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Michael J. Nakkula is a Professor of Practice and Chair of the Human Development and Quantitative Methods Division at the University of Pennsylvania Graduate School of Education. His research focuses on resilience and possibility development in youth, particularly in urban schools and low-income communities. He leads initiatives such as Project IF (Inventing the Future) to study optimal youth development and collaborates with organizations like Applied Research Consulting and Jobs for the Future. His work includes a decade-long longitudinal study on Early College High Schools funded by the Bill and Melinda Gates Foundation, examining how these schools enhance college readiness and academic identity. He also studies 'second-chance' charter schools and global 'possibility projects' in India, China, and beyond, aiming to help youth actualize their aspirations. Dr. Nakkula's research integrates counseling, mentoring, and educational strategies to foster student success. Collaborations with institutions like Search Institute and the Project for School Innovation highlight his commitment to bridging research and practice. Media engagements, including commentary on LGBTQ student support programs and pandemic-era educational challenges, underscore his public impact.

• Youth Development
• Resilience Studies
• Urban Education
• +3 more

Wendy Balliet is an Assistant Professor at the Medical University of South Carolina (MUSC), affiliated with the College of Medicine and the Department of Psychiatry and Behavioral Sciences. She earned her PhD in counseling psychology with a health psychology concentration from Virginia Commonwealth University, completed a pre-doctoral internship at the University of Florida Health Science Center (Medical Psychology rotation), and a postdoctoral fellowship in behavioral medicine at MUSC. Key Roles: Associate Co-Director of Clinical Operations for the Division of Bio-behavioral Medicine Supervisor for interns in the Behavioral Medicine Clinic (Charleston Consortium Psychology Internship Program) Researcher and clinical provider in psycho-oncology and transplant behavioral health Her research focuses on behavioral medicine , psycho-oncology , and transplant/living donation psychology. She investigates body image distress in cancer survivors , mental health in transplant populations , and telemedicine-based cognitive behavioral therapy (CBT) . Her work includes the BRIGHT trial for tele-CBT in head and neck cancer survivors and studies on caregiver burden, peer mentoring programs (TRIO), and psychosocial factors in organ transplantation. Her clinical efforts span patient care, committee service (Grand Rounds, hospital-wide initiatives), and training for postdoctoral fellows and medical students. She emphasizes integrating psychosocial interventions with medical outcomes , particularly in cancer and transplant settings, and has developed educational resources like the Organ Transplant Caregiver Toolkit.

• Behavioral Medicine
• Transplantation
• Living Donation
• +5 more

Dr. Christopher T. Trigani is a Professor of Psychology at Georgian Court University (GCU), affiliated with the School of Arts, Sciences, and Education and the Department of Psychology and Counseling. He holds a B.A. (1985) from GCU, M.S. (1987) and Ph.D. (1991) in Educational Psychology from Fordham University, and postdoctoral coursework for a School Supervision Certificate (2015). Research Focus: Creativity, problem-solving, ADHD in youth, autism spectrum disorders, and educational psychology. Professional Experience: 35+ years teaching at undergraduate, master’s, and doctoral levels (School Psychology/Psy.D); 33 years as a school psychologist in NJ public schools; 25+ years in private practice; and Medical Staff membership at Hackensack Meridian Health. Leadership & Service: Associate Chair of Psychology (2015–2018), former Chair of Faculty Assembly (1997), and ethics committee member for NJASP. He has provided expert testimony in special education litigation and led evaluations for the NJ Commission for the Blind and Visually Impaired. Awards: Recipient of the GCU McCallion Award (2011). Certifications: NJ School Psychologist (1987), Licensed Psychologist (1995), School Supervisor (2015), and Autism Diagnostic Observation Schedule (ADOS) Certification (2003).

