W. George Scarlett is a Teaching Professor at Tufts University's Eliot-Pearson Department of Child Study & Human Development within the School of Arts and Sciences . He has held progressive academic roles at Tufts since 1990, including Assistant Professor (1990-1992), Lecturer (1992-2012), Senior Lecturer (2012-2024), and currently as Teaching Professor (2024-present). PhD in Developmental Psychology, Clark University (1978) MDiv in Theology, Episcopal Theological School (1971) BA in Psychology, Yale University (1967) His research focuses on children's development as earth stewards , children's play dynamics , behavioral approaches to challenging childhood behaviors , and lifespan religious/spiritual development . He emphasizes interdisciplinary connections between psychology, education, and environmental stewardship. Key publication trends show consistent contributions to classroom management theory (2015 Sage Encyclopedia), play therapy applications (2017), and spiritual development frameworks (2006-2020). His work integrates developmental psychology with practical educational interventions . He leads Tomorrow's Earth Stewards , an online platform for environmental educators, and has developed artful explanation guidelines merging creative nonfiction with academic analysis to enhance educational leadership.
Dr. Monika Dacka is an Assistant Professor at the Department of Developmental Psychology, Faculty of Social Sciences, John Paul II Catholic University of Lublin. Her research focuses on personality development, procrastination behaviors, moral intelligence, and psychosocial challenges across life stages. Academic Rank: Assistant Professor Institution: John Paul II Catholic University of Lublin Key Research Areas: Developmental Psychology, Personality Psychology, Adolescent Risk Behaviors Her recent work examines time perception in digital contexts, the quarter-life crisis, and moral development in young adults. She actively reviews for journals like Annales Universitatis Mariae Curie-Skłodowska and Seminare. Poszukiwania naukowe . Dr. Dacka supervises master's theses on topics spanning adolescent procrastination, helicopter parenting, and social media challenges. She contributes to educational workshops on judicial mediation, forensic psychology, and pandemic-era coping strategies. Notable projects include the adaptation of the Developmental Crisis Questionnaire (DCQ-12) and participation in international conferences on Kazimierz Dąbrowski's psychological theories. Her publications address chronic fatigue in adolescents, sexual abuse prevention, and health behavior transformations.
Jesse J. Helton, Ph.D., is an Associate Professor in the School of Social Work at Saint Louis University, where he has been since 2014. His research focuses on child maltreatment, adverse childhood experiences (ACEs), food insecurity, and disability, with notable work published in JAMA Pediatrics , Child Maltreatment , and Preventative Medicine . He holds editorial roles at the Child Maltreatment journal and serves on the Prevention Committee of the American Professional Society on the Abuse of Children. Dr. Helton’s community partnerships address child abuse prevention, food security, and family violence mitigation in collaboration with statewide and local organizations. Education: Ph.D. in Social Work, University of Illinois; M.A. in Social Work, University of New Hampshire. Research Interests: Dr. Helton’s work explores intersections between childhood trauma, socioeconomic factors, and health outcomes. Key themes include the impact of food insecurity on caregiver-child dynamics, disparities in ACEs among marginalized groups, and policy interventions to reduce maltreatment. His studies often employ mixed-methods approaches, combining quantitative data analysis with qualitative insights from affected communities. Awards: Recipient of the 2020 Association of Jesuit Colleges Leadership Institute award, 2018 Outstanding Young Alumni from Eureka College, and a 2014 Innovative Teaching Fellowship from SLU’s Reinert Center. Teaching: Courses include Principles of Statistics and Data Analysis , Research Methods for Diverse Societies , and Science of Helping . He emphasizes evidence-based practices and culturally responsive pedagogy. Labs/Teams: Collaborates with multidisciplinary teams across universities and NGOs, focusing on translational research to inform child welfare policies and community programs.
