Lisa M. Jones is a Research Associate Professor of Psychology at the University of New Hampshire , affiliated with the Crimes Against Children Research Center (CCRC) and Family Research Lab . With over 20 years of experience, she specializes in child victimization, abuse, trafficking, and digital safety. Education: Ph.D. in Clinical Psychology – University of Rhode Island (1999) M.A. in Clinical Psychology – University of Rhode Island B.A. in Psychology – University of Virginia Research Focus: Dr. Jones's research spans child abuse and neglect , commercial sexual exploitation of children (CSEC) , human trafficking , youth internet victimization , and digital citizenship education . She leads multiple large-scale studies funded by the CDC, NIJ, WHO, and private foundations, focusing on prevention, intervention, and policy development. Current Projects: She is Principal Investigator on: A 5-year CDC-funded RCT evaluating youth-focused trafficking prevention education in Minnesota. An NIJ-funded quasi-experimental evaluation of Love 146’s services for trafficking victims. An NIJ-funded study on improving national surveillance of child sexual abuse in youth-serving organizations. Private RCTs evaluating digital citizenship programs like Common Sense Education and Google Be Internet Awesome. Publications & Impact: With over 100 publications, her work has shaped national and international discourse on child protection, digital safety, and trauma-informed practices. She regularly presents at national and international conferences. Contact: Email: lisa.jones@unh.edu Address: Crimes Against Children Research Center, 10 West Edge Dr., Suite 106, Durham, NH 03824, USA
Aleksandr (Sasha) Aravkin is Associate Professor in the Department of Applied Mathematics and Adjunct Associate Professor of Health Metrics Sciences, Mathematics, and Statistics at the University of Washington. He serves as Director of Mathematical Sciences at the Institute for Health Metrics and Evaluation (IHME), where he leads the Mathematical Sciences and Computational Algorithms team and contributes to strategic direction for applying mathematical sciences to analytic challenges. Dr. Aravkin earned his PhD in Mathematics (Optimization) and MS in Statistics from the University of Washington in 2010, following a BSc in Mathematics and Computer Science in 2004. His educational background forms the foundation for his interdisciplinary research approach. His research expertise spans large scale optimization, machine learning, data science, convex and variational analysis, algorithm design, robust statistics, inverse problems, and uncertainty quantification . These methodologies are applied across diverse domains including health metrics, computational medicine, tracking and navigation, seismic imaging, computational finance, and neuroscience. Dr. Aravkin has pioneered approaches for fusing physics-based and data-driven models, enabling innovative solutions to complex problems. Dr. Aravkin's publication record demonstrates a strong focus on health metrics and Global Burden of Disease studies, with recent work emphasizing meta-analytic approaches for risk-outcome relationships. His research spans epidemiological modeling, health effects of various exposures, and forecasting disease burden across populations. The publications reveal a consistent pattern of high-impact work in top journals including The Lancet and Nature Medicine, often addressing critical public health questions through rigorous statistical and mathematical frameworks. At IHME, Dr. Aravkin has led significant projects including the Burden of Proof Studies (2019-2024) which analyzed 153 risk-outcome pairs, and COVID-19 Modeling (2020-2023) where his team developed forecasting models and excess mortality estimation methods. He has also been instrumental in developing the Evidence Score model, requiring novel algorithmic approaches. His work bridges theoretical mathematical sciences with practical applications to improve global health policy and practice.
