The Research Department of Clinical, Educational and Health Psychology is a world leading research centre in child mental health, education and wellbeing. We focus on helping children of all ages, in the UK and internationally, through improved intervention, training and policy. Such translational outcomes stem from our cutting-edge scientific work that sheds new light on child development, alongside an extensive programme of intervention and prevention studies, rigorous service evaluation and policy projects. We also strive to promote children’s welfare through innovative educational programmes that draw heavily on our research expertise. Through our Doctoral courses in Clinical and Educational Psychology, our portfolio of MSc courses, and most recently through the Department of Health’s Child IAPT initiative, we aim to train a new generation of highly skilled and research-informed practitioners.
START (Systemic Therapy for At Risk Teens): A National Randomized Controlled Trial to Evaluate Multisystemic Therapy in the UK Context
PI: Peter Fonagy
for Children, Schools and Families, £1,030,241 (2008-2013)
Department for Children, Schools and Families, £235,000 (2011-2014), extension of the trial
START is a multi-site trial of 700 families in the UK investigating a form of intervention (multisystemic therapy) for young people and their families who are experiencing difficulties at home, at school and sometimes with the law. We are comparing Multisystemic Therapy (MST) with other services that are currently offered to young people and their families who are considered to be at ‘high risk’ of requiring out-of-home care such as fostering, social care or custody if associated with antisocial behaviour such as conviction as a young offender. The trial will answer the question of whether MST can contribute to significantly reducing the rate of out of home placement and see a (a) decrease in antisocial behaviour, (b) increase in the young person’s well-being, (c) improved educational outcomes and (d) improved family functioning.
STARS (School Transition and Adjustment Research Study)
PI: Frances Rice
Nuffield Foundation, £118,112 (2011-2014)
Moving from primary to secondary school involves a degree of apprehension for most pupils and a minority of pupils experience a range of difficulties in adjusting to secondary school as shown by lower grades, poor attendance and increased anxiety. This study aims to identify factors that make a successful transition to secondary school more likely as well as to identify risk factors for a difficult transition. We are tracking a group of 2000 pupils as they make the transition from primary school to secondary school. We are collecting information on three occasions from pupils, parents and teachers and asking about pupils’ wellbeing, academic achievement, and their views about school and relationships with friends and teachers. We will investigate how friendships and relationships with teachers and parents can help pupils make a positive transition to secondary school. Our aim is to develop an evidence base in order to help support vulnerable pupils at the transition to secondary school.
Pryce, S., & Frederickson, N. (in press). Bullying behaviour: intentions and classroom ecology. Learning Environments Research, vol. 46(2), 97-107. DOI: 10.1002/eat.22053
Sebastian, C. L., McCrory, E. J., Dadds, M. R., Cecil, A. M., Lockwood, P. L., Hyde, Z. H., De Brito, S. A., & Viding, E. (2012). Neural responses to fearful eyes in children with conduct problems and varying levels of callous-unemotional traits. Psychological Medicine, 19, 1-11.
Viding, E., Price, T. S., Jaffee, S. R., Trzaskowski, M., Davis, O. S. P., et al. (2013). Genetics of callous-unemotional behavior in children. PLoS ONE. doi:10.1371/journal.pone.0065789
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