• Creativity/creative thinking abilities
• Problem Solving Abilities
• ADHD in children/adolescents
• +3 more

Veronica Bordes Edgar is a Professor in Psychiatry and Pediatrics at UT Southwestern Medical Center. She holds dual roles as co-Director of the Division of Developmental-Behavioral Pediatrics and Director of Clinical Training for the Doctoral Program in Clinical Neuropsychology. Her academic journey includes a PhD in counseling psychology from Arizona State University, clinical training at Harvard Medical School, and a postdoctoral fellowship in neuropsychology at the University of Minnesota. Dr. Edgar specializes in pediatric neuropsychology, focusing on neurodevelopmental disorders (both acquired and genetic) and cultural/bilingual neuropsychological assessment. She is board certified in Clinical Neuropsychology and Pediatric Neuropsychology, and currently serves as President of the American Board of Clinical Neuropsychology. Her research emphasizes culturally competent assessment practices, neurodevelopmental disorder interventions, and the application of teleneuropsychology. Notable contributions include studies on autism spectrum disorder, ADHD caregiver burden, and genetic syndromes like CLN7 and aspartylglucosaminuria.

• Pediatric Neuropsychology
• Neurodevelopmental Disorders
• Bilingual Neuropsychology
• +4 more

Dr. Gary Nihan serves as a Visiting Associate Professor in the Department of Sport and Movement Science at Salem State University . With a 36-year career in public education, he previously held leadership roles including K-12 Director of Health and Physical Education in Danvers Public Schools and administrative positions in Reading Public Schools. His expertise spans curriculum design , standards-based assessment , and bullying prevention in athletics . Education: Doctorate in Education (Curriculum Leadership) from Northeastern University Current Responsibilities: Supervising teacher candidates and teaching courses like First Responder and Fundamentals of Fitness Grant Work: Provides technical assistance for Carol M. White Pep Grants in Massachusetts and Maine Dr. Nihan's research focuses on evidence-based approaches to bullying prevention , instructional strategies in physical education, and pre-service teacher training . His publications and presentations emphasize sequential K-12 curriculum development and student growth measurement through NASPE PE Metrics. He also explores the integration of physical activity into community education programs. Recent works highlight interdisciplinary connections between physical education, health promotion, and behavioral science. His editorial contributions address systemic gaps in physical education programming and youth driver education policies. Dr. Nihan collaborates with institutions on grant management and sustainability strategies, while maintaining active teaching roles in both academic and community settings. Personal interests include cycling, skiing, golf, and fiction reading.

• teacher evaluation
• curriculum design in physical education and health education
• instructional strategies
• +3 more

Elizabeth Davis is an Extension Associate Professor at Utah State University (USU) and serves as the Kane County Director. She works in the Home and Community Department, focusing on youth development, STEM education, and family engagement activities. Education: MS in Family Consumer and Human Development (Adolescent Focus), Utah State University (2010) Research Interests: Social-emotional learning for youth Integrating STEM into family and community settings Improving college and career readiness Enhancing relationships through educational programs Publications: Her work includes peer-reviewed articles on behavioral medicine, STEM curriculum development, and technical reports on relationship-building initiatives. Key themes span youth development, educational outreach, and health interventions. Scientific Awards: 2nd Place Marketing Public Relations (2021) Excellence in 4-H STEM Programming (2021) Extension Innovator Award (2021) 1st Place Innovative Program (2021) Marketing/Public Relations Award (2020) Achievement of Service Award (2020) Innovative Program Award (TEAM) (2020) Grants & Teams: She contributes to Utah State University Extension projects, including the Hidden Gems adventure guides and 4-H STEM programming. Her work emphasizes community-based learning and health outcomes.

