Stephen P. Hinshaw

External videos
External videos
	"Women and girls with ADHD", 04.17.2020, with Stephen P. Hinshaw and others, Knowable Magazine

Stephen P. Hinshaw
Stephen P. Hinshaw
Born	December 1st, 1952; Columbus, Ohio
Alma mater	Harvard University (A.B., summa cum laude, Psychology and Social Relations), University of California, Los Angeles (Ph.D., Clinical Psychology); University of California, San Francisco (post-doctoral fellowship)
Spouse(s)	Kelly Campbell, Ph.D.
Children	Jeff Hinshaw, John Neukomm, Evan Hinshaw
	Scientific career
Fields	Clinical, Developmental, and Quantitative Psychology; Developmental Psychopathology
Institutions	University of California, Berkeley; University of California, San Francisco

Last updated March 06, 2024

Stephen P. Hinshaw (born December 1, 1952) is an American psychologist whose contributions lie in the areas of developmental psychopathology and combating the stigma that surrounds mental illness. He has authored more than 325 scientific articles and chapters as well as 14 authored and edited books. Currently, he is Professor (and former department chair) in the Department of Psychology at the University of California, Berkeley,^[1] and Professor In Residence and Vice Chair for Child and Adolescent Psychology in the Department of Psychiatry at the University of California, San Francisco.^[2] His work focuses on child and adolescent mental disorders, clinical interventions, mechanisms of change in psychopathology, and stigma prevention efforts, with a specialization in ADHD and other neurodevelopmental disorders.

Early life

Stephen P. Hinshaw was born on December 1, 1952, in Columbus, Ohio. He was the oldest child in the family; his sister, Sally P. Hinshaw, is 15 months younger. It wasn't until he was 18 that Hinshaw's father, the eminent philosopher Virgil Hinshaw Jr., let him in on a family secret, which had been explicitly forbidden from discussion by Virgil's doctors. Once his father's 'madness' — a lifelong, cyclic psychotic illness misdiagnosed as schizophrenia, which Hinshaw subsequently corrected as bipolar disorder — was out in the open, Hinshaw's career trajectory moved toward clinical psychology. Subsequent discussions revealed a history of involuntary hospitalizations and other brutal treatments, fueling Hinshaw's lifelong passion for understanding vulnerable children and eradicating mental illness stigma.

Academic career

Hinshaw attended Harvard University from 1970 to 1974, concentrating in psychology and social relations.^{[ citation needed ]} After graduating, he directed a residential summer camp for children with serious disabilities (Camp Freedom) and a day school program operating out of Massachusetts Mental Health Center (Therapeutic Center) for children who had been excluded from public school settings. He went on to earn his Ph.D. in clinical psychology at UCLA, before serving as a postdoctoral fellow at the University of California, San Francisco. He was a visiting lecturer at UC Berkeley, an assistant professor at UCLA and an assistant, associate, and currently professor at UC Berkeley and UC San Francisco.^{[ citation needed ]}

He has served as Principal Investigator for the Berkeley site in the Multimodal Treatment Study of Children with ADHD (MTA Study)^[3] and founded the Berkeley Girls with ADHD Longitudinal Study (BGALS),^[4] the largest study of girls with this condition in existence. Contributions from the latter investigation include delineating the serious risk for self-harm (suicide attempts and non-suicidal self-injury) in girls with ADHD as they mature into late adolescence and early adulthood. Among other consultantships and affiliations, he serves on the scientific board of Glenn Close's mental health nonprofit Bring Change 2 Mind, as an advisor and storyteller for the play The Manic Monologues , and as co-chair of the Scientific Research Council of the Child Mind Institute.

Accomplishments

The primary focus of his research is externalizing behavior dimensions and disorders, particularly ADHD; family, peer, and neuropsychological risk factors; mechanisms of change via clinical trials; and the stigmatization of mental illness. His work has featured the interplay between psychobiological vulnerability and family. gender and peer-related risk factors and impairments, emphasizing transactional models of influence. His work on randomized clinical trials of pharmacologic and psychosocial interventions for children with attention-related and impulsive behavior problems emphasizes understanding the mechanisms underlying clinically significant change, particularly family processes. He has been awarded numerous federal grants^[5] for his investigations.

