جست‌وجوی استاد و پژوهشگر

Ratib Lekhalمشاهده پروفایل

دانشیار

• Pedagogy
• Kindergarten
• Socio-emotional development
• +۴ مورد دیگر

Ratib Lekhal is an Associate Professor at the Department of Education, University of Oslo. His research focuses on pedagogy, socio-emotional development, and special education in early childhood contexts. He actively participates in projects like Språksterk 1–6 and The Oslo Early Education Study (OEES) , aiming to enhance language development and classroom quality in multi-ethnic Norwegian kindergartens. His work examines the interplay between childcare quality, child temperament, and developmental outcomes, while emphasizing the implementation of national guidelines and the role of professional development in strengthening educational practices. Collaborations include the Engagelab research group and international partners from Harvard and UC Irvine. The 15 most recent articles demonstrate trends in early childhood education, including psychometric validation of assessment tools, cortisol stress responses in childcare, home-kindergarten collaboration, and interventions targeting classroom quality. These studies often employ randomized controlled trials and cross-cultural comparisons. Ratib Lekhal is affiliated with research groups like Development, Equity and Literacy in Learning Contexts (DEAL) and contributes to projects funded by the Research Council of Norway and Oslo municipality . His work bridges academic research with practical applications in vulnerable child populations.

Mariska Hackertمشاهده پروفایل

استاد مهمان

• Mental Health
• Quality of Life Measurement
• Economic Evaluation
• +۵ مورد دیگر

Mariska Hackert is a Visiting Professor at Erasmus School of Health Policy & Management , specializing in Health Technology Assessment (HTA) at Erasmus Universiteit Rotterdam. Her work focuses on patient value measurement and economic evaluations in healthcare. University: Erasmus Universiteit Rotterdam School: Erasmus School of Health Policy & Management Department: Health Technology Assessment (HTA) Her research interests include Mental Health , Quality of Life Measurement , Economic Evaluation , and Gerontology . Recent articles analyze the Well-being of Older People measure (WOOP) and its applications in healthcare costs and outcomes. Key trends in her publications: Development and validation of WOOP as a patient-centered outcome measure Integration of well-being metrics into economic evaluations Focus on older adult populations and social participation Methodological innovations in healthcare cost-outcome analysis Collaborations with experts in health economics (e.g., Brouwer, van Exel)

Claus H. Carstensenمشاهده پروفایل

استاد

• Psychological Methodology
• Empirical Educational Research
• Item Response Theory
• +۴ مورد دیگر

Prof. Dr. Claus H. Carstensen is a full professor at the Faculty of Human Sciences , Otto-Friedrich University of Bamberg , holding the Professorship for Psychological Methods of Empirical Educational Research . His work focuses on educational assessment methodologies, particularly in longitudinal studies and large-scale educational surveys. Professional Background : Professor at University of Bamberg (2008–present) Junior Professor at Kiel University (2002–2008) Research roles at IPN Kiel and Australian Council for Educational Research Academic Leadership : Scientific Director of Scaling and Test Design at LIfBi (2014–present) Interim Head of Department at LIfBi (2016–2017) Member of National Educational Panel Study (NEPS) Network Committee Research Interests center on psychological methodology and empirical educational research , with specific expertise in: Item Response Theory (IRT) applications Longitudinal modeling of educational trajectories Competence diagnostics across the lifespan Large-scale assessment design and analysis International comparative research in education Publication Trends demonstrate sustained focus on educational measurement through: Developing cross-classified multilevel IRT models Advancing plausible value estimation with missing data Addressing response style analysis in cross-cultural assessments Refining test scaling and linking methods Improving assessment for special educational needs Contributing to PISA and NEPS technical frameworks Academic Contributions include: Co-editing Multivariate and Mixture Distribution Rasch Models (Springer, 2007) Co-developing MULTIRA software for multidimensional Rasch models Technical leadership in NEPS (National Educational Panel Study) Editorial roles in Psychological Methods and Studies in Educational Evaluation Membership in DGPs (German Psychological Society) and Psychometric Society Current organizational roles encompass: Dean of Faculty of Human Sciences (2023–2025) Chair of Examination Committees for M.Sc. programs Conflict Commission Chair at University of Bamberg IT Security Team member

