Dr. Sadasivam Karuppannan is a Senior Lecturer at UniSA Creative, University of South Australia. His research focuses on urban sustainability, climate migration dynamics, cultural heritage conservation, and the socio-ecological impacts of urban design. With extensive fieldwork in South Asia and Australia, he examines how built environments influence community resilience and ecological health. His research explores: Urban green spaces and biodiversity conservation in rapidly developing cities Climate-induced migration patterns and urban adaptation strategies Sustainable housing design in tropical regions Cultural heritage preservation in post-disaster contexts Age-friendly urban infrastructure and services Dr. Karuppannan's publications demonstrate consistent focus on interdisciplinary approaches to sustainable development, particularly analyzing how policy frameworks intersect with community needs across diverse cultural contexts. Recent work emphasizes participatory planning methods and metrics for assessing urban livability. He maintains active collaborations with international researchers on projects addressing urbanization challenges in Global South contexts, particularly examining equitable resource distribution and resilience planning.
Tulin Ozcan, MD is an Associate Professor of Obstetrics, Gynecology and Reproductive Sciences at Yale University School of Medicine. She joined the Maternal Fetal Medicine faculty at Yale University in September 2023, bringing extensive experience in high-risk pregnancies and prenatal imaging. Dr. Ozcan completed her medical education and residency in Obstetrics and Gynecology in Ankara, Turkey. She then pursued research fellowships at Utrecht University in the Netherlands and Yale University. She also conducted bench research at the Department of Molecular Biology and Genetics at Yale University. After completing her maternal fetal medicine fellowship at Yale University, she practiced as faculty at the University of Rochester, Fetal Center at CHOP, and University Hospitals Cleveland Medical Center before returning to Yale. Dr. Ozcan's clinical and research interests center around high-risk pregnancies, with a special focus on preeclampsia, prenatal ultrasound, assessment of fetal hemodynamics using Doppler technology, and maternal and fetal issues unique to multiple pregnancies. She has a strong background and experience in fetal echocardiography and advanced ultrasound. Her work bridges clinical practice with research to improve outcomes for mothers and babies in complex pregnancy scenarios. Her recent publications demonstrate a consistent focus on prenatal diagnosis, fetal imaging, and management of high-risk pregnancies. Key areas of her research include placental vascular issues, congenital anomalies, twin pregnancies, and ultrasound techniques for fetal assessment. Dr. Ozcan's work often involves collaborative research across institutions, as evidenced by her participation in the North American Fetal Therapy Network studies. Dr. Ozcan is committed to patient-centered care, emphasizing honesty and realistic information sharing while working as a team with expectant mothers facing challenging pregnancies. She treats a variety of conditions including gestational diabetes, preeclampsia, and placental previa, always focusing on the dual care of mother and fetus that characterizes maternal-fetal medicine.
Sarah Paoletti is a Practice Professor of Law and Director of the Transnational Legal Clinic at the University of Pennsylvania Carey Law School. Her work focuses on international human rights, migration law, and access to justice, particularly for marginalized communities. The clinic represents individuals in U.S. immigration proceedings and collaborates with global organizations like the Inter-American Commission on Human Rights and the United Nations. Her research bridges legal practice and theory, addressing transnational legal challenges faced by migrant workers and asylum seekers. Notable projects include groundbreaking reports on migrant justice in Nepal and Indonesia, as well as analyses of clinical legal education’s role in global advocacy. Paoletti has been vocal about systemic issues in immigrant detention, criticizing conditions at facilities like Moshannon Valley Processing Center and advocating for due process reforms. She emphasizes the intersection of law, human rights, and globalization in shaping equitable legal frameworks.
Elizabeth Rathbun is an Clinical Assistant Professor in the Department of Psychiatry at Yale School of Medicine. She is a licensed professional counselor (LPC) and completed her PsyD in Clinical Psychology from the University of Hartford (2015). At the Yale Stress Center since 2009, she specializes in mind-body interventions to address weight management, stress reduction, and overall health improvement. She co-leads the S.O.A.R. (Strength to Overcome All Roadblocks) program, integrating therapeutic approaches to enhance patient well-being. Her clinical work includes individual and group therapy, with a focus on trauma-informed care and mental health counseling. Education: PsyD, Clinical Psychology, University of Hartford (2015) Pre-doctoral Internship, Veteran Affairs - Newington/UCONN Emily J. Child Trauma Clinic (2009) MA, Clinical Practices, University of Hartford (2007) MEd, Mental Health Counseling, University of Massachusetts (2001) BA, Psychology, Sacred Heart University (1997) Research & Clinical Focus: Elizabeth’s work emphasizes the intersection of mental health and physical well-being, particularly through stress management and behavioral interventions. She has contributed to programs addressing obesity, chronic illness, and resilience-building in clinical settings. Contact: Phone: 203.737.3398 | Fax: 203.737.1272 (Office) / 203.737.6460 (Clinic)
Sarah Horwitz is Professor Emeritus of Public Health at Yale School of Public Health with joint appointment in the Child Study Center. Her research examines psychosocial influences on functional outcomes of vulnerable children, with focus on transforming findings into improved pediatric practices and policies. Key areas include intervention evaluations in welfare reform, foster care assessments, and mental health implementation. Her publications demonstrate strong focus on pediatric mental health systems, juvenile justice interventions, and emergency care for neurodiverse youth. Recent work analyzes suicide prevention strategies and trauma-informed approaches in institutional settings.