Catherine M. Brooks is a Professor at Creighton University School of Law, where she has served since joining the faculty in 1990 as an Associate Professor and earning tenure and promotion to full Professor by 1995. She designs and develops family law courses and innovative skills curricula for child advocacy, client counseling, and cultural competence, directing the certificate program in family law studies while coaching student teams to regional and national finalist positions in legal competitions. Her commitment extends beyond graduation as law alumni routinely consult her on complex family law matters including adoption, juvenile delinquency, and custody disputes. Her academic credentials include a BA ( in cursu honorum , summa cum laude ) and MA from Fordham University (1977), and a JD from the University of Virginia (1980). She holds membership in prestigious honor societies Phi Beta Kappa, Alpha Sigma Nu, and Phi Delta Phi, and is licensed by the American Bar Association, Pennsylvania Bar (state and federal), and Omaha Bar Association. Brooks' research centers on the legal treatment of vulnerable populations, with rigorous scholarship addressing justice rights of Native American children, equal access rights for children of LGBTQ+ parents, dignity rights of maltreated minors, and minors' refusal of medical treatment. She integrates social justice frameworks into legal pedagogy, emphasizing culturally competent lawyering and systemic reform for marginalized groups. Her work bridges theoretical analysis with practical application, notably through mediation advocacy and child welfare policy critiques. Publication trends reveal sustained focus on family law and children's rights since the 1990s, evolving from foundational juvenile court manuals to contemporary analyses of bankruptcy practice and bioethics. Recurring themes include inter-jurisdictional adoption conflicts, child sexual abuse in custody cases, and due process in institutional governance. Recent works prioritize skill-building resources for practitioners, reflecting her dedication to translating academic rigor into real-world legal solutions. Her accolades encompass professional recognition and academic honors: Ten Outstanding Young Omahans (1994) Phi Beta Kappa membership Alpha Sigma Nu membership Phi Delta Phi membership Brooks actively mentors students through skills competitions and alumnus consultations while securing nearly $500,000 in federal grants for a legal clinic and African American law student scholarships. She provides pro bono support to child welfare agencies and serves on the Creighton Inn of Court to guide new lawyers. Her grant work specifically targets equity in legal education and clinic-based child advocacy. She leads critical institutional initiatives as Chair of the University Committee on Rank & Tenure, creating comprehensive web resources (https://www.creighton.edu/provost/tenure-and-promotion), workshops for evaluators, and revisions to the Faculty Handbook. Previously, she created the Children's Rights Clinic at Seton Hall Law School and served as Assistant Deputy Public Defender in New Jersey, representing children in abuse cases for the Law Guardian Program.
Dr. Kevin Gee is a Professor in the School of Education at the University of California, Davis, specializing in the School Organization & Educational Policy emphasis area. He serves as Director of the School Policy, Research, and Action (SPARC) Center and is a Faculty Research Affiliate with the Center for Poverty & Inequality Research. As a 2020-25 Chancellor's Fellow, Dr. Gee leads research initiatives focused on vulnerable youth populations and educational policy impacts. His work bridges education, public health, and social welfare systems to address structural inequities affecting children's development and academic success. Dr. Gee's educational background includes: Ed.D., Harvard Graduate School of Education, Quantitative Policy Analysis in Education (2010) Ed.M., Harvard Graduate School of Education, International Education Policy (2006) M.P.I.A., University of California, San Diego, Pacific & International Affairs (cum laude, 2004) B.A., University of California, Berkeley, City & Regional Planning (magna cum laude, 1994) Dr. Gee's research centers on the critical intersection between health and education systems, examining how schooling can influence children's well-being. He investigates policies addressing adverse childhood experiences including bullying, food insecurity, abuse, and neglect. His work employs rigorous quantitative methods including Hierarchical Linear Modeling, longitudinal analysis, and experimental/quasi-experimental designs. Dr. Gee focuses particularly on vulnerable populations such as children with disabilities, Asian American and Pacific Islander youth, and those involved in the child welfare system, seeking data-driven solutions to educational inequities. Analysis of Dr. Gee's recent publications reveals a strong focus on educational equity, with particular attention to vulnerable student populations. His work spans school absenteeism patterns, bullying and hate speech against AAPI youth, food insecurity impacts, and health-related educational outcomes. The research demonstrates increasing interdisciplinary collaboration, particularly with public health researchers, and shows a growing emphasis on pandemic-related educational disruptions and their disproportionate impacts on marginalized communities. Dr. Gee's notable scientific awards include: National Academy of Education (NAEd)/Spencer Postdoctoral Fellowship (2015) Foundation for Child Development (FCD) Young Scholars Program Award (2014-2017) UC Davis Hellman Fellowship (2015-2016) Chancellor's Fellowship (2020-2021) Outstanding Faculty Award, Asian Pacific American UC-Systemwide Alliance (2023) Distinguished Visiting Scholar, Advanced Research Collaborative, CUNY (2022) Dr. Gee serves as Principal Investigator for multiple significant grants, including the Heising-Simons Foundation project on districtwide family engagement strategies and chronic absenteeism (2024-2026), and the UC Davis SEED funding for research on how Asian American and Pacific Islander youth confront bullying. He also serves as Co-Investigator on the AAPI Data Grant examining school climate influences on bullying experiences. His grant portfolio demonstrates strong interdisciplinary collaboration, particularly between education and public health researchers, with a consistent focus on generating actionable insights for educational policymakers and practitioners. As Director of the School Policy, Research, and Action (SPARC) Center at UC Davis, Dr. Gee leads a research team focused on generating data-informed insights about underserved and overlooked youth in educational policy. The center's work specifically supports Asian American and Pacific Islander youth who have experienced bullying, children with chronic absenteeism, and child welfare-involved youth who have experienced maltreatment. The SPARC Center collaborates with various California school districts and state agencies to translate research into practical policy recommendations and implementation strategies.
