Vita

seit 2019	W2-Professor Freie Universität Berlin, Leitung des Arbeitsbereiches „Emotionale und soziale Entwicklung im Kindes- und Jugendalter“
2015-2019	Assistant Professor (Tenure-Track), College of Education, University of Houston
2014-2015	Post-doctoral Fellow an der Yale University, School of Medicine, Child Study Center
2012-2014	Post-doctoral Research Associate an der Yale University, School of Medicine, Child Study Center
2012	Promotion Fachbereich Erziehungswissenschaften, Goethe-Universität Frankfurt am Main (Dr. phil.)
2009	Studium des Lehramts an Sonderschulen an der Goethe-Universität Frankfurt am Main (1.Staatsexamen)
2008	Studium der Erziehungswissenschaft an der Goethe-Universität Frankfurt am Main (Dipl.-Päd.)

Associate Editor, New Directions for Child and Adolescent Development (NDCAD)

Forschungsinteressen

• Jugendkriminalität und Entwicklung von delinquentem Verhalten im Jugendalter
• Gewaltprävention
• Entwicklung von Kindern und Jugendlichen mit Fluchterfahrung
• Förderung elterlicher Kompetenzen

Zeitschriftenbeiträge (mit Peer-Review)

Barbot, B., & Hein, S. (2020). Identity distress, parental response, and problem behaviors in juvenile justice involved boys. Criminal Justice and Behavior, Online First. https://doi.org/10.1177/0093854820968880  

Barbot, B., Hein, S., Trentacosta, C., Beckmann, J. F., Bick, J., Crocetti, E., Liu, Y., Fernandez Rao, S., Liew, J., Overbeek, G., Ponguta, L. A., Scheithauer, H., Super, C., Arnett, J., Bukowski, W., Cook, T., Côté, J., Eccles, J., Eid, M., Hiraki, K., Johnson, M., Juang, L., Landi, N., Leckman, J., McCardle, P., Mulvey, K. L., Piquero, A., Preiss, D., Siegler, R., Soenens, B., Yousafzai, A., Bornstein, M., Cooper, C., Goossens, L., Harkness, S., & van IJzendoorn, M. (2020). Manifesto for New Directions in Developmental Science. New Directions for Child and Adolescent Development, 172, 135-149. https://doi.org/10.1002/cad.20359

Britto, P. R., Hanöz-Penney, S., Ponguta, L. A., Sunar, D., Issa, G., Hein, S., Conceição do Rosário, M., Almuneef, M. A., Korucu, I., Togo, Y., Kurbonov, J., Choibekov, N. Phan, H. T. T., Fallon, N. S., Artukoğlu, B. B., Hartl, F. J., Salah, R., Fitzpatrick, S., Connolly, P., Dunne, L., Miller, S., Pruett, K., & Leckman, J. F. (2020). Pathways to a more peaceful and sustainable world: The transformative power of children in families. Development and Psychopathology, Early View. http://dx.doi.org/10.1017/S0954579420000681  

Hein, S., Bick, J., Issa, G., Aoude, L., Maalouf, C., Awar, A., Nourallah, S., Zonderman, A. L., Householder, S., Katsovich, L., Khoshnood, K., Moore, C., Salah, R., Britto, P. R., Leckman, J. F., & Ponguta, L. A. (2020). Maternal perceptions of father involvement among refugee and disadvantaged families in Beirut, Lebanon. PLOS ONE, 15(3), e0229670. doi: https://doi.org/10.1371/journal.pone.0229670

Hein, S., Weeland, J., Square, A., Haeffel, G. J., Chapman, J., Macomber, D., Lee, M., Foley Geib, C., & Grigorenko, E. L. (2020). Effectiveness of a social problem solving training in youth in detention or on probation: An RCT and pre-post community implementation. International Journal of Law and Psychiatry, 72, 101626. https://doi.org/10.1016/j.ijlp.2020.101626

 Hong, J. H., Hein, S., Slaughter, A. M., Foley Geib, C., Gopalakrishnan, A., & Grigorenko, E. L. (2020). The roles of race, ethnicity, gender, and mental health in predicting truancy recidivism. Criminal Justice and Behavior, 46(6), 649-667. DOI: https://doi.org/10.1177/0093854820910185