Tick Ngee Sim serves as an Associate Professor at the National University of Singapore, specializing in developmental and social psychology with emphasis on Singaporean adolescent populations. Her work bridges theoretical frameworks and culturally contextualized family dynamics. Her academic credentials include: Ph.D. from University of Wisconsin-Madison M.Sc. from University of Wisconsin-Madison B.Soc.Sci. (Hons.) from National University of Singapore Research focuses on adolescent psychosocial development, parenting practices, religion's psychological impact, and educational systems. She investigates cultural nuances in parent-adolescent relationships, educational streaming effects, and religious attachment within Singapore's multicultural society. Methodologically, her work prioritizes quantitative analysis of developmental trajectories in Asian contexts. Publication analysis (2000-2005) reveals consistent investigation of parenting styles' behavioral outcomes, religious attachment metrics, and parental regard's protective role in adolescent competence. All works demonstrate rigorous application of developmental theory to Southeast Asian cultural frameworks, particularly Chinese-Singaporean communities. No scientific awards, student advising records, grant funding, or laboratory affiliations were documented in available materials.
William Martinez, PhD, ABPP is an Associate Professor of Psychiatry and Behavioral Sciences at the University of California, San Francisco (UCSF) School of Medicine and Vice Chair for Diversity and Health Equity. He serves as Director of the Child and Adolescent Services clinic at Zuckerberg San Francisco General Hospital and Director of Pediatric Mental Health for the UCSF Health and Human Rights Initiative. Dr. Martinez is a licensed psychologist (CA PSY28084) certified by the American Board of Professional Psychology in Clinical Child and Adolescent Psychology. UCSF Weill Institute for Neurosciences Division of Infant, Child, and Adolescent Psychiatry Director of the Fuerte program Faculty in APA-accredited internship programs Dr. Martinez's research focuses on reducing behavioral health disparities among ethnic minority youth, with special emphasis on Latinx and immigrant populations. His socio-ecological approach addresses three key areas: the impact of social determinants on behavioral health disparities; implementation of evidence-based prevention and intervention programming for traumatic stress; and policy advocacy for juveniles in immigration court proceedings. His work integrates implementation science with community-based participatory research to develop culturally responsive mental health interventions. Analysis of Dr. Martinez's 15 most recent publications reveals a strong concentration on immigrant mental health, particularly focusing on newcomer Latinx youth. His research spans trauma, adaptation, telehealth implementation during the pandemic, critical consciousness, and the impact of immigration policy on mental health. The publications demonstrate an interdisciplinary approach combining clinical psychology, public health, and policy advocacy. Scientific awards and honors include: CHCF Health Care Leadership Program Fellow (2022-2024) NIH Loan Repayment Program (2018-2020) Jeffrey S. Tanaka Memorial Dissertation Award (2015) Ford Foundation Dissertation Fellowship (2013-2014) Predoctoral Minority Fellowship Program (2010-2013) Dr. Martinez is Principal Investigator of several major research projects, including the Fuerte program (a school-based prevention program for newcomer immigrant youth), and serves as Co-Investigator on NIH-funded research examining community-based sports interventions for newcomer youth. He is actively involved in training through the Multicultural Clinical Training Program and Clinical Psychology Training Program at UCSF/ZSFG. His leadership extends to global health equity, with research interests spanning child and adolescent health, mental health, human rights, refugee health, policy standards of care, and implementation science across California and Latin America and the Caribbean.
