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Pol A. C. van Lier

Researcher at VU University Amsterdam

Publications -  131
Citations -  6373

Pol A. C. van Lier is an academic researcher from VU University Amsterdam. The author has contributed to research in topics: Poison control & Aggression. The author has an hindex of 41, co-authored 122 publications receiving 5279 citations. Previous affiliations of Pol A. C. van Lier include Erasmus University Rotterdam & Public Health Research Institute.

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Perspective taking and empathic concern in adolescence: Gender differences in developmental changes.

TL;DR: The results suggest that pubertal maturation plays a role in boys' development of empathic concern, and theoretical notions that perspective taking develops during adolescence as a result of cognitive development are supported.
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Multidimensional assessment of emotion regulation difficulties in adolescents using the Difficulties in Emotion Regulation Scale.

TL;DR: Results suggest that scores on the DERS show promising internal consistency and validity in a community sample of adolescents, and gender bias in ratings of DERS factors on three scales is limited.
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GWAS of lifetime cannabis use reveals new risk loci, genetic overlap with psychiatric traits, and a causal influence of schizophrenia

Joëlle A. Pasman, +50 more
- 27 Aug 2018 - 
TL;DR: A GWAS of lifetime cannabis use reveals new risk loci, shows that cannabis use has genetic overlap with smoking and alcohol use, and indicates that the likelihood of initiating cannabis use is causally influenced by schizophrenia.
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Peer Victimization, Poor Academic Achievement, and the Link Between Childhood Externalizing and Internalizing Problems

TL;DR: This study explored whether early elementary school aged children's externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizer problems.
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Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school.

TL;DR: Over the period of kindergarten to fourth grade, psychopathology and peer relations become entangled, and the dynamic interplay between multiple manifestations of poor peer relations ultimately adds to the development of both externalizing and internalizing problems and their cross-time relation.