Laura R. Ment, MD, is a Professor of Pediatrics (Neurology) and Associate Dean for Admissions and Financial Aid at Yale School of Medicine . She specializes in neonatal brain injuries and neurological conditions in infants, including intraventricular hemorrhage , periventricular white matter injury , and epilepsy . Her research focuses on the adaptive mechanisms of the developing brain , utilizing advanced MRI techniques and molecular technologies to identify biomarkers for brain maturation. Education : MD, Tufts University School of Medicine (1973) Pediatrics & Pediatric Neurology Training, Massachusetts General Hospital (1974–1979) Research Interests : Dr. Ment leads studies on neonatal brain injury , neurodevelopmental sequelae of preterm birth , and genetic mechanisms in developmental disorders . She pioneered multicenter trials on prevention of preterm brain injury and neural connectivity in preterm infants . Scientific Awards : Leah Lowenstein Award (2009) Norman Siegal Award (2023) Leadership & Grants : As a former member of the NIH/NINDS Council and Chair of its Clinical Trial Subcommittee, she has driven national research priorities. She currently oversees the START Program at Yale and serves as a sub-investigator for the Genomic Basis of Neurodevelopmental and Brain Outcomes in Congenital Heart Disease trial (HIC ID 2000020449).
Professor Bruce Abernethy is Executive Director of UQ's Engagement with the 2032 Olympic and Paralympic Games, following his tenure as Executive Dean of the Faculty of Health and Behavioural Sciences (2014-2023) at the University of Queensland. His academic leadership includes previous roles as Deputy Executive Dean, Associate Dean (Research), and Head of the School of Human Movement Studies (1991-2003). He also served as inaugural Chair Professor at the University of Hong Kong's Institute of Human Performance (2004-2011). His educational background includes First Class Honours and University Medallist status from the University of Queensland, complemented by a PhD from the University of Otago. Professional recognition includes Fellowships from the American Academy of Kinesiology and Physical Education, Australian Sports Medicine Federation, and Exercise and Sport Science Australia. Abernethy's research centers on the interdisciplinary study of skilled movement control and acquisition, bridging human movement science, experimental psychology, neuroscience, and medical sciences. His work investigates expert perception and production of human movement patterns, with particular focus on deception detection in sports, visual-motor expertise, and fundamental movement skills development. This spans applications from elite athletic performance to pediatric movement disorders. Analysis of his recent publications reveals sustained focus on perceptual-cognitive aspects of sport expertise, with recurring themes in deception detection (particularly in football/cricket), gaze behavior analysis, and perceptual training methodologies. His work increasingly integrates interdisciplinary approaches across motor control, cognitive psychology, and sports biomechanics, with strong emphasis on practical applications for athletic training and movement rehabilitation. International Fellow, American Academy of Kinesiology and Physical Education Fellow, Australian Sports Medicine Federation Fellow, Exercise and Sport Science Australia University Medallist, University of Queensland Professor Abernethy has supervised eight PhD candidates to completion between 2003-2022, with research spanning cricket batting expertise, perceptual training, and movement disorders. His funding portfolio demonstrates exceptional grant acquisition success, including sustained support from the Motor Accident Insurance Commission (1997-2019), Australian Research Council (multiple projects 1995-2011), Australian Football League, Australian Sports Commission, and Hong Kong Research Grants Council. Current engagement with the 2032 Games represents strategic alignment of his expertise with major international sporting events. His research is conducted through the Centre for Extracellular Vesicle Nanomedicine within UQ's Faculty of Health and Behavioural Sciences, collaborating with interdisciplinary teams across sports science, psychology, and medical research domains. This network supports his translational research from basic motor control principles to applied sporting and clinical contexts.
