Tamsin Ford

Tamsin Jane Ford CBE, FRCPsych, FMedSci (born 17 September 1966) is a British psychiatrist specialising in children's mental health. Since 2019 she has been based at the University of Cambridge where she is now Professor of Child and Adolescent Psychiatry, Head of the Department of Psychiatry and Fellow of Hughes Hall. She has been heavily involved with the Incredible Years Teacher Classroom Management (TCM) programme, created by Carolyn Webster-Stratton, which aims to raise and improve children's mental health in primary schools across Devon. Her work also ties in with the Strengths and Difficulties Questionnaire (SDQ), created by UK psychiatrist, Robert Goodman. Provided by Wikipedia
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  1. 1
    Socioeconomic Associations with ADHD: Findings from a Mediation Analysis.
    by Abigail Emma Russell, Tamsin Ford, Ginny Russell
    Published 2015-01-01
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  2. 2
    The strengths and difficulties questionnaire as a predictor of parent-reported diagnosis of autism spectrum disorder and attention deficit hyperactivity disorder.
    by Ginny Russell, Lauren R Rodgers, Tamsin Ford
    Published 2013-01-01
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  3. 3
    Clinical practice guidelines for diagnosis of autism spectrum disorder in adults and children in the UK: a narrative review
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  4. 4
    Young people with attention deficit hyperactivity disorder in transition from child to adult services: a qualitative study of the experiences of general practitioners in the UK
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  5. 5
    Depression and changes in educational attainment using administrative data: The role of socio-demographic characteristics
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  6. 6
    Characteristics and practices of school-based cluster randomised controlled trials for improving health outcomes in pupils in the United Kingdom: a methodological systematic review
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  7. 7
    Selection bias on intellectual ability in autism research: a cross-sectional review and meta-analysis
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  8. 8
    The association between child and adolescent emotional disorder and poor attendance at school: a systematic review protocol
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  9. 9
    The prevalence of depressive symptoms among fathers and associated risk factors during the first seven years of their child’s life: findings from the Millennium Cohort Study
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  10. 10
    How to measure the need for transition to adult services among young people with Attention Deficit Hyperactivity Disorder (ADHD): a comparison of surveillance versus case note review methods
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  11. 11
    How I Feel About My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden
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  12. 12
    Linking strategies and biases when matching cohorts to the National Pupil Database.
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  13. 13
    In transition with ADHD: the role of information, in facilitating or impeding young people’s transition into adult services
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  14. 14
    Seven steps to mapping health service provision: lessons learned from mapping services for adults with Attention-Deficit/Hyperactivity Disorder (ADHD) in the UK
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  15. 15
    Mental health service use by young people: the role of caregiver characteristics.
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  16. 16
    A pilot cluster randomised controlled trial of a support and training intervention to improve the mental health of secondary school teachers and students – the WISE (Wellbeing in Secondary Education) study
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  17. 17
    Acceptability of screening for mental health difficulties in primary schools: a survey of UK parents
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  18. 18
    Decentering as a core component in the psychological treatment and prevention of youth anxiety and depression: a narrative review and insight report
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  19. 19
    Delivery of a Mental Health First Aid training package and staff peer support service in secondary schools: a process evaluation of uptake and fidelity of the WISE intervention
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  20. 20
    The effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial
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