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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.

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

Thomas Schanding serves as Associate Professor and Department Head in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia's Faculty of Education. He concurrently directs the Psychological Services and Counselling Training Centre. Previously, he held significant roles including core faculty in Special Education and Associate Director of Outreach and Leadership for the decade-long LoneStar LEND program at the University of Texas Health Science Center at Houston, alongside clinical supervision positions at Baylor College of Medicine/Texas Children’s Hospital. His educational foundation includes doctoral coursework at the University of Southern Mississippi (APA-accredited) and doctoral internship with Cypress-Fairbanks Independent School District (APA-accredited). Doctoral Coursework: University of Southern Mississippi Doctoral Internship: Cypress-Fairbanks Independent School District Dr. Schanding's research centers on social-emotional learning (SEL) and behavioral/mental health (B/MH) through three interconnected pillars: (1) assessment methodologies for SEL/B/MH, (2) evidence-based interventions to enhance youth well-being, and (3) cultural-linguistic considerations in school-community contexts. His clinical expertise spans Autism Spectrum Disorders and 2SLGBTQIA+ youth experiences, operating within Cognitive-Behavioral and Ecological theoretical frameworks. The SMART Lab ( https://blogs.ubc.ca/smartlab ) drives his applied research agenda focusing on inclusive practices and mental health promotion. Analysis of his recent publications reveals consistent emphasis on SEL assessment tools, helicopter parenting dynamics, and diversity-inclusive frameworks in school psychology. Key trends include validation studies of early literacy screeners, exploration of LGBTQ+ mental health predictors, and critical examinations of equity in educational literature, reflecting his commitment to evidence-based social justice. His scholarly contributions have been recognized through: President’s Distinguished Faculty Research Award, University of Houston – Clear Lake (2020) Group Teaching Excellence Award, University of Houston (2011) Early Career Scholar, Society for the Study of School Psychology (2009) As an educator, Dr. Schanding has supervised numerous practicum and intern students across settings including school districts and hospital systems. His leadership extends to directing the Psychological Services and Counselling Training Centre at UBC and previously leading outreach initiatives for neurodevelopmental disabilities through the LEND program. His teaching portfolio includes EPSE 506 (Applied Psychopathology), EPSE 555 (Academic & Social-Emotional Assessment), and specialized courses on Autism Spectrum Disorders. The SMART Lab (Social, Mental health, and Academic Research Team) operates as his primary research vehicle, conducting community-engaged projects on SEL implementation, mental health screening, and culturally responsive interventions for diverse youth populations, with particular attention to inclusive practices for 2SLGBTQIA+ students.

• Social and Emotional Learning
• Behavioural and Mental Health
• Assessment
• +5 more

Dr. Kimberly Schonert-Reichl is a Professor in the Department of Educational and Counselling Psychology, and Special Education within the Faculty of Education at the University of British Columbia. A world-renowned expert in social and emotional learning (SEL), her research focuses on fostering empathy, compassion, and resiliency in children through classroom-based interventions and interdisciplinary biological investigations. Her academic journey includes an MA in Educational Psychology from the University of Chicago, a Ph.D. from the University of Iowa, and postdoctoral training as an NIMH Fellow at the University of Chicago and Northwestern University Medical School. Prior to academia, she worked as a middle school teacher and at an alternative high school for at-risk adolescents. Dr. Schonert-Reichl's research spans SEL program evaluation (Roots of Empathy, MindUp), neurobiological mechanisms of learning, and population-level well-being assessment through the Middle Years Development Instrument (MDI). Recent work reveals growing emphasis on teacher adaptation in SEL implementation, trauma-informed approaches, and compassion training's neural correlates, with increasing international collaboration across 6+ countries. Her scientific contributions are recognized through: 2015 Joseph E. Zins Distinguished Scholar Award 2009 Paz Buttedahl Career Achievement Award 2007 UBC Killam Teaching Prize Fellowships with Mind and Life Institute and Botin Foundation 2004 Vancouver School Board Recognition Award She actively shapes policy as advisor to BC Ministry of Education, OECD Education 2030, CASEL Board Member, and Chair of Hawn Foundation's Scientific Research Advisory Board. Her public engagement includes 300+ presentations to educators and media appearances in The New York Times , CBC , and NPR . Leading the MDI project team, she coordinates cross-sector collaboration with researchers, policymakers, and educators across British Columbia, Australia, Germany, UK, and Croatia to transform child well-being measurement into actionable policy insights at population scale.

