Our Researchers

Susan M. Swearer, PhD

Susan Swearer is the Willa Cather professor of Educational Psychology at the University of Nebraska-Lincoln; Co-Director of the Bullying Research Network (along with Dr. Shelley Hymel); and Chair of the Research Advisory Board for Born This Way Foundation. Dr. Swearer is interested in the associated psychosocial effects of bullying for students involved along the bully/victim continuum. She is also interested in the relationship between bullying/victimization, mental health functioning, and best practices for bullying prevention and intervention. Currently, she is PI on an international project examining factors that will empower youth and young adults to create kinder and braver homes, schools, and communities, free from bullying and cruel behavior.

Shelley Hymel, PhD

Shelley Hymel is in the Faculty of Education at the University of British Columbia. She holds the Edith Lando Professorship in Social-Emotional Learning (SEL) through which she has co-established a Masters concentration, two Teacher Education cohorts in SEL, and an online resource for educators, the SEL Resource Finder (www.selresources.ca). She serves on research advisory committees for UBC’s Human Early Learning Partnership (www.earlylearning.ubc.ca), the Dalai Lama Centre for Peace and Education (https://dalailamacenter.org/), Alberta’s Life Synergy for Youth program (http://lifesynergy4youth.com/), and Seattle’s Committee for Children (www.cfchildren.org). She also is part of the executive team of PREVNet, Canada’s national organization for “Promoting Relationships and Eliminating Violence.” She is co-founder of the international Bullying Research Network (www.brnet), linking over 200 researchers from 20 countries. She works collaboratively with schools and publishes extensively on social development, peer relations, and school bullying, with over 100 refereed articles and chapters to date.

Naomi Andrews, PhD

Naomi Andrews is an Assistant Professor in the Department of Child and Youth Studies at Brock University. Her research focuses on applying a relational perspective to understand children and youth’s social adjustment and problem behaviors (e.g., aggression, victimization). From the lens that these problem behaviors are inherently social phenomena, she has focused on disentangling the complex social relationship processes that underlie problem behaviors. Through three related but distinct lines of work, Dr. Andrews is interested in: 1) understanding how children and youth’s peer relationships and the social context contribute to involvement in problem behaviors; 2) considering youth’s gender identity and gender-based peer experiences, particularly in relation to problem behaviors, social functioning, and relationships; and 3) applying a relational perspective to conduct meaningful, community-based intervention and evaluation research. 
 

Rafael Alberto Miranda Ayala, PhD

Information coming soon.

Sheri Bauman, PhD

Sheri Bauman is an Associate Professor at the University of Arizona. Her current research projects include an investigation of how teachers respond to incidents of school bullying based on bullying type, and gender, race/ethnicity of involved students. She is also interested in cyberbullying, and has completed a study of this problem among Deaf/Hard of Hearing students and their hearing peers. Her book, Cyberbullying: What Counselors Need to Know, will be published by the American Counseling Association in 2010.

Linda Beckman, PhD

My name is Linda Beckman and I currently work as an assistant professor in public health science at Karlstad University in Sweden. I currently teach undergraduate and master students in public health science with a specific niche in child health and mental health. I defended my thesis in 2013 with the title “Traditional Bullying and Cyberbullying among Swedish Adolescents -Gender differences and associations with mental health”. My research until today can be somewhat simplified into:
• the mental health of children and adolescents and
• evaluation of interventions aimed at children and young people. These areas are not exclusively but overlapping.
The mental health of children and young people is a global challenge in our time. Peer victimization is a strong predictor for the mental health of young people. In my research I have studied peer victimization from different angels, using both quantitative and qualitative methods to i.e., examined the quality of life of young people who have been subjected to bullying, how school social workers perceive bullying, young people’s view on gender norms in bullying, gender differences in cyberbullying and the role of disabilities in bullying. 
I further continue the bullying track within the framework of evaluations for example issues relating to the cost-effectiveness of two well-known bullying programs.

George Belliveu, PhD

Information coming soon.

Amy Bellmore, PhD

Dr. Bellmore is an Assistant Professor of Human Development, Department of Educational Psychology at the University of Wisconsin-Madison. Her primary research interest is how school-based peer relationships influence development during adolescence, including how being a victim or perpetrator of peer-directed aggression impacts academic and psychosocial adjustment. she is particularly interested in the significance of ehtnicity and ethnic contexts for students' intra-and inter-group relations.

