جست‌وجوی استاد و پژوهشگر

Stephen Hinshawمشاهده پروفایل

استاد

• Developmental Psychopathology
• Clinical Psychology
• Attention-Deficit Hyperactivity Disorder (ADHD)
• +۴ مورد دیگر

Stephen Hinshaw is Distinguished Professor of Psychology at the University of California, Berkeley, and Professor of Psychiatry and Behavioral Sciences at UC San Francisco. His research focuses on developmental psychopathology, ADHD mechanisms, and stigma reduction in mental health. With over $20 million in NIH grants and equivalent foundation funding, he has led longitudinal studies on ADHD in girls and women since 1992 as Principal Investigator for the MTA Study's Berkeley site. Degree: Ph.D. (UCLA), A.B. summa cum laude (Harvard) Leadership: Former Psychology Department Chair (2004-2011), Co-director of Schwab Dyslexia Center and Child Teen Family Center Research priorities include: Longitudinal ADHD studies in females Stigma reduction through youth programs Mechanisms of therapeutic change Comorbidity patterns in psychopathology Neuropsychological risk factors Preventive mental health interventions Recent publications demonstrate interests in: ADHD underrepresentation in girls (2022) Self-harm risk in ADHD females (2021) Anti-stigma high school clubs (2020) Developmental pathways of ADHD (2018) Scientific recognition includes: APA Distinguished Scientific Contributions Award (2020) Sarnat Prize (2019) SRCD Distinguished Contributions (2017) APS James McKeen Cattell Lifetime Award (2016) SSCP Distinguished Scientist (2015) As mentor and lab director, he has trained numerous researchers while maintaining active media presence in major outlets like New York Times and Wall Street Journal . His 2022 book Straight Talk about ADHD in Girls addresses critical gaps in female-specific ADHD understanding.

Mahasin S. Mujahidمشاهده پروفایل

استاد

• Social Epidemiology
• Neighborhood Health Effects
• Cardiovascular Health Disparities
• +۳ مورد دیگر

Mahasin S. Mujahid is a Professor of Epidemiology at the University of California, Berkeley School of Public Health. She directs the MPH Program in Epidemiology and Biostatistics and holds leadership roles in the American Heart Association. Her research focuses on social epidemiology, particularly neighborhood health effects, cardiovascular disparities, and structural inequities. She has been funded by NIH and RWJF, with publications in top journals. Education: BS in Mathematics (Xavier University), MS/PhD in Biostatistics/Epidemiology (University of Michigan), and RWJ Health and Society Scholar at Harvard. Awards include the Distinguished Faculty Mentor Award and Carol D. Soc Mentoring Award for early-career faculty. She advises numerous doctoral and post-doctoral researchers. Research spans lifecourse approaches to health equity, leveraging longitudinal data to study marginalized populations. Key themes include historical redlining's cardiovascular impacts, gentrification's maternal health consequences, and systemic racism's role in health outcomes. Her work emphasizes transdisciplinary methods and policy interventions. Key grants include NIH-funded studies on neighborhood environments and cardiovascular health. Recent articles (2024-2025) examine structural racism in maternal morbidity, workplace diversity's cardiovascular effects, and perinatal risks from pandemic societal changes.

