جست‌وجوی استاد و پژوهشگر

Paul Griffinمشاهده پروفایل

دانشیار

• Subjective Well-being
• Eudaimonic Well-being
• Personality
• +۷ مورد دیگر

Paul Griffin is an Associate Professor and Department Chairperson in the Department of Psychology at Dyson College of Arts and Sciences, Pace University, Pleasantville campus. He is actively involved in teaching and academic leadership, with a strong focus on mental health counseling, positive psychology, and human development. Education: BA in Psychology, Pace University MS in Counseling, Pace University PhD in Applied Development Psychology, Fordham University His research centers on well-being, encompassing both subjective and eudaimonic dimensions, with additional interests in personality, emotional development across the lifespan, aging, grief counseling, and the role of non-belief in counseling practice. He has contributed significantly to counseling education through curriculum development and teaching in professional orientation and counselor training. While no publications are listed in the provided text, his teaching portfolio suggests a scholarly engagement with themes in positive psychology, mental health counseling, and developmental issues across the lifespan. Scientific Awards: Paul Griffin has advised doctoral students through dissertation seminars and independent studies, indicating a role in graduate mentorship. He has not received any explicitly mentioned grants in the provided text. He is affiliated with the Psychology program at Pace University and contributes to academic and clinical training within the Mental Health Counseling (MHC) curriculum.

Misty Ginicolaمشاهده پروفایل

استاد

• Multicultural Counseling
• LGBTQI+ Counseling
• Creative Counseling Techniques
• +۶ مورد دیگر

Dr. Misty Ginicola is a Professor in the Counseling and School Psychology (CSP) department at Southern Connecticut State University (SCSU). She holds a PhD from Yale University and has been with SCSU since 2006. Education : B.S. in Psychology (SUNY Cortland), M.A. in Psychology (SUNY New Paltz), M.S./M.Ph. (Yale University), Ph.D. in Clinical Psychology (Yale University, 2006) Her research focuses on Multicultural Counseling , LGBTQI+ Counseling , Creative Counseling Techniques (including phototherapy and yoga), and Highly Sensitive People . She integrates Indigenous and Celtic spirituality into her therapeutic practice. Dr. Ginicola's recent publications (2017) in the Affirmative Counseling with LGBTQI+ People book cover topics from identity development to religious/spiritual integration. Her earlier work (2004–2013) includes program evaluations for the Mutt-i-grees® initiative and critiques of educational policies like NCLB. She serves as President of the American Counseling Association’s Association of Lesbian, Gay, Bisexual and Transgender Issues in Counseling (ALGBTIC) and contributes to the Journal of LGBT Issues in Counseling . Her grants focus on multicultural competence and counseling research. As a Licensed Professional Counselor, she operates Walk in Balance Counseling in West Haven, CT. The practice emphasizes holistic, person-centered care and employs her training in shamanism, Breath Body Mind techniques, and yoga.

Britt Raphlingمشاهده پروفایل

دانشیار بالینی

• Leadership
• Group Dynamics
• Organizational Behavior
• +۳ مورد دیگر

Britt Raphling serves as Clinical Associate Professor of Leadership at the University of Chicago Booth School of Business, teaching Interpersonal Dynamics since Spring 2020. She maintains dual professional roles as a Licensed Clinical Professional Counselor (LCPC) and Certified Group Psychotherapist (CGP) with a private Chicago practice. Her educational background includes: Master’s degree in Counseling Psychology from Northwestern University (2006) Graduate of the Center for Group Studies’ training program in Modern Analytic group psychotherapy (2018) Raphling's research examines leadership dynamics in therapeutic group settings through clinical and organizational lenses. As an Institute Leader for the American Group Psychotherapy Association (AGPA), she develops experiential trainings for the Great Lakes Group Psychotherapy Society and national conferences. Her work centers on power structures, intersectionality, and resistance patterns in women's therapy groups, bridging clinical psychology with business leadership frameworks. Her 2021 publication analyzes leadership challenges in gender-specific therapy contexts, revealing how aggression manifests and is navigated within intersectional frameworks. This research establishes connections between clinical group therapy principles and organizational leadership development, particularly in high-stakes interpersonal environments.

