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Sarah CarnochanView profile

Lecturer

• Social Service Delivery Systems
• Organizational Change and Learning
• Evidence-Informed Practice
• +2 more

Sarah Carnochan is the Director of the Bay Area Social Services Consortium at the University of California, Berkeley's School of Social Welfare. She holds a PhD, MSW, and JD from UC Berkeley and serves as a Lecturer in the Executive Development Program. Her academic roles blend research leadership, teaching, and directorship of a major university-agency partnership initiative. Her research investigates: Social service delivery systems and organizational change Evidence-informed practice in human service organizations Policy implementation and cross-sector contracting Child welfare systems and qualitative data-mining methodologies She frequently collaborates with public and nonprofit agencies to examine practical applications of research in welfare-to-work programs, child welfare, and trauma-informed care. Key scientific recognitions include: National Institute on Alcohol Abuse and Alcoholism Pre-doctoral Fellowship (2001-2004) UC Berkeley University Fellowship (1997-1999) As Director of the Bay Area Social Services Consortium, she oversees research partnerships between UC Berkeley and regional human service agencies, facilitating knowledge exchange and practice innovation. Her work emphasizes university-agency collaboration to address complex social service challenges.

Susan HastingsView profile

Professor

• Marriage and Family Therapy
• Clinical Psychology
• Trauma and Foster Care
• +6 more

Susan Hastings is a Professor of Psychology and Counseling and serves as Chair/Program Director of the Marriage and Family Therapy Program at Hope International University. She is affiliated with the College of Graduate Studies and the Department of Psychology and Counseling, where she teaches in both the MA-MFT and DMFT programs. Education: Psy.D., Applied Clinical Psychology, The Chicago School of Professional Psychology M.S., Clinical Psychology, Vanguard University of Southern California B.A., Psychology, Vanguard University of Southern California Her research and clinical interests focus on trauma, particularly foster care trauma , developmental trauma , and attachment theory . She integrates evidence-based practices such as EMDR and Trust-Based Relational Interventions (TBRI) into her work. Her teaching includes courses in psychopathology, lifespan development, and advanced family therapy. Her recent publications and presentations (2011–2014) reflect her contributions to MFT training innovations and faith-integrated education. Though no recent journal articles are listed, her work centers on clinical training, therapeutic models for trauma, and the integration of psychology with spiritual values. Scientific Awards and Affiliations: Delta Kappa – International Marriage and Family Therapy Honor Society Psi Chi – International Honor Society in Psychology American Association of Marriage and Family Therapists (AAMFT) – Clinical Member EMDR International Association (EMDRIA) – Clinical Member Journal Reviewer – Journal of Feminist Family Therapy Susan Hastings actively advises doctoral students, having chaired multiple dissertations on intergenerational trauma, parental emotion philosophy, and alternative discipline programs. She has not received mention of external grants, but her leadership in program development and supervision indicates significant academic mentorship. She is also involved in professional presentations, including recent 2024 talks on attachment theory and philosophical foundations in education. She is associated with clinical and academic teams focused on trauma-informed care and faith-integrated therapy. Her work with Royal Family Kids Camp highlights her commitment to serving vulnerable youth.

Adrienne BarnettView profile

Associate Professor

• Domestic Abuse
• Family Law
• Parental Alienation
• +4 more

Adrienne Barnett serves as Reader in Law at Brunel Law School within Brunel University's College of Business, Arts and Social Sciences. She holds concurrent roles as Divisional Lead for Private and Commercial Law and Director of Undergraduate Programmes. Her educational background includes: BA English (University of Cape Town, 1977) Diploma in Law (Polytechnic of Central London, 1980) Bar Finals (Inns of Court School of Law, 1981) LLM Child Law and Policy with Distinction (Brunel University, 1998) PhD (Brunel University, 2014) Barnett's research centers on domestic abuse within family court proceedings, with recent expansion into parental alienation dynamics. Her work employs feminist legal theory and Luhmann's systems theory to analyze judicial handling of domestic violence cases, particularly examining how accusations of parental alienation are weaponized against abuse victims. She investigates systemic failures in risk assessment and child protection protocols across international jurisdictions. Her publication record shows consistent focus on domestic abuse evidentiary standards (32% of works), parental alienation controversies (28%), feminist critiques of family law (21%), and international child abduction frameworks (19%). Recent scholarship increasingly addresses perpetrator-induced trauma and judicial disbelief mechanisms. Barnett actively influences policy through: Ministry of Justice-commissioned literature review (2020) Cafcass Research Advisory Committee membership Leadership in SHERA Research Network Advisory roles for Rights of Women and SafeLives She directs the Domestic Abuse Clinic at Brunel Law School and leads BA/Leverhulme-funded research on domestic abuse and parental alienation (2022-2025). Her earlier Family Justice Council project (2011-2013) directly informed amendments to Practice Direction 12J regarding domestic violence in family proceedings. Barnett also maintains active practice as door tenant at One Pump Court Chambers while teaching Family Law, Children and the Law, and Land Law.