• Psychometrics
• Mental Health
• Perinatal Period
• +۷ مورد دیگر

Cláudia Noémia Soares de Sousa is a Researcher at the Faculty of Psychology and Education , University Lusófona de Humanidades e Tecnologias . Her work spans psychometrics , mental health , and inclusive gaming , with a focus on perinatal psychology and self-efficacy in higher education . Affiliation : Faculty of Psychology and Education University : University Lusófona de Humanidades e Tecnologias Her research integrates clinical psychology and interdisciplinary innovation , including collaborations with HEI-LAB and European Union-funded projects . She co-developed the Fear of Birth Scale and investigates neurodiverse inclusion through board game design and digital literacy for older adults . Recent publications highlight her dual expertise in psychological assessment (e.g., scale validation, measurement invariance ) and applied gaming for education and social inclusion . Her 2025 articles include studies on perinatal mental health , self-efficacy , and medical device control , while 2024 outputs emphasize inclusive design and family dynamics . Cláudia actively participates in international conferences and research networks , contributing to peer-reviewed journals and applied projects like INTERSECT (Childbirth Trauma) and HiTOP-SR (Psychological Assessment).

• Cognitive Aging
• Dementia
• Neuropsychology
• +۵ مورد دیگر

Dr. Nicole Kochan is a Senior Research Fellow at the Centre for Healthy Brain Ageing (CHeBA) at the University of New South Wales. She is a Clinical Neuropsychologist and Principal Investigator of the NHMRC-funded CogSCAN project, leading neuropsychology streams in the Sydney Memory and Ageing Study and the Sydney Centenarian Study. She contributes to international consortia such as COSMIC, STROKOG, and ICC-Dementia, and participates in intervention trials like Maintain Your Brain and MetMemory . Senior Research Fellow, CHeBA, University of New South Wales Clinical Neuropsychologist Principal Investigator, NHMRC CogSCAN Project Neuropsychology Stream Leader, Sydney Memory and Ageing Study & Sydney Centenarian Study Member, COSMIC, STROKOG, ICC-Dementia Consortia Nicole Kochan specializes in cognitive aging, dementia, and neuropsychological assessment. Her research focuses on early detection of cognitive decline using psychometric measures, normative data, and computerized testing, while investigating determinants of cognitive variability over the lifespan. She examines intra-individual variability (IIV) in cognitive performance as a predictor of dementia risk and mortality. Her recent publications highlight trends in cognitive decline associated with hospitalization, brain compensation in centenarians, social cognition in dementia, and vascular risk factors. She has contributed to validating cognitive assessments, analyzing brain structure-function relationships, and studying lifestyle interventions for aging populations. NHMRC Early Career Research Fellowship (2012-2016) Nicole Kochan collaborates on multidomain clinical trials and aging research, utilizing neuroimaging, genetic, and population data to understand cognitive trajectories. Her work bridges clinical practice with large-scale epidemiological studies, emphasizing cross-cultural and cross-ethnic analyses.

Jeff Morrisمشاهده پروفایل

استادیار

• Quantum Key Distribution
• Cyber Security
• Information Security
• +۶ مورد دیگر

Jeff Morris is an Assistant Professor at the School of Computer and Cyber Sciences at Augusta University. He holds academic appointments in both the Department of Computer & Cyber Sciences and the Department of Information Systems/Technology, reflecting his interdisciplinary expertise in cyber systems and information technology. His work bridges academic research and national defense applications. Education: Ph.D., Systems Engineering, Air Force Institute of Technology, 2014 MS, Strategic Intelligence, National Defense Intelligence College, 2007 MS, Management Information Systems, Nova Southeastern University, 2006 Dr. Morris's research centers on quantum information and cybersecurity, with a focus on quantum key distribution (QKD), cyber defense, and secure military communications. His work explores both theoretical modeling and practical implementation challenges in next-generation secure systems. He also investigates biomedical systems engineering, particularly the security of medical devices through reverse engineering. His research has direct implications for national defense and healthcare technology innovation. His recent publications reflect a strong trend in quantum cryptography and military cyber applications, with multiple works from 2014–2015 laying foundational models for QKD systems, followed by a 2024 publication advancing healthcare device security. These works span disciplines including quantum computing, cybersecurity, defense strategy, and biomedical engineering. Scientific Awards: Faculty of the Year, School of Computer and Cyber Sciences, 2025 Dr. Morris is actively involved in academic service and professional leadership. He serves as an Associate Editor for Cyber Defense Review and has been a reviewer for IEEE. He contributes to university governance through committee roles in the AU Honors Program and Non-Tenure Faculty Promotion Policy. He advises students and leads initiatives in cyber education, including outreach to high schools. His grants and funding are not explicitly listed, but his affiliations with the Department of Defense and military-related research suggest strong external support. He is engaged with several professional organizations, including Sigma Iota Epsilon, Tau Beta Pi, IEEE, and the Civil Air Patrol, where he has served since 2008. These affiliations underscore his commitment to engineering excellence, leadership, and public service.