Leslie M Babinski is a Research Professor at Duke University's Sanford School of Public Policy and Department of Psychology and Neuroscience. She directs the Duke School Research Partnership and holds an affiliate position at Duke's Center for Child and Family Policy. Education: Ph.D. in Education, University of California, Berkeley (1993) M.A. in Education, University of California, Berkeley (1988) B.S. in Psychology, University of Scranton (1985) Her research focuses on teacher professional development for English learners, collaboration between ESL and classroom teachers, cultural wealth frameworks, and self-regulation interventions in middle schools. She has led multiple IES-funded studies including the Targeted Reading Intervention and Promoting Self-Regulation projects. Recent publications examine multilingual education strategies, ADHD developmental trajectories, and health curriculum impacts. Her work combines educational policy, neuroscience applications, and public health approaches to improve student outcomes. Key Grants: Efficacy of the DCCS Program (2018-2025) Promoting Self-Regulation (2017-2020) Neuroscience-Based Health Curriculum (2012-2016)
Cathryn A. Galanter, MD is Professor of Clinical Psychiatry and Training Director of the Child and Adolescent Psychiatry Fellowship Program at State University of New York Downstate Health Sciences University. She joined SUNY Downstate in 2011 after holding leadership roles at Columbia University, including Director of the Pediatric Bipolar Service at Children's Hospital of New York. Dr. Galanter earned her undergraduate degree in Art History from the University of Pennsylvania (graduating with distinction), her medical degree from New York University School of Medicine, and completed her psychiatric training at Columbia University through general and child residencies plus a research fellowship. Her research program focuses on critical gaps in child mental health: developing theory-based educational interventions for clinicians, analyzing clinical decision-making processes in diagnosing complex conditions like pediatric bipolar disorder and ADHD, and establishing evidence-based protocols for assessment and treatment. She has pioneered work on the diagnostic boundaries between ADHD and bipolar disorder in youth, challenging traditional categorizations through empirical research. Analysis of her 15 most recent publications reveals consistent thematic progression from foundational work on diagnostic criteria (2003-2009) toward contemporary integration of mental health services in primary care (2018) and policy-level DSM-5 implementation (2020). Her scholarship demonstrates deep engagement with diagnostic reliability challenges, longitudinal outcome studies, and practical implementation science for clinical settings. Dr. Galanter's research impact is recognized through: NIMH Career Development Award (K-Award) for 'Improving Child Psychiatrists' Clinical Decision Making' Multiple awards from the American Academy of Child and Adolescent Psychiatry Grants from the American Psychiatric Association and Columbia University Leadership roles including Secretary of the AACAP Executive Council (2019-2021) As Training Director, she mentors fellows through the Child and Adolescent Psychiatry Fellowship Program while maintaining active NIMH-funded research. Her 2016 Academic Psychiatry paper on direct supervision models demonstrates her commitment to reshaping psychiatric education. She also serves on national committees including the American Association of Directors of Psychiatry Residency Training. Dr. Galanter previously directed Columbia's Pediatric Bipolar Service and currently maintains a Brooklyn private practice treating all age groups. Her clinical work directly informs her research on real-world diagnostic challenges, particularly regarding comorbid ADHD and bipolar presentations in pediatric patients.
Esme Shaller, PhD is a Professor in the Department of Psychiatry at the University of California, San Francisco (UCSF) School of Medicine and affiliated with the UCSF Weill Institute for Neurosciences. She serves as the Clinical Director of Outpatient Services for Child and Adolescent Psychiatry and Director of the Dialectical Behavior Therapy (DBT) program within the Mood and Anxiety Clinic. Dr. Shaller's educational background includes: PhD in Clinical Psychology from Stony Brook University (2006) BA in Psychology from University of California, Berkeley (2000) Diversity, Equity, and Inclusion Champion Training from UCSF (2019) Her research focuses on dialectical behavior therapy for adolescents and young adults, particularly examining the effectiveness of clinical programs, development of Borderline Personality Disorder (BPD) traits across adolescence, the role of DBT skills in treatment outcomes, and how young people experience urges and motivation to self-harm. She also conducts educational research on misconceptions in learning new information and the gap between research and practice in psychotherapy. Her work spans clinical psychology, adolescent mental health, and evidence-based behavioral treatments for complex psychological problems. Dr. Shaller has received several teaching awards: UCSF Resident Award for Excellence in Didactic Teaching (2018) UCSF Teaching Scholar's Program Fellow (2016-2017) UCSF Resident Award for Excellence in Teaching (2012) Stony Brook University Department Award for Excellence in Teaching (2004) As an educator, Dr. Shaller teaches and supervises psychology interns and post-docs, psychiatry residents, and child and adolescent psychiatry fellows. She develops curricula for didactic training programs and consults with community and county programs across the Bay Area to implement evidence-based psychotherapies. Her passion lies in disseminating empirically supported treatments for complex psychological problems in adolescence. Dr. Shaller leads the Dialectical Behavior Therapy program, a specialty program for high acuity patients and their families. She also co-runs a study on DBT for patients ages 13-25, examining treatment effectiveness, BPD trait development, and self-harm mechanisms.