Ponguta, L.A., Aragon, C. A., Ramirez Varela, L., Moore, K., Hein, S., & Cerezo, A. (2020). Sector-wide Analysis of Early Childhood Development and Education in Emergencies in Colombia and Considerations to strengthen systems globally. New Directions for Child and Adolescent Development, 172, 103-123. http://dx.doi.org/10.1002/cad.20367 

Ponguta, L. A., Issa, G., Aoudeh, L. Maalouf, C., Hein, S., Bick, J., Zonderman, A. L., Kastovich, L., Khoshnood, K., Awar, A., Nourallah, S., Householder, S., Moore, C. C., Salah, R., & Leckman, J. F. (2020). Effects of the Mother-Child Education Program on Parenting Stress and Disciplinary Practices Among Refugee and Other Marginalized Communities in Lebanon: A Randomized Controlled Trial. Journal of the American Academy of Child and Adolescent Psychiatry, 59(6), 727-738. DOI: https://doi.org/10.1016/j.jaac.2019.12.010 ** This paper has won the 2020 Norbert and Charlotte Rieger Award for Scientific Achievement by the American Academy of Child and Adolescent Psychiatry

Slaughter, A. M., Hein, S., Mire, S. S., & Grigorenko, E. L. (2020). Criminality, interactions with law enforcement, and potential correlates of juvenile justice-involvement among youth with autism. Encyclopedia of Autism Spectrum Disorders, Online First. https://doi.org/10.1007/978-1-4614-6435-8_102390-2

Snodgrass Rangel, V., Hein, S., Rotramel, C., & Marquez, B. (2020). A research-practitioner agenda for studying and supporting youth re-entering school after involvement in the juvenile justice system. Educational Researcher, 49(3), 212-219. DOI: https://doi.org/10.3102/0013189X20909822 

Grigorenko, E. L., Hart, L., Hein, S., Kovalenko, J.*, & Naumova, O. Yu. (2019). Improved educational achievement as a path to desistance. New Directions for Child and Adolescent Development, 165, 111-135. DOI: https://doi.org/10.1002/cad.20290

Hein, S.*, Thomas, T. *, Naumova, O., Luthar, S. S., & Grigorenko, E. L. (2019). Negative parenting modulates the association between mother’s DNA methylation profiles and adult offspring depression. Developmental Psychobiology, 61(2), 304-310. DOI: https://doi.org/10.1002/dev.21789

Hein, S., & Weeland, J. (2019). Introduction to the special issue: Randomized controlled trials (RCTs) in clinical and community settings: Challenges, alternative, and supplementary designs. In S. Hein and J. Weeland (Eds.), Randomized Controlled Trials (RCTs) in Clinical and Community Settings: Challenges, Alternatives and Supplementary Designs. New Directions for Child and Adolescent Development, 167, 7-15. DOI: https://doi.org/10.1002/cad.20312

Li, N., & Hein, S. (2019). Parenting, autonomy in learning, and development during adolescence in China. New Directions for Child and Adolescent Development, 163, 1-14. DOI: https://doi.org/10.1002/cad.20272

Li, N.*, Hein, S.*, Ye, L., & Liu, Y. (2019). Social decision-making mediates the association between anger and externalizing problems in Chinese adolescents. International Journal of Psychology, 54(4), 501-509. DOI: https://doi.org/10.1002/ijop.12489

Shelton, C., Hein, S., & Phipps, K. A. (2019). Resilience and spirituality: A mixed methods exploration of executive stress. International Journal of Organizational Analysis, 28(2), 399-416. DOI: https://doi.org/10.1108/IJOA-08-2019-1848

Slaughter, A.*, Hein, S.*, Hong, J. H.*, Mire, S. S., & Grigorenko, E. L. (2019). Criminal behavior and school discipline in juvenile justice-involved youth with autism. Journal of Autism and Developmental Disorders, 49, 2268-2280. DOI: https://doi.org/10.1007/s10803-019-03883-8

Hein, S., Röder, M., & Fingerle, M. (2018). The role of emotion regulation in situational empathy-related responding and prosocial behavior in the presence of negative affect. International Journal of Psychology, 56(3), 477-485. DOI: https://doi.org/10.1002/ijop.12405

