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Joyce E. KingView profile

Professor

• Urban Education
• Sociology of Education
• Teacher Education for Diversity
• +6 more

Joyce E. King serves as the Benjamin E. Mays Endowed Chair for Urban Teaching, Learning and Leadership and Professor of Educational Policy Studies at Georgia State University's College of Education & Human Development. She maintains cross-disciplinary affiliations with the Department of Africana Studies, the Institute for Women’s, Gender and Sexuality Studies, and the Urban Studies Institute. Previously, she held executive leadership roles including Provost at Spelman College, Associate Provost at Medgar Evers College (CUNY), and Associate Vice Chancellor at the University of New Orleans. Her research revolutionizes urban education through critical frameworks like diaspora literacy and dysconscious racism. King's scholarship examines how heritage knowledge transforms teacher preparation, curriculum design, and educational equity. She pioneers methodologies such as 'critical studyin''—a blues-inspired epistemology that centers cultural well-being—and 'Boŋ Feerey,' a healing-centered approach developed post-Katrina. Her work consistently bridges African diasporic perspectives with practical applications for emancipatory pedagogy in diverse classrooms. King's publication record demonstrates sustained influence across three decades, with landmark works including the edited volume Black Education: A Transformative Research and Action Agenda (AERA, 2005) and the co-authored "Re-membering" History in Student and Teacher Learning (Routledge, 2014). Her research spans diaspora literacy frameworks, critical race theory in teacher education, trauma-informed pedagogy, and global comparative studies, with recent work focusing on post-pandemic educational resilience through community-centered approaches. Her scientific recognition includes: Election to the National Academy of Education W.K. Kellogg National Fellowship American Council on Education Fellowship Former President of the American Educational Research Association As an advisor, King cultivates the next generation of critical scholars through collaborative research with doctoral students across international contexts. Her leadership extends beyond academia through her presidency of Food First (Institute for Food and Development Policy), demonstrating her commitment to connecting educational justice with broader social movements. She maintains active engagement with communities through workshops, policy consultations, and international lectures that translate research into transformative practice.

Elise Ji Young ChoeView profile

Assistant Professor

• Counseling Psychology
• Critical Positive Psychology
• Cultural Humility
• +5 more

Elise Ji Young Choe serves as Assistant Professor in the Department of Counseling and Psychological Services within Georgia State University's College of Education & Human Development. Her academic journey includes a Ph.D. in Counseling Psychology (2021) and M.S. in Clinical Mental Health Counseling (2015) from Georgia State, plus a B.S. in Psychology from the University of Georgia (2010). Dr. Choe's research pioneers critical positive psychology , examining how virtues promote resilience through cultural humility frameworks while deconstructing Western-centric psychological models from post-colonial perspectives. Her work spans clinician flourishing, psychotherapy processes, and trauma recovery, with strong emphasis on serving diverse communities. Recent publications reveal growing expertise in spiritual struggles among trauma survivors, cross-racial therapy dynamics, and innovative interventions for helping professionals. Her 2021-2024 publications demonstrate consistent scholarly output across high-impact journals including Journal of Counseling Psychology and Spirituality in Clinical Practice . These works collectively advance understanding of how cultural humility enhances therapeutic outcomes while developing practical tools like the CHRYSALIS program for clinician well-being. Research funding and advising: Developed the CHRYSALIS group intervention program for helping professionals (2024) Conducts longitudinal practice-based studies in real clinical settings Focuses on translating research into actionable clinician training Actively publishes with interdisciplinary research teams Dr. Choe maintains active clinical research through Georgia State's counseling psychology program, with particular focus on creating inclusive therapeutic frameworks that honor diverse cultural experiences while strengthening clinician resilience.

Aldo M. BarritaView profile

Researcher

• Intersectional Psychology
• Racial Microaggressions
• Mental Health Disparities
• +5 more

Aldo M. Barrita is a queer Latinx Mexican immigrant and quantitative psychologist specializing in intersectional oppression at Michigan State University's College of Social Science and Department of Psychology. He holds a Ph.D. in Psychological and Brain Sciences from the University of Nevada, Las Vegas, and a B.A. in Psychology from UC Berkeley. His research examines systemic microaggressions and their psychological impacts on racial/ethnic and gender/sexual minority groups. Research Focus Intersectional microaggressions across racial, ethnic, and LGBTQ+ identities Maladaptive coping responses including substance use Development of bilingual/intersectional psychological measurement tools Racial disparities in health and education outcomes for emerging adults Decolonial research methodologies to combat systemic oppression Publication Trends His 2023-2025 publications reveal consistent emphasis on: Quantitative analysis of intersectional stressors (100% of recent studies) Development of novel scales like PrIME (Presumed Illegality Microaggressive Experience) Focus on Latinx and Asian American populations (78% of studies) Integration of moderated mediation models in analyzing systemic oppression Advocacy for IRB reform to support marginalized community research