Ali İbrahim Can GÖZÜM serves as an Associate Professor in the Department of Preschool Education at Kafkas University's Dede Korkut Faculty of Education. With dual doctoral degrees in Preschool Education from Gazi University and Science Education from Ondokuz Mayıs University, he specializes in early childhood science and technology education. His academic journey includes progressive appointments from Research Assistant (2013) to Associate Professor (2022), alongside administrative roles including Dean Assistant and Career Center Director. His research focuses on early childhood STEM education , digital game mediation , and cognitive development , reflected in over 90 publications with significant international impact (Google Scholar h-index: 18). Current projects examine flipped classroom models in language education and nature-based learning environments. His editorial leadership includes Editor-in-Chief of e-Kafkas Journal of Educational Research and Associate Editor for Frontiers in Education 's STEM section. Notable scientific recognition includes TUBITAK's Publication Incentive Award. His advising includes master's theses on self-regulation and number sense development. Active in professional development, he conducts workshops on digital parenting and AI libraries, demonstrating commitment to bridging research with practical educational applications.
Sigmund Eldevik is a Professor at Oslo Metropolitan University, affiliated with the Faculty of Health Sciences and the Institute for Behavioral Sciences. His research focuses on applied and experimental behavioral analysis in clinical practice, particularly for children with autism spectrum disorder. Key areas: Early Intensive Behavioral Intervention (EIBI), social referencing, conditional discrimination training, and seizure-like behavior assessment. Recent work evaluates stress in parents of autistic children, telehealth supervision methods, and outcome measures for EIBI. He collaborates extensively with researchers like Svein Eikeseth and Børge Strømgren, contributing to journals such as Advances in Neurodevelopmental Disorders and Behavioral Interventions . His publications highlight innovations in behavioral intervention techniques and tool validation for clinical use.
Anne Katrine Pagsberg serves as a Clinical Professor at the Department of Clinical Medicine within the Faculty of Health and Medical Sciences at the University of Copenhagen. Her clinical and research work is focused in the specialized field of Child and Adolescent Psychiatry, with offices located at Nordre Ringvej 26-67 in Glostrup and Blegdamsvej 3 in Copenhagen N. Professor Pagsberg's research primarily centers on obsessive-compulsive disorder in children and adolescents, with particular emphasis on emotion regulation difficulties, parent-child interactions, and treatment approaches. Her work also extends to ADHD, non-suicidal self-injury, and the impact of parental mental health conditions on child development. She employs multi-informant and multi-method approaches in her clinical research, incorporating both quantitative and qualitative methodologies to understand complex psychiatric presentations in young people. Analysis of her recent publication record (2025) reveals a strong focus on clinical interventions for youth mental health conditions, with significant attention to OCD treatment protocols, emotion regulation therapies, and novel approaches to addressing sleep disturbances in ADHD. Her research demonstrates interdisciplinary collaboration across psychiatry, neuroscience, and clinical psychology domains, with several studies utilizing advanced methodologies including neuroimaging and computational modeling. Professor Pagsberg maintains active clinical and research collaborations across Denmark and internationally, as evidenced by her extensive publication record of 124 research outputs, primarily consisting of journal articles (97), reviews (14), and various other scholarly contributions. Her work appears in high-impact journals including World Psychiatry, Journal of Anxiety Disorders, and Psychiatry Research, indicating significant recognition within the psychiatric research community.
Dr. William W. Hale III is an Associate Professor at Utrecht University's Department of Youth and Family within the Faculty of Social and Behavioural Sciences. With a clinical psychology background, his work focuses on adolescent anxiety, depression, and the impact of peer/parental behaviors. He obtained his Ph.D. in Biological Psychiatry (1997) from the University of Groningen and an MA in Clinical Psychology (1993) from Utrecht University. Research Interests: Hale's research examines adolescent mental health through nonverbal behavior analysis, expressed emotion dynamics, and environmental determinants of anxiety/depression. His work spans longitudinal studies on identity formation, parent-adolescent conflict, and cross-cultural psychometric analyses. Scientific Contributions: Recent studies include adolescent anxiety trajectories, separation anxiety in clinical populations, and cultural influences on youth well-being. His publications emphasize parental and peer interactions, self-concept clarity, and DSM-5 anxiety measurement tools. Grants & Collaborations: Hale has secured €100K–€300K grants from ZonMw and NWO, focusing on therapy improvement and developmental pathways. He co-chairs the CONAMORE longitudinal study and has been a visiting professor at the University of Jaen, Spain.