Hein, S., Stone, L., Tan, M., Barbot, B., Luthar, S. S., & Grigorenko, E. L. (2018). Child internalizing problems and mother–child discrepancies in maternal rejection: Evidence for bidirectional associations. Journal of Family Psychology, 32(2), 229-239. DOI: https://doi.org/10.1037/fam0000358

Haeffel, G., Hein, S., Square, A., Macomber, D., Lee, M., Chapman, J., & Grigorenko, E. L. (2017). Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness. Development and Psychopathology, 29(3), 1035-1042. DOI: https://doi.org/10.1017/S0954579416001000

Haeffel, G., Hershenberg, R., Goodson, J. T., Hein, S., Square, A., Grigorenko, E. L., & Chapman, J. (2017). The hopelessness theory of depression: Generalizability and clinical utility. Cognitive Therapy and Research, 41(4), 543-555. DOI: https://doi.org/10.1007/s10608-017-9833-1

Hein, S., Barbot, B., Square, A., Chapman, J., Foley Geib, C., & Grigorenko, E. L. (2017). Violent offending among juveniles: A 7-year longitudinal study of recidivism, desistance, and associations with mental health. Law and Human Behavior, 41(3), 273-283. DOI: https://doi.org/10.1037/lhb0000241

Hein, S., Tan, M., Rakhlin, N., Doyle, N., Hart, L., Macomber, D., Ruchkin, V., & Grigorenko, E. L. (2017). Psychological and sociocultural adaptation of children adopted from Russia and their associations with pre-adoption risk factors and parenting. Journal of Child and Family Studies, 26(10), 2669-2680. DOI: https://doi.org/10.1007/s10826-017-0782-9

Rakhlin, N., Hein, S., Doyle, N., Hart, L., Koposov, R., Macomber, D., Ruchkin, V., Strelina, A., Tan, M., & Grigorenko, E. L. (2017). Sources of heterogeneity in developmental outcomes of children with past and current experiences of institutionalization in Russia: A four-group comparison. American Journal of Orthopsychiatry, 87(3), 242-255. DOI: https://doi.org/10.1037/ort0000146   

Barbot, B.*, Krivulskaya, S.*, Hein, S., Reich, J., Thuma, P. E., & Grigorenko, E. L. (2016). Identifying learning profiles of children at risk for specific reading disability. Developmental Science, 19(3), 402-418. DOI: https://doi.org/10.1111/desc.12313

Hein, S., Reich, J., Marks, S., Thuma, P. E., & Grigorenko, E. L. (2016). Getting something out of nothing: Analyzing patterns of null responses to improve data collection methods in sub-Saharan Africa. Learning and Individual Differences, 46, 11-16. DOI: https://doi.org/10.1016/j.lindif.2014.11.024

Hein, S., Tan, M., Reich, J., Thuma, P. E., & Grigorenko, E. L. (2016). School effects on non-verbal intelligence and nutritional status in rural Zambia. Learning and Individual Differences, 46, 25-37. DOI: https://doi.org/10.1016/j.lindif.2015.04.004

Mourgues, C., Hein, S., Tan, M., Diffley III, R., & Grigorenko, E. L. (2016). The role of non-cognitive factors in predicting academic trajectories of high school students in a selective private school. European Journal of Psychological Assessment, 32, 84-94. DOI: https://doi.org/10.1027/1015-5759/a000332

Mourgues, C. V., Tan, M., Hein, S., Al-Harbi, K., Aljughaiman, A., & Grigorenko, E. L. (2016). The relationship between analytical and creative cognitive skills from middle childhood to adolescence: Testing the threshold theory in the Kingdom of Saudi Arabia. Learning and Individual Differences, 52, 137-147. DOI: https://doi.org/10.1016/j.lindif.2015.05.005

Mourgues, C. V., Tan, M., Hein, S., Elliott, J. G., & Grigorenko, E. L. (2016). Using creativity to predict future academic performance: An application of Aurora’s five subtests for creativity. Learning and Individual Differences, 51, 378-386. DOI: https://doi.org/10.1016/j.lindif.2016.02.001

