Ph.D., University of Vermont (2012)
B.A., Bates College (2004)
Ph.D., University of Vermont (2012)
B.A., Bates College (2004)
My courses cover topics of psychopathology and psychological research. In my Abnormal Psychology course, students learn about the symptom presentations, theories of etiology, and treatments of major psychological disorders. This course also provides students with an introduction to major issues in clinical psychology including controversies in diagnosis, ethics, and stigma. I also teach an in-depth seminar on Child and Adolescent Clinical Psychology. This course focuses on the clinical presentation of disorders during childhood and emphasizes the importance of developmental changes and the connection between theory, empirical research, and case examples. In my Statistics course, students learn how to use statistics to answer and interpret research questions. This course provides students with a foundational knowledge of statistics that can enable them to critically evaluate scientific claims and to answer their own research questions. My Introduction to Psychology course provides students with an introduction to the science of psychology and of how we understand the mind and behavior.
My research examines social competence in children and adolescence. Some children are well liked, make friends easily, and are good at reading and understanding social cues. Yet other children struggle to make friends, are rejected or bullied by peers, and engage in behaviors that are harmful to others. My research seeks to understand the cognitive and environmental factors that explain these differences in social functioning. One cognitive risk factor I have examined is positively biased self-perceptions of social acceptance. Although most children have accurate perceptions of their social abilities, some children report that they are more well-liked and competent than other measures would suggest. My research has explored why certain children demonstrate this bias in thinking and how such thinking may influence social behaviors like aggression and children's emotional adjustment. My research also has examined how differences in executive functioning skills (i.e., higher order cognitive abilities implicated in goal directed thinking and behavior) may explain why certain children are more socially impaired than others. And finally, my work has examined how children's emotion regulation capacities, including physiological regulation of emotion, can influence children's behaviors and social success. Some of my research focuses specifically on children with Attention-Deficit/ Hyperactivity Disorder (ADHD), who often demonstrate significant social impairments. This work focuses on characterizing the social impairments that these children possess and the underlying mechanisms that are implicated. I also examine social adjustment in typically developing children. This work is currently focused on understanding the causes and consequences of engagement in physical aggression (i.e., hitting) as well as relational aggression (i.e., gossip, systematic exclusion) and how these two forms of aggression differ.
Please visit the Peer Relationships Lab website for more information about my research.
Link to Google Scholar
Link to ResearchGate
*Amherst College undergraduate student
Dixon-Gordon, K.L., Marsh, N.P.*, Balda, K.E.*, McQuade, J.D. (in press). Parent emotion socialization and child emotional vulnerability as predictors of borderline personality features. Journal of Abnormal Child Psychology
McQuade, J.D., Murray-Close, A., Breslend, N.L., Blada, K.E.*, Kim, M.M.*, & Marsh, N.P.*(2019). Emotional underarousal and overarousal and relational aggression: Interactive effects of relational victimization, physiological reactivity, and emotional sensitivity. Journal of Abnormal Child Psychology. Advance online publication. doi: 10.1007/s10802-019-00544-3
Babinski, D. & McQuade, J.D. (2018). Borderline personality features mediate theassociation between ADHD, ODD, and relational and physical aggression in girls. Journal of Attention Disorders. Advance online publication. doi:10.1177/1087054718797445
McQuade, J.D., Breslend, N.L., & Groff, D.* (2018). Experiences of physical and relational victimization in children with ADHD: The role of social problems and aggression. Aggressive Behavior, 44, 416 – 425. doi:10.1002/ab.21762
Breaux, R.P., McQuade, J.D., Harvey, E.A., & Zakarian, R.J.* (2018). Longitudinal associations of parental emotion socialization and children's emotion regulation: The moderating role of ADHD symptomatology. Journal of Abnormal Child Psychology, 46, 671–683. doi:10.1007/s10802-017-0327-0
McQuade, J.D., (2017). Peer victimization and changes in physical and relational aggression: The moderating role of executive functioning abilities. Aggressive Behavior, 43, 503-512. doi:10.1002/ab.21708
McQuade, J. D., Penzel, T. E.*, Silk, J. S., & Lee, K. H. (2017). Parasympathetic nervous system reactivity moderates associations between children’s executive functioning and social and academic competence. Journal of Abnormal Child Psychology, 45, 1355-1367. doi:10.1007/s10802-016-0246-5
McQuade, J. D., & Breaux, R. P. (2017). Parent emotion socialization and pre-adolescent’s social and emotional adjustment: Moderating effects of autonomic nervous system reactivity. Biological Psychology, 13067-76. doi:10.1016/j.biopsycho.2017.10.007
McQuade, J. D., & Breaux, R. P. (2017). Are elevations in ADHD symptoms associated with physiological reactivity and emotion dysregulation in children? Journal of Abnormal Child Psychology, 45, 1091-1103. doi:10.1007/s10802-016-0227-8
McQuade, J.D., Breaux, R.P., Miller, R.H.*, & Mathias, L.* (2017). Executive functioning and engagement in physical and relational aggression among children with ADHD. Journal of Abnormal Child Psychology, 45, 899-910. doi:10.1007/s10802-016-0207-z
McQuade, J.D., Murray-Close, D., Shoulberg, E.K., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115, 422-435. doi:10.1016/j.jecp.2013.03.002
McQuade, J.D., & Hoza, B. (2008). Peer problems in ADHD: Current status and future directions. Developmental Disabilities Research Reviews, 14, 320-324. doi:10.1002/ddrr.35