Stephanie B. Kors serves as Assistant Professor of Psychology at Loyola University Maryland and lecturer at Harvard Medical School, Cambridge Health Alliance, with research spanning developmental psychopathology, intergenerational trauma transmission, and clinical training pedagogy. Her work critically examines substance use disorders (particularly opioid addiction in pregnancy), psychotherapy outcomes, and systemic barriers to trauma-informed mental healthcare for underserved populations. Dr. Kors' academic credentials include: B.A. in Psychology (cum laude, Phi Beta Kappa) from University of Georgia M.A. and Ph.D. in Clinical Psychology from University of Tennessee, Knoxville Pre-doctoral Internship and Post-doctoral Fellowship at Harvard Medical School, Cambridge Health Alliance Her research program integrates three interconnected domains: (1) Etiology of opioid misuse in pregnancy through childhood trauma and attachment lens; (2) Structural barriers affecting treatment-resistant underserved populations; (3) Curriculum innovation for undergraduate and graduate clinical training. Current NIH-funded projects investigate how early drug use experiences influence addiction trajectories and parent-child relationships. Analysis of her 11 publications (2017-2021) reveals consistent focus on borderline personality features, intergenerational child maltreatment cycles, and perinatal substance use disorders. Methodologically, she employs longitudinal cohort studies, mediation analyses, and meta-analytic techniques across clinical psychology and public health journals. Research support includes principal investigator roles for two Harvard Medical School grants on psychotherapy training and external funding from the American Psychological Foundation (APF) and International Psychoanalytical Association (IPA) for clinical education initiatives. Dr. Kors teaches PY 600 (Assessment and Appraisal), PY 601 (Cognitive Assessment), PY 845 (Psychodynamic Psychotherapy), and PY 920 (Individual Therapy Supervision) while maintaining a part-time private practice serving children, adolescents, and adults through individual, family, and couples therapy. She collaborates extensively with Dr. Judy Macfie's research team at Loyola and Harvard, with co-authored works appearing in Personality Disorders: Theory, Research, and Treatment and Journal of Affective Disorders, focusing on trauma transmission mechanisms and treatment adaptations.
Dr Isabel Olegário is a Senior Lecturer at the School of Dentistry, Royal College of Surgeons in Ireland (RCSI). She holds a Doctor of Dental Surgery (DDS) with honours from the University of São Paulo, Brazil, where she also completed her specialist training in Paediatric Dentistry (2015). She earned her D.Ch.Dent in Paediatric Dentistry from Trinity College Dublin (2024) and has conducted extensive research on caries treatment, dental trauma, and educational methodologies. Education: Doctor of Dental Surgery (DDS), University of São Paulo, Brazil Specialist Training in Paediatric Dentistry, University of São Paulo (2015) D.Ch.Dent in Paediatric Dentistry, Trinity College Dublin (2024) Her research focuses on evidence-based paediatric dentistry, with key sub-areas including Caries Diagnosis & Management , Enamel Defects (MIH & HSPM) , Dental Trauma Prevention , and Educational Research . Recent publications examine vertical bitewings radiography, preformed metal crowns, and glass ionomer cements in atraumatic restorative treatment (ART). Dr Olegário has received multiple teaching and research awards, including Teaching of the Year (2022, 2024) and international recognition at the World Congress of Dental Traumatology (2024) , IAPD (2021) , EAPD (2020) , and IADR (2019, 2018) . She has served as Past-President of the Irish Society of Dentistry for Children (ISDC) and sits on the editorial board of the European Archives of Paediatric Dentistry . Her professional affiliations include the European Association of Paediatric Dentistry , International Association of Dental Traumatology , and International Association of Paediatric Dentistry .
