Associate Professor, Department of Psychology
Research Director, Fr. Jaime C. Bulatao SJ Center for Psychology Services
Ateneo de Manila University
Manila, Philippines email@example.com
Dr. Liane Peña Alampay is a Developmental Psychologist with extensive experiences in research, teaching, and extension/consultation work. Her research is in the areas of Filipino parenting and its relation to child and adolescent development; cultural aspects of parenting and family relationships; and interventions for children and families at risk and in difficult circumstances. She obtained her Bachelor of Arts degree in Psychology from the University of the Philippines, where she also received her Master of Arts degree in Developmental Psychology. She obtained her PhD in Human Development and Family Studies from The Pennsylvania State University. Currently, she is an Associate Professor of the Department of Psychology at the Ateneo de Manila University. Dr. Alampay’s research and consultating work has contributed to the development of national policies and programs that benefit Filipino youth and families, including R.A. 9344 or the Juvenile Justice and Welfare Act, the Department of Education National Policy on Protection of Children in Schools, and R.A. 10627 or the Anti-Bullying Law. She continues to serve as a research consultant on child development and child protection issues for organizations such as UNICEF, Save the Children International – Philippines, the Ateneo Human Rights Center, and the Psychological Association of the Philippines.
Suha Al-Hassan is an associate professor who is currently affiliated with the Emirates College for Advanced Education (ECAE) in Abu Dhabi, UAE. Prior to joining ECAE, Dr. Al-Hassan was the Dean of Queen Rania Faculty for Childhood, at the Hashemite University, Jordan. Dr. Al-Hassan has a Ph.D in Special Education and Applied Behavior Analysis from The Ohio State University in 2003. Dr. Al-Hassan has consulted for several national and international organizations, and (co)lead several national level programs/evaluations/strategies; she led the evaluation of the School Readiness Program, the early childhood reform program in Jordan, and the Better Parenting Program for UNICEF, co-developed standards for kindergartens and nurseries in Jordan and standards for special education accreditation programs, and consulted for UNICEF to lead the development of Early Learning Development Standards for the government of Libya. She also worked as a learning disabilities specialist, and a diagnostician. She extensively published in prestigious international journals. Her research interests include parenting programs, school readiness, children’s behavior, and inclusion.
Dario Bacchini is a full professor of Developmental Psychology at the University of Naples “Federico II”. From 2011 to 2015, he was the Chief of the Degree Course in “Psychology Applied to Institutional Contexts” at the University of Campania. Research interests include moral development, bullying at school, antisocial and prosocial behavior, parental disciplinary styles, and effects of exposure to violent environments on child and adolescent adjustment. He has developed specific competences in monitoring and evaluating interventions aimed to prevent the negative effects of exposure to violence (e.g., school bullying, living in neighborhoods with high crime levels, harsh discipline and child maltreatment). He is also the author of a great number of scientific papers published in books or scientific journals on moral development, involvement in antisocial and prosocial behavior, parental disciplinary styles, academic achievement, and the psychological correlates of organic diseases. He was the Scientific Coordinator of the Research Unit in “Relevant Research National Project” (PRIN) in 2000 (Stability and change of self-image in adolescence), 2002 (Different perspectives in self-and other representations during adolescence and their influence upon the development of self-concept), 2005 (Personal and socio-cultural determinants concerning civic and moral behavior during transition from adolescence to adulthood), and 2007 (The influence of personal values on prosocial and antisocial behaviors during adolescence: The role of family and of the socio-cultural context). He was a consultant for the Regione Campania for monitoring and evaluating the school interventions on law-related education, and for the Ministry of Public Education for planning projects on “Bullying and Legality.” He serves on the editorial board of the Italian journals: Psychology of Education and Health Psychology. He has been a member of the following Scientific societies: AIP (Italian Association of Psychologists), ESDP (European Society of Developmental Psychology), CIRMPA (Interuniversitary Center for the Study of Prosocial and Antisocial Behavior). He has been an elective member of the professional association of psychologists in Campania.