Tanya Beran, PhD

Dr. Beran is Associate Professor in Community Health Sciences, Faculty of Medicine, at the University of Calgary. Her interests include investigating the nature of bullying and cyber-bullying, evaluating prevention and intervention strategies, as well as examining legislation pertaining to bullying.

Ruth Berkowitz, PhD

Ruth's research focuses on school climate, bullying and violence, parental school involvement, and associated prosperity and well-being among students, educators and families.

Ylva Bjereld, PhD

Dr. Ylva Bjereld is a postdoctoral researcher in Education at the Department of Behavioural Sciences and Learning at Linköping University in Sweden. Her research concerns bullying among children and youth, with focus on the victims’ perspective. Bjereld has a special research interest in how bullying victimization can be understood in relation to identity, mental health and social relations. Dr. Bjereld is currently working on a mixed methods study aiming to examine under what conditions adolescents find they can talk to adults about bullying in a way that is helpful, as well as a study on bullying and the relation to mental health with special focus on children with disabilities.

Jamilia Blake, PhD

Information coming soon.

Alexandra Bochaver, PhD

Dr. Alexandra Bochaver is a head of the Centre for Modern Childhood Research, Institute of Education at the HSE University (Moscow, Russia). She has a special research interest in how bullying may develop and stop in the context of the school community, and what factors related to the school climate and school management decisions can contribute to or hinder bullying. She is also now interested in the question of the bullying consequences and the possible reproduction of school bullying or cyberbullying behavior in the different roles at the university. 

Christopher Bonell, PhD

Chris Bonell is Professor of Sociology and Social Policy at the Institute of Education, University of London. His main areas of interest are social interventions to promote the health and social development of young people, particularly interventions which address the social environment of schools and positive youth development interventions. He is also interested in: basic quantitative and qualitative research on the influences on young people’s heath and development; developing methods for process evaluation; and HIV prevention in the UK and sub-Saharan Africa. He has previously worked at Oxford University, the London School of Hygiene and Tropical Medicine, and the UK Government’s Social Exclusion Unit.

Michael Boulton, PhD

Mike has been researching children’s social relationships and their links with adjustment for over 25 years. He is acknowledged as an international expert on bullying among school pupils. He also studies positive/supporting relationships as exemplified by friendships. He is particularly interested in how the negative effects of abusive peer relationships may be moderated and mitigated, and how perpetrators may be encouraged and enabled to change their behaviour in a pro-social direction. A current project is examining the effects of using older pupils to help younger pupils develop pro-social patterns of thinking and behaving. His work is guided by a number of theories, including Baumeister and Leary's (1995) need to belong theory, and broader social cognition theory.

Danah Boyd, PhD

Danah Boyd is a Senior Researcher at Microsoft Research, a Research Assistant Professor in Media, Culture, and Communication at New York University, a Visiting Researcher at Harvard Law School, a Fellow at Harvard's Berkman Center, and an Adjunct Associate Professor at the University of New South Wales. As an academic and a scholar, her research examines social media, youth practices, tensions between public and private, social network sites, and other intersections between technology and society. Her blog can be found at zephoria.org/thoughts, and her papers are available at http://www.danah.org/papers.

Lucy Bowes, PhD

My research interests are in risk and resilience to early life stress, in particular bullying victimization and the impact it has on psychopathology across development. I completed my undergraduate studies in Experimental Psychology at Oxford University in 2004, followed by a masters in social, genetic and developmental psychiatry at the Institute of Psychiatry in 2006. My PhD research used an integrative approach to investigate bullying victimization and its impact on children’s mental health problems during development using longitudinal, epidemiological and genetic methodologies. Research was conducted using data from the prospective longitudinal Environmental Risk (E-Risk) study, a nationally representative sample of 2,232 children (1,116 twin pairs) and their families. Current postdoctoral research includes investigating risk and protective mechanisms for promoting desistence to bullying perpetration.

