Psychometric properties of the preschool strengths and difficulties questionnaire (SDQ) in UK 1-to-2-year-olds.

Autor: Byrne EM; School of Psychology, University of East Anglia, Norfolk, Norwich, NR4 7TJ, UK. elizabeth.byrne@uea.ac.uk.; Faculty of Education, University of Cambridge, Cambridge, UK. elizabeth.byrne@uea.ac.uk., Eneberi A; Royal Holloway, University of London, London, UK., Barker B; Faculty of Education, University of Cambridge, Cambridge, UK., Grimas E; South London and Maudsley NHS Foundation Trust, London, UK., Iles J; School of Psychology, University of Surrey, Guildford, UK., Pote H; Royal Holloway, University of London, London, UK., Ramchandani PG; Faculty of Education, University of Cambridge, Cambridge, UK., O'Farrelly CM; Faculty of Education, University of Cambridge, Cambridge, UK. cmo41@cam.ac.uk.

Publikováno v: European journal of pediatrics [Eur J Pediatr] 2024 Dec; Vol. 183 (12), pp. 5339-5350. Date of Electronic Publication: 2024 Oct 10.

Participant engagement with play research–examples and lessons learned from the Centre for Play in Education, Development and Learning

Autor: Blaskova, LJ, Le Courtois, S, Baker, ST, Gibson, JL, Ramchandani, PG, O’Farrelly, C, Fink, E

Participatory approaches to play research emphasise the active engagement of key stakeholders in all aspects of the research. Ranging from children, parents and educators to policy makers, the Centre for Research on Play in Education, Development and

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b75519eb3d0991cf2fbfac0d2e03d3b1
https://www.repository.cam.ac.uk/handle/1810/314905

Can guidance during play enhance children's learning and development in educational contexts? A systematic review and meta-analysis.

Autor: Skene K; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., O'Farrelly CM; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., Byrne EM; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., Kirby N; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., Stevens EC; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., Ramchandani PG; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.

Publikováno v: Child development [Child Dev] 2022 Jul; Vol. 93 (4), pp. 1162-1180. Date of Electronic Publication: 2022 Jan 12.

Adapting and testing a brief intervention to reduce maternal anxiety during pregnancy (ACORN): report of a feasibility randomized controlled trial.

Autor: O'Mahen HA; Mood Disorders Research Centre, University of Exeter, Perry Road, Exeter, EX4 4QG, UK. ho215@ex.ac.uk., Ramchandani PG; Centre for Mental Health, Imperial College London, 7th Floor Commonwealth Building, Hammersmith Campus, Du Cane Road, London, W12 0NN, UK.; Central and North West London NHS Foundation Trust, Stephenson House, 75 Hampstead Road, London, NW1 2PL, UK.; Centre for Research on Play in Education, Development, and Learning, Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, England., King DX; Centre for Mental Health, Imperial College London, 7th Floor Commonwealth Building, Hammersmith Campus, Du Cane Road, London, W12 0NN, UK.; Central and North West London NHS Foundation Trust, Stephenson House, 75 Hampstead Road, London, NW1 2PL, UK., Lee-Carbon L; Centre for Mental Health, Imperial College London, 7th Floor Commonwealth Building, Hammersmith Campus, Du Cane Road, London, W12 0NN, UK., Wilkinson EL; Centre for Mental Health, Imperial College London, 7th Floor Commonwealth Building, Hammersmith Campus, Du Cane Road, London, W12 0NN, UK.; Central and North West London NHS Foundation Trust, Stephenson House, 75 Hampstead Road, London, NW1 2PL, UK.; Institute of Psychiatry, Psychology & Neuroscience, King's College London, 16 De Crespigny Park, London, SE5 8AF, UK., Thompson-Booth C; Research Department of Clinical, Educational and Health Psychology, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK.; Essex Partnership University NHS Foundation Trust, Trust Head Office, The Lodge, Lodge Approach, Runwell, Wickford, Essex, SS11 7XX, UK., Ericksen J; Parent-Infant Research Institute, Centaur Building, Heidelberg Repatriation Hospital, Austin Health, 300 Waterdale Road, Heidelberg Heights, Melbourne, VIC, Australia., Milgrom J; Parent-Infant Research Institute, Centaur Building, Heidelberg Repatriation Hospital, Austin Health, 300 Waterdale Road, Heidelberg Heights, Melbourne, VIC, Australia.; Melbourne School of Psychological Sciences, University of Melbourne, Level 12, Redmond Barry Building, Parkville, VIC, 3010, Australia., Dunkley-Bent J; NHS England, Nursing Directorate, Skipton House, 80 London Road, London, SE1 6LH, UK., Halligan SL; Department of Psychology, University of Bath, Bath, BA2 7AY, UK.; Department of Psychiatry and Mental Health, University of Cape Town, J-Block, Groote Schuur Hospital, Observatory, Cape Town, South Africa., Fearon P; Research Department of Clinical, Educational and Health Psychology, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK.

Publikováno v: BMC psychiatry [BMC Psychiatry] 2022 Feb 17; Vol. 22 (1), pp. 129. Date of Electronic Publication: 2022 Feb 17.

A Brief Home-Based Parenting Intervention to Reduce Behavior Problems in Young Children: A Pragmatic Randomized Clinical Trial.

Autor: O'Farrelly C; Division of Psychiatry, Imperial College London, London, United Kingdom.; Play in Education, Development, and Learning (PEDAL) Research Centre, Faculty of Education, University of Cambridge, Cambridge, United Kingdom., Watt H; School of Public Health, Imperial College London, London, United Kingdom., Babalis D; Imperial Clinical Trials Unit, Imperial College London, London, United Kingdom., Bakermans-Kranenburg MJ; Clinical Child and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands., Barker B; Division of Psychiatry, Imperial College London, London, United Kingdom.; Play in Education, Development, and Learning (PEDAL) Research Centre, Faculty of Education, University of Cambridge, Cambridge, United Kingdom., Byford S; Institute of Psychology, Psychiatry, and Neuroscience, King's College London, London, United Kingdom., Ganguli P; Institute of Psychology, Psychiatry, and Neuroscience, King's College London, London, United Kingdom., Grimas E; Division of Psychiatry, Imperial College London, London, United Kingdom., Iles J; School of Psychology, University of Surrey, Guildford, United Kingdom., Mattock H; Division of Psychiatry, Imperial College London, London, United Kingdom., McGinley J; Parent Supporter Service, Netmums, London, United Kingdom., Phillips C; Division of Psychiatry, Imperial College London, London, United Kingdom., Ryan R; Division of Psychiatry, Imperial College London, London, United Kingdom., Scott S; Institute of Psychology, Psychiatry, and Neuroscience, King's College London, London, United Kingdom., Smith J; Imperial Clinical Trials Unit, Imperial College London, London, United Kingdom., Stein A; Department of Psychiatry, University of Oxford, Oxford, United Kingdom.; African Health Research Institute, Durban, South Africa., Stevens E; Division of Psychiatry, Imperial College London, London, United Kingdom., van IJzendoorn MH; Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, the Netherlands., Warwick J; Warwick Clinical Trials Unit, University of Warwick, Coventry, United Kingdom., Ramchandani PG; Division of Psychiatry, Imperial College London, London, United Kingdom.; Play in Education, Development, and Learning (PEDAL) Research Centre, Faculty of Education, University of Cambridge, Cambridge, United Kingdom.

Publikováno v: JAMA pediatrics [JAMA Pediatr] 2021 Jun 01; Vol. 175 (6), pp. 567-576.