Marjory Phillips serves as the Director of the Centre for Mental Health Research and Treatment and holds academic appointments as a Clinical Supervisor at the Ontario Institute for Studies in Education (OISE), University of Toronto (since 2008). She previously held roles as an Adjunct Assistant Professor at York University (2007–2012) and Queen’s University (1995–2007). Registered with the College of Psychologists of Ontario in Clinical, Counselling, and Rehabilitation Psychology, her work focuses on children, adolescents, and families with learning disabilities and mental health needs. Education: BA from Western University; PhD from the University of Waterloo. Research & Clinical Focus: Her expertise spans neurodevelopmental disorders, mindfulness-based interventions, and social competence programs for at-risk youth. She pioneered the Integra Program at Child Development Institute, which includes initiatives like Integra Social ACES and Mindfulness Martial Arts. She is a leader in clinical supervision, co-founding the Ontario Supervision Community of Practice within children’s mental health. Publications: Recent works examine ADHD, anxiety’s impact on attention, and mindfulness in schools. Her 2017 study in Journal of Attention Disorders explores ERP analysis in ADHD. Professional Contributions: Member of the College of Psychologists of Ontario’s Registration Committee and former task force member for supervision standards. Active in provincial committees addressing learning disabilities and mental health policy.
Dr. Lianne Bakkum is an Assistant Professor at the Vrije Universiteit Amsterdam within the Faculty of Behavioural and Movement Sciences, holding affiliations in Clinical Child and Family Studies, APH - Mental Health, and LEARN! - Child rearing. She earned her PhD in Public Health and Primary Care from the University of Cambridge (2017–2021), focusing on attachment and trauma in the Adult Attachment Interview. Her research explores intellectual disability, child protection systems, mental health interventions, and the impact of digital social contact during crises like the COVID-19 pandemic. Her work contributes to UN Sustainable Development Goals related to quality education, good health, and reduced inequalities. Key projects include reducing involuntary care in intellectual disability settings and analyzing the effectiveness of EMDR therapy for PTSD in adults with intellectual disabilities. She teaches courses on family studies, child-rearing practices, and scientific reasoning rooted in attachment theory. Bakkum’s publications emphasize interdisciplinary approaches to disability care, trauma resolution, and policy evaluation. She leads and collaborates on projects funded by academic institutions, focusing on improving outcomes for vulnerable populations through evidence-based strategies.
Katerina Zlatkova-Doncheva is an Associate Professor at the University of Veliko Tarnovo within the Faculty of Education , specializing in Pedagogy . Her research focuses on at-risk children , emotional and behavioral disorders , and inclusive education , with a particular emphasis on Bulgarian community-based mentorship programs . Key Research Areas: Special Education Social Pedagogy Behavioral Intervention Child Psychology Inclusive Education Projects: 2025: Coordinator for "Stimulating publication and research activities of young scholars in Vratsa branch" 2024: Participant in "International scientific symposium on pedagogical education" 2023: Focus on improving practical training for pedagogical students 2022: Advocate for "Methodological and classical trends in pedagogical research" Publications: Authored 15+ works on aggression reduction , anxiety management , and mentorship efficacy in at-risk youth Developed frameworks for multisensory learning in dyslexia education Contributed to international discussions on Vygotsky's theories in inclusive education
Professor Harvey Whiteford is Director of Policy and Epidemiology at the Queensland Centre for Mental Health Research (QCMHR) and holds a primary appointment as Professor of Population Mental Health at the School of Public Health, The University of Queensland. He also serves as an Affiliate Professor in the Global Health Department at the Institute of Health Metrics and Evaluation, University of Washington. His research focuses on psychiatric epidemiology, burden of disease measurement, mental health policy, and service reform. MBBS, The University of Queensland MPH, Queensland University of Technology PhD, Australian National University Fellow, Royal Australian & New Zealand College of Psychiatrists Harvey Whiteford's research spans global mental health, with a focus on service coverage for disorders like depression and anxiety, crisis support models, and disparities in mental health access for Aboriginal and Torres Strait Islander populations. He contributes to policy through national frameworks and international collaborations like the Global Burden of Disease Study. Scientific awards and honors include his role in shaping Australia's Mental Health Strategy and leadership in the World Bank's mental health initiatives. He has advised governments and organizations such as the World Health Organisation and the Commonwealth government.
