Professor of Psychology, College of Literature, Science, and the Arts, Research Professor, Center for Human Growth and Development, Professor of Psychiatry, Medical School and Research Professor, Survey Research Center, Institute for Social Research
Dr. Monk uses behavioral and neuroimaging methods to examine affective-cognitive processing during adolescent development. In particular, his research focuses on how behavioral and brain-based responses vary with age in normally developing youth as well as those with or at risk for psychopathology.
Adolescence is a period of exceptional mental capacities relative to earlier ages, but it is also an age of increased risk for emotion-based mental conditions, such as depression and anxiety. The ultimate goal of this research program is to better understand why some adolescents effectively navigate their emotionally-charged surroundings, while others struggle and a subset experience the first onset of long-term mental disorders. Through a better understanding of the behavioral and neural events that underlie the emergence of these pathways, it may be possible to design better diagnostic tests, implement novel treatments that more precisely target underlying pathophysiology, and potentially prevent initial onset through early intervention.
- Effects of poverty on affective development: A multi-level, longitudinal study
- Effects of poverty on affective development: A multi-level, longitudinal study – Administrative Supplement
- Effects of poverty on affective development: A multi-level, longitudinal study – Administrative Supplement #2 (Methylation)
- Epigenetic Mediation of Adverse Social Context on Stress Response, Socioemotional Development, and Health in a Population-based Study of Minority and Low SES Children and Adolescents
- Neurodevelopmental Pathways in Adolescent Health Risk Behavior
- Wiggins,Jillian L.; Mitchell,Colter M.; Hyde,Luke W. and Monk,Christopher S. (2015). Identifying Early Pathways of Risk and Resilience: The Codevelopment of Internalizing and Externalizing Symptoms and the Role of Harsh Parenting. Development and Psychopathology, 27(4), 1295-1312.
- Falk,E. B.; Hyde,L. W.; Mitchell,Colter M.; Faul,Jessica D.; Gonzalez,R.; Heitzeg,M. M.; Keating,Daniel P.; Langa,Kenneth M.; Martz,M. E.; Maslowsky,J.; Morrison,Frederick J.; Noll,D. C.; Patrick,Megan E.; Pfeffer,Fabian T.; Reuter-Lorenz,P. A.; Thomason,M. E.; Davis-Kean,Pamela E.; Monk,Christopher S. and Schulenberg,John E. (2013). What is a Representative Brain? Neuroscience Meets Population Science. Proceedings of the National Academy of Sciences of the United States of America, 110(44), 17615-17622.
- Maslowsky,Julie; Keating,Daniel P.; Monk,Christopher S. and Schulenberg,John E. (2011). Planned Versus Unplanned Risks: Neurocognitive Predictors of Subtypes of Adolescents’ Risk Behavior. International Journal of Behavioral Development, 35(2), 152-160.