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Dorothy L. EspelageView profile

Professor

• Prevention Science
• School-Based Interventions
• Social-Emotional Learning
• +7 more

Dorothy L. Espelage is the William C. Friday Distinguished Professor of Education at the University of North Carolina at Chapel Hill, affiliated with the School of Education's Applied Developmental Science and Special Education (ADSSE) department. She holds joint appointments in Human Development and Family Science (HDFS) and School Psychology, and leads the Diverse and Resilient Educators Advised through Mentorship (DREAM) initiative. Her research focuses on translating empirical findings into prevention programs targeting bullying, teen dating violence, and school safety. Dr. Espelage advises U.S. Congress on anti-bullying legislation and has secured over $15 million in external funding. Education: Ph.D. in Counseling Psychology (1997), Indiana University M.S. in Clinical Psychology (1993), Radford University B.S. in Psychology (1991), Virginia Commonwealth University Research Interests: Prevention science, social-emotional learning interventions, bullying and cyberbullying prevention, school-based suicide prevention, and addressing violence against educators. Her work emphasizes policy development and community engagement, with a focus on marginalized youth such as LGBTQ+ adolescents and students with disabilities. Key Contributions: Developed evidence-based programs like Sources of Strength and DIAL (Disability Anti-Bullying Training). Authored influential books including Bullying in North American Schools and Handbook of Bullying in Schools . Her recent studies explore racial disparities in bullying-suicidality links and violence against school staff. Awards & Recognition: Lifetime Achievement Award (APA Division 17, 2023) 2023 BRNET-WABF Career Award Invited speaker at White House Bullying Summit (2011) Advising & Grants: Mentor for early-career researchers through the DREAM program. Current grants focus on school climate improvement, anti-bullying teacher training, and mental health equity initiatives. Collaborates with CDC, NIH, and NIJ on dissemination efforts. Labs & Teams: Leads transdisciplinary teams at UNC and previously at University of Illinois Urbana-Champaign (Gutgsell Professorship) and University of Florida. Engaged in global anti-bullying advocacy through organizations like the World Anti-Bullying Forum.

Bertram Müller-MyhsokView profile

Research Professor

• Psychiatric Genetics
• Statistical Genetics
• Transcriptomics
• +3 more

Bertram Müller-Myhsok is a Research Professor and Research Group Leader at the Max Planck Institute of Psychiatry in Munich, Germany. His research focuses on statistical genetics and transcriptomic data analysis in psychiatric disorders, particularly major depression, PTSD, schizophrenia, and their treatment responses. He integrates machine learning with genetic and clinical data to develop predictive models and stratified treatment approaches. Professional activities include leadership roles in the International Max Planck Research School for Translational Psychiatry and collaborations with institutions like the Institut du Cerveau (Paris) and Bernhard Nocht Institute (Hamburg). His work spans genetic epidemiology, psychiatric genomics, and precision medicine, with over 400 publications in high-impact journals. Key research areas include identifying genetic risk factors for mental disorders, developing polygenic scores, and leveraging omics data to uncover disease mechanisms. He leads projects like Psych-STRATA, a Horizon Europe-funded initiative advancing personalized psychiatry through pharmacogenomics.

• Pediatric Primary Care
• Obesity
• Breastfeeding
• +4 more

Ada M. Fenick, MD, is a Professor of Pediatrics (General Pediatrics) at Yale School of Medicine. She holds multiple leadership roles including Associate Director for Pediatrics in the Biopsychosocial Approach to Health clerkship, Medical Director of School-Based Health Centers, and Medical Director of the Medical-Legal Partnership Project. Her clinical practice focuses on economically disadvantaged pediatric populations, emphasizing developmental aspects of child health and addressing toxic stress impacts. Education: BS in Biomedical Sciences (University of Michigan, 1990), MD (University of Michigan, 1993), Pediatric Residency (Weill-Cornell/NY Medical Center, 1996) Research: Centers on pediatric primary care innovations such as group well-child care models, medical-legal partnerships, and obesity prevention. Key themes include health equity, social determinants of health, and curriculum development. Her recent work emphasizes leveraging medical student experiences to improve curricula addressing social drivers of health. Over 20 peer-reviewed publications since 2020 focus on topics like electronic phenotyping algorithms for obesity screening and frameworks for group pediatric care implementation. Awards: Includes Howard A Pearson MD Teaching Award (2013) and multiple institutional recognitions for clinical excellence and innovation. She leads initiatives like the Yale Primary Care Pediatrics Curriculum and collaborates with community organizations to enhance access to early intervention services for vulnerable children. Her work integrates clinical care, education, and policy advocacy to promote holistic child health outcomes.

