Individual Listing

3111H PSYCHOLOGY BUILDING
University of California
Riverside, CA 92521

Yates, Tuppett

Assistant Professor

College of Humanities, Arts, and Social Sciences

Psychology


Biography

Wth integrative training in clinical and developmental psychology, I believe that there are important and mutually informative connections between studies of normative and atypical development, and between developmental research and clinical practice. To this end, in the Adversity & Adaptation Lab, I examine how adversity broadly, and child maltreatment in particular, influences developmental pathways toward both psychopathology and competence. Employing diverse methods (e.g., behavioral observation, clinical interview, survey) with children and adults, my research centers on identifying the specific effects of childhood adversity across multiple levels of adaptation and influence (e.g., community, family, individual, physiology), as well as the developmental processes that underlie the emergence and patterning of these effects over time. I am especially interested in social and regulatory developmental processes, including attachment and representations of self, others, and relationships, and behavioral and emotional regulation. In prior work I have examined the influence of early adversity on pathways toward maladaptation (e.g., behavior problems, self-injurious behavior), as well as factors that contribute to the better-than-expected outcomes that typify resilience. Current studies underway in the AD Lab include the Childhood Representation & Regulation Project (ChiRRP) and the Young Adult Adaptation Survey (YAAS). Using high-risk preschool and university populations, respectively, these studies examine the impact of intrafamilial violence on relational and regulatory processes, on putative relations among these processes, and how these relations in isolation, or in conjunction with other factors influence pathways toward mal(adaptation). Together, these projects will further our understanding of socioemotional development, emotional, behavioral and physiological regulation, and the interactions between them. Through the concurrent examination of processes that underlie pathways toward psychopathology and competence following childhood adversity, my research is designed to test and illustrate core developmental principles, including the salience of early experience, the probabilistic coherence of successive adaptations, and the transactional nature of interactions between developmental systems. At the level of application, this work elucidates strategic targets and timing for interventions, informs methods to effect positive developmental change, and extends current deficit-based models of intervention to include competence and strength-based approaches.

Degrees

Ph.D. Developmental Psychology 2005

University of Minnesota

Research Area

Developmental processes underlying positive developmental pathways among at-risk youth.

Publications

Yates, T. M. (in press). The developmental consequences of child emotional abuse: A neurodevelopmental perspective. Journal of Emotional Abuse.

Yates, T. M. (2004). The developmental psychopathology of self-injurious behavior: Compensatory regulation in posttraumatic adaptation. Clinical Psychology Review, 24(1), 35-78.

Yates, T. M., & Masten, A. S. (2004). Fostering the future: Resilience theory and the practice of positive psychology. In P. A. Linley & S. Joseph (Eds.), Positive Psychology in Practice (pp. 521-539). Hoboken, NJ: John Wiley and Sons, Inc.

Yates, T. M., Dodds, M. F., Sroufe, L. A., & Egeland, B. (2003). Exposure to partner violence and child behavior problems: A prospective study controlling for child physical abuse and neglect, child cognitive ability, socioeconomic status, and life stress. Development and Psychopathology, 15(1), 199-218.

Yates, T. M., Egeland, B., & Sroufe, L. A. (2003). Rethinking resilience: A developmental process perspective. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 234-256). New York: Cambridge University Press.