Dr. Qing Zhou is a Professor of Psychology at the University of California, Berkeley, and Director of the Culture and Family Study Lab. He received his Ph.D. from Arizona State University and specializes in understanding how cultural context, family dynamics, and temperament influence children's socio-emotional, academic, and executive function development, with a focus on immigrant families. Key research interests include: Developmental psychopathology Temperament and emotion regulation Family socialization and parenting Impact of bilingualism on child development Cultural values and migration effects on adjustment His work employs multi-method approaches, including questionnaires, behavioral observations, and neuropsychological testing, with ongoing projects like the NICHD-funded longitudinal study on dual language learners and the Chau Hoi Shuen Foundation-supported grandparent involvement research. Collaborations include scholars at UC-Davis, UC-Merced, Wellesley College, and institutions in France and Taiwan. Dr. Zhou has trained numerous students, including current doctoral candidates Xinyi Chen, Erika Roach, and Christopher Gys, as well as alumni at institutions like Harvard, Stanford, and UCSF. His lab's publications emphasize cross-cultural comparisons, longitudinal designs, and intervention implications for immigrant youth.
Dr. Deborah J. Johnson is a researcher in the Department of Human Development and Family Studies at Michigan State University, affiliated with the College of Social Sciences. She holds a Ph.D. from Northwestern University, an M.A. from Cornell University, and a B.A. from the University of Chicago. Her work focuses on racial-ethnic socialization, cultural adjustment of immigrant/refugee groups, and resilience among marginalized populations, with particular attention to South Sudanese refugees, Indigenous Australians, and Roma youth. She explores how cultural identity intersects with global contexts, gender, and education to shape developmental outcomes. Key research areas include: Racial-identity development in African American and Latina college women Cultural adaptation of Sudanese refugees and its tridimensional aspects of identity alignment Positive youth development in Indigenous Australian communities through virtual reality initiatives Policy impacts on oppressed ethnic groups' identity reformation Her work has been published in over 50 peer-reviewed articles and books, including Identity Re/Formation among Immigrant Youth and Families (upcoming) and Children and Prejudice (2018). She leads interdisciplinary projects at the intersection of education, mental health, and public policy, emphasizing equity and culturally responsive practices. Dr. Johnson collaborates with institutions like the Child Development Laboratory and Couple & Family Therapy Clinic to translate research into community-focused interventions. Her global projects span North America, Australia, and Eastern Europe, addressing systemic barriers faced by vulnerable populations.
Laia Becares is a Professor of Social Science and Health at King's College London, part of the School of Global Affairs and the Department of Global Health & Social Medicine. She previously held roles at the University of Sussex (2018-2022) and the University of Manchester (2010-2018), where she maintains an Honorary position. She serves as an Editor of Sociology of Health and Illness and on the Academic Reference Group of the NHS Race and Health Observatory. Her work is funded by organizations such as the Nuffield Foundation and the Health Foundation. Laia holds a PhD in Social Epidemiology from University College London (UCL) and a Master's in Public Health from Boston University School of Public Health. Her research employs an interdisciplinary approach, collaborating with sociologists, psychiatrists, geographers, and demographers to understand how discrimination and marginalization perpetuate social and health inequities. Key areas include racism, homophobia/heterosexism, LGBTQ+ inequalities, and the impact of systemic oppression across life stages. She co-developed the Queerantine Study on pandemic impacts on LGBTQ+ communities and leads the ESRC Centre for Society and Mental Health, fostering student mentorship in health inequality topics. Her scientific awards include ESRC/MRC Postdoctoral Research Fellowship (2010-2012), Hallsworth Research Fellowship (2012-2016), and ESRC Future Research Leader Fellowship (2012-2015). Recent work focuses on ethnic healthcare disparities in multimorbidity and longitudinal studies of racism's effects on health outcomes. Ongoing projects include LGBTQ+ policymaking networks and the GHSM Anti Racism Steering Group, addressing structural inequities in academia and healthcare. Laia’s grants include Nuffield Foundation funding for ethnic inequalities in later life and Health Foundation support for healthcare equity studies. She advocates for integrating lived experiences into research design, particularly through the Evidence for Equality National Survey (EVENS). Her lab affiliations include Queer@King’s and the ESRC Centre for Society and Mental Health, emphasizing collaborative, community-driven approaches.