• Social Work
• Child Welfare
• Domestic Violence
• +5 more

Joanne Louise Westwood is a Professor in the School of Social Work, Care and Community at the University of Central Lancashire (UCLan). Her research focuses on child welfare, domestic violence, digital social work practices, and global social justice. She has led numerous studies on topics such as electronic care records in social care, barriers to cycling to school for children, and decolonization in higher education curricula. University Affiliation: University of Central Lancashire Key Roles: Academic, Researcher, Author Research Themes: Child trafficking, migrant children’s rights, digital health systems, and social work education reform Her work emphasizes ethical responses to vulnerable populations, including looked-after children and trafficking survivors. Notable contributions include co-authoring Soci@l Media in Social Work Practice (2019) and leading the SKAFADA project to strengthen domestic abuse awareness in family services. She actively engages in policy advocacy through publications and conference presentations, focusing on transforming systemic approaches to social care. Recent publications explore the digital divide in child welfare, cycling infrastructure for schoolchildren, and decolonizing university curricula. Her research highlights intersectional challenges in fields like healthcare access for trafficked youth and participatory approaches to social work training. Joanne collaborates internationally on projects addressing global inequalities, such as the impact of digitalization on adoption processes in India and Turkey. She holds a PhD from UCLan and has supervised multiple research initiatives funded by organizations like the National Institute for Health and Care Research (NIHR).

Helen A NevilleView profile

Professor

• Race and Racism
• Racial Identity
• African American Psychology
• +3 more

Helen A. Neville is a Professor of Educational Psychology and African American Studies at the University of Illinois at Urbana-Champaign, holding additional appointments in Psychology, Gender and Women's Studies, and African American Studies. She is also a CAS Professor at the Center for Advanced Study. Her research focuses on racial ideology, particularly Black racial identity and color-blind racism, with over 90 scholarly works in journals like Cultural Diversity and Ethnic Minority Psychology . Dr. Neville has led national organizations such as the Society for the Psychological Study of Culture, Ethnicity, and Race (APA Division 45), and has co-edited major works including the Handbook of African American Psychology . Her honors include the APA Distinguished Contributions to Psychology in the Public Interest (2023), the ABPsi Distinguished Psychologist Award (2011), and a Fulbright Scholarship (2015). Her work emphasizes radical healing, decolonizing psychology, and mentoring for social justice. Neville has advised numerous initiatives, including police reform programs and racial literacy education, while advocating for systemic change in academia and clinical practice. Research collaborations span global concerns like decolonizing psychological sciences and addressing racial trauma in marginalized communities. Her current projects explore transformative mentoring frameworks and the intersection of racial identity with mental health equity.

• Pediatric Mood Disorders
• Anxiety Treatment
• Suicide Prevention
• +3 more

Amy Elizabeth West is Professor of Clinical Pediatrics and Psychiatry & Behavioral Sciences at the Keck School of Medicine, University of Southern California. She serves as Associate Director for Education, Research, and Mentorship in the CHLA Department of Psychology, Director of the CHLA Child Clinical and Pediatric Psychology Internship, and leads the Pediatric Intervention Research in Anxiety and Mood Disorders (PIRAMD) Lab. With a secondary appointment in USC Dornsife's Psychology Department, her clinical and research focus centers on psychosocial treatments for pediatric mood/anxiety disorders, suicide prevention, and health disparities among underserved populations including American Indian/Alaska Native communities. Her research examines mechanisms of treatment response in cognitive-behavioral interventions, particularly her developed RAINBOW therapy for pediatric bipolar spectrum disorders. Current projects include implementing CBT for anxiety disorders in minority populations through an NIMH-funded clinical trial, co-leading the ABCD neurodevelopment study at CHLA, and SAMHSA-funded substance use prevention in tribal communities. Dr. West's 50+ publications reveal consistent focus on: Culturally-adapted interventions for diverse populations Developmental psychopathology of mood disorders Suicide prevention frameworks Health disparities research methods Integrated treatment models Community-based participatory research She has secured over $18M in funding from NIH, PCORI, and SAMHSA. As Director of the PIRAMD Lab, she oversees translational research bridging clinical psychology, neuroscience, and public health to develop equitable mental health solutions.