Dr. Chris Nicholson is a Senior Lecturer and Head of the Department of Psychosocial and Psychoanalytic Studies at the University of Essex. He specializes in therapeutic communities, trauma recovery, and childhood studies, with a focus on applying psychoanalytic theory to clinical and educational settings. His academic roles include overseeing undergraduate programs and developing innovative courses like BA Therapeutic Care and BA Childhood Studies. Nicholson has extensive experience in children’s services, including therapeutic care for traumatized adolescents and co-founding the Junction Young Person’s service for Colchester MIND. Education: PhD in Higher Education from University of Northampton (2007) BA in English Literature/Philosophy from University of Kent (1994-1997) Research Interests: Psychodynamic approaches to care-leavers Therapeutic communities and competency frameworks Literary analysis of trauma (Robert Graves, Hemingway) Enabling environments in higher education Professional Activities: He chairs the Consortium of Therapeutic Communities Executive Board, advises on TC training in Greece and India, and co-founded the Essex Refugee Wellbeing Network. His training model 'Active Education Events' is used in prisons, armies, and residential childcare. Advising & Grants: Supervised doctoral theses on topics like school grief education and teenage sexting. Active in curriculum development and institutional well-being initiatives. Labs/Teams: Runs a Royal College of Psychiatrists-validated TC training program in Athens and collaborates with the Robert Graves Society’s Gravesiana journal.
Annette Semanchin Jones is an Associate Professor and PhD Program Director at the University at Buffalo's School of Social Work. Her work focuses on strengthening child well-being and permanency in child welfare systems, with an emphasis on racial equity, youth connections to supportive adults, and organizational implementation of evidence-based practices. She holds a PhD in Social Work from the University of Minnesota (2013), an MSW from the same institution (2001), and a BA in English and Psychology from the University of Notre Dame (1993). Her research integrates practice, policy, and implementation science, collaborating with agencies like Hillside Family of Agencies to develop tools such as the Youth Connections Scale (YCS). Recent work addresses inclusive leadership in child welfare retention, trauma-informed care, and barriers faced by cross-systems youth transitioning to adulthood. Key contributions include racial equity analyses of differential response models and frameworks for measuring relational permanence in foster care. Education: PhD in Social Work, University of Minnesota (2013) MSW, University of Minnesota (2001) BA in English and Psychology, University of Notre Dame (1993) Dr. Semanchin Jones' articles (2017–2025) consistently emphasize intersectional approaches to child welfare challenges, including implementation science, workforce development, and policy reforms addressing systemic inequities. Her work bridges academic research with practical interventions in foster care, adoption, and trauma-informed service delivery.
Professor Wooksoo Kim is a full-time faculty member at the School of Social Work, University at Buffalo . As co-founder and director of the Immigrant and Refugee Research Institute (IRRI), her work focuses on improving the lives of immigrant and refugee populations through culturally responsive interventions. Her research integrates mobile technology to enhance health literacy and addresses systemic barriers in healthcare and welfare access. She holds a PhD in Social Welfare from the University of Washington (2002) and has extensive experience in community-based research. Her research interests include immigrant/refugee adjustment, mental health service accessibility, and culturally competent social work practices. She collaborates with interdisciplinary teams in medicine, pharmacy, and engineering to design evidence-based solutions. Recent work emphasizes trauma-informed education and mobile apps for refugee health literacy. Teaching commitments include a year-long research class combining methodology with community service learning. Earlier studies explored gambling behaviors among Asian immigrant subgroups, challenging 'model minority' stereotypes. Awards and grants are not explicitly listed, but her work has policy and practice impacts nationally. Key collaborations include IRRI’s interdisciplinary projects and mentorship programs. Future efforts aim to expand interventions for refugee mental health and dismantle systemic inequities through research-practice partnerships.