Joseph Englerمشاهده پروفایل

استاد

• Preschool assessment
• Critical evaluation of psychometric tests
• Parental involvement
• +۲ مورد دیگر

Joseph Engler is a Professor and Program Director in the School Psychology program at Gonzaga University's School of Education. His work focuses on educational assessment and psychometric methods. University: Gonzaga University Academic Rank: Professor Department: School Psychology Research Interests: Dr. Engler specializes in preschool assessment, critical evaluation of psychometric tests, and parental involvement in educational psychology. His research bridges theoretical frameworks with practical applications in early childhood evaluation. Publications: He has published extensively on cognitive assessment methodologies, legal/ethical testing frameworks, and measurement error analysis in educational contexts. Key themes include psychometric rigor and developmental appropriateness.

Caitlin Wardمشاهده پروفایل

استادیار

• Bayesian Statistics
• Infectious Disease Modeling
• Spatio-Temporal Modeling
• +۴ مورد دیگر

Caitlin Ward, PhD is an Assistant Professor at the University of Minnesota's Division of Biostatistics & Health Data Science. Her work bridges methodological development and interdisciplinary collaboration. Education : PhD/MSc in Biostatistics (University of Iowa), BS in Statistics (Iowa State) Methodologically, she specializes in Bayesian modeling for complex systems, particularly infectious disease dynamics , spatio-temporal analysis , and multiplex imaging data . Collaboratively, she engages with: Nursing (dementia care communication) Neuroradiology (brain tumor classification) Veterinary medicine (Mycoplasma bovis transmission) Public health (vaccine hesitancy) Education (open educational resources) Her 15 most recent publications span epidemiological modeling , healthcare communication , and machine learning applications . Key contributions include: Bayesian SEIR models for behavioral change Network analysis of care coalitions Evaluation of elderspeak communication impacts Development of open-source BayesSEIR R package Statistical methods for imperfect diagnostics Recognitions include the CANSSI Distinguished Postdoctoral Fellowship and Outstanding Teaching Assistant Award . Current projects focus on making biostatistics education more accessible through open resources.

Eva-Maria Engelمشاهده پروفایل

مدرس

• Educational Psychology
• Child Development Psychology
• Self-concept Assessment in Children
• +۴ مورد دیگر

Dr. Eva-Maria Engel is an academic staff member at the University of Education Schwäbisch Gmünd, working in the Department of Educational Psychology, Counseling and Intervention. She joined the institution in October 2011 and holds office hours on Wednesdays from 9:00-10:00 AM by appointment. Her academic work focuses on the intersection of educational psychology and early childhood development. Dr. Engel's research interests center on educational psychology, child development, self-concept assessment in children, diagnostic methods in early childhood education, and social-emotional competencies. Her work bridges theoretical research with practical applications in kindergarten settings, particularly through the development and validation of assessment tools for measuring children's self-concept. Her publication record shows a consistent focus on child psychology, with particular emphasis on developing and validating the Self-Concept Questionnaire for Children (SKF). Her research demonstrates strong methodological rigor in psychometric validation while maintaining practical relevance for educational settings. Recent publications (2019-2021) focus increasingly on practical applications of self-concept measurement in daycare centers, showing an evolution from pure research to implementation science. Dr. Engel has received notable recognition including the Brigitte Schlieben-Lange doctoral scholarship from the Ministry of Science, Research and Art of Baden-Württemberg (2010-2012). Her collaborative work with researchers like G. Aich and E. Merget demonstrates strong networking within her field. Her teaching responsibilities include research methods, diagnostics, developmental psychology, and counseling, reflecting her expertise across both theoretical and practical aspects of educational psychology. She completed her doctoral dissertation titled 'The Self-Concept Questionnaire for Children (SKF) - Development, Application and Psychometric Validation' in May 2015.

