About this Fellow
Peter Fonagy, OBE, FMedSci, FBA, PhD, is Freud Memorial Professor of Psychoanalysis and Head of the Research Department of Clinical, Educational and Health Psychology at University College London; Chief Executive of the Anna Freud Centre, London; Consultant to the Child and Family Program at the Menninger Department of Psychiatry and Behavioral Sciences at Baylor College of Medicine; and holds visiting professorships at Yale and Harvard Medical Schools. He has published over 450 scientific papers, 250 chapters and has authored or co-authored 18 books. He is a Fellow of the British Academy, the Academy of Medical Sciences and the American Association for Psychological Science, and was elected to Honorary Fellowship by the American College of Psychiatrists. He has received Lifetime Achievement Awards from several national and international professional associations in respect of his work on child development, personality disorder and mental health. His clinical and research interests centre on issues of early attachment relationships, social cognition, borderline personality disorder and violence. A major focus of Professor Fonagy's contribution has been an innovative research-based dynamic therapeutic approach, called Mentalisation-Based Treatment, which was developed in collaboration with a number of clinical sites in both the UK and the USA.
- Professor of Contemporary Psychoanalysis and Developmental Science, University College London; Chief Executive, Anna Freud National Centre for Children and Families
- Freud Memorial Professor of Psychoanalysis, University College London, 1992 - 2017
The functional architecture of early parent-infant relationships; their role in child development in clinical contexts and conditions of adversity; the development of parenting interventions to prevent adverse child outcome
Cognitive psychology; Face perception; Interactions between computational, experimental and applied problems in psychology
Cognitive and developmental psychology; reading, language and memory processes; developmental cognitive disorders; children's reading and language difficulties; randomised controlled trials in education