (1992) Maternal and paternal
disciplinary styles: relations with preschoolers' playground behavioral
orientations and peer status. Child Development, 63, 879-892.
Hartup, W.W., Stevens, N. (1997) Friendships and adaptation in the life course,
Psychological Bulletin, 121, 355-370.
Hartup, W.W. (1996) The Company They Keep: Friendships and Their Developmental
Significance Child Development, 67, 1-13.
29
Kupersmidt, J.B., Coie, J.D. (1990) Preadolescent peer status, aggression, and school
adjustment as predictors of externalizing problems in adolescence. Child
Development, 61, 1350-1362
Laursen, B., Hartup, W.W., Koplas, A.L. (1996) Towards understanding peer conflict
Merrill-Palmer Quarterly, 42 76-102.
Nangle, D.W., Erdley, C.A., Newman, J.E., Mason, C.A., Carpenter, E.M. (2003)
Popularity, Friendship Quantity, and Friendship Quality: Interactive Influences
on Children's Loneliness and Depression Journal of Clinical Child and
Adolescent Psychology, 32 546-555.
Newcomb, A.F., Bukowski, W.M., Pattee, L. (1993) Children's peer relations: A metaanalytic review of popular, rejected, neglected, controversial, and average
sociometric status Psychological Bulletin, 113,99-128.
Poorthuis, A.M.G., Thomaes, S., Denissen, J.J.A., van Aken, M.A.G., Orobio de Castro,
B. (2012)Prosocial tendencies predict friendship quality, but not for popular
children Journal of Experimental Child Psychology, 112 378-388.
Salmivalli, C., Kaukiainen, A., Lagerspetz, K. (2000) Aggression and sociometric status
among peers: Do gender and type of aggression matter? Scandinavian Journal
of Psychology, 41, 17-24. Cited 90
Peer Rejection
Bagwell, C.L., Newcomb, A.F., Bukowski, W.M. (1998) Preadolescent Friendship and
Peer Rejection as Predictors of Adult Adjustment Child Development, 69, 140153.
Bierman, K.L., Kalvin, C.B., Heinrichs, B.S. (2014) Early Childhood Precursors and
Adolescent Sequelae of Grade School Peer Rejection and Victimization
Journal of Clinical Child and Adolescent Psychology, . Article in Press.
Bolger, K.E., Patterson, C.J. (2001) Developmental pathways from child maltreatment
to peer rejection, Child Development, 72, 549-568.
Buhs, E.S., Ladd, G.W., Herald, S.L. (2006) Peer exclusion and victimization: Processes
that mediate the relation between peer group rejection and children's classroom
engagement and achievement? Journal of Educational Psychology, 98, 1-13.
Cairns, R.B., Cairns, B.D., Neckerman, H.J., Gest, S.D., Gariépy, J.-L. (1988) Social
Networks and Aggressive Behavior: Peer Support or Peer Rejection?
Developmental Psychology, 24, 815-823.
Coie, J.D., Lochman, J.E., Terry, R., Hyman, C. (1992) Predicting early adolescent
disorder from childhood aggression and peer rejection Journal of Consulting
and Clinical Psychology, 60, 783-792.
30
DeRosier, M.E., Kupersmidt, J.B., Patterson, C.J. (1994) Children's academic and
behavioral adjustment as a function of the chronicity and proximity of peer
rejection. Child Development, 65, 1799-1813.
Dodge, K.A., Lansford, J.E., Burks, V.S., Bates, J.E., Pettit, G.S., Fontaine, R., Price,
J.M. (2003) Peer Rejection and Social Information-Processing Factors in the
Development of Aggressive Behavior Problems in Children, Child
Development, 74, 374-393.
Godleski, S.A., Kamper, K.E., Ostrov, J.M., Hart, E.J., Blakely-McClure, S.J. (2014)
Peer Victimization and Peer Rejection During Early Childhood, Journal of
Clinical Child and Adolescent Psychology, . Article in Press.
Kretschmer, T., Sentse, M., Dijkstra, J.K., Veenstra, R. (2014) The interplay between
peer rejection and acceptance in preadolescence and early adolescence,
serotonin transporter gene, and antisocial behavior in late adolescence: The
TRAILS study Merrill-Palmer Quarterly, 60, 193-216.
Ladd, G.W. (2006) Peer rejection, aggressive or withdrawn behavior, and psychological
maladjustment from ages 5 to 12: An examination of four predictive models
Child Development, 77, 822-846.
Laird, R.D., Jordan, K.Y., Dodge, K.A., Pettit, G.S., Bates, J.E. (2001) Peer rejection in
childhood, involvement with antisocial peers in early adolescence, and the
development of externalizing behavior problems Development and
Psychopathology, 13, 337-354.
Lansford, J.E., Dodge, K.A., Fontaine, R.G., Bates, J.E., Pettit, G.S. (2014) Peer
Rejection, Affiliation with Deviant Peers, Delinquency, and Risky Sexual
Behavior Journal of Youth and Adolescence,. Article in Press.
Masten, C.L., Eisenberger, N.I., Borofsky, L.A., Pfeifer, J.H., McNealy, K., Mazziotta,
J.C., Dapretto, M. (2009) Neural correlates of social exclusion during
adolescence: Understanding the distress of peer rejection Social Cognitive and
Affective Neuroscience, 4, 143-157.
