social development, Developmental Psychopathology, peer relationships, parenting and parent-child relationships, culture

Kenneth H. Rubin (B.A., McGill University; Ph.D. Pennsylvania State University)

Kenneth H. Rubin (B.A., McGill, 1968; Ph.D., Pennsylvania State, 1971), is a Professor of Human Development and Quantitative Methodology and Distinguished Scholar-Teacher at the University of Maryland – College Park. In 1995, upon arrival at the University of Maryland, he founded, and served as Director of the Center for Children, Relationships, and Culture. Previously, he was a Professor of the Department of Psychology at the University of Waterloo, and has held visiting appointments at Stanford University, University of Washington, University of Melbourne (Australia), and the Max-Planck-Institut fur Psychologische Forschung (Munich). His research interests include the study of child and adolescent social development, especially peer and parent-child relationships; social and emotional adjustment and maladjustment in childhood and adolescence; the origins and developmental course of social competence, social withdrawal, and aggression; and “all of the above” from a cross-cultural perspective. Many of his over 370 peer-reviewed publications have been co-authored by colleagues on five continents. Among his recent books are the Handbook of Peer Interactions, Relationships, and Groups (with Bill Bukowski and Brett Laursen, 2018); the Handbook of Child and Adolescent Aggression (with Tina Malti, 2018); The Development of Shyness and Social Withdrawal (with Rob Coplan, 2010); Social Anxiety in Childhood: Bridging Developmental and Clinical Perspectives (with Heidi Gazelle, 2010); and Socioemotional Development in Cultural Context (with Xinyin Chen, 2011). His book, The Friendship Factor (2002) received the National Parenting Publications Gold Award.

Rubin was the President of the International Society for the Study of Behavioral Development (1998-2002), an elected member of the Society for Research in Child Development Governing Council (2009-2015), and an elected member of the APA Division 7 Executive Board (1987-1990). He has served as Associate Editor of Child Development (1981-1984; 1998-2001) and as a review panelist for NIH (USA) and SSHRCC (Canada). He is a Fellow of the American and Canadian Psychological Associations, the Association of Psychological Science, and the International Society for the Study of Behavioral Development. Among his honors are the International Society for the Study of Behavioral Development Lifetime Achievement Award; the Society for Research in Child Development Distinguished Contributions to Understanding International, Cultural, and Contextual Diversity in Child Development Award; the International Society for the Study of Behavioral Development Award for Distinguished Contributions to the International Advancement of Research and Theory in Behavioral Development; the Developmental Psychology Mentor Award of the American Psychological Association; and the Pickering Award for Outstanding Contribution to Developmental Psychology in Canada. In 1987, Rubin was awarded the Killam Research Fellowship by the Canada Council; this is one of Canada’s most distinguished research awards given annually to approximately 5-to-7 scholars in the humanities, social sciences, natural sciences, health sciences and engineering. He was the first Developmental Scientist to receive the Killam Fellowship. At the University of Maryland, Rubin has received the Undergraduate Research Mentor of the Year Award, (2006) and the Exceptional Scholarship Award, (College of Education, 2013). In 2015, he was named a Distinguished Scholar-Teacher by the University of Maryland.

Charter Fellow, International Society for the Study of Behavioural Development, 2016.