Kyle Chapman serves as Associate Professor and Department Chair of Humanities and Social Sciences at Oregon Institute of Technology, where he has strengthened the Population Health Management program since joining in 2016. His work bridges sociological theory with practical healthcare applications through teaching and community-engaged research. His educational background includes a Doctor of Philosophy in Sociology with specializations in Medical Sociology and Gerontology from the University of Kansas (2016), a Master of Arts in Sociology from Texas Tech University (2011), and dual Bachelor of Arts degrees in Sociology and Mass Communication from Texas Tech University (2008). Dr. Chapman's research investigates social determinants of health with emphasis on aging, chronic disease, and health disparities. His work examines how socioeconomic factors shape physical and mental health outcomes across community and population levels, particularly focusing on rural healthcare challenges in Oregon. Recent projects analyze wildfire smoke impacts on hospital capacity, mental health among first responders, and barriers to healthcare access for vulnerable populations. His publication record reveals a consistent trajectory from foundational sociological studies toward applied public health research, with increasing focus on environmental health crises since 2020. The 2023-2025 articles demonstrate sophisticated integration of case-crossover methodologies with state health data to address Oregon's unique wildfire-related health challenges, while maintaining core interests in health behaviors and chronic disease management. As an educator, Dr. Chapman teaches medical sociology, research methods, and social inequality courses. His curriculum development work, including the 'Integrated Sociology Programs' framework, reflects commitment to preparing students for health sector careers through the Population Health Management program. Outside academic duties, he explores Pacific Northwest natural attractions with his family.
Prof. Dr. Heinz Streib is Professor of Practical Theology/Religious Education at the University of Bielefeld, affiliated with the Faculty of History, Philosophy and Theology and Department of Theology and Diaconal Studies. He directs research at the Research Center for Interdisciplinary Religious Studies specializing in Biographical Religious Studies, and is recognized as an expert in fundamentalism, religious psychology, spirituality, youth religion, and biographical approaches to religious experience. 1995: Habilitation (Venia Legendi in Practical Theology), University of Frankfurt 1989: Doctor of Philosophy (Ph.D.), Emory University, Atlanta 1984: Master of Sacred Theology (STM), Yale University, New Haven 1980: 2nd Protestant Theological Service Examination, Church of Württemberg 1977: 1st Protestant Theological Service Examination, University of Tübingen 1970: Abitur Streib's research centers on empirical studies of contemporary religion and spirituality, xenophobia and inter-religious prejudice, religious development theory, religious styles and schemata, psychology of religion, biographical analysis, deconversion, and deinstitutionalized religion. His work uniquely bridges theological inquiry with psychological and sociological methodologies, emphasizing longitudinal and mixed-method approaches to understanding religious transformation across the lifespan. He has developed influential frameworks for analyzing religious styles and faith development trajectories. Analysis of Streib's 15 most recent publications reveals a strong focus on deconversion processes, religious style transformation, and the psychological dimensions of xenophobia/xenosophia. His work increasingly employs mixed-method and longitudinal designs, combining quantitative analysis with in-depth biographical interviews. Recent research demonstrates particular attention to refugee attitudes, mystical experience measurement, and the developmental pathways between egocentric and xenocentric religious orientations. Editor-in-Chief, International Journal for the Psychology of Religion (since 2017) Former Editor-in-Chief, Archive for the Psychology of Religion (2008-2016) Member, American Psychological Association (APA) Member, International Association for the Psychology of Religion (IAPR) Member, International Seminar on Religious Education and Values (ISREV) Member, Society for the Scientific Study of Religion (SSSR) Streib's academic leadership extends through his editorial roles and professional memberships. His research methodology emphasizes biographical approaches combined with quantitative analysis, particularly through faith development interviews. The Research Center for Interdisciplinary Religious Studies serves as the primary hub for his ongoing investigations into religious transformation, with particular attention to deconversion trajectories and the psychological dimensions of religious openness. His current work increasingly addresses contemporary social challenges related to migration and interreligious understanding.
Xavier Casanovas Combalia is a Professor at the IQS School of Engineering (Ramon Llull University) and holds the Chair of Ethics and Christian Thought . With dual doctorates in Philosophy (University of Barcelona) and Mathematics (Polytechnic University of Catalonia), he previously served as director of the Center d'Estudis Cristianisme i Justícia (2014-2021). His research focuses on political theology , philosophical anthropology , and technoethics , with an emphasis on sustainability, economics, and ethics. Research Trends: His recent publications examine the crisis of progress narratives , post-secular spirituality , and ethical implications of AI . Projects like MobilePressure address digital well-being in families, while the SEE (Sustainability, Economics, and Ethics) initiative explores broader socio-ethical frameworks.
