Frank Siebler is an Associate Professor in the Department of Psychology at UiT The Arctic University of Norway , with research expertise in social and work psychology . His work explores implicit and explicit attitudes , intergroup relations , and prejudice reduction , often utilizing psychometric instruments like the Implicit Association Test . Key Research Areas: Implicit cognition, attitude change, intergroup bias, health psychology, social norms, and occupational safety. Teaching: Course leader for PSY-3005 Attitudes (Master’s program) and supervisor for bachelor’s, master’s, and PhD theses. Publications: Recent work examines attitudes toward prostitution (2024), obesity bias in nursing (2018, 2019), rape myth acceptance (2009, 2010), and implicit-explicit attitude discrepancies across diverse contexts.
Roya Abbasi-Asl is a Research Assistant Professor in the Eliot-Pearson Department of Child Study & Human Development at Tufts University, affiliated with the School of Arts and Sciences. She is based at 26 Winthrop Street, Medford, MA. Her work focuses on character development, positive youth development, and social-emotional learning (SEL), with a particular emphasis on cross-cultural contexts such as Uganda, South Africa, Rwanda, and El Salvador. She contributes to the Institute for Applied Research in Youth Development, addressing systemic and individual pathways to enhancing youth outcomes. Her research integrates idiographic and nomothetic approaches to assess individual and group-level developmental processes, emphasizing culturally sensitive methodologies. She has published on measurement models for character strengths, well-being interrelations, and the application of theoretical frameworks like the orthogenetic principle. Her work bridges developmental psychology, moral education, and applied research to inform policies and interventions. Notable collaborations include cross-national studies on youth perceptions of care and longitudinal analyses of positive development trajectories. While her profile does not explicitly list awards or grants, her extensive publications reflect sustained contributions to understanding youth development through both quantitative and theoretical lenses.
Patricia K. Kerig is a Professor of Clinical Psychology at the University of Utah's Department of Psychology. Her research examines developmental processes contributing to risk and resilience across the lifespan, with focus on trauma, violence exposure, and juvenile justice involvement. Education includes: Postdoctoral Fellowship at University of Colorado (1990) Ph.D. from University of California at Berkeley (1989) Internship at Stanford University (1988) B.A. from University of California at Irvine (1982) Research focuses on trauma-linked pathways to delinquency, gender differences in psychopathology, moral injury, and family systems. Current projects investigate mechanisms linking childhood trauma to justice involvement using longitudinal and psychophysiological methods. Honors include the University Distinguished Scholarly and Creative Research Award (2018), Superior Research Award (2017), and Rockefeller Foundation Fellowship (2016). Current graduate students are Ava Alexander, Susan Chen, Mallory Kidwell, and Lucybel Mendez. Recent publications examine autonomic stress profiles in justice-involved youth, discrimination effects in detained populations, and PTSD assessment methodologies. Her lab maintains active collaborations with juvenile justice systems nationwide.
Dr. Sascha Ruhle is an Assistant Professor at the Department of Human Resource Studies, Tilburg School of Social and Behavioral Sciences, Tilburg University. His research focuses on workplace attendance behavior, including presenteeism and absenteeism, organizational commitment, and the impact of artificial intelligence in HR systems. He has secured funding from the German Federal Ministry of Education and Research for projects like SEEGEN and PragmatiKK, addressing mental health and stress prevention in healthcare and small enterprises. His academic contributions include work on psychosocial risk assessments, leadership interventions, and the validation of scales measuring attendance legitimacy. He teaches courses such as 'Positive Psychology Interventions & Assessment' and 'Compensation and Benefits.' Ruhle's recent research highlights include evaluating web-based stress prevention in SMEs and examining employee reactions to AI in career development systems. He has published in journals like Psychotherapy and Psychosomatics and Review of Managerial Science . Notable achievements include the 2022 Prize of the Society of Friends and Sponsors of HHU for his work in organizational behavior. He collaborates with interdisciplinary teams on projects such as SEEGEN, which investigates mental health in healthcare workplaces, and PragmatiKK, focusing on stress prevention in small businesses.