Fellow, American Psychological Association (Division 7), 1986

Fellow, Association for Psychological Science, 2006

Fellow, Canadian Psychological Association

  • International Society for the Study of Behavioral Development, Lifetime Achievement Award, 2020.
  • Charter Fellow, International Society for the Study of Behavioural Development, 2016.
  • University of Maryland, Distinguished Scholar-Teacher Award, 2015
  • Society for Research in Child Development, Distinguished Contributions to Understanding International, Cultural, and Contextual Diversity in Child Development Award. 2015.
  • Pickering Award for Outstanding Contribution to Developmental Psychology in Canada, Pickering Centre, Carleton University (Ottawa, Ontario), 2014.
  • Interviewed for the Society for Research in Child Development ‘Oral History Project.’ (other interviewees include M. Ainsworth, J. Block, U. Bronfenbrenner, N. Garmezy, M. Hetherington, A. Huston, J. Kagan, E. Maccoby, G. Patterson, M. Rutter, H. Stevenson, etc…), 2013.
  • University of Maryland, College of Education, Exceptional Scholarship Award, 2013.
  • American Psychological Association (Division 7), Mentor Award in Developmental Psychology, 2010.
  • International Society for the Study of Behavioral Development Award for Distinguished Contributions to the International Advancement of Research and Theory in Behavioral Development, 2008
  • President, International Society for the Study of Behavioral Development (1998-2002).
  • Fellow, American Psychological Association (Division 7), 1986
  • Fellow, Association for Psychological Science, 2006
  • Fellow, Canadian Psychological Association
  • Albert Nelson Marquis Lifetime Achievement Award, Who’s Who in America.
  • Undergraduate Research Mentor of the Year Award, 2006, University of Maryland
  • Gold Award, 2002 National Parenting Publications Awards, for The Friendship Factor (Rubin, 2002)
  • Developmental Review (2001).  List of top 5% Developmental Psychologists, by productivity.
  • Developmental Review (1997). List of Top 50 Developmental Psychologists, by Citation Counts
  • Developmental Review (1995). List of Top 100 Developmental Psychologists, by Impact and Productivity.
  • >40 National and International Conference Invited Keynote Addresses, including:
    • Development 2014, A Canadian Conference on Developmental Psychology (Ottawa, Canada)     2014.
  • Annual Conference on Psychology and the Behavioral Sciences, The Research Centre of the Institute for Applied Psychology (ISPA - Instituto Superior de Psicologia Aplicada) (Lisbon, Portugal) 2008.
    • Society for Research in Child Development, (Boston, USA), 2007
    • National Academy of Sciences (Chicago, USA), 2006
    • International Conference on Peer Relationships and Paths of Risk and Protection in a Cross-Cultural Perspective, (Palermo, Italy) 2005.
    • Korean Association for Child Studies, (Seoul, S. Korea) 2003.
    • International Society for the Study of Behavioral Development (Beijing, China), 2000.
    • Royal Dutch Academy of Arts and Sciences, (Amsterdam, Netherlands) 1997.
    • Australian Association for Pastoral Care in Education, (Perth, Australia) 1994
    • Russian Academy of Education.  (Moscow, Russia) 1993.
    • NATO Advanced Study Institute, (Les Arcs, France), July 1988.
    • University of Rochester Conference on Developmental Psychopathology, 1988
    • The Minnesota Symposium on Child Psychology, 1983
  • Ontario Mental Health Foundation -- Senior Research Fellowship, 1994-1995 (declined for 1995-1997).
  • Ontario Psychological Foundation -- Distinguished contribution to knowledge award – 1993
  • D. O. Hebb Lecture, Department of Psychology, McGill University, Montreal, Canada, 1989
  • Killam Research Fellowship (Canada Council), 1987-1989.
    • From the Canada Council web-site: “The Killam Program offers awards to outstanding Canadian scholars working in the humanities, social sciences, natural sciences, health sciences and engineering. These awards are among Canada’s most distinguished research awards. They are made possible through the Killam Trusts by a bequest of Mrs. Dorothy J. Killam, and a gift she made before her death in 1965. Recipients are chosen by a committee of 15 eminent Canadian scholars appointed by the Canada Council.”
    • Since 1968, three Developmental Scientists have received a Killam Research Fellowship.  I was the first (1987).
  • Alumni Recognition Award, College of Health and Human Development, Pennsylvania State University, 1987.
  • Social Sciences and Humanities Research Council of Canada, Leave Fellowship, 1986-1987.
  • Canada Council Leave Fellowship, 1978-1979.
  • Canada Council Doctoral Fellowship, 1970-1971.
  • Pennsylvania State University Graduate School Fellowship, 1970-1971.