Marc H. Bornstein
Child and Family Research Eunice Kennedy Shriver National Institute of Child Health
and Human Development
Bethesda, Maryland, United States firstname.lastname@example.org
Marc H. Bornstein is Senior Investigator and Head of Child and Family Research at the Eunice Kennedy Shriver National Institute of Child Health and Human Development. He holds a B.A. from Columbia College, M.S. and Ph.D. degrees from Yale University, and an honorary doctorate from the University of Padua. Bornstein was a J. S. Guggenheim Foundation Fellow, and he received a Research Career Development Award from the National Institute of Child Health and Human Development. He also received the C. S. Ford Cross-Cultural Research Award from the Human Relations Area Files, the B. R. McCandless Young Scientist Award and the G. Stanley Hall Award from the American Psychological Association, a United States PHS Superior Service Award from the National Institutes of Health, two Japan Society for the Promotion of Science Fellowships, three Awards for Excellence from the American Mensa Education & Research Foundation, the Arnold Gesell Prize from the Theodor Hellbrügge Foundation, an Award of Merit from the National Institutes of Health, and the Distinguished International Contributions to Child Development Award and the Distinguished Scientific Contributions to Child Development Award from the Society for Research in Child Development.
Bornstein has held faculty positions at Princeton University and New York University as well as academic appointments as Visiting Scientist at the Max-Planck-Institut für Psychiatrie in Munich, Visiting Fellow at University College London, Professeur Invité at the Laboratoire de Psychologie Expérimentale in the Université René Descartes in Paris, Child Clinical Fellow at the Institute for Behavior Therapy in New York, Visiting Professor at the University of Tokyo, Professeur Invité at the Laboratoire de Psychologie du Développement et de l’Éducation de l’Enfant in the Sorbonne in Paris, Visiting Fellow of the British Psychological Society, Visiting Scientist at the Human Development Resource Centre in Bamenda, Cameroon, Visiting Scholar at the Institute of Psychology in Seoul National University in Seoul, South Korea, Visiting Professor at the Faculty of Cognitive Science in the University of Trento, Italy, and Profesor Visitante at the Pontificia Universidad Católica de Chile in Santiago, Chile. Bornstein is President-elect of the Society for Research in Child Development, where he was a member of the Governing Council, and he sat on the Executive Committee of the International Society of Infancy Studies. Bornstein was named to the Top 20 Authors for Productivity in Developmental Science by the American Educational Research Association.
Bornstein is author/coauthor/editor/coeditor of 56 books, and he is author of or consultant on several children’s books, videos, and puzzles in The Child’s World and Baby Explorer series. His has published widely in experimental, methodological, comparative, developmental, and cultural science as well as neuroscience, pediatrics, and aesthetics. Bornstein has administered both Federal and Foundation grants, sits on the editorial boards of several professional journals, is a member of scholarly societies in a variety of disciplines, and consults for governments, foundations, universities, publishers, scientific journals, the media, and UNICEF. Bornstein is Editor Emeritus of Child Development and founding Editor of Parenting: Science and Practice. Visit www.cfr.nichd.nih.gov and www.tandfonline.com/HPAR.
Chair Professor and Head of Department
Department of Psychology
University of Macau
Macau, China email@example.com
Lei Chang, PhD, Chair Professor of Psychology and head of the Department of Psychology, University of Macau. Prior to joining the University of Macau, he was Professor and Department Chairman of the Department of Educational Psychology, the Chinese University of Hong Kong. He obtained his master and doctorate degrees from University of Southern California. His research interests include child development, evolutionary psychology, and applied measurement and statistics. He has published eight books (in Chinese) and over 150 refereed journal articles and has served on the editorial boards of many international journals, including Acta Psychologica Sinica, Educational and Psychological Measurement, Frontiers in Evolutionary Psychology and Neuroscience, Journal of Child Psychology and Psychiatry, Parenting: Science and Practice, and Personality and Social Psychology Bulletin. His h-index is 41 (from google scholar).