Hinshaw was documented as one of the 10 most productive scholars^[6] in the field of clinical psychology across the past decade. From 2009 to 2014 he was editor of Psychological Bulletin , the most cited journal in general psychology. He is a fellow of the Association for Psychological Science, the American Psychological Association, and the American Association for the Advancement of Science. His research efforts have been recognized by California's Distinguished Scientific Contribution in Psychology Award (2009),^[7] the Distinguished Scientist Award from the Society for a Science of Clinical Psychology (2015),^[8] and the James McKeen Cattell Award from the Association for Psychological Science (2016)^[9] —its highest award, for a lifetime of outstanding contributions to applied psychological research—and the Distinguished Scientific Contributions to Child Development Award (2017)^[10] from the Society for Research in Child Development.

Hinshaw's research is regularly featured in various mainstream media outlets including ABC World News Tonight, CBS Evening News, CNN, Huffington Post, NBC Today Show, New York Times, Newsweek, Oakland Tribune, Psychology Today, People Magazine, San Francisco Chronicle, The Economist, Time, Wall Street Journal, and Washington Post.

As a trainee and student, he received the R.E. Harris Award: Outstanding Clinical Psychology Fellow,^[11] Langley Porter Institute, UC San Francisco; the UCLA Alumni Association Distinguished Scholar Award winner (outstanding graduate student campus-wide); and, at Harvard, the Ames Award, Detur Prize, John Harvard Scholarship, Harvard College Scholarship, and National Merit Scholarship.

In 2001, Hinshaw received the Distinguished Teaching Award from UC Berkeley's Division of Social Sciences.^[12] His Teaching Company ('Great Lecture') series, "Origins of the Human Mind," was released in 2010.

Regarding his 2007 book, The Mark of Shame, Stigma of Mental Illness and an Agenda for Change, the New England Journal of Medicine review stated the following: "Hinshaw's skill as a writer cannot be overstated. He uses a mixture of technical and lay language to paint a picture of stigma across the ages that is thoroughly enjoyable to read despite its often distressing content. In addition to being a professor of psychology, Hinshaw comes across as a passionate historian and humanitarian." Regarding his 2014 book with Richard Scheffler, The ADHD Explosion: Myths, Medication, Money, and Today’s Push for Performance, Publishers Weekly called it "…complex, thought-provoking, and urgent."^[13]