Ali Çekiçمشاهده پروفایل

دانشیار

• Guidance and Psychological Counseling
• Family Counseling
• Cognitive Behavioral Therapy
• +۷ مورد دیگر

Ali Çekiç is an Associate Professor at Gaziantep University, Faculty of Education, Department of Educational Sciences, specializing in Guidance and Psychological Counseling. He holds a Doctorate in Educational Sciences from Çukurova University (2010-2015), a Master's degree from Gaziantep University (2006-2009), and a Bachelor's degree from Hacettepe University (1997-2002). His academic career progressed from Research Assistant (2012-2015) to Doctor Lecturer (2015-2020) and finally to Associate Professor (2020-present) at Gaziantep University. His research interests span Guidance and Psychological Counseling, Family Counseling, Cognitive Behavioral Therapy, Social Skills Development, Parenting Behaviors, Psychological Resilience, School Counseling, Child and Adolescent Psychology, Refugee Psychology, and Gifted Education. He has published extensively on topics related to psychological counseling, parenting behaviors, and mental health issues among children and adolescents. Analysis of his recent publications reveals a strong focus on contemporary psychological challenges including social media addiction, trauma in refugee populations, parenting stress, and cognitive behavioral interventions. His work demonstrates a consistent pattern of applying psychological theories to practical educational settings, with particular emphasis on culturally sensitive approaches to counseling in Turkish and Syrian contexts. Scientific Awards: Kamu Teşekkür Belgesi (2017) Sivil Toplum Kuruluşu Teşekkür Belgesi (2017) Üniversite Teşekkür Belgesi (2013) Kamu Teşekkür Belgesi (2011) Kamu Teşekkür Belgesi (2009) Kamu Takdir (2004) Professor Çekiç has supervised 16 master's theses on diverse topics including psychological resilience, social skills of gifted students, cyberbullying, and parenting behaviors. He has also led research projects including 'Empowering Social Skills of Gifted Students by Inclusive Education' (2020-2023) and 'Covid-19 Pandemic Period Children's Technology Use Support Program Development and Investigation of the Program's Effect on Parental Awareness' (2020-2021). Before his academic career, he worked as a Psychological Counselor at Gaziantep Şahinbey Guidance and Research Center (2005-2012), Şükriye Göğüş Primary School (2002-2005), and as a Guidance and Counseling Center Officer at 23rd Internal Security Brigade (2003-2005).

Krisztián Pomáziمشاهده پروفایل

مدرس

• Educational Technology
• Bioinformatics
• Cognitive Science
• +۳ مورد دیگر

Krisztián Pomázi is a Lecturer at the Budapest University of Technology and Economics , affiliated with the Faculty of Electrical Engineering and Informatics and the Department of Automation and Applied Informatics . His work bridges educational technology and cognitive science , utilizing machine learning and bioinformatics to enhance learning experiences. Department: Automation and Applied Informatics Email: Pomazi.Krisztian@aut.bme.hu Research interests include: Adaptive learning systems integrating biofeedback Machine learning applications in cognitive workload assessment Psychological profiling using computational models Usability evaluation via biomedical signal processing Intelligent exercise generation for cognitive assessment Educational game mechanics with physiological feedback Recent publication trends show a focus on blending machine learning with human-computer interaction to create personalized educational tools. His work incorporates cognitive science principles to dynamically adjust learning environments using biofeedback data, while also exploring psychometric and usability dimensions in digital education. Contact: Pomazi.Krisztian@aut.bme.hu

Elizabeth A. Harwoodمشاهده پروفایل

استادیار

• Teaching Psychology
• Addiction and Substance Use Disorders
• Clinical Psychology
• +۳ مورد دیگر

