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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)
This thesis examined growth mindsets and psychological functioning in youth with mild to borderline intellectual disabilities (IQ 50 – 85) and examined the effectiveness of an online mindset intervention, The Growth Factory, developed for this at-risk population. Fenneke performed a series of empirical studies, indicating that youth with intellectual disabilities are more likely to hold fixed beliefs about the malleability of emotions and behaviors compared to peers without intellectual disabilities. She also demonstrated that mindsets of youth with intellectual disabilities are related to their psychosocial functioning. Besides that, she performed a randomized controlled trail, indicating that the online mindset intervention The Growth Factory was feasible in a special education setting and residential health care organization, was positively evaluated by the majority of participants, and had beneficial effects on mindsets, perseverance, self-esteem, collaboration, and mental health.

Gene and endophenotype-based differential susceptibility in children and adolescents

Dr. Karen Fischer (2021)
This thesis examined which biologically informed susceptibility factors, such as dopaminergic gene variants and physiological and cognitive endophenotypes, may interact with the parent and peer environment in children’s and adolescents’ development of externalizing and prosocial behavior. Karen performed three empirical studies and one review, indicating that dopaminergic genetic variants, but also endophenotypes such as sensory processing sensitivity and attentional bias, may modulate children’s susceptibility to the parent and peer environment in their development of externalizing and prosocial behavior. Karen’s dissertation gives specific suggestions for the future investigation of children’s genetic and biologically informed susceptibility to parenting and the peer environment.

“Am I better than I was before?”

Dr. Çisem Gürel (2022)
This thesis examined whether temporal comparison (comparing one’s present self with one’s past self) could give children the same developmental benefits as social comparisons (comparing oneself to others) but without the undesirable effects of social comparisons. Çisem performed one experimental study, a daily diary study, and two additional empirical studies, indicating that Downward temporal comparisons make children feel proud but without making them desire to be superior to others and while giving them a sense of more progress and insight. Çisem’s studies provide inside into how employing temporal comparisons may help to curtail narcissism in some youths.

When the village gets bombed

Dr. Hend Eltanamly (2021)
This thesis examined how parenting practices take shape in the aftermath of war and refuge. Hend performed a mixed-methods systematic review and meta-analysis using MASEM, indicating that war-exposure casts its effects on children’s internalizing and externalizing problems partly directly, and partly indirectly through reduced parental warmth and increased harshness. A meta-synthesis further nuanced these findings, suggesting that the impact of war exposure on parenting depends on the nature of the exposure, with bereavement resulting in more and rape in less parental warmth. Furthermore, she performed 27 in-depth interviews with refugee parents, indicating that in displacement, parents generally resorted more towards harshness, while in resettlement some parents resorted more to communication and limit setting and relied less on harshness. Besides that, she performed an experience sampling study, indicating that parental self-efficacy played a key role in explaining why when refugee parents experienced more post-migration stress they grant their children less autonomy. Last, Hend performed a randomized within-subject experimental study, indicating that a brief intervention can strengthen parental self-efficacy among refugee parents and render parental self-efficacy less contingent on post-migration stress.

Working (on) alliances

Dr. Marianne Welmers-van de Poll (2021)
This thesis focused on home-based family treatment (HBFT), one of the most provided services in youth care, serving families with complex child and parenting problems. Specifically, Marianne examined an intervention factor that may contribute to desirable outcomes: the working alliance. Marianne investigated alliance processes in (home-based) family treatment in relation to outcome, paying particular attention to the therapists’ role and to the systemic complexity of building multiple interacting alliances with and within the family. She performed a meta-analytic review and collected longitudinal multi-informant questionnaire and observational data on alliances and treatment outcome in a Dutch HBFT for youth problems. Findings indicated that clinical practice as well as education and training of providers of (home-based) family treatment may benefit from a focus on actively engaging family members in the treatment process and investing in strong emotional bonds. Overall, the present dissertation underlines the importance and complexity of building strong working alliances with families receiving (home-based) treatment and underscores the importance of a more systemic perspective on the working alliance both in research and practice.

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.