Michael Lynch is a Clinical Associate Professor at the University at Buffalo School of Social Work, specializing in field education. He holds a MSW from the University at Buffalo (2010) and a BA in Sociology from SUNY Geneseo (2008). His work focuses on integrating technology and artificial intelligence into social work education to enhance practical skills and prepare students for 21st-century challenges. Lynch emphasizes bridging academic theory with real-world practice through community-based field placements. His research interests include trauma-informed field education, interdisciplinary social innovation, and leveraging digital tools like AI chatbots and podcasting for pedagogical purposes. Notable projects include developing frameworks for equitable employment-based placements and mindfulness-based self-care strategies for students. Lynch’s career includes roles as a field department liaison and educator, alongside experience in urban education, child welfare, and community program development. Recent publications highlight trends in ICT-driven assessment, trauma-sensitive practice models, and podcasting as experiential learning tools. While no formal awards are listed, his contributions to reimagining social work education through technology reflect innovative scholarly activity. His advising and grant details are not explicitly stated, but his curriculum vitae indicates sustained engagement with field education innovation.
Danielle I. J. Hunt, PhD, is an Associate Professor in the Department of Interpretation and Translation at Gallaudet University. She holds a BA in Sociology from Texas A&M - Corpus Christi, an MA in Interpretation from Gallaudet, and a PhD in Interpretation (2015). Her academic journey includes roles as a visiting student, staff interpreter at Gallaudet Interpreting Service, and founder of Bay Area Communications (2001). Her research focuses on professional identity development in interpreters, ethics in interpreting practice, and educational pedagogy. Key works include her dissertation 'The work is you' (Gallaudet UP, 2015) and peer-reviewed contributions to Translation and Interpreting Studies and Journal of Interpretation . Teaching responsibilities include courses like INT-777 Guided Research Project I and INT-850 Dissertation Proposal. She has advised over 30 graduate students in doctoral and masters programs. Professional service includes editorial roles for International Journal of Interpreter Education and leadership in Gallaudet's Council on Graduate Education. Notable awards include the 2000 Outstanding Advocate for Lavender Graduation. Current initiatives focus on curriculum reform, DEI training, and equity in interpreter education.
Gunn Astrid Baugerud is a Professor at OsloMet - Storbyuniversitetet's Faculty of Social Sciences, Department of Social Sciences – Everyday life under different living conditions. Her research focuses on forensic psychology, child abuse investigation techniques, and integrating artificial intelligence into forensic interviewing. She leads projects like the Next Generation Avatar for Information-Gathering Interviews (ARGI) and Barneavhørsprosjektet, aiming to improve investigative practices through technology. Her work emphasizes improving the quality of forensic interviews with children, particularly those exposed to abuse. She has pioneered AI-driven child chatbots and avatar-based training tools for professionals such as police, social workers, and healthcare providers. Key projects include developing digital education programs using AI and cognitive psychology principles to prevent child maltreatment. Research highlights include national studies on preschool-aged abuse victims' disclosures and comparative analyses of 2D/3D virtual environments in interview training. Her dissemination includes workshops at international symposiums on child abuse and presentations to Nordic social work institutions. She collaborates with global institutions like the National Children's Advocacy Centers and the Canterbury Centre for Policing Research.
Hayley Manalang Ko is a PhD Research Fellow affiliated with the Norwegian Dental Service Competence Centre East (TkØ) and OsloMet – Oslo Metropolitan University. Her work focuses on forensic odontology, child protection mechanisms, and healthcare professional training. She is part of the Orchid project investigating forensic examinations involving children exposed to violence/abuse, and the ILMA project developing e-learning tools for forensic interviews. Education: Master's in Forensic Psychology (Royal Holloway, University of London) and ongoing Social Sciences studies at OsloMet. Research interests span forensic psychiatry, healthcare administration, and AI applications in clinical training. Key projects include AI-driven child chatbot avatars for medical professional training and comparative studies on virtual interview environments. Publications emphasize gaps in medical/dental interview techniques, co-occurrence of dental diseases, and secondary traumatization in criminal justice roles. Dissemination activities include workshops at State Children's Homes on communication strategies during forensic examinations. Active in research groups like the Next Generation Avatar for Information-Gathering Interviews (ARGI).
