Staff profile

Evelyn Mary-Ann Antony is a DDS-funded doctoral student at the School of Education, Durham University, supervised by Professor Nadin Beckmann and Professor Steve Higgins.

Prior to her PhD, she completed her undergraduate degree in MA Psychology (Honours) at The University of Edinburgh and a MPhil in Education (Psychology) at the University of Cambridge. She conducts interdisciplinary research and is affiliated with the Wolfson Research Institute for Health and Wellbeing, as a postgraduate associate and doctoral student. She is actively engaged in activities within the School of Education, having been elected as the postgraduate research SSCC (student-staff consultative committeee) representative in the first year of her PhD in 2022/23, as well as being the postgraduate teaching assistant for the 'Education, Mental Health and Wellbeing' module in 2023/24 and 2024/25.

Alongside her doctoral studies, Evelyn serves as a peer reviewer for the Development and Psychopathology Journal, the Psychreg Journal of Psychology (also editorial board member), and the Cambridge Educational Research e-Journal. Since 2022, Evelyn has been an external board member  for the Cambridge Wellbeing and Inclusion Special Interest Group (SIG) Blog, providing feedback and editing PhD students' and research associates' articles. She has graduate membership with The British Psychological Society (BPS), having completed BPS-accredited undergraduate and postgraduate degrees. 

Evelyn has previously worked for organisations and schools, supporting children and young adults with mental health issues and special educational needs. She has actively advocated positive mental health and wellbeing at universities through various initiatives including being: Women's Welfare Representative at her college in Durham University (2022/23), being a Student Minds representative at the University of Cambridge (2021/22) and a Community Outreach Ambassador at The University of Edinburgh (2019/20). Besides academia, she has previously worked in events management, in advertising, and in higher education. 

For her doctoral project, Evelyn is conducting a multidimensional assessment of emotional dysregulation, a key mechanism, that explains the prevalence and trajectory of youth psychopathological issues. Specifically, she will be focusing on the associations between parenting practices, ADHD symptoms and emotional dysregulation with a key interest in middle childhood (ages 6-12), utilising data from two cohorts: The UK Millennium Cohort Study (MCS) and the Zurich Project for Social Development from Childhood to Adulthood (z-proso). 

• Advanced Quantitative Methods
• Child and Adolescent Development
• Creative School-Based Interventions
• Educational Psychology
• Emotional Dysregulation
• Longitudinal Data and Birth Cohorts
• Multivariate Analysis Methods
• Youth Psychopathology

Conference Paper

• Antony, E. (2022, December). A Multidimensional Assessment of Emotional Dysregulation and its Associations with Youth Psychopathology. Paper presented at Café Politique and Intercultural Forum: 'All about the Children', World Children's Day, Ustinov College, Durham University

Journal Article

• Antony, E., Beckmann, N., & Higgins, S. (in press). Reconceptualising emotion dysregulation in the context of middle childhood: A scoping review of reviews. JCPP Advances,
• Antony, E. M. (online). A critical evaluation of Cronbach and Glesser’s (1957) bandwidth-fidelity . Ustinov Pantomath, https://issuu.com/ustinovcollege/docs/7293_du_pantomath_journal_digi
• Antony, E., Pihlajamäki, M., Speyer, L., & Murray, A. (2022). Does emotion dysregulation mediate the association between ADHD symptoms and internalizing problems? A longitudinal within‐person analysis in a large population‐representative study. Journal of Child Psychology and Psychiatry, 63(12), 1583-1590. https://doi.org/10.1111/jcpp.13624
• Antony, E. (2022). A critical assessment into the associations between Big Five personality traits and life outcomes. Psych-Talk, 103, 18-21. https://doi.org/10.53841/bpstalk.2022.1.103.18
• Antony, E. (2022). Understanding the impact of COVID-19 on early childhood development. Psych-Talk, 102, 31-34. https://doi.org/10.53841/bpstalk.2022.1.102.30
• Antony, E. (2022). Framing Childhood Resilience Through Bronfenbrenner’s Ecological Systems Theory: A Discussion Paper. Cambridge educational research e-journal, 9, 244-257. https://doi.org/10.17863/cam.90564
• Antony, E. (2021). ‘A picture paints a thousand words'- Using expressive arts therapy as an intervention for combat-PTSD among war veterans. Counselling Australia, 22(3), 10-17
• Antony, E. (2020). Can children’s creativity be fostered through improvisational exercises?. Counselling Australia, 21(2), 14-18
• Antony, E. (2020). Healing from traumatic experiences: The power of creative therapies. Counselling Australia, 21(3), 12-17

Other (Digital/Visual Media)

• Antony, E. (2024). ‘The Ripple Effect?’: Exploring the Potential Effects of Extrinsic Dysregulation on Youth Mental Health. [Blog post - Cambridge Wellbeing & Inclusion SIG]
• Antony, E. (2024). 'Enabling Empathetic Conversations?': A Critical Commentary On AI-Based And Digital Mental Health Interventions. [Blog Post - Cambridge Wellbeing & Inclusion SIG]

Other (Print)

• Antony, E. (2021). Lessons from praising children - A reflection from a final year undergraduate psychology student
• Antony, E. (2021). An assessment into the main claims of the lexical ambiguity resolution model
• Antony, E. (2020). Staying together apart: Artistic approaches to COVID-19

Presentation

• Antony, E. (2023, March). 'Reconceptualising Emotional Dysregulation': Considering a Multidimensional Approach to Youth Psychopathology. Presented at Psychology & Education Cluster Poster Session, School of Education, Durham University, Durham
• Antony, E. (2024, January). ‘Innovations in Youth Mental Health’: Translating Research into Practice