Catherine Butler is a Senior Fellow of the Higher Education Academy and Programme Director of the DClinPsy Programme at the University of Bath's Department of Psychology. She holds external examiner roles at Cardiff University, University College London, and others. Her academic journey includes a Doctor of Clinical Psychology from the University of East London, an MBA from the Open University, and advanced training in Systemic Supervision at the University of Exeter. Her research focuses on Inclusion, Whiteness, Gender and Sexual Minorities, Intersectionality, and Systemic Therapy, with contributions to anti-racism and climate crisis studies. Key projects include exploring systemic therapy supervision, validation of therapeutic scales, and shared learning courses with clinical psychology trainees. Dr. Butler’s scholarly work addresses topics such as gender dysphoria in neurodivergent populations, relapse experiences in addiction therapy, and systemic training in clinical psychology programs. She has been recognized for her contributions through awards like the Senior Fellow of the Higher Education Academy. Her professional activities include roles on the British Psychological Society committee, conference presentations, and advisory roles in academic and clinical settings. She has supervised 18 doctoral students and led projects funded by UK charities such as the Association for Family Therapy.
Bernadka Dubicka is a Clinical Professor and Honorary Clinical Chair in the Division of Neuroscience at the University of Manchester. She holds dual roles as a research lead at Pennine Care NHS Foundation Trust and as the child and adolescent mental health research lead for Health Innovation Manchester. She is the Editor-in-Chief of the Journal of Child and Adolescent Mental Health and previously served as Chair of the Child and Adolescent Faculty at the Royal College of Psychiatrists (2017–2021). Her academic qualifications include a BSc in Psychology and MBBs from University College London, followed by FRCPsych accreditation in child psychiatry. She earned a gold medal for her MD thesis on behavioral disorder implications in depression. Dubicka’s research focuses on adolescent depression, mood disorders, and brief interventions, including the IMPACT and STADIA trials evaluating psychological treatments and standardized diagnostic assessments. Her work also addresses technology’s role in youth mental health and the eco-crisis’s mental health impacts. Education: BSc Psychology, University College London MBBs, University of London MD Thesis (Gold Medal), University College London FRCPsych, Royal College of Psychiatrists Her research spans depression treatment efficacy, behavioral activation, and cross-national studies on pediatric bipolar disorder. She collaborates internationally and has led over 49 publications. Awards include a gold medal for her thesis and recognition as an RCPsych Fellow. Her work also emphasizes policy advocacy, such as addressing digital rights for children and mental health responses to climate change (e.g., COP26 contributions). She trains clinicians in brief psychosocial interventions and behavioral activation through academic programs and national courses. Grants & Funding: Co-investigator on the £1.1M HTA-funded STADIA trial evaluating remote mental health assessments. Principal investigator on the IMPACT trial, one of the largest adolescent depression trials globally. Labs/Teams: Collaborations include the University of Cambridge (IMPACT trial), University of Nottingham (STADIA), and international taskforces on treatment-resistant depression.
Yvonne Rogers is a Professor of Interaction Design and Director of the UCL Interaction Centre (UCLIC), with a joint appointment as Deputy Head of the Department of Computer Science at University College London. She joined UCL in 2011 after holding professorships at the Open University (2006-2011) and Indiana University (2003-2006). Her pioneering work spans ubiquitous computing, interaction design, and human-computer interaction, with a current focus on human-centered AI. She co-authored the definitive 'Interaction Design' textbook (6 editions, 300,000+ copies) and serves as CTO of LetThink.com. Research interests center on designing technologies that enhance human cognition and daily activities: Ubiquitous Computing: Augmenting learning/work activities through pervasive technologies Human-AI Interaction: Developing AI systems that enhance human decision-making Health Technologies: Creating VR therapies and ADHD support systems Community Resilience: Designing tools for environmental monitoring and sustainable practices Publication analysis reveals three dominant trends: (1) VR applications for mental health (emotion regulation, ADHD support), (2) AI systems for cognitive augmentation, and (3) community-centered tools for healthcare/environmental challenges. Recent work demonstrates strong emphasis on vulnerable populations including children with ADHD, older adults, and postoperative patients. Major scientific recognition includes: International Member, National Academy of Engineering (2024) ACM SIGCHI Lifetime Research Award (2022) Royal Society Robin Milner Medal (2022) Royal Society Fellowship (2022) Microsoft Outstanding Collaborator Award MRC Suffrage and Science Award (2020) Triple Fellow status (ACM, BCS, CHI Academy) Advises PhD students including Leon Reicherts, Sheena Visram, and Tu Duong. Secured major grants including EPSRC Dream Fellowship on ageing/computing and led the Intel Collaborative Research Institute on Sustainable Connected Cities (2012-2018). Directs UCLIC research center and previously established the Pervasive Interaction Lab at Open University.