Allán LavilleView profile

Professor

• Diversity and Inclusion in Mental Health
• Clinical Psychology
• LGBTQ+ Mental Health
• +5 more

Professor Allán Laville is a Professor at the University of Reading's Department of Psychology, holding roles such as University Teaching Fellow (2020) and National Teaching Fellow (Advance HE). He specializes in Equity in Psychology, focusing on reality-status judgments in children, low-intensity CBT (IAPT), and LGBTQ+ mental health. His research emphasizes diversity and inclusion in education, healthcare, and clinical practice. Education: BSc (Hons) Psychology (Surrey), MSc Developmental Psychopathology (Reading), PhD Psychology (Reading), with postgraduate certifications in academic practice, evidence-based treatments, and LGBTQ+ considerations. Research interests span developmental psychology, clinical perfectionism, decolonizing curricula, and inclusive leadership. He has contributed to over 20 peer-reviewed articles and reports, including work on NHS LGBTQ+ therapeutic practices and medical competency assessment. Awards include the 2019 Students' Union Teaching Excellence Award and BPS Runner-Up for Higher Education Psychology Teacher of the Year (2020, 2022). Laville co-chairs BABCP's Equality, Diversity, and Inclusion Committee and sits on the BPS Strategic Board for similar initiatives. Key contributions include rubric development in assessment literacy, partnership-driven decolonization projects, and improving mental health service inclusivity. His work bridges psychological research with practical educational and clinical reforms.

Eugenia WeissView profile

Professor

• Military/Veteran Behavioral Health
• Diversity and Equity in Higher Education
• Women's Studies
• +3 more

Eugenia Weiss, PhD, PsyD, MSW/LCSW, is the Associate Dean at the University of Nevada, Reno, holding dual licensure in clinical social work and psychology (inactive in California). Her academic career spans over 18 years in clinical practice, focusing on Latinx communities and military veterans. She leads initiatives in transdisciplinary behavioral health promotion, diversity equity and inclusion (DEI), and anti-racist organizational consulting. Her work bridges social work, psychology, and public health through culturally responsive program evaluation and capacity-building. Education: PhD in Education, Claremont Graduate University (2021) MA in Education, Claremont Graduate University (2019) PsyD in Clinical Psychology, Alliant International University (2003) MSW, University of Southern California (1992) BA in Psychology, University of California, Los Angeles (1989) Research Interests: Dr. Weiss’s work addresses military/veteran behavioral health, leadership evaluation, and women’s empowerment through qualitative and quantitative methods. She emphasizes DEI in higher education and marginalized communities, publishing widely on veteran transition challenges, disaster mental health, and feminist analysis. Publications & Awards: She has authored/co-authored over 30 peer-reviewed articles and books, including Women’s Journey to Empowerment in the 21st Century (Oxford UP) and American Military Life in the 21st Century (Praeger). Her work received the Excellence Award for a 2011 study on military culture and veteran help-seeking behaviors. Recent research explores pandemic preparedness, ADEI curriculum integration, and veteran academic well-being. Grants & Leadership: Dr. Weiss has secured external funding for projects on veteran mental health and anti-racist training. She advises on military social work education and co-leads initiatives to build evaluation capacity in crisis settings. Her leadership focuses on fostering innovation and equity in health/human service education. Labs/Teams: Collaborates with interdisciplinary teams across social work, psychology, and public health to address veteran transition, disaster response, and DEI policy implementation.

• Socio-cultural factors in education
• Religion and spirituality in education
• History and philosophy of education
• +6 more

Remy Low is a Senior Lecturer at the University of Sydney's Sydney School of Education and Social Work. Their research focuses on culturally responsive education, socio-cultural factors in education, and contemplative pedagogy. Remy holds a PhD from the University of Sydney's Department of Gender and Cultural Studies, where their doctoral work examined debates over religious and secular schooling in Australia. Before their academic role, Remy worked as a high school teacher, lecturer in gender studies, and project manager for widening participation initiatives in Western Sydney schools. Their teaching includes courses like EDUF1020 (Rethinking Education) and EDUF1021 (Sociological Perspectives in Education). Key research projects include 'Stories from the Future' (2019-2020), a workshop series exploring cultural diversity in the arts sector, and contributions to books like Using Social Theory in Higher Education (2024) and Education, Change and Society (2022). Remy has been awarded the Vice Chancellor's Award for Outstanding Early Career Teaching (2018) and the Sydney School of Education and Social Work Teaching Excellence Award (2017). Current research students include Greg BAIRD (examining modern history syllabi), Zuhra HASHIMI (decolonizing art therapy education), and Kirthana SELVARAJ (raising career awareness in disadvantaged schools). Remy's work spans educational history, sociology, and critical pedagogy, emphasizing mindfulness, anti-violence practices, and social justice.

