Esther de Bruin works at the Faculty of Social and Behavioral Sciences, Research Institute of Child Development and Education (RICDE) at the University of Amsterdam since 2010. She is an associate professor and health care (GZ) psychologist. In addition she is the director of UvAminds, Academic Treatment Center for Parents and Children, which is part of the UvA (www.uvaminds.nl). Esther has a clinical (GZ-opleiding) as well as research background (PhD and member of different research groups) in child psychiatry, and sometimes works as a mindfulness trainer. Her current research, teaching and clinical work covers the following topics:
"AUT of your MIND". In this project the effects of mindfulness training for children and adolescents with autism (and their parents) are assessed. Part of this project is of an international character. PhD on this project is Anna Ridderinkhof.
"ADHD: Medication or Meditation?". In this project children and adolescents with ADHD (and their parents) are randomized to either medication or mindfulness training (pillen of chillen) and the effects on attention problems and related symptoms are assessed. PhD on this project is Renee Meppelink. http://adhd-meditatieofmedicatie.nl/
"I've Changed my Mind". In this project stressed and anxious pregnant women (and their partners) are randomized to either MBCP (Mindfulness Based Childbirth and Parenting) or a control group and the effects on perinatal variables and early parenthood is assessed. PhD on this project is Irena Veringa. http://www.mbcpmidwife.nl/
"Mindful@Work". In this project a training composed of physical exercise, yoga and mindfulness meditations is developed for employees with burn-out related symptoms and the effects of this training are examined. The Mindful2Work program is published in 2018 as a manual for trainers as well as a workbook for participants (www.lannoocampus.nl). Esther provides the teacher training for this program at the Center for Mindfulness. Further information about the program, the research, and the teacher training can be found on: www.mindful2work.nl
2000: Clinical Psychology (cum laude), University of Amsterdam
2000: Psychonomics and Neuropsychology (cum laude), University of Amsterdam
2000: NIP registration psycho diagnostics (Dutch Board of Psychologist
2006: Doctorate Erasmus University of Rotterdam (PhD), Department of child and adolescent psychiatry,'Promotor': Prof. Dr. F. Verheij, co-promotor': Dr. R.F. Ferdinand
Postgraduate clinical work and training
2000-2001: Department of Clinical Genetics, Erasmus University, Rotterdam, (research assistant)
2000-2009: Department of Child Psychiatry, Academic Hospital Rotterdam (neuropsychologist)
2002-2006: Department of Child Psychiatry, Erasmus University, Rotterdam (PhD student)
2006-2007: Outpatient department of Child and Adolescent Psychiatry, Sophia Children's Hospital, Rotterdam (diagnostician registrar GZ-psychologist)
2007-2008: Inpatient clinic of Adolescent Psychiatry, Academic Hospital Rotterdam (family therapist registrar GZ-psychologist)
2008-2010: Outpatient department of Child and Adolescent Psychiatry, Sophia Children's Hospital, Rotterdam (GZ-psychologist and post doc researcher)
2010-2013: Assistant professor (UD), Research Institute of Child Development and Education (RICDE), University of Amsterdam
From 2013: Associate professor (UHD), Research Institute of Child Development and Education (RICDE), University of Amsterdam
From 2019: Director of UvAminds, Academic Treatment Center for Parents and Children, University of Amsterdam (combined with position above)
2000: Neurology Anatomics, Academic Hospital Amsterdam
2001: Training in DISC-IV (Diagnostic Interview Schedule for Children), Academic Hospital Rotterdam
2001: Summer school Clinical Child Neuropsychology by Professor Simon Baron-Cohen, VU Amsterdam
2001: Training in ANT2.1 (Amsterdam Neuropsychological Test), VU, Amsterdam
2002: Training in K-FTDS (Kiddie Formal Thought Disorder Rating Scale), University of California, Los Angeles, USA
2002: Training in ADOS-G (Autism Diagnostic Observation Schedule-Generic), Institute of Psychiatry, Kings College London, UK
2003: National ADOS-G consensus training, Academic Hospital Utrecht
2004: Muthén and Muthén MPlus course on advanced statistical methods, Washington, USA
2006-2008: GZ opleiding, RINO, University Leiden
2010: TMS (Transcranial Magnetic Stimulation) course, Nijmegen
2012: Professional Training Retreat in Mindfulness Based Childbirth and Parenting, Los Angeles, USA
2013: International advanced teacher training Mindfulness in Children and Parents, Amsterdam, the Netherlands
2015: Mindfulness teacher training, level 1, Center for Mindfulness, Amsterdam, the Netherlands
For publications since 2014 see further Tab "Publications"
de Bruin, E.I., Smit, F., Blom, R. van Steensel, F.J.A., & Bögels, S.M. (2014). MYmind: Mindfulness training for Youngsters with ASD and their parents. Findings from a pilot study. Autism. DOI: 1362361314553279.
