Photo of Margaret J. Briggs-Gowan, Ph.D.

Margaret J. Briggs-Gowan, Ph.D.

Assistant Professor, Psychiatry
Academic Office Location:
Psychiatry
UConn Health
263 Farmington Avenue
Farmington, CT 06030-1935
Phone: 860-679-3872
Fax: 860-679-1246
Email: mbriggsgowan@uchc.edu
Website(s): Collaborative research with Northwestern University
One of our recent papers about temper tantrums in preschool children
Child FIRST intervention program website

Margaret Briggs-Gowan, Ph.D., is a Developmental Psychologist with special expertise in the social-emotional development of infants, toddlers, and preschoolers. She is a Developmental Psychologist, with additional training in epidemiology and public health, as well as early childhood mental health. Her early childhood research centers on enhancing our understanding of the nature of mental health problems in young children, identifying risk factors, and pinpointing underlying genetic, stress-response, and neurocognitive factors involved in these processes.

Education
DegreeInstitutionMajor
Ph.D.Yale UniversityDevelopmental Psychology
M.Phil.Yale UniversityDevelopmental Psychology
M.S.Yale UniversityDevelopmental Psychology
A.B.Brown UniversityPsychology

Post-Graduate Training
TrainingInstitutionSpecialty
FellowshipNIMHPost-Doctoral Fellow, Mental Health Services Research