• Racism
• Social Policies
• Youth Incarceration
• +7 more

Lobna Yassine is an academic at The University of Sydney , focusing on the intersection of racism with social policies and practices in youth justice, child protection, and social work education. Her research interrogates racialized risk discourses, decolonizing methodologies, and post-structuralist critiques of institutional systems. She collaborates on projects like the FASS COVID Kick Start Fund and supervises research students addressing multiculturalism in mental health and child protection policies. Research interests include: Juvenile penality, risk assessment frameworks, critical race studies, Foucault's governmentality theories, and anti-racist social work education. Her work emphasizes dismantling embedded whiteness in policy and practice. Selected awards : Postgraduate Scholarship, Carolyn Allport (2016) Postgraduate Scholarship, Katherine Ogilvie (2014) Recent publications analyze risk assessment tools in youth justice, cultural competency in child protection, and epistemic resistance in social work pedagogy. Her collaborations with scholars like Tseris and Briskman highlight systemic inequities in human services.

Jason ButlerView profile

Professor

• Psychedelic Psychotherapy
• Depth Psychotherapy
• Dream Analysis
• +2 more

Jason Butler is a Professor of Integral Counseling Psychology at the California Institute of Integral Studies (CIIS), affiliated with the School of Professional Psychology and Health. He is also a faculty member at John F. Kennedy University in Holistic and Expressive Therapies. With a Ph.D. from Pacifica Graduate Institute, Butler specializes in depth-oriented ketamine-assisted psychotherapy, focusing on archetypal, relational, somatic, and liberation frameworks. His research emphasizes social justice in psychotherapy, psychedelic medicine equity, and decolonizing imagination through poetic sensibility. Education: Ph.D., Pacifica Graduate Institute; M.A., Saybrook University; B.A., Humboldt State University. Research Interests: Butler’s work bridges depth psychology with social justice, trauma-informed practices, and psychedelic therapy. Key themes include addressing systemic inequities in psychedelic medicine, dream analysis, and culturally attuned therapeutic approaches. He co-authored Integral Psychedelic Therapy (2023) and Archetypal Psychotherapy (2014), emphasizing clinical legacy and ethical practice. Publications span books, chapters, and peer-reviewed articles exploring alchemical hermeneutics, guilt and death poetics, and critical analyses of systemic racism in psychology. His clinical work at Sage Integrative Health integrates liberation frameworks with psychedelic-assisted therapies. No explicit scientific awards are listed, though his contributions to decolonizing psychotherapy and equity in psychedelic medicine are notable. Butler teaches courses like 'Psychedelic-Assisted Psychotherapy' and 'Transpersonal Psychotherapy,' emphasizing practical and theoretical intersections.

• Black Women: Historical Trauma and Stressors
• Afrocentricity
• Posttraumatic Growth
• +4 more

Dr. Selena T. Rodgers is a Professor and Chair of the Department of Social Work at CUNY York College, and the Founding Director of the Master of Social Work (MSW) Program—the first fully accredited graduate social work program in Queens County, NY. She holds appointments as an Affiliate Professor in the PhD Social Welfare Program at the CUNY Graduate Center and serves as a certified Council on Social Work Education (CSWE) Board of Accreditation Site Visitor. Her expertise spans Black women’s historical trauma, Afrocentricity, posttraumatic growth, and leadership in higher education. Rodgers earned her Ph.D. in Social Work from Adelphi University and an MSW from Syracuse University. Education: Ph.D. in Social Work, Adelphi University (2009) MSW, Syracuse University (1995) B.S. in Social Work, Marymount College (1993) Research Interests: Dr. Rodgers focuses on addressing systemic inequities through Afrocentric and womanist frameworks, with a particular emphasis on Black women’s resilience and leadership in academia. Her work explores historical trauma, posttraumatic growth, and global social work administration. She advocates for culturally competent policies and practices to uplift marginalized communities. Recent Contributions: Her 2025 article on Black women’s wealth accumulation highlights intersectional barriers in economic equity. Recent work includes co-editing a chapter on Black women leaders (forthcoming 2025) and presenting at national conferences on anti-racist pedagogy and trauma-informed education. Her research bridges theory and practice, emphasizing community-driven solutions. Awards & Recognition: 2025 Key to Percy E. Sutton SEEK Success Award 2023 Service Award from the International Black Women’s Congress 2015 JWT Differenter Community Leadership Award Grants & Leadership: Rodgers has spearheaded initiatives like the York College MSW Program’s accreditation and the Star Track Anti-Violence Program. She mentors students through the ICORP and SEEK programs, fostering academic excellence and professional growth. Her leadership spans roles in curriculum development, institutional assessment, and community partnerships. Labs & Teams: Collaborates with interdisciplinary teams on projects such as the Global Social Work Agenda in East Africa and the Rochdale Village NORC (Naturally Occurring Retirement Community) initiatives. Her work integrates academic research with community service to address health disparities and aging-in-place challenges.

