Undergraduate Training and Employment Opportunities

Training Opportunities

Undergraduate students play a vital role in the day-to-day functioning of our lab. Since 1989, hundreds of Psychology majors at the University of Pittsburgh have worked in our lab via the Department’s Directed Research mechanism. Students who participate in the directed research practicum learn about research methods through a variety of experiences in our lab. First, in the classroom, they learn about the theoretical underpinnings of each of the research projects from Dr. Shaw, including the study’s conceptual basis, the methods used to collect data, and any findings that have resulted from the study. Second, students learn how to collect observational data in both the laboratory and family’s homes through classroom demonstrations and observations of assessments. Third, students go out and assist us in collecting data for our four ongoing studies, including both basic research on the development of conduct problems in childhood, and intervention studies designed to prevent the development of early conduct problems and promote healthy behavior among youth transitioning to adolescence. All assessments are directed by senior staff, who include graduate students in child clinical and developmental psychology.

Requirements to Participate in the Directed Research Practicum

To work in the lab via the Psychology Department’s Directed Research mechanism, students should:

Have a Psychology GPA of 3.0 or higher Have taken or be current taking Research Methods or Statistics Be willing to work in the lab for a minimum of two terms Be interested in working with children at risk for psychopathology and their families Enjoy working with children
Be willing to devote 7-8 hours of your time, including weekend hours

Students who meet these prerequisites should feel free to contact Dr. Shaw at casey@pitt.edu or 412 624-1836 towards the end of each term. The PPCL typically enrolls students at the beginning of the Fall, Spring, and Summer terms. Each term students receive 3 hours of credit that count for required hours for the Major. Up to 6 hours of credit can be used towards the Major and up to 9 hours of directed research credit can be counted towards graduation. For those students who are interested in working at the PPCL but are not Psychology Majors, students from other FAS Departments (e.g., Sociology) and other schools (e.g., Social Work) have been successful in obtaining academic credit for their work in the lab. Interested students should contact their advising office for more information about appropriate mechanisms.

Undergraduate Employment Opportunities

Students enrolled in the Directed Research Practicum also have the option to work (for pay) as undergraduate employees or work study employees, for up to 20 hours per week during the Fall and Spring terms, and up to 40 hours per week during the summer. Directed Research students who also work as employees typically assist in data preparation and reduction, including compiling questionnaires, data entry (using teleforming software), organizing files, and gathering scientific articles.

For more information about becoming a Directed Research intern in our lab, contact Dr. Shaw at casey@pitt.edu or (412) 624-1836.

Graduate Training Opportunities

Dr. Shaw serves as a mentor for students in the University of Pittsburgh’s doctoral programs in Child Clinical and/or Developmental Psychology within the Department of Psychology, most notably the Department’s joint program in Child Clinical and Developmental Psychology. Students who are mentored by Dr. Shaw typically work on one or more of the PPCL’s ongoing studies and are supported as graduate student researchers or fellowships throughout their stay at the University.

Doctoral students working with Dr. Shaw have been quite successful in publishing their work completed during graduate school, obtaining Federal fellowships during their tenure at Pitt (from NIH), and obtaining positions in academic settings after graduation. Former students have taken positions at the University of Chicago, the University of Utah, the University of California at Berkeley, and Arizona State University. In addition, because of the number of ongoing collaborations the PPCL has with scholars within and outside the University of Pittsburgh, there is the potential for students to collaborate with these investigators.

For descriptions of ongoing studies and links to publications, please see the Index page of this website. To ask more specific questions, please contact Dr. Shaw at casey@pitt.edu.

PPCL Publications Authored by Graduate Students

Trentacosta, C., Hyde, L., and Shaw, D. S. (2009). Predicting adult emotional and behavioral problems from externalizing problem trajectories: a 14-year follow-up. Journal of Abnormal Psychology, 118, 564-575.

Supplee, L. H., Skuban, E. M., Shaw, D. S., & Prout, J. (2009). Emotion regulation strategies and later externalizing behavior among European American and African American children. Development and Psychopathology.

Vanderbilt, E., & Shaw, D. S. (2008). Conceptualizing and re-evaluating resilience across levels of risk, time, and domains of competence. Clinical Child and Family Psychology Review,11, 30-58.

Trentacosta, C. J., Hyde, L., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2008). An examination of the relations among cumulative risk, parenting, and behavior problems in early childhood. Journal of Child Psychology and Psychiatry, 49, 1211-1219.

