Stephen Hinshaw is Professor of Psychology at the University of California, Berkeley, where he was Department Chair from 2004-2011. He is also Professor of Psychiatry and Vice-Chair for Child and Adolescent Psychology at the University of California, San Francisco.
He received his B.A. from Harvard (summa cum laude) and, after directing school programs and residential summer camps, his doctorate in clinical psychology from UCLA, before performing a post-doctoral fellowship at the Langley Porter Institute of UC San Francisco.
His work focuses on developmental psychopathology, clinical interventions with children and adolescents (particularly mechanisms underlying therapeutic change), and mental illness stigma. He has directed research programs and conducted clinical trials and longitudinal studies for boys and—more recently—for girls with inattention and impulse-control problems (who often express many comorbid disorders), having received over $20 million in NIH funding and an equal amount in foundation funding. He has been Principal Investigator of the Berkeley site for the Multimodal Treatment Study of Children with ADHD (MTA) since 1992.
Hinshaw has authored over 350 articles and chapters (h-index, Google Scholar = 116), plus 12 books, including The Mark of Shame: Stigma of Mental Illness and an Agenda for Change (Oxford, 2007), The Triple Bind: Saving our Teenage Girls from Today’s Pressures (Random House, 2009), and (with R. Scheffler) The ADHD Explosion: Myths, Medications, Money, and Today’s Push for Performance (Oxford, 2014). His newest book, with St. Martin’s Press—Another Kind of Madness: A Journey through the Stigma and Hope of Mental Illness— was released in 2017. Overall, he was one of the 10 most productive scholars in the field of clinical psychology across the past decade.
From 2009-2014 he was editor of Psychological Bulletin, the most cited journal in general psychology. He is a fellow of the Association for Psychological Science, the American Psychological Association, and the American Association for the Advancement of Science (AAAS).
Hinshaw received a Distinguished Teaching Award from UC Berkeley’s Division of Social Sciences in 2001. His Teaching Company (‘Great Lecture’) series, “Origins of the Human Mind,” was released in 2010.
His research efforts have been recognized by the Distinguished Scientist Award from the Society for a Science of Clinical Psychology (2015), the James McKeen Cattell Award from the Association for Psychological Science (2016)—its highest award, for a lifetime of outstanding contributions to applied psychological research—the Distinguished Scientific Contributions Award from the Society for Research in Child Development (2017), and the Ruane Prize for Outsanding Achievement in Chid and Adolescent Psychiatric Research (2019). He is also the recipient of the American Psychological Association's Distinguished Scientific Contributions Award (2020) These awards reveal the breadth and depth of his research efforts, and he is the only individual ever to have been awarded all five.
He has been featured regularly in the media, including the New York Times, Washington Post, Huffington Post, Wall Street Journal, Los Angeles Times, San Francisco Chronicle, Today Show, CBS Evening News, ABC World News Tonight, CNN, network nightly news, and many more.
Ahmad, S. I., Owens, E. B., & Hinshaw, S. P. (2019). Little evidence for late-onset ADHD in a longitudinal sample of women. Journal of Consulting and Clinical Psychology, 87. 112-117.
Beauchaine, T. P., Bridge, J., & Hinshaw, S. P. (2019). Nonsuicidal self-Injury and suicidal behaviors in maltreated girls with ADHD: The case for targeted prevention in preadolescence. Clinical Psychological Science, online ahead of print.
Hinshaw, S. P. (2018). Attention deficit-hyperactivity disorder (ADHD): Controversy, developmental mechanisms, and multiple levels of analysis. Annual Review of Clinical Psychology
Owens, E. B., Zalecki, C., Gillette, P., & Hinshaw, S. P. (2017). Girls with childhood ADHD as adults: Cross-domain outcomes by diagnostic status. Journal of Consulting and Clinical Psychology, 85, 723-736.
Hinshaw, S. P. (2017). Another kind of madness: A journey through the stigma and hope of mental illness. New York: St. Martin's.
Hinshaw, S. P. (2017). Developmental psychopathology as a scientific discipline: A twenty- first century perspective. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child and adolescent psychopathology (3rd ed.., pp. 3-32). Hoboken, NJ: Wiley.
Gordon, C., & Hinshaw, S. P. (2017). Parenting stress and youth symptoms among girls with and without attention deficit hyperactivity disorder. Parenting: Science and Practice, 17, 11-29.
Owens, E. B., & Hinshaw, S. P. (2016). Pathways from neurocognitive vulnerability to co-occurring internalizing and externalizing problems among women with and without ADHD followed prospectively for 16 years. Development and Psychopathology, 28, 1013-1031.
Meza, J., Owens, E. B., & Hinshaw, S. P. (2016). Response inhibition, peer preference and victimization, and self-harm: Longitudinal associations in young adult women with and without ADHD. Journal of Abnormal Child Psychology, 44, 323-334.
Guendelman, M., Owens, E. B., Galan, C., Gard, A., & Hinshaw, S. P. (2016). Early adult correlates of maltreatment in girls with ADHD: Increased risk for internalizing problems and suicidality. Development and Psychopathology, 26, 1-14.
Martinez, A., & Hinshaw, S. P. (2016). Mental health stigma: Theory, developmental issues, and research priorities. In D. Cicchetti (Ed.), Developmental psychopathology. Vol 4: Risk, resilience, and intervention (3rd ed., pp. 997-1039). Hoboken, NJ: Wiley.
Owens, E. B., & Hinshaw, S. P. (2016). Childhood conduct problems and young adult outcomes among women with childhood ADHD. Journal of Abnormal Psychology, 125, 220-232.
Hinshaw, S. P. (2015). Developmental psychopathology, ontogenic process models, gene-environment interplay, and brain development: An emerging synthesis. Journal of Abnormal Psychology, 124, 771-775.
Hinshaw, S. P., & Arnold, L. E. (2015). Attention deficit hyperactivity disorder, multimodal treatment, and longitudinal outcome: Evidence, paradox, and challenge. WIRES Cognitive Science, 6, 39-52.
Owens, E. B., Cardoos, S., & Hinshaw, S. P. (2015). Developmental progressions and gender differences among individuals with ADHD. In R. A. Barkley (Ed.), Attention deficit hyperactivity disorder:
A handbook for diagnosis and treatment (4th ed.). New York: Guilford Press.
Hinshaw, S. P., & Scheffer, R. M. (2014). The ADHD explosion: Myths, medication, money, and today's push for performance. New York: Oxford University Press.
Swanson, E. N., Owens, E. B., & Hinshaw, S. P. (2014). Pathways to self-harmful behavior in young women with and without ADHD: A longitudinal investigation of mediating factors. Journal of Child Psychology and Psychiatry, 44, 505-515.
Beauchaine, T. P., & Hinshaw, S. P. (Eds.) (2013). Child and adolescent psychopathology (2nd ed.). Hoboken, NJ: Wiley.
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, 80, 1041-1051.
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, 62, 459-464.
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 (2nd ed.). 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.
Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
Hinshaw, S. P. (1987). On the distinction between attentional deficits/hyperactivity and conduct problems/aggression in child psychopathology. Psychological Bulletin, 101, 443‑463.
Psychology 131 (Developmental Psychopathology)
Psychology 130 (Clinical Psychology)
Psychology 290 (Clinical Psychopharmacology)
Psychology 230 (Proseminar in Clinical Science)