Marc Brackett, PhD

Dr. Brackett is Deputy Director of the Health, Emotion and Behavior Laboratory at Yale University. Dr. Brackett is an author of 90 scholarly publications and is the developer of The RULER Approach to Social and Emotional Learning (“RULER”), a CASEL SELect program. RULER fosters the development of social and emotional skills in children from rpre-kindergarten to high school and involves training for all stakeholders, including leaders, teachers, and support staff, as well as families. Dr. Brackett is on the Research Advisory Boards of both CASEL and Lady Gaga’s Born This Way Foundation. Currently, he is working with Facebook to both prevent and decrease cyberbullying. In 2013, Dr. Brackett will become Director of the Yale Center for Emotional Intelligence. He also holds a 5th degree black belt in Hapkido, a Korean martial art.

Catherine Bradshaw, PhD

Catherine Bradshaw is a developmental psychologist and youth violence prevention researcher. She holds a doctorate in developmental psychology from Cornell University and a master’s in counseling and guidance from the University of Georgia. She has a joint appointment in the School of Education at Johns Hopkins University. Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She presently collaborates on federally supported randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. Dr. Bradshaw also works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She received a career development award from the Centers for Disease Control and Prevention for her research on the use of evidence-based violence prevention programs in schools and collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, and the Institute of Education Sciences. She is an Associate Editor for the Journal of Research on Adolescence.

Marla Brassard, PhD

For the past 20 plus years Professor Brassard has been studying psychological maltreatment - its assessment, the emotional injuries and behavioral problems that result, and the contextual factors that moderate the effect of maltreatment, particularly the role of schools, teachers and peer relationships. She also studies psychological aggression in the teacher-student and peer relationships and its impact on children's functioning as part of a longitudinal study of 800 secondary school children followed from middle school through high school. She is a co-author/editor of 4 books, 2 on psychological maltreatment, 1 text on preschool assessment, and numerous research articles and chapters. She was a co-chair of the task force that wrote the Guidelines for the Psychosocial Evaluation of Suspected Psychological Maltreatment (APSAC, 1995) which is the standard for forensic practice and governmental agency investigation. She teaches courses on family as the context in child development, personality and behavioral assessment of children and adolescents, a practicum on psychological assessment where student's perform comprehensive forensic evaluations of clients in the Center for Educational and Psychological Services. Clinically, she has worked in schools (preschool-high school), a prison, and clinics with normally developing as well as maltreated and other troubled children and youth and their families.

R. Mara Brendgen, PhD

Information coming soon.

Ryan Broll, PhD

Information coming soon.

Robin Bright, PhD

Dr. Bright is a Professor at the University of Lethbridge. She is currently investigating the role of technology in the communication patterns and social development of adolescents.

Anat Brunstein Klomek, PhD

Anat Brunstein Klomek, Ph.D. is a clinical psychologist and an Associate Professor in the Baruch Ivcher School of Psychology at the Interdisciplinary Center (IDC) Herzliya, Israel. In addition, she is an Adjunct Associate research scientist at the Division of Child and Adolescent Psychiatry at Columbia University. Her areas of expertise include depression, suicidality, learning disorders, eating disorders and bullying behaviors among adolescents. Dr. Klomek graduated from Ben Gurion University in Israel with a B.A. in Behavioral Sciences. She received her M.A. and Ph.D. in child clinical psychology from Bar Ilan University in Israel. She completed a postdoctoral research fellowship in the Division of Child and Adolescent Psychiatry at Columbia University. Dr. Klomek is the author of articles and book chapters on bullying/cyberbullying, depression, suicidality, eating and learning disorders and psychotherapy among adolescents. Since 2007 she is the Assistant Editor of Archives of Suicide Research and on the Editorial Boards of Journal of Youth and Adolescence and Lancet Psychiatry. In addition, she is a reviewer for numerous journals and grants. Since 2014, Dr. Klomek is the academic advisor of the Israeli national Suicide Prevention Plan lead by the Israeli Ministry of Health and Education. Dr. Klomek primary research interest in in studies examining the association between bullying and psychopathology/suicidality among adolescents. These included both cross-sectional as well as longitudinal studies. Dr. Klomek conducted studies about potential application of Interpersonal Psychotherapy (IPT) in adolescents diagnosed with Specific Learning Disorders (SLD) and/or Attention Deficit Hyperactive Disorder (ADHD) with depression and anxiety symptoms (IPT-ALD). In addition, she is involved in studies examining the effects of internet sites relevant for adolescents with Eating Disorders.