Eliza Brownمشاهده پروفایل

استادیار

• Economic Sociology
• Gender and Sexualities
• Medical Sociology
• +۳ مورد دیگر

Eliza Brown serves as an Assistant Professor in the Sociology Department at the University of California, Berkeley, where she investigates the social dynamics of reproduction, medicine, and economic transactions through qualitative methodologies including ethnography and in-depth interviews. Her research bridges medical sociology, economic sociology, and gender studies to examine how patients and providers navigate risk, temporality, and financial considerations in fertility treatments and contraceptive counseling. Education: PhD in Sociology, New York University, 2021 Her scholarly focus centers on Economic Sociology, Gender and Sexualities, Medical Sociology, Sociology of Reproduction, Science and Technology Studies, and Sociology of the Family. Brown analyzes how medical encounters become sites of moral negotiation regarding money, chance, and reproductive timelines, particularly examining the gendered labor involved in conception attempts and the commodification of fertility services. Her work reveals how economic logics permeate intimate medical decisions while challenging assumptions about patient autonomy in stratified healthcare markets. Analysis of her publication trajectory demonstrates consistent engagement with reproductive temporality, risk communication, and market dynamics in medicine. Recent work explores price negotiations in fertility clinics, the transformation of sex into reproductive labor for women, and patient strategies for navigating fragmented medical markets. Her scholarship increasingly integrates pragmatist theory with medical sociology to develop frameworks for understanding uncertainty in clinical interactions. Though the source material provides no details on current advising activities or grant funding, Brown's research has garnered significant scholarly recognition through publications in premier journals like American Sociological Review and Social Science & Medicine , alongside media coverage in The New York Times Magazine , The Atlantic , and Wired . Her forthcoming book Gambling on Fertility (University of Chicago Press) extends her dissertation research on twin-risk negotiations in fertility treatments.

Janice Kimمشاهده پروفایل

مدرس

• Early Childhood Education
• Educational Policy
• Global Education Development
• +۳ مورد دیگر

Dr. Janice Kim is a Lecturer in Education (Educational Leadership & Policy) at the University of Glasgow, specializing in global education development with a focus on early childhood and pre-primary education systems in low-resource contexts. Her research emphasizes policy analysis, equity, and North-South research partnerships, particularly during crises like the ongoing pandemic. Current Position: Lecturer in Education at University of Glasgow Research Focus: Pre-primary education expansion, pandemic impacts on education systems, policy implementation gaps, and ethical global partnerships Kim's work examines Ethiopia's educational reforms and their socioeconomic implications, including the effects of the 2020 pandemic on early childhood access and learning outcomes. She collaborates with institutions like the REAL Centre at Cambridge University, contributing to projects such as IT'S PLAY—a teacher training initiative in Africa. Her publications span over a decade, analyzing educational inequalities, financing misalignments, and crisis responses. Notable contributions include studies on pandemic-related learning loss and the role of caregiver engagement in early education. Teaching includes advanced policy inquiry and modern educational thought courses, reflecting her commitment to bridging theory and practice in global education systems.

Janet Gunterمشاهده پروفایل

عضو هیئت علمی

• Sensory Integration
• Autism Spectrum Disorders
• Neuromotor Disorders
• +۳ مورد دیگر

Janet Gunter is an Associate Professor of Clinical Occupational Therapy and Director of the Graduate Certificate Program in Sensory Processing and Sensory Integration at the University of Southern California's Division of Occupational Science and Occupational Therapy. She also serves as Director of Clinical Operations at Therapy West, Inc., overseeing three clinical sites and supervising administrative and therapeutic staff. Her expertise spans pediatric occupational therapy, specializing in Autism Spectrum Disorders, neuromotor disorders, and feeding challenges. She holds a BS (1994), MA (1995), and OTD (2010) in Occupational Therapy from USC. Education: Doctorate of Occupational Therapy (OTD), 2010, USC Master of Arts in Occupational Therapy, 1995, USC Bachelor of Science in Occupational Therapy, 1994, USC Research Interests: Sensory integration theory and intervention Autism Spectrum and Fetal Alcohol Spectrum Disorders Early intervention programs for developmental disabilities Role of sensory-enriched environments in child development Publications highlight her work on group-based interventions like the Therapy West Integrated Specialized Play Program (TWISPP) and studies evaluating interdisciplinary early intervention programs. Her 2016 study demonstrated significant improvements in developmental outcomes for children with sensory processing difficulties. Though no formal awards are listed, her leadership roles reflect recognition of her contributions. Advising and Grants: No specific advisees or grant details are mentioned, but her clinical leadership at Therapy West and academic roles imply active involvement in program development and supervision. Labs/Teams: Leads clinical operations at Therapy West, Inc., and directs USC's sensory integration certificate program.