• Family and Consumer Sciences
• Youth Development
• STEM Education
• +3 more

Dr. Jerry K. Hoepner serves as Professor and Assistant Chair in the Department of Communication Sciences and Disorders at the University of Wisconsin - Eau Claire's College of Health and Human Sciences, where he has taught full-time since 2007 after beginning part-time in 2003. His roles include Student Engagement Coordinator and CSD Ambassadors Advisor, with clinical supervision remaining integral to his work. His educational foundation includes a Ph.D. in Communication Sciences and Disorders from the University of Wisconsin - Madison, an M.S. in Communication Sciences and Disorders from UWEC, a B.S. in Psychology from Minnesota State University - Mankato, and an A.A. from Bethany Lutheran College. He holds ASHA Certification (CCC-SLP) and Wisconsin State Licensure. Dr. Hoepner's research pioneers video self-modeling interventions, counseling methodologies, and healthcare perceptions for individuals with acquired cognitive-communication disorders, particularly traumatic brain injury (TBI) and aphasia. His innovative work encompasses the Chippewa Valley Aphasia Camp, Thursday Night Poets collective, and TBIconneCT/FUNconneCT social communication interventions. As co-founder of ASHA SIG20 for Counseling in CSD and the UWEC CSD SoTL Lab, he bridges scholarship with clinical practice while editing Teaching and Learning in Communication Sciences and Disorders . His publication trajectory reveals intensifying focus on qualitative analysis of patient experiences, project-based rehabilitation techniques, and counseling integration within SLP practice, with recent work examining poetry interventions, telehealth delivery, and sociolinguistic assessment frameworks. His distinguished recognition includes: ASHA Fellow designation (2021) UW System Regent's Teaching Excellence Award (2020) CAPCSD Distinguished Contribution Award (2023) Aphasia Access President's Award (2023) Multiple mentoring and scholarly honors Dr. Hoepner has mentored countless undergraduate research projects and graduate committees while securing federal TBI grants. His clinical leadership extends through Aphasia Access podcast contributions and statewide intervention programs that transform rehabilitation paradigms. His laboratory initiatives—including the SoTL Lab and project-based brain injury groups—embody his commitment to experiential learning, where students engage in camp immersion, clinical apprenticeships, and community-driven research that reshapes neurorehabilitation practices.

• Cognitive-Communication Disorders
• Aphasia Rehabilitation
• Traumatic Brain Injury Rehabilitation
• +5 more

Brandon L. Velez is an Associate Professor of Counseling Psychology at the Graduate School of Education, Health & Psychology at Teachers College, Columbia University. His research examines the intersections of oppression and collective identity with mental health and career outcomes for sexual, gender, and racial/ethnic minority populations. He is affiliated with the Counseling & Clinical Psychology department and leads the Stigma, Identity, and Intersectionality Research Team. Ph.D. in Counseling Psychology, University of Florida, 2014 Predoctoral Internship, Georgia Institute of Technology Counseling Center, 2014 M.S. in Psychology, University of Florida, 2011 B.S. in Psychology (summa cum laude), B.A. in Religion (cum laude), Minor in Anthropology, University of Florida, 2009 Dr. Velez’s work focuses on minority stress , intersectionality , and the well-being of multiply marginalized groups, including LGBTQ+ people of color, transgender individuals, and women of color. His studies explore how systemic discrimination and coping strategies influence mental health , body image , and career development , often integrating theories like objectification and work adjustment. His recent publications analyze: Protective effects of womanist attitudes on women of color Minority stress in transgender communities and bisexual women Applications of work theory to racial and sexual minorities Resilience mechanisms against systemic oppression Scientific honors include graduating summa cum laude (B.S.) and cum laude (B.A.) from the University of Florida. He does not currently advise new Ph.D. students for the Fall 2025 cohort.

• Counseling Psychology
• Minority Stress
• Social Justice
• +5 more

Cristian Danescu-Niculescu-Mizil is an Associate Professor at the Department of Information Science , Cornell University . His research focuses on computational frameworks for social behavior analysis through large-scale natural language data , particularly in online communities and crisis counseling contexts. Recipient of WWW Best Paper Award (2013) and Yahoo! Key Scientific Challenges Award Co-developer of ConvoKit , a comprehensive conversational analysis toolkit Principal investigator in NLP for mental health , antisocial behavior detection , and linguistic coordination studies His work spans computational social science and human-centered AI , with recent publications in EMNLP 2025 , ACL 2025 , and CSCW 2025 focusing on conversation dynamics modeling , pivotal moment detection , and talk-time equity analysis . He has advised multiple PhD students who became faculty at Harvey Mudd , University of Michigan , and Thompson Reuters . Key scientific contributions : 2013 : WWW Best Paper - Power dynamics through linguistic coordination 2016 : IJCAI NLP & Journalism Best Paper - Gender bias quantification 2017 : ICWSM Best Paper - Trolling behavior analysis He teaches NLP and Social Interaction (INFO/CS 6742) and Language and Information (INFO/CS 4300) , with teaching resources including the Politeness Web App and ConvoWizard interactive tool featured in NPR's Weekend Edition . His work has been covered by New Scientist , NBC Today Show , and New York Times .