Professor of Psychological and Brain Sciences
Department of Psychological and Brain Sciences
University of Massachusetts Amherst
Amherst, Massachusetts, United States firstname.lastname@example.org
Kirby Deater-Deckard, Ph.D., is a consulting investigator on the Parenting Across Cultures study. Deater-Deckard is Professor of Psychological and Brain Sciences, and Director of the Healthy Development Initiative, at University of Massachusetts Amherst. He also serves as Chair Professor in the School of Psychology of Shandong Normal University (Jinan, PRC), and Fellow of the Association for Psychological Science. Deater-Deckard conducts research and teaches courses on biological and environmental influences on individual differences in social-emotional and cognitive development in childhood and adolescence. The emphasis in this work is on inter-generational transmission, gene-environment mechanisms, and home and school environments. His publications span developmental and family sciences and developmental psychopathology areas, with research currently and previously funded by NSF and NIH. Applications focus on parenting stress: identifying its antecedents and consequences, its adaptive and maladaptive features, and implications for parenting prevention and intervention programs. In Deater-Deckard’s current collaborative work on parenting, he is examining maternal cognitive and physiological self-regulation and its role in parenting stress and harsh caregiving, in the face of challenging child behavior and contextual stressors.
Laura Di Giunta is research associate at the Interuniveristy Center for the Study of Prosocial and Antisocial Behavior, Sapienza University of Rome, and lecturer at Temple University Rome (General Psychology and Developmental Psychology courses). In 2014 she was a lecturer for the course on Developmental Psychology at the Sanford’s School of Social and Family Dynamics, Arizona State University, Arizona, United States. In 2012, she received a professional certificate in cognitive behavioral psychotherapy. In 2011 she won a research grant for young scholars funded by the Jacobs Foundation during the Jacobs Foundation Conference 2011 on Adolescence: Exploration and Self-Regulation of the Unknown. Between 2006 and 2010 she has been a visiting researcher at the Psychology Department of Arizona State University, gaining advanced education on longitudinal statistical analyses and emotional development. Between 2004 and 2012 she was a research assistant for the Genzano (Rome) Longitudinal Study on determinants of psychological adjustment in childhood, adolescence, and young adulthood. In 2003 she was a visiting student at the Groupe de recherche et d’information sur la paix et la sècuritè, Université de Montreal, Canada. Her current research focuses on the continuity and change of individual differences in predicting youth (mal)adjustment, accounting for socialization and cultural factors, specifically in emotion regulation, adjustment, and social competence. She also investigates individual differences in youth entrepreneurship in partnership with the Regional Government to evaluate policy implementation to encourage youth to engage in jobs that revitalize cultural heritage. She is the author of several scientific papers published in scientific journals on personality development in adolescence and young adulthood. She also serves on the editorial board of several international journals, such as Social Development, Developmental Psychology, and Journal of Psychopathology and Behavioral Assessment.
Kenneth A. Dodge
Director, Center for Child and Family Policy
William McDougall Professor of Public Policy
Professor os Psychology and Neuroscience
Durham, North Carolina, United States email@example.com
Kenneth A. Dodge is the founding director of the Duke Center for Child and Family Policy. In this role, he leads an effort to bridge basic scientific research in children’s development with public policy affecting children and families. The Center provides an integrated system of research, public engagement, and teaching, addressing issues of child and family policy.
Dodge joined the faculty of the Sanford School in September 1998. He is trained as a clinical and developmental psychologist, having earned his B.A. in psychology at Northwestern University in 1975 and his Ph.D. in psychology at Duke University in 1978. Prior to joining the faculty at Duke, Dodge served on the faculty at Indiana University, the University of Colorado, and Vanderbilt University.
Dodge’s research is directed toward understanding how problem behaviors such as delinquency, substance use, school dropout, and child abuse develop across the lifespan, how programs can be developed to prevent these problems, and how public policy can be shaped to improve the public health of communities. Dodge has been involved in Parenting Across Cultures since its beginning in 2008.
Jennifer Godwin is a Research Scientist at the Center for Child and Family Policy at Duke University. She received her Ph.D. in Economics from the University of Maryland in 2004. She has been working on the Fast Track Project since 2003, where she manages the data center and performs statistical analyses for the project’s principal investigators. Jennifer has extensive programming experience using SAS, Stata, and MPlus to conduct many types of statistical analyses including hazard, mediation, multilevel, and longitudinal models. In 2013, she joined the PAC project to provide statistical and programming expertise. She has contributed to several articles for the Fast Track and PAC projects, and published in peer-reviewed journals including Pediatrics, Psychological Science, Societies, and the International Journal of Psychology.