Awards
Name of Award/HonorAwarding Organization
Jane C. Bourns Award for Excellence, recognizing significant contributions to the field of infant/early childhood mental health.Connecticut Association for Infant Mental Health
Solnit Fellowship Award, Leadership Development InitiativeZERO TO THREE
Name & DescriptionCategoryRoleTypeScopeStart YearEnd Year
Clinical Research CenterResearch CommitteeAd Hoc ReviewerUniversity2012
Connecticut Association of Infant Mental Health Professional/Scientific OrganizationMemberExternalState2012
Department of Psychiatry Leadership CommitteeDepartmental CommitteeMemberUniversity2012
NIMH Risk Prevention and Health Behavior Integrated Review Group: Psychosocial Development, Risk and Prevention Study Section (PDRP)Study SectionMemberExternalNational2012
University of Connecticut Health Center: Clinical Research Center, Scientific ReviewProfessional/Scientific OrganizationAd Hoc ReviewerExternalNational2012
University of Connecticut Health Center: Department of Psychiatry Leadership CommitteeProfessional/Scientific OrganizationMemberUConn Health CenterUniversity2012
University of Connecticut Health Center: PGY-2 Psychiatry Residency Curriculum ReviewProfessional/Scientific OrganizationMemberUConn Health CenterUniversity2012
National Institute of Mental Health: PDRP IRG ReviewProfessional/Scientific OrganizationMemberExternalNational20112011
National Institute of Mental Health: ZRG1 RPHB-P Special Emphasis Panel/Scientific Review GroupProfessional/Scientific OrganizationAd Hoc ReviewerExternalNational20112011
NIMH Psychosocial Development Risk and Prevention Study Section (PDRP)Study SectionAd Hoc MemberExternalNational20112012
NIMH Special Emphasis Panel/Scientific Review GroupStudy SectionAd Hoc MemberNational20112011
State of Connecticut Under One ICC SubcommitteeProfessional/Scientific OrganizationMemberExternalState2011
Grand Rounds Planning CommitteeMemberUConn Health CenterUniversity2010
University of Connecticut Health Center: Department of Psychiatry Grand Rounds CommitteeProfessional/Scientific OrganizationMemberUConn Health CenterUniversity2010
Workshop on Child Maltreatment and Trauma: Integrating Biological, Cognitive, and Social Trajectories of Development: National Institute of Mental HealthWorkshop/ConferencePresenter and Co-OrganizerExternalNational20102010
RFA-OD-09-003, Challenge Grants: National Institute of Mental Health Professional/Scientific OrganizationAd Hoc ReviewerExternalNational20092009
ZMHI-ERB-C (A3) NIMH Grand Opportunities (GO): Neurodevelopmental Genomics: National Institute of Mental Health Professional/Scientific OrganizationAd hoc reviewerExternalNational20092009
K-99 Grant Mechanism: National Institute of Mental Health Professional/Scientific OrganizationAd Hoc ReviewerExternalNational2008
University of Connecticut Health Center: Child and Adolescent Psychiatry Division Curriculum CommitteeProfessional/Scientific OrganizationMemberUConn Health CenterUniversity2008
University of Connecticut Health Center: General Clinical Research Center, Scientific ReviewProfessional/Scientific OrganizationAd Hoc ReviewerUConn Health CenterUniversity20082008
University of Connecticut Health Center: Liaison Committee on Medicine Education (LCME)Education CommitteeMemberUConn Health CenterUniversity20082009
K-99 Grant Mechanism: National Institute of Mental Health Professional/Scientific OrganizationAd Hoc ReviewerExternalNational20072007
Connecticut Infant Mental Health AssociationVice PresidentState20062011
University of Connecticut Health Center: Adult Psychiatry AdmissionsProfessional/Scientific OrganizationInterviewerUConn Health CenterUniversity2006
RFA: Developing Outcome Measures for Young Children (ZRG1 RPHB-H 50): National Institute on Child Health and Human Professional/Scientific OrganizationAd Hoc ReviewerExternalNational20052005
B-START Grant Mechanism: National Institute of Mental HealthProfessional/Scientific OrganizationAd hoc reviewerExternalNational20042004