Parkhurst, J.T., Asher, S.R. (1992) Peer Rejection in Middle School: Subgroup
Differences in Behavior, Loneliness, and Interpersonal Concerns
Developmental Psychology, 28, 231-241.
Plaisier, X.S., Konijn, E.A. (2013) Rejected by peers-attracted to antisocial media
content: Rejection-based anger impairs moral judgment among adolescents
Developmental Psychology, 49, 1165-1173
Platt, B., Kadosh, K.C., Lau, J.Y.F. (2013) The role of peer rejection in adolescent
depression Depression and Anxiety, 30 (809-821.
Stroud, L.R., Foster, E., Papandonatos, G.D., Handwerger, K., Granger, D.A.,
Kivlighan, K.T., Niaura, R. (2009)Stress response and the adolescent
31
transition: Performance versus peer rejection stressors, Development and
Psychopathology, 21, 47-68
Zimmer-Gembeck, M.J., Nesdale, D., McGregor, L., Mastro, S., Goodwin, B., Downey,
G. (2013) Comparing reports of peer rejection: Associations with rejection
sensitivity, victimization, aggression, and friendship Journal of Adolescence,
36, 1237-1246.
School Influences: Dr Debra Potel
Up until 18 school is a person’s day job, and the model in the adult world of work
influencing life at home, and life at home influencing one’s ability to manage ones job,
is equally relevant to the interplay between home and school life.
In order to succeed and feel confident at school one needs to be able to manage each of
the following sufficiently well: work, peer relationships, relationships with authority,
and self-organisation. The lecture will explore how struggles in any / all of these areas
can have a major impact on a child or adolescent’s wellbeing and effect his / her
functioning at home and at school.
We will also touch on how what looks at first sight like a school based problem may
actually, at its heart, relate to a struggle in another part of life, and we will also come
back to the role of attachment and secure base scripts in determining an individual’s
level of risk and resilience.
The role of assessment in generating hypothesis and coming to an understanding of the
key issues to be addressed within an intervention will be emphasised.
Conduct Disorder
This lecture aims to provide a broader, integrative perspective on the problems shown by
children with DBD – including effects of genetic factors, adverse environmental influences
(both within and outside the family) and transactional effects such as coercive cycles of
violence. In response to changes in diagnostic criteria in DSM V, recent research into callous
and unemotional traits is also covered.
Callous and unemotional traits
Note – I’ve included some recent short papers that are replies to other articles – to give
you a few ideas about how to critique / question papers that you read.
Kochanska, G., Boldt, L.J., Kim, S., Yoon, J.E., Philibert, R.A. (2014) Developmental
interplay between children's biobehavioral risk and the parenting environment
from toddler to early school age: Prediction of socialization outcomes in
preadolescence, Development and Psychopathology, . Article in Press.
Ciucci, E., Baroncelli, A. (2014) The emotional core of bullying: Further evidences of
the role of callous-unemotional traits and empathy Personality and Individual
Differences, 67, 69-74
32
Dadds, M.R., Allen, J.L., McGregor, K., Woolgar, M., Viding, E., Scott, S. (2014)
Callous-unemotional traits in children and mechanisms of impaired eye contact
during expressions of love: A treatment target? Journal of Child Psychology
and Psychiatry and Allied Disciplines, 55, 771-780.
Frick, P.J., Ray, J.V. (2014)Evaluating Callous-Unemotional Traits as a Personality
Construct Journal of Personality, . Article in Press.
Frick, P.J., Ray, J.V., Thornton, L.C., Kahn, R.E. (2014) Can callous-unemotional traits
enhance the understanding, diagnosis, and treatment of serious conduct
problems in children and adolescents? A comprehensive review, Psychological
Bulletin, 140, 1-57
Frick, P.J., Ray, J.V., Thornton, L.C., Kahn, R.E. (2014)The road forward for research
on callous-unemotional traits: Reply to lahey (2014)Psychological Bulletin,
140, 64-68.
Frick, P.J., Ray, J.V., Thornton, L.C., Kahn, R.E. (2014) Annual research review: A
developmental psychopathology approach to understanding callousunemotional traits in children and adolescents with serious conduct problems,
Journal of Child Psychology and Psychiatry and Allied Disciplines, 55, 532548
Frick, P.J., White, S.F. (2008) Research Review: The importance of callous-unemotional
traits for developmental models of aggressive and antisocial behaviour,
Journal of Child Psychology and Psychiatry and Allied Disciplines, 49, 359375.
Frick, P.J., Cornell, A.H., Bodin, S.D., Dane, H.E., Barry, C.T., Loney, B.R. (2003)
Callous-Unemotional Traits and Developmental Pathways to Severe Conduct
Problems, Developmental Psychology, 39, 246-260
Frick, P.J., O'Brien, B.S., Wootton, J.M., McBurnett, K. (1994) Psychopathy and
conduct problems in children, Journal of Abnormal Psychology, 103, 700-707.
Hawes, D.J., Price, M.J., Dadds, M.R. (2014) Callous-Unemotional Traits and the
Treatment of Conduct Problems in Childhood and Adolescence: A
Comprehensive Review, Clinical Child and Family Psychology Review, 17,
248-267.
