Kylie M Gray
Biographic Data
| ID | 6214158 |
|---|---|
| NAME | Kylie M Gray |
| GIVEN NAMES | Kylie M |
| FAMILY NAME | Gray |
| SIGNATURE | GRAY K M |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0001-6518-4240 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Estimating a minimum clinically important difference for the Developmental Behaviour Checklist – parent report
These findings contextualise DBC-P score changes in relation to outcomes from other interventions and parent carer and professional views. Which MCID value to choose depends on what factors are prioritised for an intervention
The role of social identity and self-efficacy in predicting service providers’ use of Stepping Stones Triple P following training
SSTP professionals’ delivery data were analysed with survey data from 2 years after training. • Social identity was associated with delivery of Stepping Stones Triple P in independent analysis. • Self-efficacy mediated the relationship between social identity and use of SSTP. Identifying factors that may contribute to the use of programs following the completion of training by practitioners is of practical and theoretical importance. This study e…
Home schooling during the Covid-19 pandemic in the United Kingdom
The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families’ experience with school support for home schooling, families’ resources, and level of satisfaction with schools among famili…
Introducing and integrating perinatal mental health screening
BACKGROUND: Pregnancy is a time of increased risk for developing or re-experiencing mental illness. Perinatal mental health screening for all women is recommended in many national guidelines, but a number of systems-level and individual barriers often hinder policy implementation. These barriers result in missed opportunities for detection and early intervention and are likely to be experienced disproportionately by women from culturally and ling…
Predictors of Change in Stepping Stones Triple Interventions
The current study explored the process of change in Stepping Stones Triple P (SSTP) using a community-based sample of 891 families of children with developmental disabilities (DD) who participated in an SSTP intervention at a community level. A preliminary analysis of outcome data indicated that SSTP intervention was effective in reducing parental adjustment difficulties, coercive parenting, and children's behavioral and emotional difficulties im…
Evaluating the Effect of Parent–Child Interactive Groups in a School-Based Parent Training Program
The Exploring Together program is a group-based parent training program that comprises separate parent, child, and teacher components, and a combined parent-child interactive component. A cluster-randomized trial design was used to compare the Exploring Together program with (Exploring Together; ET) and without (Exploring Together-Adapted; ET-Adapted) the parent-child interactive component. One hundred and thirty-six parents and their children (a…
The prevalence of mental illness in refugees and asylum seekers
Systematic Review and Meta-analysis
Development and initial reliability and validity of a new measure of distorted maternal representations
Distorted maternal representations (DMRs)—mother's ideas, understanding, and feelings about the infant—shape early interaction and the emerging relationship. Distorted interactions reportedly affect infant attachment and socioemotional development and may be associated with maternal early adversity and trauma. Limited measures are available that could be used as screening tools of DMRs. The aims of this study were to (a) describe the development …
Evaluation of early relational disturbance in high‐risk populations
Despite the longstanding theoretical association in the attachment literature between maternal trauma history and disturbances in the mother–infant interaction, few studies have investigated mechanisms of transmission of traumatogenic relational patterns in high‐risk mother–infant dyads. This study investigated interrelationships among maternal trauma history, distorted maternal representations (DMRs, i.e. disturbed thoughts and feelings about th…
Evaluating the Role of Parent-Child Interactive Groups in a Parent Training Program for Children with Externalizing and/or Internalizing Behavior Problems
SYNOPSISObjective: This study evaluated the role of parent-child interactive groups in a group-based parent training program for children with externalizing and/or internalizing behavior problems; Design: A cluster-randomized trial design compared two versions of delivery of the Exploring Together program, with (Exploring Together; ET) and without (Exploring Together-Adapted; ET-Adapted) the parent-child interactive component. Participants were 1…
Evaluation of early relational disturbance in high‐risk populations
Despite the longstanding theoretical association in the attachment literature between maternal trauma history and disturbances in the mother–infant interaction, few studies have investigated mechanisms of transmission of traumatogenic relational patterns in high‐risk mother–infant dyads. This study investigated interrelationships among maternal trauma history, distorted maternal representations (DMRs, i.e. disturbed thoughts and feelings about th…
Development and initial reliability and validity of a new measure of distorted maternal representations
