Characterising Emotion Regulation Development in Adolescence
Lead Research Organisation:
Royal Holloway University of London
Department Name: Psychology
Abstract
Life is full of frustrations, annoyances and things that distress us. The ability to control or regulate our emotions when these occur is crucial to our mental health and wellbeing: evidence shows that poor emotion regulation is associated with symptoms of depression, anxiety and aggressive behaviour. Research suggests that emotion regulation abilities are still developing in adolescence (broadly, the second decade of life). This is not surprising because parts of the brain involved in regulating emotion are also still developing. At the same time, adolescents must deal with increasingly adult challenges as they grow up.
Adolescence is a time of heightened emotions, and mental illness associated with poor emotion regulation is most likely to develop during the adolescent years. However, little research has studied how different aspects of emotion regulation develop in adolescence. The term emotion regulation refers to several mental processes, which can be broadly divided into 'explicit' and 'implicit' components. Imagine an adolescent has an argument with a friend and is very upset. Explicit emotion regulation would mean using conscious strategies to reduce distress, e.g. thinking 'my friend was just in a bad mood.' With implicit emotion regulation, the adolescent may not be consciously thinking about their distress, but it may nonetheless impact on their ability to concentrate, e.g. on schoolwork. Effective implicit emotion regulation means the distress would have only a small effect on ability to concentrate.
One of the aims of the proposed project is to chart the development of both implicit and explicit emotion regulation in adolescents aged 11-16. Research suggests that brain development in regions involved in emotion regulation is especially pronounced in this age range. Implicit and explicit emotion regulation abilities will be measured using computerised tasks completed at school. Performance will be measured both cross-sectionally (comparing adolescents of different ages (11-15 years), tested at the same time) and longitudinally (seeing how performance develops in the same adolescents between one year and the next, i.e. at 11-15 years and then at 12-16 years). Using both cross-sectional and longitudinal methods will enable a more complete picture of emotion regulation development to emerge, as will the use of both implicit and explicit emotion regulation tasks. The aim is to provide a more comprehensive assessment of emotion regulation abilities than so far exists in adolescence.
Another important aim of the study is to look at links between adolescents' emotion regulation abilities and their social and emotional wellbeing, including symptoms of anxiety, depression, and aggression. While the study will focus on the general population, the aim is to highlight potential mechanisms of early vulnerability to symptoms associated with poor emotion regulation. We will use questionnaires to ask adolescents how often they feel anxious, depressed or aggressive, as well as how they get on with peers. Parents and teachers will provide further information about adolescents' behaviour.
Based on previous evidence, we predict that adolescents who perform well on the computerised emotion regulation tasks will report fewer symptoms of anxiety, depression and aggression. However, the dataset will enable several research questions to be addressed for the first time. We will look at whether specific aspects of emotion regulation relate particularly strongly to social and emotional wellbeing. If so, this could provide a specific target for future attempts at improving emotion regulation in adolescence, with a view to improving wellbeing. We will also study whether there are certain periods during adolescence that are especially important for emotion regulation development, and whether current emotion regulation ability affects future wellbeing (mental health, social skills, and academic performance) at the one-year follow-up.
Adolescence is a time of heightened emotions, and mental illness associated with poor emotion regulation is most likely to develop during the adolescent years. However, little research has studied how different aspects of emotion regulation develop in adolescence. The term emotion regulation refers to several mental processes, which can be broadly divided into 'explicit' and 'implicit' components. Imagine an adolescent has an argument with a friend and is very upset. Explicit emotion regulation would mean using conscious strategies to reduce distress, e.g. thinking 'my friend was just in a bad mood.' With implicit emotion regulation, the adolescent may not be consciously thinking about their distress, but it may nonetheless impact on their ability to concentrate, e.g. on schoolwork. Effective implicit emotion regulation means the distress would have only a small effect on ability to concentrate.
One of the aims of the proposed project is to chart the development of both implicit and explicit emotion regulation in adolescents aged 11-16. Research suggests that brain development in regions involved in emotion regulation is especially pronounced in this age range. Implicit and explicit emotion regulation abilities will be measured using computerised tasks completed at school. Performance will be measured both cross-sectionally (comparing adolescents of different ages (11-15 years), tested at the same time) and longitudinally (seeing how performance develops in the same adolescents between one year and the next, i.e. at 11-15 years and then at 12-16 years). Using both cross-sectional and longitudinal methods will enable a more complete picture of emotion regulation development to emerge, as will the use of both implicit and explicit emotion regulation tasks. The aim is to provide a more comprehensive assessment of emotion regulation abilities than so far exists in adolescence.
Another important aim of the study is to look at links between adolescents' emotion regulation abilities and their social and emotional wellbeing, including symptoms of anxiety, depression, and aggression. While the study will focus on the general population, the aim is to highlight potential mechanisms of early vulnerability to symptoms associated with poor emotion regulation. We will use questionnaires to ask adolescents how often they feel anxious, depressed or aggressive, as well as how they get on with peers. Parents and teachers will provide further information about adolescents' behaviour.