Kimonis, E.R., Centifanti, L.C., Allen, J.L., Frick, P.J. (2014) Reciprocal Influences
between Negative Life Events and Callous-Unemotional Traits Journal of
Abnormal Child Psychology, . Article in Press.
Lahey, B.B. (2014)What we need to know about callous-unemotional traits: Comment
on frick, ray, thornton, and kahn (2014) Psychological Bulletin, 140, 58-63.
Rowe, R. (2014) Commentary: Integrating callous and unemotional traits into the
definition of antisocial behaviour - A commentary on Frick et al. (2014)
33
Journal of Child Psychology and Psychiatry and Allied Disciplines, 55, 549552.
Sebastian, C.L., McCrory, E.J., Dadds, M.R., Cecil, C.A.M., Lockwood, P.L., Hyde,
Z.H., De Brito, S.A., Viding, E. (2014) Neural responses to fearful eyes in
children with conduct problems and varying levels of callous-unemotional
traits Psychological Medicine, 44, 99-109.
Van Leeuwen, N., Rodgers, R.F., Gibbs, J.C., Chabrol, H. (2014) Callous-unemotional
traits and antisocial behavior among adolescents: The role of self-serving
cognitions Journal of Abnormal Child Psychology, 42, 229-237.
Viding, E., Blair, R.J.R., Moffitt, T.E., Plomin, R. (2005) Evidence for substantial
genetic risk for psychopathy in 7-years-olds Journal of Child Psychology and
Psychiatry and Allied Disciplines, 46, 592-597
Waller, R., Gardner, F., Shaw, D.S., Dishion, T.J., Wilson, M.N., Hyde, L.W.
(2014)Callous-Unemotional Behavior and Early-Childhood Onset of Behavior
Problems: The Role of Parental Harshness and Warmth, Journal of Clinical
Child and Adolescent Psychology, Article in Press
Wootton, J.M., Frick, P.J., Shelton, K.K., Silverthorn, P. (1997) Ineffective parenting
and childhood conduct problems: The moderating role of callous-unemotional
traits Journal of Consulting and Clinical Psychology, 65, 301-308.
CD & Gender
Burnette, M.L., Oshri, A., Lax, R., Richards, D., Ragbeer, S.N. (2012) Pathways from
harsh parenting to adolescent antisocial behavior: A multidomain test of
gender moderation. Development and Psychopathology, 24, 857-870.
Staniloiu, A., Markowitsch, H. (2012)Gender differences in violence and aggression - A
neurobiological perspective Procedia - Social and Behavioral Sciences, 33,
1032-1036.
Flouri, E., Panourgia, C. (2011) Gender differences in the pathway from adverse life
events to adolescent emotional and behavioural problems via negative
cognitive errors, British Journal of Developmental Psychology, 29 234-252.
Reinke, W.M., Ostrander, R. (2008) Heterotyic and homotypic continuity: The
moderating effects of age and gender Journal of Abnormal Child Psychology,
36, 1109-1121.
Webster-Stratton, C. (1996) Early-onset conduct problems: Does gender make a
difference? Journal of Consulting and Clinical Psychology, 64 540-551.
34
Zahn-Waxler, C., Shirtcliff, E.A., Marceau, K. (2008) Disorders of childhood and
adolescence: Gender and psychopathologyAnnual Review of Clinical
Psychology, 4, 275-303.
Conduct Disorder and ToM
Decety, J., Michalska, K.J., Akitsuki, Y. (2008) Who caused the pain? An fMRI
investigation of empathy and intentionality in children Neuropsychologia, 46,
2607-2614.
Colvert, E., Rutter, M., Beckett, C., Castle, J., Groothues, C., Hawkins, A., Kreppner, J.,
O'Connor, T.G., Stevens, S., Sonuga-Barke, E.J.S. (2008) Emotional
difficulties in early adolescence following severe early deprivation: Findings
from the English and Romanian adoptees study Development and
Psychopathology, 20 pp. 547-567.
Happé, F., Frith, U. (1996) Theory of mind and social impairment in children with
conduct disorder. British Journal of Developmental Psychology, 14 385-398.
Hughes, C., Dunn, J., White, A. (1998)Trick or treat?: Uneven understanding of mind
and emotion and executive dysfunction in 'hard-to-manage' pre-schoolers.
Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 981994.
Sebastian, C.L., McCrory, E.J.P., Cecil, C.A.M., Lockwood, P.L., De Brito, S.A.,
Fontaine, N.M.G., Viding, E. (2012) Neural responses to affective and
cognitive theory of mind in children with conduct problems and varying levels
of callous-unemotional traits Archives of General Psychiatry, 69, 814-822.
O'Nions, E., Sebastian, C.L., Mccrory, E., Chantiluke, K., Happé, F., Viding, E. 2014)
Neural bases of Theory of Mind in children with autism spectrum disorders
and children with conduct problems and callous-unemotional traits
Developmental Science, Article in Press.
Sharp, C. (2008) Theory of mind and conduct problems in children: Deficits in reading
the "emotions of the eyes"Cognition and Emotion, 22, 1149-1158.
Sutton, J., Reeves, M., Keogh, E. (2000) Disruptive behaviour, avoidance of
responsibility and theory of mind British Journal of Developmental
Psychology, 18, 1-11.