• Computational Social Science
• Data Science
• Natural Language Processing
• +4 more

Dr. Donald Osborn is an Assistant Professor and Program Director of the Graduate Addictions Counseling Division at Indiana Wesleyan University. With over three decades of experience, he serves as a licensed clinical addictions counselor, mental health professional, and ordained minister in the Christian Church/Church of Christ. His career spans roles as a Psychiatric Case Manager, Clinical Supervisor, and Medical Administrative Officer in community mental health and government sectors. Education includes a PhD in Guidance and Psychological Services (Indiana State University, 2013), Master of Arts in Theology (Saint Mary-of-the-Woods College, 1987), and a Bachelor of Arts in Christian Ministries (Lincoln Christian University, 1979). He holds certifications as a National Board Certified Counselor and Master Addiction Counselor. Research interests focus on ethics in behavioral sciences, integration of psychology and theology, addictions education, clinical supervision, and licensure standards. He has authored articles on addiction policy, curriculum development, and professional practice. Notable leadership roles include National President of NAADAC and Chair of the Indiana Behavioral Health Licensure Board. Professional Memberships: NAADAC, ACA, AAMFT, ACES Awards: Senior Fulbright Scholar in Addictions Presentations: Over 20 national and international talks on addiction counseling, licensure, and clinical supervision (2006–2016). Dr. Osborn’s work bridges clinical practice, education, and policy, emphasizing ethical standards and professional development in addiction counseling.

• Addictions Studies
• Mental Health Counseling
• Clinical Supervision
• +4 more

David L. Blustein is a Professor and Golden Eagle Faculty Fellow in the Department of Counseling, Developmental, and Educational Psychology at Boston College . He holds a Ph.D. from Columbia University, with expertise in the psychology of working, career development, and social justice advocacy. His research focuses on decent work, work dignity, and precarity, with global collaborations through initiatives like the International Labor Organization (ILO) and the United Nations Development Program. Blustein has authored influential books, including The Psychology of Working and The Importance of Work in an Age of Uncertainty , and has been recognized with prestigious awards such as the Leona Tyler Award (2022) and the Eminent Career Award (2018). He teaches courses like Advanced Counseling Practicum and Psychology of Work , emphasizing formative education and equity. His work addresses systemic issues in employment, advocating for policies that promote dignity and fairness in workplaces globally. Recent studies include interventions for mental health through work (WIN program) and analyses of pandemic-era precarity. Blustein’s international network and publications reflect a commitment to bridging psychological theory with real-world labor challenges.

• Psychology of Working
• Career Development
• Counseling Psychology
• +7 more

Jonathan Zinman is the R. Stephen Cheheyl Professor of Economics at Dartmouth College, affiliated with the John Sloan Dickey Center for International Understanding. He holds academic advisory roles at Innovations for Poverty Action (IPA) and is a research affiliate with J-PAL, NBER, and ideas42. His work bridges behavioral economics and household finance, focusing on consumer decision-making, financial product design, and policy applications. Zinman earned his B.A. from Harvard College and Ph.D. from MIT. Research emphasizes experimental methodologies to study lender-consumer interactions, financial inclusion, and behavioral biases. He collaborates with global policymakers (e.g., CFPB, Federal Reserve) and private-sector firms to design interventions improving financial outcomes. Key areas include microfinance, payment systems, and financial literacy. Teaching includes undergraduate finance courses emphasizing real-world applications and behavioral economics frameworks. Notable contributions include seminal work on payday lending dynamics, savings behavior interventions, and measurement of consumer decision-making heterogeneity. His work appears in top journals like Review of Economic Studies , Journal of Finance , and Nature .

