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The Research Department at the Hincks-Dellcrest
Centre undertakes research to understand the basis for
children’s social and emotional problems and tests innovative interventions.
Our current goals are
specific to issues related to adoption, language development and disorder and
the interface of language
impairment with mental health problems, infant mental health, and preventive
learning intervention.
Findings from research contribute to improving mental health in children and
their families as well as
preventing mental health problems from occurring or intensifying. These are
issues that have a true
impact on the development of children.
We strive to understand and develop new ideas and share and disseminate
our findings in a variety of
ways. Findings from research also underpin training and inform clinical practice.
In turn, these activities
inform the research we undertake. The Hincks-Dellcrest Centre is affiliated
with the University of
Toronto. We welcome students and volunteers at the undergraduate, graduate
and post-graduate levels.
Who
We Are  Current
Research Completed
Research Studies Publications
Nancy Cohen, Ph.D., C.Psych.
Dr. Cohen is currently Director of Research at the Hincks-Dellcrest Centre
for
Children's Mental Health and the Hincks-Dellcrest Institute. She is Professor
in the Department of Psychiatry at University of Toronto and Adjunct Professor
of Psychology at OISE/U.T. and York University. Dr. Cohen is a researcher,
clinician, and teacher in areas related to child and family mental health,
including infant mental health, adoption, and the interface of language impairment
and child psychopathology. Dr. Cohen has published and spoken widely and is
a frequent reviewer for a number of journals.
Research Department Associates:
Marshall Korenblum, M.D., F.R.C.P.(C);
Mirek Lojkasek, Ph.D.;
Diane Philipp, M.D., F.R.C.P.(C); Alex Russell, Ph.D., C.Psych.
Research Training:
The Research Department is involved in training and supervision of students
at the undergraduate,
graduate, and post-graduate levels. There is currently a funded Research Fellow
who spends 1-3 years at
the Centre both working collaboratively with others and developing her own
program of research.
Students and volunteers are from a range of disciplines.
Research Fellow: Fataneh Farnia, Ph.D.
Doctoral Students: Elif Gocek
The Research Department projects and studies have been funded by the following:
− Canadian Language & Literacy Research Network (CLLRNet)
− Canadian Institutes for Health Research (CIHR).
− Centre of Excellence for Child and Youth Mental Health
− Social Development Partners (previously Human Resources Development Canada)
− Social Sciences and Humanities Research Council (SSHRC)
− Lawson Foundation
Closing
the Gap: Toward an Integrative Model of Language, Cognition, and Psychiatric
Disorder in Adolescence
Principal
Investigator: Nancy J.
Cohen
Co-Investigators: Nancie
Im-Bolter, Marshall Korenblum, Zohreh Yaghoub Zadeh, Fataneh Farnia
Description: This
research focuses on the interrelation between language, thought (cognitions),
and maladaptive psychosocial functioning in adolescents referred for
psychiatric service and normally developing adolescents with a special
focus on the mediating role of higher order language. Clinic and community-based
studies have shown that a large portion of children with psychiatric
disorders has a language impairment (LI) with estimates ranging from
50% to 80%. Adolescence is a unique developmental period characterized
by dramatic biological, social, and cognitive changes. The demands
on language for both social and academic adjustment shift dramatically
during this age period. Competent higher order language requires integration
of cognitive, affective, communicative, and social information. Applying
an integrative framework, the specific objectives of the proposed study
are to: (1) describe and determine the prevalence of structural and higher
order language difficulties of youth presenting for psychiatric service,
and (2) examine the complex relationship between language, psychiatric
disorder, and cognitive and social cognitive functions. Using mixed methods
and working within an interdisciplinary collaborative group, this research
will produce findings that contribute to understanding adolescent psychiatric
disturbance and to collaboration in the clinic and the community (e.g.,
in schools).
Funded
by: Canadian
Institute of Health Research, Centre
of Excellence for Child and Youth Mental Health
How
early can risk factors for language and literacy problems be identified?