Books

(see CV for complete list)

  1. Rubin, K.H. & Coplan, R.J. (2010). The Development of Shyness and Social Withdrawal.  New York: Guilford.
  2. Gazelle, H. & Rubin, K.H. (2010). Social Anxiety in Childhood: Bridging Developmental and Clinical Perspectives.  New Directions in Child and Adolescent Development, Vol. 127. San Francisco: Jossey Bass.
  3. Chen, X. & Rubin, K.H. (2011). Socioemotional Development in Cultural Context. New York: Guilford.
  4. Bukowski, W., Laursen, B., & Rubin, K.H., (Eds.). (i\2018). Handbook of Peer Interactions, Relationships, and Groups.  2nd Edition. New York: Guilford.
  5. Malti, T. & Rubin, K.H. (Eds.). (2018). Handbook of Child and Adolescent Aggression:  Emergence, Development, and Intervention. New York: Guilford.

Chapters

(Last 3 Years Only; see CV for complete list)

  1. Rubin, K.H., Bowker, J.C., Coplan, R.J., & Barstead, M.G.* (2018).  Withdrawing from the peer group.  In W. Bukowski, B. Laursen, & K.H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups.  (2nd Edition).  New York:  Guilford. ISBN 9781462525010
  2. Bukowski, W., Laursen, B., & Rubin, K.H. (2018). Peer relations:  Past, present, and promise. In W. Bukowski, B. Laursen, & K.H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups.  (2nd Edition).  New York:  Guilford. ISBN 9781462525010 
  3. Danko, C.M., O'Brien, K.A., Rubin, K.H., & Chronis-Tuscano, A. (2018). The Turtle Program: PCIT for young children displaying behavioral inhibition. In L.N. Niec (Ed.), Handbook of Parent-Child Interaction Therapy: Innovations and Applications for Research and Practice.  New York: Springer. (pp. 85-98). New York: Springer. ISBN: 978-3-319-97697-6
  4. Malti, T. & Rubin, K.H. (2018).  Aggression in childhood and adolescence: Definition, theory, and history.  In T. Malti & K.H. Rubin (Eds.), Handbook of Child and Adolescent Aggression:  Emergence, Development, and Intervention. New York: Guilford. ISBN: 9781462526208
  5. Rubin, K.H. & Malti, T. (2018).  Challenges and priorities for aggression researchers.  In T. Malti & K.H. Rubin (Eds.), Handbook of Child and Adolescent Aggression:  Emergence, Development, and Intervention. New York: Guilford. ISBN: 9781462526208
  6. Rubin, K.H., Barstead, M.G.*, Smith, K.A.*, & Bowker, J.C. (2018). Peer relations and the behaviorally inhibited child. In K. Perez-Edgar & N.A. Fox (Eds), Behavioral Inhibition during Childhood and Adolescence. Springer. ISBN: 978-3-319-98076-8
  7. Hastings, P.D., Rubin, K.H., Smith, K.A.*, & Wagner, N.* (2019).  Parents of socially withdrawn children.  In M. Bornstein (Ed.), Handbook of Parenting. (3rd Edition). New York: Routledge. ISBN-13: 978-1138228788
  8. Rubin, K.H. (2021).  Social withdrawal in childhood: A personal history of the theory and research that guided a program of developmental research. In R.J. Coplan, J.C. Bowker, & L. Nelson (Eds).  Handbook of Solitude (2nd edition).  New York: Wiley.
  9. Bowker, J.C., Coplan, R.J., Smith, K.A.*, White, H.I., & Rubin, K.H. (2021, in press).  Social withdrawal and shyness.  In P.K. Smith & C. Hart (Eds), Wiley-Blackwell Handbook of Childhood Social Development. (3rd Edition). New York: Wiley-Blackwell.