Hannah Brinserمشاهده پروفایل

استادیار بالینی

• School Counseling
• Leadership and Advocacy in School Counseling
• School Counselor Professional Identity
• +۱ مورد دیگر

Hannah Brinser is a Clinical Assistant Professor in the Online School Counseling Program at Seattle University's College of Education. Her work focuses on advancing school counseling practices through leadership, advocacy, and trauma-informed approaches. PhD in Counselor Education and Supervision, Idaho State University M.A. in School Counseling, Gonzaga University BS in Psychology, Western Washington University Dr. Brinser's research emphasizes the critical role of school counselors in driving systemic change. She specializes in professional identity development, advocacy issues within school counseling, and creating trauma-informed educational environments. As a Certified School Counselor (ESA-SC WA) and National Certified Counselor (NCC), she bridges academic training with real-world application in school counseling leadership.

Michael Gohمشاهده پروفایل

استاد

• Intercultural Competence
• Cultural Intelligence
• Diversity, Equity, and Inclusion in Higher Education
• +۳ مورد دیگر

Michael Goh serves as Professor and Campbell Leadership Chair in Education and Human Development at the University of Minnesota's College of Education and Human Development, where he coordinates Graduate Programs in Higher Education. Previously (2017-2022), he held the systemwide position of Vice President for Equity and Diversity across the university's five campuses. His educational foundation includes: PhD in Counseling and Student Personnel Psychology from the University of Minnesota MS in Counseling and Counselor Education from Indiana University BA in Psychology and Sociology (double major) from Indiana University Goh's research centers on cultural intelligence (CQ) and intercultural competence development within higher education contexts, examining cross-cultural counseling practices, leadership for inclusive excellence, and culturally intelligent frameworks for mental health services. His interdisciplinary approach bridges psychology, sociology, and educational leadership to address diversity, equity, and inclusion challenges in global academic environments, with particular focus on international student development and culturally responsive administration. His 2020-2025 publications reveal consistent exploration of intercultural competence in higher education internationalization, with strong emphasis on Asian case studies (Japan, Singapore) and practical applications for DEI leadership. Recurring themes include global citizenship education frameworks, equity-driven institutional transformation, and cross-cultural therapeutic expertise development, demonstrating both theoretical depth and practical implementation strategies across diverse educational settings. Notable recognitions include: Fellow of the American Psychological Association (2024) Commissioner for Midwestern Higher Education Compact (2021-2025) Senior Fellow at Minnesota Institute for Trauma Informed Education (2021-present) Pacific Circle Consortium Honors Recognition for cross-border scholarly work (2018) Exemplary Diversity Leadership Award from American Counseling Association (2010) Multiple distinguished teaching and mentorship awards from University of Minnesota His grant leadership includes NSF-funded Louis Stokes North Star STEM Alliance targeting underrepresented students in STEM fields, and NIH Partners in Research Grant developing culturally responsive children's mental health practices. Current projects focus on linguistic access to mental health services and multinational studies of expert counselors across Asia. Goh previously directed the University of Minnesota's Institute for Diversity, Equity, and Advocacy (IDEA), fostering interdisciplinary equity research, and maintains connections with the Workforce Development and Research Lab through his focus on culturally intelligent leadership development.

