Dr. Jill Shelnut is a Senior Lecturer in Early Childhood Education at Clemson University's College of Education. She joined the college in August 2018 with a professional background spanning early childhood teaching, special education, and early intervention. Her academic credentials include a Ph.D. (2020), M.Ed. (1999), and B.A. (1998), all in Education-related fields from Clemson University. Research Focus Her scholarship centers on optimizing early childhood pedagogy, with specific interests in: Early literacy development strategies Trauma-informed practices for young children Innovations in preservice teacher education Critical issues affecting early childhood ecosystems Instructional Portfolio She teaches 15+ courses including: EDEC 8200: Advanced Early Childhood Theories EDEC 4200/4400: Curriculum Design & Assessment EDSP 3750: Special Education Foundations EDEC 3000/2000: Early Childhood Development
Adira J. Hulkower, J.D. is a faculty member in the Department of Epidemiology & Population Health at Albert Einstein College of Medicine, affiliated with Montefiore Medical Center. With a Juris Doctor background, Dr. Hulkower specializes in bioethics and clinical ethics consultation, contributing significantly to hospital ethics frameworks and policy development. Dr. Hulkower's research focuses on bioethics , particularly in clinical ethics consultation , end-of-life care , and medical decision-making . Their work examines the intersection of law, ethics, and clinical practice, with emphasis on patient rights , dignity of risk , and trauma-informed ethics cultures . Recent publications analyze OpenNotes implementation challenges, discharge planning ethics, and treatment over objection scenarios. Analysis of Dr. Hulkower's publication history (2017-2025) reveals consistent contributions to bioethics literature, with increasing focus on systemic ethics culture development. Their work spans theoretical frameworks and practical clinical applications, particularly in hospital ethics consultation services, demonstrating expertise in translating ethical principles into actionable clinical policies. Dr. Hulkower actively contributes to the field through peer-reviewed publications in leading bioethics journals including the American Journal of Bioethics , Journal of Clinical Ethics , and Perspectives in Biology and Medicine . With an h-index of 2 according to Scopus metrics, Dr. Hulkower's work shows growing influence in clinical ethics, particularly in hospital-based ethics consultation services and trauma-informed ethics frameworks.
Kristin Burnett is a Professor in the Department of Indigenous Learning at Lakehead University, where she has worked since transferring from the Department of History in August 2012. A settler scholar, she holds a PhD from York University (2006), following BA and MA degrees in History from the University of Calgary, and completed an SSHRC post-doctoral fellowship at the University of Alberta. BA and MA in History, University of Calgary PhD, York University (2006) Burnett's research centers on Indigenous history, settler colonial and critical race studies, women and gender history, and the social history of health and medicine. She critically examines systemic barriers in healthcare access, social services, and food systems for Indigenous communities in northern Ontario, with particular focus on how colonial structures perpetuate health inequities. Her work consistently bridges academic research with policy advocacy. Analysis of her 15 most recent publications (2018-2024) reveals three dominant thematic clusters: Indigenous food sovereignty (examining traditional foods, land access, and colonial disruption of food systems), healthcare access barriers (including identification systems and vaccine hesitancy), and institutional complicity in colonial violence (particularly regarding Residential Schools and Indian Hospitals). Her methodology increasingly emphasizes community-engaged research and policy-relevant scholarship. Burnett co-founded the Social Science and Aboriginal Research Group (SSARG), dissolved in 2023, and frequently collaborates with Indigenous communities and scholars like Shannon Stettner. She secured notable research funding including an SSHRC post-doctoral fellowship and a YWCA Canada contract for historical research on Residential Schools, though the latter was severely underfunded ($14,500). Her July 2025 media coverage on identification barriers in healthcare demonstrates ongoing policy impact. Her landmark 2022 report "The Role of YWCA Canada in Canada's Residential Schools and Indian Hospitals" faced a two-year embargo before public release in December 2024, highlighting institutional resistance to confronting uncomfortable colonial histories. Burnett maintains that ethical research requires centering Indigenous leadership and adequately funding community-driven work.