Distorted maternal representations (DMRs)—mother's ideas, understanding, and feelings about the infant—shape early interaction and the emerging relationship. Distorted interactions reportedly affect infant attachment and socioemotional development and may be associated with maternal early adversity and trauma. Limited measures are available that could be used as screening tools of DMRs. The aims of this study were to (a) describe the development …
Evaluating the Role of Parent-Child Interactive Groups in a Parent Training Program for Children with Externalizing and/or Internalizing Behavior Problems
SYNOPSISObjective: This study evaluated the role of parent-child interactive groups in a group-based parent training program for children with externalizing and/or internalizing behavior problems; Design: A cluster-randomized trial design compared two versions of delivery of the Exploring Together program, with (Exploring Together; ET) and without (Exploring Together-Adapted; ET-Adapted) the parent-child interactive component. Participants were 1…
The prevalence of mental illness in refugees and asylum seekers
Systematic Review and Meta-analysis
Development and initial reliability and validity of a new measure of distorted maternal representations
Distorted maternal representations (DMRs)—mother's ideas, understanding, and feelings about the infant—shape early interaction and the emerging relationship. Distorted interactions reportedly affect infant attachment and socioemotional development and may be associated with maternal early adversity and trauma. Limited measures are available that could be used as screening tools of DMRs. The aims of this study were to (a) describe the development …
Evaluation of early relational disturbance in high‐risk populations
Despite the longstanding theoretical association in the attachment literature between maternal trauma history and disturbances in the mother–infant interaction, few studies have investigated mechanisms of transmission of traumatogenic relational patterns in high‐risk mother–infant dyads. This study investigated interrelationships among maternal trauma history, distorted maternal representations (DMRs, i.e. disturbed thoughts and feelings about th…
Evaluating the Effect of Parent–Child Interactive Groups in a School-Based Parent Training Program
The Exploring Together program is a group-based parent training program that comprises separate parent, child, and teacher components, and a combined parent-child interactive component. A cluster-randomized trial design was used to compare the Exploring Together program with (Exploring Together; ET) and without (Exploring Together-Adapted; ET-Adapted) the parent-child interactive component. One hundred and thirty-six parents and their children (a…
Home schooling during the Covid-19 pandemic in the United Kingdom
The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families’ experience with school support for home schooling, families’ resources, and level of satisfaction with schools among famili…
Introducing and integrating perinatal mental health screening
BACKGROUND: Pregnancy is a time of increased risk for developing or re-experiencing mental illness. Perinatal mental health screening for all women is recommended in many national guidelines, but a number of systems-level and individual barriers often hinder policy implementation. These barriers result in missed opportunities for detection and early intervention and are likely to be experienced disproportionately by women from culturally and ling…
Predictors of Change in Stepping Stones Triple Interventions
The current study explored the process of change in Stepping Stones Triple P (SSTP) using a community-based sample of 891 families of children with developmental disabilities (DD) who participated in an SSTP intervention at a community level. A preliminary analysis of outcome data indicated that SSTP intervention was effective in reducing parental adjustment difficulties, coercive parenting, and children's behavioral and emotional difficulties im…
The role of social identity and self-efficacy in predicting service providers’ use of Stepping Stones Triple P following training
SSTP professionals’ delivery data were analysed with survey data from 2 years after training. • Social identity was associated with delivery of Stepping Stones Triple P in independent analysis. • Self-efficacy mediated the relationship between social identity and use of SSTP. Identifying factors that may contribute to the use of programs following the completion of training by practitioners is of practical and theoretical importance. This study e…
Estimating a minimum clinically important difference for the Developmental Behaviour Checklist – parent report
These findings contextualise DBC-P score changes in relation to outcomes from other interventions and parent carer and professional views. Which MCID value to choose depends on what factors are prioritised for an intervention
Psychology (9 works) · Clinical Psychology (7 works) · Developmental psychology (7 works) · Family and Disability Support Research (6 works) · Clinical Psychology (5 works) · Psychiatry (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Maternal Mental Health During Pregnancy and Postpartum (4 works) · Medicine (4 works) · Social Psychology (4 works)