Bibliography

Hinshaw, S. P. (2017). Another kind of madness: A journey through the stigma and hope of mental illness. New York: St. Martin's
Beauchaine, T. P., & Hinshaw, S. P. (Eds.) (2017). Child and adolescent psychopathology (3rd ed.). Hoboken, NJ: Wiley.
Guendelman, M., Owens, E. B., Galan, C., Gard, A., & Hinshaw, S. P. (2016). Early adult correlates of maltreatment in girls with ADHD: Increased risk for internalizing problems and suicidality. Development and Psychopathology, 26, 1–14.
Meza, J., Owens, E. B., & Hinshaw, S. P. (2016). Response inhibition, peer preference and victimization, and self-harm: Longitudinal associations in young adult women with and without ADHD. Journal of Abnormal Child Psychology, 44, 323–334.
Owens, E. B., & Hinshaw, S. P. (2016). Childhood conduct problems and young adult outcomes among women with childhood ADHD. Journal of Abnormal Psychology, 125, 220-232.
Hinshaw, S. P. (2015). Developmental psychopathology, ontogenic process models, gene-environment interplay, and brain development: An emerging synthesis. Journal of Abnormal Psychology, 124, 771-775.
Hinshaw, S. P., & Arnold, L. E. (2015). Attention deficit hyperactivity disorder, multimodal treatment, and longitudinal outcome: Evidence, paradox, and challenge. WIRES Cognitive Science, 6, 39–52.
Owens, E. B., Cardoos, S., & Hinshaw, S. P. (2015). Developmental progressions and gender differences among individuals with ADHD. In R. A. Barkley (Ed.), Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York: Guilford Press.
Murman, N., Buckingham, K. C. E., Fontilea, P., Villanueva, R., Leventhal, B., & Hinshaw, S. P. (2014). Let's Erase the Stigma (LETS): A quasi-experimental evaluation of adolescent-led school groups intended to reduce mental illness stigma. Child and Youth Care Forum, 43, 631–637.
Hinshaw, S. P., & Scheffer, R. M. (2014). The ADHD explosion: Myths, medication, money, and today's push for performance. New York: Oxford University Press.
Swanson, E. N., Owens, E. B., & Hinshaw, S. P. (2014). Pathways to self-harmful behavior in young women with and without ADHD: A longitudinal investigation of mediating factors. Journal of Child Psychology and Psychiatry, 44, 505-515.
Hinshaw, S. P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit hyperactivity disorder into young adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology, 80, 1041-1051.
Hinshaw, S. P., Scheffler, R. M., Fulton, B., Aase, H., Banaschewski, T., Cheng, W., Holte, A., Levy, F., Mattos, P., Sadeh, A., Sergeant, J., Taylor, E., & Weiss, M. (2011). International variation in treatment procedures for attention-deficit/hyperactivity disorder: Social context and recent trends. Psychiatric Services, 62, 459-464.
Miller, M., & Hinshaw, S. P. (2010). Does childhood executive function predict adolescent functional outcomes in girls with ADHD? Journal of Abnormal Child Psychology, 38, 315–326.
Hinshaw, S. P., with Kranz, R. (2009). The Triple Bind: Saving our teenage girls from today's pressures. New York: Random House/Ballantine.
Owens, E. B., Hinshaw, S. P., Lee, S. S., & Lahey, B. B. (2009). Few girls with childhood attention-deficit/hyperactivity disorder show positive adjustment during adolescence. Journal of Clinical Child and Adolescent Psychology, 38, 1–12.
Hinshaw, S. P., & Stier, A. (2008). Stigma in relation to mental disorders. Annual Review of Clinical Psychology, 4, 269–293.
Mikami, A. Y., Hinshaw, S. P., Patterson, K. A., & Lee, J. C. (2008). Eating pathology among adolescent girls with attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 117, 225–235.
Hinshaw, S. P. (2007). The mark of shame: Stigma of mental illness and an agenda for change. New York: Oxford University Press.
Hinshaw, S. P., Owens, E. B., Sami, N., & Fargeon, S. (2006). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into adolescence: Evidence for continuing cross-domain impairment. Journal of Consulting and Clinical Psychology, 74, 489–499.
Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of Consulting and Clinical Psychology, 70, 1086–1098.
Hinshaw, S. P. (2002). Intervention research, theoretical mechanisms, and causal processes related to externalizing behavior patterns. Development and Psychopathology, 14, 789–818.
Hinshaw, S. P., Carte, E. T., Sami, N., Treuting, J. J., & Zupan, B. A. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: II. Neuropsychological performance in relation to subtypes and individual classification. Journal of Consulting and Clinical Psychology, 70, 1099–1111.
Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., et al. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28, 555–568.
Hinshaw, S. P., & Cicchetti, D. (2000). Stigma and mental disorder: Conceptions of illness, public attitudes, personal disclosure, and social policy. Development and Psychopathology, 12, 555–598.
Hinshaw, S. P., & Melnick, S. (1995). Peer relationships in children with attention-deficit hyperactivity disorder with and without comorbid aggression. Development and Psychopathology, 7, 627–647.
Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155.
Hinshaw, S. P. (1987). On the distinction between attentional deficits/hyperactivity and conduct problems/aggression in child psychopathology. Psychological Bulletin, 101, 443‑463.