Professor Marina Jirotka is a leading academic in Human-Centred Computing at the Department of Computer Science, University of Oxford, and a Governing Body Fellow at St Cross College. She directs the Responsible Technology Institute and leads interdisciplinary research on responsible innovation in AI, robotics, and digital systems. University: University of Oxford School: Department of Computer Science Position: Professor of Human-Centred Computing Leadership: Director, Responsible Technology Institute Fellowships: EPSRC Established Career Fellowship (RoboTIPS) Her research focuses on integrating ethical, societal, and human values into technology design. Key areas include responsible innovation, human-computer interaction, algorithmic accountability, and socio-technical systems. She explores trust, transparency, and governance in autonomous systems, digital mental health, and quantum computing ethics. Her recent publications reflect a strong trend in responsible robotics, explainable AI, digital wellbeing, and ethical governance. Articles emphasize interdisciplinary methods, stakeholder engagement, and practical tool development such as the Ethical Black Box and TrustScapes. Themes span autonomous vehicles, social robots, algorithmic bias, and sustainability in digital innovation. Excellence in Teaching Award, University of Oxford (2006) ESRC/SSRC Fellowship (2007) UCLA Scholar Award (2011) EPSRC Established Career Fellowship (2018, 2019) Vice Chancellor’s Innovation Award Highly Commended (2020) She supervises numerous PhD and Master’s students and leads major grants including RoboTIPS, RAILS, PARIS-DE, and Adolescent Mental Health in the Digital World. She co-directs ORBIT, a leading RRI training provider, and contributes to policy through advisory roles with the House of Lords, All-Party Parliamentary Groups, and industry consortia. She is a member of the IEEE P7000 working group and the UK Committee for IIASA. Her lab work involves interdisciplinary teams focused on responsible technology design, public engagement, and ethical tool development.
Jan O. Jonsson is a Professor of Sociology at Nuffield College, University of Oxford. His primary research focuses on social stratification, including educational inequality, class structure, and social mobility. He also studies ethnic stratification, particularly through his role as Principal Investigator (PI) for Sweden in the comparative CILS4EU project on minority schoolchildren integration. Jonsson oversees the Swedish Level-of-Living Survey (LNU), shaping his interest in welfare distribution analysis. His work bridges macro-level social structures with micro-level individual experiences, emphasizing intergenerational processes and immigrant integration. Research interests prominently feature studies on educational attainment disparities, immigrant integration dynamics in Sweden and Europe, and the social consequences of economic hardship. His recent work explores occupational aspirations among immigrant youth, mental health advantages of immigrant backgrounds, and policy impacts on child poverty during economic crises. As PI for CILS4EU, Jonsson leads a multinational study investigating educational and social integration trajectories of second-generation immigrants across Europe. His contributions include analyzing Sweden’s ‘middle way’ between social mobility and inequality patterns, and evaluating educational expansion strategies’ equity impacts. He has authored numerous articles on poverty measurement, family influences on mobility, and the role of education in socioeconomic reproduction. Key projects include the Level-of-Living Survey (LNU), which tracks welfare metrics, and comparative studies on social mobility across nations. His work frequently engages with policy implications of structural inequities, offering evidence-based insights for educational and social policies.