Mourgues, C. V., Tan, M., Hein, S., Ojanan, E., Reich, J., Lyytinen, H., & Grigorenko, E. L. (2016). Paired associate learning tasks and their contribution to reading skills. Learning and Individual Differences, 46, 54-63. DOI: https://doi.org/10.1016/j.lindif.2014.12.003

Naumova, O. Y., Hein, S., Suderman, M., Barbot, B., Lee, M., Raefski, A., Dobrynin, P. V., Brown, P., Szyf, M., Luthar, S. S., & Grigorenko, E. L. (2016). Epigenetic patterns modulate the connection between developmental dynamics of parenting and offspring psychosocial adjustment. Child Development, 87(1), 98-110. DOI: https://doi.org/10.1111/cdev.12485

Hein, S., Tan, M., Aljughaiman, A., & Grigorenko, E. L. (2015). Gender differences in and school influences on three indicators of general intelligence: Evidence from Saudi Arabia. Journal of Educational Psychology, 107(2), 486-501. DOI: http://dx.doi.org/10.1037/a0037519

Rakhlin, N., Hein, S., Doyle, N., Hart, L., Macomber, D., Ruchkin, V., Tan, M., & Grigorenko, E. L. (2015). Language development of internationally adopted children: adverse early experiences outweigh the age of acquisition effect. Journal of Communication Disorders, 57, 66-80. DOI: https://doi.org/10.1016/j.jcomdis.2015.08.003

Röder,M., Hein, S., & Fingerle, M. (2015). The Child Attachment Interview: Application in a German-speaking sample and its correlations with personality and aggression. Child Indicators Research, 8(4), 789-799. DOI: https://doi.org/10.1007/s12187-014-9273-3

Tan, M., Mourgues, C. V., Hein, S., MacCormick, J., Barbot, B., & Grigorenko, E. L. (2015). Differences in judgment of creativity: How do academic domain, personality, and self-reported creativity influence novice judges’ evaluations of creative productions? Journal of Intelligence, 3(3), 73-90. DOI: https://doi.org/10.3390/jintelligence3030073

Barbot, B., Hein, S., Luthar, S., & Grigorenko, E. (2014). Capturing age-group differences and developmental change with the BASC Parent Rating Scales. Journal of Applied Developmental Psychology, 35, 294-303. DOI: https://doi.org/10.1016/j.appdev.2014.04.003

Graf, F. A., Grumm, M., Hein, S., & Fingerle, M. (2014). Improving parental competencies: Subjectively perceived usefulness of a parent training matters. Journal of Child and Family Studies, 23, 20-28. DOI: https://doi.org/10.1007/s10826-012-9682-1

Graf, F. A., Röder, M., Hein, S., Müller, A. R., & Ganzorig, O. (2014). Cultural influences on socialization goals and parenting behaviors of Mongolian parents. Journal of Cross-Cultural Psychology, 45, 1317-1327. DOI: https://doi.org/10.1177/0022022114537702

Hein, S., Reich, J., Thuma, P. E., & Grigorenko, E. L. (2014). Physical growth and non-verbal intelligence: Associations in Zambia. The Journal of Pediatrics, 165, 1017-1023.e1. DOI: https://doi.org/10.1016/j.jpeds.2014.07.058

Hein, S., Tan, M., Aljughaiman, A., & Grigorenko, E. L. (2014). Characteristics of the home context for the nurturing of gifted children in Saudi Arabia. High Ability Studies, 25, 23-33. DOI: https://doi.org/10.1080/13598139.2014.906970

Müller, A. R., Röder, M., Hein, S., Fingerle, M. & Maisch, E. (2014). Preventing child sexual abuse: Web-based training as a promising step. Psychology and Education, 51, 14-25.