Patricia A. Jenningsمشاهده پروفایل

استاد

• Social and emotional learning
• Mindfulness
• Teacher occupational stress
• +۳ مورد دیگر

Patricia (Tish) Jennings is a Professor of Curriculum, Instruction & Special Education at the University of Virginia's School of Education and Human Development. She is an internationally recognized leader in social and emotional learning and mindfulness in education. As the Program Director for the Ed.D. in Curriculum & Instruction, she has established herself as a key figure in developing evidence-based approaches to educator wellbeing and classroom climate. University of Virginia, School of Education and Human Development Department of Curriculum, Instruction & Special Education Program Director, Ed.D. in Curriculum & Instruction Dr. Jennings received her Ph.D. from the University of California Davis in 2004, M.Ed. from Saint Mary's College in 1980, and B.A. from Antioch College in 1977. With over 22 years of experience as a teacher, school director, and teacher educator, she brings substantial practical knowledge to her research. Dr. Jennings' research focuses on social and emotional learning, mindfulness practices, and teacher occupational stress. She pioneered the application of contemplative science to solve difficult problems in education, particularly examining how teacher wellbeing impacts classroom environments and student outcomes. Her work bridges the gap between theoretical research and practical classroom implementation, with a special emphasis on creating compassionate learning environments that support both educators and students. Analysis of her publication history reveals a consistent focus on mindfulness-based interventions in educational settings, with particular emphasis on how teacher wellbeing directly affects classroom quality and student outcomes. Her research trajectory shows increasing attention to scalable implementation models and the connection between educator stress management and student social-emotional development. Distinguished Researcher Award from the University of Virginia (2023) Joseph E. Zins Distinguished Scientist Award from CASEL (2024) Cathy Kerr Award from the Mind & Life Institute (2018) Featured in Mindful Magazine's 'Ten Mindfulness Researchers You Should Know' Dr. Jennings serves as Principal Investigator for multiple large-scale studies funded by the U.S. Department of Education, including Project CATALYZE and Project ENGAGE. She was a member of the National Academy of Sciences Committee on Promoting Healthy Mental, Emotional, and Behavioral Development in Children and Adolescents. Her CARE (Cultivating Awareness and Resilience in Education) program has been evaluated by What Works Clearinghouse and recommended by the CDC to promote educator wellbeing. Dr. Jennings leads the Contemplative Teaching and Learning Lab, where she and her team develop and evaluate mindfulness-based professional development programs designed to address teacher occupational stress. The lab's work focuses on practical implementation strategies that can be adapted across diverse educational settings while maintaining scientific rigor.

Constance A. Lindsayمشاهده پروفایل

استادیار

• Education Policy
• Teacher Diversity
• Achievement Gaps
• +۵ مورد دیگر

Constance A. Lindsay is an Assistant Professor at the UNC School of Education, specializing in education policy and teacher diversity. She holds a Ph.D. in Human Development and Social Policy from Northwestern University, an M.P. in Public Policy from Georgetown University, and a B.A. in Economics from Duke University. Her research focuses on closing racial achievement gaps, teacher diversity, and equitable education policies. Lindsay has held roles including Research Associate at the Urban Institute and Minority Postdoctoral Fellow/Professorial Lecturer at American University. Her work emphasizes the impact of teacher-student racial matching on academic outcomes and disciplinary practices, particularly for Black students. Key publications include studies on teacher diversity, principal-teacher demographic alignment, and the long-term effects of same-race teachers. Lindsay has received accolades such as the Fordham/AEI Emerging Education Policy Scholar award and Top 5 article recognition in Educational Evaluation and Policy Analysis . She leads grants totaling over $500,000, including projects on Teach for America’s impact on educator diversity and principal-teacher demographic matching. Lindsay serves on editorial boards for AERA Open and Educational Evaluation and Policy Analysis , and actively engages in community initiatives like KIPP DC and the Frederick Douglass Distinguished Scholars Program.

