Her primary scientific interests are in Developmental psychology, Foster care, Child abuse, Foster Home Care and Neglect. Her work in Developmental psychology is not limited to one particular discipline; it also encompasses Externalization. The study incorporates disciplines such as Cognition and Clinical psychology in addition to Foster care.
Her Clinical psychology research focuses on subjects like Psychological intervention, which are linked to Psychosocial. Her study in Child abuse focuses on Victimology in particular. Her Victimology study combines topics in areas such as Physical abuse and Child neglect.
The scientist’s investigation covers issues in Developmental psychology, Foster care, Clinical psychology, Intervention and Child abuse. In her work, Early childhood is strongly intertwined with Temperament, which is a subfield of Developmental psychology. As a member of one scientific family, Katherine C. Pears mostly works in the field of Foster care, focusing on Psychological intervention and, on occasion, Academic achievement and Competence.
Her Clinical psychology research is multidisciplinary, relying on both Psychosocial, Psychiatry, Toddler and Public health. In general Child abuse, her work in Victimology and Physical abuse is often linked to Neglect and Cortisol awakening response linking many areas of study. Her Parenting styles research includes themes of Social relation and Child rearing.
Her primary areas of investigation include Developmental psychology, Intervention, School readiness, Clinical psychology and Foster care. Her Developmental psychology research integrates issues from Health psychology and Public health. The subject of her Intervention research is within the realm of Nursing.
Her research integrates issues of Event-related potential and Self-control in her study of School readiness. Her Clinical psychology research is multidisciplinary, incorporating elements of Neglect and Aggression. Her Foster care research is multidisciplinary, incorporating perspectives in Psychological intervention and Toddler.
Her primary areas of study are Developmental psychology, Foster care, Early childhood, Longitudinal study and School readiness. Katherine C. Pears has included themes like Transactional leadership and Temperament in her Developmental psychology study. In her research on the topic of Foster care, Clinical psychology is strongly related with Substance abuse.
Her Early childhood study incorporates themes from Intervention and Self-control. Her Longitudinal study research overlaps with other disciplines such as Suicide prevention, Injury prevention, Juvenile delinquency and Psychosocial. Her biological study spans a wide range of topics, including School adjustment, Health psychology, Pre kindergarten, Parenting skills and School entry.
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Childhood Temperament and Family Environment as Predictors of Internalizing and Externalizing Trajectories From Ages 5 to 17
Leslie D. Leve;Hyoun K. Kim;Katherine C. Pears.
Journal of Abnormal Child Psychology (2005)
Psychosocial and cognitive functioning of children with specific profiles of maltreatment
Katherine C. Pears;Hyoun K. Kim;Philip A. Fisher.
Child Abuse & Neglect (2008)
Morning cortisol Levels in preschool‐aged foster children: Differential effects of maltreatment type
Jacqueline Bruce;Philip A. Fisher;Katherine C. Pears;Seymour Levine.
Developmental Psychobiology (2009)
Developmental, cognitive, and neuropsychological functioning in preschool-aged foster children: associations with prior maltreatment and placement history.
Katherine Pears;Philip A Fisher.
Journal of Developmental and Behavioral Pediatrics (2005)
The Early Intervention Foster Care Program: Permanent Placement Outcomes From a Randomized Trial:
Philip A. Fisher;Bert Burraston;Katherine Pears.
Child Maltreatment (2005)
Emotion understanding and theory of mind among maltreated children in foster care: evidence of deficits.
Katherine C. Pears;Philip A. Fisher.
Development and Psychopathology (2005)
Effects of therapeutic interventions for foster children on behavioral problems, caregiver attachment, and stress regulatory neural systems.
Philip A. Fisher;Megan R. Gunnar;Mary Dozier;Jacqueline Bruce.
Annals of the New York Academy of Sciences (2006)
Becoming an adolescent father: precursors and parenting.
Beverly I. Fagot;Katherine C. Pears;Deborah M. Capaldi;Lynn Crosby.
Developmental Psychology (1998)
Early elementary school adjustment of maltreated children in foster care: the roles of inhibitory control and caregiver involvement.
Katherine C. Pears;Philip A. Fisher;Jacqueline Bruce;Hyoun K. Kim.
Child Development (2010)
A Prospective Three Generational Study of Fathers’ Constructive Parenting: Influences from Family of Origin, Adolescent Adjustment, and Offspring Temperament
David C. R. Kerr;Deborah M. Capaldi;Katherine C. Pears;Lee D. Owen.
Developmental Psychology (2009)
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