Carlos Cifuentes is an Associate Professor in Human-Robot Interaction at the Bristol Robotics Laboratory (BRL) , part of the University of the West of England (UWE Bristol) . He also serves as the Deputy Director of the VIVO Hub , a £13.4M UK-funded research initiative (2024-2030) focused on robotics for rehabilitation and healthcare. His research spans Human-Robot Interaction , Rehabilitation Robotics , Healthcare Robotics , and Socially Assistive Robotics , with applications for conditions such as cardiac diseases , post-stroke recovery , spinal cord injuries , cerebral palsy , Parkinson's disease , musculoskeletal disorders , and autism spectrum disorder (ASD) . Carlos has over 15 years of experience and 200+ publications in robotics for rehabilitation and assistive technologies. His recent work explores smart walkers with multimodal feedback, soft prosthetics using polymeric optical fiber sensors , and machine learning models for fatigue and stress estimation. He also investigates inclusive design for social robots in global contexts , including a CASTOR Robot for ASD therapy and collaborative design processes with Colombian communities. Carlos serves as an Associate Editor for IEEE Robotics and Automation Magazine (since 2021), ICRA , and IROS (since 2023). He leads projects integrating wearable sensors , deep learning , and haptic feedback to enhance mobility, autonomy, and quality of life for individuals with disabilities. As Deputy Director of the VIVO Hub, he focuses on long-term deployment of robotic systems in real-world healthcare settings, emphasizing collaboration with clinicians , caregivers , and neurodiverse communities . His work bridges robotics , biomedical engineering , and human-centered design .
Linda J. Richards serves as the Chair of the Department of Neuroscience and Edison Professor of Neuroscience at Washington University School of Medicine. Her career spans decades of groundbreaking research in brain development, particularly focusing on interhemispheric connections of the mammalian brain. She leads the Brain Development and Disorders Laboratory, which investigates both normal brain wiring and conditions where this wiring is altered. Professor Richards earned her Bachelor of Science (Honours) from The University of Melbourne in 1990, followed by her PhD from the same institution between 1991-1994. Her educational background laid the foundation for her pioneering work in developmental neurobiology. Her research interests center on the development, plasticity, and function of long-range connections in the cerebral cortex, with particular focus on the corpus callosum - the largest fiber tract connecting the brain's hemispheres. She investigates how cellular and molecular mechanisms regulate brain wiring during development and how these processes are altered in congenital corpus callosum dysgenesis (CCD), which occurs in approximately 1 in 4,000 people. Her work explores the underlying causes of CCD, the mechanisms of long-range axonal plasticity, and how structural changes in brain wiring impact cognition and behavior. Analysis of Professor Richards' recent publications reveals a consistent focus on corpus callosum development and disorders across multiple model systems. Her work spans from basic molecular mechanisms involving transcription factors like the Nuclear Factor I (NFI) family to human clinical studies of corpus callosum disorders. She employs diverse methodologies including genetic analysis, neuroimaging, behavioral assessments, and comparative studies across mammalian species. A notable trend is her increasing focus on translating basic science findings into understanding human conditions, particularly through genetic studies of CCD patients and their families. 2020: Cajal Club, Krieg Cortical Kudos Discoverer Award, Pinckney J Harman Memorial Lecture 2019: Appointed Officer (AO) of the Order of Australia for distinguished service to medical research and education in developmental neurobiology 2016: Elected Fellow of the Australian Academy of Health and Medical Sciences 2015: Elected Fellow of the Australian Academy of Science 2017-2018: President of the Australasian Neuroscience Society 2010: Nina Kondelos Prize from the Australasian Neuroscience Society 2004: Charles Judson Herrick Award from the American Association of Anatomists Professor Richards is deeply committed to neuroscience advocacy and mentorship. She has contributed significantly to establishing major international neuroscience initiatives including the International Brain Initiative, the Australian Brain Alliance, and the Australian Brain Bee Challenge. As a board member of the International Brain Bee and member of the Dana Alliance for Brain Initiatives, she actively promotes neuroscience education and public engagement. Her lab provides training opportunities for numerous graduate students, postdoctoral fellows, and research staff who contribute to her diverse research programs. Professor Richards leads the Brain Development and Disorders Laboratory, which focuses on three primary research areas: activity-dependent mechanisms of early brain wiring, cellular and molecular mechanisms of early brain wiring (particularly involving NFI transcription factors), and human corpus callosum disorders. Her lab employs innovative approaches including studies of the fat-tailed dunnart (a marsupial model with postnatal brain development), advanced imaging techniques, and partnerships with individuals who have corpus callosum disorders to understand how brain wiring impacts cognitive, social, and emotional function.