Catherine Birch is a Senior Lecturer in Community Music at York St John University, UK. Her work emphasizes trauma-informed practice, particularly through singing and songwriting, within prison-based initiatives like the Emerging Voices project. She supervises postgraduate research and teaches across undergraduate and MA Community Music programs. Her PhD research, supervised by Prof. Lee Higgins at the International Centre for Community Music (ICCM), explores trauma-informed music practice as a tool for recovery. She collaborates internationally with institutions such as Columbia University and the Catholic University of Eichstätt-Ingolstadt. Birch’s professional activities include research for the Ethno Research Company, focusing on the impact of Ethno Denmark’s programs. She has presented at symposiums in Italy, Germany, and the US, advocating for trauma-informed frameworks in community music.
Catherine Patricia Corr is an Associate Professor in the departments of Special Education and Curriculum and Instruction at the University of Illinois. Her research focuses on early childhood special education (ECSE) services for children with disabilities affected by trauma, maltreatment, or neglect. She also explores mixed methods research (MMR) methodologies to enhance evidence-based practices in special education. Dr. Corr’s work aims to improve service accessibility, system efficiency, and professional support for ECSE practitioners. Her research interests include trauma-informed care, systemic service delivery improvements, and rigorous MMR design. Notable contributions include studies on the Pyramid Model, Head Start teacher perceptions, and factors influencing special education referrals for maltreated children. Dr. Corr has received the MMIRA Early Career Award (2024) and contributed to media discussions on Illinois legislation enhancing early childhood disability services. Her publications span Early Childhood Education Journal , Topics in Early Childhood Special Education , and related journals. Her scholarship bridges research and practice, addressing both child/family needs and educator training gaps. Current projects emphasize scalable interventions and policy-informed solutions for vulnerable populations in early education systems.
Karina Barley serves as a Lecturer at Monash University's School of Curriculum, Teaching and Inclusive Education, where her work directly contributes to United Nations Sustainable Development Goals through research in inclusive educational practices and disability studies. Her research program centers on Inclusive Education and Disability Studies, employing Autoethnography to investigate Child Sexual Abuse narratives and trauma-informed pedagogy. She utilizes reflective practice methodologies and arts-based approaches—including literary analysis and visual storytelling—to explore intersections between personal trauma, epiphany moments, and educational inclusion, with particular focus on generational abuse patterns and transformative teaching strategies. Analysis of her 2020-2024 publications reveals consistent methodological commitment to autoethnography as a vehicle for examining abuse recovery and inclusive education. Her work demonstrates progressive thematic development from individual trauma narratives (2020) toward broader applications in professional development (2022) and generational mothering contexts (2024), consistently bridging personal narrative with systemic educational reform. Barley actively engages in academic knowledge exchange through conference presentations including the Australian Association for Research in Education International Conference and Higher Education Research and Development Society of Australasia Annual Conference, demonstrating sustained scholarly contribution to inclusive education discourse.
Dr. Antonios Finitsis is an Associate Professor of Hebrew Bible at Pacific Lutheran University , specializing in pedagogy that bridges theological education with contemporary challenges. His work focuses on collaborative learning , engaged teaching , and problem-solving in educational contexts. Key research trends include digital pedagogy (e.g., TTRPG integration, AI in theological education), social justice (civil rights pilgrimages, migration studies), and faculty wellbeing during crises. He advocates for trauma-informed and anti-racist teaching frameworks, particularly in religious studies. His recent publications highlight innovative curriculum design , experiential learning , and technology’s role in modern pedagogy.
Jennifer Harvey , Associate Professor at Drake University, specializes in Race Matters in the Classroom and Anti-Racism Pedagogy . Her work addresses systemic racial dynamics, white privilege, and sanctuary institutional frameworks. Key research areas include digital education equity, trauma-informed teaching, and power/privilege intersections. Blog series contributions: Teaching, Religion, Politics and Race Matters in the Classroom (2014-2017). Focus on collaborative learning, emotional labor in education, and institutional justice initiatives. Scientific contributions center on: Racial equity frameworks in theological education Activist pedagogy integration Critical analysis of classroom power structures Virtual learning community building Pandemic-era teaching adaptations White privilege dissection in diverse classrooms
Danielle Tumminio Hansen is a faculty member at the Seminary of the Southwest, contributing to theological education through innovative pedagogical approaches. Her work focuses on trauma-informed and restorative teaching methods, particularly in response to racial injustice and the challenges of the COVID-19 pandemic. Her research interests include Theological education Social justice in pedagogy Anti-racism frameworks Online and hybrid learning strategies Racial trauma theory She advocates for transformative learning experiences that address student well-being and societal challenges, emphasizing the intersection of pedagogy with racial equity and crisis management.