Prisoners and their families: Dr Caroline Lanskey, Criminology,
For many years there was little awareness of the problems many children faced as a
consequence of parental imprisonment and they were referred to as ‘hidden’ or ‘silent
victims’ of crime. However in the US and the UK in parallel with the rise in
incarceration rates, increasing research attention has been directed towards this group of
young people and understanding the impact of having a parent in prison. This is not a
35
straightforward task as it is difficult to disentangle the influence of parental
imprisonment from other influences on children’s development. Is there a difference
between maternal and paternal incarceration? Are children of different gender, ages,
ethnicity affected differently? What role do prior family relationships play? Are there
noticeable changes over time? This lecture reflects on these and other questions that are
engaging researchers in the field and the answers they are coming up with.
Primary Reading
Arditti, J. A. (2012), Child Trauma Within the Context of Parental Incarceration: A
Family Process Perspective. Journal of Family Theory & Review, 4: 181–219.
doi: 10.1111/j.1756-2589.2012.00128.x
Besemer, S. (2012): The impact of timing and frequency of parental criminal behaviour
and risk factors on offspring offending, Psychology, Crime & Law.
DOI:10.1080/ 1068316X.2012.736512.
Geller, A., Garfinkel, I., Cooper, C. E. and Mincy, R. B. (2009), Parental Incarceration
and Child Well-Being: Implications for Urban Families. Social Science
Quarterly, 90: 1186–1202. doi: 10.1111/j.1540-6237.2009.00653.x
Harris Y.R., Graham, J.A., Oliver Carpenter, G.J. (2010) Children of Incarcerated
Parents. Theoretical, Developmental and Clinical Issues. New York: Springer
Publishing Company. (Parts I and II).
Lanskey C., Lӧsel. F, Markson, L., & Souza, K. (2014) Re-framing the analysis: a 3dimensional perspective of prisoners’ children’s well-being. Children and
Society. DOI: 10.1111/chso.12088.
Lee , R. D. , Fang , X. , & Luo , F. ( 2013 ). The impact of parental incarceration on the
physical and mental health of young adults . Pediatrics , 131 , 1188 – 1195 .
Murray J, Farrington, DP (2008), The effects of parental imprisonment on children
Crime and Justice: A Review of Research 37:133-206
Murray, J., Bijleveld, C.C.J.H., Farrington, D.P., & Loeber, R. (2014), Effects of
Parental Imprisonment on Children: Cross-national Comparative Studies.
Washington, DC: American Psychological Association. (Chps 1,2,3 &10)
Murray J, Farrington DP, Sekol I (2012), Children's antisocial behavior, mental health,
drug use, and educational performance after parental incarceration: A systematic
review and meta-analysis. Psychological Bulletin 138(2): 175-210
Wildeman, C., Kristin Turney, T. (2014) Positive, Negative, or Null? The Effects of
Maternal Incarceration on Children's Behavioral Problems. Demography. 51(3):
1041-1068.
Dallaire,D.H., Janice L. Zeman, J.L., Todd M. Thrash, T.M. (2014) Children's
Experiences of Maternal Incarceration-Specific Risks: Predictions to
Psychological Maladaptation. Journal of Clinical Child & Adolescent
Psychology .
36
Secondary Reading
Arditti J (2012) Parental Incarceration and the Family: Psychological and Social Effects
of Imprisonment on Children, Parents, and Caregivers. New York: New York
University Press.
Besemer S, Geest V, Murray J, Bijleveld CCHJ, Farrington DP (2011), “The
relationship between parental imprisonment and offspring offending in England
and the Netherlands” British Journal of Criminology 51(2)413-37.
Boswell, G. and Wedge, P. (2002 Imprisoned fathers and their children. London:
Jessica Kingsley.
Lanskey, C., Lӧsel, F., Markson, L.,& Souza, K. (2014) Children’s contact with their
imprisoned father and the father child relationship after his release. Families,
Relationships and Societies.
http://dx.doi.org/10.1332/204674314X14037881746154.
Murray J, Loeber R, Pardini D (2012), “Parental involvement in the criminal justice
system and the development of youth theft, depression, marijuana use, and poor
academic performance” Criminology 50(1): 255-302.
Murray J, Murray L (2010), “Parental incarceration, attachment and child
psychopathology.” Attachment and Human Development 12(4):289-309
Turney, K., Schnittker, J., Wildeman, C.( 2012) "Those They Leave Behind: Paternal
Incarceration and Maternal Instrumental Support". Journal of Marriage and
Family. 74(5): 1149-1165.
Wildeman, C. (2014) "Parental Incarceration, Child Homelessness, and the Invisible
Consequences of Mass Imprisonment". Annals of the American Academy of
Political and Social Sciences. 651(1): 74-96.
Wakefield, S., Wildeman , C. (2011) "Mass Imprisonment and Racial Disparities in
Childhood Behavioral Problems" Criminology and Public Policy. 10(3): 793817.
Bullying - CH
In this lecture we discuss contemporary research on bullying. Are bullies ‘social oafs’ or
deviant social manipulators? Or is this individually-oriented perspective fundamentally
inappropriate for investigating group-based interactions?
Useful review papers:
Ttofi, M.M., Farrington, D.P., Lösel, F., Loeber, R. (2011) The predictive efficiency of
school bullying versus later offending: A systematic/meta-analytic review of
longitudinal studies Criminal Behaviour and Mental Health, 21 , 80-89.
