Sarah Martin

Associate Professor of Psychology
  • Psychology
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S166

(617) 521-2603

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About Me

I am a clinical psychologist with research and practice interests in early childhood mental health. Specifically, I am interested in the development and treatment of serious behavioral problems in young children, with particular attention to the role of emotion processes (e.g., emotion understanding, emotion regulation). I teach courses on a range of topics in developmental and abnormal psychology, with emphasis on the links between psychological science and clinical practice. I also coordinate the Psychology Department’s fieldwork program, through which students have the opportunity to gain applied experience in a variety of different professional settings (e.g., clinics, hospitals, schools, research labs).

What I Teach

  • PSYC 231 Abnormal Psychology
  • PSYC 235 Developmental Psychology
  • PSYC 335 Social and Emotional Development
  • PSYC 336 Child Psychopathology
  • PSYC 380 Fieldwork in a Psychological Setting
  • PSYC 381 Writing a Psychological Thesis

Research/Creative Activities

My research focuses on the role of emotions in early childhood development and mental health. I am particularly interested in examining the processes by which young children and their parents experience, express, regulate, and understand their emotions, as well as the ways in which early difficulties in these emotion processes may lead to the development of child mental health problems.

Publications

Selected Publications

Lee, C.S., Williamson, L.R., Martin, S.E., DeMarco, M., Majczak, M., Martini, J., Hunter, H.L., Fritz, G., & Boekamp, J.R. (2015). Adverse events in very young children prescribed psychotropic medications: Preliminary findings from an acute clinical sample. Journal of Child and Adolescent Psycopharmacology, 25, 509-513.

Boekamp, J.R., Williamson, L.Rl, Martin, S.E., Hunter, H.L., & Anders, T.F. (2015. Sleep onset and night waking insomnia in preschoolers with psychiatric disorders. Child Psychiatry and Human Development, 46, 622-631.

Martin, S.E., Williamson, L.R., Kurtz-Nelson, E.C., & Boekamp, J.R. (2015). Emotion understanding (and misunderstanding) in clinically referred preschoolers: The role of child language and maternal depressive symptoms. Journal of Child and Family Studies, 24, 24-37.

Clements, M.L., Martin, S.E., Randall, D.W., & Kane, K.L. (2014). Child and parent perceptions of interparental relationship conflict predict preschool children's adjustment. Couple and Family Research: Research and Practice, 3, 110-12

Martin, S.E., McConville, D.W., Williamson, L.R., Feldman, G.C., & Boekamp, J.R. (2013). Partial hospitalization treatment for preschoolers with severe behavior problems: Child age and maternal functioning as predictors of outcome. Child and Adolescent mental Health, 18, 24-32.

Martin, S.E., Clements, J.L., & Crnic, K.A. (2011). Internalizing and externalizing symptoms in two-year-olds: Links to mother-toddler emotion processes. Journal of Early Childhood and Infant Psychology, 105-128.

Martin, S.E., Boekamp, J.R., McConville, D.W., & Wheeler, E.E. (2010). Anger and sadness perception in clinically referred preschoolers: Emotion processes and externalizing behavior symptoms. Child Psychology and Human Development, 41, 30-46.

Cole, P.M., Dennis, T.A., Martin, S.E., & Hall, S.E. (2008). Emotion regulation and the early development of psycholpathology. In Vandekerckhove, M., Von Scheve, C., Ismer, S., Jung, S., & Kronast, S. (Eds.), Regulating Emotions: Culture, Social Necessity, and Biological Inheritance. Malden, MA: Blackwell.

Cole, P.M., Martin, S.E., & Dennis, T.A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 1-17.

Martin, S.E. & Clements, M.L. (2002). Young children's responding to interparental conflict: Associations with marital aggression and child adjustment. Journal of Child and Family Studies, 11 231-244.

Martin, S.E., Clements, M.L., & Crnic, K.A. (2002). Maternal emotions during mother-toddler interaction: Parenting in affective context. Parenting: Science and Practice, 2, 105-126.