Dillon’s research focuses on better understanding the social determinants of inequalities in developmental health. In his work, the central role of family factors in the emergence of childhood socioeconomic gradients is emphasized. He has also conducted psychosocial intervention research with a variety of populations, including families and children involved with child welfare, therapeutic foster care, psychiatric outpatient services, integrated treatment networks for complex medical and developmental disabilities, and the criminal justice system.
Dillon received a Canadian Vanier Scholarship from the Canadian Institutes of Health Research in the area of Environmental Influences on Health for graduate studies at the University of Toronto. Following this, he completed his predoctoral and postdoctoral studies in the Clinical Psychology Training Program at the University of California, San Francisco. Currently, he is an Assistant Professor in the APA accredited clinical psychology program at the California School of Professional Psychology, San Francisco.
Browne, D.T., Kumar, A., Puente-Duran, S., Leckie , G., Georgiades, K., Jenkins, J.M. (2017)Emotional problems among recent immigrants and parenting status: Findings from a national longitudinal study of immigrants in Canada. PLOS One, 12(4):e0175023
Browne, D., Wade, M., Prime, H., & Jenkins, J.M. (2017). School readiness amongst urban Canadian families: Risk profiles and family mediation. Journal of Educational Psychology. doi : 10.1037/edu0000202
Browne, D. T., Leckie, G., Prime, H., Perlman, M., & Jenkins, J. (2016). Observed Sensitivity during family interactions: A study of multiple dyads per family. Developmental Psychology. Vol 52(7), 1128-1138
Browne, D. T., Plamondon, A., Prime, H., Puente-Duran, S., & Wade, M. (2015). Cumulative risk and developmental health: An argument for the importance of a family-wide science. Wiley Interdisciplinary Reviews: Cognitive Science. Volume 6, Issue 4, pages 397–407
André Plamondon is professor at Université Laval. His research interests focus on developmental psychopathology. In particular, he is interested in the role that environmental factors such as parenting play both in terms of risk factors but also protective factors in the presence of risk. He is also interested in the antecedents and consequences of inattention, as well as in the factors that may reduce its developmental significance. His research often features advanced statistical techniques to more adequately capture the complexity of human development.
Plamondon, A., Akbari, E., Atkinson, L., Steiner, M., Meaney, M. J., & Fleming, A. S. (2015). Spatial working memory and attention skills are predicted by maternal stress during pregnancy. Early Human Development, 91(1), 23-29. doi:10.1016/j.earlhumdev.2014.11.004
Plamondon, A., & Martinussen, R. (2015). Inattention Symptoms Are Associated With Academic Achievement Mostly Through Variance Shared With Intrinsic Motivation and Behavioral Engagement. Journal of attention disorders, doi: 10.1177/1087054715587098
Plamondon, A., Browne, D. T., Madigan, S., & Jenkins, J. M. (2017). Disentangling Child-Specific and Family-Wide Processes Underlying Negative Mother-Child Transactions. Journal of Abnormal Child Psychology. DOI: 10.1007/s10802-017-0309-2
Mark received his PhD in School & Clinical Child Psychology at the University of Toronto in 2017 as a member of the Developmental Psychopathology lab with Dr. Jenkins. He completed his predoctoral residency at the University of Washington School of Medicine/Seattle Children’s Hospital that same year. Mark’s dissertation work focused on children’s neurocognitive development (executive functioning, theory of mind, and language ability), and how these cognitive skills contribute to social functioning, academic competence, and mental health in typically-developing children. In particular, Mark examined how biomedical risks (e.g. birth weight, prematurity) and psychosocial adversity (e.g. social disadvantage, cumulative risk) operate alongside genetic dispositions in shaping children’s neurocognitive outcomes, and the implications of this for psychopathology. At last count, Mark had produced 27 publications during his graduate training, and was the recipient of the 2018 APA Dissertation Award in Developmental Psychology. Mark then received a Banting Postdoctoral Fellowship (CIHR) to study at Harvard Medical School/Boston Children’s hospital, working on the Bucharest Early Intervention Project (BEIP) with Dr. Charles Nelson. Here, Mark is currently examining the long-term psychiatric and neuropsychological outcomes of institutionalized children who experienced severe early psychosocial deprivation. His long-term goal is to examine longitudinal cascades that link early psychosocial adversity to mental health through neurocognitive functioning, including measures of both brain (MRI, EEG) and behavior (attention, memory, and executive functioning).