37
Salmivalli, C. (2010) Bullying and the peer group: A review Aggression and Violent
Behavior, 15 112-120.
Ferguson, C.J., Miguel, C.S., Kilburn Jr., J.C., Sanchez, P. (2007) The effectiveness of
school-based anti-bullying programs: A meta-analytic review Criminal Justice
Review, 32. 401-414.
Vreeman, R.C., Carroll, A.E. (2007)A systematic review of school-based interventions
to prevent bullying Archives of Pediatrics and Adolescent Medicine, 161 7888.
Salmon, G., James, A., Cassidy, E.L., Javaloyes, M.A. (2000). Bullying a review:
Presentations to an adolescent psychiatric service and within a school for
emotionally and behaviourally disturbed children Clinical Child Psychology
and Psychiatry, 5. 563-579.
Useful individual papers on bullying
Barker, E.D., Arseneault, L., Brendgen, M., Fontaine, N., Maughan, B. (2008) Joint
development of bullying and victimization in adolescence: Relations to
delinquency and self-harm Journal of the American Academy of Child and
Adolescent Psychiatry, 47 1030-1038.
Ball, H.A., Arseneault, L., Taylor, A., Maughan, B., Caspi, A., Moffitt, T.E. (2008)
Genetic and environmental influences on victims, bullies and bully-victims in
childhood Journal of Child Psychology and Psychiatry and Allied Disciplines,
49 104-112.
Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., Moffitt, T.E. (2009)
School, neighborhood, and family factors are associated with children's
bullying involvement: A nationally representative longitudinal study Journal of
the American Academy of Child and Adolescent Psychiatry, 48 545-553.
Huitsing, G., Snijders, T.A.B., Van Duijn, M.A.J., Veenstra, R. (2014) Victims, bullies,
and their defenders: A longitudinal study of the coevolution of positive and
negative networks Development and Psychopathology, 26, 645-659.
Farrington, D.P., Ttofi, M.M. (2011) Bullying as a predictor of offending, violence and
later life outcomes Criminal Behaviour and Mental Health, 21, pp. 90-98.
Lereya, S.T., Samara, M., Wolke, D. (2013) Parenting behavior and the risk of
becoming a victim and a bully/victim: A meta-analysis study Child Abuse and
Neglect, 37 1091-1108.
Jolliffe, D., Farrington, D.P. (2011). Is low empathy related to bullying after controlling
for individual and social background variables? Journal of Adolescence, 34 5971.
Lehti, V., Sourander, A., Klomek, A., Niemelä, S., Sillanmäki, L., Piha, J.,
Kumpulainen, K., Tamminen, T., Moilanen, I., Almqvist, F. (2011) Childhood
38
bullying as a predictor for becoming a teenage mother in Finland European
Child and Adolescent Psychiatry, 20 49-55.
Oellet-Morin, I., Danese, A., Bowes, L., Shakoor, S., Ambler, A., Pariante, C.M.,
Papadopoulos, A.S., Caspi, A., Moffitt, T.E., Arseneault, L. (2011). A
discordant monozygotic twin design shows blunted cortisol reactivity among
bullied children Journal of the American Academy of Child and Adolescent
Psychiatry, 50 574-582.
Pepler, D., Jiang, D., Craig, W., Connolly, J. (2008) Developmental trajectories of
bullying and associated factors Child Development, 79, 325-338.
Rodkin, P.C., Hanish, L.D., Wang, S., Logis, H.A. (2014) Why the bully/victim
relationship is so pernicious: A gendered perspective on power and animosity
among bullies and their victims Development and Psychopathology, 26 689704.
Bullying: long-term effects and effective interventions: MT
In this lecture we discuss contemporary research on bullying interventions. Different
intervention strategies, their merits and problems will then be addressed. Should anti-bullying
strategies be part of early intervention research and why? What intervention strategies can
best tackle this problem behaviour?
Useful review papers:
Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic
problems: A meta-analysis. Pediatrics, 123(3), 1059-1065.
Salmivalli, C. (2010) Bullying and the peer group: A review Aggression and Violent
Behavior, 15 112-120.
Salmon, G., James, A., Cassidy, E.L., Javaloyes, M.A. (2000). Bullying a review:
Presentations to an adolescent psychiatric service and within a school for emotionally
and behaviourally disturbed children Clinical Child Psychology and Psychiatry, 5. 563579.
Ttofi, M.M. & Farrington, D.P. (2011). Effectiveness of school-based programs to
reduce bullying: A systematic and meta-analytic review. Journal of Experimental
Criminology, 7, 27 – 56.
Ttofi, M.M., Eisner, M., & Bradshaw, C.P. (2014). Bullying prevention: Assessing
existing meta-evaluations. In G. Bruinsma & D. Weisburd (Eds.). Encyclopaedia of
Criminology and Criminal Justice (pp. 231 - 242). Springer: New York.
Ttofi, M.M., Farrington, D.P., Lösel, F., Loeber, R. (2011) The predictive efficiency of
school bullying versus later offending: A systematic/meta-analytic review of
longitudinal studies Criminal Behaviour and Mental Health, 21 , 80-89.