The Chicago School of Professional PsychologyUnited States
Kim Dell'Angela, Ph.D., is a Full Professor in the Department of Clinical Psychology at The Chicago School's College of Professional Psychology, Chicago Campus. With 17 years at Loyola Stritch School of Medicine and leadership roles at Harper Community College, she brings extensive expertise in clinical psychology, integrated healthcare systems, and academic administration across medical, educational, and community settings. Education: Ph.D. in Clinical Psychology, Loyola University Chicago (1991) MA in Clinical Psychology, Loyola University Chicago (1987) M.L.S in Legal Studies, Santa Barbara/Ventura School of Law (2015) B.A. in Psychology, Rutgers University (1983) Dr. Dell'Angela's research centers on integrated healthcare delivery with emphases on autism spectrum disorders, developmental disabilities, chronic pain management, and child protection systems. Her work bridges clinical practice and policy advocacy, particularly in primary care integration, underserved population access, and trauma-informed care. She actively mentors students in neuropsychology, health psychology, and technology applications while teaching courses in Social Justice Advocacy, Primary Care, and Divorce/Custody. Her publication history (1990-2016) reveals consistent focus on practical clinical applications across pediatric settings, emergency medicine, and medical education. Key themes include trauma response protocols, developmental screening tools, and interdisciplinary collaboration models. The 2016 monograph "Towards a Healthier Nation" established her framework for mental health as foundational to public health policy. Advising and Grants: Dr. Dell'Angela mentors students in neuropsychology, health psychology, and autism research. She secured $265,000 for Loyola's child sexual abuse intervention program and served as PI for a $1.8 million federal scholarship grant supporting students committed to primary care in underserved communities at The Chicago School. Leadership and Teams: She established Harper Community College's Early Alert/Threat Assessment team and All Hazards emergency response system. At Loyola, she led interdisciplinary Child Death Review Teams for 12 years and created community-health partnerships extending care to 20,000+ students and underserved populations.
Kimberly Lema serves as a Research Professor at the Crimes against Children Research Center (CCRC) at the University of New Hampshire, where she leads critical research on youth victimization, violence prevention, and trauma responses. Her work spans multiple interdisciplinary domains connecting psychology, public health, and criminology. Dr. Lema's research focuses on adolescent health and safety, with particular expertise in digital sexual violence, polyvictimization, cyberbullying, and structural determinants of health. Her work examines how social contexts influence mental health outcomes among vulnerable youth populations, with special attention to sexual and gender minority youth. She investigates both risk factors and resilience mechanisms that affect youth exposed to various forms of violence and trauma. Analysis of her recent publications reveals a strong emphasis on integrated approaches to violence research, recognizing the overlap between different forms of victimization. Her work increasingly examines structural determinants of health and how social contexts shape mental health outcomes. A significant portion of her recent research addresses image-based sexual abuse, bystander intervention strategies, and the mental health impacts on both victims and professionals working with child sexual abuse cases. Dr. Lema currently leads multiple federally funded research projects, including a major NIH study Understanding Bystanders for Self-Directed Violence Prevention: A Prospective National Study Highlighting Marginalized Youth and Young Adults (2021-2026), along with several Department of Justice-funded projects examining child sexual exploitation, hate crimes, and youth firearm violence. Her research portfolio demonstrates sustained external funding and significant contributions to evidence-based prevention and intervention strategies. She is actively involved in evaluating prevention programs, including the Common Sense Education Digital Citizenship Curriculum and Love146's child trafficking prevention program. Her work with the CCRC positions her at the forefront of research translating into practical applications for child protection and youth safety.