National Institute of Mental Health Task Force on Functional Impairment in Children: National Institute of Mental HealthWorkshop/ConferenceLead Team Member and Workshop ParticipantExternalNational20042006
Young Child Assessment Roundtable: Approaches and Future Directions in Mental Health: National Institute of Mental HealthProfessional/Scientific OrganizationMemberExternalNational20032003
American Journal of PsychiatryProfessional/Scientific JournalReviewerExternalNational
Archives of Pediatrics & Adolescent MedicineProfessional/Scientific JournalReviewerExternalNational
Child Abuse and NeglectProfessional/Scientific JournalReviewerExternalNational
Child: Care, Health and DevelopmentProfessional/Scientific JournalReviewerExternalNational
Developmental PsychologyProfessional/Scientific JournalReviewerExternalNational
Early Childhood Research QuarterlyProfessional/Scientific JournalReviewerExternalNational
Early Education and DevelopmentProfessional/Scientific JournalReviewerExternalNational
Infant Mental Health Journal Professional/Scientific JournalReviewerExternalNational
International Journal of Circumpolar HealthProfessional/Scientific JournalReviewerExternalInternational
Journal of Abnormal Child PsychologyProfessional/Scientific JournalReviewerExternalNational
Journal of Applied Developmental PsychologyProfessional/Scientific JournalReviewerExternalNational
Journal of Child Psychology and PsychiatryProfessional/Scientific JournalReviewerExternalNational
Journal of Clinical Child and Adolescent PsychiatryProfessional/Scientific JournalReviewerExternalNational
Journal of Clinical PsychiatryProfessional/Scientific JournalReviewerExternalNational
Journal of Family PsychologyProfessional/Scientific JournalReviewerExternalNational
Journal of Infant Behavior and DevelopmentProfessional/Scientific JournalReviewerExternalNational
Journal of Pediatric PsychologyProfessional/Scientific JournalReviewerExternalNational
Journal of Substance Abuse and TreatmentProfessional/Scientific JournalReviewerExternalNational
Journal of the American Academy of Child and Adolescent PsychiatryProfessional/Scientific JournalReviewerExternalNational
Journal of Traumatic StressProfessional/Scientific JournalReviewerExternalNational
Mental Health Services ResearchProfessional/Scientific JournalReviewerExternalNational
PediatricsProfessional/Scientific JournalReviewerExternalNational
Social DevelopmentProfessional/Scientific JournalReviewerExternalNational
Much of Dr. Briggs-Gowan's research has focused on improving how we understand and identify social-emotional and behavioral problems in young children. She is co-author, with Alice S. Carter, Ph.D., of the Infant-Toddler Social & Emotional Assessment (ITSEA) and Brief-ITSEA (BITSEA), nationally normed tools for assessing social-emotional/behavioral problems and delays in competencies in infants and toddlers. Dr. Briggs-Gowan also studies how environmental factors, such as stress, violence, and exposure to traumatic events, affect the development and well-being of young children. She is currently Principal Investigator of an NIMH-funded study of the roles of stress and conflict on preschool children's development (in collaboration with Dr. Lauren Wakschlag at Northwestern University in Chicago). This study will provide important new insights into how exposure to stress and conflict in early life may influence children's development both in terms of their ability to identify different emotions and how their brain's respond to emotional stimuli. She also collaborates with Dr. Wakschlag on research focused on disruptive behavior in preschool children, including a recent paper that shed light on the nature of temper tantrums in 3- to 5-year-olds. Locally, Dr. Briggs-Gowan leads the research team of Child FIRST, a comprehensive, home-based intervention for high risk families with young children, developed by Darcy Lowell, M.D. This evidence-based intervention model is being dissemintated at a number of sites throughout Connecticut.
There may be volunteer opportunities available. Interested individuals may contact Dr. Briggs-Gowan by email.

