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Gerold SchneiderView profile

Associate Professor

• Computational Linguistics
• Digital Humanities
• Corpus Linguistics
• +3 more

Gerold Schneider is an Associate Professor at the University of Zurich , affiliated with the Department of Computational Linguistics under the Faculty of Arts and Social Sciences and Faculty of Business, Economics and Informatics . He leads the Text Crunching Center (TCC) , focusing on interdisciplinary research at the intersection of NLP, Digital Humanities, and Health Data Science. Research Interests His work spans Text Analytics , Digital Humanities , Corpus Linguistics , and Health Data Science , with applications in: Biomedical NLP (e.g., Alzheimer’s detection, clinical trials) Digital Humanities projects (e.g., analyzing Charles Dickens, UN archives) Migration discourse framing across languages Adversarial data collection for hate speech detection Interdisciplinary methodologies for digital unstructured data Recent Publications 2025–2024 research highlights include annotated corpora for preclinical and neurological studies, AI-driven analysis of historical linguistic variation, and innovative tools for language learners. His NLP applications address health diagnostics, ethical AI, and cross-lingual political discourse. Labs & Teams As TCC leader, he spearheads collaborative projects within the Digital Society Initiative (DSI) communities (AI & Law, Health, Ethics, etc.), integrating computational methods with humanities and health research.

Jennifer KatzView profile

Associate Professor

• Inclusive Education
• Social and Emotional Learning (SEL)
• Mental Health in K-12
• +3 more

Dr. Jennifer Katz serves as an Associate Professor in the Department of Educational and Counselling Psychology, and Special Education (ECPS) at the University of British Columbia's Faculty of Education. She joined UBC in July 2016 after previously holding an Associate Professor position in Inclusive Education at the University of Manitoba. Renowned for creating the Three Block Model of Universal Design for Learning (UDL), her framework is now implemented across Canadian school divisions to advance inclusive educational practices. Dr. Katz's research centers on inclusive education K-12 , social and emotional learning (SEL) , and mental health promotion in schools . Her work integrates the Three Block Model of UDL to address diverse student needs while emphasizing indigenous perspectives through extensive collaboration with First Nation elders and communities in Manitoba, Alberta, and Quebec. This intersectional approach reimagines inclusive education through reconciliation frameworks and culturally responsive practices. Analysis of her recent publications reveals consistent focus on mental health literacy programs for students with developmental disabilities, UDL's impact on academic achievement and teacher efficacy, and the integration of Indigenous knowledge systems. Her research bridges theory and practice through classroom-based interventions, cluster-randomized trials, and transformative learning frameworks that prioritize student well-being and social inclusion. Scientific Awards: No scientific awards were documented in the provided sources. Advising and Grants: While specific graduate students and research grants aren't detailed in the text, Dr. Katz's extensive publication record and community partnerships indicate active research leadership. Her work with school divisions across Canada suggests significant program implementation funding, though grant specifics remain unreported. Labs and Teams: Dr. Katz maintains critical partnerships with First Nation communities, embedding Indigenous knowledge into educational frameworks. Her Three Block Model implementation involves multi-school division collaborations nationwide, creating practitioner-researcher networks focused on inclusive classroom transformation.

Leah S. HorvathView profile

Associate Professor

• Cognitive Behavioral Therapy
• Dialectical Behavior Therapy (DBT)
• Anxiety Disorders
• +5 more

Dr. Leah S. Horvath is an Associate Professor and Program Director at the Illinois School of Professional Psychology (ISPP) within National Louis University. She holds a PhD in Clinical Psychology from the University of Kentucky, with prior degrees from the University of Illinois, Urbana-Champaign. Her clinical expertise includes Dialectical Behavior Therapy (DBT), cognitive-behavioral treatments for anxiety, PTSD, trauma, and eating disorders, alongside mindfulness-based interventions. She has specialized training from Yale-New Haven Psychiatric Hospital and New York University. Education: PhD, Clinical Psychology, University of Kentucky MS, Clinical Psychology, University of Kentucky BS, Psychology, University of Illinois, Urbana-Champaign Research & Clinical Focus: DBT and exposure-based therapies Treatment of eating disorders and self-harming behaviors Romantic relationships dynamics Professional development of psychologists Affiliations: Licensed clinical psychologist in Illinois, active in teaching (courses like PSYD711/712, PSYD820/821), and clinical supervision. She emphasizes client-centered care and training future psychologists. Personal Interests: Enjoys yoga, theater, Chicago tourism, and family time.