Dr. Tina Sahakian is an Assistant Professor at the Department of Human Resource Studies within the Tilburg School of Social and Behavioral Sciences at Tilburg University. Her research focuses on evidence-based management (EBMgt), competency modeling in healthcare contexts, and the implementation of artificial intelligence in healthcare delivery. She holds a PhD from Tilburg University (2020) and a Master’s in Psychology from the American University of Beirut (2015). Her work explores managerial decision-making processes in hospital settings, emphasizing contextual factors and outcomes of EBMgt practices. She has contributed to developing competency models for emergency physicians and managers in healthcare, using qualitative and systematic review methodologies. Recent projects address AI’s impact on healthcare work design and multi-stakeholder collaboration in technology adoption. Key publications include the 'Evidence-Based Management Competency Model for Managers in Hospital Settings' (2020) and studies on AI-enabled healthcare delivery (2022–2024). She collaborates with the Academic Collaborative Center for Digital Health & Mental Wellbeing and participates in projects like 'AI Technology Implementation into the Daily Workflow in Care Organizations'. Teaching includes courses on Human Resource Management, HR Analytics, and International HRM. She actively engages in academic activities, including conference presentations on AI’s role in reshaping healthcare professional roles.
Sarah Brown is an Assistant Professor in the Department of Psychology at Florida State University , where she leads the ASPIRE Lab (Advancing Suicide Prevention and Intervention through Research and Engagement). Her work investigates the neurophysiological, affective, and social mechanisms driving suicidal ideation and behaviors, with a focus on high-risk populations and real-world implementation of interventions. Email: sbrown@psy.fsu.edu Lab: ASPIRE Lab, B428 Research Interests Dr. Brown employs a multi-method approach, combining virtual reality , neurophysiological monitoring , ecological momentary assessment , and clinical interviews to study: Temporal dynamics of suicide ideation and capability Modifiable mechanisms (e.g., rejection sensitivity, social pain) Enhanced suicide risk measurement techniques Development of targeted interventions for critical moments Publication Trends Her recent work spans 2025–2022 and emphasizes: Interpersonal theory of suicide Psychometric validation of clinical tools Sleep disturbance and suicide ideation Risk factors in sexual/gender minorities Neurophysiological and affective correlates Ecological momentary assessment methodologies
Zachary K. Collier is an Assistant Professor in the Department of Educational Psychology at the University of Connecticut. He holds a Ph.D. in Measurement and Statistics from the University of Florida (2018) and a B.S. in Special Education from Winthrop University (2013). His research integrates Causal Machine Learning and Structural Equation Modeling with critical perspectives to advance equitable data analysis methods. He developed the CritSEM framework to examine how social and structural inequalities shape measurement constructs. Founded the MUDD Lab (Methods for Unstructured and Difficult to use Data) in 2020 Secured over $9 million in external funding His work emphasizes fairness, data ethics, and methodological transparency across education, public health, and social sciences. Selected publications demonstrate innovative applications of machine learning to educational measurement challenges. Scientific recognition includes: Emerging Scholar Featured Mathematician
Dr. Margo Gregor is an Associate Professor in the Department of Counseling Psychology at the University of Akron, where she joined in 2016. She teaches courses on vocational psychology, social psychology, practicum, and introductory counseling psychology, while also supervising practicum students and co-directing the Psychology Department Counseling Clinic. Her theoretical approach integrates interpersonal, humanistic, and feminist orientations. Dr. Gregor holds a B.A. in Psychology (Summa Cum Laude) from the University of California-Riverside, and both an M.A. and Ph.D. in Counseling Psychology from the University of Maryland (APA-Accredited program). Her research focuses on career development, particularly how culture and social identities influence interests, leadership, and outcomes in education and work. Secondary interests include counselor training/supervision and measurement tool development. Her research trends emphasize STEM workforce issues, pandemic impacts on academia, and gender equity in career trajectories. Notable studies include investigations into untenured female STEM faculty retention and pandemic-related challenges faced by academics. She actively contributes to APA Divisions 17 (Society of Counseling Psychology) and 35 (Society of Psychology of Women). Her advising and grants narrative includes supervising practicum students and co-directing clinical programs. She is actively engaged in research addressing systemic barriers in academic careers and culturally responsive career counseling. Her work often highlights intersectional approaches to understanding career pathways in diverse populations. Laboratory/team involvement centers on the University of Akron Counseling Psychology clinic, where she integrates research and clinical training. Future work continues exploring pandemic impacts, STEM equity, and measurement tools for counseling interventions.