Tomeico FaisonView profile

Assistant Professor

• Occupational Therapy
• Orthopaedic Surgery
• Social Entrepreneurship
• +3 more

Tomeico Faison is an Assistant Professor in Orthopaedic Surgery at Duke University, with affiliations in Occupational Therapy. She has served Duke since 2022, following prior roles as an Instructor (2020-2022), and maintains active leadership in diversity, equity, and inclusion initiatives. Education: Sc.M. from University of North Carolina, Chapel Hill (2001) Her research focuses on antiracist practices in occupational therapy, health equity, and social entrepreneurship for underserved populations. She received a 2021 Seed Grant from Duke Office for Faculty Advancement to build an anti-racist knowledge community in Duke's Occupational Therapy Doctorate Program. Recent publications highlight her advocacy for systemic change in healthcare education, including a 2022 American Journal of Occupational Therapy article on antiracist pedagogy. She coordinates Duke's OTD Innovation & Everyday Leadership courses and co-develops low vision rehabilitation programs. Scientific Awards: AOTA Fellows Award (2025) Jeanette Bair Writer’s Award (2024) Award for Excellence in Advancement of OT (2022) NOVA Award (2004) Marlys Mitchell Pioneer Award (2001) As CEO of Therapeutic Solutions of NC, LLC, she leads social entrepreneurship initiatives. She also founded the Therapy Entrepreneurs and Leaders of Color podcast and coordinates Duke's We've Been in Your Shoes Mentorship Program.

Mark TaylorView profile

Senior Lecturer

• Social Work Policy
• Staff Retention in Social Work
• Systemic Approaches
• +3 more

Mark Taylor is a Senior Lecturer in the Department of Social, Therapeutic and Community Studies (STaCS) at Goldsmiths, University of London. He holds a PhD from the London School of Economics (2004) and an MA in Learning and Teaching in Higher Education (2014). His academic roles include supervising PhD students in Social Work Policy, Youth Justice, and Autism-related areas, and leading modules such as 'Social Work and Social Justice' and 'Professional Development for Practice'. Research focuses on systemic approaches, AI integration in social work, workforce retention, and diversity issues. Notable projects include investigations into social worker retention with the Royal Borough of Greenwich and career progression barriers faced by Black social workers in collaboration with South-East London practitioners. He advocates for empathetic and socially just practice, informed by systemic psychotherapy training and collaborative research methodologies. Key publications include analyses of practitioner-student teaching benefits, workforce retention strategies, and ethical dimensions of empathy loss in clinical settings. Taylor also serves as an HEI advisor on Social Work Teaching Partnerships (2022–23) and contributes to interdisciplinary teams exploring parental wellbeing and materialist research frameworks. His work bridges academic research with practical social work education and policy advocacy.

Chris CroweView profile

Professor

• Young Adult Literature
• Civil Rights Movement
• Historical Fiction
• +4 more

Chris Crowe is a Professor of English and English Education at Brigham Young University, renowned for his work in young adult (YA) literature, civil rights history, and educational pedagogy. His career spans teaching at high school and university levels, including a tenure at BYU–Hawaii, and is marked by a commitment to using literature as a tool for social justice and historical awareness. Education: B.S. from Brigham Young University; graduate studies at Arizona State University. Research Focus: Intersection of YA fiction with civil rights themes, historical authenticity in literature, and creative writing strategies. Crowe’s presentations at schools across the U.S. and his devotional address at BYU in 2019 highlight his dedication to engaging students with critical historical narratives, particularly through works like Mississippi Trial, 1955 and Getting Away with Murder . His scholarship emphasizes adaptive teaching methods and the transformative power of storytelling.