Jadranka Kolenović-Đapo is a Professor at the Faculty of Philosophy, University of Sarajevo, where she serves as Vice Dean for Teaching, Education, and Student Affairs. Her research spans personality psychology, social interactions, and cognitive reasoning, with a focus on adolescents and athletes. She has contributed extensively to understanding self-esteem development, humor styles, and psychosocial adjustment in post-conflict societies. Current position: Vice Dean for Teaching, Education, and Student Affairs Institution: Faculty of Philosophy, University of Sarajevo Main research areas: Personality traits, cognitive reasoning, self-efficacy, humor studies Her recent publications highlight the interplay between personality dimensions (e.g., the Dark Triad) and behavioral outcomes, including workplace stress and social interactions. She has validated multiple psychological scales for assessing competencies in sports and self-esteem metrics in youth populations. Key trends in her work include analyzing linguistic violence, imagined contact theory, and psychosocial resilience in clinical and educational contexts. Her interdisciplinary approach bridges psychology, linguistics, and sports science.
Roni Berger, PhD, is a Professor at Adelphi University's School of Social Work with over 30 years of academic experience. Her research focuses on trauma in cross-cultural contexts, immigrant/refugee experiences, and posttraumatic growth. She holds clinical credentials as a Licensed Clinical Social Worker (NYS) and Clinical Family Therapist (AAMFT). Education includes: Ph.D. from The Hebrew University of Jerusalem (1994) Psychotherapy certification from Tel Aviv University (1977) MSW and BSW from The Hebrew University of Jerusalem (1974, 1969) Her research examines how sociopolitical environments shape trauma responses across diverse populations including immigrants, refugees, and religious communities. Current investigations explore cultural mediators of posttraumatic growth, trauma-informed pedagogy, and qualitative methodologies for marginalized groups. Publication analysis reveals consistent focus on: cultural competence in trauma care, immigrant mental health interventions, innovative qualitative methodologies, and social work education reform. Recent work addresses pandemic-related pedagogical challenges and cross-cultural manifestations of psychological distress. Awards include: Two Fulbright Awards (Hong Kong 2007, Tel Aviv 2011) President Research Award (2004) NATO Science for Peace sponsorship (2012) Notable advising includes chairing 20+ dissertations on trauma, cultural identity, and marginalized populations. Secured multiple grants including from Fulbright, NATO, and Adelphi University for studies on cultural trauma and community resilience. Leads international educational initiatives in Israel, Ghana, Nepal, and Hong Kong. Directs global trauma education programs, including intensive courses in Israel examining Holocaust intergenerational trauma, security stress, and immigrant experiences. Developed cross-university collaborations in Australia and Hong Kong to advance trauma-informed curriculum development.