Co-Principal
Investigators: Nancy J. Cohen (Hincks-Dellcrest Centre) and
Charles Ungerleider (Canadian Council on Learning, Vancouver)
Co-Ivestigators: Zohreh
Yaghoub Zadeh (Canadian Council on Learning, Vancouver) and Fataneh Farnia
(Hincks-Dellcrest Centre)
Descripition: Oral
language and reading comprehension are dynamic developmental processes
that have long been thought to depend on literacy practices at home in
the early years of life (i.e., 0 to 5 years). Research has shown that
child’s accomplishment in oral language and reading comprehension
depends on the successful integration of early component language skills
and home literacy, adequate development of cognitive processes, social
cognitive skills, interpersonal relationships, and attachment behaviors.
Inadequate development of one or more of these skills will increase the
risk for later oral language and reading comprehension problems in early
school age children with an increased susceptibility in children aged
8 to 11 years. The goal of the systematic literature review is to determine
how early in development we can identify the risk factors that influence
occurrence of oral language and reading comprehension problems.
Funded
by: Canadian Language
and Literacy Research Network
Handle
with Care: Training for Promoting Mental Health of Young
Children in Child Care
Investigators: Nancy
J. Cohen, Ph.D., & Bonnie Pape
Over
the last decade mounting evidence has shown that the foundations of mental
health are shaped from the earliest days of life. Research has
provided a deeper understanding about environmental influences on social
and emotional development and how neural connections related to this
critical area of development are formed. Widespread awareness of
the importance of the first six years of life has led the government
of Canada to establish programs, research and policies around early child
development and early learning and child care. Specific to the proposed
project, the case is made that mental health promotion for young children
in centre-based care is associated with good practices that foster children’s
social and emotional development, build family and community connections,
and create a positive working climate for those in the child care field. This
project builds on work recently completed under SDPP funding that supported
creation of the Handle with Care: Strategies for Promoting the Mental
Health of Young Children in Community-Based Child Care booklet
which provides principles and strategies to foster social and emotional
development. Utilizing the basic structure of the booklet, the current
project is developing both a training manual and a train-the-trainer
manual, training materials, and training procedures and will be piloted
nationally with individuals in a position to train early childhood educators
and other professionals working with young children.
Funded
by: Social Development
Partners
Children
Adopted From China: A Prospective Study of Their Health and Development
Investigators: Nancy
J. Cohen, Ph.D., Mirek Lojkasek, Ph.D., & Susan Abbey, M.D.
Description: The
objective of the proposed study is to document the post-adoptive health
and physical,
motor,
cognitive, language, and social-emotional development of infants adopted
from China. China has
been
the leading country for international adoption by Canadian parents since
1992. Most children are
adopted
as infants with a median age at arrival to Canada of 11-12 months. However,
because their first year is spent in an institutional setting, they are
potentially at risk for developmental delays and socialemotional problems.
To date, there has not been a comprehensive prospective assessment of
the adaptation and long-term outcome of Chinese adoptees. The proposed
study will fill this gap. Findings from this study will provide essential
information for adoptive families, service organizations, practitioners,
and policy makers involved in international adoption.
Funded
by: Canadian
Institutes for Health Research
Support
Programme for Expelled Students
Evaluator: Helen
O'Halpin, M.D., F.R.C.P.(C)
Description: This
programme is an ongoing study of all students expelled from Metro Toronto
Schools
and
referred to the programme (N: 75 to date). Characteristics of students
and family profiles are being
developed
regarding demographic data, ethnicity, and offender's profile. Progress
in programme and
outcome
following discharge. This is a joint Metro Toronto support and Hincks-Dellcrest
Centre Project.
Ego
Functions Assessment: A Screening Instrument for Suitability for
Short-Term Individual Therapy
in
Adolescents (ongoing study). (Will post when information will
be available)
Co-Investigators: Marshall
Korenblum, M.D., F.R.C.P(C)
Description: Brief
therapy has become an important new treatment modality for certain focal
problems
but
is not suitable for everyone. In adults, a semi-structured interview
called the Ego Functions
Assessment
has been used to select appropriate patients and to measure change pre-
and post-therapy with
good
reliability and validity. This measure currently is being piloted on
adolescents to determine
reliability
among clinicians' ratings. Because nothing has been published about its
potential use with
adolescents,
a protocol will be developed to assess its utility as a screening instrument
for brief (individual
psychodynamic)
therapy and as a measure of outcome.
