Prof Jacqueline Barnes
Birkbeck University of London
Jacqueline Barnes is Professor of Psychology, Institute for the Study of Children, Families and Social Issues, Department of Psychological Sciences, Birkbeck, University of London and Honorary Senior Psychologist at the Tavistock and Portman NHS Trust. She has taught and conducted research in the USA and the UK. Her current research interests are: evaluation of early intervention programmes related to children’s health and development and parenting; community characteristics as they relate to family functioning and children; the use and impact of child care in the early years and the relevance of parental age for child and family outcomes. Professor Barnes was one of the directors of the National Evaluation of Sure Start, she directed a randomised trial (Right from the Start) to evaluate a volunteer home-visiting programme for mothers and new babies and she directing the formative evaluation of implementing the Family Nurse Partnership (FNP) programme in 10 pilot sites in England. She is now directing an RCT of the FNP provided in a group context.
She was until recently editor of Child and Adolescent Mental Health Journal, and is on the editorial boards of Vulnerable Children & Youth Studies, the Journal of Children’s Services and Children & Society. She has acted as a consultant on numerous committees including Barnardos Ireland, Best Practice Advisory Committee; Department of Health Expert Group for the Healthy Child Programme; Millennium Cohort Study 5th Survey and the NHS National Institute of Clinical Excellence Expert panel – guidance on promoting the social and emotional wellbeing of children in early years.
- Stein, A., Malmberg, L-E., Leach, P., Barnes, J., Sylva, K. and the FCCC Team (in press). The Influence of Different Forms of Early Childcare on Children’s Emotional and Behavioural Development. Child: Care, Health and Development. Available online early view doi: 10.1111/j.1365-2214.2012.01421.x.
- Eryigit-Madswamuse, S., Barnes, J. (2013) Is early center-based child care associated with tantrums and unmanageable behavior over time up to school entry? Child and Youth Care Forum, 42(2), 101-117.
- Barnes, J. (2012) The impact on child developmental status at 12 months of volunteer home-visiting support. Child Development Research, Article ID 728104.
- Barnes, J. & Henderson, J. (2012) Summary of the formative evaluation of the first phase of the group-based Family Nurse Partnership programme. London: Department of Health.
- Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L-E and the FCCC Team (2011) Effects of early child care on cognitive, language and task-related behaviours at 18 months: an English Study. British Journal of Developmental Psychology, 29, 18-45.
- Daglar, M., Melhuish, E. & Barnes, J. (2011) Parenting and preschool child behaviour among Turkish immigrant, migrant and non-migrant families. European Journal ofDevelopmental Psychology, 8 (3), 261-279.
- Barnes, J., Ball, M., Meadows, P. Howden, B., Jackson, A., Henderson, J. & Niven, L. (2011) The Family-Nurse Partnership Programme in England: Wave 1 implementation in toddlerhood and a comparison between Waves 1 and 2a of implementation in pregnancy and infancy. London: Department of Health.
- Barnes, J. (2010) From evidence-base to practice: implementation of the Nurse Family Partnership programme in England. Journal of Children’s Services. 5(4), 4-17.
- Barnes, J., Leach, P., Malmberg, L-E., Stein, A., Sylva, K. and the FCCC team (2010) Experiences of non-maternal childcare in England in relation to socio-emotional and language development at 36 months. Early Child Development and Care, 180 (9) 1215-1229.
- Billingham, K. & Barnes, J. (2009) The role of health in early years services. In G. Pugh and B. Duffy (Eds.) Contemporary issues in the early years.Fifth Edition (pp. 137-150). London: Sage
- Leach, P., Barnes, J., Malmberg, L-E., Sylva, K., Stein, A. & the FCCC Team (2008). The quality of different types of child care at 10 and 18 months: a comparison between types and factors related to quality. Early Child Development and Care, 178(2), 177-209.