University roles and responsibilities
- Research methods and statistics director for psychology
I research child and adult psychopathology. My research currently focuses on two main areas:
- Investigating the mechanisms involved in the development of emotions such as fear, anxiety and disgust in children and adults.
- Identifying early interventions that could be used to increase resilience and prevent or reverse fear and anxiety from developing in children and adults.
2012 – 2015: Chris Askew (PI) & Andy Field. ESRC Research Grant (£261,618). The Role of Vicarious Learning in Preventing and Treating Children's Fears. ES/J0075 1X/1.
2002 – 2006: Chris Askew, ESRC 1+3 Studentship (Approx. £60,000). PTA-030-2002-01619.
Postgraduate research supervision
I supervise research investigating the causes, maintenance and prevention of fear and anxiety disorders in children and adults. I am also interested in methods early intervention and increasing resilience in fear development.
Current PhD students:
- Güler Dunne (2014)
- Lydia Kearney (2013)
Doctorate in Clinical Psychology - Major Research Project:
- Lily Krause (2020)
FELLOWSHIPS: Fellow of the Higher Education Academy (HEA)
AWARDS: 2018 SHOUT award (‘Students Honouring Outstanding University Teaching’) from University of Surrey Student Union
MODULES: I am module convenor for the following modules:
- PSY1020: Introduction to Statistics and Data Analysis
- PSY1032: Further Statistics and Critical Thinking
- PSYM094: Statistics and Data Analysis for the MSc in Psychology.
I also contribute lectures to the following modules:
- PSY3065: Dissertation Workshops
- PSYM132: Mental Health Across the Lifespan.
Courses I teach on
Psychology BSc (Hons)
El-Khodary, B., Samara, M., & Askew, C. (2020). Traumatic Events and PTSD among Palestinian Children and Adolescents: The Effect of Demographic and Socioeconomic Factors. Frontiers in Psychiatry, 11: 4. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7137754/
Reynolds, G., & Askew, C. (2019). Effects of Vicarious Disgust Learning on the Development of Fear, Disgust and Attentional Biases in Children. Emotion, 19, 1268-1283.
Reynolds, G., Wasely, D., Dunne, G. & Askew, C. (2018). A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear. Cognition & Emotion, 32, 1166-1177.
Reynolds, G., Field, A. P. & Askew, C. (2018). Reductions in children’s vicariously learnt avoidance and heart rate responses using positive modeling. Journal of Clinical Child & Adolescent Psychology, 47, 555-568. FULL TEXT
Dunne, G. & Askew, C. (2018). Vicarious Learning and Reduction of Fear in Children via Adult and Child Models. Emotion, 18, 528-534.
Reynolds, G., Field, A. P., & Askew, C. (2017). Learning to Fear a Second-order Stimulus Following Vicarious Learning. Cognition & Emotion, 31, 572-579. FULL TEXT
Dunne, G., Reynolds, G, & Askew, C. (2017). Stimulus Fear-Relevance and the Speed, Magnitude, and Robustness of Vicariously Learned Fear. Behaviour Research and Therapy, 95, 1-18.
Askew, C., Reynolds, G., Fielding-Smith, S., & Field, A. P. (2016). Inhibition of vicariously learned fear in children using positive modeling and prior exposure. Journal of Abnormal Psychology, 125, 279-291. FULL TEXT
Askew, C., Hagel, A. & Morgan, J. (2015). Vicarious learning of children's social anxiety-related fear beliefs and emotional Stroop bias. Emotion, 15, 501-510.
Reynolds, G., Field, A. P., & Askew, C. (2015). Preventing the development of observationally learnt fears in children by devaluing the model's negative response. Journal of Abnormal Child Psychology, 43, 1355-1367. FULL TEXT
Askew, C., Cakir, K., Poldsam, L., & Reynolds, G. (2014). The Effect of Disgust and Fear Modeling on Children’s Disgust and Fear for Animals. Journal of Abnormal Psychology, 123, 566-577. FULL TEXT
Reynolds, G, Field, A. P. & Askew, C. (2014). Effect of Vicarious Fear Learning on Children's Heart Rate Responses and Attentional Bias for Novel Animals. Emotion, 14, 995-1006. FULL TEXT
Askew, C., Dunne, G., Ozdil, Z., Reynolds, G., & Field, A. P. (2013). Stimulus fear-relevance and the vicarious learning pathway to childhood fears. Emotion, 13, 915-925.
Dunne, G. & Askew, C. (2013). Vicarious learning and un-learning of fear in children via mother and stranger models. Emotion, 13, 974-980.
Askew, C. & Field, A. P. (2008). The vicarious learning pathway to fear 40 years on. Clinical Psychology Review, 28, 1249-1265.
Askew, C., Kessock-Philip, H. & Field, A. P. (2008). Interactions between the indirect pathways to fear in children: what happens when verbal threat information and vicarious learning combine? Behavioural and Cognitive Psychotherapy, 36, 491-505.
Field, A. P., Lascelles, K. R. R., Lester, K. J., Askew, C. & Davey, G. C. L. (2008). Evaluative conditioning: missing, presumed dead. Netherlands Journal of Psychology, 64, 46-64.
Askew, C. & Field, A. P. (2007). Vicarious learning and the development of fears during childhood. Behaviour Research and Therapy, 45, 2616-2627.
Reynolds, G., Askew, C., & Field, A. P. (2018). Behavioral Inhibition and the Associative Learning of Fear. In K. Pérez-Edgar & N. A. Fox (Eds.) Behavioral Inhibition: Integrating Theory, Research, and Clinical Perspectives. Cham, Switzerland: Springer.
Background: The situation in the Gaza Strip is uncommon in the frequency with which children are exposed to war-related traumatic events on a daily basis and because of the long-term nature of the conflict. The prevalence of posttraumatic stress disorder (PTSD) among children and adolescents in the Gaza Strip increased after the recent wars. The aims of the study are: To investigate the prevalence and nature of war traumatic events and PTSD; and to investigate how these traumatic events predict PTSD when taking into account demographic and socioeconomic status factors amongst Palestinian children and adolescents in the Gaza Strip.
Methods: The sample consists of 1,029 school pupils (11–17 years old): 533 (51.8%) were female and 496 (48.2%) were male. War-Traumatic Events Checklist (W-TECh) Post-Traumatic Stress Disorders Symptoms Scale (PTSDSS) were used.
Results: The majority of children and adolescents experienced personal trauma (N: 909; 88.4%), witnessed trauma to others (N: 861; 83.7%) and observed demolition of property (N: 908; 88.3%) during the war. Compared to girls, boys showed significantly more exposure to all three event types as well as overall traumatic events. Results also demonstrated that the prevalence of DSM-V PTSD diagnosis was 53.5% (N = 549). Further, children who had experienced personal trauma, trauma to others, and the demolition of property were significantly more likely to be diagnosed with PTSD compared to those who had not, even when adjusting for demographic and socioeconomic factors. The strongest war trauma for PTSD is personal trauma followed by witnessing trauma and then observing demolition of properties.
Conclusions: The study provides valuable evidence that demographic and socioeconomic factors mediate the relationship between different war traumatic events and PTSD. Interventions should take into account the children’s background including their gender, age, where they live, and their socioeconomic status (e.g., family income, parents' educational level, family size) to alleviate the psychological symptoms and to enhance their resilience.