Ka I Ip is an Assistant Professor at the Institute of Child Development , University of Minnesota. As director of the D.A.N.C.E. Lab , Dr. Ip employs multimodal methods including neuroimaging, cortisol assays, and cross-cultural experiments to study emotion regulation and developmental psychopathology. PhD in Developmental Psychology (University of Michigan) Susan Nolen-Hoeksema Postdoctoral Fellow (Yale University) Research focuses on how cultural contexts and early adversity shape emotional development, with particular attention to racial-ethnic minorities and immigrant families . His work applies findings to social policy reform and health equity initiatives. Recent publications analyze neighborhood socioeconomic impacts on brain development , discrimination effects in bilingual adolescents , and cortisol dynamics in immigrant families . Key journals include Biological Psychiatry and Developmental Psychology . APA Editor’s Choice Article (2024) Yale Health Equity Research Finalist (2022) Accepting PhD students for Fall 2026. Collaborates with teams in neuroimaging , cross-cultural research , and pediatric biomarker studies .
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.
Dr. Nancy L. Sin is an Associate Professor in the Department of Psychology within the Faculty of Arts at the University of British Columbia. She teaches undergraduate and graduate courses in health psychology and supervises students at multiple levels. She is Co-Chair of the Antiracism Task Force for the Society for Biopsychosocial Science and Medicine and a member of the Steering Committee at the UBC Edwin S.H. Leong Centre for Healthy Aging. Previously, she served on the Executive Committee for the American Psychological Association's Division on Adult Development and Aging and established the Diversity Mentorship Program. PhD, University of California, Riverside, 2012 Dr. Sin's research focuses on biological and behavioural pathways linking daily well-being and stress to health. Her work demonstrates that emotional responses to daily stressors are associated with inflammatory, neuroendocrine, and autonomic mechanisms implicated in aging-related conditions like cardiovascular disease. She investigates daily positive events as protective factors for stress processes and health, with particular interest in emotional well-being and aging, stress-sleep cycles, and health equity. Her research spans multiple disciplines including health psychology, gerontology, and social psychology. Analysis of Dr. Sin's recent publications reveals consistent focus on daily stress processes, positive emotions, and health outcomes across the lifespan. Her work increasingly examines pandemic-related stressors, social determinants of health, and health disparities, with strong emphasis on methodological rigor through daily diary and longitudinal approaches. The publications demonstrate interdisciplinary collaboration across psychology, public health, and medicine, with growing attention to diversity, equity, and inclusion in health research. Distinguished Alumni Award, Department of Psychology, University of California, Riverside (2025) Fellow, Gerontological Society of America (2025) Innovative Research on Aging Award (Bronze Award) from the Mather Institute (2021) Michael Smith Foundation for Health Research Scholar (2020) Springer Early Career Achievement Award in Research on Adult Development and Aging (2019) Gerontological Society of America's Behavioral and Social Sciences Student Research Award Editor's Choice article at Annals of Behavioral Medicine Dr. Sin actively supervises undergraduate, MA, and PhD students, with a current focus on Health Psychology graduate students specializing in adult development and aging, stress, and health equity/disparities. Her research has been supported by significant grants as PI or Co-I from the U.S. National Institute on Aging, Social Sciences and Humanities Research Council of Canada, Canadian Institutes of Health Research, Canada Foundation for Innovation, and the Michael Smith Foundation for Health Research. She has established a strong research program examining daily experiences and their health implications across adulthood. Dr. Sin directs the UPLIFT Health Lab (Understanding Pathways Linking Inter- and Intraindividual Factors To Health), which explores psychosocial well-being and biobehavioural mechanisms underlying healthy aging. The lab investigates how daily positive events promote health through lower inflammation, adaptive cortisol profiles, and better health behaviors, with particular attention to how positive emotions buffer stress processes. The lab actively recruits community participants for studies on daily experiences and health, contributing to intervention development for promoting psychological and physical well-being across adulthood.