Research Professor, Sanford School of Public Policy
Faculty Fellow, Center for Child and Family Policy
Durham, North Carolina, United States firstname.lastname@example.org
Jennifer E. Lansford, PhD, is Research Professor at the Duke University Center for Child and Family Policy, Durham, North Carolina, USA. She earned her doctorate in Developmental Psychology at the University of Michigan, USA. Her research focuses on the development of aggression and other behavior problems in youth, with an emphasis on how family and peer contexts contribute to or protect against these outcomes. She examines how experiences with parents (e.g., physical abuse, discipline, divorce) and peers (e.g., rejection, friendships) affect the development of children’s behavior problems, how influence operates in adolescent peer groups, and how cultural contexts moderate links between parenting and children’s behavior. She has consulted for UNICEF regarding parenting programs in low and middle income countries, served on a National Academies of Science panel on promoting international collaborative research, and currently serves on several editorial boards and an NIH study section.
Senior Research Scientist
Durham, North Carolina, United States email@example.com
Patrick Malone is a senior research scientist with the Duke Center for Child and Family Policy. His specialization is quantitative psychology and his independent research program focuses on developing statistical models of change over time, especially in health behaviors and developmental psychopathology. He is particularly interested in novel approaches to understanding racial, ethnic, and cultural differences in adolescent substance use and other health risk behaviors.
As a methodological specialist, Dr. Malone collaborates broadly across disciplines such as public health, educational policy, and behavioral economics, as well as other areas of psychology, including developmental, social, clinical, and personality research.
Paul Oburu obtained his Masters Degree in Educational Psychology from Moi University, Kenya and PhD. in Developmental Psychology from Gothenburg University, Sweden.
Oburu has an extensive background in research involving vulnerable adolescents and grandmothers affected and infected by HIV/AIDS related deaths. His initial research focus concentrated on caregiving stress, mental health and adjustment problems of grandmother caregivers and orphaned children who assume age inappropriate child caring responsibilities with the death of their biological parents. Oburu has also assessed caregiving challenges experienced by adolescent children taking care of other equally vulnerable siblings. His research training, expertise and experiences with the youth made vulnerable by the widespread HIV/AIDS related mortality and living in impoverished contexts made him particularly well suited to positively contribute towards the development and execution of viable and policy related research projects.
Additionally, Oburu has also been involved in research involving children taking care of other siblings, and the vulnerability factors related to HIV/AIDS infections amongst adolescents and also probable risk taking behaviors amongst this particular group. Specifically, he has also been involved in the development and design of effective intervention programs that could possibly be put in place to reduce the possibility of the youth getting involved in risky sexual and life endangering behaviors. Oburu has also had wealth of experiences in child vulnerability factors, useful and dedicated expertise in quality assurance issues and focus that varies from University management, initial involvement in secondary school and university teaching experiences, cross-cultural research, child development, vulnerability and resiliency research spanning over 10 years.
Concetta Pastorelli is a full professor of Personality Psychology and since 2007 has been the director of the Master Degree Course in Health, Clinical and Community Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome. From 1990-2012 she has directed the Genzano (Rome) Longitudinal Study on determinants of psychological adjustment in childhood, adolescence, and young adulthood with Gian Vittorio Caprara. She has been a member of the executive committee of the Interuniveristy Center for the Study of Prosocial and Antisocial Behavior, Sapienza University of Rome since 1999. In 2002, she was a Fulbright visiting scholar at Stanford University in the U.S. She is responsible for the international bilateral agreements that Sapienza University of Rome has with Universities such as Arizona State University in the U.S. and Universidad de San Buenaventura in Colombia.
Since 2009, she has worked on the dissemination of a universal school-based intervention in pre-adolescence entitled Promoting Prosocial and Emotional Skills to Contrast Externalizing Problems (CEPIDEAS) funded by the Italian Health Department and the Italian Mental Health Program. Her main research interests include individual differences during the entire life-span with specific attention to self-efficacy beliefs in the domain of emotional development and interpersonal relationships in adolescence, aggressive behaviors, parenting, and prosocial behavior. She is also the author of a great number of scientific papers published in scientific journals of child development and personality development in adolescence and young adulthood.
Research Project Manager, Center for Child and Family Policy
Durham, North Carolina, United States firstname.lastname@example.org
Skinner’s work at Duke began in 2001. Her primary research interests include the effects of exposure to violence on children’s development, exploring how school-based interventions can be used to improve child academic and behavioral outcomes, and the role that culture and acculturation play in parenting practices and child behavior.
