Clinically important behaviour in children and adolescents: mechanisms and pathways to change

Summary
Applications are invited for a fully-funded (fees + stipend) Ph.D. to begin in October 2018. The successful candidate will work together with Dr Kate Woodcock on research focusing on understanding clinically important behaviour in children and adolescents, with a view to developing/evaluating psychological intervention strategies. The specific focus of the project will depend on the interests of the successful applicant, who must be willing to produce a research proposal as a part of the selection procedure, and will therefore have substantial freedom to direct the research in line with their own interests.

Project description
The research conducted in Dr Woodcock’s team comprises a variety of methods from cognitive neuroscience, cognitive psychology and clinical psychology to understand how genetic, neural, cognitive and environmental factors interact to precipitate clinically important behaviour in children and adolescents. Following application of these methods to develop theoretical understanding of the behaviour, such knowledge is put to use in the development of intervention strategies.

Some examples of current research being conducted in Dr Woodcock’s team include:
• The systematic measurement of executive functioning and emotion regulation skills in children and adolescents showing clinically important behaviour. This work includes a number of projects focusing on the challenges that young people experience in specific situations.

• The development and evaluation of a video game for training cognitive function in individuals with Prader-Willi syndrome, with a view to reducing clinically relevant difficulties linked to changes to individuals’ routines, plans or other expectations. The training may potentially be applicable for individuals with other neurodevelopmental disorders, a possibility that may form a part of future work.

• The development and feasibility testing of a parent/teacher led strategy to systematically increase the flexibility in children’s routines from an early age. The strategy is focused on children with a neurodevelopmental disorder linked to resistance to change (in routines or expectations), such as autism spectrum disorder. The aim of the strategy is to expose children to flexibility in routines in a manner that will facilitate the development of the cognitive skills that allow children to manage change appropriately; and so ultimately to prevent the development of resistance to change.

The Candidate

Required
• At least a high 2.1 bachelor’s degree in Psychology/Cognitive Neuroscience /Clinical Neuroscience/ Neuroimaging or a related field, or on track to be awarded such a degree before October 1st 2018
• At least a high 2.1 grade in a research based dissertation conducted as part of an undergraduate degree, or equivalent research experience (e.g. through volunteering with a research team)
• A strong interest in research and a high level of motivation to develop research ideas.
• Excellent interpersonal and organisational skills
• Some knowledge of statistics and a willingness to learn more advanced methods
• English language proficiency
• Ability to work independently when required but to seek supervision appropriately
• Personal or professional experience working with individuals from vulnerable populations (e.g. children, individuals with neurodevelopmental disorders) and/or their families
• An understanding of how to work with stake holding organisations to plan, develop or conduct useful research and demonstration of the skills necessary to do this well

Desirable (but not essential):
• A first class bachelor’s degree from a research intensive university in Psychology/Cognitive Neuroscience /Clinical Neuroscience/ Neuroimaging or a related field
• Experience of conducting research with individuals from vulnerable populations and/or their families
• Experience of working with organisations that hold stakes in the lives of individuals from vulnerable groups, either in a research or other professional context
• Ability to communicate complex information clearly
• Evidence of being able to disseminate research findings (e.g. via a seminar or conference presentation, or a journal publication)
• Programming skills or a willingness to learn (e.g. Matlab, R)