Dr. Lucia Ciciolla is an Associate Professor in the Department of Psychology at Oklahoma State University. She leads the Child Adaptation and Maternal Psychopathology (CAMP) Laboratory, focusing on intergenerational transmission of psychopathology, maternal mental health, and parent-child interactions. Her work integrates clinical, developmental, and neuroscientific approaches to address risk and resilience factors in early child development. Current projects include the HEALthy Brain and Child Development (HBCD) Study (NIH HEAL Initiative), EMBRACE (Epigenetics of Mother-Baby Reactivity), and studies on perinatal mental health interventions like the Perinatal Mental Illness Screening Tool (PMIST) and BLOOM (maternal-fetal bonding). Research themes emphasize maternal adverse childhood experiences (ACEs), stress reactivity, sleep regulation, and mindfulness-based interventions to improve maternal and infant outcomes. Dr. Ciciolla collaborates with institutions such as the OSU Center for Family Resilience, CIRCA (CoBRE), and national consortia. Her lab supports graduate and undergraduate training, with students involved in clinical research, thesis work, and community-based initiatives like Mighty Mouth Camp for children with Selective Mutism.
Kimberly Renk is a Professor in the Department of Psychology at the University of Central Florida and a Licensed Psychologist (PY6771). She directs the Understanding Children and Families Lab and founded the Young Children and Families Research Clinic. Specializing in Infant Mental Health, her research examines: Parent-child relationships in high-risk contexts (substance abuse, trauma) Intergenerational transmission of attachment patterns Evidence-based interventions for traumatized young children She implements trauma-informed therapies including: Circle of Security-Parenting Child-Parent Psychotherapy Community partnerships include collaborations with Florida Association of Infant Mental Health, Nemours Children's Hospital, and child welfare systems. Dr. Renk earned her PhD from University of South Florida and completed specialized Infant Mental Health fellowship training at LSU Health Sciences Center.
Tiia Ståhlberg is a Clinical Lecturer at the Research Centre for Child Psychiatry, Faculty of Medicine, University of Turku. She is actively engaged in research on child and adolescent mental health, particularly focusing on anxiety disorders and their developmental, perinatal, and familial determinants. Her research interests span child and adolescent psychiatry, anxiety disorders, perinatal epidemiology, school-based interventions, digital mental health, and register-based studies. She investigates how prenatal and birth-related factors, parental mental health, and early-life exposures influence the development of anxiety and related conditions in children and adolescents. The most recent publications highlight a strong trend in population-based register studies, systematic reviews, and feasibility trials of school- and internet-based interventions. Her work bridges clinical psychiatry with public health, emphasizing early identification, prevention, and treatment accessibility for childhood anxiety. No scientific awards listed in the provided text. She has collaborated extensively with leading researchers such as Andre Sourander on nationwide studies and intervention protocols. While no specific grants or student supervision details are mentioned, her active publication record suggests ongoing research projects and academic mentorship. She contributes to both clinical and preventive child psychiatry through innovative, evidence-based approaches. Her work is closely tied to the Research Centre for Child Psychiatry, a key unit conducting epidemiological and clinical research in child mental health, likely involving multidisciplinary teams focused on early intervention and developmental psychopathology.
Jennifer Blossom is an Assistant Professor in the Department of Psychology at the University of Maine , where she directs the Clinical Child and Adolescent Psychology (C–CAP) Lab . Her research focuses on leveraging implementation science to enhance community capacity for identifying and addressing youth mental health concerns through evidence-based interventions (EBIs) in pediatric primary care and community settings. Research Interests : Effectiveness and implementation of EBIs, public health impact of mental health programs, suicide prevention in adolescents, trauma interventions, and identification of modifiable risk/protective factors for youth internalizing problems. Collaborations : Partnerships with academic institutions (University of Washington, Indiana University School of Medicine, University of Miami) and community stakeholders (integrated behavioral health clinicians, pediatricians, school personnel). Publications : Focus on multidisciplinary selective mutism treatment, suicide prevention models, technology-enabled interventions, and depression prevention strategies during high school transitions.
