Neil Pembroke is a Lecturer in Studies in Religion at the University of Queensland , affiliated with the School of Historical and Philosophical Inquiry . His academic work bridges theology, philosophy, and pastoral care, with a focus on spiritual formation, healthcare ethics, and the intersection of psychology and religion. Education : B.Eng (Agric.), B.Th (B.C.T.), BA (Hons), PhD (Edin) Teaching interests : Jung and Human Spirituality, Religion and Health, Mysticism, Psychology of Religion, Religion and Psychotherapies His research explores therapeutic preaching, spiritual maturity, and the role of empathy in Christian and interfaith contexts. He has contributed to organizational spirituality, particularly in church-sponsored healthcare, and examined compassion fatigue through Christian and Buddhist perspectives. Publications include books like Divine Therapeia and the Sermon and Renewing Pastoral Practice , with over 50 journal articles and 10 book chapters. Collaborative projects span international studies on pastoral care models and interdisciplinary dialogues on ethics. Neil Pembroke's work emphasizes the integration of theological and psychological insights into personal and communal spiritual growth, with a particular focus on shame, identity, and the relational Trinity as frameworks for pastoral practice.
Laura Baker is a Professor of Psychology at the University of Southern California (USC), affiliated with the Dornsife College of Letters, Arts and Sciences. She directs the Southern California Twin Project, focusing on behavioral genetics and the genetic bases of conduct problems in youth. Her research explores how heredity and environment influence behavior, with a focus on aggression, antisocial behavior, and psychopathology. She has held leadership roles, including President of the Behavior Genetics Association (2006–2007). Baker earned her Ph.D. in Psychology from the University of Colorado (1983), following an M.A. (1982) and B.A. (1978) from the same and University of Kansas, respectively. She has authored over 150 publications, including books and chapters on behavioral genetics and crime. Her research interests include genetic influences on antisocial behavior, psychopathic traits, and developmental trajectories. Recent work examines the interplay between genetics, environment, and externalizing behaviors, with studies on resting heart rate, empathy, and socioeconomic factors. Key findings highlight genetic contributions to traits like sensation-seeking and the role of environmental moderators. Baker has received the Dobzhansky Award for Lifetime Contributions in Behavioral Genetics (2021) and other honors. Her lab has trained numerous graduate students now in academia, research, and industry. She also teaches courses in Behavioral Genetics, Multivariate Statistics, and Contemplative Neuroscience.
Jonathan J. O'Brien is a Professor in the Department of Educational Leadership within the College of Education at California State University, Long Beach (CSULB). He teaches in both the master’s and doctoral programs, offering courses in law and ethics, leadership and management, counseling the adult learner, research methodologies, and professional development seminars. He guides graduate students in exploring complex issues in higher education and student affairs. Education: Ed.D. in Educational Leadership, UC Irvine & CSU Long Beach MS in College Student Personnel Administration, Central Missouri State University BA in English, California State University, Long Beach Dr. O'Brien’s research centers on moral development , ethical leadership , and dispositional competencies in student affairs, particularly under conditions of political polarization. His work explores how educational leaders navigate ethical dilemmas, develop moral orientations, and build credibility in contested environments. He is deeply engaged in understanding the ethical preparation of student affairs professionals and the emotional toll of moral suffering in the field. His recent publications and presentations reveal a strong focus on ethical frameworks, ACPA/NASPA competencies, and the development of practitioner-focused ethical codes. The articles span themes such as moral positionality, ethical mindfulness, and the integration of personal values in leadership. His research often employs qualitative and mixed-methods approaches, contributing to both theoretical and applied knowledge in higher education. Professional Leadership and Awards: Co-Director, President & Provost’s Leadership Fellows Program, CSULB (2024–present) Chair, ACPA Ethics Task Force (2024–present) Secretary-Treasurer, Moral Development and Education SIG, AERA (2021–2024) Senator, College of Education Academic Senate (2020–2023) Board Member, ACPA Commission for Professional Preparation (2019–2021) Coordinator, Student Development in Higher Education M.S. Program (2009–2016) Dr. O'Brien advises graduate students and contributes to program evaluation, curriculum development, and national professional associations. He has led initiatives to revise ethical standards in student affairs and develop self-assessment tools for moral orientation. His work bridges scholarship and practice, aiming to foster human flourishing in higher education. He is actively involved in committees at the department, college, and university levels. Labs and Research Teams: While no formal lab is mentioned, Dr. O'Brien leads research projects on moral orientation assessment and ethical leadership in polarized environments. He collaborates with national teams through ACPA and AERA, and supervises graduate research in the Educational Leadership and Student Development in Higher Education programs.
