معرفی
Marissa Diener is a Professor in the Department of Family & Consumer Studies at the University of Utah. Her research focuses on youth optimal development, parent-child relationships, and the broader contexts shaping these dynamics, particularly in health-related settings. She has held leadership roles as Director of the Certificate in Infant and Early Childhood Mental Health (since 2022) and Director of the LEAP Learning Communities (2017–2023).
- Education:
- BA in Psychology from Georgetown University
- MS in Developmental Psychology from University of Michigan
- PhD in Developmental Psychology from University of Illinois at Urbana-Champaign
Dr. Diener’s research integrates traditional methodologies and community-based participatory approaches to study child development, family dynamics, and autism spectrum disorder. Her work emphasizes youth mental health, telehealth interventions, labor exploitation, and socioemotional development.
Her recent publications highlight trends in mental health prevention programs, rural healthcare disparities, and autism transition planning. She has explored topics such as tele-ABR testing, community reintegration post-brain injury, and parent-youth vision alignment for autistic adolescents.
- Scientific Awards:
- Excellence in Mentoring Award (2018, College of Social and Behavioral Science)
- Distinguished Service Award (2011, University of Utah)
- Distinguished Teaching Award (2010, University of Utah)
- Borchard Fellowship (2009, Lowell Bennion Community Service Center)
Dr. Diener has taught courses such as Thesis Research (Masters/PhD), Infant Mental Health I, and Foundations of Research. She has secured grants including the CSBS Interdisciplinary Seed Grant (2015) and collaborations with Primary Children’s Hospital.
Her service includes mentoring youth through University Neighborhood Partners, working with refugee families, and developing technology-based programs for autistic youth. She actively bridges academia with community needs through vocational training and family-centered interventions.