Peer Reviewed Journal Articles

(Last 3 Years Only; see CV for complete list)

* designates student or post-doc co-author

  1. Barstead, M.G.*, Smith, K.A.*, Booth-LaForce, C., Laursen, B., King, S.*, & Rubin, K.H. (2018).  Shyness, preference for solitude and adolescent internalizing: The roles of maternal, paternal, and best friend support. Journal of Research on Adolescence, 28, 488-504. DOI: 10.1111/jora.12350
  2. Freitas, M., Santos, A.J., Ribeiro, O., Pimenta, M. & Rubin, K.H. (2018). Qualidade da amizade na adolescência e ajustamento social no grupo de pares (Friendship quality in adolescence and social adjustment in the peer group). Análise Psicológica, 36, (3), 219-234.  doi: 10.14417/ap.1551
  3. Wagner, N.J.*, Hastings, P.D., & Rubin, K.H.  (2018).  Children’s autonomic functioning moderates links between maternal rejecting attitudes and preschool aggressive behaviors, Developmental Psychobiology, 60, 739-747.  DOI:10.1002/dev.21747

  4.  

  5. Chronis-Tuscano, A., Danko, C., Rubin, K.H., Coplan, R., & Novick, D.* (2018 online).  Future Directions for research on early intervention for young children at risk for social anxiety. Journal of Clinical Child and Adolescent Psychology, 47 (4)  655-667, DOI: 10.1080/15374416.2018.1426006
  6. Rowe, M.L., Salo, V.C.*, & Rubin, K.H. (2018).  Do theatrical experiences improve preschoolers’ pretend play and cooperation? American Journal of Play, 10, 193-207.
  7. Guedes, M., Santos, A.J., Ribeiro, O., Rubin, K.H., & Verissimo, M. (2018).  Perceived attachment security to parents and peer victimization: Does adolescent's aggressive behaviour make a difference? Journal of Adolescence, 65, 196-206. https://doi.org/10.1016/j.adolescence.2018.03.017
  8. Wagner, N.J.*, Hastings, P.D., & Rubin, K.H. (2018).  Callous-unemotional features and autonomic functioning in toddlerhood interact to predict externalizing behaviors in preschool.  Journal of Abnormal Child Psychology. 46, 1439–1450. https://doi.org/10.1007/s10802-017-0374-6
  9. Barstead, M.G.*, Danko, C.M., O’Brien, K.O., Coplan, R.J., Chronis-Tuscano, A., & Rubin, K.H. (2018).  Generalization of an Early Intervention for Inhibited Preschoolers to the Classroom Setting, Journal of Child and Family Studies, 27, 2943-2953. https://doi.org/10.1007/s10826-018-1142-0
  10. Hoskinson, K.R., Bigler, E.D., Abildskov, T.J., Dennis, M., Taylor, H.G., Rubin, K., Gerhardt, C.A., Vannatta, K., Stancin, T., & Yeates, K.O. (2019). The mentalizing network and theory of mind mediate adjustment after childhood traumatic brain injury. Social Cognitive and Affective Neuroscience,  14, 1285–1295.  DOI: https://doi.org/10.1093/scan/nsaa006
  11. Guedes, M., Coelho, L., Santos, A.J., Veríssimo, M., Rubin, K.H., Danko, C., Chronis-Tuscano, A. (2019).  Perceptions of Portuguese psychologists about the acceptability of a parent intervention targeted at inhibited preschoolers.  Evidence-Based Practice in Child and Adolescent Mental Health, 4,  1-17.  doi:10.1080/23794925.2018.1555443
  12. Freitas, M., Santos, A.J., Ribeiro, O., Correia, J.V., & Rubin, K.H.  (2019).  Prosocial behavior and friendship quality moderates the association between social withdrawal and peer experiences in Portuguese young adolescents. Frontiers in Psychology (Developmental), 9 (Article 2783).  doi: 10.3389/fpsyg.2018.02783