39
Further useful papers on bullying
Barker, E.D., Arseneault, L., Brendgen, M., Fontaine, N., Maughan, B. (2008) Joint
development of bullying and victimization in adolescence: Relations to
delinquency and self-harm Journal of the American Academy of Child and
Adolescent Psychiatry, 47 1030-1038.
Ball, H.A., Arseneault, L., Taylor, A., Maughan, B., Caspi, A., Moffitt, T.E. (2008)
Genetic and environmental influences on victims, bullies and bully-victims in
childhood Journal of Child Psychology and Psychiatry and Allied Disciplines,
49 104-112.
Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., Moffitt, T.E. (2009)
School, neighborhood, and family factors are associated with children's
bullying involvement: A nationally representative longitudinal study Journal of
the American Academy of Child and Adolescent Psychiatry, 48 545-553.
Farrington, D.P., Ttofi, M.M. (2011) Bullying as a predictor of offending, violence and
later life outcomes Criminal Behaviour and Mental Health, 21, pp. 90-98.
Huitsing, G., Snijders, T.A.B., Van Duijn, M.A.J., Veenstra, R. (2014) Victims, bullies,
and their defenders: A longitudinal study of the coevolution of positive and
negative networks Development and Psychopathology, 26, 645-659.
Jolliffe, D., Farrington, D.P. (2011). Is low empathy related to bullying after controlling
for individual and social background variables? Journal of Adolescence, 34 5971.
Lereya, S.T., Samara, M., Wolke, D. (2013) Parenting behavior and the risk of
becoming a victim and a bully/victim: A meta-analysis study Child Abuse and
Neglect, 37 1091-1108.
Oellet-Morin, I., Danese, A., Bowes, L., Shakoor, S., Ambler, A., Pariante, C.M.,
Papadopoulos, A.S., Caspi, A., Moffitt, T.E., Arseneault, L. (2011). A
discordant monozygotic twin design shows blunted cortisol reactivity among
bullied children Journal of the American Academy of Child and Adolescent
Psychiatry, 50 574-582.
Pepler, D., Jiang, D., Craig, W., Connolly, J. (2008) Developmental trajectories of
bullying and associated factors Child Development, 79, 325-338.
Rodkin, P.C., Hanish, L.D., Wang, S., Logis, H.A. (2014) Why the bully/victim
relationship is so pernicious: A gendered perspective on power and animosity
among bullies and their victims Development and Psychopathology, 26 689704.
The adolescent social brain*
Social cognition is the collection of cognitive processes required to understand and
interact with others. The term ‘social brain’ refers to the
network of brain regions that underlies these processes. Experimental social cognition
studies show that during adolescence, a number of social
cognitive functions continue to develop, resulting in age differences in tasks that assess
cognitive domains including face processing and mental state inference. Concurrently,
functional and structural magnetic resonance imaging (MRI) studies show
developmental differences in parts of the social brain that subserve these functions.
Understanding these observations and the relationships between them may offer insights
into typical adolescent social experience and the emergence of suboptimal outcomes
40
(e.g. psychopathology)
Recommended reading
Chapter 4: The brain and its development. In Spear, L (2010). The neurobiology of
adolescence. W W Norton and Company.
Blakemore SJ (2008). The social brain in adolescence. Nat Rev Neurosci 9(4):267-77.
Burnett S, Sebastian C, Cohen Kadosh K, Blakemore SJ (2011. The social brain in
adolescence: evidence from functional magnetic resonance imaging and behavioural
studies. Neurosci Biobehav Rev 35(8):1654-64.
Mills KL, Lalonde F, Clasen LS, Giedd JN, Blakemore SJ (2014).Developmental
changes in the structure of the social brain in late childhood and adolescence. Soc Cogn
Affect Neurosci 9(1):123-31.
Further reading
Nelson, E.E.,Leibenluft,E.,McClure,E.B.,Pine,D.S. (2005). The social re-orientation of
adolescence: A neuroscience perspective on the process and its relation to
psychopathology. Psychological Medicine 35(2),163–174.
Steinberg, L (2008). A social neuroscience perspective on adolescent risk-taking.
Developmental Review 28(1),78–106.
Externalising Problems in Adolescence: DP
This lecture will look at externalising problems such as physical aggression and violence
in and out of the home. It will build on the previous lecture by looking at how, while the
way individuals demonstrate their distress differ (from internalising, to somatic to
externalising difficulties), the underlying emotional distress has a more universal basis.
We will look at:
 how insecurities in relation to place within the family, self-worth and the ability
to succeed, be loved and be happy in life are often at the heart of externalising
problems.
 the role of attachments and attachment scripts in mediating externalising
problems
Emphasis will be placed on the need to identify the distress behind the difficulties and
work to resolve this, rather than feeling coerced into trying to stop unwanted behaviours.
Examples will be given of both short and long-term interventions, and the role family
can sometimes be asked to play in mediating difficulties.
Interventions for Internalising Problems: DP
41
This lecture will focus in on the assessment and treatment of children and adolescents
presenting with anxiety, looking at:
 how anxiety can show at different ages
 use of assessment to identify the key issues generating anxiety
 the value of targeted and highly individualised packages of care
 approaches to its treatment at different stages in development
We will look at
 how behavioural, cognitive behavioural, and attachment based interventions can
be combined to bring about change
 the value of recruiting parents as key participants in bringing about change,
especially via adjusting interactions to enhance attachments and enable secure
base scripts to replace insecure ones.