Watch,
Wait, and Wonder: Testing the Effectiveness of a New Approach
to Mother-Infant Psychotherapy
This project
evaluated an innovative strategy for treating troubled parent-infant relationships
comparing it to a more traditional psychotherapeutic approach. Research findings
indicated that although both treatments were successful, the Watch, Wait, and
Wonder intervention brought about more rapid changes in infant attachment security,
maternal well-being, parenting confidence, and infant development. Research of
this kind is important to help parents and infants who are referred for mental
health treatment.
The
Social Language Study: Understanding the Relation between Childrens' Narrative
Discourse and Socioemotional Problems
Approximately one-half of the children attending mental health clinics
have language impairments. This study examined the quality of children's language
and communication skills in emotionally provocative situations. The findings
of this research will help to understand factors that influence children's social
and emotional functioning. Research of this kind is important because both educational
and therapeutic programs rely heavily on language skills.
The
TLC3 Project: Fostering Early Language and Cognitive Development
TLC3 was a national project that provided quality early learning programs for
children aged birth to five years, at seven sites
across Canada. The project aimed at discovering the kinds of programs that
work best with children in different settings to foster early language and
cognitive development. Research of this kind is important to understand the
characteristics of early environments necessary for readiness to learn and
engagement in healthy social relationships.
Boundless
Adventures Association's Early Intervention Pilot Project
This evaluation examined
the implementation and outcomes of a crime prevention initiative for high-need,
under-resourced families with children aged 2 to 6 years. The program combined
wilderness/challenge-based programming with community based follow-up activities
and had three broad objects which were to strengthen family relationships,
provide mothers with skill- and confidence-building experiences through a
challenge based curriculum, and strengthening families' community and social
supports.
Other
Projects are Designed to:
- Evaluate
the outcomes of focused family therapies;
- Evaluate
the outcomes of a community-based intervention for high-risk
families.
Early
Childhood Care and Mental Health Project
This project investigated how Canadian child care centres promote the mental
health of children from infancy to 6 years. Emphasizing classroom strategies,
relationships with parents, staff well-being and collaboration with community
resources, its aim was to collect and convey existing practices that foster
critical areas of social-emotional development identified by research. Findings
are detailed within a resource booklet available to child care providers. Existing
research was also considered within the context of current child care issues
to inform various early childhood professionals and policymakers. This project
was undertaken in collaboration with the Canadian Mental Health Association.
A
Longitudinal Study of Children Enrolled in Early Intervention and Prevention
Programs: A National Perspective
The research followed 120 children who participated in a national demonstration
project (TLC3) at an important transition point in development, the end of
their kindergarten year when they were on the brink of entering Grade 1. TLC3
involved seven sites across Canada delivering a range of interventions aimed
at enhancing the language and cognitive development of children 0 to 5 years
within the context of important early relationships. Most of these children
lived in families at risk because of factors associated with low socioeconomic
status. Readiness for school was measured in relation to a comparison sample
and to provincial and national Canadian samples. This project was part of the
Canadian Language and Literacy Research Network.
Narrative
Research Project: Moment-to-Moment Change in Therapy
Description: This
project was integrated
into an advanced extern training program in Brief and Narrative
Therapy.
This collaborative project with University of Toronto, Faculty
of Social Work, integrated
training,
therapy and research. Families served through the program had access
through the intake process
of
HDC.
Journal
Articles:
Barwick,
M.A., Cohen, N.J., Horodezky, N.B., & Lojkasek, M. (2004). Infant
communication and mother
infant
relationship: The importance of level of risk and construct measurement, Infant
Mental Health
Journal,
25, 240-266. Available online:
Cohen,
N.J. (2003). Overlap of communication impairments and social-emotional
problems in infants.
IMPrint,
37, 19-21.
