Molly Reid

Senior Research Professor of Doctoral Studies in Psychology and
Core Faculty, Center for Programs in Psychology

Summary of Education and Relevant Experience

B.A., M.A., Ph.D., ABPP, University of Notre Dame; Post-Doctoral Fellowship with the John D. & Catherine T. MacArthur Foundation; Board Certified in Clinical Child & Adolescent Psychology, American Board of Professional Psychology.
Molly Reid is actively involved in teaching, providing clinical work and conducting research with children and families. She is a clinical associate professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington. Reid has published extensively and her research has been supported by the John D. & Catherine T. MacArthur Foundation, The National Department of Health and the Department of Education. As part of her research she designed a set of tools for interviewing children and families that has been translated into different languages and is used internationally. Reid's background includes being the Chief Psychologist at the Center for Child Health and Developmental Disabilities at the University of Washington and being a Consultant for the National Head Start Project.

Affiliations

American Psychological Association
Society of Clinical Child and Adolescent Psychology (Division 53 of the American Psychological Association)
Washington State Psychological Association

Publications

Reid, M., Ramey, S., Lanzi, R., & Kerns, K., Dialogues with Middle-Class African American and Euro-American Children about Themselves, Their Teachers, and Their School Adjustment. (manuscript in progress)

Lanzi, R., Ramey, S., Reid, M., & Ramey, C.T. "What I Think of School": Correlates and Consequences of Low Income, Young Children's Perceptions of School. (manuscript in progress)

Burchinal, M., Ramey, S., Reid, M., & Jaccard, J. (1995). Early childcare experiences and their association with family and child characteristics during middle childhood. Early Childhood Research Quarterly, Issue 1, Volume 10.

Benjamin, G.A., Reid, M., Wood, B., and Dunne, J. (1995; 2000; 2006). Psychological aspects of divorce. The Family Law Desk Book. Published by the American Bar Association.

Reid, M., & Ramey, S.L. (1991). Dialogues about families: Interviews with children and parents about themselves, their families, goals and values, and social networks. Manual for training and administration. University of Washington/Civitan International Research Center.

Reid, M., Ramey, S., & Burchinal, M. (1990). Dialogues with children about their families. In I. Bretherton & M. Watson (Eds.), Children's perspectives on their families: New directions for child development (pp. 5-28). San Francisco, CA: Jossey-Bass.

Cauce, A., Reid, M., Ramey, S., & Gonzales, N. (1990). Social support in young children: Measurement, description, and behavioral impact. In I. Sarason, B. Sarason, & G. Pierce (Eds.), Social support: An interactional view (pp. 64-94). New York: John Wiley & Sons.

Reid, M., Landesman, S., Treder, B., & Jaccard, J. (1989). "My family and friends: Six to twelve-year-old children's perceptions of social support". Child Development, 60, 898-910.

Crnic, K. & Reid, M. (1989). Behavioral interventions with mentally retarded children. In E. Mash & R. Barkley (Eds.), Treatment of childhood disorders (pp. 247-285). New York: Guilford.

Reid, M., & Borkowski, J.G. (1987). Causal attributions of hyperactive children: Implications for training strategies and self-control. Journal of Educational Psychology, 79(3), 296-307.

Borkowski, J.G., Johnston, M.B., & Reid, M. (1985). Metacognition, motivation, and the transfer of control processes. In S.J. Ceci (ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disability. Hillsdale, NJ: Erlbaum.

Borkowski, J.G., Reid, M., & Kurtz, B. (1984). Metacognition and retardation: Paradigmatic, theoretical, and applied perspectives. In R. Sperber, C. McCauley, & P. Brooks (Eds.), Learning and cognition in the retarded (pp.55-75). Baltimore: University Park Press.

Reid, M, & Borkowski, J.G. (1984). The effects of ritalin on information processing in hyperactive children. Journal of Abnormal Child Psychology, 12(1), 169-186.

Kurtz, B., Reid, M., Borkowski, J.G., & Cavanaugh, J.D. (1983). On the reliability and validity of children’s metamemory. Bulletin of the Psychonomic Society, 19, 137-140.

Borkowski, J.G., Ryan, E.G., Kurtz, B., & Reid, M. (1983). Metamemory and metalinguistic development: Correlates of children's intelligence and achievement. Bulletin of the Psychonomic Society, 21, 393-396.

Borkowski, J.G., Peck, V., Reid, M., & Kurtz, B. (1983). Impulsivity and strategy transfer: Metamemory as mediator. Child Development, 54, 459-473.

Manuscripts for Families and Professionals

Reid, M., & Wyatt, J. (1994). Helping siblings get along: Some ideas for parents. Parenting Press, vol 2, (pp. 1-4).

Reid, M. (1993). Skillful interview methods can help teens in trouble. NCAST National News, vol 9(2), (pp. 1-8).

Child and Family Dialogue Tools

Reid, M. & Landesman, S., A Minha Familia E Os Meus Amigos: Avaliacao Do Apoio Social Em Criancas (Portugueses version) translated and used by Pereira, A. & Canavarro, M. (2003).

Reid, M. & Landesman, S., Mi Familia and Mis Amigos (Spanish version) translated and adapted for Migrant Head Start Children by Siantz and Coronado, N. (2003).

Reid, M., & Landesman, S., (1988). My Family and Friends, Preschool Version: A Social Support Dialogue for Children (adapted for handicapped children). University of Washington, Seattle, WA.

Reid, M., & Landesman, S. (1986). My Family and Friends: A Social Support Dialogue for Children. University of Washington, Seattle, WA.

Reid, M., & Landesman, S. (1986). What I’m Like and What I Think Others in My Family Are Like: A Child Dialogue Tool. University of Washington, Seattle, WA.

Reid, M., & Landesman, S. (1986). What Is Important in My Family: A Child Dialogue Tool. University of Washington, Seattle, WA.

Video

Reid, M., & Landesman, S. (1988). An introduction to “My Family and Friends:”Dialogues for exploring children’s perceptions of social support (video). Chapel Hill, NC: Frank Porter Graham Child Development Center.

Professional Interests

Supervision and Teaching
Working with underserved populations of children and families
Psychology and Social Justice

On Interest Area

"I enjoy teaching skills, supervising research and helping students write small grants designed to address the needs of special populations."

On Teaching at Antioch

"I teach courses in evidenced-based therapeutic practices for both adults and children, the applications of cognitive-behavioral theory to clinical practice, child and adolescent psychopathology and intervention, assessment and family therapy."

Contact Information

Center for Programs in Psychology
206-268-4810
E-mail