Noelle Hurd is a Professor of Psychology at the University of Virginia and co-Director of Diversity, Equity, and Inclusion Initiatives (co-DDEI). She leads the Promoting Healthy Adolescent Development (PHAD) Lab, focusing on marginalized youth development through intergenerational relationships and systemic oppression disruption. Her research integrates clinical and community psychology to address adolescent development, racial discrimination, and mental health disparities. Key interests include natural mentoring as protective factor, anti-racist frameworks, and leveraging community strengths to counteract systemic barriers for Black and Latinx youth. Her work emphasizes youth agency in social justice movements and resilience through familial and community support networks. Recent publications (2023-2025) reveal concentrated exploration of natural mentoring dynamics across marginalized populations, with methodological diversity spanning qualitative analyses of immigrant youth experiences and longitudinal studies of college adjustment. Recurring themes include anti-immigration policy impacts, youth-led anti-racism initiatives, and the intersection of discrimination with mental health outcomes. Dr. Hurd's scientific contributions have earned significant recognition: William T. Grant Scholar and Spencer/National Academy of Education Postdoctoral Fellow Rising Star Award (Association for Psychological Science, 2015) Outstanding Professor Award (UVA Psychology, 2017) Faculty Excellence in Diversity, Inclusion, and Equity Award (2021) Fellowships in American Psychological Association and Society for Community Research and Action As PHAD Lab director, she mentors emerging researchers in community-engaged scholarship funded by NIH, NSF, William T. Grant Foundation, and Institute of Education Sciences. Her team examines mentoring relationships, discrimination mechanisms, and intervention development for youth thriving in oppressive contexts. The PHAD Lab operates as an interdisciplinary research collective developing evidence-based approaches to dismantle systemic barriers through youth-adult partnerships and natural mentoring frameworks.
Eve S. Puffer is the Pamela and Jack Egan Associate Professor of Psychology & Neuroscience at Duke University, affiliated with Trinity College of Arts & Sciences. She holds additional roles as Associate Research Professor of Global Health (Duke Global Health Institute) and affiliate of the Center for Child and Family Policy. Her work focuses on global mental health interventions, particularly in sub-Saharan Africa, addressing child mental health, family functioning, and HIV prevention. She has led studies in Kenya, Liberia, Thailand, and Guatemala, emphasizing culturally adapted, community-based approaches. Education: PhD (2008), MA (2005) in Psychology from the University of South Carolina; BS (2002) from Furman University. Research Interests: Dr. Puffer develops interventions to reduce violence against children, promote positive parenting, and address HIV risk behaviors. Her work integrates family systems and community engagement, often collaborating with religious institutions and local leaders. Recent projects include adapting interventions for refugee families in Jordan and virtual family support during the pandemic. Grants & Recognition: Principal investigator on NIH-funded projects (e.g., ESTEEM intervention in Guatemala) and grants from the International Rescue Committee and Oxford University. Notably selected for the Thomas Langford Award (2023) and featured in Duke’s global health initiatives. Labs/Teams: Active in Duke Initiative for Science & Society and Center for Child and Family Policy, focusing on scalable mental health solutions for marginalized populations.