• Social and Emotional Learning
• Developmental Psychology
• Educational Psychology
• +6 more

Adele Diamond is a Professor at the University of British Columbia 's Faculty of Medicine , Department of Psychiatry . She pioneers Developmental Cognitive Neuroscience and challenges traditional educational and medical paradigms through her work on executive functions (EFs) and their modulation by dopamine , stress , and educational interventions . Her educational background includes: Philosophy of Science, London School of Economics (1972) B.A. in Psychology and Sociology & Anthropology, Swarthmore College (1975) Ph.D. in Developmental Psychology, Harvard University (1983) Postdoctoral Fellowship in Neuroanatomy, Yale University School of Medicine (1982-1985) Research focuses on: EFs ( cognitive flexibility , working memory , self-control ) and their neural bases in prefrontal cortex Gene-environment interactions like COMT gene polymorphism and sex differences under stress Interventions: mindful movement , Tools of the Mind curriculum, physical activity , and the arts Key scientific awards include: Fellow, Royal Society of Canada Huttenlocher Award (Flux Society for Developmental Cognitive Neuroscience) Two Honorary Doctorates (University of Cambridge, Erikson Institute) She mentors PhD students in Neuroscience, Population and Public Health, and Interdisciplinary Studies. Her lab at UBC's Centre for Brain Health and BC Children's Hospital Research Institute integrates neuroimaging (fMRI) with genetic analysis and intervention studies . Recently organized the 4-day international conference 'A Joyous Celebration' uniting 400+ attendees from 45 countries.

• Developmental Cognitive Neuroscience
• Executive Functions
• Prefrontal Cortex
• +6 more

Danielle M. Law is a Professor at Wilfrid Laurier University's Faculty of Liberal Arts, affiliated with the Youth & Children's Studies and Psychology departments. She directs the Child & Adolescent Research and Education (CARE) Lab, which explores cognitive and socio-emotional development in the context of technology use. Her research focuses on social-emotional learning (SEL), online aggression, mental health concerns, responsible internet use, and fostering healthy relationships through community engagement. The CARE Lab integrates research, knowledge mobilization, and community outreach to address these issues. Danielle's work spans collaborative projects funded by SSHRC, CIHR, and Wilfrid Laurier University. These include evaluating SEL programs for toddlers and school-aged children, analyzing technology's impact on relationships, and studying cyber-aggression through mixed-methods approaches. Funding: Social Sciences and Humanities Research Council (SSHRC), Canadian Institute for Health Research (CIHR), Wilfrid Laurier University Related Centers: Centre for Leading Research in Education, Centre for Physically Active Communities, Developmental Change and Technology Lab at UBC, PREVNet, BRNet Students can engage with the CARE Lab through research, knowledge sharing, or community outreach streams. Contact her via dlaw@wlu.ca for opportunities.

• Social-Emotional Learning
• Child and Adolescent Development
• Cyber-Aggression
• +4 more

Tina Malti is a Professor of Psychology at the University of Toronto Mississauga and Founding Director of the Laboratory for Social-Emotional Development and Intervention ( www.tinamalti.com ). She also established and leads the multi-disciplinary Centre for Child Development, Mental Health, and Policy at UTM and the Humboldt Science Center for Child Development at Leipzig University. As a registered clinical psychologist in Ontario and President of the International Society for the Study of Behavioural Development (ISSBD), she bridges research, intervention design, and policy advocacy. Key Affiliations: University of Toronto Mississauga (Professor), Leipzig University (Alexander von Humboldt Professorship), ISSBD (President) Research Themes: Social-emotional development, moral emotions, prosocial behavior promotion, and trauma-informed interventions for children facing adversity. Scientific Trends: Recent work spans developmental science, clinical psychology, and Edtech, with a focus on kindness cultivation, refugee mental health, digital well-being, and physiological correlates of emotional responses. She emphasizes interdisciplinary collaboration and policy translation. Scientific Leadership: Alexander von Humboldt Professorship, ISSBD Presidency, and founding roles in two research centers.

