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Staff Profile

Prof Tamsin Ford

Professor of Child and Adolescent Psychiatry

Kath Maguire

My work focuses on the effectiveness of interventions and services for children with poor mental health, such as the Incredible Years Classroom Management Course that we are testing in the STARS trial. Both mental health and services are interpreted broadly in this statement to include all levels of psychopathology and all services dealing with children. Every contact with a professional represents an opportunity to recognise distress or dysfunction and to intervene to improve a child’s developmental trajectory. For example, if the STARS trial demonstrates positive influences on teacher and child mental health and well-being, this work will have a major impact as training one teacher potentially benefits every child subsequently taught by that teacher, as well as teaching staff themselves. I am a child and adolescent psychiatrist but the themes covered by my work are inherently translational and multi-disciplinary, and involve strong links with education, psychology, paediatrics, epidemiology, trial specialists, statisticians and health economics both within and external to the University of Exeter.

Email me

Contact by phone
01392 722973

Employed by
University of Exeter

Areas of expertise
Child and Adolescent Psychiatry, Epidemiology, Health Services Research


Non pharmacological interventions for Attention-Deficit/Hyperactivity Disorder (ADHD) delivered in school settings: a systematic review of quantitative and qualitative research

What is the effectiveness of mindfulness-based interventions for teachers?

MBCT-YP: Mindfulness-Based Cognitive Therapy to prevent relapse in young people

Supporting Teachers and Children in Schools (STARS)


The MYRIAD Project: Mindfulness and Resilience in Adolescence

Non-pharmacological interventions for Attention-Deficit/Hyperactivity Disorder (ADHD) in school settings

Teacher-led interventions on social and emotional behaviour in primary school children

Psychiatric disorders and emotional and behavioural disturbance in children excluded from school

Improving the mental health of children and young people with long term conditions

Improving the mental health of children and young people with long term conditions

Self-harm and Suicide in Schools


Using Metrics to Describe the Participative Stances of Members Within Discussion Forums

The reliability and sensitivity to change of the Family Life Questionnaire in a clinical population

Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the incredible years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evalu

Membership and Boundary Maintenance on an Online Self-harm Forum

Can standardized diagnostic assessment be a useful adjunct to clinical assessment in child mental health services? A randomized controlled trial of disclosure of the Development and Well-Being Assessment to practitioners

Evaluation of a pilot project for mental health screening for children looked after in an inner London borough

Online discussion forums for young people who self-harm: user views

Problem presentation and responses in an online forum for young people who self-harm

Supportive interchanges and face-work as protective talk in an online self-harm support forum

Physical illness in looked-after children: a cross-sectional study

Economic impact of childhood psychiatric disorder on public sector services in Britain: estimates from national survey data

Innovations in Practice: Further evidence on the effectiveness of the strengths and difficulties added value score as an outcome measure for child and adolescent services

Emotional and behavioural difficulties and mental (ill) health

Social and behavioural outcomes in children diagnosed with autism spectrum disorders: A longitudinal cohort study

Identification of children with the same level of impairment as children on the autistic spectrum, and analysis of their service use

Diagnosis as a social determinant: The development of prosocial behaviour before and after an autism spectrum diagnosis

The influence of problematic child-teacher relationships on future psychiatric disorder in a population survey with three year follow up

Editorial perspective: School exclusion is a mental health issue

The association of attention deficit hyperactivity disorder with socio-economic disadvantage: Alternative explanations and evidence

Routine outcome monitoring of evidence-based parenting programmes: indications of effectiveness in a community context

Prescribing of medication for attention deficit hyperactivity disorder among young people in the Clinical Practice Research Datalink 2005-2013: analysis of time to cessation

The Strengths and Difficulties Questionnaire as a predictor of parent-reported diagnosis of autism spectrum disorder and attention deficit hyperactivity disorder

‘...he was excluded for the kind of behaviour that we thought he needed support with…’ A qualitative analysis of the experiences and perspectives of parents whose children have been excluded from school

Daily report cards as a school-based intervention for children with attention deficit/hyperactivity disorder

Systematic Review: Is standardised diagnostic assessment feasible as an adjunct to clinical practice?

The effect of teacher-led interventions on social and emotional behaviour in primary school children: a systematic review

Psychiatric disorder or impairing psychology in children who have been excluded from school: A systematic review

Needs and fears of young people presenting at Accident & Emergency department following an act of self-harm: Secondary analysis of qualitative data

Clinical practitioner’s attitudes towards use of routine outcome monitoring within child and adolescent mental health services: a qualitative study of two Child and Adolescent Mental Health Services

Educators' experiences of managing students with ADHD: a qualitative study

Mental health related contact with education professionals in the British Child and Adolescent Mental Health Survey 2004

The feasibility of the Incredible Years Teacher Classroom Management course as a Public Health Intervention.

Examining the Psychological and Social Impact of Relative Age in Primary School Children: A Cross-Sectional Survey

Ethical practice in internet research involving vulnerable people: Lessons from a self-harm discussion forum study (SharpTalk)

The impact of participation in research on practitioners: a qualitative study among practitioners who delivered interventions in the Helping Children Achieve study.

Manual development and pilot randomised controlled trial of Mindfulness-based Cognitive Therapy versus usual care for parents with a history of depression

The Quality of Life scale for Children (QoL-C)

Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

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

Understanding influences on teacher’s uptake and use of behaviour management strategies: Process Evaluation Protocol for the Supporting Teachers And childRen in Schools (STARS) randomised controlled trial

The experiences of and attitudes towards non-pharmacological interventions for attention deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research

Supporting Kids, avoiding Problems’ (SKIP), Relationships between school exclusion, psychopathology, development and attainment, a case control study

Teaching Classroom Management - A Potential Public Health Intervention?

End-user involvement in a systematic review of quantitative and qualitative research of non-pharmacological interventions for attention deficit hyperactivity disorder (ADHD) delivered in school settings: reflections on the impacts and challenges.

A systematic review and synthesis of qualitative research: the influence of school context on symptoms of Attention Deficit Hyperactivity Disorder

‘How I Feel About My School’: The construction and validation of a measure of wellbeing at school for primary school children

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Upcoming Events


PPI Advice Clinic

The University of Exeter, St Luke's campus, South Cloisters

Whatever your query, from finding out more about Patient and Public Involvement to creating a PPI...
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Searching and Review Clinic

The University of Exeter, St Luke's campus, South Cloisters (Room 2.35)

These clinics have been set up to help the PenCLAHRC Evidence Synthesis Team to manage and respond...
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New Study Underpins the Future of Person Centred Care

15 November 2017

Health provision is moving away from disease-based models to person centred delivery. This study addresses...
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Care Under Pressure

10 November 2017

The National Health Service (NHS) needs healthy, motivated doctors to provide high quality care for...
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Family praise for project to reduce loneliness in care homes

06 November 2017

A family whose mother could not speak or hear has praised a project which helped...
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Research Projects

Care Under Pressure

Theme: Mental Health & Dementia

Realist review of interventions to tackle healthcare professionals’ mental ill health and its impacts on...
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PenCHORD: Evaluation of the PenCHORD Health Service Modelling Associates programme (EmMA)

Theme: Evidence for Policy and Practice

This evaluation (EmMA) provides an independent and qualitative review of the first iteration of the...
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Research Projects