Humboldt-Universität zu Berlin - Lebenswissen­schaftliche Fakultät - Institut für Psychologie


Klinische Kinder- und Jugendlichenpsychologie und -psychotherapie


Asbrand, J., Vögele, C., Heinrichs, N., Nitschke, K., & Tuschen-Caffier, B. (2022). Autonomic dysregulation in child social anxiety disorder: An experimental design using CBT treatment. Artikel angenommen. Applied Psychophysiology and Biofeedback.

Fahrer, J., Brill, N., Doebener, L.-M., Asbrand, J., & Christiansen, H. (2022). Transgenerational transmission of mental illness and the family climate: A meta-analysis of expressed emotion and parental

Asbrand, J., Büch, H., & Schmitz, J. (Juni 2022). Soziale Ängste. Aus der Reihe „Psychologie im Schulalltag“. Göttingen: Hogrefe Verlag. Im Druck.

Fassot, E. M., Tuschen-Caffier, B., & Asbrand, J. (2022). Association of parental characteristics and emotion regulation in children and adolescents with and without psychopathology: A case-control study. PloS one, 17(7), e0271486.

Hilbert, K., Boeken, O., Asbrand, J., Seemann, S., Langhammer, T., Praxl, B., ... & Lueken, U. (2022). Who is seeking help for psychological distress associated with the COVID-19 pandemic? Characterization of risk factors in 1269 participants accessing low-threshold psychological help. PloS one, 17(7), e0271468.

Dippel, N., In-Albon, T., Schneider, S., Christiansen, H., & Brakemeier, E. L. (2022). Investigating the feasibility and effectiveness of a modular treatment program for children and adolescents with depression and interpersonal problems: study protocol of a quasi-experimental pilot feasibility trial (CBASP@ YoungAge). Pilot and feasibility studies, 8(1), 1-14.

Dippel, N., Szota, K., Cuijpers, P., Christiansen, H., & Brakemeier, E. L. (2022). Family involvement in psychotherapy for depression in children and adolescents: Systematic review and meta‐analysis. Psychology and Psychotherapy: Theory, Research and Practice.


Langhammer, T., Hilbert, K., Praxl, B., Kirschbaum, C., Ertle, A., Asbrand, J. & Lueken, U. (2021). Mental health trajectories of individuals and families following the COVID-19 pandemic: Study protocol of a longitudinal investigation and prevention program. Men-tal Health & Prevention, 24, 200221.

Schmidtendorf, S., Wiedau, S., Seefeldt, W., Asbrand, J., Krämer, M., Tuschen-Caffier, B., & Heinrichs, N. (2021). Initial maintenance of attention to threat in children with social anxiety disorder? Null findings from two eye-tracking experiments. Cognitive Therapy and Research, 1-12.


Asbrand, J., Schulz, A., Heinrichs, N., & Tuschen-Caffier, B. (2020). Biased perception of physiological arousal in child social anxiety disorder before and after cognitive behavioral treatment. Clinical Psychology in Europe.

Asbrand, J., Heinrichs, N., Schmidtendorf, S., Nitschke, K., & Tuschen-Caffier, B. (2020). Experience versus report: Where are changes seen after exposure-based cognitive-behavioral therapy? A randomized controlled group treatment of childhood social anxiety disorder. Child Psychiatry and Human Development. E-Pub ahead of print.

Asbrand, J., Foltys, L.τ, Ebeling, L.τ, & Tuschen-Caffier, B. (2020). Übereinstimmung zwischen Eltern und Kind zur kindlichen Psychopathologie und deren Bedeutung für den Therapieerfolg. Verhaltenstherapie, 31, 217-228.

Schmitz, J. & Asbrand, J. (Juni 2020). Soziale Angststörung im Kindes- und Jugendalter. Kohlhammer Verlag.


Asbrand, J., Heinrichs, N., Nitschke, K., Wolf, O. T., Schmidtendorf, S., & Tuschen-Caffier, B. (2019). Repeated stress leads to sensitization of the cortisol stress response in child social anxiety disorder. Psychoneuroendocrinology.

Asbrand, J.*, Schmitz, J., Krämer, M., Nitschke, K., Heinrichs, N., & Tuschen-Caffier, B. (2019). Effects of group-based CBT on post-event processing in children with social anxiety disorder following an experimental social stressor. Journal of Abnormal Child Psychology.


Schmidtendorf, S., Wiedau, S., Asbrand, J., Tuschen-Caffier, B., & Heinrichs, N. (2017). Attentional bias in children with social anxiety disorder. Cognitive Research and Therapy.

Asbrand, J., Heinrichs, N., & Tuschen-Caffier, B. (2017). Mütterliches Expressed Emotion und elterliche Angst vor negativer Bewertung bei Kindern mit Sozialer Angststörung. Zeitschrift für Klinische Psychologie und Psychotherapie, 45(4), 245-257. doi: 10.1026/1616-3443/a000383

Asbrand, J., Hudson, J., Schmitz, J. & Tuschen-Caffier, B. (2017). Maternal parenting and child behaviour: An observational study in childhood social anxiety disorder. Cognitive Therapy and Research, 1-14. doi:10.1007/s10608-016-9828-3

Keil, V., Asbrand, J., Tuschen-Caffier, B., & Schmitz, J. (2017). Children with social anxiety and other anxiety disorders show similar deficits in habitual emotional regulation: Evidence for a transdiagnostic phenomenon. doi:10.1007/s00787-017-0942-x


Asbrand, J., Blechert, J., Nitschke, K., Tuschen-Caffier, B., & Schmitz, J. (2016). Aroused at home: Altered basic autonomic regulation during orthostatic and physical activation in children with social anxiety disorder. Journal of Abnormal Child Psychology, 45(1), 143155. doi: 0.1007/s10802-016-0147-7

Asbrand, J., Svaldi, J., Krämer, M., Breuninger, C., & Tuschen-Caffier, B. (2016). Familial accumulation of social anxiety symptoms and maladaptive emotion regulation. PloS ONE 11(4): e0153153. doi:10.1371/journal.pone.0153153


Asbrand, J.*, Lerach, T. & Tuschen-Caffier, B. (2015). Störungstypische Erziehungsfaktoren bei Aufmerksamkeits- und Angststörungen im Kindes- und Jugendalter - Ein systematischer Überblick. Zeitschrift für Klinische Psychologie und Psychotherapie, 44(4), 239-253.


Asbrand, J., Krämer, M., Tuschen-Caffier, B. & Schmitz, J. (2014). Der Einfluss von situativer Angst auf die Soziale Performanz und Selbstbewertung von Kindern mit sozialen Ängsten. Zeitschrift für Klinische Psychologie und Psychotherapie, 43(2), 83-91.


Schmitz, J., Blechert, J., Krämer, M., Asbrand, J. & Tuschen-Caffier, B. (2012). Biased perception interpretation of bodily anxiety symptoms in childhood social anxiety. Journal of Clinical Child and Adolescent Psychology, 41(1), 92-102.