Lunkenheimer, E. S., Dishion, T. J., Shaw, D. S., Connell, A., Gardner, F., Wilson, M. N., & Skuban, E. M. (2008). Early family intervention, positive parenting, and school readiness in young children at risk: The effects of the Family Check-Up. Developmental Psychology, 44, 1737-1752.

Gill, A.G., Hyde, L.H., Shaw, D.S., Dishion, T. J., Wilson, M.N., & Gardner, F. (2008). The Family Check Up in early childhood: A case study. Journal of Clinical Child and Adolescent Psychology, 37, 893-904.

Vanderbilt-Adriance, E., & Shaw, D. S. Protective factors and the development of resilience among boys from low-income families (2008). Journal of Abnormal Child Psychology, 36, 887-901.

Schonberg, M. S., & Shaw, D. S. (2007, lead article). Do the antecedents for child conduct problems differ for children reared in high and low-risk socioeconomic settings? Clinical Child and Family Psychology Review, 10, 101-136. Schonberg, M. S., & Shaw, D. S. (2007). Risk factors for boy's conduct problems in poor and lower-middle-class neighborhoods. Journal of Abnormal Child Psychology, 35, 759-772.

Winslow, E. B., & Shaw, D. S. (2007). The impact of neighborhood context on boys’ early conduct problem trajectories in a low-income sample. Aggressive Behavior, 33, 207-219.

Shaw, D.S., Schonberg, M., Sherrill, J., Huffman, D., Lukon, J., Obrosky, D., & Kovacs, M. (2006, lead article). Responsivity to offspring’s expression of emotion among childhood-onset depressed mothers. Journal of Clinical Child and Adolescent Psychology, 35, 540-552.

Vanderbilt-Adriance, E., & Shaw, D.S. (2006). Neighborhood risk and the development of resilience. Resilience in Children. Annals of the New York Academy of Sciences, 1094, 359-362.

Skuban, E. M., Shaw, D. S., Gardner, F., & Supplee, L. (2006). The Correlates of dyadic synchrony in high-risk, low-income toddler boys. Infant Behavior and Development, 29, 423-434.

Ingoldsby, E., Shaw, D.S., Winslow, E., Schonberg, M., Gilliom, M., & Criss, M. (2006). Neighborhood disadvantage, parent-child conflict, neighborhood peer relationships, and early antisocial behavior problem trajectories. Journal of Abnormal Child Psychology, 34, 303-319.

Oland, A., & Shaw, D. S. (2005). Pure vs. co-occurring externalizing and internalizing symptomatology in children: The potential role of socio-developmental milestones. Clinical Child and Family Psychology Review, 8, 247-270.

Beck, J., & Shaw, D.S. (2005). The effects of perinatal complications, parenting, and family adversity on children’s adjustment. Journal of Child Psychology and Psychiatry, 46, 35-46.

Gilliom, M., & Shaw, D.S. (2004). Co-development of externalizing and internalizing problems in early childhood. Development and Psychopathology, 16, 313-334.

Shaw, D.S., Criss, M., Schonberg, M., & Beck, J. (2004). Hierarchies and pathways leading to school-age conduct problems. Development and Psychopathology, 16, 483-500.

Owens, E. B., & Shaw, D. S. (2003). Predicting growth curves of externalizing behavior across the preschool years. Journal of Abnormal Child Psychology, 31, 575-590.

Owens, E.B., & Shaw, D.S. Poverty and resilience (2003). Poverty and early child adjustment. In Positive adaptation in children at risk (pp. 267-292), S. Luthar (Ed.). Boston, MA: Cambridge University Press.

Shaw, D.S., Gilliom, M., Ingoldsby, E.M., & Nagin, D (2003). Trajectories leading to school-age conduct problems. Developmental Psychology, 39, 189-200.

Ingoldsby, E., & Shaw, D.S. (2002). Neighborhood contextual factors and the onset and progression of early-starting antisocial pathways. Clinical Child and Family Psychology Review, 5, 21-55.

Gilliom, M., Shaw, D. S., Beck, J. E., Schonberg, M. A., & Lukon, J. L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self-control. Developmental Psychology, 38, 222-235.

Ingoldsby, E., Shaw, D.S., & Garcia, M. (2001). Intra-familial conflict in relation to boys’ adjustment at school. Development and Psychopathology, 13, 35-52.

Shaw, D.S., Owens, E.B., Giovannelli, J., & Winslow, E.B. (2001). Infant and toddler pathways leading to early externalizing disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 36-43.