Dr. Shaji Daniel is an Assistant Professor of Counseling at the College of Adult and Graduate Studies - School of Counseling, Colorado Christian University (CCU). He is a Licensed Professional Counselor-Supervisor (LPC-S) in Texas and a National Certified Counselor (NCC), integrating clinical expertise with spiritual formation in his teaching and practice. His work emphasizes holistic care for individuals, couples, and families, grounded in both psychological and faith-based frameworks. Educational Background: Ph.D. in Counselor Education and Supervision, University of the Cumberlands M.Ed. in Professional Counseling, University of Houston–Victoria Master of Theology and Divinity degrees, Serampore University, India Dr. Daniel's research and clinical focus lies at the intersection of multicultural counseling and spiritual integration. He explores the lived experiences of immigrant communities, particularly in the context of interracial marriage, and advocates for culturally competent, spiritually sensitive therapeutic practices. His work addresses depression, anxiety, relationship challenges, grief, and cancer-related distress, employing Cognitive Behavioral Therapy (CBT), Solution-Focused Brief Therapy (SFBT), and interactive counseling models. As a certified SYMBIS facilitator, he also provides premarital and marital counseling. The recent publications reflect a strong trend in qualitative, phenomenological research on intercultural and interracial relationships, spiritual dimensions of mental health, and faith-informed conflict resolution. His scholarly work bridges Christian theology with contemporary counseling practices, contributing to the development of contextually relevant, integrative models of care. Scientific Awards: Doctoral Award for Excellence in Leadership and Advocacy, University of the Cumberlands Ramaiah Award for Excellence in Scholarship, United Theological College, Bangalore While specific grant information is not mentioned, Dr. Daniel's leadership and advocacy recognition suggest involvement in initiatives promoting equity and excellence in counselor education. He mentors future counselors through a pedagogy that combines clinical rigor with spiritual depth, emphasizing journaling, reflection, and contemplative practices to foster inner formation. His teaching philosophy aligns with CCU’s mission to develop compassionate, truth-rooted leaders in the counseling profession. Though no formal lab or research team is mentioned, Dr. Daniel's collaborative publication with his spouse, Dr. Mary Daniel, indicates interdisciplinary engagement, particularly in culturally sensitive counseling. His work with organizations like the American Association of Christian Counselors (AACC) and Journey of Hope Cancer Care Ministries reflects broader professional affiliations and outreach.
Annemarie Gockel serves as an Associate Professor and Practicum Seminar Instructor at Smith College's School for Social Work, teaching foundational practice courses and specialized mindfulness electives to develop clinical competencies in future social workers. Her academic preparation includes: B.A. from Concordia University M.S.W. from the University of Toronto Ph.D. from the University of British Columbia Gockel's research program centers on amplifying marginalized client voices to reshape clinical interventions, particularly in addiction treatment and child welfare. She pioneers the integration of mindfulness and somatic strategies to address fragmentation in healing processes, while developing contemplative approaches for critical consciousness development regarding systemic oppression. Her work bridges spirituality, trauma recovery, and social justice through client-centered methodologies. Analysis of her recent publications reveals a cohesive trajectory toward applying mindfulness in social work education and critical dialogue for social justice. The body of work demonstrates methodological consistency in qualitative approaches while expanding from individual clinical applications to group work and systemic oppression analysis, with increasing focus on pedagogical innovation and structural transformation. Her scholarly contributions have been recognized with the 2022 Best Qualitative Article award from Smith College's School for Social Work. As an educator, Gockel mentors students through practicum seminars and has developed evidence-based mindfulness curricula for direct practice instruction. She collaborates with interdisciplinary teams on research addressing client needs across addiction services, child welfare systems, and spiritual counseling contexts, emphasizing co-creation of interventions with service recipients. Within Smith College's academic community, she contributes to faculty research initiatives advancing clinical training models that integrate contemplative practices with anti-oppressive frameworks, particularly through the School for Social Work's practice-focused programs.