Dr. Sameer Zuberi is an Honorary Professor in Paediatric Neurology at the University of Glasgow's School of Health & Wellbeing. He specializes in epilepsy genetics, particularly in Dravet syndrome and SCN1A-related disorders. His research focuses on gene-disease associations, treatment outcomes, and improving the quality of life for patients and families affected by rare neurological conditions. Dr. Zuberi has contributed to international epilepsy classification efforts, including the ILAE Task Force on Nosology and Definitions. He leads projects on epilepsy precision medicine, genetic epilepsy phenotyping, and the social impact of neurodevelopmental disorders. His work includes studies on caregiver burden in Dravet syndrome, the burden of illness in Lennox-Gastaut syndrome, and the efficacy of treatments such as fenfluramine. He has also pioneered research on genomic modifiers in 'monogenic' conditions like Dravet syndrome, highlighting the complexity of genetic influences. Dr. Zuberi collaborates with multidisciplinary teams to advance understanding of neurodevelopmental outcomes, psychosocial impacts, and translational therapies. His current research grants include initiatives on cloud-based AI for neurological condition diagnosis, epilepsy precision care, and transcriptomics in SMC1A mutations.
Dr. Gail Alvares is an Adjunct Senior Research Fellow at the UWA Medical School and affiliated with the UWA Centre for Child Health Research (part of The Kids Research Institute Australia). Her work focuses on neurodevelopmental and mental health disorders in children, particularly autism spectrum disorders and developmental coordination disorder. She actively supervises PhD and HDR students through the University of Western Australia. Research & Grants Leading/co-investigator in multiple grants including studies on telehealth interventions for autistic children, mental health outcomes in developmental coordination disorder, and precision medicine approaches in autism treatment. Recent grants include projects funded by the Medical Research Future Fund and the Department of Health (WA), addressing topics like compression garments for autistic children’s mental health and youth suicide prevention initiatives. Research Interests Her research spans autism spectrum disorders , developmental coordination disorder , and child mental health . Key themes include behavioral interventions, caregiver support, psychosocial impact of neurodevelopmental conditions, and diagnostic reliability of assessment tools. Publications Recent publications highlight innovative interventions (e.g., telehealth-based sleep programs for autism) and cross-setting analyses of developmental coordination disorder impacts. Her work emphasizes translational research addressing clinical and community challenges.
Professor Karen Dobkins is a Professor of Psychology at the University of California, San Diego (UCSD), specializing in Cognitive Behavioral Neuroscience and Developmental Psychology. Her affiliations include the Human Experience and Awareness Lab (HeaLab), where she explores interventions to enhance mental well-being, and her teaching responsibilities include courses like 'Learning Sustainable Well-Being' and 'Science of Mindfulness'. Her research spans mindfulness interventions, developmental neuroscience, autism spectrum disorders, sensory processing in infants, and cross-cultural relationship dynamics. Notable areas of focus include meditation's effects on well-being, interoception's role in social connection, and the neurodevelopmental underpinnings of autism. She has also investigated visual processing in infants and deaf populations, contributing to our understanding of brain plasticity. Her applied work emphasizes practical solutions to mental health challenges, such as reducing loneliness and anxiety through workshops, and she has pioneered studies on inner speech, hugging’s psychological benefits, and cultural differences in love preferences. Her interdisciplinary approach integrates psychology, neuroscience, and education. Professor Dobkins has collaborated on over 100 publications, including seminal works on autism biomarkers, visual perception in infants, and mindfulness efficacy. She advises graduate and undergraduate students and has received grants supporting research on developmental disorders and mental health interventions. Her lab, HeaLab, bridges applied and theoretical research, addressing societal issues like rising loneliness and anxiety. Current projects explore interventions to reduce body shame, the impact of cultural ideals on love scripts, and the effects of mindfulness on university students' well-being.