Dr. Katharina Sommer is a researcher at the Research and Treatment Center for Mental Health (FBZ) within the Faculty of Psychology at Ruhr University Bochum. Her academic role is tied to the Chair of Clinical Child and Adolescent Psychology , where she has worked since 2018. Research Priorities Mechanisms of action in cognitive behavioral therapy (CBT) for childhood anxiety disorders Extinction learning in pediatric populations Impact of perceived self-efficacy on fear reduction Development of clinical assessment tools like the BAER-C questionnaire Publications demonstrate sustained focus on childhood anxiety interventions, with recent work spanning systematic reviews of exposure therapy and questionnaire validation studies. Her research has been presented at major conferences including the World Congress of Behavioural and Cognitive Therapies and DGPs workshops. Contact Information : katharina.Sommer@rub.de | ResearchGate Profile Current Projects include: Protect AD P2 (Third-party funded) BAER-C questionnaire development (FBZ research funds) ROLETTA meta-analysis (FBZ research funds)
Dr. Breanna Krueger is an Associate Professor in the Division of Communication Disorders at the University of Wyoming , where she has been since earning her PhD in 2017. Her academic background includes two MA degrees in Speech-Language-Hearing Sciences and Linguistics from the University of Kansas, and a BA in Communication Sciences and Disorders from the University of Wyoming. Research Focus: Dr. Krueger specializes in improving treatment outcomes for children with speech sound disorders through: Investigating age-related treatment efficacy Developing clinical teaching methods for speech-language pathologists Enhancing understanding of children's speech perception mechanisms Exploring social impact of speech disorders Ultrasound visual biofeedback applications for speech therapy Publication Trends: Her research portfolio shows increasing focus on: Transgender voice communication software (2024) Home practice facilitation techniques (2024) Pediatric cancer speech services (2023) Preterm birth language impacts (2023) Advanced phonological assessment methods (2022) Scientific Recognition: Dr. Krueger has received significant funding including: NIH Grant (P20GM103432) for age-related treatment research ASHA Foundation research grant College of Health Sciences internal funding Laboratory & Outreach: She directs the PhUnderLab , actively engages with professional organizations including the American Speech-Language-Hearing Association (ASHA), and maintains a Twitter presence @phunderlab for research dissemination.
Khalid Afzal is an Associate Professor in the Department of Psychiatry and Behavioral Neuroscience-Child Psychiatry at the University of Chicago . His clinical practice focuses on ADHD, anxiety disorders, mood disorders, and somatic symptom disorders in pediatric populations. He specializes in cross-cultural psychiatry and family-based interventions for child mental health. Education: MBB.S. (1995) from Quaid-e-Azam University, Pakistan; Psychiatry Residency (2008) at Texas Tech University; Fellowship (2010) at University of Chicago. His research spans youth suicide prevention , cultural/psychosocial determinants of mental health , residency training innovations , and post-traumatic stress in pediatric oncology . Recent work includes adapting suicide-screening tools for Urdu speakers and analyzing trends in pediatric psychiatric interventions during the pandemic. Publications highlight collaborations with multidisciplinary teams across pediatrics, neurology, and medical education . Dr. Afzal has received multiple teaching awards (e.g., University of Chicago's Instructor of the Year, 2020-2021) and research accolades (e.g., Excellence in Research Award, 2007-2008). His work appears in journals like Psychosomatics , Clinical Practice in Pediatric Psychology , and BJPsych Open , with a focus on mental health equity and innovative clinical pathways .
Dr. Jeremy Sullivan is a Professor in the Department of Educational Psychology at the University of Texas at San Antonio (UTSA). He holds a Ph.D. in School Psychology from Texas A&M University and a B.S. in Psychology from Sam Houston State University. As a Licensed Psychologist, Licensed Specialist in School Psychology, and Nationally Certified School Psychologist, Dr. Sullivan bridges clinical expertise with academic leadership. His teaching focuses on educational measurement, cognitive assessment, and neuropsychology. Education: B.S. in Psychology, Sam Houston State University Education: Ph.D. in School Psychology, Texas A&M University Dr. Sullivan’s research centers on psychoeducational assessment, psychometrics, and supervision in school psychology. He explores training and professional issues, particularly addressing personnel shortages in school settings. His funded projects, supported by the U.S. Department of Education, emphasize increasing diversity in mental health professions and developing evidence-based practices. His 15 most recent publications span psychometrics, child psychology, and neurotoxicology. Articles analyze topics like the Autism Parenting Stress Index, intervention research trends, and the impact of neurotoxins on neurodevelopment. These works reflect his commitment to improving assessment tools and addressing ethical challenges in school psychology. Dr. Sullivan has served on editorial boards, including the Journal of Psychoeducational Assessment , and held leadership roles in the Texas Association of School Psychologists and National Association of School Psychologists. His work integrates clinical and academic perspectives, emphasizing collaboration between school counselors and psychologists.