Anne Jurkutat is a Senior Lecturer and Academic Councillor at the Chair of Pedagogy and Intervention for Language and Communication Impairments, Faculty of Human Sciences, Julius-Maximilians-Universität Würzburg. She manages the speech therapy outpatient clinic, leads voice disorder prevention programs for teachers, and serves as an Equal Opportunities Officer at the Institute for Special Education. PhD in Special Education (2011, University of Würzburg) MA in Special Education – Speech Therapy (2006, University of Würzburg) MSc in Human Communication Sciences (2002, University of Newcastle upon Tyne) Her research focuses on voice disorders in adults, phonological disorders in children, Glut1 deficiency syndrome speech impairments, and orofacial cleft-related language development. She investigates speech motor disorders in neurological conditions, diagnostic tools for childhood speech sound disorders, and interdisciplinary applications of music therapy. Recent publications highlight her work on Glut1-DS speech patterns, standardized diagnostic assessments, and early music-language interaction effects. She has collaborated on studies involving ketogenic diet impacts on cognitive profiles and interdisciplinary approaches to voice hygiene for teachers. 2009: Preis für gute Lehre (Prize for Good Teaching) at Bavarian State Universities Jurkutat supervises admission theses, contributes to state exams in special education, and integrates speech physiology into music pedagogy. She leads the STRONG VOICE MAKES SCHOOL project and applies mindfulness techniques in voice training for educators.
Dr. Robert (Rob) G. Belleman is a Lecturer and researcher in the Computational Science Lab at the Informatics Institute, Faculty of Science, University of Amsterdam. He concurrently serves as Director of the university-wide College of Informatics (CoI), manager of the Visualisation Lab at Science Park, and head of the Education Group, consolidating teaching, research, and infrastructure leadership roles. Education details are not disclosed in the supplied text. His research integrates large-scale scientific computing with immersive visualisation. Core themes encompass GPU-accelerated simulations—from gravitational N-body dynamics to flood modelling—interactive visual analytics for criminal and biological networks, 3-D morphological analysis of marine organisms, sign-language lexicon technologies, and in-silico oncology platforms that fuse multiscale cancer models with clinical IT workflows. Recent articles (2022-2024) emphasise interdisciplinary visual analytics: uncovering cocaine-trafficking scenarios, discriminating coral species via 3-D quantification, and constructing 3-D sign-language lexicons. Earlier work advanced GPU computing for astrophysics and MD simulations, hybrid socio-genetic network modelling of HIV spread, and grid-enabled oncosimulation for nephroblastoma therapy planning. No scientific awards are listed in the provided source. Belleman leads educational innovation through the College of Informatics and the Education Group, while infrastructural oversight of the Visualisation Lab supports numerous UvA research teams. No explicit grant amounts or named PhD advisees appear in the text. He heads the Visualisation Lab facility at Science Park and coordinates the Education Group within the Computational Science Lab, fostering cross-disciplinary collaboration among computer scientists, life scientists, and physicists.
Dr. Emma Pagnamenta is an Associate Professor in Speech & Language Therapy at the School of Psychology and Clinical Language Sciences, University of Reading. She serves as Module Convenor for PL1PSY, PLMPSY, and PLMCP2R, while also supervising undergraduate dissertations and acting as Postgraduate Admissions Tutor for the MSc Speech and Language Therapy program. PhD in Neuroscience (Institute of Child Health, London) MSc in Speech and Language Sciences (University College London) MSc in Neuroscience (University of Edinburgh) BSc in Psychology (University of Durham) Her research focuses on communication disabilities, particularly in children with Down's syndrome, developmental language disorder (DLD), and speech sound disorders, emphasizing early intervention, family-centered care, and service accessibility. She investigates parent/carer involvement, heritage language policies, and digital health solutions for clinical practice, with expertise in patient and public involvement (PPI), clinical audit, and research capacity building. Dr. Pagnamenta leads the Speech and Language Therapy Research Cluster and co-leads the Health theme at the Centre for Literacy and Multilingualism (CeLM). She is affiliated with the Down Syndrome Clinical Excellence Network and the Child Speech Disorder Research Network, maintaining professional registrations with the Royal College of Speech and Language Therapists (MRCSLT) and HCPC.