Cohen,
N.J., Muir, E., & Lojkasek, M. (2003). Watch, Wait, & Wonder:
Ein kindzentriertes
psychotherapie-programm
zur behandlung gestörter Mutter-Kind-Bezienhungen. Kinderanalyse,
58-79.
Cohen,
N.J., Lojkasek, M., & Muir, E. (2003). Watch, Wait, and Wonder: An
infant-led approach to
infant-parent
psychotherapy. IMPrint, 35,17-19.
Cohen,
N.J, Lojkasek, M., Muir, E., Muir, R., & Parker, C.J. (2002). Six
month follow-up of two mother-infant psychotherapies: Convergence of
therapeutic outcomes. Infant Mental Health Journal 23, 361-380.
Muir,
E., Lojkasek, M., & Cohen, N. (2000). Observing mothers observing
their infants: An infant
observation
approach to early intervention. PRISME, 31,154-170.
(French version)
Muir,
E., Lojkasek, M., & Cohen, N. (1999). Observant parents: Intervening
through observation. Infant Observation: The
International Journal of Infant Observation and Its Application, 3,11-23.
Cohen,
N.J., Muir, E., Lojkasek, M., Muir, R., Parker, C.J., Barwick, M., & Brown,
M. (1999). Watch,
Wait,
and Wonder: Testing the effectiveness of a new approach to mother-infant
psychotherapy. Infant
Mental
Health Journal, 20, 429-451.
Brochures:
Cohen,
N.J., Muir, E., Lojkasek, M., Muir, R., Parker, C.J., Barwick, M., & Brown,
M.
(March,
1999). Watch, Wait, and Wonder: Testing the Effectiveness of a new
approach to mother-infant
intervention. Research
Summary
Barwick,
M.A., Cohen, N.J., Horodezky, N.B., & Lojkasek, M. (February, 1999).
Linking Babies’:
Attachment
relationships with emerging communication and language skills. Research
Summary.
Book
Chapter(s):
Cohen,
N.J., Muir, E., & Lojkasek, M. (2003). The first couple: Using Watch,
Wait, and Wonder to
change
troubled mother-infant relationships. In. S.M. Johnson & V. Whiffen
(Eds.) Attachment processes
in
couple and family therapy, pp.
215-233. New York: Guilford.
Magazine
Articles:
Playing
eye to eye. Hugh McBride
Chatelaine. July, 1998, 24.
My
brutally honest story. Julie
Bedard, Parent to Parent. October, 1994. pp. 10-14.
The
tender trap. Rona Maynard,
HomeMakers. May, 1992. pp. 76-86.
Treatment
Manual:
Muir,
E., Lojkasek, M., & Cohen, N.J. (1999). Watch,
Wait, and Wonder: A manual describing a dyadic
infant-led
approach to problems in infancy and early childhood. A
Treatment Manual. To obtain a copy of the order form please e-mail
Mirvana Kimball at: institute.research@hincksdellcrst.org
Journal
Articles:
Yaghoub
Zadeh, Z., Im-Bolter, N., & Cohen, N.J. (in press) Social cognition
and externalizing psychopathology: An investigation of the mediating
role of language. Journal of Abnormal Child Psychology
Cohen,
N.J. Vallance, D.D., Barwick, M., Im, N., Menna, R., Horodezky, N.B., & Isaacson
L. (2000).
The
interface between ADHD and language impairment: An examination of language,
achievement, and
cognitive
processing. Journal of Child Psychology and Psychiatry, 41, 353-362.
Vallance,
D.D., Im, N., & Cohen, N.J. (1999). Discourse deficits associated
with psychiatric disorder and
with
language impairments in children. Journal of Child Psychology and
Psychiatry, 40,693-704.
Cohen,
N.J., Horodezky, N. (1998). Language impairments and psychopathology.
Journal of the American Academy of Child and Adolescent Psychiatry,
461-462.
Cohen,
N.J., Barwick, M.A., Horodezky, N.B., Vallance, D. D., & Im, N. (1998).
Language, achievement,
and
cognitive processing in psychiatrically disturbed children with previously
identified and unsuspected
language
impairments. Journal of Child Psychology and Psychiatry, 39,
865-877.
Cohen.