Journal Articles

Book Chapters

  • Parent Reports and Infant-Toddler Mental Health Assessment
    Carter, A.S., Godoy, L., Marakovitz, S.E., & Briggs-Gowan, M.J. Handbook of Infant Mental Health 233-251
  • Preschool Children Exposed to Potentially-Traumatic Events: Clinical Phenomena and Treatment Options
    Briggs-Gowan, M.J., & Mian, N. Mental Health Issues of Child Maltreatment
  • Screening for Social and Emotional Delays in Early Childhood
    Briggs-Gowan, M.J., & Carter, A.S. Developmental & Behavioral Pediatrics
  • Screening for Social-Emotional and Behavior Delays in Early Childhood
    Briggs-Gowan, M.J., Godoy, L., & Carter, A.S. Zuckerman and Parker’s Handbook of Developmental and Behavioral Pediatrics 56-58

Conference Papers

Title or AbstractTypeSponsor/EventDate/YearLocation
Developmental Components of Low Concern as Facets of Preschool Disruptive Behavior: Disregard for Others’ Distress and Resistance to DisciplineLectureSociety for Research in Child Development2013Seattle, Washington
The Reciprocal Influences of Maternal Distress and Children’s Externalizing Behavior Across Infancy and ToddlerhoodTalkSociety for Research in Child Development2013Seattle, Washington
Preventing Kindergarten Externalizing Behaviors: Examining Opportunities for Intervention with Families of ToddlersLectureSociety for Research in Child Development2013Seattle, Washington
It Takes a Village: The Protective Role of Social Support in the Relation Between Parent Emotional Distress and Parenting BehaviorLectureSociety for Research in Child Development2013Seattle, Washington
Temper Loss and Aggression Vary by Children's Poverty Status in Early ChildhoodPosterMidwestern Psychological Association2013Chicago, Illinois
Preschool Psychopathology: Exploring the Roles of Violence-Exposure and Emotion-ProcessingTalkAnxiety Disorders Association of America2012Crystal Park, Virginia
Early Trauma Exposure and Stress Sensitization in Young ChildrenLectureInternational Society for Traumatic Stress Studies2012Los Angeles, California
Preschool Psychopathology: Exploring the Roles of Violence-Exposure and Emotion-ProcessingTalkChild Study Center, Yale University2012New Haven, Connecticut
Violence Exposure and Associated Temper Loss in a Diverse Sample of Preschool ChildrenPosterAmerican Academy of Child & Adolescent Psychiatry Annual Meeting2012San Francisco, California
Parent Language Quality and Amount Predict Adaptive Social Behavior in Early School Age ChildrenPosterAmerican Psychological Association 2012Orlando, Florida
Family Violence Effects in Early Childhood: Early-Emerging Sex Differences in Conduct and Anxiety SymptomsTalkSociety for Research in Child Development2011Quebec, Canada
Family Violence Effects in Early Childhood: Early-Emerging Sex Differences in AnxietyTalkAnxiety Disorders Association of America2011New Orleans, Louisiana
The Effects of Different Types of Trauma Exposure on Cognitive and Language Functioning in ToddlersPosterAmerican Psychological Association2011Washington D.C.
The Nature of Maternal Worry About Child Development and its Relation to Behavior ProblemsPosterSociety for Research in Child Development 2011Quebec, Canada
Temper Tantrum Frequency and Associated Problems in a Diverse Sample of Preschool ChildrenPosterAmerican and Canadian Academy of Child and Adolescent Psychiatry2011Toronto, Ontario, Canada
The Relationships Between Anxiety Symptoms, Parenting Stress, and Family Impairment in Young ChildrenPosterAnxiety Disorders Association of America2011New Orleans, Louisiana
New Support for the Validity of the BITSEA and Practical Guidance for PractitionersLectureZEROTOHTREE National Training Institute2010
Using the Brief-ITSEA (BITSEA) in Primary CareLectureNational Training Institute, Zerotothree2010Phoenix, Arizona
Trajectories of Externalizing Behavior in Early Childhood: Relation to Second Grade ReadingTalkthe International Society for Infancy Studies2010Baltimore, Maryland
CHILD FIRST: A Comprehensive Home-Based Intervention for Vulnerable Young Children and FamiliesLectureZEROTOHTREE National Training Institute2010
Violence Exposure in Early Childhood: Clinical Patterns and Affective ProcessingLectureClinical Psychology Lunch Series, University of Connecticut2010Storrs, Connecticut
Early Adverse Experiences: Parsing the Effects of Family ViolenceTalkNational Institute of Mental Health2010Washington D.C.
The Effects of Trauma on Young Children: A Webinar Facilitating Awareness of Young Children’s Mental HealthTalkPearson Assessments2010San Antonio, Texas
Potential Targets for Promoting Resilience in Young Children of HIV-Infected Mothers: The Power of Positive ParentingPosterAmerican Psychological Association2010San Diego, California
Worry About Language and Behavior from Early Childhood to Elementary SchoolPosterSociety for Developmental and Behavioral Pediatrics2010
