Ingrid Obsuth

Lecturer in Clinical Psychology

Contact details



Doorway 6,
Teviot Place

Post code


I have been a Lecturer in Clinical Psychology at the University of Edinburgh, Department of Clinical Psychology since May 2017.

I received my PhD in Clinical Psychology from Simon Fraser University (SFU) in 2010, followed by a 2-year post-doctoral research fellowship at Harvard Medical School (HMS), Department of Psychiatry. Subsequently I worked for 5.5-years as a research associate at the University of Cambridge (UoC), Institute of Criminology.

The doctoral programme at SFU adheres to the scientist-practitioner training model that places equal emphasis on clinical and empirical expertise. Thus, from the outset of my academic career, I have combined my clinical work with research, deriving my research questions from my clinical experiences and bringing research-based knowledge to my clinical practice and teaching.


Open to PhD supervision enquiries?


Areas of interest for supervision

I welcome enquiries about PhD supervision in areas of forensic and developmental psychology, as well as research in the intersection of psychology and criminology. 

Research summary

My research, clinical and teaching interests are in developmental psychology and psychopathology, with particular focus on adolescents, behavioural problems such as aggression and delinquency, victimisation and attachment with the goal to inform theory, policy and practice. For example, in one of my papers (Obsuth, et al., 2016), utilising propensity score matching, we found that teacher-student relationships at age 10/11 predicted young people’s behaviours up to four years later, while controlling for 106 potentially confounding variables of this link. I also have a special interest in the development and evaluation of manualised interventions and the development of innovative assessment tools. For instance, during my post-doctoral training at HMS, I collaborated on developing/validating an observational measure of adolescent-caregiver disorganised attachment (Obsuth, et al., 2015), while at UoC, I lead a large cluster-randomised trial to evaluate an intervention with the goal of reducing school exclusion (Obsuth et al., 2016, 2017). In addition, during my time at SFU, I collaborated on developing and evaluating an attachment-based manualised treatment programme for parents of youths with severe behavioural problems and histories of maltreatment (Obsuth, et al. 2009). 

Project activity

I am currently working a three projects related to my above described research interests: 

  • Attachment toward carers, teachers and others in children and adolescents in residential care 
  • Teacher-student relationships in a variety of contexts 
  • Understanding school exclusion 
  • Learning Together -  brings together people in criminal justice and higher education institutions to study alongside each other in inclusive and transformative learning communities (
  • Polyvictimisation 

Current project grants

Political Economies of School Exclusion in the UK, ESRC, 2019-2023

Selected recent publications: 

Obsuth, I., Murray, A. L., Di Folco, S., Ribeaud, D., & Eisner, M. (2020). Patterns of homotypic and heterotypic continuity between ADHD symptoms, externalising and internalising problems from age 7 to 15. Journal of abnormal child psychology, 48(2), 223-236.

Murray, A. L., Booth, T., Auyeung, B., Eisner, M., Ribeaud, D., & Obsuth, I. (2020). Outcomes of ADHD symptoms in late adolescence: Are developmental subtypes important?. Journal of attention disorders, 24(1), 113-125.

Murray, A. L., Obsuth, I., Eisner, M., & Ribeaud, D. (2019). Disaggregating Between-and Within-Classroom Variation in Student Behavior: A Multilevel Factor Analysis of Teacher Ratings of Student Prosociality and Aggression. The Journal of Early Adolescence, 39(7), 993-1019.

Murray, A. L., Obsuth, I., Eisner, M., & Ribeaud, D. (2019). Evaluating longitudinal invariance in dimensions of mental health across adolescence: An analysis of the Social Behavior Questionnaire. Assessment, 26(7), 1234-1245.

Murray, A. L., Booth, T., Eisner, M., Obsuth, I., & Ribeaud, D. (2019). Quantifying the strength of general factors in psychopathology: A comparison of CFA with maximum likelihood estimation, BSEM, and ESEM/EFA bifactor approaches. Journal of personality assessment, 101(6), 631-643.

Obsuth, I., Mueller Johnson, K., Murray, A. L., Ribeaud, D., & Eisner, M. (2018). Violent poly‐victimization: The longitudinal patterns of physical and emotional victimization throughout adolescence (11–17 years). Journal of research on adolescence, 28(4), 786-806.

Obsuth, I., Sutherland, A., Cope, A., Pilbeam, L., Murray, A. L., & Eisner, M. (2017). London Education and Inclusion Project (LEIP): Results from a cluster-randomized controlled trial of an intervention to reduce school exclusion and antisocial behavior. Journal of Youth and Adolescence, 46(3), 538-557.

González-Tapia, M. I., Obsuth, I., & Heeds, R. (2017). A new legal treatment for psychopaths? Perplexities for legal thinkers. International Journal of Law and Psychiatry.

Obsuth, I., Murray, A. L., Malti, T., Sulger, P., Ribeaud, D., & Eisner, M. (2016). A non-bipartite propensity score analysis of the effects of teacher–student relationships on adolescent problem and prosocial behavior. Journal of Youth and Adolescence, 1-27.