N.J., Menna, R., Vallance, D.D., Barwick, M.A., Im, N., & Horodezky,
N.B. (1998). Language,
social
cognitive processing, and behavioral characteristics of psychiatrically
disturbed children with
previously
identified and unsuspected language impairments. Journal of Child
Psychology and
Psychiatry,
39, 853-864.
Brochures:
Cohen,
N.J., Barwick, M.A., Horodezky, N., Im, N., Isaacson, L., Menna, R., & Vallance,
D. (March,
1997). Making
the connection: Language, Learning, and Social Behaviour of Children
Referred to Mental
Health
Clinics. Research Summary.
Books
Cohen,
N.J. (2001). Language impairment and psychopathology in infants,
children, and adolescents.
New
York: Sage Publications.
Beitchman,
Cohen, N.J., Konstantareas, M. M., & Tannock, R. (1996). Language,
learning, behaviour disorders. New
York: Cambridge University Press.
Book
Chapter(s):
Im-Bolter,
N., & Cohen, N.J. (in press). Language impairment and psychiatric
co-morbidities. Pediatric Clinics of North America.
Cohen,
N.J. (2002). Developmental language disorder. In P. Howlin & O. Udwin
(Eds.), Outcomes in neurodevelopmental and genetic disorders, (pp.26-55). Cambridge,
UK: Cambridge. (This is a book chapter/no abstract available). University
Press. Review of book available at:
Cohen,
N.J. (1996). Psychiatrically disturbed children with unsuspected language
impairments:
Developmental
differences in language and behaviour. In J. Beitchman, N.J. Cohen, M.M.
Konstantareas,
& R.
Tannock (Eds.), Language, learning and behaviour disorders: Emerging
perspectives (pp. 105-127).
New
York: Cambridge University Press.
Journal
Articles:
Back
to school special section
Trouble
with the three Rs: WHAT
TO TELL YOUR PATIENTS helps you brush up on learning difficulties… about
learning disabilities. Julia Cyboran. National Review of Medicine,
August, 2004.
Articles
Cohen,
N.J., Coyne, J.C., & Duvall, J.D. (1996). Parents' sense of "entitlement" in
adoptive and
Nonadoptive
families, Family Process, 35,
441-456.
Cohen,
N.J., Coyne, J.C., & Duvall, J. (1993). Adopted and biological children
in the clinic: Family,
parental
and child characteristics, Journal of Child Psychology and Psychiatry,
34, 545-562.
Book
Chapter:
Cohen,
N.J. (in press). Adoption. In M. Rutter & E. Taylor (Eds.), Child
and adolescent psychiatry: Modern
approaches, Oxford,
UK: Blackwell Science.
Cohen,
N.J. (2002). Adoption. In M. Rutter et al.(Eds.), Child and adolescent
psychiatry: Modern
approaches,
(pp. 373-381). Oxford, UK:
Blackwell Science.
Brochure:
Nancy
J. Cohen, J. Duvall, James C. Coyne. (January, 1994). Mental service
needs of post-adoptive
families.
Executive Summary. Sponsored
by Children’s
Aid Society in York Region, Newmarket, Ontario.
Treatment
Manual:
Cohen,
N.J., & Duvall, J.D. (1996). The Family Attachment Program: An
innovative program for working
with
families adopting older children.
To
obtain a copy of the order form please e-mail Mirvana Kimball at: institute.research@hincksdellcrst.org
Articles
Boundless
Adventures Association's Early Intervention Pilot Project link to: www.boundlessadventures.org
Cohen,
N.J., Kiefer, H., Pape, B. (2005). Handle with care: Early childhood
care and mental health promotion. IMPrint, 43,
11-13.
Landy,
S. (2004). Tool for determining type and frequency of family
home visitor intervention. Toronto:
Toronto Public Health.
Landy,
S. (2004). Understanding the personality characteristics of neglectful
parents and developing appropriate interventions. IMPrint, 40,
3-8.
Landy,
S. (2000). The impact of maternal depression on child development. IMprint,
27, 16-20.