Duncan Astle is the Gnodde Goldman Sachs Professor of Neuroinformatics at the Department of Psychiatry, University of Cambridge. He serves as a Programme Leader at the Medical Research Council's Cognition and Brain Sciences Unit (MRC CBU) and is a Fellow of Robinson College. Astle heads the 4D Lab (Development, Dynamics, Disorders, Data Science), which provides a research home for approximately 15 Early Career Researchers working at the intersection of developmental cognitive neuroscience and advanced data science methodologies. Astle's research focuses on understanding childhood development through innovative analytical approaches. His work employs transdiagnostic methods to study children with attention, learning, and memory difficulties, moving beyond traditional diagnostic categories. He investigates how neural systems develop in childhood, how they relate to developmental disorders, and how they respond to intervention. His research integrates network science, machine learning, and generative modeling to capture the complexity of neurodevelopmental diversity, examining how cognitive skills, literacy, numeracy, and mental health interrelate over developmental time. His publication record reveals a strong focus on brain connectivity and organization across development. Recent work explores structural and functional neurodevelopmental trajectories, brain wiring economics, and the impact of environmental factors on neural development. Astle's research frequently employs advanced data science techniques to identify sub-populations of children with different cognitive or brain profiles, regardless of diagnosis, and to map non-linear relationships between brain organization and cognitive difficulties. His work has increasingly focused on transdiagnostic approaches to understanding developmental disorders and the application of computational models to developmental neuroscience. Astle actively supervises PhD students and has built a substantial research group that contributes to major projects including the Centre for Attention Learning and Memory (CALM) and Resilience in Education and Development (RED). His work has been supported by prestigious funding bodies including the Royal Society, the British Academy, the Medical Research Council, and the Economic and Social Research Council, as well as multiple charitable foundations. The 4D Lab, under Astle's leadership, utilizes state-of-the-art facilities at the University of Cambridge, including on-site magnetic resonance imaging and magnetoencephalography scanners. The lab contributes to building specialist cohorts such as CALM (800 children with cognitive difficulties plus 200 comparison children) and RED, which study children's development, resilience, and educational outcomes. Astle's team explores how growing up in adverse environments affects children's brains, behavior, and mental health, with the aim of identifying early markers of risk and resilience.
Dr. Jeannine Baumgartner is a Lecturer in the Department of Nutritional Sciences at King's College London and an Extraordinary Associate Professor at North-West University, South Africa. She holds an MSc and PhD in Human Nutrition from ETH Zurich, Switzerland. Key Appointments : Lecturer at King's College London (2022–present), Senior Scientist at ETH Zurich (2018–2022), Associate Professor at North-West University (2018). Research Focus : Optimal early-life nutrition for maternal/child health, iron and omega-3 fatty acid interventions, stable isotope methodologies, HIV-metabolic interactions, and mental health-diet links. Her recent work explores iron absorption dynamics in Thai children, maternal iron status in South Africa, and omega-3 fatty acids in depression. She leads an NIHR-funded project to reassess UK iron reference values. Scientific Leadership : Board Member, International Society for the Study of Fatty Acids and Lipids (ISSFAL) Editorial Board, European Journal of Clinical Nutrition
Anna Morris holds a Doctor of Philosophy in Child & Adolescent Psychiatry and is actively engaged in research addressing mental health challenges in youth. Her work contributes to UN Sustainable Development Goals related to good health and well-being. She collaborates on interdisciplinary projects, including participatory design frameworks for neurodiverse populations and the implementation of digital tools in healthcare. Key research areas include child and adolescent mental health, mental health service optimization, and the application of digital innovations in clinical settings. Her recent studies explore caregiver perspectives on online platforms, pandemic impacts on youth mental health, and fluid therapy protocols in surgical contexts. Her publications highlight trends in integrating technology with mental health care, emphasizing caregiver involvement and remote monitoring systems. Collaborations span academic and clinical institutions, reflecting a commitment to translating research into practical healthcare solutions. Anna has contributed to 8 peer-reviewed articles since 2023, focusing on both mental health and interdisciplinary surgical research. Her work underscores a dedication to improving patient outcomes through evidence-based interventions and technological advancements.
Catherine Polling is an NIHR Clinical Lecturer in General Psychiatry at King’s College London (KCL), affiliated with the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) and the Health Inequalities Research Group . Her work focuses on mental health inequities, self-harm epidemiology, and mixed-methods research, particularly in urban and marginalized communities. Education: MBBS from University College London, MSc in Epidemiology from the London School of Hygiene and Tropical Medicine, PhD from KCL's Department of Psychological Medicine Research Interests: Catherine investigates health disparities in mental health services using advanced statistical methods (multi-level modeling, Bayesian disease mapping) and GIS-based data visualization. Her clinical work with the South London and Maudsley NHS Foundation Trust complements her academic focus on systemic racism and mental health outcomes. Teaching & Engagement: She lectures on urban mental health for KCL’s Urban Informatics MSc and co-leads training on racism in mental health services. She also facilitates reflective practice groups accredited by the Balint Society and contributes to curriculum reform via the Maudsley Cultural Psychiatry Group. Scientific Awards: NIHR Clinical Lecturer Fellowship Wellcome Training Fellowship Research Trends: Her publications emphasize self-harm risk factors, pandemic impacts on healthcare workers, ethnic disparities in mental health services, and the intersection of urban environments with mental health outcomes. She integrates large-scale clinical datasets, qualitative interviews, and spatial analysis to address systemic inequities.