Related Research Articles

A mental disorder is an impairment of the mind disrupting normal thinking, feeling, mood, behavior, or social interactions, and accompanied by significant distress or dysfunction. The causes of mental disorders are very complex and vary depending on the particular disorder and the individual. Although the causes of most mental disorders are not fully understood, researchers have identified a variety of biological, psychological, and environmental factors that can contribute to the development or progression of mental disorders. Most mental disorders result in a combination of several different factors rather than just a single factor.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by executive dysfunction occasioning symptoms of inattention, hyperactivity, impulsivity and emotional dysregulation that are excessive and pervasive, impairing in multiple contexts, and otherwise age-inappropriate.

Conduct disorder (CD) is a mental disorder diagnosed in childhood or adolescence that presents itself through a repetitive and persistent pattern of behavior that includes theft, lies, physical violence that may lead to destruction, and reckless breaking of rules, in which the basic rights of others or major age-appropriate norms are violated. These behaviors are often referred to as "antisocial behaviors", and is often seen as the precursor to antisocial personality disorder; however, the latter, by definition, cannot be diagnosed until the individual is 18 years old. Conduct disorder may result from parental rejection and neglect and can be treated with family therapy, as well as behavioral modifications and pharmacotherapy. Conduct disorder is estimated to affect 51.1 million people globally as of 2013.

Adult Attention Deficit Hyperactivity Disorder is the persistence of attention deficit hyperactivity disorder (ADHD) in adults. It is a neurodevelopmental disorder, meaning symptoms must have been present in childhood except for when ADHD occurs after a traumatic brain injury. Specifically, multiple symptoms must be present before the age of 12, according to DSM-5 diagnostic criteria. The cutoff age of 12 is a change from the previous requirement of symptom onset, which was before the age of 7 in the DSM-IV. This was done to add flexibility in the diagnosis of adults. ADHD was previously thought to be a childhood disorder that improved with age, but recent research has disproved this. Approximately two-thirds of childhood cases of ADHD continue into adulthood, with varying degrees of symptom severity that change over time, and continue to significantly affect individuals' daily functioning in multiple domains.

Child psychopathology refers to the scientific study of mental disorders in children and adolescents. Oppositional defiant disorder, attention-deficit hyperactivity disorder, and autism spectrum disorder are examples of psychopathology that are typically first diagnosed during childhood. Mental health providers who work with children and adolescents are informed by research in developmental psychology, clinical child psychology, and family systems. Lists of child and adult mental disorders can be found in the International Statistical Classification of Diseases and Related Health Problems, 10th Edition (ICD-10), published by the World Health Organization (WHO) and in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), published by the American Psychiatric Association (APA). In addition, the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood is used in assessing mental health and developmental disorders in children up to age five.

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Nadine Murphy Lambert was an American psychologist and educator. She founded the school psychology program at the University of California, Berkeley, created new instruments for school psychology use, and studied the course of children with attention deficit hyperactivity disorder (ADHD). Lambert was a member of the board of directors of the American Psychological Association from 1984 to 1987.

Oppositional defiant disorder (ODD) is listed in the DSM-5 under Disruptive, impulse-control, and conduct disorders and defined as "a pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness". This behavior is usually targeted toward peers, parents, teachers, and other authority figures, including law enforcement officials. Unlike conduct disorder (CD), those with ODD do not generally show patterns of aggression towards random people, violence against animals, destruction of property, theft, or deceit. One half of children with ODD also fulfill the diagnostic criteria for ADHD.

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The low arousal theory is a psychological theory explaining that people with attention deficit hyperactivity disorder (ADHD) and antisocial personality disorder seek self-stimulation by excessive activity in order to transcend their state of abnormally low arousal. This low arousal results in the inability or difficulty to sustain attention on any task of waning stimulation or novelty, as well as explaining compulsive hyperactive behavior.