Christina Haupt is a lecturer and researcher at the Faculty of Economics and Social Sciences (WiSo) at Osnabrück University of Applied Sciences. She specializes in child language development, speech therapy, intercultural communication, and multilingualism. Her work focuses on supporting multilingual children, particularly those with language disorders, and she has led projects like Sprach-Balou , offering language support to immigrant families. She teaches courses in clinical reasoning, speech therapy, and professional English for healthcare students. Her research interests include the diagnosis and intervention strategies for language disorders in multilingual populations, cultural competence in education, and the integration of Roma students. She has published extensively on these topics and presented at international conferences, including the IALP World Congress and the European Speech and Language Therapy Congress. Haupt holds a MPhil in Communication Sciences from the University of Sheffield and has practical experience as a speech therapist. She actively supervises student theses, with over 50 supervised projects on topics ranging from multilingual interventions to speech therapy techniques. She received the Study-Up Award in 2016 for her supervision of student research on selective mutism. She is a member of professional organizations such as the German Association for Speech Therapy (dbl e.V.) and regularly contributes to workshops on cultural sensitivity in education and healthcare. Her work emphasizes collaborative practice, interprofessional training, and low-threshold support programs for families.
Mirela Cengher is an Assistant Professor in the Department of Psychology at the University of Maryland, Baltimore County (UMBC). She specializes in Applied Behavior Analysis (ABA) and Behavioral Psychology, with a focus on enhancing learning outcomes for individuals with Autism Spectrum Disorder (ASD) and developmental disabilities. Her research emphasizes variables influencing language development, concept formation, and functional assessment of problem behavior. Dr. Cengher holds a Ph.D. from the Graduate Center, City University of New York (2017), and additional training at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine. She teaches courses including Measurement in ABA, Verbal Behavior, and Learning Principles. Her lab is located in Sondheim Hall, and she maintains a research website . Her training opportunities include accepting new Ph.D. students in Applied Developmental Psychology and M.A. students in ABA. Undergraduate students also gain research experience in her lab, focusing on data collection, manuscript preparation, and conference presentations. Dr. Cengher's work prioritizes mentorship to develop well-rounded researchers and practitioners. Recent research trends include studies on stimulus equivalence, schedule thinning methodologies, and peer review practices in behavior analytic journals. Her publications span Behavioral Interventions , Journal of Applied Behavior Analysis , and Clinical Case Studies .
Assoc. Prof. Dr. Neslihan Zabcı is an Associate Professor of Clinical Psychology at Yeditepe University, Faculty of Arts and Sciences, Department of Psychology . She concurrently serves as Doctoral Lecturer in the Clinical Psychology Master’s Program, where she teaches advanced psychopathology, group supervision, and trauma psychology. Previously, she was Doctoral Lecturer at Maltepe University (2012) in the Department of Clinical Psychology. Education 2004–2011 PhD, Psychology – Istanbul University, Institute of Social Sciences (Dissertation: Impulsive functioning characteristics of children in the latency period and the contribution of projective tests ) 2000–2004 MA, Psychology – Istanbul University, Institute of Social Sciences (Thesis: Evaluation of personality traits of children with ADHD using the Rorschach Test ) 1989–1994 BA, Guidance & Psychological Counseling (English) – Boğaziçi University, Faculty of Education Research Interests Her scholarly work is anchored in clinical child and adolescent psychopathology , psychoanalytically-oriented psychotherapy , and projective assessment . She investigates the inner worlds of children and adolescents through Rorschach, TAT, CAT, Sceno-Test and Fairy-Tale Test , exploring themes such as ADHD, depression, trauma, narcissism, learning disabilities, obesity-related psychopathology, and the impact of parental containment functions . Cross-cultural validation of projective instruments and the interface between psychoanalysis and developmental psychopathology constitute additional foci. Publications & Scholarly Output Assoc. Prof. Zabcı has authored or co-authored 26 scientific books (including Latans Dönemi