 |
Professor Ian M Evans
BA, BA(Hons) Witw., PhD Lond., FRSNZ, FAPA,
FAPS, FNZPsS |
| Position |
Professor |
| Qualifications |
BA, BA(Hons) Witw., PhD Lond., FRSNZ,
FAPA, FAPS, FNZPsS |
| Location |
School of Psychology
Turitea, Palmerston North
Room P2.14 |
| Contact Information |
Phone: |
+64 4 801-5799, Ext 62125 |
| Fax: |
+64 4 801-0801 |
| Email: |
I.M.Evans@massey.ac.nz |
| Expertise |
Intellectual Disability, Mental Health, Psychotherapy,
Autism, Children's Development |
| Consultancy Experience |
Behaviour Therapy, Behavioural Assessment, Disabilities,
Evaluation, Mental Health |
| Cultural Knowledge |
United States of America |
| Professional Interests |
Behaviour Therapy, Challenging Behaviour, Clinical
Assessment, Clinical Psychology, Intellectual Disability, Learning/Conditioning,
Severe Mental Illness |
Research Interests
Conceptually my major interests have been in the theory and practice
of behaviour therapy and of behaviour assessment. I am especially
interested in the issue of how basic scientific knowledge in psychology
can be utilized by practising clinical psychologists to ensure more
effective treatments; this has implications for professional issues
such as how we train clinical psychology students to translate scientific
knowledge into practice.
My more applied or practical research focuses on the clinical assessment
and treatment of children and people with developmental disabilities,
especially positive interventions for challenging behaviours, and
to a lesser extent emotional/behavioural disorders. My previous
studies of effective caregiving practices by support workers for
people with intellectual disabilities are now being extended to
the domain of severe psychiatric disorders. A bi-cultural project,
entitled Rangahaua Kaitautoko, was conducted in conjunction with
Dr Averil Herbert, lecturer in kauapapa Maori clinical psychology,
and is currently being prepared for publication. This work addresses
effective strategies that can be used by community support workers
who are caregivers for people with serious and persistent mental
illness such as schizophrenia.
A recent line of research tests the hypothesis that children with
behavioural problems (so-called "conduct disorders") appear
to be heavily influenced by rewards and less influenced by punishments.
A recent study combines the social-cognitive work on fairness judgments
with children's reactions to reward and punishment, to investigate
whether children differentiate unfair reward and unfair punishment.
A new doctoral project concerns the topic of emotional regulation
in children with behaviour problems, as well as the role of fantasy
and story-telling in children learning to regulate their emotions.
We have also begun to explore the origins of anger and hostility
in young children and have been using a pretend play situation to
assess hostility in young children and their emotional responses
to unfair treatment. A theoretical model of the nature of hostility
in children has been developed, and I have also initiated work on
the “self-conscious” emotions of guilt and shame. How
guilt and shame and concerns about body image relate to adolescents’
issues with eating and weight loss has also been a recent theme
of research in my lab
I have also had a long interest in how various social agencies
manage problematic behaviour. In particular this work relates to
schools and families and the possibilities of prevention. I continue
to be involved in some work with natural mentoring, but most recently
have been exploring the role played by the emotional atmosphere
of the school classroom in the prevention of school-related behaviour
problems.
Treatment evaluation and social policy, programme design and usefulness,
the use of community level interventions such as mentoring, and
incorporating cultural variables and understanding within clinical
interventions, are broader considerations within which I attempt
to frame my individual projects.
Recent Publications:
Evans, I. M., & Ave, K. T. (2000). Mentoring children and youth:
Principles, issues, and policy implications for community programmes
in New Zealand. New Zealand Journal of Psychology, 29,
41-49.
Evans, I. M., & Moltzen, N. L. (2000). Defining effective community
support for long-term psychiatric patients according to behavioural
principles. Australian and New Zealand Journal of Psychiatry,
34, 637-644.
Lightfoot, S., & Evans, I. M. (2000). Risk factors for a New
Zealand sample of sexually abusive children and adolescents. Child
Abuse & Neglect, 24, 1185-1198.
Evans, I. M. (2000). Organised psychology in Aotearoa/New Zealand
in the year 2000. The Bulletin of the New Zealand Psychological
Society, No. 98, 14-19.
Evans, I. M. (2000). Expanding the functional assessment model
for naturalistic intervention design. The Journal of The Association
for Persons with Severe Handicaps, 25, 245-249.
Stewart, M. W., Harvey, S., & Evans, I. M. (2001). Coping and
catastrophizing in chronic pain: A psychometric analysis and comparison
of two measures. Journal of Clinical Psychology, 57, 131-138.
Evans, I. M., & Meyer, L. H. (2001). Having friends and Rett
syndrome: How social relationships create meaningful contexts for
limited skills. Disability & Rehabilitation, 23, 167-176
Evans, I. M., Galyer, K. T., & Smith, K. J. H. (2001). Children’s
perceptions of unfair reward and punishment. Journal of Genetic
Psychology, 162, 212-227.
Galyer, K. T., & Evans, I. M. (2001). Pretend play and the
development of emotion regulation in preschool children.
Early Child Development and Care, 166, 93-108.
Evans, I. M. (2001). Reinforcement, principle of. In N. J.