Joan Darlingمشاهده پروفایل

استاد مدعو

• Television Direction
• Film Production
• Acting Pedagogy
• +۳ مورد دیگر

Joan Darling is an accomplished filmmaker, director, and acting teacher affiliated with Vermont College of Fine Arts (VCFA). She holds adjunct professor roles and has extensive experience in television and film production. Her career includes groundbreaking work as the original director of Mary Hartman, Mary Hartman and the iconic Mary Tyler Moore Show episode 'Chuckles Bites the Dust.' Darling has received major industry accolades, including an Emmy and a DGA Award, and is noted as the first woman Emmy nominee in her category. Education details are not explicitly stated in the text, but her professional trajectory suggests advanced training in film and theater. Her research interests center on narrative direction in television/film and actor-director collaboration, reflected in her Sundance Lab workshops. Over 20 years, she has advised at institutions like USC, CalArts, and Carnegie Mellon, focusing on directing techniques. Notable works include directing M*A*S*H , Rhoda , and Magnum P.I. , alongside her acting credits in Owen Marshall: Counselor at Law and her one-woman show Joni vs. the Bard…The Shakespeare Smackdown . Her creative advising spans Sundance Labs and international collaborations. Awards: Emmy, DGA Award, Image Award Grants/Advising: Sundance Director’s Lab Creative Advisor, Moonstone European Program Labs/Teams: Sundance Directors Lab workshop creator, Falcon Theatre collaborations

• Social Work
• Forensic Social Work
• Human Trafficking
• +۷ مورد دیگر

Michelle Sunkel is an Associate Professor of Social Work and Director of the Master of Social Work Program at Colorado Mesa University. She holds a Doctor of Social Work (DSW) from Capella University and is a licensed clinical social worker and licensed addiction counselor in Colorado, as well as a licensed independent clinical social worker in Minnesota. Her academic and clinical work is centered in the Department of Social Work, where she leads graduate education and curriculum development. DSW, Doctor of Social Work – Capella University MSW, Master of Social Work – San Diego State University MBE, Master of Bioethics – Consortium of European Universities (KU Leuven, Radboud University, University of Padua) BS, Psychology – Lincoln University Dr. Sunkel’s research and practice focus on forensic social work, human trafficking, ethical decision-making, anti-oppressive pedagogy, and international social work. She has extensive clinical experience working with the severely and persistently mentally ill in emergency departments, psychiatric hospitals, correctional facilities, and outpatient settings. Her international work includes service in Uganda, where she provided crisis intervention, psychoeducation, and school-based support for vulnerable populations. Her recent publications reflect a strong commitment to social justice, ethics, and inclusive education. Themes across her work include trauma-informed care for marginalized populations, integration of anti-oppressive frameworks in social work training, ethical considerations in digital learning, and the intersection of law, ethics, and human rights in social work practice. Her scholarship spans peer-reviewed articles, book chapters, book reviews, and invited conference presentations. Dr. Sunkel actively contributes to the academic community as a journal reviewer for Advances in Social Work and Critical Social Work . She has presented at national and international conferences, including the Council on Social Work Education and the International Social Work Association. Her leadership in curriculum development and ethical practice underscores her role as an educator and advocate. Journal Reviewer, Advances in Social Work (2020–present) Journal Reviewer, Critical Social Work (2019–present) She mentors students through her role as MSW Program Director and integrates experiential learning, including international service-learning trips. Though no specific advisees are named, her leadership in graduate education implies significant advising responsibilities. She has not received any named scientific awards, but her sustained scholarly and clinical contributions reflect professional excellence. Dr. Sunkel is involved in interdisciplinary collaborations, particularly in forensic ethics and emergency mental health. Her work bridges clinical practice, policy advocacy, and academic training, positioning her as a key figure in advancing ethical, equitable social work practice.

• Diversity in STEM
• Mentorship
• Career Development
• +۶ مورد دیگر

Angela Byars-Winston is a tenured Professor at the University of Wisconsin-Madison School of Medicine and Public Health, with affiliations to the Center for Women’s Health Research, the Collaborative Center for Health Equity, and the Institute for Diversity Science. She leads the AMPLIFI program and served as Faculty Leader in the Center for the Improvement of Mentored Experiences in Research (CIMER). PhD in Counseling Psychology from Arizona State University MA in Counselor Education from San Diego State University Her research focuses on cultural influences in academic and career development, particularly for underrepresented groups in STEMM. She uses Social Cognitive Career Theory to analyze factors affecting research self-efficacy, science identity, and retention in STEM fields. Key areas include culturally aware mentorship, bias literacy, and institutional change strategies. Recent publications highlight interventions to enhance mentor diversity awareness, virtual mentorship frameworks, and systemic approaches to equity in science. Awards include the 2022 ACTS Distinguished Educator Award and recognition as a 2011 White House Champion of Change. She co-led NIH R01 grants and currently directs the Culturally Aware Mentorship initiative under NRMN Phase 2. 2022 ACTS Clinical and Translational Research Distinguished Educator Award 2011 White House Champion of Change Elected Fellow, American Psychological Association Her work bridges academia and institutional policy, with grants examining mentorship's role in diversifying the scientific workforce. She has contributed to national reports, including the National Academies' Science of Effective Mentorship in STEMM , and developed training programs for mentors in biomedical research.