Garcia, M., Shaw, D.S., Winslow, E.B., & Yaggi, K. (2000). Destructive sibling conflict and the development of conduct problems in young boys. Developmental Psychology, 36, 44-53.

Shaw, D.S., Bell, R.Q., & Gilliom, M. (2000). A truly early starter model of antisocial behavior revisited. Clinical Child and Family Psychology Review, 3, 155-172.

Campbell, S.B., Shaw, D.S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467-488.

Shaw, D.S., Gilliom, M., & Giovannelli, J. (2000). Aggressive behavior disorders. In C.H. Zeanah (Ed.), Handbook of Infant Mental Health, 2nd Edition (pp. 397-411). New York: Guilford.

Ingoldsby, E., Shaw, D.S., Owens, E.B., & Winslow, E.B. (1999). Interparental conflict, emotional and behavioral reactivity, and preschooler’s adjustment problems: A longitudinal study of low-income families. Journal of Abnormal Child Psychology, 27, 343-356.

Vondra, J.I., Dowdell Hommerding, K., & Shaw, D.S. (1999). Stability and change in infant attachment in a low-income sample. In J.I. Vondra & D. Barnett (Eds.), Atypical attachment in infancy and early childhood. Monographs of the Society for Research in Child Development, 64, Serial No. 258, 119-144.

Shaw, D.S., & Winslow, E.B., & Flanagan, C. (1999). A prospective study of the effects of marital status and family relations on young children’s adjustment among African American and European American families. Child Development, 70, 742-755.

Shaw, D.S., & Ingoldsby, E. (1999). Children of divorce. In R.T. Ammerman, C.G. Last, & M. Hersen (Eds.), Handbook of prescriptive treatments for children and adolescents, 2nd Edition (pp. 346-363). New York: Allyn & Bacon.

Owens, E.B., Shaw, D.S., Giovannelli, J., Garcia, M.M., & Yaggi, K. (1999). Factors associated with behavioral competence at school among young boys from multi-problem low-income families. Early Education and Development, 10, 135-162.

Graduate Fellowships and Awards with Dr. Shaw

Bassell Student Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2009, to Ella Vanderbilt-Adriance

Fellow, Association for Psychological Science (APS), 2009, to Kate Keenan

Mellon Graduate Fellowship, University of Pittsburgh, 2009-2010, to Luke Hyde

Training Fellowship, International Summer School, European Adolescent Research Association and Society for Research on Adolescence, University of British Columbia, 2009, to Luke Hyde

Faculty of Arts and Sciences Graduate Fellowship, University of Pittsburgh, 2008-2009, to Elizabeth Shelleby

Mellon Graduate Fellowship, University of Pittsburgh, 2008-2009, to Ella Vanderbilt-Adriance

Bassell Student Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2008, to Emily Skuban

Bassell Student Publication Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2008, to Ella Vanderbilt-Adriance

Predoctoral Research Training Fellowship in Behavioral Brain Research, National Institute of General Medical Sciences, 2007-2009, to Luke Hyde

Predoctoral Research Training Fellowship, National Institute of Mental Health, 2007-2008, to Emily Skuban

Mellon Graduate Fellowship, University of Pittsburgh, 2007-2008, to Ella Vanderbilt-Adriance

Bassell Student Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2006, to Alyssa Oland

Mellon Graduate Fellowship, University of Pittsburgh, 2006-2007, to Emily Skuban

Bassell Student Publication Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2004, to Emily Skuban

Bassell Student Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2004, to Miles Gilliom

Bassell Student Publication Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2004, to Joy Beck

Bassell Student Publication Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2004, to Miles Gilliom

Lazovik Dissertation Award, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2003-2004, to Michael Schonberg

Predoctoral Research Training Fellowship, National Institute of Mental Health, 2003-2004, to Michael Schonberg

Ford Foundation Post-Doctoral Fellowship for Minorities, 2003-2004, to Monica Garcia

Faculty of Arts and Sciences Graduate Fellowship, University of Pittsburgh, 2003-2004, to Ella Vanderbilt-Adriance

Huey Award for Dissertation Research, Clinical Psychology Program, University of Pittsburgh, 2002, to Miles Gilliom

Faculty of Art and Sciences Graduate Expo, University of Pittsburgh, Award for Poster Presentation, 2001, to Joy Beck

Max and Jennie Bassell Award for Excellence, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 2001,to Erin Ingoldsby

Faculty of Arts and Sciences Graduate Fellowship, University of Pittsburgh, 2000-2001, to Stephanie Zerwas

Faculty of Arts and Sciences Graduate Fellowship, University of Pittsburgh, 2000-2001, to Alyssa Oland

Predoctoral Research Training Fellowship, National Institute of Mental Health, 1999-2001, to Miles Gilliom.