Michael Griswold, PhD, is a Professor in the Department of Biostatistics at the University of Mississippi Medical Center (UMMC) School of Medicine. He serves as Director of the UMMC Center of Biostatistics and Bioinformatics and holds adjunct faculty positions at Johns Hopkins University and the University of Alabama Birmingham School of Public Health. His roles include leadership in large-scale epidemiological studies like the Jackson Heart Study (JHS) and the Atherosclerosis Risk in Communities (ARIC) Study. Education: PhD in Biostatistics from Johns Hopkins University (2005); BS in Statistics, Mathematics, Computer Science, and Physics from St. Cloud University (1999). His research focuses on biostatistical methods applied to cardiovascular disease, aging, and health disparities, with emphasis on biomarker development, longitudinal data analysis, and clinical trial design. Key areas of research include lipoprotein subclasses, cognitive decline mechanisms, and the impact of socioeconomic factors on health outcomes. He has authored over 150 peer-reviewed articles and serves as Associate Editor for Annals of Internal Medicine . Grants include NIH-funded projects on health disparities, neurocognitive studies, and sepsis outcomes. Awards include the Helen Abbey Teaching Award and Phi Beta Kappa honor society membership. He actively mentors students through programs like the Medical Student Research Program (MSRP) and advises on research design across multiple disciplines. Labs/Teams: Leads the Center of Biostatistics and Bioinformatics, collaborates with the Jackson Heart Study Coordinating Center, and participates in the NIH-funded Center for Integrative Approaches to Health Disparities (CIAHD).
Hanne Klæboe Greger is an Associate Professor at the Norwegian University of Science and Technology (NTNU) within the Faculty of Medicine and Health Sciences, working part-time at the Regional Centre for Child and Youth Mental Health and Child Welfare (RKBU). She is also a practicing child and adolescent psychiatrist with part-time senior consultant roles at BUP (Child and Adolescent Mental Health Services). Cand.Med. from University of Tromsø (2001) Specialized in Child and Adolescent Psychiatry (2009-2018) PhD from NTNU (2017) Her research focuses on mental health outcomes in children and adolescents, particularly those in residential youth care systems. Key areas include childhood maltreatment, psychopathology, quality of life, and transition support for youth leaving care institutions. She leads the VINGO study (Adults with institutional experience - Good Transitions), which examines physical/mental health and service experiences of former residential care youth. Greger's publications show a consistent focus on longitudinal studies, psychosocial transitions, and comorbidity patterns in high-risk populations. She has contributed to scale validation (MACE scale) and participated in cross-disciplinary research on metformin exposure effects. Part-time faculty at NTNU Senior consultant at BUP Leader of VINGO study
Professor Christine Stirling is Head of the School of Nursing at the University of Tasmania, leading research in aged care, gerontology, and health services. She has held roles including Deputy Dean of Graduate Research and Associate Head of Learning and Teaching in Health Sciences. Her research focuses on improving care for older Australians through workforce resilience, policy impact, and implementation science. Education: PhD, University of Tasmania (2007) Master of Public Administration (MPA), University of Tasmania (1999) Bachelor of Nursing (BN), Edith Cowan University (1995) Research Interests: Aged care workforce development Policy influence in gerontology Mixed-methods research on health services Palliative care and dementia care models Key Contributions: Founded the Transforming Research in Ageing (TRiA) Group Contributed to the Comprehensive Care Standard in Australian hospitals Over 100 publications and $10M+ in research funding (NHMRC, etc.) Grants & Awards: NHMRC-MRFF Public Health Committee member (2024-2027) Life Member & Distinguished Fellow of the Australian Association of Gerontology Lead on $8M+ Dementia Respite Education project Supervision: Supervised over 14 doctoral students, focusing on aged care workforce resilience and clinical care pathways. Current projects include telehealth nursing and Goals-of-Care conversations in acute hospitals. Labs/Teams: Director of the TRiA Group, collaborating on dementia care, palliative care, and health workforce capacity-building initiatives.