Osvaldo Costantini is a Researcher at the Department of Developmental and Socialization Psychology at Sapienza University of Rome. His work focuses on the intersection of anthropology, migration studies, and religious practices among marginalized communities, particularly Eritrean and Ethiopian migrants in Italy. He employs ethnographic methods to analyze how religious institutions, spatial practices, and social dynamics shape migrant experiences. Key research areas include: Ethnography of Pentecostal congregations among Eritrean/Ethiopian diasporas Religious management of migration conditions Spatial contestation through housing occupations Refugee mental health and institutional neglect Modernization conflicts in healing practices Notable publications (2016–2023) explore topics like exorcism practices as political resistance, the role of intergovernmental agencies in migrant documentation, and the temporal dimensions of academic precarity. His work bridges Marxist theory with contemporary migration realities, emphasizing how marginalized groups negotiate identity and belonging through religion and spatial practices. No scientific awards or grants are explicitly mentioned. His academic contributions focus on documenting underrepresented migrant voices through detailed ethnographic research.
James McCarthy is a Professor in the Department of Psychology at Pace University's Dyson College of Arts and Sciences, where he also serves as Director of Field Training for the Psy.D. Program in School-Clinical Child Psychology and the PhD programs in Clinical and School Psychology. He is based in the New York City campus and maintains an active role in clinical training and academic leadership. Education: Postdoctoral Certificate in Psychoanalysis & Psychotherapy, New York University, 1978 PhD in Clinical Psychology, St. John's University, 1974 BA in Psychology, St. John's University, 1968 His research focuses on severe psychopathology in children and adults, child psychotherapy, trauma, ADHD, thought disorder, and adolescent personality development. He integrates psychoanalytic theory with clinical practice, emphasizing mentalization, resilience, and compassion in therapeutic interventions. His work bridges developmental psychology, clinical assessment, and trauma-informed care. His recent publications reflect a strong trend in psychoanalytic and clinical child psychology, with emphasis on ADHD, maltreatment, suicide risk, and the prevention of borderline personality disorder. These works are grounded in both empirical research and theoretical psychoanalytic frameworks, often published in specialized journals serving clinical and developmental audiences. Scientific Awards and Honors: Fellow, American Psychopathological Association (2017) Featured Author, Routledge, Taylor and Francis (2015) Fellow, American Academy & Board of Psychoanalysis (2010) Fellow, Division of Trauma Psychology (2008) Diplomate in Psychoanalysis, American Board of Professional Psychology (2001) Fellow, Society of Clinical Child & Adolescent Psychology (2001) Fellow, Society of Clinical Psychology (2000) Fellow, Division of Psychoanalytic Psychology (1999) Fellow, American Orthopsychiatric Association (1998) James McCarthy plays a significant role in academic and professional service, advising doctoral students through field training programs and serving on the Doctoral Program Committee for the PhD in School Psychology. He has been co-vice chair of the Institutional Review Board, demonstrating leadership in research ethics. He contributes to the scholarly community as a member of the Editorial Review Board for the American Journal of Psychoanalysis . While specific grants are not listed, his sustained research output and editorial roles suggest ongoing scholarly support and engagement. He is involved in clinical training and supervision through the Psy.D. and PhD programs, overseeing externships and internships. His courses, such as Advanced Psychopathology and School-Clinical Child Psychology, reflect his commitment to training future clinical and school psychologists in evidence-based and psychoanalytically informed practices.
Jamie Valenzuela-Mumau is an Adjunct Faculty member in the Department of General Education at Pacific Oaks College, with campuses in Pasadena and online. He brings extensive experience from K–12 educational leadership, having served as a teacher, administrator, and Superintendent of Schools at district and county levels. His educational background includes: EdD in Educational Leadership, Argosy University Online (2015) MA in Educational Leadership, University of Texas at Arlington (2002) BS in Elementary Education, Oklahoma City University (1977) Jamie's research and teaching interests center on transformative, learner-centered education. He developed The Human Learning System (HLS), a framework emphasizing learner agency, self-regulation, metacognition, and trauma-informed practices. His work promotes inclusive, equitable, and evidence-based strategies in both K–12 and adult education settings, with strong emphasis on social justice, diversity, and empowerment of marginalized learners. His professional expertise includes curriculum design, bilingual and special education, leadership development, and active learning for adults. Though no publications are listed, his influence extends through professional consulting and community engagement. Notable community involvements include: Volunteer, Rotary Club Volunteer, K12 Innovate Volunteer, National Lab for Ed Transformation Volunteer, First 5 Monterey Jamie is a dedicated mentor, learning facilitator, and educational innovator. His teaching philosophy centers on co-developing learning environments that honor learner dignity, promote intrinsic motivation, and connect content to lived experiences through project-based learning, service learning, and reflective practice. He emphasizes authentic assessment and autonomy-supportive instruction to meet psychosocial needs and foster resilience. He remains actively engaged in higher education and educational consultancy, supporting professional growth for teachers and administrators.