Based on previous evidence, we predict that adolescents who perform well on the computerised emotion regulation tasks will report fewer symptoms of anxiety, depression and aggression. However, the dataset will enable several research questions to be addressed for the first time. We will look at whether specific aspects of emotion regulation relate particularly strongly to social and emotional wellbeing. If so, this could provide a specific target for future attempts at improving emotion regulation in adolescence, with a view to improving wellbeing. We will also study whether there are certain periods during adolescence that are especially important for emotion regulation development, and whether current emotion regulation ability affects future wellbeing (mental health, social skills, and academic performance) at the one-year follow-up.
Planned Impact
Who will benefit from this research?
The research has the potential to benefit professionals working in the field of child and adolescent mental health and wellbeing, including clinical and educational psychologists, teachers, and other youth workers. It would also be of benefit to adolescents themselves as well as their parents and carers. It may also have the potential to benefit policy-makers in the fields of education and mental health.
How will they benefit from this research?
Clinical and educational psychologists: The research is likely to be of benefit to these practitioners in the medium term. The findings will provide greater detail as to how different aspects of emotion regulation develop in adolescence, and how this development interacts with aspects of adolescent wellbeing, including mental health and social skills. I aim to liaise directly with these groups, so that the research findings may inform both preventative and intervention strategies implemented by clinical and educational psychologists working with adolescents. For example, the research will contribute to a much-needed evidence base for school-based strategies such as the 'Targeted Mental Health in Schools' (TaMHS) and 'Social and Emotional Aspects of Learning' (SEAL) initiatives. Eventually, I plan to work directly with these groups to develop an emotion regulation-based training programme for adolescents. Importantly, the aim would be to educate adolescents about ongoing development in this area of cognitive function, and to scaffold and support this development; rather than 'pathologising' adolescence or providing excuses for challenging behaviour.
Teachers and youth workers: The research will be of benefit to these groups in the short to medium term. I plan to communicate my research findings widely within these groups to raise awareness of the precise nature of ongoing brain and cognitive development in adolescence. This is vital in a field in which many strategies and initiatives are not evidence-based. In the longer term, it is hoped that the research will contribute to the evidence base on which new and improved initiatives can be developed, in partnership with these professionals.
Adolescents and their parents and carers: In the short term, I aim to communicate with these groups to raise awareness about adolescent brain and cognitive development in general, as well as the specific findings of the proposed project. A web resource will be set up for this purpose, and I will continue to speak at schools and public engagement events to raise awareness of my research and its implications. From previous experience, adolescents and parents value this interaction, as it helps them to better understand behavioural changes that may occur during adolescence. In the longer term, it is hoped that these groups will benefit from improved evidence-based initiatives that scaffold healthy emotion regulation development, as well as reducing the emergence of symptoms associated with poor emotion regulation.
Policy makers: I have previously contributed to policy reports including 'Foresight: Mental Capital and Wellbeing' and 'Beyond Current Horizons' (both 2008), detailing ongoing adolescent brain and cognitive development and its relevance for educational and social policy. Since then, the field of adolescence research has developed considerably, and the financial climate in which policies directed at adolescents are made has worsened. Policy makers can no longer afford to invest in policies without a clear evidence base. The proposed research will contribute evidence relevant to social and educational policies for young people.
The research has the potential to benefit professionals working in the field of child and adolescent mental health and wellbeing, including clinical and educational psychologists, teachers, and other youth workers. It would also be of benefit to adolescents themselves as well as their parents and carers. It may also have the potential to benefit policy-makers in the fields of education and mental health.
How will they benefit from this research?
Clinical and educational psychologists: The research is likely to be of benefit to these practitioners in the medium term. The findings will provide greater detail as to how different aspects of emotion regulation develop in adolescence, and how this development interacts with aspects of adolescent wellbeing, including mental health and social skills. I aim to liaise directly with these groups, so that the research findings may inform both preventative and intervention strategies implemented by clinical and educational psychologists working with adolescents. For example, the research will contribute to a much-needed evidence base for school-based strategies such as the 'Targeted Mental Health in Schools' (TaMHS) and 'Social and Emotional Aspects of Learning' (SEAL) initiatives. Eventually, I plan to work directly with these groups to develop an emotion regulation-based training programme for adolescents. Importantly, the aim would be to educate adolescents about ongoing development in this area of cognitive function, and to scaffold and support this development; rather than 'pathologising' adolescence or providing excuses for challenging behaviour.
Teachers and youth workers: The research will be of benefit to these groups in the short to medium term. I plan to communicate my research findings widely within these groups to raise awareness of the precise nature of ongoing brain and cognitive development in adolescence. This is vital in a field in which many strategies and initiatives are not evidence-based. In the longer term, it is hoped that the research will contribute to the evidence base on which new and improved initiatives can be developed, in partnership with these professionals.
Adolescents and their parents and carers: In the short term, I aim to communicate with these groups to raise awareness about adolescent brain and cognitive development in general, as well as the specific findings of the proposed project. A web resource will be set up for this purpose, and I will continue to speak at schools and public engagement events to raise awareness of my research and its implications. From previous experience, adolescents and parents value this interaction, as it helps them to better understand behavioural changes that may occur during adolescence. In the longer term, it is hoped that these groups will benefit from improved evidence-based initiatives that scaffold healthy emotion regulation development, as well as reducing the emergence of symptoms associated with poor emotion regulation.
