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Elian Fink


Research Associate

E-mail Address


+ 44 (0) 122376753


  • 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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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.