Marian Evans is an Associate Professor and Graduate Program Coordinator in the Department of Public Health at Southern Connecticut State University's College of Health and Human Services. She also serves as faculty advisor to the Golden Key International Honour Society and actively bridges academic work with community health initiatives through multiple board leadership roles. Her educational journey includes a Bachelor of Arts from Swarthmore College (1985), Doctor of Medicine from Pennsylvania State University College of Medicine (1991), and Master's in Public Health from Southern Connecticut State University (2015). She completed dual residencies in Obstetrics/Gynecology and Anesthesiology. Dr. Evans' research centers on Women's Health and Health Disparities, with deep expertise in Black maternal mortality, environmental justice, and racism in healthcare systems. Her scholarship of teaching and learning examines how structural inequities manifest in pedagogy, while her community partnerships focus on creating healing spaces for BIPOC women in academic and public health settings. Recent publications reveal a critical focus on pandemic impacts on marginalized communities, green health entrepreneurship, and digital health strategies. Her work consistently connects environmental sustainability with health equity, particularly in medication waste management and agri-food systems. Scientific honors include: Social Justice Owl Award (2019) Elm City NANBPW Award and SCSU Multicultural Center Outstanding Faculty (2018) Connecticut Health Foundation Health Leadership Fellowship (2007) Fairfield County Environmental Justice Award (2008) Multiple Golden Key and NANBPW recognitions As Graduate Program Coordinator, she mentors students in faculty-mentored research with students of color and leads international field studies to locations including Cuba, Guatemala, and Bermuda. Her grant work includes the SCSU/Bridgeport REACH 2020 initiative focused on community health equity. She actively prepares students for service trips to Puerto Rico, emphasizing environmental global health. Dr. Evans chairs the Community Health Network of CT Foundation Board and serves on the Greater New Haven Green Fund and New England Grassroots Environmental Fund boards, driving policy changes in environmental justice and maternal health infrastructure.
Dr Linda Kemp is a Research Fellow at the School of Social Sciences, Nottingham Trent University , specializing in contemporary poetry and interdisciplinary research connecting literature, mental health, and social justice. With a PhD in Creative and Critical Writing from the University of Sheffield, she explores innovative narrative forms and participatory methodologies. Research Areas : Experimental poetry, trauma studies, creative-clinical intersections, participatory action research Affiliations : Peer reviewer for poetry and literary journals Her recent publications examine psychogeography, sound studies, and healthcare contexts. She supervises postgraduate research in poetry and interdisciplinary practices. Scientific Awards : None explicitly mentioned.
Professor Michael Doyle is Professor of Mental Health at the University of Huddersfield, with a joint appointment at South West Yorkshire Partnership NHS Foundation Trust and an Honorary Clinical Chair at the University of Manchester. He is based in the Department of Nursing within the School of Human and Health Sciences and is actively accepting PhD students. Research Interests: His work centers on forensic mental health, clinical risk assessment and management, mental health nursing, suicide prevention, cognitive-behavioural therapy, and digital mental health innovations. He contributes to UN Sustainable Development Goals related to mental health and wellbeing. Recent Research Trends: His recent publications (2023–2025) reflect a strong focus on digital mental health tools (e.g., HAMHA app), AI in suicide risk prediction, GPS technology for dementia care, and co-produced interventions for youth substance use. He also investigates forensic risk, FASD in Indigenous populations, and de-escalation training in acute settings. Scientific Awards: Rüdiger Müller-Isberner Award (2022) Advising and Grants: He has attracted significant research funding and supervises PhD students. He has led major projects such as the West Yorkshire suicide prevention network and current research on health disparities and mental health in minority youth. Labs and Teams: He is a member of the Centre for Applied Research in Health at the University of Huddersfield and collaborates with NHS and international partners on forensic and public mental health initiatives.
