Betsy Hoza

Last updated
Betsy Hoza
Born
Pittsburgh, Pennsylvania
Academic background
EducationBA, History, 1981, Princeton University
PhD, Clinical Psychology, 1989, University of Maine
Thesis Development and validation of a method for classifying childrens̓ social status based on two types of measures: popularity and chumship (1989)
Academic work
Institutions University of Vermont
Purdue University

Betsy Hoza is an American clinical psychologist. She is the Bishop Joyce Chair of Human Development Professor of Psychology at the University of Vermont.

Contents

Early life and education

Growing up in Pittsburgh, Pennsylvania, Hoza was a top-seeded competitive tennis player who won the 1974 Middle States Girl 16-and-under Hardcourt Tennis Tournament. [1] Standing at over 6 feet, Hoza played on Princeton University's Women's volleyball team under coach Susanna Occhi [2] and on their rowing team. [3] She earned her Bachelor of Arts degree from Princeton in 1981 before enrolling at the University of Maine for her PhD in clinical psychology. [4]

Career

Upon graduating from the University of Maine, Hoza became a specialty counselor and assistant professor of psychiatry at the University of Pittsburgh Medical Center (UPMC), where she had completed her postdoctoral fellowship. In 1995, she left the UPMC to accept an assistant professor position at Purdue University. [5] While at Purdue, Hoza was appointed the faculty supervisor for Purdue's Child and Adolescent Clinic where she studied children with attention deficit hyperactivity disorder (ADHD). In this role, she advocated for parents to try behavior management techniques on youth with ADHD before medication and argued for medicine dosages to be cut in half when paired with behavioral treatment. [6] The following year, she co-published The Development and Validation of the Children’s Hope Scale with Charles R. Snyder which was based on the premise that "children are goal-directed and that their goal-related thoughts can be understood according to two components: agency and pathways." [7] As a result of her research, Hoza was promoted to associate professor of psychological sciences in 1998. [8]

In 2000, Hoza led a study for the National Institute of Mental Health which found that treatment methods for children with ADHD should be patient-specific and not "one size fits all." She reached this conclusion after studying nearly 600 seven to nine-year-old patients with ADHD and randomly assigning them to a treatment program which included; medication management, behavioral treatment, a combination of both, or routine care by their own community practitioners. [9] She was shortly thereafter promoted to Full professor of psychological sciences [10] but left Purdue in 2005 for a similar position at the University of Vermont. [5]

While at the University of Vermont, Hoza co-published ADHD status and degree of positive illusions: moderational and mediational relations with actual behavior in the Journal of Attention Disorders. The aim of their research was to discover if children with behavior problems who exhibit positive illusions were able to improve their behavior in a summer program setting. [11] She followed up this study as the lead investigator of the Does Childhood Positive Self-Perceptual Bias Mediate Adolescent Risky Behavior in Youth from the MTA Study? [12] Hoza believes that children with ADHD often have positive illusions as a management technique because they are often met with failure as a result of their ADHD. [13] As a result of her research, Hoza was appointed a University Scholar in recognition of her "sustained excellence in research and scholarly activities." [14]

In 2014, Hoza was promoted to the Bishop Joyce Chair in Human Development for a four-year renewable term. [15] In this role, she studied the effect exercise had on children with ADHD and designed a highly structured, research-based fitness program called Children and Teachers (CATs) on the Move. [16] Hoza also collaborated with researchers from Michigan State University to research whether exercise before the school day could reduce the symptoms of ADHD in the classroom and at home. [17]

Selected publications

Related Research Articles

Attention deficit hyperactivity disorder Neurodevelopmental disorder marked by difficulty focusing, or excessive activity and impulsive behavior

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, or excessive activity and impulsivity, which are otherwise not appropriate for a person's age. Some individuals with ADHD also display difficulty regulating emotions or problems with executive function. For a diagnosis, the symptoms should appear before a person is twelve years old, be present for more than six months, and cause problems in at least two settings. In children, problems paying attention may result in poor school performance. Additionally, there is an association with other mental disorders and substance misuse. Although it causes impairment, particularly in modern society, many people with ADHD can have sustained attention for tasks they find interesting or rewarding.

Conduct disorder (CD) is a mental disorder diagnosed in childhood or adolescence that presents itself through a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate norms are violated. These behaviors are often referred to as "antisocial behaviors." It is often seen as the precursor to antisocial personality disorder, which is per definition not diagnosed until the individual is 18 years old. Conduct disorder is estimated to affect 51.1 million people globally as of 2013.

Nadine Lambert was an American psychology and education professor. 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.