Policy makers: I have previously contributed to policy reports including 'Foresight: Mental Capital and Wellbeing' and 'Beyond Current Horizons' (both 2008), detailing ongoing adolescent brain and cognitive development and its relevance for educational and social policy. Since then, the field of adolescence research has developed considerably, and the financial climate in which policies directed at adolescents are made has worsened. Policy makers can no longer afford to invest in policies without a clear evidence base. The proposed research will contribute evidence relevant to social and educational policies for young people.
Publications
Ahmed SP
(2018)
Emotional capture by fearful expressions varies with psychopathic traits.
in Cognition & emotion
Ahmed SP
(2018)
Using temporal distancing to regulate emotion in adolescence: modulation by reactive aggression.
in Cognition & emotion
Ahmed SP
(2015)
Neurocognitive bases of emotion regulation development in adolescence.
in Developmental cognitive neuroscience
Ahmed SP
(2020)
Emotional interference during conflict resolution depends on task context.
in Cognition & emotion
Lickley R
(2018)
The neural basis of reactive aggression and its development in adolescence
in Psychology, Crime & Law
Seara-Cardoso A
(2015)
Neural responses to others' pain vary with psychopathic traits in healthy adult males.
in Cognitive, affective & behavioral neuroscience
Seara-Cardoso A
(2016)
Affective resonance in response to others' emotional faces varies with affective ratings and psychopathic traits in amygdala and anterior insula.
in Social neuroscience
Seara-Cardoso A
(2016)
Anticipation of guilt for everyday moral transgressions: The role of the anterior insula and the influence of interpersonal psychopathic traits.
in Scientific reports
Sebastian C
(2015)
Social cognition in adolescence: Social rejection and theory of mind
in Psicología Educativa
Sebastian CL
(2016)
Grey Matter Volumes in Children with Conduct Problems and Varying Levels of Callous-Unemotional Traits.
in Journal of abnormal child psychology
| Description | This project aimed to characterise the development of component skills underpinning successful emotion regulation during adolescence, and their relationships to mental health. We have met these aims, and have published several peer-reviewed papers with further manuscripts in preparation. Our contributions include: - A longitudinal dataset comprising cognitive and psychometric measures of emotion regulation and mental health in 362 adolescents aged 11-16 across two time points, and in ~100 adult participants. This extremely rich resource comprises over 250 summary variables, and includes larger participant numbers and a greater range of measures than previous studies. Data collection involved innovative classroom-based computerised testing, enabling large quantities of data to be collected simultaneously, while maintaining data quality. This method has significantly increased our research capacity, and other researchers will benefit via the public availability of this dataset. - Key findings suggest: o Emotional reactivity in response to negative emotional stimuli decreases between ages 11 and 16. o No improvement in the ability to deliberately regulate emotional reactions (in either cross-sectional or longitudinal data), with scores significantly below adult levels even at age 16. o No improvement in the use of deliberate emotion regulation strategies in everyday life. Reduced strategy use was associated with increased depression and aggression symptoms. Prolonged development of deliberate emotion regulation strategy use could contribute to adolescent vulnerability to psychopathology. These data are currently in preparation for publication, with planned submission to a high-impact journal such as Developmental Science. Establishing a link between implicit and explicit emotion regulation measures was more challenging because the implicit tasks showed low test-retest reliability. Similar issues were raised by other labs during the life of this grant; similar findings in our large dataset will be of considerable interest to the field. - The grant enabled establishment of a key collaboration with Dr Leah Somerville at Harvard University. We examined the efficacy of 'temporal distancing', e.g. thinking 'this will not matter in 5 years' time, to regulate emotion across ages 12-22. We developed a new task for use in a controlled laboratory setting, and demonstrated for the first time that participants who projected themselves further into the future were better able to regulate their emotions. Importantly, both adolescents and adults were able to use this strategy effectively. However, participants who reported more aggressive behaviour in everyday life were less effective in reducing distress using the strategy, and tended to project themselves less far ahead in time. Our findings have now been published in Cognition and Emotion. The PI has also recently collaborated with Prof Courtenay Norbury (who was mentor on the award) at University College London, leading to a published study replicating the efficacy of temporal distancing to regulate emotion, and demonstrating the task's reliability and validity in over 400 adolescents aged 10-21 (Suksasilp et al., 2020, Emotion). - Finally, we published three empirical studies in adult samples which provided pilot data in the development of our test battery, and two narrative reviews on emotion regulation and processing in adolescence. One of these reviews (Ahmed et al., 2015) has been particularly influential, gaining 282 citations since 2015 (Google Scholar). The project has also enabled PI career development though enhanced leadership experience, statistical/media training and further funding. The PI was promoted twice during the grant, and the Research Assistant gained experience working in schools and research methods training, both vital for her career goal of educational psychology. |
| Exploitation Route | Previous studies suggested that emotion regulation development may be particularly pronounced during mid-adolescence. However, our findings suggest this may not be the case for all emotion regulation skills, and that individual differences, e.g. in aggression symptoms, may be more important to take into account than chronological age. Findings are of interest to developmental psychology, adolescent psychopathology, and affective science. We have presented findings in 8 talks and 4 posters to academic audiences across these fields. Furthermore, our review on adolescent emotion regulation has attracted 37 citations since 2015, including high-impact citations in The Lancet, and Development and Psychopathology. As mentioned above, the PI's work on temporal distancing as an emotion regulation strategy in adolescence has been followed up by Prof Courtenay Norbury at University College London, leading to a study demonstrating replicability, reliability and validity of the temporal distancing task in over 400 adolescents aged 10-21 (Suksasilp et al., 2020, Emotion). This study will increase the utility and influence of the task in the field of adolescent emotion regulation. Findings are also of interest to practitioners working with adolescents. The PI is a founding member of the South East Research Network for Schools, and has delivered talks at practitioner-centred events in 2016 and 2017. A recent participant remarked that they had been unaware of temporal distancing but that it could be effective for adolescent clients, while three schools were interested in working with us on follow-up studies on emotion regulation and reactive aggression. Finally, our findings are of interest to the public, and we have given numerous presentations at schools and science festivals, and disseminated findings via newsletters and our website. |