• Antimicrobial Stewardship
• Infectious Diseases
• Healthcare Epidemiology
• +۲ مورد دیگر

Emily R.M. Sydnor Spivak, MD, MHS, is a Clinical Professor of Medicine in the Division of Infectious Diseases at the University of Utah. She serves as Co-Director of the Antimicrobial Stewardship Programs at University of Utah Health and the Salt Lake City Veterans Affairs Healthcare System. Dr. Spivak completed her medical training at the University of Virginia School of Medicine, residency at Johns Hopkins University, and earned a Master of Health Sciences in Clinical Investigation from Johns Hopkins Bloomberg School of Public Health. Her research focuses on antimicrobial stewardship , healthcare epidemiology , and infectious diseases , with emphasis on optimizing antibiotic use, evaluating patient outcomes, and developing interventions to combat antimicrobial resistance. She leads national initiatives with the CDC, IDSA, and SHEA to improve antimicrobial prescribing practices. Dr. Spivak's recent publications (2023-2025) demonstrate strong trends in: Antimicrobial stewardship interventions in diverse clinical settings Diagnostic stewardship and metrics development Outcomes research in bacteremia and healthcare-associated infections COVID-19 treatment strategies and pandemic impacts on antibiotic use Environmental sustainability of antimicrobial prescribing Awards & Honors: Fellow of the Infectious Diseases Society of America (IDSA) She holds leadership roles in national committees including: Vice Chair, IDSA Antimicrobial Resistance Committee Member, CDC Board of Scientific Counselors for Infectious Diseases Co-Chair, Vizient Antimicrobial Stewardship Committee Her work influences clinical guidelines and public policy for infection prevention.

• Educational psychology
• Developmental Disorders
• Anger Management
• +۴ مورد دیگر

Professor Keiko Honda is a distinguished faculty member at Waseda University's Faculty of Education and Integrated Arts and Sciences, School of Education. With a Doctorate in Education from Teachers College, Columbia University, she has established herself as a leading expert in educational psychology, particularly focusing on developmental disorders, anger management, crisis intervention, and school counseling. Her educational background includes: Graduate School, Division of Psychology, Counseling Psychology at Teachers College, Columbia University (1994) Faculty of Liberal Arts, Social Study at International Christian University Professor Honda's research focuses on understanding and addressing the challenges faced by children with developmental disorders, particularly in emotional regulation and social interaction. Her work has led to the development of specialized intervention programs including anger management techniques for children with borderline intelligence and social skills training for children with special needs. She has pioneered approaches that combine clinical psychology with educational practices to create effective support systems in school environments. Her research has identified key developmental stages in children's needs and self-control, resulting in categorized intervention strategies. Her work has been particularly influential in developing practical tools for educators and counselors working with children who have difficulties in social interaction and emotional regulation, including VRICS (Violence Risk Check Sheet) and specialized anger management programs implemented in schools and correctional facilities. Professor Honda is actively involved in professional organizations including: Japan Psychological Association Japan School Psychologist Association Japanese Association of Criminal Psychology Japanese Association of Correction Education Japanese Association of Educational Psychology Japanese Association of Learning Disorder She supervises graduate students across multiple departments including the Graduate School of Education and the Graduate School of Letters, Arts and Sciences, teaching diverse courses related to school psychology, educational psychology, and brain-based learning in inclusive classrooms. Her current research projects focus on developing comprehensive systems for inclusive education and prosocial problem-solving strategies for children with developmental disabilities.

