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Stephen Hinshaw Chair & Professor Ph.D., University of California at Los Angeles
Psychology Department Chair Hinshaw's main interests lie in the fields of clinical child and adolescent psychology and developmental psychopathology. Major themes of his work include the diagnostic validity of childhood disorders, the role of peer relationships in normal and atypical development (particularly ADHD), the utility of identifying subcategories of aggressive behavior, the early prediction of behavioral and learning problems, the neuropsychology and neurobiology of impulsive and externalizing behavior in childhood, the contribution of family factors to externalizing behavior, expressions of psychopathology in female samples, and the implementation of combinations of psychosocial and pharmacologic intervention for children with externalizing behavior disorders - with strong emphasis on moderators and mediators of outcome. Increasingly, his research interests are focusing on adolescent and young adult outcomes, as the children in his various projects continue to participate in prospective, longitudinal studies. In addition, his research program has a new area of focus, on the stigmatization of mental illness. Several of these themes combine in Hinshaw's investigations of children with attention deficit-hyperactivity disorder (ADHD). In intensive summer research programs, previously unfamiliar youngsters - some with diagnoses of ADHD; some comparison children without clinical-range behavioral problems - come together to participate in classroom, playground, and small-group activities that simulate natural environments. Observations of ongoing behavior allow investigations of the interrelationships among social behavior, peer reputation, moral reasoning, parenting style, and diagnostic status (including aggressive vs. nonaggressive ADHD children). In addition, the response of youngsters with ADHD to stimulant medication is investigated. Three years of summer camps for girls with ADHD have been completed following many years of boys' programs, with all participants in ongoing follow-up. The girls' sample constitutes the largest preadolescent sample of girls with ADHD in existence worldwide. Another major project involves a multi-site, long-term clinical trial of medication and psychosocial interactions for children with ADHD (MTA Study). Along with NIMH and five other research centers, Berkeley is conducting treatment process and outcome research in an intensive experimental investigation, with Hinshaw serving as Principal Investigator for the Berkeley site. Predictors, moderators, and mediators of treatment outcome are featured in this research, which comprises the largest scale project of its kind in the field. Prospective follow-up investigations are now underway. Recent conceptual work is focused on the conceptual underpinnings of definitions of mental disorders and the stigma that pertains to persons with mental illness. Empirical research on children's attitudes toward mental illness, and on implicit vs. explicit stigma regarding mental disorder is getting underway. NIMH grant support focuses on (a) follow-up of the girls' sample into young adulthood, (b) follow-up of the MTA sample into adulthood, (c) functional neuroimaging of children with ADHD as well as their parents, and (d) national and international patterns of medication use for child psychopathology. Students who work with Dr. Hinshaw learn extensively about the assessment of childhood behavioral disorders; the implementation of cognitive-behavioral treatment procedures for children, including the use of parent management training for families; and the theoretical linkages among cognitive, linguistic, behavioral, and peer-related systems in normal and atypical development. Both experimental and longitudinal research design skills are emphasized, with particular focus on data analytic tools. Students are encouraged to receive broad training in child and adult psychopathology, psychological evaluation, multivariate statistics, developmental psychology, and psychopharmacology. Selected Publications Hinshaw, S. P. (2006). The mark of shame: Stigma of mental illness and an agenda for change. New York: Oxford University Press. Hinshaw, S. P., Owens, E. B., Sami, N., & Fargeon, S. (2006). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into adolescence: Evidence for continuing cross-domain impairment. Journal of Consulting and Clinical Psychology, 74, 489-499. Hinshaw, S. P. (2005). The stigmatization of mental illness in children and parents: Developmental issues, family concerns, and research needs. Journal of Child Psychology and Psychiatry, 46, 714-734. Hinshaw, S. P. (2004). Parental mental disorder and children's functioning: Silence and communication, stigma, and resilience. Journal of Clinical Child and Adolescent Psychology, 33, 400-411. Hinshaw, S. P. (2003). Impulsivity, emotion regulation, and developmental psychopathology: Specificity vs. generality of linkages. Annals of the New York Academy of Sciences, 1008, 149-159. Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of Consulting and Clinical Psychology, 70, 1086-1098. Hinshaw, S. P., Carte, E. T., Sami, N., Treuting, J. J., & Zupan, B. A. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: II. Neuropsychological performance in relation to subtypes and individual classification. Journal of Consulting and Clinical Psychology, 70, 1099-1111. Hinshaw, S. P. (2002). The years of silence are past: My father's life with bipolar disorder. New York: Cambridge University Press. Chi, T. C., & Hinshaw, S. P. (2002). Mother-child relationships of children with ADHD: The role of maternal depressive symptoms and depression-related distortions. Journal of Abnormal Child Psychology, 30, 387-400. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., et al. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28, 555-568. Hinshaw, S. P., Zupan, B. A., Simmel, C., Nigg, J. T., & Melnick, S. M. (1997). Peer status in boys with and without attention-deficit hyperactivity disorder: Predictions from overt and covert antisocial behavior, social isolation, and authoritative parenting beliefs. Child Development, 64, 880-896. July 2006
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