| Sectors | Education,Healthcare |
| Description | This project aimed to characterise the development of component skills underpinning successful emotion regulation during adolescence, and their relationships to mental health. Our keys findings suggest that emotion regulation is a multifaceted concept, with different components and skills following differing developmental trajectories. They also highlight the importance of taking individual differences into account; for example we showed that participants reporting high levels of reactive aggression were unsuccessful in using a temporal distancing strategy to regulate emotion, while chronological age was unrelated to this ability (Ahmed, Somerville & Sebastian, 2018). In disseminating our findings through multiple non-academic channels, we have begun to see our work have an impact on stakeholders including individuals working in the areas of education and pastoral care of adolescents, educational policy-makers, adolescents and their parents/caregivers, and the general public. Teachers and related practitioners: We have undertaken numerous activities to disseminate our research to teachers and educational practitioners. The PI is a founding member of SERNS, the South East Research Network for Schools (https://www.royalholloway.ac.uk/psychology/research/serns/home.aspx), the aim of which is to 'bring together researchers and practitioners to maximise the impact of research on practice within schools and improve outcomes for children and young people'. For the past two years the PI has co-organised an annual SERNS workshop event attended by ~70 practitioners, funded in part by the grant. She and her team have presented research findings from the grant at each event on topics including emotion regulation and the adolescent brain, resilience in adolescence, and the relationship between aggression and poor emotion regulation. A survey showed that 94% delegates indicated change to thinking or practice following the 2017 event. In addition, the PI has presented findings at CPD sessions provided to staff at individual schools on request (1-2 events per year) and to educational psychologists via the Nurture Group Network. Pastoral care in schools: Schools are increasingly aware of their role in promoting adolescent mental health through strong pastoral care. The PI has worked with secondary school coach Adam Abdulla (author of 'Coaching Students in Secondary Schools') in February 2018 to produce a series of videos featuring the PI discussing how adolescents might use the emotion regulation techniques studied in our research to improve their own mental health and wellbeing. These are currently in post-production and will be made available to schools in the coming months for pupils to view on demand. Educational policy: Although at an early stage, we have begun to explore how our findings may be taken forward by policy-makers. In Sept 2016, the PI met with an educational policy-maker from the Department for Education (DfE) specialising in developing 'character skills' in schools, and presented preliminary results regarding emotion regulation strategies that can be used successfully by adolescents of secondary-school age. Now that results are published we will follow up with this contact, since building emotion regulation skills relate strongly to resilience, one of the key components of character identified in a recent DfE report (2017). Adolescents and their parents/caregivers: Since 2014, the research team have given approximately 10 talks on our research findings from the grant to adolescents and/or parents through talks in schools and science outreach events. Several of these talks were aimed at participants who had taken part in the study. Participants also received a newsletter outlining the key findings, and thanking them for taking part. Engaging with the target age group of our research allows us to have a direct impact, specifically in conveying a positive message regarding how this age group can play a role in managing their own emotions and mental health. Media and the general public: The PI has engaged with the media on numerous occasions during the grant and beyond to disseminate research findings to a general audience. The PI gave an interview for BBC Radio Surrey Breakfast Show in August 2017 discussing the implications of our research for helping adolescents cope with stress on GCSE results day. This is one of the more popular shows on a station with a reach of 268,000 listeners (source: http://www.rajar.co.uk/listening/quarterly_listening.php) enabling our research to reach a broad general audience and potentially ameliorate pupils' stress. The PI also took part as an interviewee on BBC Radio Cambridgeshire's popular 'The Naked Scientist' show in May 2014, discussing emotion regulation and the teenage brain, with a reach of 91,000 listeners. The research team also recorded a podcast in August 2017 to explain research findings from the grant in a light-hearted format, accessible to the general public. The resulting podcast 'Psych Pubcast: Book my flight: Mental time travel reduces stress' is now available to download at no cost on iTunes, and has received ~1000 listens. During the grant, the PI has also consulted for several documentaries and films, including for children's biology programme Operation Ouch! (Maverick TV), for a documentary on the teenage brain (Britespark Films), and for Rocks (a feature film directed by Sarah Gavron (Brick Lane)). Research funded by the grant has thus been used to inform accurate portrayals of young people on the screen. The PI and team have also disseminated research findings at various science outreach events, including the Royal Holloway Science Festival (2014, 2018), and Skeptics in the Pub events, with additional dissemination planned as part of the Wellcome Trust Learning Zone (May 2018). These activities have reached/will reach an estimated several thousand individuals. Summary: Research impact has been integrated throughout the life of the grant and beyond. In particular we have used research findings to improve knowledge, understanding and practice relating to adolescent emotion regulation and mental health across a range of stakeholders. |
