Hinshaw's interests lie in the fields of clinical child and adolescent psychology and developmental psychopathology. Major themes include the diagnostic validity of childhood disorders, the role of family and peer relationships in normal and atypical development, the early prediction of behavioral and learning problems, the neuropsychology and neurobiology of impulsive and 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, research interests are focusing on adolescent and young adult outcomes, as the youth in his various projects continue to participate in prospective, longitudinal studies. An additional area of focus is the stigmatization of mental illness, with interest in a variety of related topics (e.g., interpersonal manifestations of stigma, implicit attitudes, developmental processes, media influences, dehumanization, international efforts to combat stigma).
For many years he conducted intensive summer research programs for atypical and comparison populations. Observations of ongoing behavior allow investigations of the interrelationships among social behavior, peer reputation, moral reasoning, parenting style, and diagnostic status. The female sample who participated in the late 1990s constitutes the largest preadolescent study of girls with ADHD in existence; they have not completed their prospective 10-year follow-up, with a 95% retention rate.
Another major project involves a multi-site, long-term clinical trial of medication and psychosocial interactions for children with ADHD: The MTA Study). As the Principal Investigator for the Berkeley site, Hinshaw has conducted investigations of predictors, moderators, and mediators of treatment outcome. Prospective follow-up investigations into adulthood are now underway. A third federally funded study involves a clinical trial of integrated psychosocial treatment (family, school, and child components) for children with the Inattentive type of ADHD, conducted jointly at Berkeley and UCSF.
Hinshaw has other grants from the Robert Wood Johnson Foundation (related to a forthcoming book on policy and ADHD) and the Fogarty Center (continued international training of mental health professionals and scientists). He has an NSF grant related to summer mentorship of underrepresented minority undergrads.
Students who work with Dr. Hinshaw learn extensively about the assessment of childhood behavioral disorders; theoretical linkages among cognitive, behavioral, and peer-related systems in normal and atypical development; social and clinical psychological aspect the writing of both empirical research reports and review articles; and social and clinical issues related to stigmatization. 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, social psychology, and psychopharmacology.
Hinshaw, S. P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit hyperactivity disorder into young adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology, Online First, 8.14.12
Hinshaw, S. P., Scheffler, R. M., Fulton, B., Aase, H., Banaschewski, T., Cheng, W., Holte, A., Levy, F., Mattos, P., Sadeh, A., Sergeant, J., Taylor, E., & Weiss, M. (2011). International variation in treatment procedures for attention-deficit/hyperactivity disorder: Social context and recent trends. Psychiatric Services, online.
Miller, M., & Hinshaw, S. P. (2010). Does childhood executive function predict adolescent functional outcomes in girls with ADHD? Journal of Abnormal Child Psychology, 38, 315-326.
Hinshaw, S. P., with Kranz, R. (2009). The Triple Bind: Saving our teenage girls from today's pressures. New York: Random House/Ballantine.
Owens, E. B., Hinshaw, S. P., Lee, S. S., & Lahey, B. B. (2009). Few girls with childhood attention-deficit/hyperactivity disorder show positive adjustment during adolescence. Journal of Clinical Child and Adolescent Psychology, 38, 1-12.
Beauchaine, T. P., & Hinshaw, S. P. (Eds.). (2008). Child and adolescent psychopathology. Hoboken, NJ: Wiley.
Hinshaw, S. P., & Stier, A. (2008). Stigma in relation to mental disorders. Annual Review of Clinical Psychology, 4, 269-293.
Mikami, A. Y., Hinshaw, S. P., Patterson, K. A., & Lee, J. C. (2008). Eating pathology among adolescent girls with attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 117, 225-235.
Hinshaw, S. P. (2007). 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. (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., 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.