Behavior modification is a treatment approach that replaces undesirable behaviors with more desirable ones by using the principles of operant conditioning. Based on methodological behaviorism, overt behavior is modified with consequences, including positive and negative reinforcement contingencies to increase desirable behavior, or administering positive and negative punishment and/or extinction to reduce problematic behavior.

Russell A. Barkley is a clinical psychologist who is a clinical professor of psychiatry at the VCU Medical Center and an author of books on attention-deficit hyperactivity disorder (ADHD). Involved in research since 1973 and a licensed psychologist since 1977, he is an expert on ADHD and has devoted much of his scientific career to studying ADHD and related fields like childhood defiance. He proposed to change the name of sluggish cognitive tempo (SCT) to concentration deficit disorder (CDD).

Attention deficit hyperactivity disorder controversies Controversies relating to ADHD

Attention deficit hyperactivity disorder (ADHD) controversies include concerns about its existence, causes, perceived overdiagnosis, and methods of treatment, especially with the use of stimulant medications in children. These controversies have surrounded the subject since at least the 1970s.

Emotional and behavioral disorders refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress.

Bipolar disorder in children, or pediatric bipolar disorder (PBD), is a mental disorder in children and adolescents that, like bipolar disorder (BD) in adults, is characterized by extreme changes in mood and behavior accompanying periods of depressed or irritable moods and periods of elevated moods called manic or hypomanic episodes. These shifts are sometimes quick, but usually are gradual. The average age of onset of PBD is unclear, but the risk increases with the onset of puberty. PBD is typically more severe and has a poorer prognosis than BD with onset in late-adolescence or adulthood.

Attention deficit hyperactivity disorder management options are evidence-based practices with established treatment efficacy for ADHD. The American Academy of Pediatrics recommends different treatment paradigms depending on the age of the person being treated. For those aged 4–5, the Academy recommends evidence-based parent- and/or teacher-administered behavior therapy, with the addition of methylphenidate only if there is continuing moderate-to-severe functional disturbances. For those aged 6–11, the use of medication in combination with behavior therapy is recommended, with the evidence for stimulant medications being stronger than that for other classes. For those aged 12–18, medication should be prescribed with the consent of the treated adolescent, preferably in combination with behavioral therapy. The evidence for the utility of behavioral interventions in this aged group was rated only "C" quality, however.

Child and adolescent psychiatry is a branch of psychiatry that focuses on the diagnosis, treatment, and prevention of mental disorders in children, adolescents, and their families. It investigates the biopsychosocial factors that influence the development and course of these psychiatric disorders and treatment responses to various interventions.

A residential treatment center (RTC), sometimes called a rehab, is a live-in health care facility providing therapy for substance abuse, mental illness, or other behavioral problems. Residential treatment may be considered the "last-ditch" approach to treating abnormal psychology or psychopathology.

Parent management training (PMT), also known as behavioral parent training (BPT) or simply parent training, is a family of treatment programs that aims to change parenting behaviors, teaching parents positive reinforcement methods for improving pre-school and school-age children's behavior problems.

Friendship Mutual affection between people

Friendship is a relationship of mutual affection between people. It is a stronger form of interpersonal bond than an association, and has been studied in academic fields such as communication, sociology, social psychology, anthropology, and philosophy. Various academic theories of friendship have been proposed, including social exchange theory, equity theory, relational dialectics, and attachment styles.

Geraldine Dawson, Ph.D. is an American child clinical psychologist, specializing in autism. She has conducted extensive research on early detection, brain development, and treatment of autism spectrum disorders (ASD) and collaborated on studies of genetic risk factors in autism. Dawson is William Cleland Distinguished Professor of Psychiatry and Behavioral Sciences and Professor of Psychology and Neuroscience, Director, Duke Institute for Brain Sciences and Director of the Duke Center for Autism and Brain Development at Duke University Medical Center. Dawson is Past-President of the International Society for Autism Research, a scientific and professional organization devoted to advancing knowledge about autism spectrum disorders. From 2008–2013, Dawson was Research Professor of Psychiatry at the University of North Carolina at Chapel Hill and was Chief Science Officer for Autism Speaks. Dawson also held the position of Adjunct Professor of Psychiatry at Columbia University and is Professor Emerita of Psychology at University of Washington. She is a Fellow of the American Psychological Society, American Psychological Association, and the Society of Clinical Child and Adolescent Psychology.

Ernest "Mark" Mahone is a pediatric neuropsychologist and director of the Department of Neuropsychology at Kennedy Krieger Institute. He is also a professor of psychiatry and behavioral sciences at The Johns Hopkins School of Medicine, and is on the core faculty in psychology for the Maternal and Child Health Bureau (MCHB), Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program, and the Intellectual and Developmental Disabilities Research Center (IDDRC).