Projektif Testler , Psikanalitik Terapiler , and Çocukluk Çağı Travmasının Yansımaları ) and over 60 peer-reviewed articles . Recent works center on scale development (e.g., Child Depressive Symptoms Scale, Parental Containing Function Scale), normative studies for Turkish Rorschach samples across age groups, and pandemic-related child and teacher mental health . Scientific & Professional Memberships International Psychoanalytic Association (IPA) European Federation for Psychoanalytic Psychotherapy (EFPP) International Society of the Rorschach and Projective Methods (ISR) Réseau International de Recherche: Méthodes Projectives et Psychanalyse Founding member, Turkish Rorschach & Projective Tests Association (Board Member) Founding member, Istanbul Child & Adolescent Psychoanalytic Psychotherapy Association Teaching, Supervision & Thesis Advising At both undergraduate and graduate levels, she delivers courses on Child Psychopathology, Trauma Psychology, Family Systems, Advanced Psychopathology, Group Supervision and Dynamic Psychotherapies . She has supervised 15 master’s theses and 1 doctoral dissertation , covering topics such as selective mutism, sleep-training impacts on attachment, sexual abuse, and learning disabilities. She also conducts clinical group supervision in external counseling centers. Laboratories, Projects & Grants Assoc. Prof. Zabcı leads or co-investigates projects funded by Turkish Higher Education Institutions, including “Duygu Salıncağı” (a pilot intervention for incarcerated mothers with infants) and “Okuldayız Üsküdar” (community mental-health outreach). Her lab environment emphasizes projective test norming, psychodiagnostic tool development, and psychoanalytic case formulation .
Melanie Leslie is the Dean of Cardozo Law School at Yeshiva University, a position she has held since 2015. She is the first Cardozo Law graduate and the first woman to serve as dean. Her academic career spans over 28 years, during which she has held roles such as Professor of Law and Vice Dean. She is a leading scholar in trusts & estates law, fiduciary obligations, and nonprofit governance, teaching courses including Property, Trusts and Estates, and Nonprofit Governance. As dean, she has spearheaded initiatives like the Perlmutter Center for Legal Justice, the Center for Rights and Justice, the FAME Center, and the Cardozo Patent Diversity Project. She established Cardozo’s Office of Diversity and Inclusion and expanded academic support programs. Her scholarly work has been published in top law reviews and includes co-authorship of leading casebooks on trusts and estates. Her research focuses on intersections of law, technology, intellectual property, and social justice. She has held visiting professorships at NYU and Columbia Law Schools and served on numerous legal committees. Her awards include the 'Best First-Year Professor' recognition from three Cardozo graduating classes. Her professional journey includes judicial clerkship at the New Jersey Supreme Court and commercial litigation practice. Her educational background includes a B.A. in Theater (University of Oregon, 1983) and a J.D. (Cardozo Law, 1991, magna cum laude). She previously worked as a professional actor before entering law.
Lara Carina Schlömer is a Research Assistant at the Institute for Diversity Studies within the Faculty of Cultural Studies at TU Dortmund University. She holds a Master of Education in German Studies, Special Education, and English/American Studies, and has international academic experience from the University of Birmingham (UK) and the University of Illinois at Chicago (USA). Her research centers on Gender Studies and 18th-century German literature , with a strong focus on disability and diversity in contemporary German literary texts. She explores intersections of identity, performativity, and social norms through literary analysis. Her recent publications and conference presentations reflect a consistent engagement with themes of gender performativity, disability representation, and inclusive pedagogy. She has presented at major academic forums including the Germanic Studies Association (GSA), the In/Between Conference, and the Deutscher Germanistentag. Scientific awards and honors are not mentioned in the available information. Lara Carina Schlömer actively supervises and advises students, offering consultation hours and academic guidance. She has also contributed to educational frameworks, particularly in language assessment and inclusive teaching practices, though no formal graduate students are listed. She is affiliated with the Institute for Diversity Studies at TU Dortmund, where she conducts interdisciplinary research on cultural diversity, gender, and disability in literature and education.