• Development Economics
• Child Labour
• Poverty
• +7 more

Professor Alberto Posso is a Professor of Economics and Head of the Department of Accounting, Finance and Economics at Griffith Business School, Griffith University . His research focuses on development economics, child labour, poverty, inequality, and economic policy, driven by a deep sense of social justice rooted in his upbringing in Ecuador. Institution: Griffith University School: Griffith Business School Department: Department of Accounting, Finance and Economics Role: Professor and Head of Department Research Interests: Alberto Posso’s research centers on understanding the structural causes of poverty and child labour, particularly in developing countries. His work explores the psychosocial consequences of child labour, the role of educational interventions (especially bilingual programs for Indigenous children), and the design of effective public policies. He emphasizes rigorous methodological approaches to social science research, advocating for data-driven policy formulation. Recent Research Trends: His most recent publications analyze the psychological impact of child labour in India and the success of culturally sensitive education programs in reducing child labour in Peru. These works highlight the cyclical nature of poverty and demonstrate how targeted educational policies can disrupt it. His research spans economics, public health, education policy, and Indigenous studies, reflecting an interdisciplinary approach to global development challenges. Scientific Awards: No specific awards mentioned in the text. Advising and Grants: While no specific students or grants are listed, Professor Posso mentors emerging researchers and collaborates with governments and international organizations to inform evidence-based policy. His applied research often bridges academia and real-world impact, particularly in relation to the UN Sustainable Development Goals. Labs and Research Teams: He previously served as the inaugural Director of the Centre for International Development, indicating leadership in research team building and international development initiatives.

• Child health
• Acute and Critical Illness
• Coercion in Healthcare
• +7 more

Edel Jannecke Svendsen is an Associate Professor at the Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University. Her academic work focuses on child health, acute and critical illness, coercion in healthcare settings, and qualitative research methods. She is actively engaged in research related to pediatric nursing, rehabilitation, and developmentally supportive care. Research Interests: Child health and developmentally supportive care Coercion and procedural restraint in pediatric healthcare Qualitative and practice-based research Rehabilitation of children with acquired brain injury Digital communication in nursing education Her recent publications reflect a strong focus on pediatric acquired brain injury, interventions like the Child in Context Intervention (CICI), stroke care pathways, and ethical aspects of pediatric nursing. The research spans qualitative interviews, scoping reviews, and intervention studies, often involving multidisciplinary collaboration. Scientific Contributions: Development of feeding strategies for preterm infants (PoP study) Exploration of procedural restraint in children across medical and dental settings Implementation and evaluation of the CICI intervention for children with brain injury Analysis of emergency stroke care and dispatcher decision-making Assessment of digital communication in clinical nursing education She has contributed to numerous peer-reviewed journals and dissemination activities, including international conferences such as the International Paediatric Brain Injury Society and the World Congress on Brain Injury. While no formal list of students or awards is provided, her extensive collaborative work suggests an active role in mentoring and research leadership.

Robyn WalshView profile

Assistant Professor

• School Counseling
• Leadership Training
• Educational Leadership
• +3 more

Robyn Walsh is an Assistant Professor in the Education Department at Capital University. Prior to her academic role, she worked as a high school counselor and counseling director in Richmond, Virginia, for 9 years, serving a district with over 60,000 students. Her work focuses on preparing future school counselors and addressing contemporary educational challenges. Ph.D. in Counselor Education and Supervision, Virginia Commonwealth University M.Ed. in School Counseling, Virginia Commonwealth University B.A. in Psychology, University of Virginia Walsh’s research centers on leadership training for school counselors, job satisfaction among school counseling directors, and support systems for working mothers in education. Her publications explore topics such as Adverse Childhood Experiences (ACEs), RAMP model implementation, and work-life balance for educators. Her recent publications highlight trends in school counseling practices, including trauma-informed support via ACEs, collaborative accreditation models (RAMP), and the intersection of parenthood and professional identity. Articles span 2017–2024, with a focus on qualitative insights into counselor roles and systemic challenges. Walsh teaches courses such as Intro to School Counseling , Counseling Children and Adolescents , and Consultation and Collaboration . She also supervises school counseling practicums and internships, emphasizing hands-on training and lifespan development.