• Child Health and Development
• Epidemiology
• Public Health Surveillance
• +۳ مورد دیگر

Associate Professor Catherine Chittleborough is an epidemiologist and Deputy Head of the School of Public Health at the University of Adelaide, affiliated with the BetterStart Health and Development Research initiative. She holds a joint appointment in the Faculty of Health and Medical Sciences. Previously, she worked at SA Health for a decade and completed a postdoctoral position at the University of Bristol. Her research focuses on reducing health inequalities in child development, leveraging causal epidemiological methods and population data from longitudinal cohorts. She teaches undergraduate public health and epidemiology courses. Education: Postdoctoral training at the University of Bristol (2009-2011) Extensive prior experience at SA Health (1990s-2010) Research Interests: Child health equity, causal epidemiology, data linkage studies, early childhood development, and interventions targeting family support programs. Her work emphasizes identifying at-risk children to improve preventive strategies. Grants & Funding: EMPOWER Project (NHMRC AUD 2.4M, 2016-2020) SA Health Data Linkage Studies (NHMRC AUD 453K, 2013-2016) Child Maltreatment and School Outcomes (Channel 7 AUD 69K, 2016-2018) Teaching: Coordinator for PUB HLTH 1001, HLTH SC 3103, and other public health modules. Active in curriculum design and delivery across undergraduate programs. Professional Activities: Chair, School of Public Health Learning and Teaching Committee Member of multiple advisory boards and review panels Labs/Teams: Lead researcher in BetterStart Health and Development Research, collaborating on interdisciplinary projects to improve child health outcomes through policy and practice.

• Child Development
• Psychopathology
• Parenting and Caregiving
• +۶ مورد دیگر

Dr. Daniel Ewon Choe is an Associate Professor of Human Development and Family Studies at the University of California, Davis. His research focuses on children’s self-regulation, externalizing behavior, parents’ mental health, and the intergenerational transmission of psychopathology. He employs a biopsychosocial approach using observational, neuropsychological, and biological data. Current projects include studying executive functions in parents and young children, psychophysiological stress markers, and the impact of guaranteed basic income on housing-insecure families. Dr. Choe holds a Ph.D. in Developmental Psychology from the University of Michigan, with earlier degrees from San Diego State University. He mentors students in PhD and Master’s programs and leads the DESC Lab. His work has been recognized through the Horowitz Early Career Scholar Program mentorship role. Research themes include screen media’s cognitive effects, parenting discipline strategies, and resilience among disadvantaged children. Articles highlight longitudinal studies on maternal depression trajectories, mobile device impacts, and predictors of violent behavior in adolescents. His findings emphasize bidirectional influences between child behavior and parental mental health, with a focus on neurobiological and environmental factors. Awards: Mentor, Horowitz Early Career Scholar Program (2024) Labs/Teams: DESC Lab, UC Davis Center for Poverty Research Advising: Supervises students in developmental psychology and family studies; accepts PhD/Master’s applicants.

Jill Duerr Berrickمشاهده پروفایل

استاد

• Child Welfare Services
• Foster Care
• Child Abuse and Neglect
• +۴ مورد دیگر

Jill Duerr Berrick is the Zellerbach Family Foundation Professor at UC Berkeley's School of Social Welfare and a Professor II at the University of Bergen's Department of Government. Her research focuses on improving child welfare systems, particularly foster care and family poverty interventions. She emphasizes integrating service users' perspectives into policy and practice. Education: Ph.D. Social Welfare, UC Berkeley (1990) M.S.W., UC Berkeley (1987) B.A. History, UC Santa Cruz (1983) Research Interests: Systems of Care for Children/Families/Older Adults Family Policy Child and Family Poverty Child Abuse and Neglect Foster Care Reform Cross-National Child Protection Systems Her work examines global child protection frameworks, including a forthcoming Oxford Handbook of Child Protection Systems analyzing 50 countries. Advocacy & Campus Involvement: Co-founder of Berkeley Hope Scholars supporting foster care alumni Lead advocate for eliminating foster care fees for birth parents Chair of the School of Social Welfare's undergraduate program Collaborations: Works with Prof. Marit Skivenes on global child protection typologies and public attitudes across Norway and the U.S.