| First Year Of Impact | 2014 |
| Sector | Communities and Social Services/Policy,Creative Economy,Education |
| Impact Types | Cultural,Policy & public services |
| Description | British Psychological Society Conference Symposium Sponsorship |
| Amount | £2,500 (GBP) |
| Organisation | British Psychological Society (BPS) |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 04/2015 |
| End | 05/2015 |
| Description | PhD Studentship |
| Amount | £60,000 (GBP) |
| Organisation | Royal Holloway, University of London |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 09/2016 |
| End | 09/2019 |
| Description | Project grant: Characterising the neural basis of atypical empathic and moral processing in Antisocial Personality Disorder and Psychopathy |
| Amount | € 155,000 (EUR) |
| Organisation | Government of the Portugese Republic |
| Department | Foundation of Science and Technology (FCT) |
| Sector | Public |
| Country | Portugal |
| Start | 09/2015 |
| End | 08/2018 |
| Title | CERDIA dataset |
| Description | The dataset contains cognitive task and questionnaire data relating to emotion regulation skills and mental health in: ~375 adolescent participants aged 11-15 ~325 adolescent participants followed up ~9 months later now aged 12-16 ~100 adult participants tested at a single time point. |
| Type Of Material | Database/Collection of data |
| Provided To Others? | No |
| Impact | Data analysis is still ongoing. |
| Title | Temporal distancing in adolescence dataset |
| Description | Data from ~85 research participants aged 12-22 looking at the efficacy of an emotion regulation strategy known as temporal distancing (e.g. 'this will not matter in 5 years' time). Includes quantitative data including valence and arousal ratings, skin conductance recordings, and self-reported reactive aggression, anxiety and emotion regulation strategy use using standard instruments. |
| Type Of Material | Database/Collection of data |
| Provided To Others? | No |
| Impact | A paper based on this dataset is currently in revision for publication in the journal Cognition & Emotion, as part of the ESRC grant. The dataset will be made available to colleagues when the paper is published. |
| Description | Reliability and Validity of a Temporal Distancing Emotion Regulation Task in Adolescence |
| Organisation | University College London |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | The PI collaborated with Prof Courtenay Norbury at University College London to replicate and extend work arising from this award. Specifically, we conducted a study to replicate one of the tasks developed during the award (on temporal distancing), and to demonstrate its reliability and validity in over 400 adolescents aged 10-21. My team contributed the task design and materials, including advice on how to adapt and administer the task and analyse the data. |
| Collaborator Contribution | Prof Norbury and her team provided funding, adapted the task, recruited participants, administered the task, and analysed the data. They then led the publication of the study in the journal Emotion, on which the PI was a co-author. |
| Impact | Suksasilp, C., Griffiths, S., Sebastian, C.L., Norbury, C.L., The SCALES Team. (2020). Reliability and Validity of a Temporal Distancing Emotion Regulation Task in Adolescence. Emotion, (AOP). |
| Start Year | 2018 |
| Description | 'Adolescent socio-emotional functioning' talk presented to educational and clinical practitioners attending the Royal Holloway 'Working Together: Research and Practice' event, July 2016 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Helped to organise and spoke at the Royal Holloway 'Working Together: Research and Practice', which is a new initiative aiming to bring together teachers and developmental researchers. Presented data from my ESRC grant. Audience of about 80 teachers, clinical psychologists and other education practitioners. |
| Year(s) Of Engagement Activity | 2016 |
| Description | 'Emotion processing and regulation in adolescents exhibiting reactive aggressive behaviour'. Invited departmental seminar at the School of Biological & Chemical Sciences Seminar, Queen Mary University of London, 1st Dec 2016. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Undergraduate students |
| Results and Impact | Gave a departmental seminar detailing findings from my ESRC project. Audience was comprised largely students at QMUL. There was a lively question session, and several students emailed me afterwards for further information and for advice in going on to study developmental psychology at postgraduate level. |
| Year(s) Of Engagement Activity | 2006 |
| Description | 'Emotion processing and regulation in adolescents exhibiting reactive aggressive behaviour'. Invited departmental seminar at the University of York Department of Psychology, 28th Feb 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Undergraduate students |
| Results and Impact | Talk given to the York Department of Psychology, during which I presented data from the ESRC grant. This sparked a lively debate on one of my emotion-based paradigms, and good questions from the audience. I also did a 'Meet the speaker' session with PhD students in the department, at which I was able to discuss practical issues concerning developmental research, and give advice to new researchers. |
| Year(s) Of Engagement Activity | 2017 |
| Description | 'The Teenage Brain' presentation given to whole teaching faculty at Magdalen College School INSET Day, Oxford, October 2016 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Gave an INSET session at Magdalen College School on the development of social and emotional skills in adolescence and their relation to brain development (topic of ESRC grant). Over 100 teachers attended (whole faculty) and reported increased knowledge afterwards. |
| Year(s) Of Engagement Activity | 2016 |
| Description | 'Trajectories of emotional reactivity and regulation using cognitive reappraisal in adolescence' talk given at the British Psychological Society Developmental Section Conference, 14th September 2016. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Was assigned a talk at this conference via competitive abstract submission. Presented new data from the ESRC grant. Audience largely developmental psychologists (faculty and students). |
| Year(s) Of Engagement Activity | 2016 |