Wade, M., Prime, H., Hoffmann, T.J., Schmidt, L.A., O’Connor, T.G., & Jenkins, J.M. (2017). Birth weight interacts with a functional variant of the oxytocin receptor (OXTR) gene to predict executive functioning in children. Development and Psychopathology
Wade, M., Browne, D.T., Plamondon, A., Daniel, E., & Jenkins, J.M. (2016). Cumulative risk disparities in children’s neurocognitive functioning: A developmental cascade model. Developmental Science Vol 19(2) 179-194 March 2016 doi: 10.1111/desc.12302
Wade, M., Hoffmann, T. J., Knafo-Noam, A., O’Connor, T. G., & Jenkins, J. M. (2016). Oxytocin and vasopressin hormone genes in children’s externalizing problems: A cognitive endophenotype approach. Hormones and Behavior, 82, 78-86.
Wade, M. & Jenkins, J.M. (2016). Pregnancy hypertension and the risk for neuropsychological difficulties across early development: A brief report. Child Neuropsychology, 22(2), 247-254.
Wade, M., Hoffmann, T.J., & Jenkins, J.M. (2015). Gene-environment interaction between the oxytocin receptor (OXTR) gene and parenting behaviour on children’s theory of mind. Social Cognitive and Affective Neuroscience, 2015, Vol 10(12)1749–1757
Wade, M., Madigan, S., Akbari, E., & Jenkins, J.M. (2015). Cumulative biomedical risk and social cognition in the second year of life: prediction and moderation by responsive parenting. Frontiers in Psychology, 6:354. doi: 10.3389/fpsyg.2015.00354
Heather completed her Ph.D. in School and Clinical Psychology at the Ontario Institute for Studies in Education/University of Toronto, under the supervision of Dr. Jennifer Jenkins. Her program of research investigates the etiology of child development and mental health, with a focus on family environments as both risk and protective factors. She has a special interest in family patterns of interaction in early childhood including how such patterns come to be and how they contribute to children’s developmental trajectories. With her colleagues, Heather has developed a brief ‘thin-slice’ observational assessment of cognitive sensitivity – the extent to which one interaction partner identifies and sensitively responds to the inferred internal states of the other during dyadic interactions. This measure has been used with marital, parent-child, and sibling dyads, as well as in early childhood education settings.
Presently, Heather is a Lawson Foundation Post-Doctoral Fellow at the Offord Centre for Child Studies, under the mentorship of Drs. Terry Bennett and Andrea Gonzalez. During her postdoc, Heather will establish an independent developmental and intervention science research program with a focus on understanding and supporting the role of family processes in early childhood. She will contribute to the Canadian adaptation and evaluation of the Family Check Up – a multi-modal, multi-informant family-based assessment and early intervention. In addition, Heather is collaborating with the clinical research program in the Child and Youth Mental Health Program at McMaster Children’s Hospital.
Heather continues to practice in the field of clinical psychology as a clinician at Kindercare Pediatrics. Here, she provides psychological assessment and treatment services for children, adolescents, and families presenting with a range of concerns related to learning, academics, relationships, attention, anxiety and depression, and behavior.
Prime, H., Plamondon, A., & Jenkins, J. (2017). Birth order and preschool children’s cooperative abilities: A within-family analysis. British Journal of Developmental Psychology.