Oyen,
A-S., Landy, S., & Hilburn-Cobb, C. (2000). Maternal attachment and
emotional availability in an
at-risk
population. Attachment and Human Development,
2(2):203-217.
Landy,
S. (2000). Riding a roller coaster: Working with a young mother and her
preschool children.
IMPrint,
28, 7-12
Landy,
S., & Munroe, S. (1998). Shared parenting: Assessing the success
of a foster parent program aimed at family reunification. Child
Abuse and Neglect, 22,
305-318.
Landy,
S., & Menna, R. (1997). Mother’s reactions to the aggressive
play of their aggressive and non-aggressive young children: Implications
for caregivers. Early Child Development and Care,
138, 1-20.
Book(s):
Landy,
S. (in press). An integrative approach to early intervention with
high-risk families. Baltimore, MD: Paul Brookes Publishing.
Landy,
S., & Thompson, S. (in press). Pathways to competence for
young children: A group program for parents of children from birth to 7
years of age. Baltimore,
MD: Paul Brookes Publishing.
Landy,
S. (2002). Pathways to competence. Encouraging healthy social and emotional
development in
young
children. Baltimore: M.D. Paul
H. Brooks, Publishing Co.
Report(s):
A Longitudinal
Study of Children Enrolled in Early Intervention and Prevention Programs:
A National
Perspective (TLC3)
Cohen,
N.J., & Radford, J. (July, 1999). The Impact of Early Childhood
Intervention on Later Life.
Report
prepared for Health Canada, NHRDP, Synthesis and Dissemination Section,
Research and
Knowledge
Development Division.
Handle
With Care: Promoting the Mental Health of Young Children in Community-Based
Child Care
Booklet
available at: www.hincksdellcrest.org
Also
available at: www.cmha.ca
To obtain copies of
booklets please contact Mirvana Kimball at: institute.research@hincksdellcrest.org
Journal
Articles:
Korenblum,
M. (October 2004). Antidepressant use in adolescence: We’re
asking the wrong questions.
Paediatric
Viewpoint. Paediatrics & Child Health,
9, No. 8, 539-540.
Korenblum,
M. (August, 2004). Medicating ADHD: the doctor, parent, teacher triangle. National
Review
of
Medicine,1
Korenblum,
M. (May, 2004). Depression in teens. Round Table, dialogues in medical
management,
Parkhurst
Exchange, 124-128.
Korenblum,
M. (Fall 2000). Recognizing the warning signs. Network, 16,:3,
8-10.
Cameron,
P., Lescz, M., Bebchuk, W., Swinson, R., Antony, M., Azim, H. Doidge, N.,
Korenblum, M., et
al.
(1999). The Practice and Roles of the Psychotherapies: A discussion paper.
Working Group 1 of the
Canadian
Psychiatry Association Psychotherapies Steering Committee. Canadian
Journal of Psychiatry,
44,
Supp. 1, 18S-31S
Book
Chapter(s):
Hilburn-Cobb,
C. (1998). Adaptation within a hierarchy of behavioural systems: attachment,
controlling
and
frankly disorganized behaviour and adolescent psychopathology,
Chapter for L.Atkinson (Ed.),
Proceedings,
2nd International Conference on Attachment & Psychopathology. Toronto.
Video
for Purchase:
Dubo,
E., Vasic, B., Conn, L., & Marshall Korenblum. The other side of
blue: The truth about teenage
depression. Available
from: Canadian Learning CompanyTM,
95 Vansittart Avenue, Woodstock, Ontario.N4S 6E3. Telephone: (800))
267-2877, Fax: (519) 537-1035.
For
copies of articles or for more information contact: Dr.
Nancy Cohen, e-mail nancy.cohen@utoronto.ca or
by telephone at (416) 972-1935 Extension 3312, or M. Kimball at: institute.research@hincksdellcrest.org
The
Research Department is committed to making research-based knowledge available
to a wide range of audiences through a variety of media including: Journal
articles, magazine articles and news media, presentations; treatment manuals;
brochures; Websites.
Our
audience include: Researchers,
professionals, (e.g., practitioners, SLPs, & Special Education), students,
Government, and funders’ organizations.
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