Olga DietlinView profile

Professor

• Higher Education
• Student Affairs Administration
• Counseling Psychology
• +6 more

Dr. Olga Dietlin is a Professor in Higher Education with a PhD from the University of Toledo (2004) and a Master of Science in Mental Health Counseling from Palm Beach Atlantic University (2017). Her career spans international student affairs research, focusing on empathy, political identity, and the neuroscience of connection in educational contexts. Doctoral Internship at Dublin City University, Ireland Freedom Support Act Fellow ($30,000 grant, 1997) Summa Cum Laude graduate from Eastern Ukraine University (1996) Her research bridges counseling, higher education, and theology, emphasizing: Political polarization's impact on student development Inclusive pedagogy for refugee students Neuroscience-informed counseling practices Global student affairs leadership Recent publications analyze: 2025: The role of faith in bridging cultural divides 2025: Empathy frameworks for refugee student integration 2025: Cross-cultural communication in student leadership Scientific recognition includes: Dissertation of the Year Award (2004) Freedom Support Act Fellowship (1997) Her work explores intersections of: Online learning authenticity Counseling theory and practice Relational neuroscience in education Global student affairs models

Terri S. WatsonView profile

Professor

• Integration of Psychology and Christian Faith
• Clinical Supervision
• Cross-Cultural Applications of Psychology
• +4 more

Dr. Terri S. Watson (PsyD, ABPP) is a Professor of Psychology at Wheaton College, a board-certified clinical psychologist, and an approved clinical supervisor with multiple organizations. Her work bridges clinical psychology, Christian faith, and global mental health practices. Psy.D., Clinical Psychology, Illinois School of Professional Psychology (1991) M.A., Clinical Psychology, Wheaton College Graduate School (1986) B.A., Psychology and Religious Studies, Indiana University Bloomington (1982) Dr. Watson specializes in integrating Christian faith with psychology, clinical supervision frameworks, cross-cultural counseling adaptations, and positive psychology applications. Her research emphasizes ethical practices in transnational supervision and trauma-informed care within faith-based contexts. Her scholarly work (2017-2021) focuses on ethical challenges in global supervision, trauma recovery, and virtue-based clinical mentoring. This aligns with her book on clinician character formation and an upcoming title guiding clients through therapeutic processes. ECPA Top Shelf Book Cover Award for Developing Clinicians of Character (2018) Dr. Watson maintains a private practice in Hoffman Estates, IL, and provides clinical consultation to organizations. She has conducted international workshops on EFT, burnout prevention, and trauma-informed supervision across Indonesia, Czech Republic, Thailand, and Sri Lanka.

Christine Ann WalshView profile

Professor

• Child Welfare
• Policy
• Violence Across Lifespan
• +5 more

Christine Ann Walsh serves as Associate Dean (Research and Partnerships) at the University of Calgary's Faculty of Social Work and holds a research appointment at the Alberta Children's Hospital Research Institute. Her academic leadership spans child welfare policy, violence prevention, and health equity initiatives. Educational Background: B.S. in Social Work & Welfare, University of Guelph (1981) B.S.W. in Social Work & Welfare, McMaster University (1992) M.S. in Social Work & Welfare, University of Guelph (1983) M.S.W. in Social Work & Welfare, McMaster University (1996) Ph.D. in Social Work & Welfare, University of Toronto (2004) Walsh's research critically examines violence across the lifespan with focus on socially excluded populations. Her current projects address adolescent maltreatment disclosures (SSHRC-funded), urban design for vulnerable communities (City of Calgary partnership), elder abuse prevalence (Alberta Heritage Foundation), and optimal shelter design for homeless women. Her work bridges academic research with municipal policy development and clinical practice. Her publication portfolio demonstrates consistent contributions to child welfare policy, Indigenous mothering frameworks, and FASD-homelessness linkages. Recent scholarship emphasizes narrative methodologies and community-based knowledge production, particularly regarding women's experiences within child welfare systems. Academic Leadership: Associate Dean (Research and Partnerships), Faculty of Social Work (2020-2025) Child Health & Wellness Researcher, Alberta Children's Hospital Research Institute Principal Investigator, Social Science and Humanities Research Council projects Walsh teaches graduate courses including SOWK 672 (Thesis Research Development), SOWK 721 (Integrative Research Colloquia), and SOWK 741 (Research Foundations). Her mentorship framework publications highlight commitment to strengthening research capacity across social work disciplines. Current strategic initiatives focus on child health and wellness through interdisciplinary partnerships.