de Bruin, E.I., Meppelink, R., & Bögels, S.M. (2014). Mindfulness in Higher Education: Awareness and attention in university students increases during and after participation in a mindfulness curriculum course. Mindfulness. DOI: 10.1007/s12671-014-0364-5.
de Bruin, E.I., Graham, J., Louwerse, & Huizink, A.C. (2014). Mild dermatoglyphic deviations in adolescents with Autism Spectrum Disorders and average intellectual abilities as compared to typically developing boys. Autism Research & Treatment. DOI: 10.1155/2014/968134.
Eussen, M.L.J.M., de Bruin, E.I., van Gool, A.R., Louwerse, A., van der Ende, J., Verheij, F., et al. (2014). Formal Thought Disorder in Autism Spectrum Disorder predicts future symptom-severity, but not psychosis prodrome. European Child and Adolescent Psychiatry. DOI: 10.1007/s00787-014-0552-9.
van Steensel, F.J.A., Bögels, S.M., & de Bruin, E.I. (2014). DSM-IV versus DSM-5 autism spectrum disorder and social anxiety disorder in childhood: similarities and differences. Journal of Child and Family Studies. DOI 10.1007/s10826-014-0078-2.
de Bruin, E.I., van der Zwan, J.E., & Bögels, S.M. (submitted). To exercise or to meditate? A RCT of the effects of daily physical exercise versus daily meditations on attentional control, executive functioning, worrying, self-compassion and mindful awareness.
van der Zwan, J.E., de Vente, W., Huizink, A.C., Bögels, S.M., & de Bruin, E.I. (submitted). Physical activity, mindfulness meditation, or heart rate variability biofeedback for stress reduction: a randomized controlled trial. Applied Psychophysiology and Biofeedback.
van Steensel, F.J.A., Vreeken, A., de Bruin, E.I., & Bögels, S.M. (submitted). Treatment effectiveness in a clinical setting for youth with mental health care problems: The role of parental involvement, parental psychopathology and parental inefficiency.
Meppelink, R., de Bruin, E.I., Wanders, F., Vennick, C., & Bögels, S.M. (submitted). The effect of Mindful Parenting training on children’s and parent’s behavioral outcomes.
Serkel-Schrama, I.J.P., de Vries, J., Nieuwesteeg, A.M., Pouwer, F., Nyklíček, I., de Bruin, E.I., Bögels, S.M., & Hartman, E.E. (submitted). Mindful parenting is related to adolescent boys’ with type 1 diabetes mellitus glycemic control and quality of life, but not so for girls. Journal of Pediatric Psychology.
de Bruin, E.I., Zijlstra, B.J.H., & Bögels, S.M. (2013). The Child and Adolescent Mindfulness Measure (CAMM): Psychometric properties in two samples of children from the Netherlands. Mindfulness.
Scandurra, V., Scordo, M.R., Canitano, R., & de Bruin, E.I. (2013). 22q11.2 deletion and Multiple Complex Developmental Disorder: A case report. Journal of Clinical Medicine Research.
de Bruin, E.I., Topper, M., Muskens, J., Kamphuis, H.J., & Bögels, S.M. (2012). Psychometric properties of the Dutch Five Facet Mindfulness Questionnaire (FFMQ) in a meditating and non-meditating sample. Assessment, 19, 187-197.
de Bruin, E.I., Zijlstra, B.J.H., Geurtzen, N., van Zundert, R.M.P., van de Weijer-Bergsma, E., Hartman, E.E., Nieuwesteeg, A.M., & Bögels, S.M. (2012). The Interpersonal Mindfulness in Parenting Scale (IM-P): Psychometric properties in four different clinical and non-clinical samples. Mindfulness. DOI 10.107/s12671- 012-0168-4.
de Bruin, E.I., de Nijs, P.F.A., Verhulst, F.C., & Huizink, A.C. (2012).The association between formal thought disorder and finger print asymmetry in children with a psychiatric disorder: an exploratory study. European Child & Adolescent Psychiatry, 21, 691-698.
