Chris Askew

Dr Chris Askew


Lecturer
D.Phil, M.Res, B.A.
+44 (0)1483 682907
34 AD 02
Office hour Tues 11-12am and Stats Hour Tues 3-4pm (during term time)

Biography

Research

I research child psychopathology. My research currently focuses on two main areas:

  • investigating the mechanisms involved in the development of emotions such as fear/phobia, anxiety and disgust in childhood
  • identifying early interventions that could be used to prevent fear and anxiety from developing in childhood.

Associate editor for Journal of Experimental Psychopathology.

Funding

2012 – 2015 ESRC Research Grant (£261,619). The Role of Vicarious Learning in Preventing and Treating Children's Fears. ES/J0075 1X/1. Principal investigator (PI) with Prof Andy Field, University of Sussex, as Co-Investigator (CI).

2002 – 2006 ESRC 1+3 Studentship (Approx. £60,000). PTA-030-2002-01619.

Teaching

I am Research Methods and Statistics Director and 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

And contribute to the following modules:

PSY3065: Dissertation Workshops

PSYM130/136 Academic Research Training

PSYM132 Mental Health Across the Lifespan

PhD Supervision

I supervise research investigating the causes and maintenance of fear and anxiety disorders in children and adults. I am also interested in methods of prevention and early intervention in fear development.

Media links

'Society Now: ESRC Research Making an Impact', Summer 2016, Issue 25, p.7 http://www.esrc.ac.uk/files/news-events-and-publications/publications/magazines-and-newsletters/society-now/society-now-issue-25/

BBC Focus magazine: http://tinyurl.com/nnwcqsk

Kingston magazine: http://reader.livedition.dk/kingstonreview/11/23

My publications

Publications

JOURNAL ARTICLES

Reynolds, G., & Askew, C. (in press). Effects of Vicarious Disgust Learning on the Development of Fear, Disgust and Attentional Biases in Children. Emotion.

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.

BOOK CHAPTERS

Reynolds, G., Askew, C., & Field, A. P. (in press). 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.