| Description | 'Using mental time travel to regulate emotions across adolescence: modulation by reactive aggression'. British Psychological Society Developmental Section Conference, 14th September 2016. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Poster presentation by a PhD student/RA on a study conducted as part of the ESRC grant. Gained valuable feedback on the data. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Academic Keynote Address, 9th International Conference on Child and Adolescent Psychopathology, Roehampton |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | I gave an invited keynote address entitled: 'Neural Bases of Emotion Processing and Regulation in Children with Conduct Problems' to approximately 200 delegates. My work was able to reach new audiences and I discussed my developing work on emotion regulation with colleagues in the field. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Academic Poster Presentation (EPS Meeting, London, Jan 2016) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presented a poster of data from an ESRC-funded project entitled: 'Emotional capture effects relate to reactive and proactive aggression in typical adolescence'. I was able to disseminate new research findings and gain valuable feedback from expert colleagues. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Academic Poster Presentation (Society for Neuroscience) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Type Of Presentation | poster presentation |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | 50-100 delegates viewed and commented on the poster presentation which presented preliminary work relating to an ESRC-funded grant and was entitled 'Implicit Regulation of Amygdala Response to Facial Fear Under High Cognitive Load'. Feedback from several colleagues was helpful and helped shape my thinking. |
| Year(s) Of Engagement Activity | 2013 |
| URL | http://www.sfn.org/ |
| Description | Academic Poster Presentation (Surrey) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Type Of Presentation | poster presentation |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Many workshop attendees attended this poster presentation entitled 'Attentional Capture by Emotional Expressions Varies with Psychopathic Traits and Anxiety' and provided useful discussion about our experimental results (pilot work from ESRC-funded grant). Useful academic discussions that helped us to shape the work presented. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.ias.surrey.ac.uk/workshops/cognition/ |
| Description | Academic Poster Presentation 2 (EPS Meeting, London, Jan 2016) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | A member of my team presented data from an ESRC-funded project in a poster entitled: 'Exploring temporal distancing as an emotion regulation strategy across adolescence'. She was able to share new data will colleagues and obtain valuable feedback. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Academic Talk (Goldsmiths) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Type Of Presentation | keynote/invited speaker |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Approximately 50 people including MSc/PhD students, postdocs and faculty-level academics attended my talk entitled: 'Social Emotion Processing in Typical and Atypical Adolescence', which sparked questions and discussion afterwards. The talk sparked interest in my work in general, and specifically about my new (ESRC-funded) project. Several people spoke to me about it afterwards, and requested slides. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.socialperception.co.uk/about/ |
| Description | Academic Talk (International Convention of Psychological Science, Amsterdam, 12th March, 2015) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Ms Amanda Bittencourt-Hewitt, RA on an ESRC-funded project, gave a talk entitled: 'Implicit and explicit regulation of emotion in adolescence: the role of internalising and externalising symptoms'. This was one of the first talks at which our new data was presented, and it sparked considerable interest among the research community. Several colleagues emailed to say they had found the talk interesting. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Academic Talk (Surrey) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Type Of Presentation | keynote/invited speaker |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Approximately 60 academics from PhD to Professor level attended my talk entitled: 'Social emotion processing in adolescents with and without conduct problems', which sparked questions and discussion afterwards. I also took part in a wider panel discussion on social cognition as part of the same event. The meeting (including my talk) sparked discussion of future collaboration, including a proposal for a special journal issue covering proceedings, which has been submitted by the conference organiser. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.ias.surrey.ac.uk/workshops/cognition/ |
| Description | Academic Talk, EFCAP, Manchester, May 2014 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | I gave a talk entitled: 'Neural processing of others' emotions in children with conduct problems: The role of callous-unemotional traits' to an audience of academics and clinical professionals. This led to a useful exchange of ideas in the question session. |
| Year(s) Of Engagement Activity | 2014 |
| Description | An Insight into Psychology and Research' talk given to pupils at Newham Collegiate Sixth Form Centre (Newham) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Pupils gained an insight into how psychology research is conducted, with reference to my current ESRC-funded project, and learned more about possible careers resulting from a psychology degree. Pupils were more informed about their options post A-level. Several students followed up with questions and emails asking for additional detail. |
| Year(s) Of Engagement Activity | 2014 |
| Description | CPD for teachers focusing on socioemotional and neural development in adolescence (South Hampstead High School, London) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | I gave two talks which sparked considerable interest from teachers, leading to questions and discussion. Topic was of direct relevance to my ongoing ESRC-funded project. Teachers reported feeling more informed about the importance of social and emotional aspects of learning and their relationship to brain development in the adolescent years. |
| Year(s) Of Engagement Activity | 2014 |
| Description | CPD workshop for teachers 'The Teenage Brain', Parliament Hill School, Camden |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Around 20 teachers attended a CPD workshop on adolescent brain development and it's relationship to social behaviour and mental health. Teachers engaged in a lively discussion of the issues discussed, and reported an increase in knowledge of the subject afterwards. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Conference talk presented at the UCL Adolescent Wellbeing conference, London, UK, 12th Dec 2017; |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Presentation of data from the CERDIA project in a talk entitled: 'Use of cognitive reappraisal to regulate emotion in adolescence' to ~150 academics, clinicians and policy-makers at an interdisciplinary conference on Adolescent Wellbeing. Findings were disseminated to a more diverse audience than just other academics in my field, and discussion of the findings continued after the talk. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://blogs.ucl.ac.uk/global-youth/2017/11/20/adolescent-wellbeing-conference-12th-december-2017/ |