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References

↑ "University of California Faculty". University of California, Berkeley. Retrieved March 23, 2017.
↑ "UCSF Leadership". University of California, San Francisco. 7 May 2014. Retrieved March 23, 2017.
↑ "The Multimodal Treatment of Attention Deficit Hyperactivity Disorder Study (MTA):Questions and Answers". www.nimh.nih.gov. Retrieved 2017-03-26.
↑ "Publications | Hinshaw Lab". hinshawsubdomain.dreamhosters.com. Retrieved 2017-03-26.
↑ "Researchers receive $900,000 grant to study use of psychostimulants to treat ADHD". UC Berkeley News. Retrieved March 23, 2017.
↑ "May General Meeting". National Alliance on Mental Health website. Retrieved March 23, 2017.
↑ "Stephen P. Hinshaw, Ph.D." UC Berkeley Benioff Children's Hospital website. Retrieved March 23, 2017.
↑ "Hinshaw named 2015 Distinguished Scientist by SSCP". UCSF Department of Psychiatry website. 8 December 2014. Retrieved March 23, 2017.
↑ "Hinshaw named 2016 James McKeen Cattell Fellow Award honoree by APS". UCSF Department of Psychiatry website. 22 February 2016. Retrieved March 23, 2017.
↑ "2017 SRCD Awardees". Society for Research in Child Development website. Retrieved March 23, 2017.
↑ "Faculty". University of California, San Francisco. Retrieved March 23, 2017.
↑ "Social Sciences: Distinguished Teaching and Service Awards | College of Letters & Science". ls.berkeley.edu. Retrieved 2017-03-26.
↑ Kelly, Claire M. (2007-07-19). "Book Review". New England Journal of Medicine. 357 (3): 311–312. doi:10.1056/NEJMbkrev57862. ISSN 0028-4793.

External links

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[1] "University of California Faculty". University of California, Berkeley. Retrieved March 23, 2017.

[2] "UCSF Leadership". University of California, San Francisco. 7 May 2014. Retrieved March 23, 2017.

[3] "The Multimodal Treatment of Attention Deficit Hyperactivity Disorder Study (MTA):Questions and Answers". www.nimh.nih.gov. Retrieved 2017-03-26.

[4] "Publications | Hinshaw Lab". hinshawsubdomain.dreamhosters.com. Retrieved 2017-03-26.

[5] "Researchers receive $900,000 grant to study use of psychostimulants to treat ADHD". UC Berkeley News. Retrieved March 23, 2017.

[6] "May General Meeting". National Alliance on Mental Health website. Retrieved March 23, 2017.

[7] "Stephen P. Hinshaw, Ph.D." UC Berkeley Benioff Children's Hospital website. Retrieved March 23, 2017.

[8] "Hinshaw named 2015 Distinguished Scientist by SSCP". UCSF Department of Psychiatry website. 8 December 2014. Retrieved March 23, 2017.

[9] "Hinshaw named 2016 James McKeen Cattell Fellow Award honoree by APS". UCSF Department of Psychiatry website. 22 February 2016. Retrieved March 23, 2017.

[10] "2017 SRCD Awardees". Society for Research in Child Development website. Retrieved March 23, 2017.

[11] "Faculty". University of California, San Francisco. Retrieved March 23, 2017.

[12] "Social Sciences: Distinguished Teaching and Service Awards | College of Letters & Science". ls.berkeley.edu. Retrieved 2017-03-26.

[13] Kelly, Claire M. (2007-07-19). "Book Review". New England Journal of Medicine. 357 (3): 311–312. doi:10.1056/NEJMbkrev57862. ISSN 0028-4793.

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Stephen P. Hinshaw

Born	December 1st, 1952 Columbus, Ohio
Alma mater	Harvard University (A.B., summa cum laude, Psychology and Social Relations), University of California, Los Angeles (Ph.D., Clinical Psychology); University of California, San Francisco (post-doctoral fellowship)
Spouse(s)	Kelly Campbell, Ph.D.
Children	Jeff Hinshaw, John Neukomm, Evan Hinshaw
Scientific career
Fields	Clinical, Developmental, and Quantitative Psychology; Developmental Psychopathology
Institutions	University of California, Berkeley; University of California, San Francisco