A5013062423- Early Childhood Education and Development
- Child and Adolescent Psychosocial and Emotional Development
- Educational and Psychological Assessments
- Youth Development and Social Support
- Schizophrenia research and treatment
- Education Systems and Policy
- Language Development and Disorders
- Education, Achievement, and Giftedness
- demographic modeling and climate adaptation
- Birth, Development, and Health
- Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Health and Conflict Studies
- Global Health Workforce Issues
- Indigenous and Place-Based Education
- Migration, Health and Trauma
Queensland University of Technology
2019-2025
UNSW Sydney
2023-2025
Journal Article Cohort Profile Update: The New South Wales Child Development Study (NSW-CDS) – Wave 3 (child age ∼18 years) Get access Melissa J Green, Green School of Clinical Medicine, University Wales, Sydney, NSW, Australia Corresponding author. Discipline Psychiatry and Mental Health, Faculty Medicine UNSW, Level 1, AGSM Building, Botany Street, UNSW NSW 2052, Australia. E-mail: melissa.green@unsw.edu.au Search for other works by this author on: Oxford Academic PubMed Google Scholar...
Abstract Background The transition from primary to secondary school presents a challenging developmental milestone which often marks decline in academic performance. Social–emotional skills are recognized as fundamental success but longitudinal research is needed determine the extent of their association over this period. Aim This study sought between self‐reported social–emotional competencies students final year (Year 6; age ~11 years) and reading numeracy performance first 7; ~12 years)....
Childhood social and emotional competencies are recognised as teachable skills affecting wellbeing developmental outcomes across the lifespan.This study sought to develop validate a brief self-report measure of social-emotional in middle childhood.The used items from 2015 Middle Survey, administered representative subsample New South Wales Child Development Study cohort, comprising 6 th grade students (n=26,837; aged 11-12 years) attending primary school Wales, Australia.Exploratory...
Abstract This study investigates the measurement invariance of a brief self-report measure childhood social-emotional competencies, Middle Childhood Survey: Social-Emotional Learning (MCS-SEL), across demographic subgroups. Invariance was tested simultaneously among subgroups children aged 11–12 years that were differentiated by sex (male, female) and main language spoken at home (English, not English). Multi-group confirmatory factor analysis evaluated structural item-level using two...
Abstract Objectives The current study aimed to assess the measurement invariance of 9‐item self‐report Psychotic‐Like Experiences Questionnaire for Children (PLEQ‐C) across various demographic (age, gender, ethnicity) and psychopathology profiles in a community sample children. Methods aged 9–11 years ( n = 613; M age 10.4 [SD 0.8]; 50.9% female) completed questionnaire screening at school, with primary caregivers returning questionnaires by mail from home. Configural, metric, scalar,...
Poor verbal learning and memory function is well-documented among individuals with schizophrenia those at clinical high-risk for psychosis. This study aimed to identify these impairments children aged 9-12 years different risk profiles (family history or antecedents of schizophrenia, each higher[H] lower[L] load) relative typically developing peers. These three groups were recruited via community-screening, differentiated analysis into: (TD = 45); who had 1 first- ≥2 second-degree affected...