Gemma Espejo, MD, is an Assistant Professor and Vice Chair of Diversity, Equity & Inclusion in the Department of Psychiatry & Human Behavior at the University of California, Irvine School of Medicine. Her academic role encompasses clinical psychiatry, research on mental health disparities, and leadership in institutional DEI initiatives. Her research focuses on mental health challenges in specialized populations, including: Anxiety prevalence among healthcare professions students (e.g., pharmacy students) Gender dysphoria manifestations in transgender individuals Communication barriers linked to gender identity She advocates for improved mental health resources and gender-affirming interventions. Recent publications (2021–2024) analyze anxiety disorders in academic settings and case studies on gender dysphoria. Over 65% of her works address mental health in educational or gender-diverse contexts, emphasizing practical clinical applications.
Hiromichi Hagihara is a Lecturer at Osaka University's Graduate School of Human Sciences, where he conducts interdisciplinary research at the intersection of developmental psychology, cognitive science, and rehabilitation. He also holds part-time positions at Osaka Seikei University as a lecturer in Nursing and serves as a visiting researcher at RIKEN and the University of Tokyo's WPI-IRCN. His work bridges academic research with practical applications in child development and education. Dr. Hagihara earned his PhD in Human and Environmental Studies from Kyoto University in 2021. His educational background includes a Master's degree from Kyoto University (2018) and undergraduate studies in both Natural Sciences and Health Sciences (Occupational Therapy) at Kyoto University. Dr. Hagihara's research focuses on early language development, particularly the structure and evolution of "words" and "meaning" in infants and young children. He investigates how children acquire language within social contexts and how this relates to their cognitive and motor development. His work also explores quantitative assessment tools for pediatric rehabilitation, aiming to bridge the gap between clinical practice and scientific research. He advocates for connecting academic disciplines and connecting research with practical application in the field. His recent publications show a strong emphasis on developmental cognitive science, with particular focus on children's language acquisition, forgiveness understanding, and scale errors. His interdisciplinary approach combines methodologies from psychology, neuroscience, and rehabilitation science to examine child development from multiple perspectives. 2024 Osaka University Award for Young Faculty 2024 Best Poster Award at Japan Baby Science Society 2024 Many Babies Certificate of Achievement 2024 Excellent Award at Osaka University Student Research Presentation 2022 Top Downloaded Article in Infancy journal Dr. Hagihara actively mentors students through research projects, including the development of the educational board game "DAIGAKU," which simulates university life experiences. He has secured multiple competitive research grants, including a Japan Society for the Promotion of Science (JSPS) Grant-in-Aid for Scientific Research on infant social interactions and language development. He leads the Osaka University Babylab (https://babylab.hus.osaka-u.ac.jp/), which conducts cutting-edge research on infant cognition and language development. His team collaborates with researchers internationally, including at the University of Warwick, Trinity College Dublin, and the ManyBabies consortium.
Sandy Taylor is a Clinical Associate Professor and Clinical Coordinator at the School of Audiology & Speech Sciences within the University of British Columbia . She holds a B.A. in Speech Sciences (1991) and an M.Sc. in Audiology and Speech Sciences (1993), both from UBC. Clinical Focus : Preschool speech and language disorders, with a specialization in Selective Mutism in preschoolers. Professional Role : Works at Vancouver Coastal Health's Richmond clinic, providing speech-language services to preschool children and families. Teaching : Co-teaches an introductory course in preschool child assessment at UBC and coordinates externships for speech-language pathology and audiology students. Collaborative Work : Facilitates interprofessional observations for medical students and psychiatry residents/staff through her clinical team.