Depression: Dr Paul Wilkinson, Child Psychiatry
Depression is more than feeling sad. It is an illness, with emotional, biological,
cognitive and physical symptoms and causes significant functional impairment. This
lecture will focus on depression in adolescents, a particularly important time, as
functional impairment at this crucial developmental stage leads can lead to permanent
impairments in social and educational function. The lecture will cover diagnostic issues,
aetiology (biological, psychological and social) and treatment. As part of this, the
lecture will discuss genetic and environmental risk factors and the interplay between
genes and environment.
Reading List
Dubicka, B., Wilkinson, P., Kelvin, R., & Goodyer, I. (2010). Pharmacological
treatment of depression and bipolar disorder in children and adolescents.
Advances in Psychiatric Treatment, 16, 402-412.
Karg, K., Burmeister, M., Shedden, K., & Sen, S. (2011). The serotonin transporter
promoter variant (5-HTTLPR), stress, and depression metaanalysis revisited:
Evidence of genetic moderation. Archives of General Psychiatry, 68, 444-445.
Kendler, K. S., Gardner, C. O., & Prescott, C. A. (2002). Toward a comprehensive
developmental model for major depression in women. Am J Psychiatry, 159(7),
1133-1145.
Kendler, K. S., Gardner, C. O., & Prescott, C. A. (2006). Toward a comprehensive
developmental model for major depression in men. Am J Psychiatry, 163(1),
115-124.
Klein, J. B., Jacobs, R. H., & Reinecke, M. (2007). Cognitive-Behavioral Therapy for
Adolescent Depression: A Meta-Analytic Investigation of Changes in Effect-Size
Estimates. Journal of the American Academy of Child & Adolescent Psychiatry,
46(11), 1403-1413.
Lau, J. Y. F., & Eley, T. C. (2010). The Genetics of Mood Disorders. Ann Rev Clin
Psychol, 6, 313-337.
Law, R. (2011). Interpersonal psychotherapy for depression. Advances in psychiatric
treatment, 17, 23-31.
March, J., Silva, S., Petrycki, S., Curry, J., Wells, K., Fairbank, J., . . . Severe, J. (2004).
Fluoxetine, cognitive-behavioral therapy, and their combination for adolescents
with depression: Treatment for Adolescents With Depression Study (TADS)
randomized controlled trial. JAMA, 292(7), 807-820.
42
Mufson, L., Dorta, K. P., Wickramaratne, P., Nomura, Y., Olfson, M., & Weissman, M.
M. (2004). A randomized effectiveness trial of interpersonal psychotherapy for
depressed adolescents. Arch Gen Psychiatry, 61(6), 577-584.
NICE. (2015). Depression in children and young people. Identification and management
in primary, community and secondary care. from www.nice.org.uk/CG028
Rutter, M. (2010). Gene-environment interplay. Depress Anxiety, 27(1), 1-4. doi:
10.1002/da.20641
Rutter, M., Moffitt, T. E., & Caspi, A. (2006). Gene-environment interplay and
psychopathology: multiple varieties but real effects. J Child Psychol Psychiatry,
47(3-4), 226-261.
Supervision Questions
1) Which are more important in conferring risk of depression – genetic or
environmental factors?
2) The 2015 UK NICE guidelines on treatment of depression in children and
adolescents recommend that the first line treatment for moderate to severe
depression should be a specific psychological therapy. Medication can be given
as an adjunctive treatment to this psychological therapy. What are the problems
with these recommendations?
Self-harm: Dr Paul Wilkinson, Child Psychiatry
Self-harm is a common behaviour, especially in adolescents. People self-harm for a
variety of reasons, including suicide attempts, reducing distressing affects, and to
communicate distress. There is current international controversy as to whether suicidal
and non-suicidal self-harm should be distinguished. This lecture will discuss the
functions and epidemiology of self-harm; the relationship between self-harm and mental
illness; the long-term outcomes; the similarities and differences between suicidal and
non-suicidal self-harm; and the treatment of self-harm.
Asarnow, J., Porta, G., Spirito, A., Emslie, G., Clarke, G., Wagner, K. D., . . . Brent, D.
(2011). Suicide Attempts and Nonsuicidal Self-Injury in the Treatment of
Resistant Depression in Adolescents (TORDIA) Study. JAACAP, 50(8), 772781. doi: 10.1016/j.jaac.2011.04.003
Bateman, A., & Fonagy, P. (1999). Effectiveness of partial hospitalization in the
treatment of borderline personality disorder: a randomized controlled trial. Am J
Psychiatry, 156(10), 1563-1569.
Bateman, A., & Fonagy, P. (2008). 8-year follow-up of patients treated for borderline
personality disorder: mentalization-based treatment versus treatment as usual.
Am J Psychiatry, 165(5), 631-638.
*Cooper, J., Kapur, N., Webb, R., Lawlor, M., Guthrie, E., Mackway-Jones, K., &
Appleby, L. (2005). Suicide after deliberate self-harm: a 4-year cohort study. Am
J Psychiatry, 162(2), 297-303.
Cox, L. J., Stanley, B., Melhem, N., Oquendo, M. A., Birmaher, B., Burke, A., . . .