Yookyong Lee is an Associate Professor in the Department of Social Work at the University of Alabama at Birmingham (UAB), part of the College of Arts and Sciences. Her research focuses on caregiving, aging, and people with HIV (PWH). She teaches courses including SW 207 Racism, Sexism, and Other Isms; SW 315 Human Behavior in the Social Environment; and SW 321 Statistics for Social Work Research. Education: BA in Psychology and English Literature from the University of Michigan; MSW in Community Organization from the University of Michigan; PhD in Social Work from Columbia University. Appointments: Holds roles as Scientist in multiple UAB centers, including the Center for AIDS Research, Integrative Center for Aging Research, and UAB Center for Study of Community Health. Also serves as a Scholar in the Office of the Provost.
David Mafigiri is a Senior Lecturer and Research Director at the School of Social Sciences, Makerere University in Kampala, Uganda. His academic appointment is specifically within the Department of Social Work and Social Administration, where he has been employed since August 2011. He holds a PhD in Anthropology from Case Western Reserve University (2007), an MPH from Makerere University College of Health Sciences (1999), and a BA Social Work from Makerere University (1995). Dr. Mafigiri's educational background reflects his interdisciplinary approach to health and social issues: PhD in Anthropology from Case Western Reserve University (2001-2007) MPH from Makerere University College of Health Sciences (1997-1999) BA in Social Work from Makerere University (1991-1995) His research spans multiple domains at the intersection of social sciences and public health. Dr. Mafigiri focuses on HIV/AIDS care and prevention, examining cultural, social, and structural factors that influence treatment adherence, prevention strategies, and health outcomes. His work on knowledge translation investigates how research evidence informs health policy and practice in Uganda. He has conducted significant research on community health systems, particularly examining village health teams and their role in linking communities to formal health care. His studies on alcohol use among people living with HIV contribute to understanding behavioral comorbidities in HIV care. Dr. Mafigiri also investigates child welfare issues, including child abuse and neglect in the Ugandan context. His methodological approach combines qualitative and quantitative methods, often employing community-based participatory research frameworks. Analysis of Dr. Mafigiri's recent publications reveals a strong focus on interdisciplinary research that bridges social sciences with public health practice. His work consistently addresses the Ugandan health context while contributing to global health knowledge. Key themes across his publications include knowledge translation in health systems, HIV care and prevention strategies, community health worker programs, and the social determinants of health. His research demonstrates a commitment to generating evidence that can directly inform health policy and practice in resource-limited settings. Dr. Mafigiri has contributed to numerous collaborative research projects, often working with multidisciplinary teams from Makerere University and international partners. His work has been published in high-impact journals including The Lancet, PLoS One, and BMC Health Services Research. As Research Director within the Department of Social Work and Social Administration, Dr. Mafigiri likely oversees research initiatives, mentors junior researchers, and contributes to the research strategy of his department. His dual expertise in anthropology and public health positions him uniquely to address complex health and social issues through interdisciplinary research approaches.