Theresa YakichView profile

Lecturer

• Behavior Analysis
• Autism Intervention
• Parent Training
• +3 more

Theresa Yakich is a Lecturer in the Teaching and Learning department at the College of Education, University of Colorado at Colorado Springs. She holds a PhD in Behavior Analysis from The Chicago School of Professional Psychology and serves as VP of Clinic Operations at the Family Support Center, providing services for children with autism. With over 25 years of experience, she specializes in behavior analytic services across educational, clinical, and community settings. Her research focuses on parent/staff training methodologies and promoting Applied Behavior Analysis (ABA) practices in local communities. She has published in the Journal of Applied Behavior Analysis and seeks to unite practitioners advancing behavior analysis principles.

Maria T. SchultheisView profile

Professor

• Neurorehabilitation
• Virtual Reality Technology in Psychology
• Driving Capacity After Neurological Compromise
• +3 more

Maria T. Schultheis is a Professor in Drexel University's Department of Psychological and Brain Sciences and holds a joint appointment in the School of Biomedical Engineering, Science and Health Systems. As Interim Director of Clinical Training, she oversees clinical psychology education. She earned her PhD in Clinical Psychology from Drexel University in 1998. Her research focuses on neurorehabilitation, particularly applying virtual reality (VR) technology to assess and improve driving capacity and everyday functioning in individuals with neurological disorders like traumatic brain injury, stroke, and multiple sclerosis. She has pioneered VR-based driving simulators for clinical evaluation and rehabilitation. Her work integrates clinical psychology, engineering, and transportation science, addressing cognitive, physical, and behavioral demands of driving post-neurological injury. Key projects include developing driving assessment protocols for disabled populations and investigating fatigue management in MS patients. Her interdisciplinary approach has been funded by NIH, NIDRR, and the NMSS. Notable awards include the 2007 APA Early Career Award (Division 40) and recognition from the National Academy of Neuropsychology. Schultheis leads the Applied Neuro-Technologies Lab, emphasizing ecologically valid methodologies. Over 35 peer-reviewed publications and presentations at international forums highlight her contributions. She serves on the National Research Council’s Transportation Research Board, influencing policy on neurological disorders and mobility. Grants have supported projects like VR-based financial competency assessments and understanding dual-task demands in post-concussion driving. Her research also explores decision-making competency in young adults and the neurocognitive correlates of risky driving behaviors. Collaborations with biomedical engineers and transportation specialists reflect her commitment to bridging clinical practice and technological innovation for functional recovery.

Georgie AgarView profile

Lecturer

• Sleep Disorders
• Intellectual Disability
• Behavioral Psychology
• +5 more

Dr. Georgie Agar is a Lecturer at the School of Life & Health Sciences, Aston University , affiliated with the College of Health and Life Sciences and the Applied Health Research Group . Her research focuses on sleep disorders, self-injurious behavior, and caregiver impact in individuals with intellectual disabilities and rare genetic syndromes like Smith-Magenis and Angelman syndromes. Research Interests : Dr. Agar specializes in developing inclusive clinical assessment tools for sleep, pain, and behavior in neurodevelopmental populations. She employs mixed-methods, meta-analytic approaches, and longitudinal studies to explore sleep trajectories, behavioral conditioning models, and caregiver experiences. Publications : Her work spans sleep management in Smith-Magenis syndrome, overactivity metrics in genetic conditions, and systematic reviews on self-restraint in autism. Key journals include Molecular Autism , Orphanet Journal of Rare Diseases , and Research in Developmental Disabilities . Labs & Collaborations : She collaborates with the Aston Institute of Health & Neurodevelopment , focusing on neurodevelopmental research and cross-institutional partnerships in sleep and behavioral science.

