Paul Ramchandani

Professor

University of Cambridge

United Kingdom

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Paul Ramchandani is a Professor at the University of Cambridge, UK. His research focuses on child development, particularly in the areas of play, parenting practices, and the impact of socio-emotional traits on children's experiences. Recent publications explore topics such as the effects of Callous-Unemotional traits on teacher perceptions, interventions for behavioral issues in young children, and the significance of play in diverse contexts.

Articles (20)

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2025

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2022

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2022

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2022

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2022

Collaborators (21)

Essi Viding

UNITED KINGDOM

Paul Ramchandani

Research Interests

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Articles (20)

An exploration of the impact of Callous-Unemotional traits on teachers’ perceptions of student behaviour difficulties and on students’ enjoyment of school

Long‐term follow‐up of a randomised controlled trial of a brief home‐based parenting intervention to reduce behavioural problems in young children

Risky play: our children need more.

Trusting play to be meaningful data: using sand tray as a play-based research method with an adapted interpretative phenomenological analysis

‘It’s so Beneficial to be Able to Stop the Cycle’: Perceptions of Intergenerational Transmission of Violence and Parenting Practices Among Pregnant Women and their Abusive Partners

Learning through play in Global Majority countries: reflections from the PEDAL centre on understanding and adapting the concept in four different contexts

Psychometric properties of the preschool strengths and difficulties questionnaire (SDQ) in UK 1-to-2-year-olds

A BEME review of educational programmes on the use of play in paediatric practice

It’s a pandemic in the playborhood: An international perspective of play therapists on the COVID-19 pandemic.

Centring children's lived experiences in understanding the importance of play in hospitals.

Building connections through play: Influences on children's connected talk with peers

Educational interventions involving physical manipulatives for improving children's learning and development: A scoping review

Expression of antenatal symptoms of common mental disorders in The Gambia and the UK: a cross-sectional comparison study

Children's perspectives on their play experiences during the COVID‐19 pandemic: A video‐based interview study

Mother and clinician experiences of a trial of a video feedback parent-infant intervention for mothers experiencing difficulties consistent with 'personality disorder': A qualitative interview study.

Playing with change: insights and lessons from researching play during the COVID-19 pandemic

Children in foster care with symptoms of reactive attachment disorder: feasibility randomised controlled trial of a modified video-feedback parenting intervention.

Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design.

Video feedback parent-infant intervention for mothers experiencing enduring difficulties in managing emotions and relationships: A randomised controlled feasibility trial.

A modified video-feedback intervention for carers of foster children aged 6 years and under with reactive attachment disorder: a feasibility study and pilot RCT

Collaborators (21)

Essi Viding

Kirsten Barnicot

James Shearer

Josephine Enyonam Ocloo

Ellen Grimas

Christina Jones

Jenny L. Gibson

Stephen Bayley

Poushali Ganguli

Debra Bick

Jane Iles

Lisa Kim

Bonnie McConnell

Matthew Woolgar

Harriet MacMillan

lauren stewart

Jette Led Sørensen

Victoria R Cornelius

Jane Barlow

Federica Taccini

Elizabeth Byrne

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