Eric Buhs, PhD

Eric Buhs is an associate professor of Educational Psychology at the University of Nebraska-Lincoln. His training and research focus on the social development and peer relations of children and adolescents. His studies and publications have investigated the psychosocial and academic outcomes of peer victimization and social exclusion for children in the elementary grades and in middle school. He has also been active in developing and publishing a new self-report measure of aggression and victimization for use with early adolescents.

James Bush, PhD

Dr. Bush is an assistant professor at Texas Tech University. He has a Masters in Theatre and Experimental Psychology. His thesis is titled, Creative and Artistic Personality Development: Positive Disintegration. His Doctorate is in Interdisciplinary Fine Arts and Psychology. Dissertation: An Actor's Makeup: A Psychological Profile of Acting Students. Dr. Bush has worked over the years with Family Promise, The Lubbock Rape Crisis Center, and Women’s Protective Services.

Kay Bussey, PhD

Kay Bussey is an Associate Professor in Psychology at Macquarie University, Sydney, Australia. She has been the recipient of a Fulbright Award and on three occasions has been a Visiting Scholar at Stanford University. She is on the editorial board of the British Journal of Developmental Psychology and serves as an editorial consultant for numerous psychology journals and scientific organizations. Her interests and publications span several areas of social development including moral development, gender development, bullying, and children’s participation in the legal system.

Marina Camodeca, PhD

Marina Camodeca obtained her Ph.D. in Developmental Psychology and Education in 2003 at the Vrije Universiteit, Amsterdam, the Netherlands. Since 2005 she is Assistant Professor at the University “G. D’Annunzio” of Chieti-Pescara, Italy. Her research interests include bullying and victimization in toddlerhood, childhood and adolescence, with a particular focus on social cognitions, emotions and morality. She is also involved in projects about bullying among siblings and about bullying in children with autism. She is currently interested in investigating the moral emotions of shame and guilt in children involved in bullying, and the personality and familiar aspects characterizing them. Besides bullying, she is involved in projects about the development of socio-emotional competence in pre-schoolers. In particular, she collaborated in the Italian adaptation of the Q-Sort for social competence and in studies about moral emotions.

Elise Cappella, PhD

Elise Cappella is a clinical and community psychologist whose research integrates education and psychology with the goal to better understand what disrupts, and alternatively, promotes children's positive adaptation in schools and communities. Cappella has identified academic and social-emotional functioning among low-income children as priority areas of interest, with a particular focus on the social processes of schooling. With grants from the National Institute of Mental Health (NIMH) and the Spencer Foundation, she has studied predictors of children's achievement among students at risk for failure, and has designed and examined an intervention to enhance girls' social development and reduce relationally aggressive behavior. With colleagues at the University of Illinois at Chicago Institute for Juvenile Research, and funding from the Institute for Education Sciences, the American Psychological Association, and NIMH, Cappella has worked with school and community partners to implement and study a mental health model focused on learning for disruptive children in high poverty schools. Cappella was awarded an Early Career Research Award from the Society for the Study of School Psychology, and a Community Collaborative Grant from the Steinhardt School of Culture, Education, and Human Development, to adapt and study a teacher consultation model focused on improving classroom processes in urban elementary schools. Within the context of a NIMH-funded developing center, she examined the effectiveness of this program – BRIDGE – on classroom interactions and child behaviors in NYC schools. Finally, as co-PI on an IES Goal 3 study, Cappella is participating in a school-randomized control trial of a theory-based program to align parents and teachers around temperament-based strategies to promote children's behavior and learning. Beyond intervention research, Cappella studies children's social behaviors (aggression, victimization, prosocial) and social networks in classrooms, with the long-term goal to create ways to activate peer leaders toward the development of positive peer environments for learning. Methodological approaches include community-based participatory research, mixed method research, systematic observational methods, social network methods, and RCTs. Cappella studied history as an undergraduate at Yale University and received her doctorate from the University of California, Berkeley.

Simona C. S. Caravita, PhD

Dr. Caravita is an assistant professor of Developmental Psychology at the Catholic University of the Sacred Heart in Italy, and Collaborates with the Center of Research on Developmental and Educational Dynamics (C.R.I.d.e.e. - Catholic University). Her research interests mainly encompass school bullying and aggressive behavior in middle-childhood and early adolescence related to morality, social-cognitive skills, and popularity and social status within the peer-group.