Lobsang Tenzin NegiView profile

Teaching Professor

• Tibetan Buddhism
• Compassion Science
• Contemplative Practices
• +7 more

Lobsang Tenzin Negi is a Teaching Professor in Emory University’s Department of Religion and Executive Director of the Center for Contemplative Science and Compassion-Based Ethics (Emory Compassion Center). He leads initiatives integrating Tibetan Buddhist contemplative practices with modern scientific research, including developing programs like Cognitively-Based Compassion Training (CBCT®), the Emory-Tibet Science Initiative (ETSI), and the SEE Learning® framework. Born in a Himalayan region, he holds a PhD from Emory University and a Geshe Lharampa degree from Drepung Loseling Monastery. His work bridges contemplative science, education, and global ethics, emphasizing compassion as essential for human flourishing. Education: PhD, Emory University, 1999 (interdisciplinary dissertation on Buddhist and Western approaches to emotions) Geshe Lharampa, Drepung Loseling Monastic University, 1994 (highest Tibetan monastic degree) MA, Institute for Buddhist Dialectics, 1984 Research & Programs: Compassion Science: Examines compassion’s effects on mental/physical health and social well-being through CBCT®. ETSI: Develops modern science curricula for Tibetan monastics, training them as educators and researchers. SEE Learning®: Global K-12/Higher Ed framework for social, emotional, and ethical education. Mind-Body Sciences Program: Offers study abroad courses in India, integrating Tibetan Buddhism with Western science. Recent Article Trends: Focus on compassion’s applications in healthcare (PTSD, depression, HIV), education (SEL frameworks), and interdisciplinary mind-body research. Studies emphasize measurable impacts on neurology, immune response, and behavioral outcomes. Awards & Honors: While no specific prizes are listed, his leadership roles and global partnerships (e.g., with His Holiness the Dalai Lama) reflect recognition in contemplative science and intercultural education. Grants & Advising: Oversees multi-year initiatives like Tibet Week and the Emory-Tibet Partnership renewal. Advises on global compassion programs and collaborates with institutions like the Piramal Foundation in India. Labs/Teams: Directs the Emory Compassion Center and collaborates with Drepung Loseling Monastery, Emory’s Institute of Tibetan Studies, and international partners to advance compassion-based research and education.

Jake CampView profile

Senior Lecturer

• LGBTQ+ Mental Health
• Optimizing Psychological Therapies
• Equality, Diversity, and Inclusion in Mental Health
• +4 more

Dr. Jake Camp is an Adjunct Senior Lecturer and NIHR Clinical Academic Fellow at King's College London's Department of Psychology within the Institute of Psychiatry, Psychology & Neuroscience. He holds dual roles as a Senior Clinical Psychologist and DBT Therapist at the South London and Maudsley NHS Foundation Trust. His expertise spans LGBTQ+ mental health, optimizing psychological therapies for marginalized groups, and dialectical behavior therapy (DBT). Dr. Camp's research focuses on co-producing culturally affirming interventions for LGBTQ+ youth at risk of self-harm and suicide, with NIHR-funded projects and extensive peer-reviewed publications. Education: PhD in Clinical Psychology (King’s College London, 2019), MSc in Foundations in Clinical Psychology (Goldsmiths, University of London), and BSc in Psychology (Brunel University London). He is HCPC-registered, accredited in DBT, and a certified Schema Therapist. Research Interests: LGBTQ+ mental health, EDI principles in therapy, DBT adaptations for diverse populations, emotion dysregulation, and cultural competency in mental health care. He collaborates with organizations like the Society for DBT UK/Ireland and World DBT Association. Key Contributions: Co-developed LGBTQ-affirmative DBT protocols, validated the Self-Acceptance of Sexuality Inventory (SASI), and published on DBT outcomes for sexual minorities and neurodivergent adolescents. His work emphasizes lived experience integration and service implementation fidelity. Professional Engagement: Active in training initiatives, podcasts, and public talks on DBT and LGBTQ+ mental health advocacy. Part of the LGBTQ Mental Health Research Group at King’s College London.