Bridget Goosby is a Professor of Sociology at the University of Texas at Austin, affiliated with the College of Liberal Arts and serving as co-director of the LifeHD Health Disparities Research Lab with Dr. Jacob Cheadle. Her work bridges biosociology and health disparities research, focusing on how social marginalization and racism manifest in biological pathways affecting health outcomes. Education : Ph.D. from Pennsylvania State University Contact : bgoosby@prc.utexas.edu Her research integrates biometric and mixed-methods approaches to examine: Dynamic biosocial pathways linking racism to health risks Sympathetic arousal responses in natural settings Epigenetic profiles associated with socioeconomic and racial disparities Recent projects include a Spencer Foundation-funded national study on Black women faculty's health and professional navigation. Prior research has been supported by the National Institute of Child Health and Human Development (NICHD). Scientific recognition includes lifetime membership in AAAS for her contributions to understanding discrimination's biosocial health impacts. Her work appears in journals like Proceedings of the National Academy of Sciences and Annual Review of Sociology . She teaches undergraduate courses on Race, Ethnicity, and Health (UGS 302) across multiple semesters, emphasizing experiential learning through synchronous and asynchronous formats.
Jasmine Travers Altizer is an Assistant Professor at NYU Rory Meyers College of Nursing, where she conducts research to improve health outcomes and reduce disparities among vulnerable older adults. Her work spans long-term care systems, aging, and health equity, with a focus on both quantitative and qualitative approaches. Education: PhD, Columbia University School of Nursing MHS, Yale University MSN, Stony Brook University (Adult-Gerontological Health) BSN, Adelphi University Her research interests include gerontology, health disparities, workforce diversity, infection control, and policy in long-term care. She investigates how neighborhood disadvantage, staffing levels, and systemic inequities affect care quality in nursing homes and home-based settings. Her recent work has explored antipsychotic medication use, caregiver coping strategies, and the impact of federal programs like the Paycheck Protection Program on staffing. The 15 most recent publications reflect a strong trajectory in health services research, with recurring themes in equity, workforce well-being, and policy evaluation. Her studies frequently use large national datasets and mixed methods to address structural barriers in care delivery for underserved populations, particularly Black and Latino older adults. Scientific Awards and Honors: Rising Star Research Award, Eastern Nursing Research Society (2022) Health in Aging Foundation New Investigator Award (2022) NASEM Committee Member on Quality of Care in Nursing Homes (2020) Scholar, National Clinician Scholars Program, Yale (2020) Jonas Policy Scholar (2019) Douglas Holmes Emerging Scholar Paper Award (2018) Travers is actively involved in mentoring and accepting PhD students. She leads multiple federally funded research projects, including a Robert Wood Johnson Foundation Career Development Award and a National Institute on Aging K76 Beeson Award. She has served on national committees and contributed to high-impact policy reports, demonstrating leadership in translating research into action. Her work is frequently covered in media outlets such as Scientific American , AARP , and Crain's New York . Laboratories and Research Teams: She is affiliated with several active research initiatives, including the NH Explanatory Trials Network and projects examining dementia care workforce experiences, health equity in nursing home quality measures, and culturally sensitive interventions for Black adults with chronic conditions.
Kristin Long is an Associate Professor at Boston University and Director of the Child & Family Health Laboratory. She holds a PhD in Clinical and Biological-Health Psychology from the University of Pittsburgh (2012), completed postdoctoral training at Brown University’s Alpert Medical School, and joined BU in 2014. Her research focuses on the interplay between pediatric medical conditions, family dynamics, and cultural contexts, with emphasis on autism, cancer, intellectual disability, and asthma. Key areas include health disparities in autism care, psychosocial interventions for families, and sibling adjustment in chronic illness contexts. Education: PhD, Clinical and Biological-Health Psychology, University of Pittsburgh (2012) Clinical Internship & Postdoctoral Fellowship, Alpert Medical School of Brown University/Rhode Island Hospital Research interests: Family-cultural influences on child health outcomes Health equity in autism diagnosis/treatment Development of psychosocial interventions Cultural adaptations in healthcare delivery Her work has led to over 50 publications, emphasizing qualitative and mixed-methods approaches to understanding family experiences in pediatric chronic illness. Notable contributions include frameworks for sibling psychosocial care and culturally responsive interventions. Lab & Collaborations: Directs the Child & Family Health Lab, fostering community-academic partnerships to address unmet needs in pediatric healthcare. Active in developing nationwide standards for sibling psychosocial support in oncology care.