• Developmental Psychology
• Social-Emotional Development
• Child Mental Health
• +5 more

Kelly Cleeve serves as a Part-time Lecturer and Course Coordinator within the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia's Faculty of Education. She joined UBC in 2020 initially as the SEL cohort coordinator and faculty advisor, and currently coordinates EPSE 308 while maintaining her office in Scarfe Office Block 2318. With over two decades of experience as an elementary school educator in the Langley School District, she bridges practical classroom expertise with academic instruction. Her research concentrates on Social and Emotional Learning (SEL) frameworks, child resilience development, and collaborative strategies between educators and parents. She explores how developmental psychology informs classroom practices, particularly in fostering emotional intelligence and adaptive coping mechanisms in children. Her work emphasizes practical applications of educational psychology to empower both students and teaching professionals. Scientific Awards: No awards, fellowships, or medals were documented in the provided materials. As faculty advisor for the SEL cohort, Cleeve provides academic mentorship and program guidance to graduate students. Her advisory role focuses on integrating social-emotional competencies into educational leadership, though specific grant funding or research projects were not detailed in the source text.

• Social and Emotional Learning
• Child Development
• Educational Psychology
• +3 more

Tonje Molyneux is a Postdoctoral Research Fellow at the UBC School of Nursing, Faculty of Applied Science, University of British Columbia. Her research focuses on adolescent mental health, social connectedness, and educational environments. Research Interests: Tonje’s work examines: Mental well-being trends among adolescents Promotive factors for emotional health Adherence to movement guidelines and health outcomes Anti-racist and transformative educational practices Impact of the global spread of English on language teaching Publications & Trends: Her recent articles emphasize population-based studies on adolescent mental health, pandemic effects on teachers and students, and innovative educational frameworks like outdoor learning and SEL reforms. She employs mixed methods and latent profile analyses to explore behavioral patterns and system-level interventions.

• Mental Health
• Social Connectedness
• Adolescence
• +5 more

Dr. Sean Schat is an Associate Professor of Education at Redeemer University , where he teaches courses including Development and Learning , History and Philosophy of Education , and Teaching Practice: Classroom Management . He holds a PhD in Cognition and Learning from Brock University (2019) and an M.Ed. in Curriculum and Instruction from Dordt University (2009). Education : PhD (Cognition and Learning, Brock University, 2019), M.Ed. (Curriculum and Instruction, Dordt University, 2009), B.C.Ed. (Redeemer University, 1994) His research focuses on Educational Care and its intersections with Interpersonal Theory , Perceptual Theory , and Invitational Theory , particularly within Distinctively Christian Education . He explores Teacher-Student Relationships and Young Adult Faith Development . His publications emphasize theoretical frameworks like invitational theory and care theory, with recent works analyzing their applications in classroom ethos, democratic practices, and student welfare. Dr. Schat has presented at conferences such as the International Christian Community for Teacher Education (ICCTE) 2024 Conference , focusing on Christian philosophy of education and opportunities for scholarly collaboration. His workshops cover topics like Cooperative Learning , Assessment and Evaluation , and Curriculum Design .

• Educational Care
• Care Theory
• Interpersonal Theory
• +7 more

John-Tyler Binfet is an Associate Professor at the University of British Columbia's Okanagan School of Education, where he serves as Director of Graduate Programs and Director of the Building Academic Retention through K9's (B.A.R.K.) program. He also directs the Centre for Mindful Engagement, a role he assumed in 2021. His dual research focus centers on children's conceptualizations of kindness in educational settings and the impact of canine-assisted interventions on university student well-being. Binfet earned his Bachelor of Arts in Psychology from the University of Calgary (1987), followed by a Bachelor of Education (1991), Master of Arts in Measurement (1993), and PhD in Educational Psychology (2000), all from the University of British Columbia, Vancouver. His educational background has provided a strong foundation for his interdisciplinary research that bridges psychology, education, and human-animal interaction studies. His research on kindness explores how children and adolescents understand and enact kindness within school contexts, resulting in the development of the School Kindness Scale. His canine-assisted intervention research, particularly through the B.A.R.K. program founded in 2012, investigates how interactions with therapy dogs reduce stress and enhance well-being among university students. This work has expanded to include virtual canine comfort modules and cross-population applications. Binfet's publications reveal a strong trend toward methodological sophistication in animal-assisted intervention research, with increasing attention to diverse student populations, gender considerations, and the mechanisms through which human-animal interactions affect wellbeing. His work spans theoretical frameworks in social psychology, practical applications in educational settings, and rigorous methodological approaches including randomized controlled trials and mixed-methods designs. Outstanding Instructor Award (2024) Multiple SSHRC Partnership Engage Grants Central Okanagan Foundation funding for kindness research TELUS funding for canine therapy initiatives Binfet actively supervises graduate students in M.Ed., M.A., and Ph.D. programs, with expertise in both qualitative and quantitative research methodologies. His leadership extends to the B.A.R.K. program, which routinely brings 60+ therapy dogs to campus, and the Centre for Mindful Engagement. Current research directions include virtual canine comfort interventions, cross-cultural validation of kindness assessment tools, and expanding the application of canine-assisted interventions to diverse populations including veterans and law enforcement personnel.

