Our Work
Child and Family Social and Emotional Wellbeing
The impact of the COVID-19 lockdown on children and families
1. Morgul, E., Kallitsoglou, A., Essau, C. (2020). Psychological effects of the COVID-19 lockdown on children and families in the UK. Revista de Psicología Clínica con Niños y Adolescentes, 7(3), 42-48.
2. Morgül, E., Kallitsoglou, A., Essau, C. A. & Castro-Kemp, S. (2022). Caregiver-reported changes in the socioemotional wellbeing and daily habits of children with special educational needs during the first COVID-19 national lockdown in the UK. Frontiers in Education, https://doi.org/10.3389/feduc.2022.838938 (corresponding author).
​
3. Morgül, E., Kallitsoglou, A., Essau, C. A. Predictors of Change in Children’s Internalising and Externalising Symptoms Before and During the Initial COVID-19 Lockdown in the UK and Turkey: A Cross-cultural Examination - preprint - https://doi.org/10.21203/rs.3.rs-1184183/v2 – under review - Psychological Reports (corresponding author).
​
4. Morgul, E., Kallitsoglou, A., Essau, C. The role of temperament in the association between screen time use and child wellbeing: lessons from the COVID-19 lockdown - in preparation.
​
5. Kallitsoglou and Topalli (2021). The impact of home-schooling on family wellbeing: Working mothers’ perspectives - Part of series: Covid-19, education and educational research. British Educational Research Association Blog post - Available at: https://www.bera.ac.uk/blog/the-impact-of-home-schooling-on-family-wellbeing-working-mothers-perspectives
​
6. Kallitsoglou, A., Topalli, P-Z. Coping with homeschooling and caring for children during the UK COVID-19 lockdown: voices of working mothers - preprint DOI: 10.21203/rs.3.rs-333649/v1.
Children's representations of attachment relationships, parenting and children's SEO
1. Atalan, D., Atis, N., Kallitsoglou, A. Does time spent in the care of grandparents in the early years influence the pathway to child socioemotional outcomes in middle childhood; Findings from the Millennium Cohort Study - in preparation (corresponding author).
​
2. Kallitsoglou, A., Repana, V. (2021). Attachment disorganisation and poor maternal discipline in early childhood: independent contributions to symptoms of conduct problems. Journal of Emotional and Behavioural Difficulties. 26 (4) pp. 436 – 448.
3. Kallitsoglou, A., Repana, V., Shiakou, M. (2021). Children’s family drawings: association with attachment representations in story stem narratives and social and emotional difficulties. Journal of Early Child Development and Care. Online First.
​
4. Psychogiou, L., Nath, S., Kallitsoglou, A., Dimatis, K., Parry, E., Russell, A. E., ... & Moberly, N. J. (2018). Children's emotion understanding in relation to attachment to mother and father. British journal of developmental psychology, 36(4), 557-572. doi: 10.1111/bjdp.12239. 2019 Top Download Paper.
​
5. Psychogiou, L., Moberly, N., Parry, E., Nath, S., Kallitsoglou, A., Russell, G., (2017) Parental depression, children's emotional and behavioral problems, and parents' Expressed Emotion (EE) - Critical and positive comments. PLOS One, 2(10).
6. Psychogiou, L. Moberly, N., Parry, E., Russell, A., Nath, S., Kallitsoglou, A. (2017) Does fathers’ and mothers’ rumination predict emotional symptoms in their children? British Journal of Clinical Psychology, 56(4), 431-442.
7. Kallitsoglou. A. (2017). What role does parenting style play in supporting child development. Action for Children. (Available at: https://www.researchgate.net/profile/Angeliki-Kallitsoglou/publication/318421433_What_role_does_parenting_style_play_in_supporting_child_development/links/5968a8c2a6fdcc18ea6edfc8/What-role-does-parenting-style-play-in-supporting-child-development.pdf).