Faculty of Arts and Sciences Graduate Fellowship, University of Pittsburgh, 1998-1999, to Joy Beck

Dissertation Research Grant, National Institute of Mental Health, 1998-1999, to Emily Winslow

Mellon Graduate Fellowship, University of Pittsburgh, 1998-1999, to Erin Ingoldsby

Dissertation Research Grant, National Institute of Mental Health, 1996-1997, to Elizabeth Owens

Research Supplement for Minority Graduate Students, National Institute of Mental Health, 1996-1997, to Monica Garcia

Ford Foundation Pre-Doctoral Fellowship for Minorities, 1995-1999, to Monica Garcia

Mellon Graduate Fellowship, University of Pittsburgh, 1994-1995, to Elizabeth Owens

Max and Jennie Bassell Award for Excellence, Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 1994, to Kate Keenan

Graduate Student Paper Award, Division I (Child Clinical) of the American Psychological Association, 1993, to Kate Keenan for abridged version of Master's Thesis

Post-Doctoral Fellows Training Opportunities

Since 1997, 1-2 post-doctoral fellows have worked at the PPCL. In the past, one position has been funded via the Pitt Mother & Child Project. In September, 2009, we expect 1-2 post-doctoral positions to be available from the Early Steps Project and/or the Parental Involvement and Children's Extra-Familial Contexts projects. Another post-doctoral has been funded by various funding mechanisms at Western Psychiatric Institute and Clinic (WPIC), funded by the National Institutes of Health. See the link below to find out more about WPIC’s post-doctoral fellowship program.

Link to WPIC's Post-Doctoral Program: http://www.wpic.pitt.edu/education/researchtrain.htm

2-3 YEAR POST-DOCTORAL FELLOWSHIP –
DEPARTMENT OF PSYCHOLOGY, UNIVERSITY OF PITTSBURGH
Available Summer, 2009 to study the development and prevention of conduct problems and pathways to drug use risk. The candidate would have the opportunity to use data from 4 ongoing NIH-funded studies examining the antecedents and prevention of childhood and adolescent antisocial behavior, including two studies that are part of multisite randomized controlled trial (RCT) to test the continued effectiveness of a family-based intervention. The multi-site RCT on the effectiveness of a family-based intervention includes data on child and family factors, as well as extra-familial contexts (e.g., school, after-school care, neighborhood) and parental involvement in these contexts. The third study examines the development of early- and late-starting pathways leading to antisocial behavior among a sample of 310 low-income boys followed from infancy to emerging adulthood, with genetic data available and plans for obtaining neuroimaging data in the near future. The fourth project is a multi-site study examining gene x environment interactions among two cohorts (total N = 569) of children adopted in early infancy. Those with interests in factors associated with the development and/or prevention of antisocial behavior are strongly encouraged to apply, particularly those with advanced training and interests in growth modeling. The post-doctoral fellow would be expected to use his/her time to develop a programmatic line of inquiry using the aforementioned data sets. Interested candidates should send a CV, a statement of research interests, and three letters of recommendation to: Daniel Shaw, Department of Psychology, 210 South Bouquet Street, 4101 Sennott Square, University of Pittsburgh, Pittsburgh, PA 15260-0001, or casey@pitt.edu. For more information, you can also contact Dr. Shaw at 412 624-1836.

PPCL Publications Authored by Post-Doctoral Fellows

Criss, M., Shaw, D.S., Hitchings, J., Ingoldsby, E., & Moilanen, K.,(in press). Family, neighborhood, and peer characteristics as predictors of child Adjustment: A longitudinal analysis of additive and mediation models. Social Development.

Lansford, J. E., Criss, M. M., Dodge, K. A., Shaw, D. S., Pettit, G. S., & Bates, J. E. (in press). Trajectories of physical discipline: Antecedents and developmental outcomes. Child Development.

Moilanen, K. L., Shaw, D. S., Criss, M, & Dishion, T. J. (in press). Growth and predictors of parental knowledge of youth behavior during early adolescence. Journal of Early Adolescence.

Moilanen, K., & Shaw, D. S. (in press). Developmental cascades: Externalizing, internalizing and academic competence from middle childhood to early adolescence. Development and Psychopathology.