When Will Boys be Boys and Girls be Girls?: Observed Variations in Disruptive Behavior Across Interactional ContextsPosterAmerican Academy of Child and Adolescent Psychiatry2010New York, New York
Early Signs of Continuity of Disruptive Behavior and Anxiety in Children from aAges 3 to School-AgePosterAmerican Academy of Child and Adolescent Psychiatry2010Boston, Massachusetts
Factor Structure of the Family Life Impairment ScalePosterWorld Congress of Behavioral and Cognitive Therapies2010Boston, Massachusetts
Developmental Patterns of Normative Misbehavior in Early Childhood: Implications for Identification of Early Disruptive BehaviorTalkSociety for Research in Child Development2009
Using Observational Techniques to Study Emotion and Behavior Modulation in Preschoolers at Risk for Bipolar DisorderTalkSociety for Research in Child Development2009
Early Identification of Social-Emotional Problems in 1- to 3-year-old Children: Implications for Primary CareLectureConnecticut Children’s Medical Center and Department of Pediatrics2009
Understanding the Effects of Early Childhood Traumatic ExposurePosterSociety for Research in Child Development2009Denver, Colorado
A Risk Model for Early Childhood Anxiety: A Longitudinal StudyPosterAssociation for Behavioral and Cognitive Therapies2009New York, New York
Continuity in Psychopathology: Early Childhood to Elementary SchoolTalkAmerican Academy of Child and Adolescent Psychiatry Annual Meeting2008Chicago, Illinois
Modeling of Internalizing Subdomains From Ages One to Three YearsLectureAmerican Psychological Association2008San Francisco, California
Modeling of Internalizing Subdomains from Ages 1 to 3 YearsTalkAmerican Psychological Association2008Boston, Massachusetts
Multifaceted Observations of Preschool Disruptive Behavior: Incremental Utility and Individual Differences in Patterns of PredictionTalkAmerican Academy of Child and Adolescent Psychiatry Annual Meeting2008Chicago, Illinois
Behavioral Health in Primary CareLectureChild Study Center, Yale University2008New Haven, Connecticut
Sensory Sensitivities from Early Childhood to School-AgeTalkConnecticut Association of Infant Mental Health Annual Conference2008
The Development of Child Symptoms Following Exposure to Trauma May be Moderated by the Quality of the Mother-Child RelationshipPosterAmerican Academy of Child and Adolescent Psychiatry2008Chicago, Illinois
Reactivity and Regulation Problems: Associations with Diagnosis in Young ChildrenTalkAmerican Academy of Child and Adolescent Psychiatry2007Boston, Massachusetts
Persistence and Psychiatric Correlates of Sensory Over-Responsivity (sor)TalkAmerican Academy of Child and Adolescent Psychiatry2007Boston, Massachusetts
Children Affected by HIV & AIDS: Contemplations Beyond Individual ResilienceLecturePsySSA conference2007Durban, South Africa
Subgroups of Peer Rejected Children: Transition from Home to SchoolTalkSociety for Research in Child Development2007Boston, Massachusetts
Differential Prediction of Change in Social-Emotional Competence and Dysregulation in Early Childhood by Parenting Stress and Maternal-Child InteractionsLectureSociety for Research in Child Development2007Boston, Massachusetts
Social-Emotional/Behavioral Problems from Early Childhood to School-AgeTalkDepartment of Psychology, University of Connecticut2007Storrs, Connecticut
Social-Emotional Screening in Early ChildhoodTalkConnecticut Association of Infant Mental Health2007Hartford, Connecticut
A Longitudinal Analysis of Asthma, SES, and Socioemotional Functioning During Early ChildhoodPosterSociety for Research in Child Development2007Boston, Massachusetts
Traumatic Life Events in a Community Sample of ToddlersPosterSociety for Research in Child Development2007Boston, Massachusetts
Change in Early Childhood Social-Emotional Competence and Dysregulation: Unique Effects of Observed Parenting and Parenting StressPosterSociety for Research in Child Development2007Boston, Massachusetts
Early Trajectories of Externalizing Behaviors: Poverty and Demographic ContextTalkAmerican Academy of Child and Adolescent Psychiatry2006San Diego, California
Social-Emotional Screening ToolsTalkAmerican Academy of Pediatrics2006Waltham, Massachusetts
Early Childhood Behavioral Health Problems: Presence and Meaning in Later ChildhoodTalkParenting Support Advisory Board, Department of Pediatrics, Yale University2006New Haven, Connecticut
Antecedents of Peer Rejected ChildrenLectureSociety for Research in Child Development2005Atlanta, Georgia
Predictive Validity of the BITSEA Screener: Early Childhood to KindergartenLectureAmerican Academy of Child and Adolescent Psychiatry2005Toronto, Canada
ICF and Functioning in Young Children: Applications to Autism & Oppositional Defiant DisorderLectureNational Institute of Mental Health Task Force2005Washington D.C.
Office-Based Screening for Behavior Problems in ToddlersPosterPediatric Academic Societies Conference2005Washington D.C.