| Description | Creation and maintenance of Emotion, Development & Brain lab website |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Creating this web resource has very much increased the profile and visibility of my research lab and the projects taking place. The website was planned as part of an ESRC grant and has heightened awareness of the relevant project. We have used the website to connect with interested schools, practitioners and academics nationally and internationally. Several schools, practitioners and academics have contacted us as a direct result of viewing our work on the website, and this has led to me taking part in several outreach and CPD events for both specialist and general audiences. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.pc.rhul.ac.uk/sites/edbl/ |
| Description | Facilitated a workshop on 'Resilience in Adolescence' for the Royal Holloway 'Working Together: Research and Practice' event |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Around 30 teachers and education practitioners from SE England took part in this workshop to share best practice in encouraging adolescents to develop resilience (related to topic of my ESRC grant). There was a lively discussion, with some of the senior staff members sharing excellent practical advice. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Filming for Adam Abdulla Films on the topic of adolescent emotion regulation |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Films a series of segments on tips for adolescent emotion regulation, referring to primary research including our ESRC-related findings. The aim is for this to be distributed to schools. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Interview with BBC Radio Surrey Breakfast Show, 24th August 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Radio interview on BBC Radio Surrey, on findings relating to ESRC grant, specifically emotion regulation strategies that young people can use to manage the stress of exam results. Tied in with GCSE results day. The main impact was dissemination of our research findings to a general audience, plus widening awareness of emotion regulation strategies and how individuals can apply them to improve their mental health |
| Year(s) Of Engagement Activity | 2017 |
| Description | Lab newsletter for my lab, the Emotion, Development & Brain Lab at Royal Holloway, University of London |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | Created a newsletter for research participants (adolescents), teachers and parents to inform them of our latest findings from ESRC grant-related projects which they took part in. Teachers fed back that they were very pleased that we had taken the time to do this for our participants. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.pc.rhul.ac.uk/sites/edbl/?page_id=599 |
| Description | Panel member on BBC Radio Cambridge 'The Naked Scientists' show |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | There was a lot of interest from the public on the topic of my segment on the show, in which I discussed emotion regulation and mental health in young people, and my ongoing ESRC project addressing this. Several audience members asked questions both during and after the show. After the show was broadcast on BBC Radio Cambridge, it was made available as a podcast, enabling it to reach national and international audiences. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.thenakedscientists.com/HTML/podcasts/naked-scientists/show/20140603/ |
| Description | Recorded a podcast for 'Pubcast', a Royal Holloway Department of Psychology podcast series |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Recorded a podcast for 'Pubcast', a Royal Holloway Department of Psychology podcast series, entitled 'Book My Flight: Mental Time Travel Reduced Stress'. This tied in with the release of a paper from the ESRC grant regarding adolescent emotion regulation. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.mickeslab.com/book-my-flight-mental-time-travel-reduces-stress/ |
| Description | Royal Holloway Science Festival exhibit: ' Where the wild bits are' |
| Form Of Engagement Activity | Participation in an open day or visit at my research institution |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Many young people and their parents attended this exhibit, which provided hands on demonstration of emotion regulation techniques as well as discussion of how emotions such as anger are represented and regulated in the brain. Visitors enjoyed the exhibition and many asked us questions about the research underpinning it. The exhibit improved awareness of emotion regulation techniques and how these can be applied easily in everyday life. The event also offered the opportunity for dialogue between us as researchers and the artists we collaborated with (Rachel Mars and the organisation Home Live Art). |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.homeliveart.com/event/the-alternative-village-fete-at-shuffle-festival-2014/ |
| Description | School talk at Tiffin Girls' School, 10th Jan 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Talk entitled 'The Teenage Brain' delivered to Year 12 pupils at Tiffin Girls' School, which sparked questions and discussion. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Skeptics in the Pub Eastbourne talk about the teenage brain and socioemotional development |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Audience members were very positive about the event. Feedback indicated they both enjoyed it and learned from it. There was a good discussion following the talk. Positive feedback from attendees. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://eastbourne.skepticsinthepub.org/ |