Leslie G. Bieseckerمشاهده پروفایل

استاد

• Precision Genomics
• Rare Genetic Disorders
• Overgrowth Syndromes
• +۳ مورد دیگر

Dr. Leslie G. Biesecker serves as Director & NIH Distinguished Investigator leading the Center for Precision Health Research at the National Human Genome Research Institute (NHGRI), part of the National Institutes of Health. His work bridges clinical practice and genomic research with focus on elucidating genetic mechanisms of rare developmental disorders. Educational background includes: B.S. from University of California, Riverside M.D. from University of Illinois College of Medicine Pediatrics training at University of Wisconsin Clinical and molecular genetics training at University of Michigan His research program centers on precision genomics with dual foci: (1) rare disorders of development and overgrowth including Proteus syndrome, PIK3CA-related overgrowth, and Pallister-Hall syndrome; and (2) hypothesis-generating clinical genomics through the ClinSeq ® program. The laboratory employs integrated clinical-molecular approaches, massively parallel sequencing, and animal models to investigate genotype-phenotype correlations while developing therapeutic strategies targeting the AKT/PIK3CA pathway. Recent work expands into pharmacogenetics and cancer susceptibility gene evaluation. Key publication trends reveal consistent leadership in rare disease gene discovery (2000-2012), methodological innovation in genomic analysis (2009-2013), and translational implementation of genomic medicine (2013-2016). Research spans molecular genetics, clinical diagnostics, and therapeutic development with strong emphasis on somatic mosaicism and pathway-targeted treatments. Major recognitions include: Election to National Academy of Medicine Presidency of American Society of Human Genetics (2019) NIH Distinguished Investigator appointment Dr. Biesecker co-directs a CLIA-certified molecular diagnostic laboratory and serves on editorial boards for four biomedical journals. His advisory roles include Illumina Corporation consultation and World Trade Center victim identification efforts. The Precision Genomics Section maintains active recruitment for clinical protocols studying rare disorders through the NIH Clinical Center, with recent expansion into therapeutic interventions for overgrowth disorders. Current lab structure includes staff scientists (Jennifer Johnston), genetic counselors (Julie Sapp), research scientists (Marjorie Lindhurst), and postdoctoral fellows working on genomic analysis and clinical protocols.

Stephen P. Greggoمشاهده پروفایل

استاد

• Christian Counseling
• Counseling Psychology
• Pastoral Counseling
• +۵ مورد دیگر

Stephen P. Greggo serves as Chair of the Counseling Department and Professor of Counseling at Trinity Evangelical Divinity School, Trinity International University. A licensed psychologist in New York and Illinois and ordained minister, his mission is equipping a new generation for Christian ministry of soul care. He presents regularly at CAPS, ETS, and AACC conferences and has taught internationally in Kiev, Manila, and San Paulo. Dr. Greggo's educational background includes: BA from State University of New York College at Oneonta MA from Denver Seminary PsyD from State University of New York College at Albany His research focuses on assessment in Christian counseling, bioethics, counselor education, theology-counseling integration, and group therapy. He develops practical tools like counseling outcome trackers and emphasizes theological worldview in clinical practice. His work bridges psychological science with Christian faith for real-world ministry applications. Dr. Greggo's publications demonstrate interdisciplinary scholarship connecting counseling practice with biblical studies. His reference work contributions span theological interpretation, biblical commentary, and Christian higher education, reflecting consistent engagement with both psychological science and theological frameworks across diverse academic venues. As Department Chair, he oversees counseling curriculum and faculty development. While specific advising details are unavailable, his role involves mentoring future counselors through Trinity's programs and professional organizations. Dr. Greggo serves as Director of Professional Practice for Christian Counseling Associates in upstate New York, providing consultation, training, and supervision for over two decades. He chairs the Counseling, Psychology and Pastoral Care section at ETS and serves on CAPS's National Board, shaping evangelical counseling standards through these leadership roles.

