Laboratory for Social-Emotional Development and Intervention

Dr. Ruth Speidel

Dr. Ruth Speidel

Post-Doctoral Fellow

Developmental Psychology


Ruth received her Ph.D. in Developmental Psychology from the University of Notre Dame and joined the SEDI lab as a postdoctoral fellow in Fall 2020. Her research interests focus on examining mechanisms at play in the development of child emotion and self-regulation. Specifically, she studies the effects of early family processes, including emotion socialization behaviors during parent-child interactions and their implications for child emotion and self-regulation, particularly within adverse family environments and in the context of early trauma. In addition, she is interested in how research can be applied to inform interventions aimed at ameliorating negative developmental trajectories in children and families who experience adversity.

Awards and Scholarships


Presidential Fellow in Humanities and Social Sciences, University of Notre Dame (2015-2020)

Outstanding Graduate Teaching Assistant, University of Notre Dame (2018)

Institute for Scholarship in the Liberal Arts, Graduate Student Research Award, University of Notre Dame (2017)

Graduate Student Travel Award, Society for Research in Child Development (2019)

Conference Presentation Grant, University of Notre Dame (2017, 2019)



Short C.V.



Peer Reviewed


Valentino, K., Hibel, L. C., Speidel, R., Fondren, K., & Ugarte, E. (2020). Longitudinal effects of reminiscing and emotion training on maltreated children’s diurnal cortisol regulation. Development and Psychopathology.


Lawson, M., Jaeger, B., McManus, E., Speidel, R., & Valentino, K. (2020). Maternal reminiscing is associated with preschoolers’ reports of maltreatment during forensic interviews. Child Maltreatment.


Kuehn, M., Lawson, M., Speidel, R., & Valentino, K. (2020). The association between maternal reminiscing and maternal perpetration of neglect. Child Maltreatment.


Speidel, R., Wang, L.P., & Cummings, E.M., & Valentino, K. (2020). Longitudinal pathways of family influence on child self-regulation: The roles of parenting, family expressiveness, and maternal sensitive guidance in the context of child maltreatment. Developmental Psychology, 56, 608-622.


Fondren, K., Speidel, R., McDonnell, C.G., & Valentino, K. (2020). Elaborative reminiscing and child receptive language in the context of maltreatment: The moderating role of maternal sensitivity. Child Maltreatment.


Lawson, M., Speidel, R., Fondren, K., Cummings, E.M., & Valentino, K. (2020). Intimate partner violence and maltreated preschoolers’ internal representations of conflict. Journal of Family Psychology.


Fondren, K., Lawson, M., Speidel, R., McDonnell, C.G., & Valentino, K. (2020). Buffering the effects of childhood trauma within the school setting: A systematic review of trauma-informed and trauma-responsive interventions among trauma-affected youth. Children and Youth Services Review.


Speidel, R., Valentino, K., McDonnell, C.G., Cummings, E.M., & Fondren, K. (2019). Maternal sensitive guidance during reminiscing in the context of child maltreatment: Implications for child self-regulatory processes. Developmental Psychology, 55, 110-122.


McDonnell, C.G., Fondren, K., Speidel, R., & Valentino, K. (2019). Emotion socialization and developmental risk: The interactive effects of receptive language and maltreatment on emotional reminiscing. Journal of Child and Family Studies.


Nuttall, A.K., Speidel, R., & Valentino, K. (2019). Expanding and extending the role reversal construct in early childhood. Journal of Child and Family Studies.


Lawson, M., Valentino, K., Speidel, R., McDonnell, C.G., & Cummings, E.M. (2018). Reduced autobiographical specificity among maltreated preschoolers: The indirect effect of neglect through maternal reminiscing. Child Development.


Lawson, M., Valentino, K., McDonnell, C.G., & Speidel, R. (2018). Maternal attachment is differentially associated with mother–child reminiscing among maltreating and nonmaltreating families. Journal of Experimental Child Psychology, 169, 1-18.





University of Toronto Mississauga