• Kindness in Education
• Social and Emotional Learning
• Canine-assisted Interventions
• +5 more

Dr. Naomi Andrews is an Associate Professor in the Department of Child and Youth Studies at Brock University. She leads the Andrews Relationships Lab and is affiliated with the BRAVE Group: Brock Research on Aggression and Victimization Experiences. Education: Ph.D. in Family and Human Development, T. Denny Sanford School of Social and Family Dynamics, Arizona State University Postdoctoral Fellowship, Mothercraft’s Breaking the Cycle program & LaMarsh Centre for Child and Youth Research, York University Research Interests: Dr. Andrews applies a relational perspective to understand children and youth’s social adjustment and problem behaviors. Her work spans three interconnected areas: (1) the role of peer relationships and social context in problem behaviors such as aggression and victimization; (2) gender identity and gender-based peer experiences; and (3) community-based intervention and evaluation research aimed at reducing problem behaviors and promoting healthy relationships. Recent Research Trends: Her recent publications (2022–2025) focus on social-emotional learning interventions, the nuanced understanding of teasing and aggression, and the evaluation of community-based programs addressing interpersonal violence among mothers and children. These works integrate developmental psychology, social network analysis, and trauma-informed care. Scientific Awards: 2021 Faculty of Social Sciences Early Career Researcher Award (joint recipient) Advising & Grants: Dr. Andrews actively mentors graduate and undergraduate students in her lab. She is a co-investigator on major national projects funded by the Public Health Agency of Canada, including the Building Connections and Connections for Breaking the Cycle initiatives, which aim to enhance community capacity to address interpersonal violence and child maltreatment. Labs & Teams: She directs the Andrews Relationships Lab , which investigates peer relationships, aggression, gender identity, and intervention strategies. The lab is also part of the BRAVE Group at Brock University.

• Peer relationships
• Aggression
• Gender identity and gender-based peer experiences
• +5 more

Dr. Lauren Goegan is an Associate Professor in the Faculty of Education at the University of Manitoba , specializing in Educational Administration, Foundations and Psychology . Her research focuses on inclusive pedagogies, transitions from high school to postsecondary education, and adaptive motivation theory. PhD, University of Alberta (2020) MA, University of Victoria (2015) BA, University of Calgary (2011) Dr. Goegan integrates theories like Self-Determination Theory , Attribution Theory , and Expectancy-Value Theory to examine student motivation, particularly among individuals with Learning Disabilities (LD) . Her recent work investigates the impact of online learning on LD students’ motivation and engagement during the COVID-19 pandemic , using frameworks such as Universal Design for Learning (UDL) and Social and Emotional Learning (SEL) . Key research trends from her recent publications include: analyzing mindset messaging in elementary education, exploring the intersection of LD and sexual orientation, studying student-athlete motivation across academic/sport domains, and evaluating assessment practices through equity and psychological needs lenses. Website Note: Her personal website ( laurengoegan.wordpress.com ) has been deleted, but her work remains accessible via institutional archives and Google Scholar.