James TungView profile

Associate Professor

• Assistive Technology
• Rehabilitation Engineering
• Biomedical Engineering
• +5 more

James Tung is an Associate Professor at the University of Waterloo’s Faculty of Engineering, Department of Mechanical and Mechatronics Engineering. His research focuses on assistive technology, rehabilitation engineering, and mobility solutions for individuals with disabilities. He leads the Neural and Rehabilitation Engineering (NRE) Lab, which develops wearable sensors, robotics, and machine learning tools to enhance mobility and monitor motor rehabilitation. He teaches courses including BME 355 (Physiological Systems Modelling), BME 540 (Neural and Rehabilitation Engineering), and ME/MTE engineering modules. The lab collaborates with clinical and industry partners to translate research into practical solutions, addressing real-world mobility challenges and aging demographics. His research spans real-world gait analysis, fall risk assessment, and prosthetic design, with a focus on pediatric neurodevelopmental disorders and elderly mobility. The NRE Lab emphasizes interdisciplinary work, combining biomechanics, robotics, and data science to improve healthcare outcomes. Lab Alumni: Includes researchers like Robin Murdock (Myant Inc.), Andrew Hart, and Raj Senthilkumar, contributing to prosthetics and gait analysis. Partnerships: Engages clinical and industry stakeholders for knowledge translation and commercialization. Current projects include developing smart rollators, biofeedback prosthetics, and sensor-based assessment tools to address mobility limitations in aging populations and individuals with disabilities.

Melissa Landers-PottsView profile

Lecturer

• Socioeconomic Status and Development
• Race and Ethnicity Studies
• Lifespan Well-Being
• +3 more

Melissa Landers-Potts is an Interim Assistant Dean for Academic Programs and Principal Lecturer at the University of Georgia's College of Family and Consumer Sciences (Department of Human Development and Family Science). She focuses on active and universal design for teaching and learning, emphasizing inclusive excellence. Her roles include overseeing undergraduate programs, aligning with the college's 2025 Strategic Plan, and fostering teaching excellence. She earned a Ph.D. (1998), M.A. (1994), and B.A. (1990) in Sociology/Anthropology from the University of Georgia and Carleton College. Her research explores socioeconomic status, race/ethnicity, and technology's impact on human development, with a focus on marginalized populations. She designs inclusive curricula and integrates service-learning, partnering with private-sector mental health companies for global adolescent mentorship programs. Recent studies include effects of economic stress on children, racism/classism, and technology's role in military youth well-being. Recipient of numerous awards, including the UGA Teaching Excellence Award (2022), she mentors faculty in active learning and service-learning initiatives. She chairs multiple committees (e.g., College Curriculum, Scholarships) and advises Phi Upsilon Omicron. Her outreach emphasizes experiential learning and inclusive educational practices.

Guofang LiView profile

Professor

• Early bilingual development
• Family literacy
• Early literacy instruction
• +2 more

Guofang Li is a Professor in the Department of Language and Literacy Education at the Faculty of Education, affiliated with the Centre for Early Childhood Education & Research (CECER). Her work centers on bilingual development and literacy education within multicultural contexts, particularly focusing on Chinese-Canadian communities. Her research interests include: Early bilingual development Family literacy practices Early literacy instruction methodologies Early education for minority learners Teacher education for multilingual classrooms Analysis of her 2021-2025 publications reveals a concentrated focus on Chinese-Canadian children's bilingual development, examining home literacy environments, digital technology impacts, and pandemic-related disruptions. She consistently advocates for equity-focused approaches in superdiverse educational settings, emphasizing translanguaging practices and critical perspectives on linguistic justice. Scientific Awards: No awards explicitly mentioned in source materials Advising and Grants: No specific student names or grant information provided in source materials Labs and Teams: Centre for Early Childhood Education & Research (CECER): An interdisciplinary hub facilitating collaborative research between academics, educators, and community partners focused on advancing evidence-based early childhood education practices through longitudinal studies and community-engaged projects.

