Lisa Golds

Background

I have worked in the early years education sector for over a decade, in both the UK and Hong Kong. During this time I also worked as a project liaison with Project Zero at Harvard Graduate School of Education, researching the concept of systems thinking in the early years and its effects on student agency.  After receiving the MSc Mental Health and Wellbeing of Children, Young People and Families from the University of Edinburgh, I took the opportunity to move into early years and perinatal developmental research, currently with an interest in the links between wellbeing, technology, and early interactions & dyadic synchrony. 

Qualifications

MSc Mental Health and Wellbeing of Children, Young People and Families (University of Edinburgh)

Postgraduate Certificate in Education (University of Sunderland)

BA (Hons) Childhood Studies (Universty of Leeds)

Research summary

My research interests have to date centered around early years and perinatal development, centering on attachment, agency, and affect attunement.

 

Publications:

  • Golds, L., De Kruiff, K., MacBeth, A. (2020). Disentangling genes, attachment, and environment: A systematic review of the developmental psychopathology literature on gene-environment interactions and attachment. Development and Psychopathology. 32(1), 357-381. https://doi.org/10.1017/S0954579419000142

Current research interests

My current research is funded by the Principal's Career Development Scholarship. Understanding the impact that smartphone usage by caregivers might have on dyadic processes of interaction within the caregiver-infant dyad.  Using a systems-view approach, in what ways are modern parenting techniques impacting affective and cognitive developmental processes.

Past research interests

Epigenetics of attachment and environment

Affiliated research centres