• Household Finance
• Behavioral Economics
• Consumer Choice
• +5 more

Amna Jaffer is an Adjunct Professor in the Department of Counseling Psychology at the School of Professional Psychology and Health, California Institute of Integral Studies (CIIS). She has served as a counselor educator in the Bay Area for 15 years, holding roles such as Graduate Fieldwork Coordinator and Undergraduate Courses Coordinator. Her work extends beyond academia, including roles as a Court Appointed Special Advocate (CASA) and support for women in recovery and runaway youth. Education: Ed.D. in Educational Leadership, San José State University MA in Counseling and Guidance, San José State University TEP (Trainer, Educator and Practitioner) in Psychodrama and Group Psychotherapy Her research focuses on Social Justice in Education , Psychodrama Applications in Schools , and Mental Health Interventions for Vulnerable Populations . She emphasizes using psychodrama to address systemic inequities and foster resilience in educational settings. Awards: Excellence in Teaching (Peer Connections SJSU, 2020) Ayse I. Carden Alumna in Residence (Agnes Scott College, 2013) Innovators Award (American Society for Group Psychotherapy, 2012) Her publications explore psychodrama’s role in education and crisis response. She actively bridges clinical practice with community advocacy, emphasizing trauma-informed approaches in counseling.

• School Counseling
• Social Justice and Equity in Education
• Psychodrama in Educational Settings
• +3 more

Emily Moyer-Gusé serves as Professor and Graduate Program Chair at The Ohio State University, where her research investigates how entertainment narratives shape attitudes and behaviors regarding health and social issues through psychological mechanisms of persuasion. Her academic credentials include: B.A. from Michigan State University M.A. from Michigan State University Ph.D. from the University of California, Santa Barbara Dr. Moyer-Gusé specializes in media effects with particular expertise in narrative processing and influence, examining television storylines about teen pregnancy, safer sex, STIs, organ donation, and environmental issues. Her developmental research explores children's emotional reactions to media and parental coping strategies for news-induced fears. Teaching interests directly mirror her research portfolio in media effects, children and media, and research methods, emphasizing practical relevance to students' lives and careers. Analysis of her 2022-2025 publications reveals dominant themes in narrative persuasion theory applied to health communication, with growing emphasis on culturally-centered vaccine messaging (particularly for Latino communities), mental wellness, and eudaimonic entertainment mechanisms. Her work consistently explores how humor, character identification, and self-transcendent experiences overcome resistance to health messages while addressing narrative misinformation. No scientific awards were documented in the source material. Details regarding student advising, research grants, or laboratory affiliations were not provided in the available documentation.

• Media effects
• Narrative processing
• Narrative influence
• +3 more

Professor Gail S. Goodman, a Distinguished Professor of Psychology at the University of California, Davis, is a pioneering scholar in developmental psychology and psychology-law intersections. She directs the Center for Public Policy Research and has established foundational research in children's eyewitness memory and child victims' experiences in legal contexts. Ph.D., M.A., B.A. in Psychology from the University of California, Los Angeles Her research focuses on memory development and children's roles as witnesses, examining trauma-memory relationships, attachment influences, emotional regulation, and forensic interview techniques. Her work has informed legal policies and been cited in U.S. Supreme Court decisions. Key trends in her recent publications include trauma's impact on memory accuracy, false memory balancing, and courtroom dynamics for child witnesses. Her studies span developmental psychology, forensic science, and trauma recovery. 2017 APSAC Handbook chapter on child interview techniques 2017 American Psychologist review on trauma memory and counseling 2016 chapters on memory development and trauma psychopathology Professor Goodman has received numerous accolades, including APA's Urie Bronfenbrenner Award, APS's James McKeen Cattell Award, and an Honorary Doctorate from the University of Oslo. She has also earned teaching and mentoring awards at UC Davis. As Director of UC Davis's Center for Public Policy Research, she consults with global agencies on child maltreatment policies and leads interdisciplinary teams studying memory, trauma, and legal systems. Her work bridges academic research with practical applications in law and child welfare.

• Developmental Psychology
• Eyewitness Memory
• Trauma and Memory
• +8 more