Grumm, M. & Hein, S. (2013). Correlates of teachers’ ways of handling bullying. School Psychology International, 34(3), 299-312. DOI: https://doi.org/10.1177/0143034312461467

Grumm, M., Hein, S. & Fingerle, M. (2013). Schulische Präventionsprogramme: Ein Onlinebefragung an hessischen Grundschulen zu Nutzung und Beurteilung [School-based prevention programs: an online survey on use and rating at elementary schools in Hesse]. Psychologie in Erziehung und Unterricht, 2/2013, 81-93. DOI: http://dx.doi.org/10.2378/peu2013.art07d

Grumm, M., Hein, S. & Fingerle, M. (2013). Improving prevention programs: First results on the relation between subjectively perceived levels of usefulness and social competencies. European Journal of Psychology of Education, 28, 121-131. DOI: https://doi.org/10.1007/s10212-012-0105-x

Grumm, M., Hein, S., & Fingerle, M. (2013). Measuring acceptance of prevention programs in children. European Journal of Developmental Psychology, 10(3), 410-416. DOI: https://doi.org/10.1080/17405629.2012.707311

Reich, J., Hein, S., Krivulskaya, S., Hart, L., Gumkowski, N., Learning Disabilities Project: Zambia, & Grigorenko, E. (2013). Associations between household responsibilities and academic competencies in the context of education accessibility in Zambia. Learning and Individual Differences, 27, 250-257. DOI: https://doi.org/10.1016/j.lindif.2013.02.005

Graf, F. A., Grumm, M., Hein, S., & Fingerle, M. (2012). Elterliches Kompetenzgefühl als Mediator zwischen wahrgenommenem kindlichen Problemverhalten und Erwartungen an ein Elterntraining [Parenting sense of competence as mediator between perceived child problem behavior and expectations towards a parent training]. Kindheit und Entwicklung, 21, 114-121. DOI: https://doi.org/10.1026/0942-5403/a000070

Grumm, M., Hein, S., & Fingerle, M. (2012). Children’s subjective perceptions of an aggression prevention program. International Journal of Developmental Science, 6, 97-106. DOI: https://doi.org/10.3233/DEV-2012-11071

Grumm, M., Hein, S. & Fingerle, M. (2011). Predicting aggressive behavior in children with the help of measures of implicit and explicit aggression. International Journal of Behavioral Development, 35, 352-357. DOI: https://doi.org/10.1177/0165025411405955

Hein, S., Grumm, M. & Fingerle, M. (2011). Is contact with people with disabilities a guarantee for positive implicit and explicit attitudes? European Journal of Special Needs Education, 26, 509-522. DOI: https://doi.org/10.1080/08856257.2011.597192

Graf, F. A., Grumm, M., Hein, S., & Fingerle, M. (2010). Zum Einfluss von Akzeptanz- und Nützlichkeitsurteilen auf die antizipierte Umsetzung eines Elterntrainingsprogramms [The influence of acceptance and usefulness ratings on the anticipated implementation of a parent training program]. Empirische Sonderpädagogik, 4, 25-35. DOI: http://nbn-resolving.de/urn:nbn:de:0111-opus-93521

Gastherausgeberschaft

Hein, S., & Weeland, J. (2019) (Special Issue Eds.), Alternatives to Randomized Controlled Trials (RCTs) in Studying Child and Adolescent Development in Clinical and Community Settings. New Directions for Child and Adolescent Development, 167, 7-15.

Buchbeiträge

Rodriguez, M.*, Frankel, L., & Hein, S. (in press). The Im(Possible)Dream. In T. Heinz Housel & V. Harvey (eds.), Intersections of Marginality for First-Generation College Students. Peter Lang Publishing.

Aljughaiman, A., Nofal, M., & Hein, S. (2015). Gifted education in Saudi Arabia. In D. Y. Dai & C. C. Kuo (Eds.), Gifted Education in Asia: Problems and Prospects (pp. 191-212). Charlotte: Information Age Publishing.

Hein, S., Reich, J., & Grigorenko, E. L. (2015). Cultural manifestation of intelligence in formal and informal learning environments during childhood. In L. A. Jensen (ed.), The Oxford Handbook of Human Development and Culture: An Interdisciplinary Perspective. (pp. 214-229). New York, NY: Oxford University Press.

Grumm, M., Hein, S., & Fingerle, M. (2012). Effektivität und Wirksamkeit von Präventionsangeboten – Welche Rolle spielt die soziale Validität?. In M. Fingerle & M. Grumm (Hrsg.), Prävention von Verhaltensstörungen bei Kindern und Jugendlichen – Programme auf dem Prüfstand (S. 157-172). München: Ernst Reinhardt Verlag

* Diese Autoren haben zu gleichen Anteilen zu der Arbeit beigetragen.