| Description | Symposium organisation and talk, BNA Festival of Neuroscience, April 2015 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Organised a symposium on Developmental Cognitive Neuroscience at the British Neuroscience Festival of Neuroscience, April 2015. This symposium brought together several top international experts who had not all met or spoken before. The event worked well, and one of the speakers suggested we repeat the event at a subsequent conference in Portugal, which took place 5 months later, reaching a broader and larger audience. My talk, entitled 'Cognitive neuroscience approaches to adolescent emotion regulation', was well-received, and I also led a debate on 'What can cognitive neuroscience tell us about development?' at the end of the session, which was engaged in by speakers and audience alike. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Talk and debate at International Neuroethics Society meeting, San Diego, Nov 2013 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Gave a talk entitled 'Neural Bases of Emotional Processing in Adolescence' and took part in a panel debate entitled: 'Can Neuroscience Inform Us about Criminality & the Capacity for Rehabilitation?'. This reached a wide audience of academics and clinical practitioners, as well as potential policy makers; for example one of the other panel members was a US Supreme Court judge, and we spoke extensively about issues including youth justice and rehabilitation. The talk and panel sparked a lively debate and several attendees emailed/tweeted afterwards to say they had learned from the session. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Talk and workshop discussion at the NSAS Framework of Moral Cognition workshop, Siena, June 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Gave a talk including data from the ESRC grant on 'Adolescent Neurocognitive Development: Focus on Social and Emotional Processing' to approximately 20 participants at the summer school, from PhD student to faculty level. This was followed by a debate on the implications for policy in the arena of adolescent health and participation in society. The talk stimulated discussion among the participants and provided a learning experience. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.nsas.it/courses-workshops/advanced-courses/neural-framework-of-moral-cognition/ |
| Description | Talk as part of an invited symposium, 17th European Conference on Developmental Psychology, Braga, Portugal, Sept 2015 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Around 100 academics and students attended my talk, entitled: 'Using fMRI to study emotion regulation in adolescents with and without conduct problems'. This talk meant that my work reached international colleagues who I had not interacted with before. The audience showed clear interest, and sparked a lively question session. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Talk at ANDL Lab, Harvard University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Gave a talk entitled 'Emotion processing and regulation in adolescents exhibiting reactive aggressive behaviour' at collaborator Dr Leah Somerville's Affective Neuroscience and Development Laboratory at the University of Harvard. This cemented an international collaboration, and stimulated discussion between lab members and myself. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Talk for 'Working Together: Research and Practice' event, July 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | 'This too shall pass: Reactive aggression and emotion regulation in adolescence' talk presented to educational and clinical practitioners attending the Royal Holloway 'Working Together: Research and Practice' event, July 2017 (~70 practitioners). Talk followed by questions and discussion, and the forging of new links with schools who wish to take part in future research. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Talk for teachers and parents focusing on socioemotional and neural development in adolescence (Parliament Hill School, London) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Parents and teachers both reported learning new things about adolescent development, and asked many questions afterwards. The contact teacher asked if I could run a future CPD session at the school. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Talk given to Sixth Formers at a Royal Holloway Mini Psychology Lecture Outreach Event |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | Talk provoked a positive and lively response from audience members. The talk was part of an outreach event designed to showcase the work of a psychology department for future potential BSc applicants (focusing on my research in particular). Teachers who brought their schools reported increased interest in studying psychology following the event. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Talk given to Year 11 pupils at Thomas Knyvett College (Ashford) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | The talk was given to Year 11 pupils to thank the school for taking part in our ESRC-funded project. Pupils enjoyed the talk and asked interesting questions afterwards. As well as pupils enjoying the talk, giving it strengthened the relationship between my lab and the school, such that hopefully the school will help facilitate the next phase of the project. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Talk given to academics and practitioners at the International Research Conference on Nurture in Education |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Talk sparked questions and discussion across an interdisciplinary audience (academics in several fields, educational psychologists, teachers), as well as ongoing dialogue between myself and the Nurture Group Network charity who organised the event. Ongoing contact with the Nurture Group Network charity, and the discussion of my work across a wider practitioner audience. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.nurturegroups.org/ |
| Description | Talk given to sixth formers at Greenford High School (Greenford, London) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | The talk was given to thank the school for their help with an ESRC-funded research project. Some of the audience members had helped with our research as sixth form research assistants. The response to the talk was very positive, including lively questions and discussion. The talk strengthened relationships with this school: hopefully they will be more willing as a result to facilitate the next phase of the research. Some of the Year 12 pupils expressed an interest in helping us as sixth form research assistants in the coming months. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Talk on 'Child Emotional Disorders' for Clinical and Academic Group launch event |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Approximately 60 people attended a Launch event for the Child Cognitive and Emotional Disorders Clinical and Academic Group I am part of. The audience comprised mainly practitioners in the area of childhood emotional and physical health (clinical psychologists, medical doctors, academics). My talk sparked discussion of possible collaborations between colleagues working in academic and clinical fields. |
| Year(s) Of Engagement Activity | 2015 |
| Description | University of London Taster Day talks (Royal Holloway, University of London) |
| Form Of Engagement Activity | Participation in an open day or visit at my research institution |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | Talk sparked questions and discussion. Many of the participating students expressed an intention to study psychology at university level. |
| Year(s) Of Engagement Activity | 2014 |