Cristina Sá Carvalho is an Adjunct Professor at the Universidade Católica Portuguesa (UCP), Faculty of Theology, specializing in Religious Pedagogy and Curriculum Development. She holds a PhD in Political Science and International Relations (Security and Defense) from IEP-UCP, an MA in Educational Psychology from ISPA, and a Psychology degree from ISPA. Her career includes leadership roles such as Director of the National Catechetics Department (2003–2021) and Chair of Psychology at Colégio do Sagrado Coração de Maria (1988–2003). She coordinates national religious education curricula and manuals, and actively researches at LIPS (Line for Peace and Civil Society Research). Her work bridges political science, education, and religious studies, focusing on public policies, mental health promotion, and interreligious dynamics. She contributes to media through the Grupo Renascença and serves as a jury for anticorruption initiatives. Her publications span educational materials, policy analysis, and interfaith dialogue studies. Education: PhD: Political Science & International Relations (Security and Defense), IEP-UCP MA: Educational Psychology, ISPA Licenciatura: Psychology, ISPA Key Roles: 2003–2021: Director, National Catechetics Department & Editorial Formation Department, Portuguese Episcopal Conference 2014–2016: Coordinator of National Religious Education Curriculum (1st–12th grades) 2003–present: Teaching at UCP’s Faculty of Theology Research Interests: Integrating religious pedagogy with secular educational frameworks, analyzing public policies on aging populations and social welfare, promoting mental health through education, and fostering interreligious dialogue to address societal challenges. Her work emphasizes curriculum development, democratic education models, and the ethical dimensions of policymaking. Publications: Over 30 books and articles, including curriculum manuals for Portuguese schools, policy analyses on elderly care, and studies on religious identity formation. Recent work explores Pope Francis’ peacebuilding strategies and the role of mercy in political ethics. Awards & Recognition: While no explicit awards are listed, her contributions to educational policy and anticorruption initiatives reflect sustained recognition in civic engagement and academic leadership. Grants & Advising: Her work is funded through institutional research programs at UCP-IEP. She mentors students in supervised teaching practices and professional insertion in theology and pedagogy fields. Labs & Teams: Active researcher at LIPS, collaborating on peace studies and civil society research. Engaged with APA (American Psychological Association) as an affiliate member.
Professor Andrew Singleton is a leading sociologist at Deakin University's School of Humanities and Social Sciences , with expertise in religion, spirituality, and social research methodologies. His career spans over two decades at Deakin, where he has held progressively senior roles since 2000. Education: PhD in Sociology from Monash University (2000) Research Interests include: Spirituality in contemporary society New Religious Movements (particularly Spiritualism) Global Christianity and secularisation Quantitative and qualitative methods Research Trends show extensive work on Australian teen spirituality, Holocaust education impacts, marine conservation policy, and historical religious studies. His 2024 article on marine protected areas revealed majority Australian support for expanding ocean protections. Scientific Awards include multiple teaching accolades, though specific prizes aren't listed in the source material. Supervision covers diverse topics like neurodivergent birthing experiences, church hurt recovery, and honor-based violence support. He has taught sociology of religion and methods courses. Grants include Australian Research Council funding for Holocaust education studies ($305k+) and spiritual wellness research ($420k+), plus DFAT Korea Foundation support ($39k).
Professor Beata Zarzycka, affiliated with the John Paul II Catholic University of Lublin , serves as a leading academic in the Department of Social Psychology and Psychology of Religion under the Faculty of Social Sciences . Her research bridges psychology and religious studies, focusing on spiritual well-being, religious coping, meaning-making processes, and mental health in Polish Catholic contexts. Over her career, she has explored faith transitions, therapeutic relationships, and the psychological impact of pandemics and chronic illness. Her publications span topics like deconversion in adolescence , religiosity and life satisfaction in seniors, and spiritual struggles in healthcare workers . She has validated key psychological scales (e.g., Religious Comfort and Strain) for Polish populations and investigated MMPI-2 and 16PF-5 in predicting religious vocation outcomes. Her work often employs mediation and moderation models to uncover complex psychological-spiritual dynamics. Recent studies include 2024 articles on parental attachment and adolescent deconversion, and 2023 work on religious support networks. She has received national honors like the Bronze Medal for Long Service and KEN Medal , reflecting her contributions to psychology and religious studies. Her peer-review activities for journals like International Journal for the Psychology of Religion and Roczniki Psychologiczne further highlight her academic leadership.