Brent, D. A. (2012). A longitudinal study of nonsuicidal self-injury in offspring
at high risk for mood disorder. J Clin Psychiatry, 73, 821-828.
Dougherty, D. M., Mathias, C. W., Marsh-Richard, D. M., Prevette, K. N., Dawes, M.
A., Hatzis, E. S., . . . Nouvion, S. O. (2009). Impulsivity and clinical symptoms
among adolescents with non-suicidal self-injury with or without attempted
suicide. Psychiatry Research, 169, 22-27.
43
Hawton, K., Rodham, K., Evans, E., & Weatherall, R. (2002). Deliberate self harm in
adolescents: self report survey in schools in England. BMJ, 325(7374), 12071211.
*Hawton, K., Saunders, K. E., & O'Connor, R. C. (2012). Self-harm and suicide in
adolescents. Lancet, 379(9834), 2373-2382.
*Hjelmeland, H., Hawton, K., Nordvik, H., Bille-Brahe, U., De Leo, D., Fekete, S., . . .
Wasserman, D. (2002). Why people engage in parasuicide: a cross-cultural study
of intentions. Suicide Life Threat Behav, 32(4), 380-393.
*Kapur, N., Cooper, J., O'Connor, R. C., & Hawton, K. (2013). Non-suicidal self-injury
v. attempted suicide: new diagnosis or false dichotomy? British Journal of
Psychiatry, 202, 326-328.
Klonsky, E. D., & May, A. M. (2014). Differentiating suicide attempters from suicide
ideators: a critical frontier for suicidology research. Suicide Life Threat Behav,
44(1), 1-5. doi: 10.1111/sltb.12068
Lynch, T. R., Trost, W. T., Salsman, N., & Linehan, M. M. (2007). Dialectical behavior
therapy for borderline personality disorder. Annu Rev Clin Psychol, 3, 181-205.
Mars, B., Heron, J., Crane, C., Hawton, K., Kidger, J., Lewis, G., . . . Gunnell, D.
(2014). Differences in risk factors for self-harm with and without suicidal intent:
findings from the ALSPAC cohort. J Affect Disord, 168, 407-414. doi:
10.1016/j.jad.2014.07.009
*Mars, B., Heron, J., Crane, C., Hawton, K., Lewis, G., Macleod, J., . . . Gunnell, D.
(2014). Clinical and social outcomes of adolescent self harm: population based
birth cohort study. BMJ, 349, g5954. doi: 10.1136/bmj.g5954
Mehlum, L., Tormoen, A. J., Ramberg, M., Haga, E., Diep, L. M., Laberg, S., . . .
Groholt, B. (2014). Dialectical behavior therapy for adolescents with repeated
suicidal and self-harming behavior: a randomized trial. J Am Acad Child Adolesc
Psychiatry, 53(10), 1082-1091. doi: 10.1016/j.jaac.2014.07.003
Moran, P., Coffey, C., Romaniuk, H., Olsson, C., Borschmann, R., Carlin, J. B., &
Patton, G. C. (2012). The natural history of self-harm from adolescence to young
adulthood: a population-based cohort study. Lancet, 379(9812), 236-243.
*Muehlenkamp, J. J., & Kerr, P. L. (2010). Untangling a complex web: how nonsuicidal self-injury and suicide attempts differ. The Prevention Researcher,
17(1), 8-10.
*Plener, P. L., Libal, G., Keller, F., Fegert, J. M., & Muehlenkamp, J. J. (2009). An
international comparison of adolescent non-suicidal self-injury (NSSI) and
suicide attempts: Germany and the USA. Psychological Medicine, 39, 15491558.
Rossouw, T. I., & Fonagy, P. (2012). Mentalization-based treatment for self-harm in
adolescents: a randomized controlled trial. J Am Acad Child Adolesc Psychiatry,
51(12), 1304-1313 e1303. doi: 10.1016/j.jaac.2012.09.018
Swannell, S. V., Martin, G. E., Page, A., Hasking, P., & St John, N. J. (2014).
Prevalence of Nonsuicidal Self-Injury in Nonclinical Samples: Systematic
Review, Meta-Analysis and Meta-Regression. Suicide Life Threat Behav. doi:
10.1111/sltb.12070
Tang, T. C., Jou, S. H., Ko, C. H., Huang, S. Y., & Yen, C. F. (2009). Randomized study
of school-based intensive interpersonal psychotherapy for depressed adolescents
with suicidal risk and parasuicide behaviors. Psychiatry Clin Neurosci, 63(4),
463-470. doi: 10.1111/j.1440-1819.2009.01991.x
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Victor, S. E., & Klonsky, E. D. (2014). Correlates of suicide attempts among selfinjurers: A meta-analysis. Clin Psychol Rev, 34(4), 282-297. doi:
10.1016/j.cpr.2014.03.005
*Wilkinson, P. (2013). Non-suicidal self-injury. Eur Child Adolesc Psychiatry, 22 Suppl
1, S75-79. doi: 10.1007/s00787-012-0365-7
Wilkinson, P., Kelvin, R., Roberts, C., Dubicka, B., & Goodyer, I. (2011). Clinical and
Psychosocial Predictors of Suicide Attempts and Nonsuicidal Self-Injury in the
Adolescent Depression Antidepressants and Psychotherapy Trial (ADAPT). Am
J Psychiatry, 168(5), 495-501.
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