Caroline is a fourth-year graduate student in the Clinical Psychology Ph.D. program at the University of Vermont. Working under the mentorship of Dr. Betsy Hoza, Caroline’s research examines the assessment and treatment of Attention-Deficit/Hyperactivity Disorder (ADHD) from a developmental psychopathology perspective, with a specific focus on the early childhood years. In her clinical work, Caroline focuses on the treatment of ADHD, disruptive behaviors, and internalizing problems among children and adolescents.
Attachment
Caroline is a fourth-year graduate student in the Clinical Psychology Ph.D. program at the University of Vermont. Working under the mentorship of Dr. Betsy Hoza, Caroline’s research examines the assessment and treatment of Attention-Deficit/Hyperactivity Disorder (ADHD) from a developmental psychopathology perspective, with a specific focus on the early childhood years. In her clinical work, Caroline focuses on the treatment of ADHD, disruptive behaviors, and internalizing problems among children and adolescents.
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Self-Perceptual Bias and Internalizing Symptoms: Implications for ADHD
Attention-Deficit/Hyperactivity Disorder (ADHD) is a common childhood neurodevelopmental disorder, affecting 5 – 7% of school-aged children.1 Given that many children with ADHD experience difficulty paying attention and managing impulsive behaviors, it is not surprising that children with ADHD often struggle with basic tasks, such as schoolwork, daily routines, and social interactions.
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