Noel Card, PhD

Noel Card is an assistant professor in Family Studies and Human Development at the University of Arizona. He is interested in social development during childhood and adolescence as well as quantitative methods. His recent developmental research has considered the different forms (e.g., overt, relational) and functions (e.g., proactive, reactive) of aggressive behavior, psychosocial risk factors and outcomes for victims, aggressor-victim relationships, and antipathetic (AKA enemy) relationships. His quantitative research considers methods of analyzing longitudinal and dyadic data and meta-analytic techniques.

Natalia Cardenas Zuluaga, MEd

Psychologist, Universidad CES, Medellin, Colombia; Specialist in Management of Human Development, University EAFIT, Medellin, Colombia; Master (MEd) of Education and Human Development, CINDE-University of Manizales.

Associate Professor and researcher of the line in infancy, childhood, and youth of the Psychology, Health and Society Research Group, Faculty of psychology, Universidad CES. Medellin, Colombia.

She is currently the coordinator of the graduate program in Mental Health of Children and Adolescents at CES University, and since 2009, she is the academic coordinator of the International Bullying Symposium, a well recognized event for bullying prevention in Colombia.

She has more than 10 years of experience in research projects on school bullying and is an advisor on projects for entities such as the Colombian Ministry of Education, Secretary of Education of the Medellín’s Mayor (Alcaldía de Medellin), the Bullying for Loving Campaign of Nosotras brand (https://bit.ly/37eKnkU), the SURA Foundation and Tigo Comunicaciones, among others. In addition, she is a master trainer and facilitator of the ACT Program (https://www.apa.org/act) from the American Psychological Association (APA).

Please see the following links to view some documents from her university and her research group.

https://link.springer.com/article/10.1007/s43076-021-00101-2

https://www.redalyc.org/pdf/4235/423539471006.pdf

https://www.redalyc.org/pdf/801/80149351005.pdf

https://www.redalyc.org/articulo.oa?id=169641406002

@nataliacardenaspsicologa has an Instagram profile where she shares information for families about bullying prevention.

Juan Casas, PhD

Dr. Casas is the Director of the Social Development Lab in the Department of Psychology at the University of Nebraska at Omaha. He uses a developmental framework to study various forms of aggressive behavior and victimization, interpersonal relationships (broadly defined) and other social behaviors. Specifically, his research team and collaborators have been investigating the etiology of relational aggression in early childhood and beyond. In addition, recent investigations have been concerned with electronic aggression and victimization, including examinations of the overlap between traditional schoolyard aggression and victimization and electronic forms.

Timothy Cavell, PhD

Timothy A. Cavell, PhD is Professor and Director of Clinical Training in the Department of Psychology at the University of Arkansas. Cavell’s work has focused on parent- and mentor-based interventions for children who are highly aggressive or chronically bullied and thus at risk for later delinquency, substance abuse, or psychopathology. His research has been funded by the National Institute on Drug Abuse, the Health Resources & Services Administration, the Verizon Foundation, and Big Brothers Big Sisters of Canada. He is author on over 50 journal articles and chapters as well as 2 books: Working with Parents of Aggressive Children: A Practitioner’s Guide (2000), and Anger, Aggression, and Interventions for Interpersonal Violence (2006). Recent work has focused on the integration of youth mentoring and prevention science and, more specifically, on short-term, lunchtime mentoring as school-based intervention for chronically bullied children.

W. Y. Alice Chan, PhD

W. Y. Alice Chan, Ph.D. began her interests in religious bullying when she saw it among her students and did not know how to respond. In searching for a solution for herself, her colleagues, and her students in a Greater Toronto Area public school, she came across religious literacy as a concept that seemed to have potential in addressing religious bullying. This led her to explore both religious bullying and religious literacy in her doctoral studies. Since then, she has presented and published her findings internationally. Details are comprised in her book, Teaching Religious Literacy to Combat Religious Bullying: Insights from North American Secondary Schools (Routledge). She is currently the executive director and co-founder of the Centre for Civic Religious Literacy, and continues to share her findings to support religious, spiritual, and non-religious individuals.