Dr. Kate Baker is a Programme Leader at the MRC Cognition and Brain Sciences Unit, University of Cambridge, and holds joint appointments as Assistant Professor of Clinical Genetics in the Department of Pathology and Honorary Consultant at Cambridge University Hospital. Her research bridges clinical genetics and cognitive neuroscience, focusing on neurodevelopmental disorders of genetic origin. She leads the Genomic Disorders and Cognitive Development group and the BINGO project, investigating how genetic variations impact neural systems and cognitive abilities like communication and social interaction. Her work emphasizes translational genomic medicine, aiming to improve evidence-based, person-centered care for individuals with intellectual disabilities. Research spans neurogenetics, cognitive phenotyping, synaptic function, and developmental trajectories. Publications consistently explore genotype-phenotype correlations in disorders like SYT1, ZDHHC9, and DDX3X, with recent work expanding into pandemic impacts on neurogenetic families. Key funders include the Baily Thomas Charitable Trust, NIHR Cambridge Biomedical Research Centre, and Great Ormond Street Hospital Charity. No awards are documented in available sources.
Dr. Thomas Bergmann serves as a scientific collaborator at the Institute of Psychology, Humboldt University of Berlin, while maintaining clinical roles at the Evangelical Hospital Queen Elisabeth Herzberge and a teaching position at the University of the Arts, Berlin. He is concurrently pursuing doctoral studies at the Free University of Berlin's Department of Psychology. Academic Background: 1st State Examination in School Music and Jazz Studies (1988), University of Music and Performing Arts, Hamburg Diploma in Music Therapy (1999), University of the Arts, Berlin Ongoing Doctorate in Psychology (since 2011), Free University of Berlin Research Focus: Bergmann specializes in developing innovative diagnostic and therapeutic approaches for adults with autism spectrum disorders (ASD) and co-occurring intellectual disabilities (ID). His work pioneers music-based assessment tools like MUSAD to address diagnostic gaps in low-verbal populations, emphasizing non-verbal communication analysis and socio-emotional development evaluation. He investigates severe behavioral disorders through interdisciplinary lenses, integrating clinical observation with therapeutic intervention design. Publication Trends: His 13 most recent publications (2010-2014) reveal a concentrated focus on adapting autism diagnostics for intellectually disabled adults. Key contributions include the Diagnostic Observation Sheet (DiBAS) and revisions to behavioral assessment instruments, demonstrating consistent innovation in methodology. His work bridges music therapy with clinical diagnostics, particularly through musical interaction analysis for non-verbal populations, while critically evaluating alternative interventions like animal-assisted techniques. Research Leadership: Bergmann directs two major funded projects: MUSAD (supported by Stiftung Irene) for music-based autism diagnostics in low-verbal adults, and AutKom for developing a 20-session group therapy program targeting social skills and stress regulation in ASD with mild ID. These initiatives emphasize practical clinical translation through caregiver involvement and multimodal assessment. Research Environment: Affiliated with the Dziobek Lab (dziobek-lab.org), Bergmann operates within a specialized research ecosystem focused on neurodevelopmental disorders. His work integrates clinical practice at Queen Elisabeth Herzberge with academic research, creating a continuous feedback loop between diagnostic innovation and therapeutic application for underserved adult populations.
Edouard Gentaz is a Professor in the Psychology Section of the Faculty of Psychology and Educational Sciences at the University of Geneva (UNIGE). He leads the Sensory-Motor, Affective and Social Development Laboratory (SMAS), where he conducts research on child development with particular focus on sensory-motor, emotional, and social aspects across typical and atypical developmental trajectories. His research interests span multiple domains of developmental psychology, with emphasis on emotion comprehension in children , tactile exploration skills , social-emotional development , and intervention strategies for children with developmental challenges including autism spectrum disorders, preterm infants, and children with intellectual disabilities. His methodological approach frequently employs eye-tracking technology to assess socio-emotional capabilities in populations with communication limitations. Gentaz's publication record shows consistent productivity with 78 publications spanning two decades, with recent work focusing on screen time effects on young children, emotion training interventions, and sensory processing in neurodevelopmental conditions. His collaborative approach is evident in publications addressing practical applications in educational settings and healthcare contexts. His scientific contributions include research on: Early social-emotional abilities in infants and toddlers Development of emotion discrimination across childhood Interventions for preterm children's emotional and executive competences Multisensory perception in neurodevelopmental disorders Impact of digital media on young children's development Gentaz has supervised 120 academic works, indicating significant mentorship activity. His research demonstrates strong translational potential with applications in educational settings, clinical interventions, and parenting guidance, particularly regarding screen exposure for very young children.