Dr. Abdullah Sahin serves as Reader in Islamic Education at the University of Warwick's Department of Education Studies within the Faculty of Social Sciences. He is a core member of the Warwick Religions and Education Research Unit (WRERU) and holds a Visiting Professorship at UIN State Islamic University in Jakarta, Indonesia. Previously, he has held academic positions at the University of Birmingham, University of Aberdeen, Gulf University for Science and Technology (Kuwait), and Markfield Institute of Higher Education where he served as Head of Research and Senior Lecturer. He was also a visiting professor at the Institut d'Etudes de l'Islam et des Sociétés du Monde Musulman at the Ecole des Hautes Etudes en Sciences Sociales in Paris during the 2009/10 academic year. Dr. Sahin's research establishes Islamic Education Studies as an interdisciplinary field of scholarly inquiry with particular focus on traditions of education in Islam and their theological, philosophical, spiritual and pedagogic foundations; Islamic Empirical and Practical Theology; Educational Hermeneutics in Muslim core sources; and Education and Identity formation among British Muslim youth. His work extends to Teacher Training and Faith-based schooling within British Muslim communities, Muslim Seminaries and the training of faith leaders in contemporary Europe, and Modern Islamic pedagogies in intercultural and interreligious education contexts. He has developed the first recognized Masters' level degree programme on Islamic education within the UK higher education system. His extensive publication record reveals a consistent scholarly trajectory examining the intersection of Islamic educational traditions with contemporary challenges. The most recent works demonstrate growing attention to Muslim minority contexts in Europe, critical analysis of Islamic and Western educational values, and practical applications of Islamic educational theory to contemporary social issues including identity formation, intercultural dialogue, and addressing extremism. His research increasingly incorporates empirical methodologies while maintaining strong theoretical grounding in Islamic educational heritage. Dr. Sahin has secured significant research support including the establishment of the Readership in Islamic Education at Warwick University through a generous donation by the Randeree Charitable Trust. This initiative represents a model collaboration between community and university aimed at educational capacity building within Muslim communities in the UK, Europe and globally. He has contributed to national level discussions on educational policy development regarding religious extremism and community cohesion, including commentary in The Guardian. As an active member of the International Seminar on Religious Education and Values (ISREV), Dr. Sahin participates in global scholarly networks advancing religious and intercultural education. His current projects include editing a special issue for the journal Religions entitled 'Islamic Education in Contemporary World: Traditions, Rearticulations & Transformation' and working on two book projects: 'Critical Issues in Islamic Education' (Routledge) and 'Islamic Education: international perspectives' (Brill).
Professor Angela Woods serves as Professor of Medical Humanities in Durham University's Department of English Studies, with an associate appointment in the Department of Philosophy. She directs both the Institute for Medical Humanities and the £9.5m Wellcome Trust-funded Discovery Research Platform for Medical Humanities (2023-2030). Education: PhD in Literary and Cultural Studies, University of Melbourne Her research integrates three core domains: clinical-experiential-cultural analyses of voice-hearing and psychosis; narrative frameworks for understanding health; and interdisciplinary research dynamics. She pioneers work on voice-hearing phenomenology/hermeneutics, narrative mental health approaches, and critical medical humanities, emphasizing non-clinical voice experiences and spiritual dimensions. Her scholarship challenges traditional medical paradigms through literary-cultural lenses while maintaining clinical relevance. Recent publications (2020-2025) reveal sustained focus on voice-hearing across the psychosis continuum, particularly non-clinical experiences, spiritual voices, and narrative uncertainty. She employs innovative interdisciplinary methods bridging literary studies, psychology, linguistics, and clinical practice, establishing critical medical humanities as a distinct field with robust theoretical and practical applications. Professor Woods currently co-supervises four PhD students: Katharine Cheston (women's shame/stigma in complex conditions), Ariel Swyer (non-clinical voice-hearing), Georgia Poplett (postpartum psychosis narratives), and Sarah White. Her major funding includes the Wellcome Trust's £9.5m Discovery Platform award (2023-2030) and the decade-long Hearing the Voice project (2012-2022). She leads Durham's Institute for Medical Humanities and Discovery Research Platform, fostering transdisciplinary collaboration through The Polyphony digital publication and Bloomsbury book series. Previously, she co-directed Hearing the Voice and curated the world's first major voice-hearing exhibition, demonstrating commitment to public engagement and innovative knowledge dissemination.