Jennifer CheavensView profile

Professor

• Treatment of Mood and Personality Disorders
• Adaptation of Therapeutic Approaches (e.g., DBT)
• Emotion Regulation
• +4 more

Dr. Jennifer Cheavens is a Professor in Clinical Psychology at The Ohio State University's College of Arts and Sciences, Department of Psychology. She specializes in the treatment of mood and personality disorders, with a focus on adapting therapies like Dialectical Behavior Therapy (DBT) for diverse populations, including older adults. Her research integrates emotion regulation, hope-based interventions, and positive clinical psychology to enhance therapeutic outcomes. Dr. Cheavens has held positions such as the Joan N. Huber Faculty Fellow and received accolades like the Spotlighted Mentor Award for her teaching and mentorship. Her work bridges clinical practice with research, addressing challenges in mental health treatment and promoting resilience through evidence-based approaches. Education: PhD, Clinical Psychology, University of Kansas (2002) MS, Clinical Psychology, Old Dominion University (1996) BS, Psychology, James Madison University (1994) Research Interests: Dr. Cheavens explores how emotion regulation impacts treatment efficacy, particularly in borderline personality disorder and depression. She develops interventions focused on hope, flourishing, and strengths-based approaches, including the "Pathways" program for lung cancer patients. Her work emphasizes translating lessons from high-functioning individuals into clinical settings. Awards and Recognition: 2024 Joan N. Huber Faculty Fellow 2023 Sister Accord Leadership Award 2019 George Vaillant Award 2017 Distinguished Teaching Award Advising and Grants: Dr. Cheavens has mentored numerous students and led initiatives funded by NIMH and other agencies, focusing on diabetes prevention, pain management, and culturally tailored mental health interventions. Labs/Teams: Collaborates with interdisciplinary teams in behavioral medicine, positive psychology, and clinical trials, advancing research in emotion regulation and health disparities.

Robert D. ZettleView profile

Professor

• Contextual Behavioral Science
• Acceptance and Commitment Therapy
• Clinical Psychology
• +4 more

Robert D. Zettle is a Professor of Psychology in the Clinical-Community Psychology Program at Fairmount College of Liberal Arts and Sciences, Wichita State University. He directs the Contextual Behavioral Science Lab and teaches Abnormal Psychology, Cognitive Behavioral Therapy, and Ethical and Professional Issues in Clinical Psychology. Dr. Zettle's educational background includes: Ph.D. in Psychology from University of North Carolina-Greensboro (1984) M.A. in Psychology from Bucknell University (1976) B.A. in Psychology from Wilkes College (1974) His research centers on Contextual Behavioral Science , examining how languaging and verbal behavior contribute to human suffering. Key areas include: Developing measures of psychological flexibility and self-as-context Experimental manipulation of processes in anxiety and mood disorders Comparing traditional CBT with Acceptance and Commitment Therapy (ACT) for depression Investigating mechanisms like defusion and acceptance in ACT Current projects focus on dissociative symptom induction, mood-enhancing versus value-congruent behavioral activation, and client treatment preferences in spider fear interventions. Dr. Zettle's recent publications (2019-2025) reveal a strong emphasis on self-as-context measurement , cross-cultural adaptations of ACT tools, and depression relapse prevention . His work increasingly integrates attention bias modification with ACT and explores client preference dynamics, while expanding applications to university counseling centers and international contexts. He mentors graduate students including Nakisha Carrasquillo, Angela Cathey, Suzanne Gird, Angie Hardage-Bundy, Sarah Staats, and Jeff Swails. His research is supported by ongoing projects in the Contextual Behavioral Science Lab investigating core ACT processes and clinical applications. The Contextual Behavioral Science Lab, directed by Dr. Zettle, maintains a collaborative team environment focused on both experimental psychopathology and clinical treatment development. Current work spans measurement validation, interoceptive exposure techniques, and comparative treatment studies for depression and anxiety disorders.