Nicholas ProcterView profile

Professor

• Mental Health Nursing
• Suicide Prevention
• Trauma-Informed Practice
• +4 more

Professor Nicholas Procter is the Chair of Mental Health Nursing at the University of South Australia and leads the Mental Health and Suicide Prevention Research and Education Group. His career spans advisory roles with the National Suicide Prevention Taskforce, National Mental Health Commission, and other Australian governmental bodies. He has advanced training in Trauma-Informed Practice (SAMHSA) and Psychological Autopsy Investigation (American Association of Suicidology). Education: Advanced Trauma-Informed Practice (SAMHSA), Psychological Autopsy Investigator Certification (American Association of Suicidology) Research Interests focus on suicide prevention, mental health nursing, trauma-informed care, psychosocial disability, and the intersection of NDIS with emergency department practices. His work addresses: Organizational factors affecting mental health nursing workforce Clinical supervision's role in clinician well-being Refugee and asylum seeker mental health under visa insecurity Co-design of safety tools in community mental health Scientific Awards include serving as Australia's national representative to the International Association for Suicide Prevention. His grants and collaborations span SA Health, Murdoch University, and MIND Australia, focusing on NDIS integration, trauma-informed policies, and systems change through lived experience leadership. A notable publication is the textbook Mental Health: A Person-centred Approach (3rd ed., 2022), with a 4th edition in progress.

Gloria Itzel MontielView profile

Lecturer

• Undocumented student experiences
• Immigration and education
• Social determinants of health
• +5 more

Gloria Itzel Montiel, PhD, serves as an instructor in the Allies of Dreamers Certificate program within the School of Educational Studies at Claremont Graduate University. An alumna of CGU, she was among the first DACA recipients to obtain a PhD in the United States. She combines her lived experience as an undocumented student with professional expertise in health equity and educational program design. Dr. Montiel earned her PhD in Education from Claremont Graduate University, an EdM in Learning & Teaching from Harvard, and a BA in English & American Literature & Language from Harvard. Her academic journey as an undocumented student was featured in the 2011 documentary Almost American . Montiel's research focuses on the undocumented student experience in selective private colleges, institutional capacity to serve undocumented students, and social determinants of health at the intersection of race and immigration. Her work bridges educational access and health equity, examining how immigration status affects academic trajectories and health outcomes. She structures her courses to develop concrete strategies for supporting undocumented students and mixed-status families throughout the PK-20 pipeline. Her scholarly output reveals consistent thematic focus across disciplines, connecting immigration status with educational access, health outcomes, and community resilience. Her work increasingly incorporates community-based participatory research approaches and examines pandemic impacts on vulnerable populations, particularly Latinx communities. Montiel's research demonstrates how civic engagement serves as a critical social determinant of health and educational equity. As an experienced health equity and educational program design leader, Montiel has secured more than $18 million in grants and contracts for high-impact programming. She currently serves as the founding director of community engaged research at the AltaMed Institute for Health Equity and as consulting director of strategy & sustainability at Latino Health Access in Orange County, California. Montiel has presented her work at major academic conferences including the American Educational Research Association, National Association of Student Affairs Professionals, and American Public Health Association. Her community leadership was instrumental in developing Orange County's initial $3 million investment for the COVID-19 health equity response at the zip code level in 2020.

Janine ArantesView profile

Senior Lecturer

• AI Governance for Education
• Digital Inclusion
• Educational Technology Ethics
• +5 more

Dr Janine Arantes is a Senior Lecturer in Initial Teacher Education at Victoria University’s College of Arts, Business, Law, Education & IT (CoABLEIT) , with a dual role as Discipline Co-Leader for New Frontiers in Advocacy, Justice, Education & Practice at the Institute for Sustainable Industries and Liveable Cities (ISILC) . She leads the Digital Poverty and Inclusion Research Group and co-leads the Teachers’ Rights and AI Network (TRAIN) and Smart Glasses Lab . Her research focuses on AI governance , digital inclusion , and ethical technology in education, with over 30 publications and 700+ citations. Key research trends include: AI Ethics in educational policy and practice Digital Poverty as a structural justice issue Queer and Feminist critiques of edtech Psychosocial Risks in AI-integrated classrooms Postdigital Pedagogy and teacher identities Data Justice in algorithmic decision-making Scientific recognition : Top 100 Women in AI Ethics Teacher with Influence (VU, 2024) Researcher with Impact (VU, 2023) Vice Chancellor’s Student Impact Award (VU, 2022) EdSAFE Fellowship (2024) Supervision & Collaboration : Supervises 2 PhD students (Principal) and 5 PhD students (Associate) at VU Co-leads collaborative projects like Digital Greenhouse for ECRs/HDRs Advocates for critical pedagogies and trauma-informed teaching through public initiatives like ISILC’s New Frontiers Speaker Series Labs & Networks : Smart Glasses Lab : researches wearable AI in classrooms AI Governance for Education (AIGE) Network : policy and leadership in edtech Teaching with Responsible AI Network : outreach for K-12 educators