Dr. Cindy M. Schaeffer is a Professor in the Department of Psychiatry at the University of Maryland, Baltimore School of Medicine, where she also serves as a Child-Clinical Psychologist. Her work centers on developing evidence-based interventions for youth involved in juvenile justice and child protective service (CPS) systems, addressing complex issues like criminal offending, substance abuse, trauma, and family violence. Education: Post-Doctoral Fellow, Prevention Science, Johns Hopkins Bloomberg School of Public Health (2000-2002) Ph.D. in Child-Clinical Psychology, University of Missouri (2000) Pre-doctoral internship, University of Maryland Division of Child and Adolescent Psychiatry (1999-2000) Research Focus: Dr. Schaeffer specializes in adapting Multisystemic Therapy (MST) for high-risk populations, including MST-Building Stronger Families for CPS-involved families with substance abuse and MST-IPV for cases involving intimate partner violence. Her work integrates ecological frameworks to address school dropout, deviant peer relationships, and ineffective parenting through family-based interventions and mobile health technology. Publication Trends: Her research (2005-2019) demonstrates consistent innovation in MST adaptations, juvenile justice interventions, and digital health integration. Key themes include real-world implementation of evidence-based treatments, mechanisms driving behavioral change in drug courts, and long-term outcomes for serious juvenile offenders. Grants and Leadership: As Principal/Co-Principal Investigator, she leads federally funded projects including NIJ research on reducing school discipline disparities, NIMH mobile technology enhancements for MST, Annie E. Casey Foundation evaluations of IPV interventions in child maltreatment, and NICHD studies on preventing problem sexual behavior. Professional Networks: She actively collaborates with MST Services (mstservices.com) and MST Canada (mstcan.com), providing clinical consultation to MST teams nationwide while developing scalable interventions for juvenile justice and child welfare systems.
Melissa Jonson-Reid is the Ralph and Muriel Pumphrey Professor of Social Work Research and Associate Dean for Educational Programs at the Brown School, Washington University in St. Louis. She directs the NICHD-funded Center for Innovation in Child Maltreatment Policy, Research and Training and chairs the Violence and Injury Prevention specialization in the Master of Social Work program. She holds a PhD from the University of California, Berkeley. Her research focuses on improving outcomes for children exposed to trauma, leveraging multi-agency data to evaluate policies and community interventions. Key areas include: Child welfare systems and maltreatment prevention Interagency data integration for public sector services Family violence and trauma response Community-partnered program evaluation Her recent publications emphasize predictive modeling in child welfare, cultural contexts of abuse intervention, and systemic analysis of neglect reports, reflecting a strong focus on translational research. Awards include: World’s Top 2% Scientists (2024) Most-Cited Scientists (2022) She mentors doctoral students and collaborates with the Kathryn M. Buder Center for American Indian Studies. Her NICHD-funded center supports innovations in child maltreatment research.
Jim Van Treese, PhD, serves as Professor in the Social and Behavioral Sciences department within Ferris State University's College of Arts, Sciences and Education. His academic foundation includes advanced degrees in Educational Psychology from Michigan State University and foundational studies in Psychology. His educational credentials feature: PhD in Educational Psychology, Michigan State University MA in Educational Psychology, Michigan State University BS in Psychology, Michigan State University AA in Psychology, North Central Michigan College Dr. Van Treese's research concentrates on critical child development issues including ADHD diagnostics, attachment disorders, child abuse interventions, and the psychological impacts of domestic violence. His work bridges clinical psychology and educational practice, emphasizing evidence-based training for social service professionals and educators working with vulnerable youth populations. Analysis of his publication timeline reveals consistent thematic focus across three decades, with recent work (2004-2016) addressing neurodevelopmental conditions like ADHD and vision disorders, alongside trauma responses to abuse, while earlier scholarship (1985-1992) examined structural educational frameworks such as kindergarten scheduling models. Professional training delivery represents a unifying thread throughout his career. No scientific awards are documented in the available materials. Dr. Van Treese has developed and delivered extensive professional training programs for the Fremont Area Community Foundation, Department of Human Services, National Association of School Psychologists, and multiple county agencies, covering foster care protocols, abuse intervention strategies, and ADHD management. The source documentation does not specify research grants or funding sources. While active in community partnerships, no dedicated research laboratories or formal research teams are referenced in the provided information.
David R. Katner is a Clinical Professor of Law and Felix J. Dreyfous Teaching Fellow in Juvenile Law at Tulane University School of Law, where he directs the Juvenile Law Clinic. He also holds an adjunct role as an ad hoc judge in Orleans Parish Juvenile Court. Katner earned both his BA (1977) and JD (1980) from Tulane University. His career spans private practice as a criminal defense attorney, focusing on indigent defenders and death penalty cases, alongside extensive board service in child advocacy organizations. His research focuses on juvenile justice system reforms, legal ethics in delinquency cases, and interdisciplinary approaches to child welfare. Notable areas include juvenile competency evaluation, mental health considerations in legal proceedings, and policy critiques of immigration detention policies affecting children. He has authored over 40 publications since 1988, with recent works exploring attorney-client dynamics, competency restoration programs, and dental neglect protocols. Professional affiliations include leadership roles with the National Association of Counsel for Children, Louisiana Mental Health Advocacy Services, and Tulane’s Collegiate Organization for AIDS Prevention. His teaching spans trial advocacy, legal ethics, and forensic child psychiatry at Tulane Medical School.