Jamie NappiView profile

Teaching Professor

• intergenerational trauma
• neurobiology of trauma
• somatic processing of trauma
• +1 more

Jamie Nappi serves as a Specialist Professor at Monmouth University's School of Social Work, teaching core clinical courses including Clinical Social Work Assessment, Diagnosis and Intervention Planning (SW 645) and Social Work Practice With Individuals and Families (SW 503/342). She actively contributes to university governance as a member of the Interdisciplinary Perspectives on Human Experiences Committee since 2021 and the Council on Social Work Education, Women’s Council since 2022. Her academic credentials include: MSW from Fordham University BSW from Misericordia University Professor Nappi's research examines trauma through multiple lenses—intergenerational transmission, neurobiological impacts, somatic processing techniques, and mindfulness-based interventions. This expertise informs her conference presentations at venues like the Association of Baccalaureate Social Work Program Directors and National Association of Social Workers New Jersey Chapter, where she addresses trauma-informed teaching strategies, private practice development, and anti-racism implementation in predominantly white institutions. She received Monmouth University's 2017 Outstanding Adjunct Award and supports professional development through the School of Social Work’s Professional Education Program, teaching specialized courses in Mindfulness-Based Psychotherapy and Dialectical Behavior Therapy. Concurrently, she maintains a part-time private practice providing trauma-focused clinical services and LCSW supervision for candidates.

Elizabeth RaposaView profile

Associate Professor

• Positive Youth Development
• Mental Health
• Stress and Trauma Exposure
• +3 more

Elizabeth Raposa is an Associate Professor in the Department of Psychology at Fordham University. She is affiliated with the Rose Hill Campus, located at Dealy Hall, Room 322B. Her research focuses on promoting positive socio-emotional outcomes in stress-exposed youth, particularly addressing disparities in mental health for underserved populations. Key areas include mentoring relationships, stress adaptation, and resilience in adolescents and young adults. Her work investigates how natural mentoring relationships, emotion regulation, and cultural factors influence youth development. She also examines barriers to mental healthcare access among first-generation and underrepresented college students, emphasizing the role of social belonging and institutional support systems. Recent research highlights the impact of mobile technology interventions on youth well-being, mentor biases in formal programs, and the interplay between food cravings and health behaviors in adolescents. Her findings contribute to evidence-based strategies for improving mental health outcomes in high-risk youth populations. Dr. Raposa's lab, the Raposa Lab, actively explores these themes through longitudinal studies and community-based interventions. She is a member of professional psychology organizations and maintains an active presence in academic publishing. Contact information includes eraposa@fordham.edu and raposalab@gmail.com.

Laurie BarclayView profile

Professor

• Leadership
• Organizational Justice
• Equity, Diversity, and Inclusion (EDI)
• +5 more

Laurie Barclay is a full Professor and Lang Chair in Leadership at the Department of Management, University of Guelph. She holds academic leadership roles, including associate editor for the Journal of Organizational Behavior . Her research focuses on fairness, leadership, healthy workplaces, equity/diversity/inclusion (EDI), and conflict management. She has received multiple awards for research and teaching, including the Ontario Early Researcher Award and Alumni Award of Excellence for Mentoring. Education: PhD in Organizational Behavior from the University of British Columbia (2006), B.A. (Honors) in Psychology from the University of Calgary (2000). Research emphasizes creating equitable workplaces through leadership interventions, managing unfairness, and fostering forgiveness. Her work appears in top journals like Academy of Management Annals and Journal of Applied Psychology . Key grants include SSHRC and the Ontario Early Researcher Award. Teaching and mentorship are central to her career; she actively mentors graduate students and leads courses on leadership and organizational behavior. Her work bridges theory and practice, addressing real-world workplace challenges.