Ashley Batts AllenView profile

Professor

• Self-Compassion
• Social Psychology
• Identity and Self
• +4 more

Ashley Batts Allen is an Associate Dean of Faculty and Research in the College of Arts and Sciences at the University of North Carolina at Pembroke. With a PhD in Social Psychology from Duke University and prior faculty experience at the University of North Florida, she focuses on self-compassion research across diverse populations. Education: Duke University - MA & PhD in Social Psychology Wake Forest University - BA in Psychology Research Interests center on self-compassion and its applications for older adults , sexual assault survivors , and hurricane survivors . Her work bridges social psychology , gerontology , and trauma recovery through grants from the National Institute on Aging and National Science Foundation. Scientific Awards include internal research grants and external funding from National Institute on Aging National Science Foundation Dr. Allen leads the Self, Well-Being and Social Behavior Lab , mentoring undergraduates in research that has resulted in over 70 conference presentations. Her scholarly output spans self-compassion , impression management , and social exclusion studies since 2007.

Rhonda NeseView profile

Associate Professor

• Educational Equity
• Behavioral Interventions
• Multi-Tiered Systems of Support
• +5 more

Rhonda Nese serves as Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon's College of Education and directs the Nese Lab. She is a Principal Investigator at the university's Prevention Science Institute, leading federally funded research on equitable behavioral interventions in K-12 settings. Her academic credentials include: PhD in School Psychology from the University of Oregon (2013) MEd in School Psychology from Howard University (2008) BA in Psychology from the University of Maryland (2004) Dr. Nese's research focuses on dismantling systemic inequities in school discipline through multi-tiered behavior support frameworks. She pioneers alternatives to exclusionary practices like the Inclusive Skill-building Learning Approach (ISLA), addressing implicit bias, classroom management, and bullying prevention. Her work integrates implementation science to ensure sustainable, culturally responsive interventions that center student voice and restorative justice principles. Analysis of her 15 most recent publications reveals consistent emphasis on discipline equity (73% of works), implementation science of behavioral supports (60%), and participatory methods with marginalized populations. Her scholarship increasingly incorporates technology-enhanced solutions and addresses LGBTQ+ student experiences, reflecting evolving priorities in educational justice. Her scientific recognition includes: 2022 Presidential Equity Award (Northwest PBIS Network) 2022 Outstanding Early Career Award (University of Oregon) 2022 Article of the Year (American Psychological Association) Multiple College of Education and university research awards Dr. Nese secures major external funding as Principal Investigator for IES (R305A180006) and NIH (1R01DA059401-01) grants developing ISLA, plus Co-PI roles on projects for implementation sustainability tools and oral reading fluency assessment. Her mentorship is evident through frequent student co-authorship (27% of recent publications), though formal advisee lists aren't publicly documented. The Nese Lab collaborates with the Prevention Science Institute and national school districts to translate research into practice, currently expanding ISLA implementation and developing trauma-informed approaches for LGBTQ+ students through mixed-methods studies.

• Bilingual Education
• Bicultural Parent Involvement
• Educational Policy
• +11 more

Edward M. Olivos is a Professor in the College of Education at the University of Oregon, with affiliations in Critical and Sociocultural Studies in Education, Curriculum and Teacher Education, Educational Foundations, and Latinx Studies. As Associate Dean for Academic Affairs, he bridges institutional leadership with grassroots educational research. PhD in Education (2003), MA in Spanish (1997), BA in Spanish (1991) from San Diego State University Former elementary school teacher with over a decade of classroom experience in San Diego Principal Investigator and Director of the $3M ELOEL grant for Oregon teacher ESOL endorsements His research focuses on bicultural parent-school relationships , Latino community activism , and development of bilingual educators . He examines systemic barriers to parental engagement and advocates for culturally sustaining educational practices through work like The Power of Parents (2006) and Bicultural Parent Engagement (2011). Article trends reveal consistent emphasis on equity in dual language programs , immigration policy impacts , and community-led educational reforms . His 15 most recent publications span critical pedagogy, sociopolitical development, and policy analysis. Scientific Awards: 2012 Critics Choice Book Award (American Educational Studies Association) for co-edited work Networking with colleagues through grants and program development, Olivos has shaped Oregon’s educational landscape through both policy innovation and culturally responsive frameworks . His work intersects with the University of Oregon’s Latin American Studies program through Latinx community research and language equity advocacy.