de Bruin, E.I. & Verheij, F. (2012). Social skills training in children with PDD-NOS: An exploratory study.
van Steensel, F.J.A., Bögels, S.M., & de Bruin, E.I. (2012). Psychiatric co morbidity in children with Autism Spectrum Disorders: A comparison with children with ADHD. Journal of Child and Family Studies. DOI 10.1007/s-10826-012-9587-z.
de Bruin, E.I., de Nijs, P.F.A., Verhulst, F.C., & Huizink, A.C. (2011). High 3D:5D ratio: A possible correlate of externalizing and internalizing problems. An exploratory study. European Journal of Psychiatry, 25, 46-53.
de Bruin, E.I., Zijlstra, B.J.H., van-de Weijer-Bergsma, E., & Bögels, S.M. (2011). The Mindful Attention and Awareness Scale for Adolescents (MAAS-A). Psychometric properties in a Dutch sample. Mindfulness, 2, 201-211.
van de Weijer-Bergsma, E., Formsma, A.R., de Bruin, E.I., & Bögels, S.M. (2011). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD and their parents. Journal of Child and Family Studies, 20, 171-181.
Publications before 2011
de Bruin, E.I., de Nijs, Verheij, F., Verhagen, D., & Ferdinand, R.F. (2009). Autistic features in girls from a psychiatric sample are strongly associated with a low 2D:4D ratio. Autism, 13, 511-521.
Herba, C.M., de Bruin, E.I., Althaus, M., Verheij, F., & Ferdinand, R.F. (2008). Face and emotion recognition in MCDD versus PDD-NOS. Journal of Autism and Developmental Disorders, 38, 706-18.
de Bruin, E.I., Ferdinand, R.F., Meester, S., de Nijs, P.F.A., & Verheij, F. (2007). High rates of psychiatric co-morbidity in PDD-NOS. Journal of Autism and Developmental Disorders, 37, 877-86.
de Bruin, E.I., de Nijs, P.F.A., Verheij, F., Hartman, C.A., & Ferdinand, R.F. (2007). MCDD delineated from PDD-NOS. Journal of Autism and Developmental Disorders, 37, 1181-1191.
de Bruin, E.I., Verheij, F., Wiegman, T., & Ferdinand, R.F. (2007). Assessment of formal thought disorder: The relation between the Kiddie Formal Thought Disorder Rating Scale and clinical judgment. Psychiatry Research, 149, 239-46.
de Bruin, E.I., Verheij, F., Wiegman, T., & Ferdinand, R.F. (2006). Finger length ratio (2D:4D) differences between boys with autism, PDD-NOS, ADHD, and anxiety disorders. Developmental Medicine and Childhood Neurology, 48, 962-965.
de Bruin, E.I., Verheij, F., & Ferdinand, R.F. (2006). WISC-R subtest but no overall VIQ- PIQ difference in Dutch children with PDD-NOS. Journal of Abnormal Child Psychology, 34, 263-271.
de Nijs, P.F.A., Ferdinand, R.F., de Bruin, E.I., Dekker, M.C.J., van Duijn, C.M., & Verhulst, F.C. (2004). Attention-deficit/hyperactivity disorder (ADHD): parents’ judgment about school, teachers’ judgment about home. European Child and Adolescent Psychiatry, 13, 315-320.
(Contributions to) books
de Bruin, E.I., & Van Steensel, F.J.A. (2013). Innovatieve behandelmethoden bij kinderen en jongeren –en hun ouders- met Autisme Spectrum Stoornissen. Orthopedagogiek: State of the Art.
Bögels, S.M., de Bruin, E.I.,& Van der Oord, S. (2013). Mindfulness-based interventions in child and adolescent psychopathology. In: Graham, & Reynolds, S. (Eds.), Cognitive Behavior Therapy for Children and Families-third edition. Cambridge: Cambridge University Press.
de Bruin, E.I., Haas, B.J.H., Wiegman, T., & de Nijs, P.F.A. (2004). Een breed meetinstrumentarium als de diagnostiek moeilijk is. In: De Nijs, P.F.A., Verheij, F., Vlutters, J.L., & Gelderblom, I.L. (Eds.), Ontwikkeling langs de levenslijnen. Antwerpen-Apeldoorn: Garant.