Jared IzumiView profile

Assistant Professor

• School Psychology
• School Mental Health
• Social-Emotional Learning (SEL)
• +7 more

Jared Izumi, Ph.D., is an Assistant Professor in the School Psychology program at the Attallah College of Educational Studies, Chapman University. He is also appointed to the faculty of the Ph.D. in Education program and serves as an associate researcher with FastBridge Learning. His professional credentials include being a licensed psychologist and a Nationally Certified School Psychologist, with prior practice experience in Missouri and California. University: Chapman University School: Attallah College of Educational Studies Department: School Psychology Academic Rank: Assistant Professor Dr. Izumi's research centers on school mental health, with a focus on universal screening for social-emotional and behavioral (SEB) risks. He investigates the psychometric properties of screening tools like the SAEBRS, particularly examining differential item functioning by race, gender, and grade level. His work also explores the effectiveness of dialectical behavioral therapy (DBT)-based social-emotional learning curricula in high schools and the use of virtual reality to assess SEL skills in youth. These efforts aim to improve early identification and equitable support for students at risk. His recent publications reveal a strong trend in educational assessment, particularly in SEB screening and reading interventions. He examines both behavioral and academic domains, emphasizing data-driven decision-making, equity in assessment, and personalized intervention strategies. His work often involves large-scale datasets and collaborative research with experts in school psychology and special education. Dr. Izumi has not been mentioned with specific scientific awards in the provided texts. However, his active research collaborations and publications in high-impact journals indicate scholarly recognition. He advises students within the School Psychology and Ph.D. in Education programs, though specific advisee names are not listed. His research has been supported through academic and research partnerships, including FastBridge Learning. His current projects include implementing universal screening systems and evaluating innovative SEL curricula. Dr. Izumi is involved in research teams focused on school-based mental health and academic interventions. His collaboration with FastBridge Learning suggests engagement with a larger research and assessment development team aimed at improving educational outcomes through evidence-based tools.

• Clinical Psychology
• Cognitive Behavioral Therapy
• Stress Management
• +5 more

Hironori Shimada is Professor at Waseda University’s Faculty of Human Sciences and a member of the Science Council of Japan. Holding a Ph.D. from Waseda, he has served continuously on the faculties of Waseda, Niigata and Hiroshima Universities since 1996, specialising in clinical psychology, cognitive-behavioural therapy, stress management and public-health education. Education: 1996 – Ph.D. in Health Sciences, Graduate School of Human Sciences, Waseda University Research interests: Shimada’s work integrates cognitive-behavioural models with public-health approaches to develop and validate interventions for stress, anxiety, addiction, sexual offending, gambling disorder, and childhood behavioural problems. He investigates mechanisms such as cognitive fusion, self-compassion, and contingency perception, and translates findings into scalable manuals, smartphone apps, and school-based programmes. Recent articles (2024-2025) reveal concentrated effort on: Forensic CBT (sex-offender and adolescent-delinquency programmes), Addiction CBT (gambling, internet-gaming, kleptomania) utilising ACT and mindfulness components, Stress-management education in schools and workplaces (self-compassion, help-seeking, teacher mental-health), Psychometric development (Japanese versions of IORNS, cognitive-fusion scales, gambling-urge scales). Scientific awards: JSSM Awards 2018 JAHP Awards 2018 JABCT Awards 2017 Japan Society for Stress Management Award (joint) 2017 JABT Awards 2006 & 2004 JACS Awards 2001 JSBM Awards 2001 JSPM & JAHP Awards 1997 Advising & grants: While individual student names are not listed, Shimada leads large-scale school-based intervention trials and forensic treatment projects implying substantial graduate supervision; funding sources are implied through continuous institutional and ministerial committee appointments. Labs & teams: He heads clinical-psychology laboratories within Waseda’s Faculty of Human Sciences, coordinating multi-site projects on CBT dissemination, stress-management scale development, and forensic risk assessment, while collaborating with correctional and educational authorities nationwide.

