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Aktuelle Appointments und Affiliationen
Prof. Dr. Lilly Shanahan ist ausserordentliche Professorin ad personam für «Klinische Entwicklungspsychologie» am Psychologischen Institut und am interdisziplinären «Jacobs Center for Productive Youth Development». Sie ist auch Mitglied der «International Max Planck Research School on the Life Course» (LIFE), der «z-Proso International Research Network» und des «Center for Developmental Epidemiology» am «Duke University Medical Center». Professor Shanahan ist auch Adjunct Professor of Psychology and Neuroscience an der University of North Carolina in Chapel Hill.
Beruflicher Werdegang
Prof. Dr. Shanahan erhielt ihren MSc und PhD in «Human Development and Family Studies» an der Pennsylvania State University. Nach der Promotion erhielt sie ein NICHD-Stipendium («National Institute for Child Health and Human Development») für eine Post-doctoral Fellowship am «Center for Developmental Science» an der University of North Carolina in Chapel Hill und am «Center for Developmental Epidemiology» an der Duke University.
Von 2008 bis 2011 war sie Assistenzprofessorin für Entwicklungspsychologie an der University of North Carolina in Greensboro. Von 2012 bis 2016 war sie Assistenzprofessorin für Entwicklungspsychologie am «Department for Psychology and Neuroscience» an der University of North Carolina in Chapel Hill.
Forschungsschwerpunkte
- soziale und biologische Risikofaktoren für Depressionen und Angststörungen
- längerfristige Entwicklungsfolgen von psychischen und körperlichen Problemen im Kindes- und Jugendalter bis ins Erwachsenenalter
- Überschneidung der psychischen und körperlichen Gesundheit im Kindes- und Jugendalter
- Geschlechterunterschiede in der Entwicklungspsychopathologie
Publikationen
ZORA Publikationsliste
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Publikationen
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Non-compliance with COVID-19-related public health measures among young adults in Switzerland: Insights from a longitudinal cohort study. Social Science & Medicine, 268:113370.
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Childhood social preference and adolescent insulin resistance: Accounting for the indirect effects of obesity. Psychoneuroendocrinology, 113:104557.
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Standalone Smartphone Cognitive Behavioral Therapy-Based Ecological Momentary Interventions to Increase Mental Health: Narrative Review. JMIR mHealth and uHealth, 8(11):e19836.
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Associations between eating behaviors, diet quality and body mass index among adolescents. Eating Behaviors, 36:101339.
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Stressful life events in different social contexts are associated with self-injury from early adolescence to early adulthood. Frontiers in Psychiatry, 11:487200.
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Associations of despair with suicidality and substance misuse among young adults. JAMA Network Open, 3(6):e208627.
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Developmental patterns of respiratory sinus arrhythmia from toddlerhood to adolescence. Developmental Psychology, 56(4):783-794.
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Maternal socialization of child emotion and adolescent adjustment: Indirect effects through emotion regulation. Developmental Psychology, 56(3):541-552.
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Children's peer victimization and internalizing symptoms: the role of inhibitory control and perceived positive peer relationships. Merrill-Palmer Quarterly, 66(1):91-112.
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Early Pubertal Timing and Testosterone Associated With Higher Levels of Adolescent Depression in Girls. Journal of the American Academy of Child and Adolescent Psychiatry, 58(12):1197-1206.
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Association of Parental Incarceration With Psychiatric and Functional Outcomes of Young Adults. JAMA Network Open, 2(8):e1910005.
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Does Despair Really Kill? A Roadmap for an Evidence-Based Answer. American Journal of Public Health, 109(6):854-858.
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Association of Childhood Trauma Exposure With Adult Psychiatric Disorders and Functional Outcomes. JAMA Network Open, 1(7):e184493.
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Childhood self-regulation as a mechanism through which early overcontrolling parenting is associated with adjustment in preadolescence. Developmental Psychology, 54(8):1542-1554.
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Misshandlung von Kindern und Jugendlichen. In: Schneider, Wolfgang; Lindenberger, Ulman. Entwicklungspsychologie. - 8., überarb. Aufl. (8. Aufl.). Weinheim: Beltz, 697-712.
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Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence During Preadolescence. Early Education and Development, 29(5):747-761.