Sherri Sedler is the School Counseling Program Director and Associate Professor at Alliant University's California School of Education. She teaches in the School Counseling online programs and is based in the Department of School Counseling. Her work integrates academic leadership with extensive clinical and community mental health experience. Education: B.A. in Child Development, Stanislaus State University M.A. in Counseling, Sacramento State University Psy.D. in Clinical Psychology, California Southern University Sherri's research and professional interests focus on complex trauma, compassion fatigue, and child and adolescent mental health and wellness . She emphasizes trauma-informed practices, crisis intervention, and reducing stigma in mental health. Her work supports educators, counselors, and mental health providers through training and community implementation. Though no peer-reviewed articles are listed in the provided text, her scholarly contribution includes a dissertation on Complex Trauma in Adolescents: A Community Based Approach , reflecting her commitment to applied, community-centered research in school and youth mental health. Professional Certifications: Certified Compassion Fatigue Specialist Certified Child & Adolescent Trauma Professional Social Thinking Clinical Trainer Early Barriers to Learning Trainer Certified Parent Project Trainer Certified Bullying Prevention Specialist Sherri has over 26 years of experience as a K–12 counselor and over ten years as an adjunct faculty member at Alliant University and the University of Phoenix. She has led numerous workshops on trauma, crisis response, and suicide prevention. She developed a countywide crisis response protocol and serves on the Calaveras County Mental Health Board. She is also co-owner of Metta Services, LLC, which provides mental health consultation and support services to children, teens, adults, and providers. Labs, Teams, and Community Initiatives: Sherri is actively involved in community mental health through her role at Metta Services, LLC, where she leads consultation and implementation efforts. She collaborates with school districts, clinicians, and administrators to build trauma-responsive systems. Her work integrates academic training with real-world mental health service delivery.
Prof. Dr. Susanne Döll-Hentschker holds the Professorship for Clinical Psychology and Psychotherapy at Frankfurt University of Applied Sciences (Frankfurt UAS), Department 4: Social Work & Health. She works from Building 2, Room 415a, with contact via susanne.doell-hentschker@fra-uas.de . Her career spans academic research, clinical practice, and teaching in psychoanalysis and psychosocial work. Education: Diplom-Soziologie (Goethe-Universität Frankfurt), Diplom-Psychologie (Frankfurt/Main), Promotion in Psychoanalytic Psychology (Kassel, 2007) Professional Activity: Professor at Frankfurt UAS (2019-present), Director of Psychoanalytic Ambulance (2014-2019), Academic Researcher at Goethe-Universität (2001-2012) Research focuses on emotion theories , trauma , sibling relationships , transgenerational trauma transmission , and psychoanalytic treatment techniques . Her work bridges clinical practice with academic research, particularly in narrative analysis of dreams and trauma experiences. Key article trends examine narrative structures in clinical and non-clinical dream analysis, emotion regulation in psychoanalytic treatment, and transgenerational trauma patterns. These publications frequently employ qualitative case studies and quantitative dream coding systems to explore psychoanalytic processes. Professional memberships include Deutsche Psychoanalytische Vereinigung (DPV) , International Psychoanalytical Association (IPA) , German Psychological Society (DGPs) , and the International Association for the Study of Dreams . She serves on editorial boards, peer-review panels, and rehabilitation research groups. Her teaching portfolio includes psychodynamic therapy modules for Social Work (B.A.) and Psychosocial Counseling & Law (M.A.). She has delivered training on low-frequency psychoanalysis, dream theory, and trauma-informed care. Current research includes dream analysis in clinical samples and acculturation processes in displaced populations.
Rae Baker is an Assistant Professor in the Education and Community Action Research doctoral program at the University of Cincinnati. Their work is grounded in community-based research and centers on building anti-oppressive relationships and communities through transformative justice, tenant activism, and critical urban studies. Education: PhD in Critical Geography, York University, Toronto, Canada MA in Labor Studies, McMaster University, Hamilton, Canada Post-Graduate Certificate in Trauma-Informed Practice, School of Social Work, Wilfrid Laurier University, Ontario, Canada Rae's research focuses on racism and racial capitalism in settler colonial contexts, housing politics, community land and food systems, feminist and queer studies, and trauma-informed approaches to research. They emphasize organizing as a research method and are deeply engaged in movements against police brutality and surveillance. Dr. Baker is currently leading a major research project funded by the American Council of Learned Societies on community safety and surveillance in Detroit, MI. They are also co-editing an Urban Studies Foundation-funded volume on tenant activism during the pandemic. Scientific and Professional Affiliations: Fulbright Alum Member, Decolonizing Cities Collective Member, Urban Praxis Workshop Former instructor, Prison Mindfulness Institute Rae has extensive community engagement experience, including co-founding Detroit Renter City (2019–2021), serving in a housing legal aid nonprofit during the pandemic, and contributing to the report We Want Safety, Not Surveillance . They are available to supervise graduate students and collaborate on research initiatives.
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