One-Year Persistence of Infant-Toddler Social-Emotional and Behavioral ProblemsLectureAmerican Academy of Child and Adolescent Psychiatry2004Washington D.C.
Contextual Predictors of Infant-Toddler Social-Emotional and Behavioral ProblemsTalkAmerican Academy of Child and Adolescent Psychiatry2004Washington D.C.
Early Social-Emotional and Behavioral Trajectories to Kindergarten Social-Emotional and Academic SkillsLectureBiennial International Conference on Infant Studies2004Chicago, Illinois
Social-Emotional Development: Assessment Tools & Findings from a Study of Greater New HavenTalkConnecticut Department of Public Health2004Middletown, Connecticut
Television Viewing Patterns in a Young Community CohortPosterHead Start’s National Research Conference2004Washington D.C.
The Impact of Stressful Life Events on the Early Social-Emotional Development of Infants and ToddlersPosterConference on Human Development2004Washington D.C.
Continuities and Discontinuities in Disruptive Behaviors: Toddlerhood to KindergartenTalkAmerican Academy of Child and Adolescent Psychiatry 2003Miami, Florida
Continuities and Discontinuities in Early Anxiety: Do Parental Ratings of Infant/Toddler Internalizing and Regulatory Problems Predict Anxiety Disorders in Kindergarten? LectureAssociation for the Advancement of Behavior Therapy2003Boston, Massachusetts
Assessing Infant and Toddler DevelopmentLectureThe Division of Prevention and Community Research Conference2003New Haven, Connecticut
The Infant-Toddler Social & Emotional Assessment (ITSEA) and Brief Infant-Toddler Social & Emotional Assessment (BITSEA)LectureNational Institute of Mental Health 2003Washington D.C.
Early Language Development and Emotional/Behavior Problems and Competencies: Implications for ReadingLectureNational Institute of Mental Health 2003Washington D.C.
Prevalence and Sociodemographic and Social-Emotional Correlates of Asthma in Early ChildhoodPosterAssociation for the Advancement of Behavior Therapy2003Boston, Massachusetts
Early Parenting and the Development of Aggression, Competence, and Peer RejectionPosterSociety for Research in Child Development Biennial Meeting2003Tampa, Florida
Who Speaks to Pediatricians? Predictors of Parental Initiation of Help-Seeking for Early Child Behavioral/ Emotional ProblemsPosterPediatric Academic Societies (PAS) Annual Meeting2003Seattle, Washington
Longitudinal Associations of Social-Emotional Competence and Parenting Stress with Language Competence in Infancy and ToddlerhoodPosterSociety for Research in Child Development 2003Tampa, Florida
Clusters and Trajectories of Early Externalizing BehaviorsLectureInternational Society for Research on Aggression2002Montreal, Canada
Do Needs Drive Services or do Services Drive Needs?LectureAmerican Pediatric Association2002Baltimore, Maryland
Social-Emotional Problems and Competencies in Young Children in the Greater New Haven AreaTalkConnecticut Birth to Three System2002Farmington, Connecticut
Maternal Risk Factors and Infant Social-Emotional Problems: Common and Unique PathwaysPoster6th National Health Start Conference2002Washington D.C.
The Impact of Poverty on Infant/Toddler Social-Emotional Problems and Competencies: Family Mediators and Developmental TrajectoriesLectureSociety for Research in Child Development2001Minneapolis, Minnesota
Concurrent and Longitudinal Associations Between Observed and Self-Rated Parenting Styles with Toddler Competencies and Problem BehaviorsPosterSociety for Research in Child Development2001Minneapolis, Minnesota
Development of the Infant-Toddler Social and Emotional Assessment (itsea)LectureAmerican Psychiatric Association2000Chicago, Illinois
Developing the BITSEA-Pediatric: A Screener for Social-Emotional and Behavioral ProblemsPosterZEROTOTHREE National Training Institute Conference2000Washington D.C.
The Infant-Toddler Social Emotional Assessment (ITSEA)PosterFifth National Head Start Conference2000Washington D.C.
The Social-Emotional Development of Late-Talking ToddlersPosterTwelfth International Conference on Infancy Studies2000Brighton, England
The Impact of Poverty and Ecological Risks on Infant/Toddler Social-Emotional Problems and Delays in the Acquisition of CompetenciesPosterFifth National Head Start Conference2000Washington D.C.
Parent and Childcare Provider Agreement Across Infant Childcare SettingPosterTwelfth International Conference on Infancy Studies2000Brighton, England
One-Year Course of Reports on the Infant-Toddler Social and Emotional Assessment (ITSEA)PosterNational Institute of Mental Health1999Clearwater, Florida
Assessing Impairment in Infants and ToddlersLectureAmerican Academy of Child and Adolescent Psychiatry1998Anaheim, California
Development of a Scale to Assess Social and Emotional Functioning in Infants and ToddlersTalkNational Institutes of Health1997Bethesda, Maryland
Prevalence of Psychosocial Problems in New Haven Pediatric Primary Care PracticesPosterInternational Conference on Mental Health Problems1997Bethesda, Maryland