Social-cognitive predictors of peer victimisation and mental health difficulties in children and young people with FASD

Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term for neurodevelopmental conditions caused by prenatal alcohol exposure, with a UK prevalence among the highest worldwide of 3.2% (Lange et al., 2017). Individuals with FASD often experience difficulties in speech, learning, memory, attention, impulse control, emotional regulation, adaptive functioning, and social interaction (Cook et al., 2016; McLachlan et al., 2020). Without support, these challenges contribute to poor educational and wellbeing outcomes. Despite its prevalence, FASD is under-diagnosed in the UK (McCarthy et al., 2021) and limited awareness restricts access to appropriate services. Government guidelines now emphasize improved identification, assessment, and support as urgent priorities. Through the PhD project the student will aim to: 1. evaluate experiences of mental health and bullying in people with FASD and 2. Explore social-cognitive factors that might lead to these challenges including mentalizing and deception detection.

The successful candidate will use a range of research methods including informant questionnaire surveys, interviews, eye tracking technology and behavioural observation methods. They will undertake advanced statistical and qualitative analyses to test their data. They will work with stakeholders and experts by experience to develop their research and ensure it is meaningful and acceptable to the communities the work benefits. They will communicate with families and stakeholders to ensure effective dissemination of the work, as well as traditional scientific communication via academic papers and conferences. They will join a team of PhD, Clinical Doctoral, Masters and Undergraduate students at the University of Surrey in the Neurodevelopmental Research lab (led by Dr Moss – www.ndevresearchlab.com), the Cognition Genes and Developmental Variability lab (led by Professor Emily Farran - Cognition, Genes and Developmental Variability lab | University of Surrey) and the Cerebra Network (co-led by Dr Jo Moss- www.cerebranetwork.com).

References:

1. Lange, S., et al. (2017). Global prevalence of FASD among children and youth: A systematic review and meta-analysis. JAMA Pediatrics, 171(10), 948–956.
2. Cook, J. L., et al. (2016). FASD: A guideline for diagnosis across the lifespan. CMAJ, 188(3), 191–197.
3. McLachlan, K., et al. (2020). Difficulties in daily living in adolescents and adults with FASD. Alcohol Clin Exp Res, 44(8), 1609–1624.
4. McCarthy, N., et al. (2021). Prevalence of FASD in Greater Manchester: An active case ascertainment study. Alcohol Clin Exp Res, 45(11), 2271–2281.

Open to UK nationals only.

The successful applicant will use subjective and objective measures to evaluate social-cognition and experiences of peer victimisation and mental health in children and young people with FASD. They will conduct relevant systematic and/or meta-analytic reviews to describe the current literature and inform their research. They will undertake advanced statistical and/or qualitative analyses to test their data. They will work with stakeholders and experts by experience to develop their research and ensure it is meaningful and acceptable to the communities the work benefits. They will communicate with individuals, families and stakeholders to ensure effective dissemination of the work, as well as traditional scientific communication via academic papers and conferences. They will join a team of PhD, Clinical Doctoral, Masters and Undergraduate students at the University of Surrey in the Neurodevelopmental Research lab (led by Dr Moss), the Cognition Genes and Developmental Variability lab (led by Professor Emily Farran) and the broader Cerebra Network.

Essential:

• At least a high 2.1 bachelor’s degree in Psychology or a related field, or on track to be awarded such a degree before October 1st 2026
• At least a high 2.1 grade in a research-based dissertation conducted as part of an undergraduate degree, or equivalent research experience (e.g. through volunteering with a research team)
• A masters degree in Psychology.
• A strong interest in research and a high level of motivation to develop research ideas.
• Excellent interpersonal and organisational skills
• Knowledge of statistics and a willingness to learn more advanced methods
• Sufficient breadth and depth of research methods and techniques related to quantitative and qualitative methods.
• Experience in conducting cognitive behavioural studies and preparing data for analysis
• English language proficiency
• Ability to work independently when required but to seek supervision appropriately
• Personal or professional experience working with individuals from vulnerable populations (e.g. children, individuals with neurodevelopmental conditions) and/or their families
• An understanding of how to work with stakeholder organisations to plan, develop or conduct useful research and demonstration of the skills necessary to do this well.

Desirable (but not essential):

• A first-class bachelor’s degree from a research-intensive University in Psychology or a related field
• Familiarity with open-science practices
• Experience of conducting research with individuals from vulnerable populations and/or their families
• Experience of working with organisations that hold stakes in the lives of individuals from vulnerable groups, either in a research or other professional context
• Ability to communicate complex information clearly
• Evidence of being able to disseminate research findings (e.g. via a seminar or conference presentation, or a journal publication)

For further information about the teams please see:

• www.ndevresearchlab.com
• www.cerebranetwork.com
• Cognition, Genes and Developmental Variability lab | University of Surrey