Sarah-Jayne Blakemore

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Professor of Psychology and Cognitive Neuroscience

University of Cambridge

United Kingdom

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About

Sarah-Jayne Blakemore is a Professor of Psychology and Cognitive Neuroscience at the University of Cambridge, UK. Her research primarily focuses on adolescent mental health, cognitive development, and the neurobiological underpinnings of social behavior. Recent publications include studies on posttraumatic stress disorder in adolescents, the impact of isolation on reward mechanisms, and the interplay of self-referential processing and mental health during puberty.

Recent Grants

Grant: Close

Developing a scalable treatment for depression in adolescents in rural South Africa.

Open Date: 2018-01-01

Close Date: 2019-01-01

Grant: Close

4 year PhD in Neuroscience

Open Date: 2017-09-25

Close Date: 2023-09-25

Grant: Close

Adolescence as a sensitive period of social brain development

Open Date: 2016-01-01

Close Date: 2021-01-01

Grant: Close

Promoting mental health and building resilience in adolescence: Investigating mindfulness and attentional control.

Open Date: 2015-07-01

Close Date: 2022-01-31

Grant: Close

Promoting mental health and building resilience in adolescence: Investigating mindfulness and attentional control.

Open Date: 2015-04-01

Close Date: 2018-03-31

Articles (16)

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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

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2022

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2021

Collaborators (16)

Willem Kuyken

Professor at University of Oxford

University of Oxford

UNITED KINGDOM

Sarah-Jayne Blakemore

Research Interests

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About

Recent Grants

Articles (16)

Acute isolation is associated with increased reward seeking and reward learning in human adolescents

Prevalence of war-related posttraumatic stress disorder in adolescents: a systematic review and meta-analysis

The Longitudinal Relationship Between Self-Reported Executive Function and Mental Health in Early Adolescence

The role of self‐referential and social processing in the relationship between pubertal status and difficulties in mental health and emotion regulation in adolescent girls in the UK

Student- and School-Level Factors Associated With Mental Health and Well-Being in Early Adolescence

The relationship between perceived income inequality, adverse mental health and interpersonal difficulties in UK adolescents

Uncertainty as a driver of the youth mental health crisis

Sensitivity and specificity in affective and social learning in adolescence

Confirmatory reinforcement learning changes with age during adolescence

Changes in affective control covary with changes in mental health difficulties following affective control training (AffeCT) in adolescents.

Digital delivery of behavioural activation therapy to overcome depression and facilitate social and economic transitions of adolescents in South Africa (the DoBAt study): protocol for a pilot randomised controlled trial

Protocol for a randomised controlled trial investigating an intervention to boost decentering in response to distressing mental experiences during adolescence: the decentering in adolescence study (DECADES)

Development of a gamified cognitive training app “Social Brain Train” to enhance adolescent mental health: a participatory design study protocol

Reward Processing in Children With Psychotic-Like Experiences

Windows of developmental sensitivity to social media

The Role of Schools in Early Adolescents’ Mental Health: Findings From the MYRIAD Study

Collaborators (16)

Willem Kuyken

Bert Lenaert

Matt Allwood

Crick Lund

Kirsty Griffiths

Katherine De Wilde

Rogier Kievit

Heather O’Mahen

Elvira Bramon

William Raffe

Tamsin Jane Ford

Lydia Speyer

Alice Phillips

Darren Dunning

Gabriele Chierchia

Lei Zhang

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