ABOUT US
Completed PhD Projects
Placement Breakdown In Foster Care
Dr. Anne Maaskant (2016)
This thesis examined the possible mechanisms for and solutions to reduce the risk of placement breakdown for foster children in long-term foster care. The studies that were undertaken comprised three steps: 1) gaining insight into the well-being and mental health of Dutch foster children and related risk factors; 2) examining placement stability in Dutch foster care and related risk factors; and 3) investigating the effectiveness of Parent Management Training Oregon (PMTO) in long-term foster families with foster children with severe behavioral problems, by conducting a randomized controlled trial.
How do genes get outside the skin?
Dr. Joyce Weeland (2016)
This thesis (evaluated ‘cum laude’) examined gene-environment interplay in the development of externalizing problems in children. It features a narrative review of explanatory mechanisms underlying gene-environment interactions, as well as studies conducted in the context of the world’s largest randomized trial on the parenting program ‘Incredible Years’—looking at whether children with putative susceptibility genes would be more likely to benefit from improved parenting.
My dopamine has been busy
Dr. Rabia Chhangur (2016)
This thesis examined gene-environment interplay in the development of externalizing problems in children. It features an ethical review of gene-based intervention research, a longitudinal study among Dutch adolescents on gene environment interactions in the development of delinquency, and several studies conducted in the context of a randomized trial of the parenting program ‘Incredible Years’—looking at whether children with a cumulative index of susceptibility genes would be more likely to benefit from improved parenting.
Opening the black box
Dr. Brechtje de Mooij (2021)
Many schools use interventions to strengthen social-emotional skills, but not a lot is known about what are the effective elements of such interventions. Research often focuses on the effect of such interventions as a whole. Brechtje performed a meta analysis of effective elements of 97 studies into sixty interventions. Psycho education and practicing the intended behavior in particular make an intervention more effective, she concludes. She also investigated the effect of SEL intervention components in three independent micro trials on the effect on social anxiety, fear of public speaking, self-confidence and prosocial behaviour. Some components contribute to the effect: psycho education, practicing intended behavior, transforming unhelpful thoughts into helpful thoughts, and practicing treating each other with respect. However, psychophysical exercises, such as ‘steady standing’, are not effective.
Change your mindset
Dr. Fenneke Verberg (2022)
Gene and endophenotype-based differential susceptibility in children and adolescents
Dr. Karen Fischer (2021)
“Am I better than I was before?”
Dr. Çisem Gürel (2022)
When the village gets bombed
Dr. Hend Eltanamly (2021)
Working (on) alliances
Dr. Marianne Welmers-van de Poll (2021)
Nurturing your child's DNA
Dr. Nicole Creasey (2023)
This thesis examines the influence of parental factors on DNA methylation –an epigenetic modification – in relation to child mental health from pregnancy through to middle childhood. Across four studies with longitudinal and intervention designs, Nicole found that parental factors may leave different marks on children’s DNA methylation at different times during development. However, it remains unclear whether these DNA methylation marks, which were measured in peripheral tissues, reflect a mechanism by which early life experiences have a long-term impact on child mental health. Nicole describes several suggestions for future research, including the importance of developing DNA methylation-based biomarkers to better characterize risk and resilience factors and processes.