Dr. Elizabeth A. Harwood serves as Assistant Professor and Undergraduate Psychology Program Coordinator in the Department of Counseling and Psychology at Rivier University, where she has applied Carl Rogers' core therapeutic conditions to student interactions since joining in 2009. Her nationally recognized teaching excellence drives curriculum innovation and community-focused addiction research. Her academic credentials include: Ph.D. in Clinical Psychology from the University of Montana M.A. in Clinical Psychology from the University of Montana B.A. in Literary Studies from Middlebury College Dr. Harwood's research integrates Teaching Psychology , Addiction Studies , and Clinical Assessment , with signature contributions in reducing addiction stigma through education and developing scaffolding techniques for millennial learners. Her work consistently bridges classroom pedagogy with real-world applications, particularly in New Hampshire's opioid crisis response. Analysis of her 2016-2024 publications reveals three dominant trajectories: neurobiological investigations of addiction (2023-2024), clinical applications of early maladaptive schemas (2021-2022), and evidence-based teaching methodologies (2016-2020). This triad demonstrates her unique fusion of educational innovation, clinical insight, and community engagement. Her scientific recognition includes: NH Excellence in Education award for Outstanding Teaching in Post-secondary Education (2016) As Program Coordinator, Dr. Harwood mentors undergraduate researchers while leading departmental initiatives like the Mental Health and Addiction Studies track. Her externally funded projects include the Davis Educational Grant (2022-2023) for technology-enhanced student engagement workshops. Community partnerships feature speaking engagements at Head Start programs and high schools to translate research into public health action. She actively shapes national discourse through the Society for the Teaching of Psychology (APA Division 2) while directing Rivier's response to regional addiction challenges through curriculum development and community coalitions.

• Developmental Psychology
• Gender Identity
• Autism Spectrum Disorder (ASD)
• +۳ مورد دیگر

Aimilia Kallitsounaki serves as a Postdoctoral Researcher at the University of Kent's School of Psychology, actively contributing to an Economic and Social Research Council (ESRC)-funded project investigating the relationship between autism spectrum disorder (ASD) and gender incongruence in children and young people through a collaborative partnership with the Tavistock and Portman NHS Foundation Trust. She earned her PhD in Psychology from the University of Kent in 2022, with doctoral research specifically examining ASD and gender dysphoria/incongruence in adult populations. Her academic trajectory demonstrates focused expertise in developmental psychology with specialized training in neurodiversity and gender identity research. Dr. Kallitsounaki's research program centers on the complex interplay between autistic traits and gender identity development, investigating critical mechanisms such as mentalizing abilities and alexithymia. Her work employs diverse methodologies including systematic reviews, meta-analyses, experimental designs, and community-engaged approaches to advance clinical understanding of neurodivergent gender experiences across the lifespan. Analysis of her 2020-2023 publications reveals consistent thematic focus on ASD-gender intersections, with progressive methodological sophistication from initial replication studies to comprehensive meta-analyses and community dialogue frameworks. Her research consistently compares autistic/non-autistic and cisgender/transgender populations while examining cognitive mediators like emotional processing and social cognition. Funded by the Economic and Social Research Council (ESRC), her current project extends her doctoral work into pediatric populations through a multidisciplinary team spanning academic psychology and clinical practice at the Tavistock NHS Trust. This collaboration represents a significant investment in understanding developmental pathways for gender-diverse autistic youth. Her research activities operate within the University of Kent's School of Psychology infrastructure while maintaining vital clinical connections through the Tavistock partnership, creating an integrated environment for translating research into practice for neurodivergent gender minority communities.

• Psychopathology
• Acceptance and Commitment Therapy
• Relational Frame Theory
• +۵ مورد دیگر