The ADHD Rating Scale (ADHD-RS) is a parent-report or teacher-report inventory created by George J. DuPaul, Thomas J. Power, Arthur D. Anastopoulos, and Robert Reid consisting of 18-90 questions regarding a child's behavior over the past 6 months. The ADHD Rating Scale is used to aid in the diagnosis of attention deficit hyperactivity disorder (ADHD) in children ranging from ages 5–17.

Stephen P. Hinshaw

Stephen P. Hinshaw is an internationally recognized psychologist, whose contributions lie in the areas of developmental psychopathology and combating the stigma that still surrounds mental illness. He is the author of more than 325 scientific articles and chapters as well as 14 authored and edited books. Currently, he is Professor in the Department of Psychology at the University of California, Berkeley, and Professor In Residence and Vice Chair for Child and Adolescent Psychology in the Department of Psychiatry at the University of California, San Francisco. 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 externalizing behavioral disorders.

Jennifer Rubin Grandis is an American otolaryngologist, focusing in general otolaryngology and clinical and translational research. Her research interests include diagnosis and treatment of head and neck cancer. She is a Full professor at the University of California, San Francisco having previously worked as the UPMC Endowed Chair at University of Pittsburgh.

Anne Marie Albano is a clinical psychologist known for her clinical work and research on psychosocial treatments for anxiety and mood disorders, and the impact of these disorders on the developing youth. She is a professor of medical psychology at Columbia University and is the founding director of the Columbia University Clinic for Anxiety and Related Disorders.

Tanya Elizabeth Froehlich is an American pediatrician. She is an associate professor of developmental and behavioral pediatrics at the University of Cincinnati and Cincinnati Children's Hospital Medical Center. Froehlich's research focus is to help doctors properly prescribe ADHD medication for children and focus on how marginalized and disadvantaged youth deal with ADHD compared to their wealthier companions.

References

  1. ↑ "Hoza Tops Clark For Net Crown". Camden, New Jersey: Courier-Post. June 28, 1974. Retrieved July 15, 2020– via Newspapers.com.
  2. ↑ Michie, Helena (September 27, 1977). "Field hockey, volleyball to open play". The Daily Princetonian . Retrieved July 15, 2020.
  3. ↑ "Betsy Hoza 1981". rowing.princeton.edu. Retrieved July 15, 2020.
  4. ↑ "Betsy Hoza (Clinical)". uvm.edu. Retrieved July 15, 2020.
  5. 1 2 "Betsy Hoza CV" (PDF). uvm.edu. Retrieved July 15, 2020.
  6. ↑ "Expert advocates behavior modification to control ADHD". purdue.edu. October 4, 1996. Retrieved July 15, 2020.
  7. ↑ "CHILDREN'S HOPE SCALE". nctsn.org. Retrieved July 15, 2020.
  8. ↑ "Purdue faculty members earn promotions". purdue.edu. March 30, 1998. Retrieved July 15, 2020.
  9. ↑ "Study Suggests Tailoring ADHD Treatment". sciencedaily.com. February 4, 2000. Retrieved July 15, 2020.
  10. ↑ "Trustees approve faculty promotions". purdue.edu. April 8, 2003. Retrieved July 15, 2020.
  11. ↑ Kaiser, Nina M.; Hoza, Betsy; Pelham Jr., William E.; Gnagy, Elizabeth; Greiner, Andrew R. (2008). "ADHD status and degree of positive illusions: moderational and mediational relations with actual behavior". Journal of Attention Disorders . 12 (3): 227–238. doi:10.1177/1087054707311661. PMID   19048655 . Retrieved July 15, 2020.
  12. ↑ Hoza, Betsy (October 2013). "Does Childhood Positive Self-Perceptual Bias Mediate Adolescent Risky Behavior in Youth from the MTA Study?". Journal of Consulting and Clinical Psychology . 81 (5): 846–858. doi:10.1037/a0033536. PMC   3961063 . PMID   23834228.
  13. ↑ Gnaulati, Enrico (September 17, 2013). "ADHD, or Childhood Narcissism?". theatlantic.com. The Atlantic . Retrieved July 15, 2020.
  14. ↑ "Professors Hoza and Landry Named University Scholars". cas.com. April 24, 2013. Retrieved July 15, 2020.
  15. ↑ "Betsy Hoza Appointed Bishop Joyce Chair in Human Development". uvm.edu. March 21, 2014. Retrieved July 15, 2020.
  16. ↑ "Students Implement Prof's Research-Based 'Fit Kids' Program". uvm.edu. April 28, 2016. Retrieved July 15, 2020.
  17. ↑ "Exercise before school may reduce ADHD symptoms in kids". sciencedaily.com. September 9, 2014. Retrieved July 15, 2020.
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