Laura O'Dwyer is a Professor in the Measurement, Evaluation, Statistics & Assessment (MESA) department at Boston College's Lynch School of Education and Human Development. She holds a Ph.D. from Boston College, along with M.S. and B.S. degrees from the National University of Ireland, Galway. Her research focuses on quantitative methodologies, technology-based interventions, and international comparative studies in education. Key areas include experimental design, multilevel modeling, and the evaluation of educational programs. Affiliations: Boston College, Lynch School of Education, MESA Department Awards: AERA Learning Environments SIG/Springer Award (2015), Outstanding Research Award from AERA Division E (2014) Her work emphasizes rigorous quantitative analysis, including studies on teacher development, student support programs, and the psychometric properties of assessment tools. She teaches advanced courses like Multilevel Regression Models and oversees research projects on topics ranging from teacher coaching to maternity care evaluation.
Lynne Steinberg, Ph.D., is an Associate Professor in the Department of Psychology at the University of Houston, within the College of Liberal Arts and Social Sciences. She holds a Ph.D. from the University of Kansas and a B.A. from Clark University. Her research focuses on psychometric methods, particularly item response theory (IRT), applied to personality and social psychological measurement. Key interests include context effects in self-report questionnaires, the development and validation of psychological instruments, and the analysis of measurement bias across demographic groups. Dr. Steinberg teaches courses such as PSYC 3301 (Statistics for Psychology) and PSYC 6397 (Applied Psychological Measurement). Her work bridges theoretical and applied aspects of psychometrics, contributing to advancements in clinical, personality, and social psychology research. She has collaborated on studies assessing mental health measures, such as the PTSD Checklist and Borderline Personality Disorder criteria, and has explored provider knowledge in healthcare guidelines. Her research highlights methodological rigor in addressing measurement challenges, including response scale effects, differential item functioning, and construct validity. Dr. Steinberg’s contributions have influenced both academic and applied settings, emphasizing the importance of precise tools for psychological assessment across diverse populations.
Leslie Hayduk is a Professor in the Sociology Department within the Faculty of Arts at the University of Alberta. His research spans Structural Equation Modeling, Social Psychology, Research Methodology, and Social Statistics. His publications focus on refining measurement techniques, healthcare systems, and psychological assessments, employing advanced statistical models. Recent articles emphasize validity testing, organizational contexts in healthcare, and trauma recovery. Hayduk's work demonstrates consistent methodological innovation, particularly in psychometrics and structural equation modeling. He frequently addresses healthcare applications, including long-term care and mental health assessment.
Dr. Diarmuid Verrier is a Senior Lecturer in Psychology at the Sheffield Hallam University, affiliated with the College of Social Sciences and Arts and the Department of Psychology, Sociology, and Politics. He serves as Course Leader for the MSc in Developmental Psychology and has held academic roles since 2010. With a PhD from the National University of Ireland, Galway (2009), his research focuses on individual differences, autism studies, and the intersection of normal and clinical behaviors. He has contributed to teaching modules on statistics, research methods, and health psychobiology, including co-leadership of the Psychology Practicals and Statistics module. Education: BA in Psychology (National University of Ireland, Galway, 2002), PhD (2009) Teaching Specializations: Advanced statistics, personality psychology, health-related psychobiology His research spans autism empathy studies, social media’s impact on mental health, and mindfulness interventions. He has published widely in journals like Autism in Adulthood and Health Psychology Report , with over 15 articles since 2009. Recognitions include Chartered Psychologist status (BPS) and Senior Fellow of the Higher Education Academy (SFHEA). His work emphasizes practical pedagogy, such as improving final-year dissertations and evaluating educational interventions like visual literacy programs. Key themes in his publications include autism spectrum disorders, academic resilience, and the effects of remote teaching on statistics learning. He has collaborated on policy evaluations, such as the Multiplicative Reasoning Professional Development Programme. While no lab or team affiliations are explicitly stated, his interdisciplinary approach bridges psychology with education and sociology.
