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Elian Fink

Position/Status

Research Associate

E-mail Address

ef364@cam.ac.uk

Phone

+ 44 (0) 122376753

Qualifications

  • PhD in Developmental Psychology (University of Sydney, Australia)
  • B.Psych Hons (University of Sydney, Australia)

Membership of Professional Bodies/Associations

  • Association for Psychological Science

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Profile

Elian’s research interests focus on social and emotional development in early childhood. Elian completed her PhD at the University of Sydney, Australia, examining the longitudinal association between children’s emotion management, socio-cognitive understanding and peer relationships. Following her PhD, Elian went on to do post-doctoral research at the Evidence Based Practice Unit at University College London and the Anna Freud Centre, exploring children and young people’s emotional well-being and mental health difficulties in the school context. She is now a Research Associate at the Centre for Research on Play in Education, Development & Learning (PEDAL) working on a longitudinal project examining the antecedents and outcomes of play in early childhood.

Academic Area/Links


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Research Topics

  • Development of social cognition, emotion regulation
  • Social competence in early childhood, friendship, peer relations
  • Affective and cognitive empathy
  • Bullying and victimisation

Current Research Project(s)

  • Longitudinal study of the antecedents and consequences of play in early childhood
  • Baby talk and baby blues: Harnessing technology to investigate mechanisms of influence of parental well-being on infants
  • Exploring the bullying/victimisation experience in typically developing children and children with Autism

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Principal and Recent Publications

Fink, E., Patalay, P., Sharpe, H., Holley, S., Deighton, J., & Wolpert, M. (2015) The prevalence of mental health difficulties in adolescents in 2009 and 2014: A comparison of two cross-sectional studies, Journal of Adolescent Health.

Fink, E., Begeer, S., Peterson, C., Slaughter, V., & de Rosnay, M. (2015) Friends, friendlessness, and the social consequences of gaining a theory of mind, British Journal of Developmental Psychology, 33(1), 27-30.

Fink, E., Deighton, J., Humphrey, N. & Wolpert, M. (2015) Assessing the bullying and victimisation experiences of children with special educational needs in mainstream schools: Development and validation of the Bullying Behaviour and Experience Scale, Research in Developmental Disorders, 36(1), 611 – 619. DOI: 10.1016/j.ridd.2014.10.048

Fink, E., Begeer, S., Hunt, C & de Rosnay, M. (online, 2014) False-belief understanding and social preference over the first two years of school: A longitudinal study, Child Development.

Fink, E., Begeer, S., Peterson, C., Slaughter, V., & de Rosnay, M. (2014) Friendlessness and theory of mind: A prospective longitudinal study, British Journal of Developmental Psychology. DOI: 10.1111/bjdp.12060.

de Rosnay, M., Fink, E., Begeer, S., Slaughter V., & Peterson, C. (2014) Talking theory of mind: Young school-aged children’s everyday conversation and understanding of mind and emotion, Journal of Child Language, 41(5), 1179 – 1193. DOI: 10.1017/S0305000913000433

Fink, E., de Rosnay, M., Wierda, M., Kloot, H M. & Begeer, S. (2014) Recognition of Facial Emotions in Children with Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, 44, 2363 – 2368.