Dalia Chowdhuryمشاهده پروفایل

دانشیار

• Mental and Physical Disability
• Gender Studies
• Trauma and Addiction
• +۴ مورد دیگر

Dalia Chowdhury is an Associate Professor in the Department of Rehabilitation and Health Services at the University of North Texas. Her work focuses on intersections of disability, gender, trauma, and healthcare systems. She holds certifications in counseling (Ph.D., CRC, CADC, LPC) and addresses critical issues such as disability-related violence, addiction, suicide prevention, and trauma-informed care. Her research also explores barriers faced by women with disabilities in professional sectors and healthcare access disparities. Research interests include: Mental and physical disability advocacy Gender equity in healthcare and education Trauma-informed clinical practice Psychometric tool development Disability pedagogy Suicide risk management in rehabilitation settings Her work analyzes systemic challenges in areas like opioid crisis intervention, pregnancy barriers for disabled women, and childhood disability-related abuse. Over 15 years, her articles have highlighted ethical challenges in telehealth, rural healthcare workforce development, and intersectional discrimination faced by disabled professionals. She has developed clinical assessment tools like the CAVAWD Scale to improve clinician responses to violence against women with disabilities. Her contributions bridge clinical practice and policy through explorations of vocational rehabilitation counselors' competencies in handling complex cases like non-suicidal self-injury and client suicide. Ongoing efforts focus on advancing diversity in rehabilitation education and addressing gaps in trauma training for healthcare providers.

• Clinical Supervision
• Mental Health Counseling
• Virtual Therapy
• +۳ مورد دیگر

Dr. Clint Limoges is a Clinical Professor of Counseling and Human Development at Walsh University, serving as Interim Program Chair. He holds a Ph.D. in Counselor Education and Supervision from Walden University (2014), an M.S. in Community Counseling from Henderson State University (2005), and a B.A. in Christian Education from MidAmerica Nazarene University (1992). His research focuses on spirituality in counseling, non-traditional family caregivers, and virtual clinical supervision. He operates The Center for Child and Family Counseling in Missouri, providing mental health services. Dr. Limoges has presented at national conferences including ACES and IICCS, and authored works on online education strategies and assessment practices. His teaching spans CACREP-accredited programs since 2016. Education: Ph.D. Counselor Education and Supervision, Walden University, 2014 (CACREP-Accredited) M.S. Community Counseling, Henderson State University, 2005 (CACREP-Accredited) B.A. Christian Education, MidAmerica Nazarene University, 1992 Licensure: Licensed Professional Counselor (LPC) in Missouri Professional Practice: Founder/Owner of The Center for Child and Family Counseling Research Focus: Explores integration of technology in clinical supervision, faith-based counseling approaches, and caregiver support systems. Recent work emphasizes virtual mentorship frameworks and creative online learning methodologies. Publications: Focus on clinical supervision innovation and assessment techniques, with recent emphasis on adapting counseling practices for digital environments.

• School Psychology
• LGBTQ+ Youth Issues
• Substance Abuse Prevention
• +۴ مورد دیگر

Elizabeth Rhoades is an Associate Professor and Coordinator of the School Psychology Graduate Program at Southern Connecticut State University's Department of Mental Health Sciences. Her work focuses on LGBTQ+ youth safety in religious institutions, adolescent substance abuse prevention, multicultural education, and school violence intervention. She has led grants addressing violence prevention and curriculum modernization. Her research spans over three decades, with notable contributions in school psychology, including publications on LGBTQ+ inclusion strategies, substance abuse prevention frameworks, and culturally responsive teaching methods. She has presented nationally on topics like online education effectiveness and racial equity in classrooms. Grants: $5,000 for violence prevention partnerships (2018), $5,000 for revamping college success courses (2021) Key Projects: Developed hybrid training models for school psychologists, led curriculum reforms emphasizing social justice Dr. Rhoades has authored/co-authored books on addiction, school violence, and multicultural education. Her work bridges policy and practice, informing both academic and community-based initiatives.