My research investigates the complex interplay of cognitive, biological, and environmental processes that influence the social-emotional functioning of children and adolescents. Some children make friends easily, are well-liked, and respond skillfully in social situations. However, other children are rejected or bullied by peers, fail to understand and respond effectively to social cues, and develop problems with emotion regulation. My work seeks to understand how a child’s own internal vulnerabilities interact with their environment to set the stage for these challenges. Much of my work has focused on aspects of a child’s self-regulation, including a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD), cognitive impairments related to executive functioning, and psychophysiological markers of emotion dysregulation. I have considered how these internal vulnerabilities may then be influenced by the environment, such as experiences of peer victimization and parenting behaviors. To investigate these factors, I have conducted research in both typically developing children and in clinical samples of children with ADHD. My work is strongly influenced by a developmental psychopathology perspective, acknowledging that clear distinctions between “normal” and “abnormal” behavior do not exist and that there is multifinality and equifinality in risk factors. 

Please visit the Peer Relationships Lab website for more information about my research.