Prime, H., Plamondon, A., Pauker, S., Perlman, M., & Jenkins, J. M. (2016). Sibling cognitive sensitivity as a moderator of the relationship between sibship size and children’s theory of mind: A longitudinal analysis. Cognitive Development, 39, 93-102
Prime, H., Browne, D., Akbari, E., Wade, M., Madigan, S., & Jenkins, J. (2015). The development of a measure of maternal cognitive sensitivity appropriate for use in primary care health settings. Journal of Child Psychology and Psychiatry, 56(4), 488-495.
Prime, H., Pauker, S., Plamondon, A., Perlman, M., & Jenkins, J. (2014). Sibship size, sibling cognitive sensitivity, and children’s receptive vocabulary. Pediatrics, 133(2), e394-e401.
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My research focuses on determinants of children’s early social, emotional, and cognitive development. Child development is determined by multiple sources of influences, including those operating within the individual child (e.g., perinatal factors, genetics, temperament), within the family-context (e.g., parenting, marital conflict, parental attachment history and experiences of early adversity), as well as processes embedded in the broader social context (e.g., socio-economic status, social networks). The overarching goal of my research is to examine how and why these nested layers of influence contribute to children’s healthy developmental trajectories or, alternatively, serve to undermine children’s development. My research uses a variety of methods (e.g., observational assessments, survey data, structured interviews) and capitalizes on multiple statistical methods as a function of the question under consideration (e.g., meta-analyses, mediation and moderation, trajectory analyses, multilevel models, path analyses, and individual participant data reviews). At present, Sheri is an Assistant Professor at Department of Psychology at University of Calgary
Madigan, S., Plamondon, A., & Jenkins, J.M. (2016). Marital Conflict Trajectories and Associations With Children’s Disruptive Behavior. Journal of Marriage and Family,79 (2)437-450
*Madigan, S., *Wade, M., Plamondon, A., & Jenkins, J.M. (2016). Neighborhood Collective Efficacy Moderates the Association between Maternal Adverse Childhood Experiences and Marital Conflict. American Journal of Community Psychology, 57(3-4), 437-447 Shared first authorship, listed in alphabetical order
Madigan, S., Plamondon, A., Browne, D., & Jenkins, J. (2016). Stability of Observed Maternal Behavior Across Tasks, Time, and Siblings. Parenting, 16(2), 108-124
Madigan, Wade, Plamondon, Jenkins. Maternal Abuse History, Depression, and Parenting: Links with Preschoolers’ Internalizing Problems Infant Mental Health Journal Vol. 36(2), 146–155
Madigan, S.*, Wade, M.*, Plamondon, A., Browne, D.T., & Jenkins, J.M. (2015). Birth weight variability and language development: risk, resilience, and responsive parenting. Journal of Pediatric Psychology, VOL 40(9) 869-877 Shared first authorship, listed in alphabetical order.
How do children acquire their moral compass? What helps them choose values to guide their life decisions? How do they learn to behave prosocially, and not antisocially? Ella is interested in understanding the process of values and moral development, and how it is affected by the social environment. She examines the role of families, schools, cultures and socio-economic statuses, in shaping individuals’ values throughout development.
Ella received her PhD at the Hebrew University of Jerusalem in January 2012. For her thesis, she studied the development of value contextualization among majority and immigrant youth across cultures. She continued her studies as a postdoctoral fellow at the University of Toronto. There, she studied parenting practices, sibling training, and moral emotions and cognitions as possible antecedents of positive social development among children. Currently, Ella is an assistant professor at the Department of School Counseling and Special Education at Tel Aviv University.
Daniel, E., Plamondon, A., & Jenkins, J. (2017). An examination of the sibling-training hypothesis for disruptive behavior in early childhood. Child Development. doi: 10.1111/cdev.12754
Daniel, Ella; Madigan, Sheri; Jenkins, Jennifer.(2016). Paternal and Maternal Warmth and the Development of Prosociality Among Preschoolers. Journal of Family Psychology, 30(1), 114-124.