https://alicechan.org/

https://ccrl-clrc.ca/

Heng Choon (Oliver) Chan, PhD

Heng Choon (Oliver) Chan, Ph.D., is an Associate Professor of Criminology in the Department of Social Policy, Sociology, and Criminology at the University of Birmingham. Please see the following links to learn more about Dr. Chan and his research:

https://www.birmingham.ac.uk/schools/social-policy/departments/social-policy-sociology-criminology/staff/profile?ReferenceId=203582

https://research.birmingham.ac.uk/en/persons/oliver-chan

Ji-Kang Chen, PhD

Ji-Kang Chen, Ph.D., was born and raised in Taiwan. He is currently an Associate Professor at the Department of Social Work at the Chinese University of Hong Kong. His primary research interests include cross-national comparative research on violence and bullying in school and cyberspace, adolescents’ mental health, and children’s well-being. Specifically, his research aims to contribute to the theoretical and practical knowledge of school violence and cyberbully in Chinese societies (i.e., Taiwan, Hong Kong, and Mainland China) and other countries. He has collaborated for many years with scholars from different countries on school violence and bullying research projects. He has used various methods, such as random sampling, longitudinal designs, and multi-informant approaches, as well as various data analyses, such as structural equation modeling (SEM), Rasch analysis, latent class analysis (LCA), and hierarchical linear modeling (HLM), to examine various factors associated with different forms of school violence (e.g., peer bullying, student maltreatment by teachers, and student violence against teachers) and cyberbullying. He has received many competitive research grants from various sources to study school violence and bullying, and his work has been published in reputational academic journals across diverse disciplines. He has served on the Editorial Board of the Journal of School Violence since 2012. 

In addition, he has been invited by non-governmental organizations, legislators, and governments to consult on strategies and policies concerning anti-violence measures in schools in Chinese societies. His outstanding teaching performance in research methods and advanced statistics merited an Exemplary Teaching Award from the Chinese University of Hong Kong in 2016 and The Award for Excellence in Teaching from the University of Southern California in 2006.

Sujung Cho, PhD

Sujung Cho is an Assistant Professor of Criminology & Criminal Justice at Southern Illinois University. Her primary research interest is how family- and peer-relationships influence developmental trajectories of bullying behavior during adolescence, including how being bullies and victims of bullying affects sexual and dating violence as well as aggression at a later time point. She is particularly interested in advanced quantitative research; in particular, the person-center approach such as latent class growth analysis and growth mixture modeling, grouping individuals into multiple categories, each having the unique pattern of observed response items. A current project is examining within- and between-class effects of background factors and consequences of latent class membership of joint developmental trajectories of bullying perpetration and peer victimization.

Jeong-il Cho, PhD

Dr. Jeong-Cho is an assistant professor of Special Education at the Department of Professional Studies at Indiana University-Purdue University Fort Wayne (IPFW). Her research focuses on peer relations among students with and without disabilities: friendship perspectives and bullying status/behavior patterns of students with behavioral disorders (BD). Dr. Cho believes that with increased placement of students with disabilities, students with BD in particular, in inclusive education settings, identifying protective factors is more critical than ever.

Antonius Cillessen, PhD

Dr. Cillessen is a professor of developmental psychology in the Behavioral Science Institute at the Radboud Universiteit Nijmegen, Netherlands, and a scenior research scientist in the Department of Psychology at the University of Connecticut. His research interests include peer relationships and peer interaction, the development of aggression, and antisocial behavior.

Hilde Colpin, PhD

Information coming soon.

Jonathon Cohen, PhD

Jonathan Cohen is the co founder and president of the National School Climate Center (NSCC); Adjunct Professor in Psychology and Education, Teachers College, Columbia University; and co-editor, International Journal on School Climate and Violence Prevention. He is also a practicing clinical psychologist and psychoanalyst. Jonathan is focused on supporting educators and parents understandings and ability to further children’s healthy development and capacity to learn: systemically, instructionally and relationally. Jonathan and NSCC are focused on using school climate/ SEL informed school improvement district level models to support student learning and prevention of mean, bullying and/or hateful behaviors.

Clayton Cook, PhD

Dr. Clayton R. Cook is an Assistant Professor of Educational Psychology at the University of Washington. His research interests primarily include response to intervention service delivery models and how these models can be used to prevent mental health problems and promote social, emotional, and academic wellbeing. Specifically, he is interested in school-based universal screening methods, interventions to prevent and address emotional and behavioral problems, and the translation of research to practice. Dr. Cook’s most notable publication relating to bullying is a meta-analysis on the predictors of bullying and victimization, which can be found in the June 2010 issue of School Psychology Quarterly. He is currently working on a meta-analysis of bullying prevention and intervention studies and a project examining bullying as part of a larger school-based mental health framework.