• Inclusive Pedagogies
• Transition from High School to Postsecondary Education
• Adaptive Motivation
• +7 more

Dr. Brenda Jacobs is an Associate Teaching Professor at Ontario Tech University's Mitch and Leslie Frazer Faculty of Education. She holds dual PhDs from York University and has extensive teaching experience in Canada and internationally. Her research focuses on self-regulation, inquiry-based learning, and emergent curriculum in early childhood education. She leads the CDIE-funded 'Digital Play Framework for Early Learners' project and previously contributed to SSHRC research on social competence in preschoolers. Her 2022 book bridges self-regulation theory with classroom practice. Education: PhD, M.Ed., and Graduate Diploma in Early Childhood Education (York University) B.Ed. (Primary/Junior), B.A. Psychology (University of Western Ontario) Research Expertise: Jacobs explores how inquiry-based learning fosters self-regulation in children, with findings published in peer-reviewed journals and her award-winning book. Her work emphasizes teacher-student collaboration in curriculum design and the role of positive emotions in social-emotional learning. Awards: Ontario Tech University Learning Reimagined Award (2024) Fraser Faculty Student Choice Award (2024) Teaching & Leadership: Teaches across undergraduate and graduate programs in education. Serves as Principal Investigator for digital innovation projects and previously taught at York University and Seneca Polytechnic. Her courses focus on inclusive pedagogy, digital literacy, and curriculum design. Research Teams: Member of SSHRC and CDIE-funded initiatives. Current work integrates technology into play-based learning frameworks for early childhood education.

• Early Childhood Education
• Self-Regulation
• Social Emotional Learning (SEL)
• +6 more

Dr. Chiaki Konishi is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. As Program Director for the M.Ed. Concentrations in Educational Psychology and Director of the Social-Emotional Development Research Group (SED-RG), she focuses on advancing social-emotional learning, bullying prevention, and equity for marginalized youth. Her work integrates quantitative methods like multilevel modeling with ecological perspectives to address issues such as school climate, teacher-student relationships, and LGBTQ+ youth well-being. Dr. Konishi holds a Ph.D. from the University of British Columbia and has professional experience as both a school teacher and clinical counselor. Her research collaborations include organizations like CASEL and PREVNet, emphasizing translational research for educational practice. She currently supervises graduate students and teaches courses in educational psychology and research methodology. Her research portfolio highlights innovative approaches to SEL programming in diverse populations, including newcomer students and sexual minorities. Key themes include the role of connectedness in youth development, the impact of teacher support on academic engagement, and the intersection of digital technologies with social-emotional health. Dr. Konishi's work consistently bridges theoretical frameworks with practical interventions, aiming to create inclusive educational environments. Her recent projects explore systemic factors affecting marginalized groups and the application of SEL strategies in reducing bullying and fostering resilience.

• Social-Emotional Learning (SEL)
• Bullying and Discrimination
• School Climate
• +5 more

Jane Sinden serves as an Associate Professor in the Kinesiology and Physical Education Department at Redeemer University , where she has integrated her academic expertise with her extensive athletic background. Holding a Ph.D. in Education (2007) and an M.Ed. in Cognition and Learning (2000) from Brock University, her work bridges clinical sport psychology with Christian educational philosophy . Ph.D. in Education (University of Western Ontario) M.A. in Counselling (Westminster Theological Seminary, in progress) M.Ed. in Cognition and Learning (Brock University, 2000) B.P.E. Hon. in Physical Education (Brock University, 1998) B.A. Hon. in Economics and Politics (Queen’s University, 1992) Her research interests focus on the emotional health of athletes , spiritual-emotional development , and mental health in sports . She advocates for emotion education through a Christian perspective , addressing issues like burnout in sport , health problems in female athletes , and theological integration in physical education . Her publications consistently explore the intersection of emotion, health, and spirituality in athletic contexts. Notable themes include the normalization of emotional suppression in elite sports, health advocacy , and Christian frameworks for emotional development . Scientific Awards and Recognitions : 2006-2007 Internal Research Grant ($2,000) 2006 Teaching Award Nomination 2006 CAAWS WISE Scholarship nomination 2002 Ontario Graduate Scholarship ($17,000) 2000 Presidents Scholarship Graduate Studies ($18,000) 2000 Academic All Canadian (Royal Bank of Canada) 1997 Student/Athlete of the Year at Brock University Service and Community Involvement : Mentor/Spiritual Counselor Sport Psychologist/Consultant Worship Leader Speaker on Christian athlete development Exercise Instructor Bible teacher

• Emotions in Sport
• Health in Athletic Populations
• Spiritual-Emotional Development of Athletes
• +5 more