Stanley Huey is a Professor of Psychology and American Studies & Ethnicity at the University of Southern California (USC), affiliated with the College of Letters, Arts and Sciences. He holds a Ph.D. in Clinical Psychology from UCLA (1998) and joined USC in 2000. His research focuses on psychotherapy outcomes, culturally responsive treatments for ethnic minorities, and interventions targeting gang-involved youth and criminal justice populations. Dr. Huey’s educational background includes a B.A. in Psychology and Anthropology from UC Berkeley (1990), an M.A. in Clinical Psychology from UCLA (1994), and a Ph.D. in Clinical Psychology from UCLA (1998). His work bridges clinical practice, cultural competence, and community-based interventions. Key research areas include: Culture’s role in psychotherapy efficacy Mental health disparities among Asian Americans and African Americans Adverse effects of gang-focused interventions Cognitive-behavioral therapy adaptations for diverse populations Psychosocial interventions for youth violence prevention His publications span over 60 peer-reviewed articles and chapters, emphasizing meta-analyses of intervention effectiveness and culturally tailored treatments. Notable works include a 2018 meta-analysis of Asian American mental health interventions and a 2019 review of evidence-based practices for ethnic minority youth. Awards and grants: While specific awards aren’t listed, his sustained research output indicates recognition in clinical psychology and cultural competence domains. His lab focuses on translational research, partnering with community organizations for intervention development. Dr. Huey leads USC’s clinical psychology training programs, emphasizing culturally responsive practice. His lab collaborates with criminal justice agencies and schools to implement evidence-based interventions in high-risk communities.
Dr. Mijin Choi is an Associate Professor at the Texas State University School of Social Work, where she joined in 2018. She holds a Ph.D. from the University at Albany, SUNY, an MSW and BA from Ewha Womans University (South Korea), and completed a postdoctoral fellowship at the University of South Florida. She received the Fellowship for University-Based Doctoral Candidates and Faculty for Research in Child Maltreatment from the Children’s Bureau. Her research investigates childhood adversity, child maltreatment, family poverty, out-of-home placement (foster/kinship care), child welfare workforce development, and quantitative methodologies. Current projects examine interrelationships between child abuse, poverty, Alternative Response implementation, and placement services. Recent publications analyze organizational justice in child welfare (2024), racial/ethnic disparities in reunification (2023), and trauma-informed self-care for professionals.
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.
David Schramm serves as Associate Professor and Family Life Extension Specialist in the Department of Human Development and Family Studies at Utah State University, integrating academic research with community-focused programming to strengthen family relationships across diverse populations. His educational foundation includes: PhD in Human Development and Family Studies, Auburn University (2007) MS in Family, Consumer, and Human Development, Utah State University (2003) BS in Marriage, Family, and Human Development, Brigham Young University (2001) Research centers on evidence-based relationship and parenting education, with recent expansion into personal flourishing and well-being frameworks. His work emphasizes practical application through resources promoting gratitude practices, positive interactions, and resilience-building in marital and family contexts, while addressing unique challenges in stepfamilies, divorce transitions, and incarcerated populations. Publication analysis reveals consistent focus on divorce education effectiveness, co-parenting interventions, and family enrichment activities. The "Hidden Gems" series demonstrates innovative translation of research into accessible home-based resources, while peer-reviewed articles examine systemic factors including socioeconomic context, racial disparities, and pandemic impacts on family dynamics. Notable recognition includes: Western Region Extension Excellence Award (2019) Provost Award for Creative Extension Programming (2012) Early Career Achievement Award (2010) Multiple team awards for diversity initiatives and marketing excellence He actively mentors graduate students in Human Development and Family Studies while leading high-impact extension programs including Divorce Education, Strong Parents Stable Children, and the Road to Happiness initiative. Current projects address relationship education for incarcerated women and culturally responsive outreach to African American communities, demonstrating commitment to bridging research-practice gaps.
