Ph.D., University of Vermont (2012)

B.A., Bates College (2004)

My courses cover topics of psychopathology and psychological research. In my Clinical Psychology course, students learn about the symptom presentations, theories of etiology, and treatments of major psychological disorders. This course also provides students with an introduction to major issues in clinical psychology including controversies in diagnosis, ethics, and stigma.  I also teach an in-depth seminar on Child and Adolescent Clinical Psychology. This course focuses on the clinical presentation of disorders during childhood and emphasizes the importance of developmental changes and the connection between theory, empirical research, and case examples. In my Statistics course, students learn how to use statistics to answer and interpret research questions. This course provides students with a foundational knowledge of statistics that can enable them to critically evaluate scientific claims and to answer their own research questions. My Introduction to Psychology course provides students with an introduction to the science of psychology and of how we understand the mind and behavior. 

My research investigates the complex interplay of cognitive, biological, and environmental processes that influence the social-emotional functioning of children and adolescents. Some children make friends easily, are well-liked, and respond skillfully in social situations. However, other children are rejected or bullied by peers, fail to understand and respond effectively to social cues, and develop problems with emotion regulation. My work seeks to understand how a child’s own internal vulnerabilities interact with their environment to set the stage for these challenges. Much of my work has focused on aspects of a child’s self-regulation, including a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD), cognitive impairments related to executive functioning, and psychophysiological markers of emotion dysregulation. I have considered how these internal vulnerabilities may then be influenced by the environment, such as experiences of peer victimization and parenting behaviors. To investigate these factors, I have conducted research in both typically developing children and in clinical samples of children with ADHD. My work is strongly influenced by a developmental psychopathology perspective, acknowledging that clear distinctions between “normal” and “abnormal” behavior do not exist and that there is multifinality and equifinality in risk factors. 

Please visit the Peer Relationships Lab website for more information about my research. 

Link to Google Scholar

Link to ResearchGate

*Amherst College undergraduate student

McQuade, J.D. (2022). ADHD symptoms, peer problems, and emotion dysregulation as longitudinal and concurrent predictors of adolescent borderline personality features. Journal of Attention Disorders, 26 (13), 1711-1724.  doi: 10.1177/10870547221098174.

McQuade, J.D., Breaux, R., Mordy, A.*, Taubin, D.* (2022). Childhood ADHD symptoms, parent emotion socialization, and adolescent peer problems: Indirect effects through emotion dysregulation. Journal of Youth and Adolescence. Advance Online Publication. doi: 10.1007/s10964-021-01510-3

Breaux, R., Eadeh, H., Swanson, C. S., & McQuade, J.D. (2021). Adolescent emotionality and emotion regulation in the context of parent emotion socialization among adolescents with neurodevelopmental disorders: A call to action with pilot data. Research on Child and Adolescent Psychopathology. Advance Online Publication. doi: 10.1007/s10802-021-00833-w

McQuade, J.D., Dixon-Gordon, K.L., Breaux, R., & Babinski, D.E. (2021). Interactive effects of parent emotion socialization and child physiological reactivity in predicting adolescent borderline personality disorder features. Research on Child and Adolescent Psychopathology, Advance Online Publication, doi: 10.1007/s10802-020-00717-5.

Dixon-Gordon, K.L., Marsh, N.P.*, Balda, K.E.*, McQuade, J.D. (2019). Parent emotion socialization and child emotional vulnerability as predictors of borderline personality features. Journal of Abnormal Child Psychology. Advance online publication. doi: 10.1007/s10802-019-00579-6

McQuade, J.D., Murray-Close, A., Breslend, N.L., Blada, K.E.*, Kim, M.M.*, & Marsh, N.P.* (2019). Emotional underarousal and overarousal and relational aggression: Interactive effects of relational victimization, physiological reactivity, and emotional sensitivity. Journal of Abnormal Child Psychology, 47, 1663-1676. doi:10.1007/s10802-019-00544-3

Babinski, D. & McQuade, J.D. (2018). Borderline personality features mediate theassociation between ADHD, ODD, and relational and physical aggression in girls. Journal of Attention Disorders. Advance online publication. doi:10.1177/1087054718797445

McQuade, J.D., Breslend, N.L., & Groff, D.* (2018). Experiences of physical and relational victimization in children with ADHD: The role of social problems and aggression. Aggressive Behavior, 44, 416 – 425. doi:10.1002/ab.21762

Breaux, R.P., McQuade, J.D., Harvey, E.A., & Zakarian, R.J.* (2018). Longitudinal associations of parental emotion socialization and children's emotion regulation: The moderating role of ADHD symptomatology. Journal of Abnormal Child Psychology, 46, 671–683. doi:10.1007/s10802-017-0327-0

McQuade, J.D., (2017). Peer victimization and changes in physical and relational aggression: The moderating role of executive functioning abilities. Aggressive Behavior, 43, 503-512. doi:10.1002/ab.21708

McQuade, J. D., & Breaux, R. P. (2017). Parent emotion socialization and pre-adolescent’s social and emotional adjustment: Moderating effects of autonomic nervous system reactivity. Biological Psychology, 13067-76. doi:10.1016/j.biopsycho.2017.10.007

McQuade, J. D., & Breaux, R. P. (2017). Are elevations in ADHD symptoms associated with physiological reactivity and emotion dysregulation in children? Journal of Abnormal Child Psychology, 45, 1091-1103. doi:10.1007/s10802-016-0227-8

McQuade, J.D., Breaux, R.P., Miller, R.H.*, & Mathias, L.* (2017). Executive functioning and engagement in physical and relational aggression among children with ADHD. Journal of Abnormal Child Psychology, 45, 899-910. doi:10.1007/s10802-016-0207-z

McQuade, J.D., Murray-Close, D., Shoulberg, E.K., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115, 422-435. doi:10.1016/j.jecp.2013.03.002