Alison Louise BaileyView profile

Professor

• Developmental Psycholinguistics
• Academic Language Pedagogy
• Educational Assessment
• +7 more

Alison Louise Bailey is a Professor and Division Head in Human Development & Psychology at UCLA's Graduate School of Education and Information Studies. She specializes in developmental psycholinguistics, focusing on multilingual education, academic language pedagogy, and assessment practices for English learners. Education: Ed.D. and Ed.M. from Harvard University; B.A. (Hons) in Linguistics with a minor in American Literature from The University of Hull, England Her research explores language learning progressions, equity in educational assessment, and the intersection of language with STEM disciplines. She leads two U.S. Department of Education-funded ExcEL Peer Network projects and collaborates on NSF and W.T. Grant Foundation grants. Recent publications emphasize translanguaging, automated language assessment, and bias mitigation in educational technologies. Her work integrates Bayesian modeling for dual-language immersion outcomes and examines racial injustices in assessment systems. Awards: Bobbie and Mark Greenfield Distinguished Faculty Award, Haynes Foundation Faculty Fellow, Harold and Lois Haytin Award, Ann C. Rosenfield Distinguished Community Partnership Prize She contributes to national assessment policy as a NAEP Reading Standing Committee member and NCME Classroom Assessment Task Force Co-Chair, advocating for culturally responsive assessment frameworks.

Lohsnah JeevanandamView profile

Senior Lecturer

• developmental disabilities
• dual diagnosis
• behavioral modification
• +1 more

Lohsnah Jeevanandam is a Senior Lecturer at the National University of Singapore, serving as Director of the Clinical Programme and Graduate Clinical Admissions Coordinator. Education: Doctor of Clinical Psychology (D.Clin.Psych) from the University of Queensland Bachelor of Arts with Honors (BA Hons) from the University of Sydney Her research specializes in developmental disabilities, dual diagnosis, behavioral modification, and parenting programmes. She has published on Singapore-specific applications including sexuality development in intellectual disability contexts, ethical frameworks for psychological practice, and PERMA model applications in organizational settings. Her 2021 publications demonstrate interdisciplinary integration of clinical psychology with positive psychology and ethics, emphasizing culturally relevant approaches in Singaporean contexts and human resources applications.

• Face Recognition
• Developmental Prosopagnosia
• Neurodiversity in Women
• +3 more

Dr. Anna Bobak is a Senior Lecturer in Psychology at the University of Stirling, UK. She holds a PhD from Bournemouth University (2016) and joined Stirling as a Research Assistant on an EPSRC project under Peter Hancock before transitioning to her current role. Her primary research focuses on individual differences in unfamiliar face recognition, particularly developmental prosopagnosia, and the reliability of face-processing assessments. She also investigates neurodiversity in women, emphasizing lived experiences of autism and ADHD, including camouflaging behaviors and societal awareness. Research Interests: Face Recognition: Examines perceptual strategies, diagnostic criteria (e.g., Balanced Integration Score), and technological applications in forensic contexts. Neurodiversity: Explores gender-specific manifestations of autism and ADHD, societal perceptions, and support mechanisms. Cognitive Methodology: Advances psychometric rigor in face-processing studies and critiques measurement validity. Her work bridges theoretical research and real-world applications, such as evaluating automated face recognition technology’s biases and collaborating on initiatives like #ScienceForUkraine to aid displaced academics. She is affiliated with the Cognition in Complex Environments research group and contributes to global security and resilience themes at Stirling.