Dr. Kathy Bishop serves as Associate Professor and Program Head for the Master of Arts in Leadership (Executive Leadership specialization) and Graduate Certificate in Values-Based Leadership at Royal Roads University's School of Leadership Studies. Joining in 2013, she brings over 30 years of multidisciplinary leadership experience spanning counselling, social services, not-for-profit agencies, small business development, and adult education. Her academic credentials include a PhD in Interdisciplinary Studies (Leadership and Applied Theatre) from the University of Victoria (2015) and a Bachelor of Social Work from the University of British Columbia (1986). As a scholar-practitioner, she has maintained her own consulting business since 2000 and previously served as Executive Director of the Parksville and District Chamber of Commerce and a youth-focused non-profit organization. Dr. Bishop's research centers on values-based leadership, organizational culture change, and creativity, utilizing creative, experiential, participatory, nature-based, and transformative learning methods. Her work explores leadership development, online education, action-oriented research, and arts-based methodologies, with particular emphasis on ethical frameworks in applied theatre contexts. Analysis of her publications reveals a consistent trajectory toward integrating arts-based approaches with leadership education, especially in online and collaborative environments. Key themes include mindfulness practices in business education, narrative métissage for community engagement, and ethical considerations in research-based theatre, demonstrating her commitment to innovative, experiential pedagogical models. Her scientific recognition includes: Interdisciplinary Graduate Fellowship Award (2013-14, University of Victoria) Interdisciplinary Graduate Fellowship Award (2012-13, University of Victoria) Through her dual role as academic leader and active consultant, Dr. Bishop bridges theoretical scholarship with practical leadership development, having previously worked as a registered social worker and executive director for community organizations. Her professional journey reflects a continuous commitment to applying leadership principles across diverse social and organizational contexts.
Leonard McMahon serves as Assistant Professor of Pastoral Care, Spirituality, and Political Theology at the Pacific School of Religion, a member institution of the Graduate Theological Union (GTU) in Berkeley, California. He joined the GTU faculty in 2022 and maintains an active engagement in theological scholarship and pastoral practice. His academic credentials include: Doctorate in Theology (candidate), Graduate Theological Union Master of Divinity, Harvard Divinity School Master of Arts in Religious Studies, University of California, Santa Barbara McMahon's research investigates the dynamic interplay between religious traditions and societal structures, with particular attention to political theologies, contemplative spiritual practices, and pastoral care in contexts of social fragmentation. His work often centers on themes of racial justice, healing historical trauma, and the ethical implications of religious belief for public life. His recent publications, including blog posts for Feminist Studies in Religion and an article in the Berkeley Journal of Religion and Theology , demonstrate a consistent focus on applying theological insights to contemporary struggles for justice and reconciliation. These writings explore the intersections of race, gender, and religion, and draw upon both biblical narratives and historical Quaker practices. While specific details about his current advisees and externally funded grants are not provided in the available information, McMahon's scholarly profile indicates a commitment to mentoring the next generation of religious leaders through his teaching and writing.
Professor Jing Lin is a faculty member in the Department of Counseling, Higher Education, and Special Education at the University of Maryland's College of Education. Her work focuses on transformative education integrating contemplative practices, Daoist philosophy, and ecological awareness. She explores themes of interconnectedness, sustainability, and equity through pedagogical innovation. Research Interests: Prof. Lin's scholarship bridges Eastern philosophies with modern educational challenges. Core areas include eco-justice pedagogy, virtue cultivation through Daoist principles, and reimagining education to address global crises like climate change and social inequity. She emphasizes love-based education, intercultural collaboration, and the integration of science with spiritual inquiry. Publications Trends: Recent work highlights contemplative practices as pathways to planetary healing, critiques anthropocentric educational frameworks, and advocates for decolonizing higher education. Her articles often blend interdisciplinary approaches (e.g., quantum physics, neuroscience) with spiritual traditions to propose holistic educational models. Awards: No specific awards listed, but her contributions are recognized through frequent publication in transformative education fields. Advising/Grants: No student advisees or grant details provided in current materials. Her focus appears centered on research and conceptual frameworks rather than applied grant-funded projects. Labs/Teams: Engaged with the Harriet Tubman Department's research initiatives, particularly the Indigenous Futures Lab and D.C. Queer Studies projects. Collaborates internationally on eco-justice and contemplative education networks.