Skinner has a master’s degree in education from the College of William and Mary with a focus on teaching students with emotional and learning disabilities. Prior to her work at Duke, she worked as a special education teacher, trainer and supervisor in the North Carolina public schools and at residential facilities for at-risk and adjudicated youth in Rhode Island and North Carolina.
Emma Sorbring is a Professor in Child and Youth Studies and Research Director at University West, Sweden. Her research and teaching interests lie in the area of children, adolescents and families. Her projects focus on teenagers’ internet use and parental strategies, sexual development in traditional and new settings (internet), dating violence, parental behaviour and children’s adjustment, and young people’s decision-making.
Distinguished University Professor of Psychology
Philadelphia, Pennsylvania, United States
Laurence Steinberg, Ph.D., is the Distinguished University Professor and Laura H. Carnell Professor of Psychology at Temple University. He received his A.B. in Psychology from Vassar College and his Ph.D. in Developmental Psychology from Cornell University. Dr. Steinberg is a former President of the Division of Developmental Psychology of the American Psychological Association and of the Society for Research on Adolescence, former Director of the MacArthur Foundation Research Network on Adolescent Development and Juvenile Justice, and a member of the MacArthur Foundation’s Research Network on Law and Neuroscience. An internationally recognized expert on psychological development during adolescence, Dr. Steinberg’s research has focused on a range of topics in the study of contemporary adolescence, including adolescent brain development, risk-taking and decision-making, parent-adolescent relationships, school-year employment, high school reform, and juvenile justice. He served as a member of the National Academies’ Board on Children, Youth, and Families and chaired the Academies’ Committee on the Science of Adolescence. Dr. Steinberg was the lead scientist in the preparation of the American Psychological Association’s amicus briefs submitted to the U.S. Supreme Court in Roper v. Simmons, which abolished the juvenile death penalty; Graham v. Florida, which banned the use of life without parole for juveniles convicted of non-homicide crimes; and Miller v. Alabama, which prohibited the use of mandatory life without parole for all juvenile crimes.
Dr. Steinberg is the author of approximately 350 articles and essays on growth and development during the teenage years, and the author, co-author, or editor of 17 books. He has been the recipient of numerous awards, including the American Psychological Association’s Bronfenbrenner Award for Lifetime Contribution to developmental Psychology in the Service of Science and Society and its Award for Distinguished Contributions to Research in Public Policy, as well as the National Academy of Sciences Henry and Bryna David Lectureship. In 2009, Steinberg was named the first winner of the Klaus J. Jacobs Research Prize for Productive Youth Development. In 2013, he was inducted into the American Academy of Arts and Sciences.
Sombat Tapanya received his PhD in psychology from the University of New Brunswick, Canada. He had worked as clinical psychologist at the Somdet Chaopraya Psychiatric Institute in Bangkok between 1972 and 1984, and had been assistant professor at the Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Thailand, during 1985 – 2011. Dr. Tapanya’s research interest is in the area of violence prevention in children and youths. He has conducted research projects on positive discipline and bullying prevention through a grant from the Thai Health Promotion
Foundation. In addition, he is also working on research project on youth resilience with Dalhousie University in Canada.
During 2010-2013 he was coordinator for the Mekong Project on training psychiatrists and psychologists to provide treatment for traumatized patients in Thailand, Indonesia, Cambodia, and Burma with support from the German government. As psychotherapist Dr. Tapanya has been trained in Gestalt Therapy and EMDR (Eye Movement Desensitization and Reprocessing). He has been recently certified by EMDR Europe as trainer of EMDR and has been providing free treatment under the Mekong Project.
Liliana Maria Uribe Tirado (PhD) is a Research Professor at Universidad de San Buenaventura, Medellin, Colombia. She received her master’s degree in Psychology at the Universidad de San Buenaventura, Medellin, and a PhD in Psychology at Sapienza University of Rome (Italy). She is responsible for the international bilateral agreement that Universidad de San Buenaventura has with Universities such as Sapienza University of Rome in Italy. She is also actively involved in testing evidence based prevention programs, such as the CEPIDEAS programs (Promoting Emotional and Prosocial Skills to Counteract Externalizing Problem in Adolescence), in different regions of Colombia. Her main research focuses on parenting and child adjustment in different cultural contexts. She is also the author of a number of scientific papers published in journals of child development and parenting.