Laura PachecoView profile

Assistant Professor

• Reproductive Justice
• Intellectual Disability and Parenting
• Structural Violence Against Women with Disabilities
• +3 more

Dr. Laura Pacheco is an Assistant Professor at the School of Social Work at Memorial University. She holds a BSW and MSW from McGill University and a PhD in Rehabilitation Medicine from the University of Alberta. Her research focuses on reproductive justice, intellectual disability and parenting, structural violence against women with disabilities, neurodiversity in aging, and social justice within health and social service systems. She has conducted post-doctoral work on support needs for parents with intellectual disabilities and has been a clinician, advocate, and program coordinator in parenting services for over 14 years. She teaches courses emphasizing critical social work practice, anti-oppression, and disability studies. Her funded research includes studies on neurodiverse aging (2020–2023) and service pathways for parents with intellectual impairments (2018–2021). She is an executive member of the International Association on the Scientific Study of Intellectual Disability (IASSIDD) and has contributed to international workshops and conferences. Her work bridges academic research with community engagement, advocating for systemic equity and inclusive policies.

Jesse J. HeltonView profile

Associate Professor

• Child Maltreatment
• Adverse Childhood Experiences
• Food Insecurity
• +3 more

Jesse J. Helton, Ph.D., is an Associate Professor in the School of Social Work at Saint Louis University, where he has been since 2014. His research focuses on child maltreatment, adverse childhood experiences (ACEs), food insecurity, and disability, with notable work published in JAMA Pediatrics , Child Maltreatment , and Preventative Medicine . He holds editorial roles at the Child Maltreatment journal and serves on the Prevention Committee of the American Professional Society on the Abuse of Children. Dr. Helton’s community partnerships address child abuse prevention, food security, and family violence mitigation in collaboration with statewide and local organizations. Education: Ph.D. in Social Work, University of Illinois; M.A. in Social Work, University of New Hampshire. Research Interests: Dr. Helton’s work explores intersections between childhood trauma, socioeconomic factors, and health outcomes. Key themes include the impact of food insecurity on caregiver-child dynamics, disparities in ACEs among marginalized groups, and policy interventions to reduce maltreatment. His studies often employ mixed-methods approaches, combining quantitative data analysis with qualitative insights from affected communities. Awards: Recipient of the 2020 Association of Jesuit Colleges Leadership Institute award, 2018 Outstanding Young Alumni from Eureka College, and a 2014 Innovative Teaching Fellowship from SLU’s Reinert Center. Teaching: Courses include Principles of Statistics and Data Analysis , Research Methods for Diverse Societies , and Science of Helping . He emphasizes evidence-based practices and culturally responsive pedagogy. Labs/Teams: Collaborates with multidisciplinary teams across universities and NGOs, focusing on translational research to inform child welfare policies and community programs.

Laurie FordView profile

Associate Professor

• Family-School-Community Partnerships and Relationships
• Early Childhood Mental Health
• Assessment with Young Children
• +7 more

Laurie Ford is an Associate Professor at the University of British Columbia , affiliated with the Faculty of Education and the Department of Educational and Counselling Psychology, and Special Education . She serves as the SACP Admissions Coordinator , Director of Training , and Director of Early Childhood Education . Her work bridges Child and Adolescent Development with Family-School-Community Partnerships , emphasizing culturally responsive practices. Dr. Ford’s research focuses on Early Childhood Assessment , Multi-disciplinary Teams , and Supporting Vulnerable Populations , including immigrants, refugees, and children with chronic health conditions like IBD. She leads the Children, Families, and Communities Lab , where students explore topics such as Cognitive Assessment , Family Engagement , and Community-level Child Development . Her recent publications analyze psychometric tools in diverse populations, assessment feedback communication, and community factors influencing child development. She has presented nationally and internationally on topics like Indigenous Family Engagement and School Belonging for Refugee Students . Dr. Ford has supervised over 75 graduate theses and collaborates with global institutions, including the University of Melbourne on the KIDS in Communities Study (KICS) . Current projects examine school belonging for immigrant/refugee families , supporting children with inflammatory bowel disease , and cross-national assessment norms . She advocates for collaborative approaches to address Early Childhood Mental Health and Multi-cultural Considerations in educational environments.