  13. Gazelle, H. & Rubin, K.H. (2019).  Social withdrawal and anxiety in childhood and adolescence: Interaction between individual tendencies and interpersonal learning mechanisms in development. Journal of Abnormal Child Psychology, 47, 1101-1106.  DOI: 10.1007/s10802-019-00557-y .
  14. Smith, K.A.*, Hastings, P.D., Henderson, H., & Rubin, K.H. (2019).  Multidimensional Emotion Regulation Moderates the Relation Between Behavioral Inhibition at Age 2 and Social Reticence with Unfamiliar Peers at Age 4.  Journal of Abnormal Child Psychology, 47, 1239-1251.  DOI: 10.1007/s10802-018-00509-y
  15. Ribeiro, O., Santos, A. J., Freitas, M., Rosado, A., Rubin, K. (2019).  Loneliness in Adolescence: Confirmatory factor analysis of the relational provisions loneliness questionnaire (RPLQ) in a Portuguese sample.  International Journal of Behavioral Development. 43, 457-465. DOI: 10.1177/0165025419850893 
  16. Musso, P., Lo Cricchio, M.G., Lo Coco, A., Tani, F., Ingoglia, S. & Rubin, K.H. (2019).  Assessing the Social Reputations of Italian Children: A Revised Short Form of the Extended Class Play. Psychological Reports, 123(5), 1986-2016.   DOI: 10.1177/0033294119884009
  17. Deighton, S., Laliberté Durish, C., Taylor, G., Rubin, K.H., Dennis, M., Bigler, E., Vannatta, K., Gerhardt, C., Stancin. T., & Yeates. K.O..  (2019). Theory of mind and parental nurturance as predictors of peer relationships after childhood traumatic brain injury: A test of moderated mediation. Journal of the International Neuropsychological Society, 25, 931–940.  DOI: 10.1017/S135561771900064X
  18. Guedes, M., Alves, S., Santos, A.J., Veríssimo, M., Chronis-Tuscano, A., Danko, C., & Rubin, K.H. (2019).  Perceptions of Portuguese psychologists about the acceptability of a child intervention targeted at inhibited preschoolers.  Análise Psicológica, 3 (XXXVII): 371-390.  doi: 10.14417/ap.1525
  19. Laursen, B., Dickson, D.J., Boivin, M., Bowker, J.C., Brendgen, M., & Rubin, K.H.  (2020, in press).  Revisiting the hypothesis that friends buffer against diminished self-esteem arising from poor parent-adolescent relationships: A replication study. Developmental Psychology.  http://dx.doi.org/10.1037/dev0001119
  20. Meinzer, M., Felton, J., Oddo, L.*, Rubin, K.H. & Chronis-Tuscano, A.  (2020, online).  ADHD and parent-child relationship difficulties at the transition to high school predict depressive symptoms. Journal of Attention Disorders. https://doi.org/10.1177/1087054720923088
  21. Novick, D. R.*, Smith, K. A.*, Barstead, M. G.*, Danko, C. M., Rubin, K. H., Badders, R. N., Druskin, L.*, Dougherty, L., & Chronis-Tuscano, A. (2020). Predictors and moderators of parent engagement in early interventions for behaviorally inhibited preschool-age children. Evidence-Based Practice in Child and Adolescent Mental Health. 5, 452-467. DOI: https://doi.org/10.1080/23794925.2020.1784060
  22. Wright, K.L., Hopkins, R.O., Robertson, F., Bigler, E.D., Dennis, M., Taylor, H.G., Rubin, K., Vannatta, K., Stancin, T., & Yeates, K.O.  (2020).  Assessment of White Matter Integrity Following Pediatric Traumatic Brain Injury. Journal of Neurotrauma. 37, 2188-2197.  https://doi.org/10.1089/neu.2019.6691