Jeff Todahl is an Associate Professor and Program Director for the Couples and Family Therapy Program at the University of Oregon's College of Education, Department of Counseling Psychology and Human Services. He also directs the Center for Childhood Safety and Wellbeing and previously led the Center for Healthy Relationships and served as CPHS Interim Department Head. Education: PhD (1995) in Marriage and the Family/Family Therapy, Florida State University MS (1989) in Community Counseling, Seattle Pacific University BA (1985) in Health Education, Western Washington University His research focuses on violence prevention , particularly child abuse and neglect and intimate partner violence (IPV) , using community engagement and public opinion to drive structural change. Key projects include the Oregon Prevalence Study, Stewards of Children prevention programs, and the 90by30 Initiative to reduce child abuse by 90% in U.S. counties. His 15 most recent publications (2024-2009) analyze systems-level impacts on rural child abuse prevention, survivor/mandatory reporter status correlations, public opinion pathways, trauma-sensitive practices, and IPV screening models. Articles span journals like Child and Family Social Work , Journal of Child Sexual Abuse , and Journal of Interpersonal Violence . Scientific Awards: Keep Oregon Well Mental Health Hero Outstanding Community Program (90by30 Initiative) Outstanding Faculty Award (University of Oregon) Centennial Laureate Alumnus (Florida State University) Todahl actively collaborates with organizations like the Oregon Attorney General’s Sexual Assault Task Force, Trauma Healing Project, and Lane County Legal Aid Domestic Violence Clinic. He co-developed the Greenbook Initiative (a national IPV service coordination model) and evaluates programs like Kids Connecting and Stewards of Children.
Kathleen Adelgais, MD, MPH, is a Professor at the University of Colorado Anschutz Medical Campus School of Medicine in the Department of Pediatrics-Emergency Medicine. She serves as Project Director for the Colorado EMS for Children Program and holds board certifications in Pediatrics (1998), Pediatric Emergency Medicine (2004), and Emergency Medical Services (2022). Her research focuses on pediatric emergency care , EMS for children , simulation training , and child abuse recognition . Recent work explores AI-powered speech recognition in emergency settings, sepsis management, trauma triage protocols, and health equity in pain medication administration. Notable contributions include: Co-developer of the PECARN cervical spine imaging prediction rule Advocate for standardized pediatric disaster triage simulations Research on smart glasses in EMS workflows Leadership in statewide EMS guideline implementation Awards include Fellow status at the American Academy of Pediatrics and National Association of EMS Physicians. She collaborates extensively with organizations like PECARN and NAEMSP, and her work appears in journals such as Lancet Child & Adolescent Health and Academic Emergency Medicine .
Mark Winton, Ph.D., is a Senior Lecturer in the Department of Criminal Justice at the University of Central Florida, part of the College of Community Innovation and Education. He joined the department in 2001 and holds certifications as a Florida Licensed Mental Health Counselor, Certified Forensic Counselor, and National Certified Counselor. Ph.D. in Sociology, University of Connecticut M.A. in Applied Sociology, University of Central Florida M.A. in Counseling, Rollins College B.A. in Psychology, University of Central Florida Dr. Winton's research focuses on the intersection of criminal justice, sociology, and mental health, particularly examining topics such as genocide , serial murder , sex crimes , and mental disorders in criminal behavior . His teaching portfolio includes courses on Criminal Profiling, Terrorism, and Hate Crimes. His publications span journals like Homicide Studies , Aggression and Violent Behavior , and Child Abuse and Neglect , emphasizing interdisciplinary approaches to understanding violent crimes and their societal impacts. Notably, he co-authored two books and contributed to the documentary Why They Kill: The Creation of Dangerous Violent Criminals .