Dr. Servet Altan serves as Assistant Professor in the Department of Guidance and Psychological Counseling at MEF University's Faculty of Education in Istanbul, Turkey. Appointed in July 2022, he concurrently holds administrative roles as IBEC Coordinator and Vice Dean of the Faculty since September 2023. His academic foundation includes Master's and Doctorate degrees from Bilkent University, complemented by 15 years of K-12 international program implementation experience (2007-2022). Dr. Altan's research centers on students' motivation and engagement, Habits of Mind frameworks, diversity and inclusion practices, and international education systems. His scholarship appears in premier journals including the Journal of Teacher Education and Teaching and Teacher Education, reflecting his focus on practical applications in educational settings. As an International Baccalaureate Lead Educator since 2016, he actively trains teachers across national and international schools. Analysis of his 2022-2025 publications reveals three dominant research trajectories: (1) mindfulness applications for reducing test anxiety and enhancing academic achievement, (2) Habits of Mind integration in teacher development and emergency remote teaching contexts, and (3) equity-focused investigations into IB teacher preparation and student psychological needs. His work spans diverse educational environments from Turkish continuum schools to Latina/o/x community college settings, consistently addressing motivation, inclusivity, and international frameworks. Dr. Altan maintains active scholarly engagement through regular presentations at AERA and EARLI conferences. While specific student advisement details and grant information remain unreported in available sources, his leadership roles and publication record indicate significant contributions to educational psychology and international teaching practices.
Dr Jasmine Childs-Fegredo is a Senior Lecturer and Programme Director for the Doctorate of Counselling Psychology at York St John University , School of Education, Language and Psychology. As a chartered Counselling Psychologist (HCPC & BPS) and Fellow of the Higher Education Academy, she combines clinical practice with academic leadership. Her teaching spans doctoral and undergraduate psychology programs, with PhD supervision capabilities. York St John University affiliation Health and Care Professions Council registration British Psychological Society accreditation Higher Education Academy fellowship Research focuses on Yoga-integrated Psychotherapy (YiP) and qualitative methodologies like Interpretative Phenomenological Analysis (IPA). Key collaborations include the University of Melbourne's Contemplative Practices Center, NIMHANS India, and Birkbeck London. Recent publications explore mental health screening in schools and yoga-based therapeutic interventions. Professional activities include external examining at New School of Psychotherapy and Counselling and VIVA examination at Teesside University. Conference presentations span Harvard University, NIMHANS India, European Congress of Psychology, and Public Health England events.
Professor Jacek Wojtysiak (b. 1967) is a distinguished faculty member at the Faculty of Philosophy , John Paul II Catholic University of Lublin (KUL) , holding the title of Professor since 2015. He has taught philosophy, epistemology, and logic at KUL since 1992, engaging with students across multiple faculties including Theology, Social Sciences, and Humanities. Education : M.A. in Philosophy (1992) and Ph.D. (1999) from KUL, habilitation thesis on "Why is there something rather than nothing?" (2009) Research Focus : Ontology, Metaphysics, Philosophy of Religion, Existential Expressions, and Ecumenical Dialogue Scientific Contributions : Authored/co-authored 12 books, over 50 articles, with notable works including O słowie BYĆ (2005) and In Praise of Curiosity (2003) Scientific Awards : First Prize for philosophical work (1989) Foundation for Polish Science Scholarship (1997) Leuven Research Fellowship (2002-2003) Rector's Awards for Ph.D. and Habilitation (1999, 2009) He has served as academic tutor in the College of Interdisciplinary Individual Humanistic Studies (2001-), coordinated Lublin Science Festival, and held editorial roles in academic journals. His work bridges analytic philosophy with phenomenology, emphasizing existential questions and educational philosophy.
Maria T. Chao is a Professor in the Division of General Internal Medicine at Zuckerberg San Francisco General Hospital (ZSFG) and serves as the Director of Research at the University of California San Francisco (UCSF) Osher Center for Integrative Medicine. Her work focuses on complementary health approaches for chronic disease management, particularly integrative models for chronic pain and cancer-related symptoms in diverse healthcare settings. University of California, Santa Cruz, BA in Women’s Studies (1996) Columbia University, MPA in Health Policy (1999) Columbia University, DrPH in Sociomedical Sciences (2005) UCSF Postdoctoral Fellowship in Integrative Medicine (2011) Her research combines observational studies and clinical trials to evaluate integrative medicine interventions, including group acupuncture for diabetic neuropathy and mindfulness-based programs for cancer patients. Current projects address intersectional stigma, social isolation, and telehealth expansion in integrative pain management. Notable scientific awards include NIH/NCCIH K01 funding for group acupuncture research, multiple travel awards from institutions like Mount Zion Health Fund, and a UCSF Mid-Career Development Award for health equity. She co-directs the UCSF Integrative Oncology Program with Chloe Atreya and Anand Dhruva, emphasizing real-world implementation and non-pharmacologic interventions during active cancer treatment.