Jean-Louis Monestès is a Professor of Clinical Psychology at the University of Grenoble Alpes, specializing in psychopathology and contextual behavioral science. His work primarily focuses on Acceptance and Commitment Therapy (ACT), Relational Frame Theory, and functional approaches to psychological disorders. He maintains an active research program examining rule-governed behaviors, psychological flexibility, and selectionist approaches to understanding mental health conditions. Dr. Monestès completed his doctoral studies at Université Charles de Gaulle Lille 3, where he earned his PhD in 2011 with research on "Liens entre attention centrée sur soi et évitement expérientiel dans les troubles anxio-dépressifs et leur prise en charge psychothérapeutique" (Links between self-focused attention and experiential avoidance in anxiety-depressive disorders and their psychotherapeutic management). He subsequently obtained his Habilitation à Diriger des Recherches (HDR) in 2012 with the work "Les réactions d'un sujet à ses expériences psychologiques: Vers une approche fonctionnelle globale" (A subject's reactions to their psychological experiences: Toward a global functional approach). Monestès' research interests center around contextual behavioral science, with particular emphasis on Acceptance and Commitment Therapy (ACT) , Relational Frame Theory (RFT) , and selectionist approaches to psychopathology . His work explores psychological flexibility as a transdiagnostic process, examining how rule-governed behaviors contribute to psychological suffering across various disorders. He has made significant contributions to understanding experiential avoidance in European cultural contexts and has developed French translations of key ACT assessment instruments. His research spans clinical populations including schizophrenia, chronic pain patients, and anxiety disorders, with a consistent focus on functional analysis of behavior rather than symptom-based approaches. Analysis of Monestès' recent publications reveals a strong trend toward cross-cultural validation of ACT measures, particularly in European contexts. His work demonstrates growing interest in organizational applications of psychological flexibility, extending ACT principles beyond traditional clinical settings into leadership development and workplace psychology. A substantial portion of his research focuses on schizophrenia spectrum disorders, examining cognitive processes like rule-governed behavior and perspective-taking. His publications also show consistent development of French-language assessment tools for ACT processes, contributing significantly to the internationalization of contextual behavioral science. Dr. Monestès has authored or co-authored numerous scientific publications including over 40 peer-reviewed articles, 8 books, and 17 book chapters. His books include "ACT – La thérapie d'acceptation et d'engagement en pratique" (2017), "L'approche transdiagnostique en psychopathologie" (2016), and "La thérapie d'acceptation et d'engagement" (2011). He has presented his research at numerous international conferences including the World-Conference of the Association for Behavioral and Contextual Science. Monestès maintains active research collaborations, particularly with colleagues like Matthieu Villatte, Gwénaël Loas, and others across European institutions. His work bridges clinical practice with basic behavioral research, consistently emphasizing functional contextual approaches to understanding and treating psychological disorders. He has contributed significantly to the French-speaking contextual behavioral science community through translations, adaptations of assessment tools, and theoretical developments tailored to European cultural contexts.

Heidi H. Ewenمشاهده پروفایل

استاد مدعو

• Gerontology
• Aging-in-Place
• Relocation Decision-Making
• +۴ مورد دیگر

Heidi H. Ewen serves as Adjunct Faculty in the Department of Financial Planning, Housing and Consumer Economics within the College of Family and Consumer Sciences at the University of Georgia. Her academic appointments reflect specialized expertise in gerontology and behavioral science, with active engagement in both research and teaching domains. Education Ph.D. in Gerontology / Behavioral Science, University of Kentucky M.A. in Psychology, University of Tennessee, Knoxville B.A. in Psychology, Eastern Illinois University Dr. Ewen's research program centers on the biopsychosocial dimensions of aging, with particular emphasis on aging-in-place sustainability , relocation decision-making processes , and stress adaptation mechanisms among older adults. Her interdisciplinary approach integrates social psychology paradigms with environmental gerontology, employing mixed-methods research designs that combine advanced multivariate statistics with qualitative case studies. Current investigations examine senior housing typologies, home and community-based services utilization patterns, and institutional bereavement protocols. Analysis of her 15 most recent publications reveals dominant research trajectories in senior housing management (2019), biopsychosocial stress assessment (2020), and relocation decision frameworks (2006-2020). Her work consistently bridges gerontology, housing studies, and psychological adaptation science, with methodological sophistication spanning quantitative longitudinal analysis to ethnographic observation. Scientific Recognition Fellow of the Gerontological Society of America (FGSA) Fellow of the Association for Gerontology in Higher Education (FAGHE) Dr. Ewen actively mentors graduate students as evidenced by co-authorship patterns, particularly with doctoral candidates in gerontology and housing studies. Her research has been supported through institutional grants focused on aging-in-place models and senior housing service integration. Current scholarly activities include development of the Gerontology Education Longitudinal Study examining workforce development in academic gerontology. She maintains active research partnerships with senior housing communities across Georgia, conducting field studies on environmental adaptation and service delivery systems. Ongoing projects include stress biomarker analysis in relocation transitions and organizational grief management protocols in continuing care retirement communities.