Moilanen, K. L., & Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. (in press). Longitudinal growth and predictors of inhibitory control in early childhood. Social Development.

Lansford, J. E., Criss, M. M., Dodge, K. A., Shaw, D. S., Pettit, G. S., & Bates, J. E. (2009). Trajectories of physical discipline: Antecedents and developmental outcomes. Child Development, 80, 1385-1402.

Gross, H., Shaw, D. S., Burwell, R. A., & Nagin, D. S. (2009). Transactional processes in child disruptive behavior and maternal depression: A longitudinal study from early childhood to adolescence. Development and Psychopathology, 21, 139-156.

Shaw, D. S., Gross, H., & Moilanen, K. (2009). Developmental transactions between boys’ conduct problems and mothers’ depressive symptoms. In A. Sameroff (Ed.), Transactional processes in development (pp. 77-96). Washington D.C.: American Psychological Association.

Trentacosta, C. J. & Shaw, D. S. (2009). Emotion self-regulation, peer rejection, and antisocial behavior: Developmental associations from early childhood to early adolescence. Journal of Applied Developmental Psychology, 30, 356-635.

Trentacosta, C., Hyde, L., and Shaw, D. S. (2009). Predicting adult emotional and behavioral problems from externalizing problem trajectories: a 14-year follow-up. Journal of Abnormal Psychology, 118, 564-575.

Trentacosta, C. J., Hyde, L., Shaw, D. S., & Cheong, J. (2009). Adolescent dispositions for antisocial behavior in context:The roles of neighborhood dangerousness and parental knowledge. Journal of Abnormal Psychology, 118, 564–575.

Gardner, F., Connell, A., Trentacosta, C., Shaw, D. S., Dishion, T. J, & Wilson, M. N. (2009). Moderators of family intervention effects on early conduct problems. Journal of Consulting and Clinical Psychology, 77, 543-553.

Dishion, T. J., Shaw, D. S., Connell, A., Wilson, M. N., Gardner, F., & Weaver, C. (2008). The Family Check Up with high-risk families with toddlers: Outcomes on positive parenting and early problem behavior. Child Development, 79, 1395-1414.

Gross, H.E., Shaw, D.S., Moilanen, K.L., Dishion, T.J., & Wilson, M.N. (2008). Child behavior and depression in mothers and fathers in a sample of children at risk for early conduct problems. Journal of Family Psychology, 22, 742-751.

Trentacosta, C. J., Hyde, L., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2008). An examination of the relations among cumulative risk, parenting, and behavior problems in early childhood. Journal of Child Psychology and Psychiatry, 49, 1211-1219.

Weaver, C. M., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2008). Parenting self-efficacy and children’s early conduct problems: The mediating role of maternal depression. Infant Behavior and Development, 31, 594-605.

Gross, H., Shaw, D. S., & Moilanen, K. (2008). Reciprocal associations between boys’ externalizing problems and mothers’ depressive symptoms. Journal of Abnormal Child Psychology, 36, 693-709.

Santucci, A., Silk, J. S., Shaw, D. S., Fox, N., & Cohn, J. (2008, lead article). Resting and recovery vagal tone as predictors of emotion regulation strategies in offspring of childhood-onset depressed mothers. Developmental Psychobiology, 50, 205-216.

Feng, X., & Shaw, D. S., & Silk, J. S. (2008). Developmental trajectories of anxiety-related behaviors among boys across early and middle childhood. Journal of Abnormal Psychology, 117, 32-47.

Forbes, E. E., Shaw, D. S., Silk, J. S., Feng, X. I., Cohn, J. F., Fox, N. A., & Kovacs, M. (2008). Children’s affect expression and frontal EEG asymmetry: Transactional associations with mothers’ depressive symptoms. Journal of Abnormal Child Psychology, 36, 207-221.

Trentacosta, C. J., & Shaw, D. S. (2008). Maternal predictors of rejecting parenting and adolescent antisocial behavior. Journal of Abnormal Child Psychology, 36, 247-259.

Feng, X., Shaw, D. S., Kovacs, M., Lane, T., O’Rourke, F., & Alarcon, J. (2008). Children’s emotion regulation: The roles of behavioral inhibition, maternal affective behavior, and maternal depression. Journal of Child Psychology and Psychiatry, 49, 132-141.

Feng, X., Shaw, D. S., Lane, T., Skuban, E., & Kovacs, M. (2007). Positive and negative affectivity of mother-child dyads: Stability, mutual influence, and effects of maternal depression and child factors. Journal of Family Psychology, 21, 714-725.