Smelser & P. B. Baltes (Eds. in Chief), International Encyclopedia
of the Social and Behavioral Sciences: Section on Clinical
and applied psychology, G. T. Wilson (Ed.). Oxford: Elsevier
Science
McClintock, J. M., & Evans, I. M. (2001). The underlying psychopathology
of eating disorders and social phobia: A structural equation analysis.
Eating Behaviors, 2, 247-261.
Heriot, S. A., Evans, I. M., & Foster, T. M. (2001). An interactional
approach to intervention research with children diagnosed with ADHD.
Journal of Child and Family Studies, 10, 287-299.
Evans, I. M., Heriot, S.A., & Friedman, A. G. (2002). A behavioural
pattern of irritability, hostility, and inhibited empathy in children.
Clinical Child Psychology and Psychiatry, 7, 211-224.
Evans, I. M. (2002). Why bother to prove what I already know? TASH
Connections, 28 (3/4), 8-10,16.
Evans, I. M. (2002). Trying to make apple pie an independent variable:
Comment on “How science can evaluate and enhance person-centered
planning”. Research and Practice for Persons with Severe Disabilities,
27, 265-267. (ISSN 0274-9483)
Evans, I. M. (2002). Clinical psychology in early 21st
century Aotearoa/New Zealand: Introduction to the special issue.
New Zealand Journal of Psychology, 31, 50-52.
Wilson, N., & Evans, I. M. (2002). Relationship between reward-dominant
response style and ratings of boys’ conduct problems. New Zealand
Journal of Psychology, 31,59-64.
Harvey, S., & Evans, I. M. (2003). Understanding the emotional
environment of the classroom. In D. Fraser & R. Openshaw (Eds.),
Informing our practice (pp. 182--195). Palmerston North,
NZ: Kanuka Grove Press. (ISBN 1-877249-26-2)
Keene, N. A., Isler, R. B., Evans, I. M., Herd, D, Moltzen, N.,
McAnulty, K., & Hedge, B. (2003). An examination of caregiver
influences on child distress during an invasive medical procedure.
Bulletin of the New Zealand Psychological Society, No. 101,
3641.
Unger, W., Evans, I. M., Rourke, P., & Levis, D. J. (2003).
The S-S construct of expectancy versus the S-R construct of fear:
Which motivates the acquisition of avoidance behaviour? The Journal
of General Psychology, 130, 131-147
Meyer, L. H., & Evans, I. M. (2003). Motivating the professoriate:
Why sticks and carrots are only for donkeys. Higher Education
Management and Policy, 15(3), 151-167.
Stewart, M. W., Harvey, S., & Evans, I. M. (2003). Coping and
catastrophizing in chronic pain: A psychometric analysis and comparison
of two measures. Journal of Clinical Psychology (Special Issue
on Coping), 59, 1361-1369. (reprint of Stewart, Harvey,
& Evans, 2001)
Evans, I. M. (2003). Not the worst journey in the world: A commentary
on A. J. W. Taylor's 2002 Hunter Award paper. New Zealand
Journal of Psychology, 32, 119-121.
Evans, I. M. (2004, October 5). Forensic adolescent psychology:
It’s no game show [Review of the book Double jeopardy:
Adolescent offenders with mental disorders]. PsycCRITIQUES--Contemporary
Psychology: APA Review of Books, 49 (No.1),
Article 1. Retrieved December 12, 2004, from the PsycCRITIQUES
database.
Evans, I. M., Jory, A., & Dawson, N. (2005). International:
Australia and New Zealand. In D. L. DuBois, & M. J. Karcher,
(Eds.), Handbook of youth mentoring (pp. 408-421). Thousand
Oaks, CA: Sage Publications.
Evans, I. M. (2005). Applied behavior analysis. In M. Hersen,
A. M. Gross, & R. S. Drabman (Eds.), Encyclopedia of behavior
modification and cognitive behavior therapy. Vol. 2: Child clinical
applications (pp. 666-674). Thousand Oaks, CA: Sage Publications.
Evans, I. M. (2005). Behavior therapy: Regulation by self, by
others, and by the physical world. In C. R. O'Donnell, & L.
A. Yamauchi (Eds.), Culture and context in human behavior change:
Theory, research, and applications (pp. 13-39). New York:
Peter Lang.
Evans, I. M. (2005, August 3). From Vienna, 1944, to almost any public school
today [Review of the book Children and youth with Asperger
Syndrome: Strategies for success in inclusive settings]. PsycCRITIQUES—Contemporary
Psychology: APA Review of Books, 50 (No. 31), Article 5. Retrieved
August 8, 2005, from the PsycCRITIQUES database.
Meyer, L. H., & Evans, I. M. (2005). Supporting academic
staff: Meeting new expectations in higher education without compromising
traditional faculty values. Higher Education Policy, 18, 243-255.
Evans, I.M., Fitzgerald, J, Harvey, S.T. & Herbert, A.H. (2008).
Cultural competencies for complex systems (family, school, and community):
Perspectives on training clinical child psychologists in Aotearoa
New Zealand. In B. Anton (Chair), International perspectives
on professional training for clinical child and adolescent psychologists,
a symposium presented at the International Congress of Psychology,
Berlin, Germany, July 2008. (PDF
file available, 258kb) |
