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Margaret J. Briggs-Gowan

Margaret J. Briggs-Gowan

D-Index & Metrics

Psychology

D-Index
55
Citations
13988
World Ranking
4361
National Ranking
2426

Overview

Margaret J. Briggs-Gowan is affiliated with the University of Connecticut in the United States. Their research spans multiple areas within psychology and medicine, focusing primarily on developmental and clinical aspects.

The main fields of study covered in their work include:

  • Psychology
  • Medicine

Within these fields, they have contributed to several subfields, such as:

  • Clinical Psychology
  • Psychiatry and Mental Health
  • Public Health, Environmental and Occupational Health
  • Health
  • Developmental and Educational Psychology

The core topics of their research focus on child and adolescent development and associated mental health challenges. Significant areas of study include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Child Abuse and Trauma
  • Maternal Mental Health During Pregnancy and Postpartum
  • Bipolar Disorder and Treatment
  • Intimate Partner and Family Violence
  • Child Nutrition and Feeding Issues
  • Infant Health and Development

Frequent publication venues for Briggs-Gowan's work include:

  • International Journal of Methods in Psychiatric Research
  • Journal of the American Academy of Child & Adolescent Psychiatry
  • Psychoneuroendocrinology
  • Journal of Psychopathology and Clinical Science
  • Journal of Family Violence

Notable recent papers authored or co-authored by Briggs-Gowan include:

  • Profiling COVID-related experiences in the United States with the Epidemic-Pandemic Impacts Inventory: Linkages to psychosocial functioning, 2021, Brain and Behavior
  • Adverse childhood experiences, posttraumatic stress, and FKBP5 methylation patterns in postpartum women and their newborn infants, 2020, Psychoneuroendocrinology
  • Toward a Developmental Nosology for Disruptive Mood Dysregulation Disorder in Early Childhood, 2020, Journal of the American Academy of Child & Adolescent Psychiatry
  • Responsive Parenting Buffers the Impact of Maternal PTSD on Young Children, 2020, Parenting
  • Developmental patterning of irritability enhances prediction of psychopathology in preadolescence: Improving RDoC with developmental science., 2022, Journal of Psychopathology and Clinical Science

Collaborations with other researchers form a notable part of Briggs-Gowan's work. Frequent co-authors are:

  • Lauren S. Wakschlag
  • Damion J. Grasso
  • Brandon L. Goldstein
  • Kimberly J. McCarthy
  • Jillian Lee Wiggins

Best Publications

  • The Infant–Toddler Social and Emotional Assessment (ITSEA): Factor Structure, Reliability, and Validity

    Alice S. Carter;Margaret J. Briggs-Gowan;Stephanie M. Jones;Todd D. Little

  • Maternal depression and comorbidity: predicting early parenting, attachment security, and toddler social-emotional problems and competencies.

    Alice S. Carter;F. Elizabeth Garrity-Rokous;Rachel Chazan-Cohen;Christina Little

  • The Brief Infant-Toddler Social and Emotional Assessment: Screening for Social-Emotional Problems and Delays in Competence

    Margaret J. Briggs-Gowan;Alice S. Carter;Julia R. Irwin;Karen Wachtel

  • Assessment of young children's social-emotional development and psychopathology: recent advances and recommendations for practice.

    Alice S. Carter;Margaret J. Briggs-Gowan;Naomi Ornstein Davis

  • Prevalence of Social-Emotional and Behavioral Problems in a Community Sample of 1- and 2-Year-Old Children

    Margaret J. Briggs-Gowan;Alice S. Carter;Emily Moye Skuban;Sarah McCUE Horwitz

  • Are infant-toddler social-emotional and behavioral problems transient?

    Margaret J. Briggs-Gowan;Alice S. Carter;Joan Bosson-Heenan;Amanda E. Guyer

  • Discrepancies among mother, child, and teacher reports: examining the contributions of maternal depression and anxiety

    Margaret J. Briggs-Gowan;Alice S. Carter;Mary Schwab-Stone

  • Sensory Over-Responsivity in Elementary School: Prevalence and Social-Emotional Correlates

    A. Ben-Sasson;A. Ben-Sasson;A. S. Carter;M. J. Briggs-Gowan

  • Mental health in pediatric settings: distribution of disorders and factors related to service use.

    Margaret J. Briggs-Gowan;Sarah Mc Cue Horwitz;Mary E. Schwab-Stone;John M. Leventhal

  • Language delay in a community cohort of young children

    Sarah Mccue Horwitz;Julia R. Irwin;Margaret J. Briggs-Gowan;Joan M. Bosson Heenan

  • Social-emotional screening status in early childhood predicts elementary school outcomes.

    Margaret J. Briggs-Gowan;Alice S. Carter

  • Prevalence, correlates, and persistence of maternal depression.

    Sarah McCue Horwitz;Margaret J. Briggs-Gowan;Amy Storfer-Isser;Alice S. Carter

  • Prevalence of DSM-IV disorder in a representative, healthy birth cohort at school entry: sociodemographic risks and social adaptation.

    Alice S. Carter;Robert J. Wagmiller;Sarah A. O. Gray;Kimberly J. McCarthy

  • Annual Research Review: Embracing not erasing contextual variability in children’s behavior – theory and utility in the selection and use of methods and informants in developmental psychopathology

    Melanie A. Dirks;Andres De Los Reyes;Margaret Briggs-Gowan;David Cella

  • Exposure to potentially traumatic events in early childhood: differential links to emergent psychopathology

    Margaret J. Briggs-Gowan;Alice S. Carter;Roseanne Clark;Marilyn Augustyn

  • Defining the Developmental Parameters of Temper Loss in Early Childhood: Implications for Developmental Psychopathology

    Lauren S. Wakschlag;Seung W. Choi;Alice S. Carter;Heide Hullsiek

  • Preliminary acceptability and psychometrics of the infant–toddler social and emotional assessment (ITSEA): A new adult‐report questionnaire

    Margaret J. Briggs-Gowan;Alice S. Carter

  • A Randomized Controlled Trial of Child FIRST: A Comprehensive Home-Based Intervention Translating Research Into Early Childhood Practice

    Darcy I. Lowell;Alice S. Carter;Leandra Godoy;Belinda Paulicin

  • Observational Assessment of Preschool Disruptive Behavior, Part I: Reliability of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS)

    Lauren S. Wakschlag;Carri Hill;Alice S. Carter;Barbara Danis

  • A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children

    Lauren S. Wakschlag;Margaret J. Briggs-Gowan;Alice S. Carter;Carri Hill

Frequent Co-Authors

Alice S. Carter
Alice S. Carter University of Massachusetts Boston
Lauren S. Wakschlag
Lauren S. Wakschlag Northwestern University
Daniel S. Pine
Daniel S. Pine National Institutes of Health
Joel L. Voss
Joel L. Voss Northwestern University
Julian D. Ford
Julian D. Ford University of Connecticut
Kate Keenan
Kate Keenan University of Chicago
Melissa A. Brotman
Melissa A. Brotman National Institutes of Health
Ellen Leibenluft
Ellen Leibenluft National Institutes of Health
Domenic V. Cicchetti
Domenic V. Cicchetti Yale University
Amanda E. Guyer
Amanda E. Guyer University of California, Davis

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