Silk, J. S., Vanderbilt-Adriance, E., Shaw, D. S., Forbes, E. E., Whalen, D. J., Ryan, N. D., & Dahl, R. E. (2007). Resilience among children and adolescents at risk for depression: Mediation and moderation across social and neurobiological contexts. Development and Psychopathology, 19, 841-865.

Forbes, E., Shaw, D. S., & Dahl, R. (2007). Children with internalizing disorders exhibit low reward sensitivity. Biological Psychiatry, 61, 633-639.

Shaw, D.S., Schonberg, M., Sherrill, J., Huffman, D., Lukon, J., Obrosky, D., & Kovacs, M. (2006, lead article). Responsivity to offspring’s expression of emotion among childhood-onset depressed mothers. Journal of Clinical Child and Adolescent Psychology, 35, 540-552.

Vendlinski, M. A,. Silk, J. S., & Shaw, D. S. (2006). Ethnicity and family process factors in the development of child internalizing problems. Journal of Child Psychology and Psychiatry, 47, 960-969.

Ingoldsby, E., Shaw, D.S., Winslow, E., Schonberg, M., Gilliom, M., & Criss, M. (2006). Neighborhood disadvantage, parent-child conflict, neighborhood peer relationships, and early antisocial behavior problem trajectories. Journal of Abnormal Child Psychology, 34, 303-319.

Forbes, E., Shaw, D.S., Fox, N., Cohn, J., Silk, J. S., & Kovacs, M. (2006). Frontal asymmetry, mother-child affect expression, and maternal depression as factors in child behavior problems. Journal of Child Psychology and Psychiatry, 47, 79-87.

Silk, J. S., Shaw, D.S., Skuban, E. M., Oland, A. A., & Kovacs, M. (2006). Emotion regulation strategies in offspring of childhood-onset depressed mothers. Journal of Child Psychology and Psychiatry, 47, 69-78.

Silk, J. S., Shaw, D. S., Forbes, E. E., Lane, T. J., & Kovacs, M. (2006). Maternal depression and child internalizing: The moderating role of child emotion regulation. Journal of Clinical Child and Adolescent Psychology, 35, 116-126.

Criss, M., & Shaw, D. S. (2005). Sibling relationship quality as a context for delinquency training in low-income families. Journal of Family Psychology, 19, 592-600.

Shaw, D.S., Lacourse, E., & Nagin, D. (2005). Developmental trajectories of conduct problems and hyperactivity from ages 2 to 10. Journal of Child Psychology and Psychiatry, 46, 931-942.

Criss, M., & Shaw, D.S. (2003). Parent-child synchrony and antisocial behavior in middle childhood. Social Development, 12, 379-400.

Schultz, D., & Shaw, D.S. (2003). Boys’ maladaptive social information processing: A step on the pathway from early family risk to later conduct problems? Social Development, 12, 440-460.

Job Postings

RESEARCH ASSOCIATE/PROJECT COORDINATOR POSITION

Research Associate/Project Coordinator sought to play pivotal role in a longstanding longitudinal study examining the development of antisocial behavior and drug use among a cohort of 300 boys from low-income backgrounds. The current project, funded by NIDA (2009-2014), will follow the cohort initially recruited during infancy during early adulthood, examining genetic, brain (i.e., fMRI), and social influences on antisocial behavior and drug use, as well as adaptive social outcomes. The prototypical candidate should have a Ph.D. in developmental and/or clinical psychology with strong organizational and quantitative skills, and interests in developing his/her own research interests. The candidate would be expected to spend approximately 12-15 hours per week coordinating research activities of the current project, with ample time for writing and developing their own research. The candidate also would have access to the 20 years of data collected on the current sample and the Investigator’s other 3 ongoing, NIH-funded projects that focus on the development and prevention of child problem behavior from the toddler period through adolescence. This would be an excellent position for a recent Ph.D. who is interested in working to develop their research skills and agenda within a collaborative environment, with funding ensured for the next 5 years. For more information about the current study (i.e., Pitt Mother & Child Project) and other studies in the lab, please see www.pitt.edu/~ppcl. The ideal start date for the position is December 1, 2009. Interested candidates should send a statement of research interests, a CV, and three letters of recommendation to Dr. Daniel Shaw at casey@pitt.edu, or the Department of Psychology, University of Pittsburgh, 4101 Sennott Square, 210 S. Bouquet Street, Pittsburgh, PA 15260-0001.