Dr Hannah Gullo is a Senior Research Fellow at the School of Health and Rehabilitation Sciences , The University of Queensland . With a focus on neurorehabilitation, her work spans traumatic brain injury, stroke, Parkinson's disease, multiple sclerosis, and neurodevelopmental conditions. Masters (Coursework) of Occupational Therapy Studies, The University of Queensland Bachelor of Science, The University of Queensland Doctor of Philosophy, The University of Queensland Her research interests include: Cognitive assessment and intervention - exploring relationships between cognitive impairment, depression, and fatigue Technology-enhanced therapy - leveraging smartphones, smartwatches, and tele-rehabilitation Recent publications highlight her work in CO-OP approaches for Parkinson's , technology-enabled rehabilitation , and technology accessibility for vision impairment . Awards include NHMRC MRFF PPHR grants and Advance Queensland Women's Academic Fund support. She supervises PhD projects on: Smart technology for cognitive rehabilitation Remote occupational therapy delivery Metacognitive strategies in neurorehabilitation Current funding (2024-2027) focuses on co-creating virtual environments for brain injury recovery. She leads feasibility trials and validation studies in cognitive assessment tools.
Aubyn C. Stahmer, Ph.D., is a Professor in the Department of Psychiatry and Behavioral Sciences at the University of California, Davis, and serves as Director of the Center for Excellence in Developmental Disabilities at the UC Davis MIND Institute. As a Licensed Clinical Psychologist and Board Certified Behavior Analyst, she leads interdisciplinary teams in clinical care and research for neurodevelopmental conditions. Dr. Stahmer earned her B.A. in Psychology from the University of Colorado, Boulder (1988) and her Ph.D. in Psychology from UC San Diego (1994). Her clinical training underpins her research-practice integration. Her research centers on effective early intervention strategies for autism spectrum disorder (ASD), with deep expertise in dissemination and implementation science . She pioneers adaptations of evidence-based interventions for community settings and low-resource areas, emphasizing parent coaching and naturalistic developmental behavioral interventions (NDBI) . Her work consistently addresses health disparities through culturally responsive frameworks. Recent publications (2018-2021) reveal three critical trends: (1) Neurodiversity-informed diagnostic practices that shift from deficit models, (2) Community-driven adaptations of ASD interventions through caregiver collaboration, and (3) Multi-level implementation strategies targeting systemic barriers in underserved populations. These themes reflect her commitment to equitable access and real-world impact. Dr. Stahmer's contributions have been recognized with prestigious honors: Runner-Up Emergency Medicine Choosing Wisely Champion Team Member (2018) Princeton Lecture Series Fellowship (2016) Implementation Research Institute Fellow (2012) Valliant Knight Award for Collaborative Research (2011) RCHSD Employee of Excellence Award (2008) San Diego Autism Society Health Hero Award (2006) APA Dissertation Research Award (1993) Her leadership in large-scale implementation trials—including Project ImPACT for Toddlers and multi-site cluster randomized studies—demonstrates sustained grant funding from NIH and foundation sources. While specific student advising isn't detailed, her role as Director involves mentoring junior researchers through the MIND Institute's training programs. As Director of the Center for Excellence in Developmental Disabilities, Dr. Stahmer oversees a multidisciplinary team of physicians, researchers, and clinicians conducting groundbreaking work in ASD intervention. Her lab focuses on community-partnered implementation research, with active projects examining cross-cultural service adaptation and implementation fidelity in diverse settings.
Dr. Shanter H. Alexander is an Assistant Professor in the School Psychology program at Howard University, an historically Black university in Washington, DC. She holds a PhD in School Psychology from Andrews University (2020), an Ed.S. in Educational Psychology (2012), and an MA in School Psychology (2009), all from Andrews University. Her research focuses on the intersectionality of race and neurodevelopmental disability, particularly within the Black/African American autism community. She is nationally certified as a school psychologist and autism specialist. Professional Affiliations: She serves as Co-Chair of NASP's Professional Position Statements Committee, an Executive Board member of the Trainers of School Psychology (TSP), and a faculty member of the Children’s National Hospital Leadership in Neurodevelopmental Disorders Program. She is also an invited member of the Washington DC Autism Collaborative. Her consultancy work through Neuro-Inclusion Specialists focuses on creating inclusive environments for individuals with disabilities in faith-based organizations, communities, and corporations. She collaborates with schools to design multitiered academic and behavioral support systems and psycho-educational assessment services.