John L. Cooley, PhD

Dr. Cooley is an Assistant Professor of Clinical Psychology within the Department of Psychological Sciences at Texas Tech University, where he is the director of the TTU Peer Relations Lab. His program of research is guided by two overarching questions: “Why are some children and adolescents more impacted by peer victimization than others?" and "How can we address the mental health needs of peer-victimized youth?" More specifically, his work is focused on investigating a) factors that influence risk for peer victimization and its associated negative outcomes, b) methods for identifying victims of peer aggression in need of intervention, and c) prevention and intervention approaches.

Dewey Cornell, PhD

Dr. Cornell is a clinical psychologist and Professor of Education in the Curry School of Education at the University of Virginia. Dr. Cornell is Director of the Virginia Youth Violence Project and is a faculty associate of the Institute of Law, Psychiatry, and Public Policy.

Wendy Craig, PhD

Wendy Craig is an associate professor at Queen’s University at Kingston. Dr. Craig is also a co-leader of the Canadian Initiative for the Prevention of Bullying. Dr. Craig’s interests include investigating bullying from a developmental perspective, aggression, dating violence, and sexual harassment, among others.

Laura Crothers, PhD

Dr. Crothers is an associate professor and director of the school psychology program at Duquesne University in Pittsburg, Pennsylvania. Her research interests include relational aggression in adolescent females, the bullying of lesbian, gay, bisexual, and transgender adolescents, and the link between cyberbullying and suicidal behavior in LGBTQ youth.

Donna Cross, PhD

Donna Cross is a Professor in the Faculty of Medicine, Dentistry and Health Sciences at the University of Western Australia, Program Head, Development and Education and the Director of the Early Childhood Development and Learning Collaboration (CoLab) at the Telethon Kids Institute. Cross has led some of Australia’s the most comprehensive school-based RCT intervention trials addressing students’ wellbeing, including more than 60 empirical trials, addressing cyber/bullying prevention and social and emotional development, injury control, and smoking cessation. Since 2006 she has also led numerous research intervention projects related to young people’s use of digital technology. Cross' research is translated into evidence-based policy and practice disseminated throughout Australian and internationally, including policies for cyber safety, bullying prevention, sun safety and road safety laws. The evidence-based SEL and bullying prevention program she leads, called Friendly Schools, has been implemented in over 3,000 schools in Australia as well as the USA, NZ, and UK.

Ellen deLara, PhD

Dr. Ellen Walser deLara is an associate professor on the faculty of the School of Social Work at Syracuse University. She is also a practicing family therapist with over 25 years experience. Dr. deLara has many years of direct service experience working with children and adolescents in both clinical and school settings. Her area of expertise and her research address school violence and bullying from a systemic perspective. She has spent over 15 years interviewing teenagers specifically about their secondary school experiences, and working with families and school districts to correct dangerous practices. Her newest research project involves adults in a retrospective study of the consequences of childhood bullying on adult life and relationships.

Kris De Pedro, PhD

Information coming soon.

Ann DeSmet, PhD

Ann DeSmet is a clinical psychologist and researcher at the Faculty of Medicine and Health Sciences of the Ghent University in Belgium. In the past 15 years she has worked on research in mental health care, such as drug abuse, ADHD, bipolar disorder, depression among socio-economically disadvantaged people, supported education, employment and housing for people with severe mental illness, and on topics related to healthcare communication. She is currently conducting her PhD project on bystander behavior in (cyber-)bullying incidents and is a member of the Friendly Attac project team which works on the development of a ‘serious game’ against cyber-bullying. Her main interests are in developmental psychology related to bullying; potential at-risk groups for bullying such as adolescents with obesity, ADHD, early psychosis; successful interventions to enhance social skills, empathy and problem-solving skills among adolescents; and positive mental health promotion programs for children and adolescents.

Eleni Didaskalou, PhD

Information coming soon.