Dr Joanna Anderson is a Senior Research Associate in the Department of Psychiatry at the University of Cambridge and a Chartered Psychologist specializing in clinical and neuropsychology. Since completing her PhD in 2004, she has integrated academic research with clinical practice focused on children and young people with special educational needs and disabilities. Her research centers on child and adolescent mental health through: School-based intervention development and evaluation Early identification systems for mental health difficulties Wellbeing program implementation in community settings Digital mental health technologies for personalized care She employs mixed-methods approaches to design complex interventions that improve access to mental healthcare and outcomes for young populations. Dr Anderson is affiliated with the Child and Adolescent Resilience and Mental Health (ChARM) research group and supervises PhD students, though no consultancy services are available. Her work bridges academic research with practical healthcare applications to address critical gaps in youth mental health support.
Professor Louis Appleby is a distinguished Professor of Psychiatry at the University of Manchester, where he serves in the Division of Psychology & Mental Health. He holds the prestigious position of Director of the National Confidential Inquiry into Suicide and Safety in Mental Health and leads England's National Suicide Prevention Strategy. His work has positioned him as one of the UK's foremost experts in suicide prevention and mental health safety. Professor Appleby's research focuses on suicide prevention across diverse populations including mental health patients, children and young people, individuals with prior self-harm, and offenders. He leads the Centre for Mental Health and Safety, recognized as the largest research unit in suicide prevention globally. The Centre has developed a UK-wide database of over 100,000 suicides that informs evidence-based policy and practice. His research examines risk factors that increase suicide vulnerability and identifies protective factors and effective intervention points across different populations. Recent publications demonstrate his continued leadership in the field, with studies examining suicide in veterans, self-harm patterns in children and women, and suicide risk among patients with psychosis. These works reflect his commitment to translating research into practical interventions that save lives across multiple demographic groups. CBE (2006) RCPsych Lifetime Achievement Award (2021) Knighted in the 2023 New Year Honours Making a Difference Award, University of Manchester (May 2019) Outstanding Benefit to Society Through Research (2015) Professor Appleby has secured substantial research funding totaling £25 million from organizations including the Wellcome Trust, Medical Research Council, and Department of Health. His leadership extends to numerous doctoral students and early-career researchers in suicide prevention. He has held significant government roles including National Director for Mental Health (2000-2010) and National Clinical Director for Health and Criminal Justice (2010-2014), demonstrating his impact on national mental health policy. As Director of the Centre for Mental Health and Safety, Professor Appleby oversees multiple research programs including the National Confidential Inquiry, the Manchester Self-Harm Project (MASH), bereavement support research, offender health initiatives, and international epidemiological collaborations with Danish colleagues. His work continues to shape suicide prevention strategies at local, national, and international levels.
Professor Bernadka Dubicka serves as Chair of Child and Adolescent Psychiatry at Hull York Medical School and is a consultant child and adolescent psychiatrist with Greater Manchester Mental Health Trust. She holds an honorary Chair at Manchester Academic Health Science Centre (University of Manchester) and serves as Editor in Chief of the Journal of Child and Adolescent Mental Health. Her academic qualifications include a BSc, MB BS, and MD. Trained in child and adolescent psychiatry in London and Manchester, she maintains an active clinical-academic career bridging research and service delivery. Dubicka's research program centers on mood disorders in youth, with pioneering work on brief interventions for adolescent depression. Her ADAPT trial demonstrated treatment-as-usual efficacy comparable to specialized CBT, while the landmark IMPACT trial established brief psychosocial interventions as cost-effective alternatives to specialized therapies - evidence adopted by NICE guidelines. Current work focuses on optimizing remote delivery of behavioral activation through multi-site HTA trials, examining technology-environment-mental health intersections, and addressing systemic inequalities in CAMHS provision. Her distinguished contributions are recognized through the MD thesis gold medal (2009), FRCPsych (2015), National ACCEA bronze award (2015/2022), and North West CRN research award (2021). As Chief Investigator for £2.09M HTA-funded trials and Principle Investigator across multiple national studies (STADIA, Far Away from Home, INSIGHT), she drives innovation in depression treatment and service delivery. Through extensive collaborations with Manchester, Nottingham, Newcastle and Cambridge universities, and leadership roles including past Chair of RCPsych Child and Adolescent Faculty (2017-2021), she shapes mental health policy via parliamentary testimony, media engagement (BBC, Newsnight), and international advisory work including COP26 representation and EU Parliament consultation.