Intervention Implementation and Evaluation
1. Kallitsoglou, A., Simon, A, Palikara, O. School-based screening to capture unmet social and emotional needs in children and young people: a protocol for a scoping systematic review of the Boxall Profile - in preparation.
​
2. Kallitsoglou, A., Mahmud, A. Supporting pupils with social and emotional needs: the association between research-informed teaching and attitudes towards evidence-based practices in a sample of trainee teachers – in preparation.
​
3. Kallitsoglou, A. (2020). Evidence-based practice implementation for early childhood social learning: a viewpoint on teacher influences. Journal of Children’s Services, 15 (2), 61-74.
4. Axford, N., Bjornstad, G., Matthews. J., Heilmann, S., Raja, Ukoumunne, C. O., Berry, V., Wilkinson, T., Timmons, L., Hobbs, T., Eames, T., Kallitsoglou, A., Blower, S., Warner, G., (2020) The effectiveness of a therapeutic parenting program for children aged 6–11 years with behavioral or emotional difficulties: Results from a randomized controlled trial. Children and Youth Services Review, 117, 105245.
5. Whybra, L., Warner, G., Bjornstad, G., Hobbs, T., Brook, L., Wrigley, Z., Berry, V., Ukoumunne, O., Matthews, J., Taylor, R., Eames, T., Kallitsoglou, A., Blower, S. & Axford, N. (2018) The effectiveness of Chance UK's mentoring programme in improving behavioural and emotional outcomes in primary school children with behavioural difficulties: study protocol for a randomised controlled trial. BMC Psychology 6(1), 9. doi: 10.1186/s40359-018-0220-9.
6. Axford, N., Warner, G., Hobbs, T., Heilmann, S., Raja, A., Berry, V., Ukoumunne, O., Matthews, J., Eames, T., Kallitsoglou, A., Blower, S., Wilkinson, T., Timmons, L. & Bjornstad, G. (2018). The effectiveness of the Inspiring Futures parenting programme in improving behavioural and emotional outcomes in primary school children with behavioural or emotional difficulties: study protocol for a randomised controlled trial. BMC Psychology 6 (3). doi: 10.1186/s40359-018-0214-7.
7. Scott, S., Sylva, K., Kallitsoglou, A., & Ford, T. (2014) Which type of parenting programme best improve child behaviour and reading. Nuffield Foundation, 1-44. https://www.nuffieldfoundation.org/wp-content/uploads/2019/12/HCA_follow_up_report_13_05_14.pdf.
​
8. Stateva, M., Minton, J., Beckett, C., Doolan, M., Ford, T., Kallitsoglou, A., Scott, S., & the HCA study teams (2012) Challenges recruiting families with anti-social children into intervention trials: lessons from the Helping Children Achieve (HCA) Study. Journal of Children’s Services, 7(4), 285-302 Emerald Outstanding Paper Award 2013.
9. Scott, S., Sylva, K., Beckett, C., Kallitsoglou, A., Doolan, M., & Ford, T. (2012) Should early intervention using parenting programmes address child behaviour, reading skills, or both? The Helping Children Achieve trial. European Journal of Developmental Psychology, 9, 46-50.
10. Scott, S., Sylva, K., Beckett, C., Doolan, M., Kallitsoglou, A., Beecham, J., & Ford, T. with the HCA study team (2012) Which type of parenting programme best improves child behaviour and reading? The Helping Children Achieve trial. Department for Education Publications, 1-50. https://www.gov.uk/government/publications/which-type-of-parenting-programme-best-improves-child-behaviour-and-reading-the-helping-children-achieve-trial.
11. Beckett, C., Kallitsoglou, A., Doolan, M., Ford, T., Sylva, K., Scott, S. & the HCA study teams (2010). Helping Children Achieve: Summary of the study 2007-2010- Interim Report. Department for Education Publications, 1-30. https://www.gov.uk/government/publications/which-type-of-parenting-programme-best-improves-child-behaviour-and-reading-the-helping-children-achieve-trial.