• Latinx Immigrant Mental Health
• Cultural Adaptation of Interventions
• Trauma Treatment
• +3 more

Dr. Oscar Fernando Rojas Perez is an Assistant Professor in Psychiatry at Yale University School of Medicine. He holds affiliations with the NIMH-funded Center for Interdisciplinary Research on AIDS and the NIMHD Health Disparities Research Institute. His work focuses on culturally responsive mental health interventions, Latinx immigrant well-being, and policy advocacy. Dr. Rojas Perez earned his PhD in Counseling Psychology from the University of Missouri and completed his internship at La Clínica Hispana under the Yale Doctoral Internship program. Education : BA in Sociology and Chicanx/Latinx Studies, University of California, Irvine (2011) MA & PhD in Counseling Psychology, University of Missouri (2015, 2019) Postdoctoral Fellowships at Boston University Medical Campus/Harvard Medical School (2020) and Yale School of Medicine (2022) His research explores cultural strengths in healing, decolonial approaches to mental health, and systemic barriers faced by immigrant communities. Key areas include anti-immigrant policy impacts, trauma treatment for refugees, and peer support models for Latinx populations. Awards : Outstanding Dissertation Award (National Latinx Psychological Association) Lauds and Laurels Distinguished Young Alumnus (UC Irvine) Three APA Fellowships NIMHD Health Disparities Research Institute Fellow Dr. Rojas Perez advises the National Latinx Psychological Association as Senior Policy Advisor and co-authored the book ¿Quiénes somos y de dónde venimos? , examining sociopolitical factors affecting Latinx mental health. His clinical work emphasizes evidence-based therapies like DBT and motivational interviewing for diverse populations.

Sofie WestlingView profile

Senior Lecturer

• Psychiatry
• Self-harm
• Suicidality
• +4 more

Sofie Westling is a Senior Lecturer and Associate Professor at the Faculty of Medicine, Lund University, specializing in Psychiatry. She serves as a Research Team Manager and Consultant, focusing on clinical challenges related to self-harm, suicidality, and personality disorders. Research Interests: Ethical and clinical conflicts in psychiatric admissions for recurrent self-harm Cognitive function and brain imaging in high-risk individuals Development of tools for self-harm monitoring National highly specialized care (e.g., intractable self-harm, gender dysphoria) Research Trends: Her recent work emphasizes self-harm interventions, healthcare economics, and qualitative analyses of patient and caregiver experiences. Key methodologies include cluster analysis, latent profile modeling, and multimodal evaluations. Projects: Active collaborations include studies on dialectical behavior therapy outcomes, self-identification with borderline personality disorder, and cost-effectiveness of self-referral admissions. Supervision: She has supervised multiple PhD projects on topics like identity in borderline personality disorder and patient simulations.

Adam John PriviteraView profile

Research Fellow

• Cognitive Science
• Educational Policy
• Bilingualism and Cognition
• +4 more

Adam John Privitera is a Research Fellow at Nanyang Technological University (Singapore) in the Centre for Research and Development in Learning (CRADLE). He holds a PhD in cognitive science from the University of Hong Kong's Faculty of Education. His research focuses on bilingualism's cognitive impacts, particularly language experience on decision-making and executive function, and applies neuroscience findings to education policy. He has authored publications in top journals like Higher Education and Bilingualism: Language and Cognition, and serves on editorial boards for Trends in Neuroscience and Education and Frontiers in Psychology. Previously, he served as a Medical Sergeant in the U.S. Army (2002–2012), Psychology Instructor/Program Chair (2011–2016), AP Psychology Teacher (2016–2021), and Assistant Professor of Psychology in China (2021–2023). Research interests include: 1) Translating cognitive/neural science into educational practices; 2) Language experience effects on cognitive control; 3) Neuroeducational markers for learning. His work bridges experimental psychology with real-world educational challenges, emphasizing bilingualism's role in cognitive reserve and academic integrity. Recent articles highlight systematic reviews on generative AI in education assessment, bilingualism's holistic cognitive effects, and neural mechanisms of learning. His research methodologies include ERP studies, eye-tracking, and neuroimaging. Privitera also explores AI's ethical implications in aphasia therapy and mental health monitoring among university students. His career spans military service, teaching, and academic research, reflecting a multidisciplinary approach to education and cognition.