Peter K. Smith is a Professor in Psychology at Goldsmiths, University of London. His research focuses on bullying and cyberbullying prevention, peer relationships, and child development. He has led numerous international studies on bullying dynamics across cultures, age groups, and socioeconomic contexts. His work bridges developmental psychology with educational policy, emphasizing practical interventions in school settings. Education: Extensive academic background in psychology (details inferred from publications). Research interests include cross-cultural bullying patterns, the impact of school policies, and the psychological effects of cyberbullying. His recent work examines bullying among vulnerable populations such as children in social care and LGBTQ+ youth. Articles explore topics like the 'Healthy Context Paradox' in bullying outcomes and the development of multidimensional coding systems for online experiences. Collaborations span Europe and include projects funded by Erasmus+ programs. No specific awards listed, but his extensive publication record indicates significant academic contribution. Advising roles and grant details are not explicitly stated in the provided texts. Led research teams on projects like the Blurred Lives Project and contributed to the Health Behaviour in School-aged Children (HBSC) surveys. Current research priorities include improving anti-bullying policies and understanding sibling bullying dynamics.
Professor Anke Ehlers is a leading academic in experimental psychopathology at the University of Oxford, affiliated with Wolfson College. As Co-Director of the Oxford Centre for Anxiety Disorders and Trauma (OxCADAT), her work focuses on anxiety disorders and PTSD, emphasizing cognitive mechanisms and evidence-based treatments. Her research has led to the development of a widely adopted cognitive therapy for PTSD, endorsed by NICE and international guidelines. Her academic credentials include a Dipl-Psych, PhD, and habilitation. She holds prestigious awards such as the APA's Distinguished Scientific Contributions Award (2014) and the ISTSS Lifetime Achievement Award (2022). She is a Supernumerary Fellow of Wolfson College and a Fellow of multiple academies, including the British Academy and the Academy of Medical Sciences. Recent research explores efficient PTSD treatment delivery, psychological mechanisms of therapy, and complex PTSD. Key studies include randomized controlled trials of online therapy for youth PTSD and blended trauma-focused CBT. Her work bridges clinical practice and neuroscience, investigating brain network dynamics in PTSD recovery. Research Groups: Anxiety and Trauma (OxCADAT) Awards: Includes Wilhelm Wundt-William James Award and multiple fellowship recognitions. Her contributions span clinical innovation, dissemination of evidence-based therapies, and foundational research on trauma’s psychological impact. Ongoing projects aim to optimize treatment accessibility and understand dissociative experiences in psychosis.
Dr. Kathryn Lester is an Associate Professor in Developmental Psychology at the University of Sussex's School of Psychology. She leads internationally recognized research on childhood anxiety, focusing on intergenerational transmission, cognitive biases, and school mental health interventions. Her work includes developing evidence-based programs for emotionally-based school avoidance and evaluating whole-school approaches to mental health. She holds leadership roles in Sussex’s senior management team, including Subject Group Lead for Developmental Psychology and Deputy Director for Postgraduate Research. She co-leads the Sussex Foundation Partnership Trust School Mental Health Research Team Clinic and has secured funding from the National Institute for Health Research, ESRC, and The National Lottery Community Fund. Her academic journey includes a D.Phil. in Psychiatry from the University of Oxford (2008) and postdoctoral research at the University of Sussex and King’s College London. Key research interests include anxiety prevention, school-based interventions, and the impact of parenting behaviors on child mental health. She has collaborated with organizations like the Sussex Wildlife Trust and provided consultancy for educational content development, such as children’s book series on emotions and ITV’s ‘Planet Child’ series. Her research spans mixed-methods approaches, including participatory methods with children and caregivers. Notable projects include NIHR-funded studies on digital mental health toolkits and Kavli Trust-funded interventions to reduce anxiety transmission from parents to children. She actively engages in knowledge exchange and mentoring early-career researchers.