Michele Walshمشاهده پروفایل

استاد

• Public Health
• Community-Based Research and Evaluation
• Health Disparities
• +۳ مورد دیگر

Michele Walsh, Ph.D., is a Professor in the Department of Human Development & Family Science at the University of Arizona’s Norton School of Human Ecology. She serves as the Associate Director of Cooperative Extension Family, Consumer and Health Sciences and an Evaluation Specialist. Her work focuses on community-based research and evaluation, particularly addressing health disparities and wellness in rural and marginalized populations across Arizona and the Southwest. Walsh leads the Norton School’s Community Research Evaluation & Development (CRED) Team, which partners with tribal communities, governments, schools, and nonprofits to produce actionable data for program and policy decisions. She is affiliated with the Department of Psychology and the Institute for LGBT Studies. Her research emphasizes social and cultural determinants of health, rural health equity, and applied social measurement. Recent work includes evaluations of the Drug Treatment Alternative to Prison Program, a transgender youth intervention, and the First Things First Regional Needs and Assets Reports. She also explores kindness education in schools and caregiving challenges during the pandemic. Walsh’s publications span public health, education, and sociology, with a focus on translating research into practical solutions. She collaborates with diverse stakeholders to ensure community voices shape policy and practice.

Kimberly Thomsonمشاهده پروفایل

استادیار

• Child Mental Health
• Social-Emotional Development
• Health Policy
• +۳ مورد دیگر

Dr. Kimberly Thomson is an Assistant Professor in the Children's Health Policy Centre within Simon Fraser University's Faculty of Health Sciences. She investigates how early social environments influence lifelong mental health trajectories and intergenerational wellbeing. Research Interests: Her program focuses on: social determinants of children's mental health; intergenerational transmission of mental health; policy impacts on child development; and optimizing early environments for social-emotional wellbeing. She employs life course epidemiology and community-engaged approaches. Research Publications: Recent work examines parental mental health influences on child development, pandemic impacts on youth wellbeing, and policy evaluations for child mental health systems. Articles frequently employ longitudinal designs and implementation science frameworks. Scientific Awards: No awards listed Advising and Grants: Collaborates with BC health authorities, school boards, and Ministries to implement child mental health monitoring systems. No specific student advising information provided. Labs and Teams: Leads research initiatives within the Children's Health Policy Centre, partnering with the BC Centre for Disease Control and Canadian Mental Health Association.

Jennifer Kamمشاهده پروفایل

استاد

• Health Communication
• Immigration
• Relational Communication
• +۸ مورد دیگر

Dr. Jennifer Kam is a Professor and Department Vice Chair in the Department of Communication at the University of California, Santa Barbara (UCSB). She also serves as a Faculty Affiliate with the Chicano Studies Institute and the Migration Initiative at UCSB. Her research focuses on the health and well-being of immigrant youth and families, particularly examining how structural barriers impact their lives and identifying promotive factors across individual, interpersonal, community, and cultural levels to foster resilience and thriving. Dr. Kam holds a Ph.D. from Pennsylvania State University (2009), an M.A. from San Diego State University (2004), and a B.A. from UC Davis (2002). She co-designed and directed the Division of Social Sciences Faculty Mentoring Program from 2019–2024. Her work bridges communication studies, public health, and immigration policy, with a strong emphasis on culturally-grounded interventions and community-centered approaches. Research Interests Her research explores: - Structural barriers impacting immigrant families - Resilience and thriving strategies among marginalized groups - Family communication dynamics in multicultural contexts - Health communication interventions targeting vulnerable populations - Language brokering and its mental health implications for youth - Advocacy communication among undocumented communities Awards & Recognition 2023 Presidential Citation from the National Communication Association 2022 Promoting Equity and Inclusivity Award (Health Communication Division) 2016 Early Career Award (Interpersonal Communication Division) 16 Top Paper Awards Teaching & Leadership Dr. Kam teaches undergraduate courses in risk communication, intercultural communication, and interpersonal communication. She also leads graduate seminars in health communication and advocacy strategies. Her leadership roles include serving as former Chair of the Health Communication Division at the National Communication Association.

