A.M. Willemen (0000-0002-0912-2608)

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Biography

Associate professor at VU University Amsterdam (2003-) with expertise in caregiver-child relationship quality, emotion regulation, parenting and intervening in families of children with complex care needs. Supervising PhD students, program director and teacher within the education program Pedagogical Sciences.

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Vrije Universiteit Amsterdam: Amsterdam, NL

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A.M. Willemen

https://orcid.org/0000-0002-0912-2608

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Biography

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Employment (1)

Vrije Universiteit Amsterdam: Amsterdam, NL

Works (50)

Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school

Effectiveness of the mentalisation-based serious game 'You & I' for adults with mild to borderline intellectual disabilities

The development and validation of the S-scan-parental self-management support (S-scan - PS)

Conceptualizing burnout from the perspective of parents of children with complex care needs

Child Caregiver Interaction Scale Early Elementary Education (CCIS-E)

Assessing mentalizing in people with mild to borderline intellectual disabilities and typically developing persons: results of the Reflective Functioning Questionnaire and the association with autistic trait

Family relationships of siblings of children with disabilities.

Mentalization and emotional functioning: a Spanish validation study.

Quality of life, family relationships and negative adjustment of siblings of children with disabilities.

Een voor de praktijk goed toegeruste gedragswetenschapper.

Development of an observation system for teacher-child interaction in lower primary school classes

VIPP-School: Using video-feedback to enhance teacher-child interaction

Lessons learned from the adaptation of the Reflective Functioning Questionnaire (RFQ) for Dutch people with mild to borderline intellectual disabilities

Ouders in Evenwicht - doorgaan als de kinderen voor gaan

The effectiveness of the serious game "Broodles" for siblings of children with intellectual disabilities and/or visual impairment

Twelve tips for patient involvement in health professions education

Migration background and the measurement of home-based parental involvement in education

The Working Mechanisms of Parental Involvement in Interventions for Children with Chronic Illness

The co-creation design process of ‘You & I’: a serious game to support mentalizing and stress-regulating abilities in adults with mild to borderline intellectual disabilities

Improving adaptive and cognitive skills of children with an intellectual disability and/or autism spectrum disorder: Meta-analysis of randomised controlled trials on the effects of serious games

VIPP-School: Video-feedback interventie om de leerkracht-leerling interactie te verbeteren

Satisfying Basic Psychological Needs among People with Complex Support Needs

Beter Met een Kind In Je Klas: Werken aan de relatie met leerlingen met lastig gedrag

VIPP-School: Supporting the teacher-child relationship as a basis for improving behaviour regulation of young children at school. – A pilot study.

Professionals' motivation to support parental self-management regarding children with physical disability in Dutch paediatric rehabilitation services: "Please mind your gap"

Understanding Burnout Among Parents of Children with Complex Care Needs: A Scoping Review Followed by a Stakeholder Consultation

SELF-DETERMINATION OF INDIVIDUALS WITH EXTENSIVE AND COMPLEX SUPPORT NEEDS

The Reflective Functioning Questionnaire for people with mild to borderline intellectual disabilities: Adaptation and validation

A serious game design model and the social validity of the serious game ‘You & I’ for adults with mild to borderline intellectual disabilities

Burnout among parents of children with CCN: A scoping review informed by a stakeholder consultation

Caring together, learning together: Co-creating sustainable family participation in Educational Sciences

The contribution of Self-Determination Theory to transforming long-term care for people with intellectual disabilities

Exploring the 'shared'in shared decision making in child health

Burnout among parents of children with complex care needs: a case study of partnering in research

Zindelijkheidsproblemen bij kinderen met een TOS [taalontwikkelingsstoornis]

Sleep characteristics across the lifespan in 1.1 million people from the Netherlands, United Kingdom and United States

Een handleiding voor Educatief Partnerschap in het basisonderwijs

Evaluation of a community-based mentoring program on psychosocial functioning of adolescents with a visual impairment: A randomized controlled trial

Improving social participation of adolescents with a visual impairment with community-based mentoring

Managing oneself or managing together?

Models for combining home education and school education

Equal chances in higher education?

Using participatory action research [PAR] to improve partnership, communication and tuning between parents and professionals in Dutch paediatric rehabilitation services

A longitudinal study on the effects of psychological stress on proteinuria in childhood steroid-sensitive nephrotic syndrome

Dialogische gespreksvoering: Geef stem aan iedere student!

Basic psychological need satisfaction of adolescents with a visual impairment

Using participatory action research [PAR] to improve partnership, communication and tuning between parents and professionals in Dutch paediatric rehabilitation services.

Type of motivation of parents and therapist for parent self-management

Oral presentation “1,2,3 towards Autonomy?! Views on parental selfmanagement of parents and professionals, a mixed-methods investigation”.

Exploring parental understanding of self-determination by people with severe or profound intellectual and multiple disabilities: a life course perspective