  23. Wagner, N.J., Bowker, J.C., & Rubin, K.H. (2020). Associations between Callous-Unemotional Traits and Peer-Rated Social-Behavioral Outcomes in Elementary and Middle School. Journal of Abnormal Child Psychology. 48, 757–769  https://doi.org/10.1007/s10802-020-00636-5
  24. Almeida, T.S., Ribeiro, O., Freitas, M.; Rubin, K.H., Santos, A.J. (2021) Loneliness and social functioning in adolescent peer victimization. Frontiers in Psychology: Developmental Psychology, Article 12:664079.  doi: 10.3389/fpsyg.2021.664079
  25. Guedes, M., Matos, I., Almeida, T., Freitas, M., Alves, S., Santos, A.J., Veríssimo, M., Chronis-Tuscano, & Rubin, K.H. (2021).  Perceptions of Portuguese parents about the acceptability of a multi-component intervention targeted at behavioral inhibition during early childhood. Infant Mental Health Journal, 42, 263–278.   https://doi.org/10.1002/imhj.21900
  26. Ryan, N.P., Anderson, V.A, Bigler, E.D., Dennis, M., Taylor, H.G., Rubin, K.H., Vannatta, K., Gerhardt, C.A., Stancin, T., Beauchamp, M.H., Hearps, S., Catroppa, C., Yeates, K.O. (2021). Delineating the Nature and Correlates of Social Dysfunction after Childhood Traumatic Brain Injury Using Common Data Elements: Evidence from an International Multi-Cohort Study. Journal of Neurotrauma, 38 (2), 252-260. DOI: 10.1089/neu.2020.7057
  27. Marques, C., Guedes, M., Veríssimo, M. Rubin, K.H., & Santos, A.J. (2021). Perfis de comportamento inibido e sintomas de ansiedade em idade pré-escolar. (Profiles of behavioral inhibition and anxiety symptoms during the preschool years)  Analise Psicológica, 1 (39), 27-38.  DOI: 10.14417/ap.1761
  28. Zhao, D., Barstead, M.G.*, Rubin, K.H. , Zhang, F., & Zhou, Z. (2021).  The characteristics of Chinese anxiously withdrawn children’s friendships: Quantity, quality, and protecting against loneliness. Infant and Child Development. https://doi.org/10.1002/icd.2253
  29. Havewalla, M.,*, Bowker, J.C., Smith, K.A., Rose-Krasnor, L., Booth-LaForce, C., Laursen, B., Felton, J.W., & Rubin, K.H. (2021). Peer influence during adolescence: The moderating role of parental support. Children, 8, xxx. https://doi.org/10.3390/children8040306
  30. Chronis-Tuscano, A., Novick, D.R.*, Danko, C.M., Smith, K., Wagner, N.J., Wang, C.H., Druskin, L., Dougherty, L.R., & Rubin, K.H. (2021, online). Early intervention for inhibited young children: A randomized controlled trial comparing the Turtle Program and Cool Little Kids. Journal of Child Psychology and Psychiatry. DOI: https://doi.org/10.1111/jcpp.13475 
  31. Oh, W., Bowker, J.C., Santos, A.J., Ribeiro, O., Guedes, M., Freitas, M., Kim, H.K., Seowon Song, S., & Rubin, K.H. (2021, online).  Distinct profiles of relationships with mothers, fathers, and best friends and social-behavioral functioning in early adolescence: A cross-cultural study. Child Development. https://doi.org/10.1111/cdev.13610
  32. Rubin, K.H. & Chronis-Tuscano, A.  (2021).  Perspectives on social withdrawal in childhood:  Past, present, and prospects. Child Development Perspectives.15 (3), 160-167.  https://doi.org/10.1111/cdep.12417