Melissa Libertusمشاهده پروفایل

استاد

• Cognitive Development
• Mathematical Cognition
• Early Childhood Education
• +۲ مورد دیگر

Melissa Libertus is Full Professor in the Department of Psychology at the University of Pittsburgh, where she directs the Kids' Thinking Lab. She holds a PhD from Duke University and specializes in cognitive development, particularly the emergence of mathematical abilities in early childhood. Education: PhD in Psychology from Duke University Her research examines how children develop numerical and mathematical skills, with focus on the home learning environment, parent-child interactions, and individual differences in learning trajectories. Current projects investigate how spatial language exposure influences math development and how home activities shape emerging numeracy skills. Publications explore cognitive mechanisms underlying mathematical skill acquisition, with recent emphasis on longitudinal studies of home learning environments, cross-cultural comparisons of numeracy development, and interventions to support early math skills. Scientific Awards: International Mind Brain and Education Society Early Career Award (2014) Developmental Science Early Career Research Prize (2011) George H. Hitchings New Investigator Award (2006-2007) She leads the Kids' Thinking Lab which investigates cognitive development through behavioral experiments and observational studies with children and families.

Kristin Mmariمشاهده پروفایل

استاد

• adolescent health
• risk and protective factors
• implementation research
• +۷ مورد دیگر

Kristin Mmari, DrPH, MA is a Professor and Chair of the Masters Program in Population, Family and Reproductive Health at Johns Hopkins University's Bloomberg School of Public Health. She holds primary departmental affiliation with the Department of Population, Family and Reproductive Health and is affiliated with the Center for Adolescent Health, Urban Health Institute, William H. Gates Sr. Institute for Population and Reproductive Health, and Center for Qualitative Studies in Health and Medicine. Education: DrPH, Tulane University, 2000 MA, Case Western Reserve University, 1995 BA, St. Olaf College, 1991 With expertise in medical anthropology and international health, Dr. Mmari specializes in cross-cultural research, qualitative methods, and program evaluation focused on vulnerable adolescent populations. Her research spans two primary areas: assessing contextual factors influencing adolescent health and evaluating adolescent health interventions, using innovative mixed methods approaches including Photovoice methodology and community mapping. Her work addresses critical issues including gender norms, opportunity youth, adolescent risk and protective factors, implementation research, and monitoring and evaluation. Dr. Mmari's recent publications reveal a strong focus on adolescent health during the pandemic, neighborhood environmental impacts on health disparities, gender norm acquisition in early adolescence, and cross-cultural coping strategies. Her research shows consistent emphasis on qualitative methodologies applied to global adolescent health challenges, with particular attention to vulnerable populations across diverse cultural contexts. Awards and Recognition: Johns Hopkins University, DSA Faculty Appreciation Mentor Award, 2017 Johns Hopkins University, Golden Apple Teaching Award, 2017 Johns Hopkins University Teach Excellence Award (2012, 2015, 2017, 2019) National Institute of Health, Health Disparities Loan Repayment Award (2009-2011) Faculty Grant Award, Department of Population, Family and Reproductive Health, 2005 Dr. Mmari has provided technical assistance to numerous organizations including UNAIDS, UNICEF, WHO, and Pathfinder International. She serves as the lead qualitative investigator on the Global Early Adolescent Study (GEAS), a 15-country study exploring how gender norms acquisition shapes early adolescent relationships and health behaviors, and was previously the lead qualitative investigator on the WAVE study examining adolescent health in disadvantaged urban environments.