Daniel Gutierrez is a Professor in the Counseling and Special Education Department at Virginia Commonwealth University's School of Education. As Director of the Socially Transformative Applied Research (STAR) Lab and member of the Convergence Labs, his research focuses on mental health strategies promoting resilience, well-being, and human flourishing amidst chronic stress and life challenges. His scholarship spans evidence-informed interventions for individual/community thriving and contemplative practices as pathways for personal/social transformation. Research domains include: Mental health and addiction counseling interventions Contemplative practices and spirituality in therapy Resilience and positive psychology applications Culturally responsive treatment models Dr. Gutierrez has secured significant research funding including a $449,912 grant from Virginia Foundation for Healthy Youth and $220,000 in Templeton/Mind & Life Institute grants. His honors include three Bigg-Pines Awards, the Association for Play Therapy Research Award, ACA Fellowship, and Distinguished Alumni recognition. As a licensed professional counselor and certified substance abuse counselor with over a decade of clinical experience, he currently serves as Editor-in-Chief of Counseling and Values and previously presided over the Association for Spiritual, Ethical, and Religious Values in Counseling.
Carole Clements is an Associate Professor of Contemplative Psychology at Naropa University in Boulder, Colorado. She teaches graduate and undergraduate courses in Human Sexuality, Dynamics of Intimate Relationships, Erotic Intelligence, and Sexual Narratives. Her research focuses on critiquing White Supremacy's impact on sexual normativities and advancing decolonial, queer methodologies in sexuality studies. Education: Doctorate of Philosophy (in process), Human Sexuality (Clinical Concentration), California Institute of Integral Studies MFA in Writing and Poetics/Prose, Naropa University (2001) MA in Psychology: Contemplative Psychotherapy, Naropa Institute (1998) BA in Political Science, Syracuse University (1990) Research Interests: Carole investigates sexual complexity through lenses of critical race theory, queer spatialities, and mindfulness ethics. She critiques 'sex positivity' as a complicit construct within White-supremacist frameworks and advocates for frameworks that center Black and marginalized bodies. Publications Trends: Her work bridges art-based inquiry (e.g., art therapy approaches) with critical race theory, interrogating how mindfulness practices can inadvertently reinforce systemic inequities. Recent projects emphasize decolonizing research methods and queering temporal/spatial norms in group therapy settings. Professional Engagement: A LGBTQIA+-informed therapist in private practice, Carole specializes in gender/sexuality counseling for monogamous and consensually non-monogamous relationships. They identify as queer and use they/them pronouns.
Dr. Anna Dinallo is a Core Assistant Professor at Naropa University, cross-trained as a licensed psychotherapist and Doctor of Oriental Medicine (DOM). She holds a PhD in Emotional Literacy from the University of New Mexico and a DOM degree from the Oregon College of Oriental Medicine. Her academic focus is on mindfulness-based counseling and transpersonal psychology, teaching courses like Jungian Psychology, Human Growth and Development, and Mindfulness-Based Counseling. Her research explores ketamine-assisted psychotherapy, shamanic family constellation practices, and cross-cultural somatic typologies. Dr. Dinallo is deeply influenced by liberation psychology and contemplative education, advocating for student-centered, socially just pedagogy. Education: DOM (2023), PhD (2017), MA in Mental Health Counseling (2014), MS Acupuncture (2021), BA Psychology/Spanish (2011). Licensed in Colorado/New Mexico as a Mental Health Counselor and Acupuncturist. Professional affiliations include the Academy of Integrative Health and Medicine. Research interests bridge Eastern and Western modalities: integrating acupuncture into trauma care, historical critiques of medical practices, yoga’s role in emotional literacy, and family systems therapy. She actively publishes on CAM utilization, mentorship in education, and Vedic astrology’s therapeutic applications. Teaching philosophy emphasizes playfulness and compassion, fostering diverse counselors through experiential learning. Current projects include IRB-approved ketamine therapy research and exploring somatic typologies across cultures.
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