Encyclopedia Entries

(Last 2 Years Only; see CV for complete list)

* designates student or post-doc co-author

  1. Rubin, K.H. & Bowker, J. (2018).  Friendship.  In M. Bornstein, Arterberry, M.E., Fingerman, K.L., & Lansford, J.E. (Eds). The SAGE Encyclopedia of Lifespan Human Development. (pp. 908-910).  Thousand Oaks, CA: Sage.  DOI: http://dx.doi.org/10.4135/9781506307633.n339
  2. Rubin, K.H. & & Smith, K.*. (2018).  Play.  In M. Bornstein, Arterberry, M.E., Fingerman, K.L., & Lansford, J.E. (Eds). The SAGE Encyclopedia of Lifespan Human Development. (pp. 1671-1672).  Thousand Oaks, CA: Sage. DOI: http://dx.doi.org/10.4135/9781506307633.n625
  3. Rubin, K.H. & Barstead, M.* (2018).  Social withdrawal and solitude.  In M. Bornstein, Arterberry, M.E., Fingerman, K.L., & Lansford, J.E. (Eds). The SAGE Encyclopedia of Lifespan Human Development. (2101-2103).  Thousand Oaks, CA: Sage. DOI: http://dx.doi.org/10.4135/9781506307633.n780
  4. Rubin, K.H. & & McDonald, K. (2018).  Social relationships.  In M. Bornstein, Arterberry, M.E., Fingerman, K.L., & Lansford, J.E. (Eds). The SAGE Encyclopedia of Lifespan Human Development. (2078-2082).  Thousand Oaks, CA: Sage.  DOI: http://dx.doi.org/10.4135/9781506307633.n772
  5. Daubert, E.M., Ramani, G.B., & Rubin, K.H.  (2018).  Play-based learning and social development.  In Tremblay, R.E., Boivin, M., & Peters, RDev (Eds.), Pyle, A. topic ed. Encyclopedia on Early Childhood Development. (online).  http://www.child-encyclopedia.com/play-based-learning/according-experts/play-based-learning-and-social-development.

(Last 10 Years Only; see CV for complete list)

2004-2011          Friendship and psychosocial adjustment in adolescence. (Principal Investigator). National Institute of Mental Health, Grant Number: R01-MH58116.  $2,039,175 direct costs. ​$3,151,235, total costs.

2009-2011          Relações de Amizade na Infância, Influências Parentais e Transição Ecológica na Região Sul do Brasil (Friendship, Parental Influences and Ecological Transitions during Childhood in the South Region of Brazil). (Silvia Koller, PI; K.H. Rubin, Co-PI, University of Maryland).  CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico.  RS$ 30.000 (US$ 12.000) direct costs

2006-2012           Social outcomes in pediatric traumatic brain injury (Keith Yeates, PI; K.H. Rubin, Co-PI and Site PI, University of Maryland). National Institute of Child Health and Human Development (NICHD).  Grant number:  R01-HD48946.   $3,824,868 direct costs. University of Maryland sub-contracted award with Columbus Children’s Hospital.  $794,505 direct costs.

2010-2012           Social outcomes in pediatric traumatic brain injury (Principal Investigator). National Institute of Child Health and Human Development (NICHD). University of Maryland sub-contracted award – Recovery Supplement (ARRA), $56,718 direct costs.

2010-2013           PTDC/PSI-PDE/098257/2008: Friendship and family relationships in the trajectories of socially withdrawn middle adolescents.  (PI, António J. Santos; Co-PIs -- Manuela Veríssimo and Kenneth H. Rubin). Foundation for Science and Technology, Portugal).

2010-2013           A Multi-Method Early Intervention Program for Socially Reticent, Inhibited Preschoolers  (Multi Principal Investigators Kenneth H. Rubin and Andrea Chronis-Toscano), National Institute of Mental Health, 1R34MH083832.  $450,000 direct costs; Total Costs: $641,580.

2014-2016           Do Theatrical Experiences Improve Preschoolers' Play and Creativity? (Principal Investigator: Kenneth H. Rubin; Co-PI, Meredith Rowe, Harvard University). National Endowment of the Arts, $15,000 direct costs.

2014-2021           National Institute of Mental Health, Grant Number: 1R01MH 103253.  A Multi-Component Early Intervention for Socially Inhibited Preschool Children, $2,140,064 direct costs; Total Costs: $3,119,736  (Multi Principal Investigators:  Kenneth H. Rubin and Andrea Chronis-Tuscano).

2021-2023           National Institute of Mental Health, Grant Number: 1R03MH123762-01A1.  Examining Neurophysiological Predictors of Treatment Response to a Multi-Component Early Intervention for Socially Inhibited Preschoolers.; Total Costs Year 1: $88,234 (Nicholas Wagner – Principal Investigator; Kenneth H. Rubin and Andrea Chronis-Tuscano – Investigators)

Laboratory for the Study of Child and Family Relationships