Paul Downes, PhD

Paul Downes obtained his Ph.D., Psychology, and Law degrees from Trinity College Dublin. He is Director of the Educational Disadvantage Centre, and Senior Lecturer in Education (Psychology) at St. Patrick's College, Drumcondra, Dublin City University, Ireland. Having lectured in Estonia for four years, he has also been a Visiting Lecturer at Warsaw University, Poland; Charles University Prague, Czech Republic; University of Ljubljana, Slovenia, and University of Pristina in Kosovo. He has been a member of European Comission Expert Advisory Groups on Social Inclusion, and on Lifelong Learning, as well as being a member of the Expert Advisory Group to the Irish Parliament and Senate's Education Committee for its 2009 report on Early School Leaving. He is currently working on an OSCE (Organisation for Security and Cooperation in Europe) report on minority education in Kosovo. His research has examined bullying issues in relation to contexts of students experiencing socio-economic disadvantage, focusing on community as well as school related dimensions. His work examines bullying as a systems level communicative phenomenon, including child-centred accounts of authoritarian teaching.

Mary Dyck, PhD

Mary Dyck, PhD teaches Adapted Physical Activity, Sport Management, Motor Learning, Sport Sociology and Sport Psychology at the University of Lethbridge, in Alberta, Canada. Her research interests include transition activity programs for people with ASD, development of social skills through physical activity, online citizenship, and physical activity experiences of girls and women. Dr. Robin Bright and Dr. Dyck were the primary investigators of Cybertalk: Online Behaviours of Early Adolescents in Rural Alberta and authors of It Hurt Big Time: Understanding the impact of rural adolescents's experiences with cyberbullying . 

Chris Elledge, PhD

Chris Elledge is an assistant professor in the Department of Psychology, Clinical Psychology Program, at the University of Tennessee. Chris has particular interest in the social and relational processes that lead to, sustain, or exacerbate dysfunctional behavior in youth. His program of research has focused on childhood aggression, with an emphasis on developing and evaluating preventative interventions for children who display early signs of aggressive behavior as well as for children who are chronic victims of peer aggression. Chris’s most recent research projects have focused on the application of school-based mentoring as a form of prevention for aggressive and bullied children as well as understanding the role that teachers play in mitigating bullying in the classroom.

Caitlin Elsaesser, PhD

Information coming soon.

Elizabeth Englander, PhD

Elizabeth Englander, Ph.D., is a professor of Psychology and the founder and Director of the Massachusetts Aggression Reduction Center at Bridgewater State University, a Center that delivers anti-violence programs, resources, and research. She is a nationally recognized researcher and expert in the area of bullying and cyberbullying, childhood causes of violence, aggression and abuse, and child development. She has a particular expertise in technological aggression and how it interacts with aggression in general. For more information, feel free to visit her website, http://www.elizabethenglander.com/.

Dorothy Espelage, PhD

Dorothy L. Espelage, Ph.D., is a William C. Friday Distinguished Professor of Education in the School Education at the University of North Carolina at Chapel Hill. Prior to moving to UNC, she was a Professor of Psychology at the University of Florida (2016-2019) and an Edward William Gutgsell & Jane Marr Gutgsell Endowed Professor and Hardie Professor of Education, University of Illinois, Urbana -Champaign (1997-2016). She is the recipient of the APA Lifetime Achievement Award in Prevention Science and the 2016 APA Award for Distinguished Contributions to Research in Public Policy, and is a Fellow of APS, APA (Division 15 & 17), and AERA. She was recently elected to the National Academy of Education. She earned her Ph.D. in Counseling Psychology from Indiana University in 1997. Over the last 22 years, she has authored over 200 peer- reviewed articles, six edited books, and 70 chapters on bullying, homophobic teasing, sexual harassment, dating violence, gang violence, and evaluations of school-based prevention programs to address these forms of aggression/violence. Her research focuses on translating empirical findings into prevention and intervention programming and she has secured over fourteen million dollars of federal funding. She advises members of Congress and Senate on bully prevention legislation. She conducts regular webinars for CDC, NIH, and NIJ to disseminate her research. She has conducted seven randomized clinical trials evaluating social-emotional learning programs (funded by CDC and NIJ), a virtual reality bully prevention program (funded by Google VR), and youth-led high school programs to reduce sexual violence and suicidal behaviors (funded by CDC) and promote school safety (funded by NIJ). She authored a 2011 White House Brief on bullying among LGBTQ youth and attended the White House Conference in 2011, and has been a consultant on the stopbullying.gov website and consultant to the National Anti-bullying Campaign, Health Resources and Services Administration (HRSA) in the U.S. Department of Health and Human Services (HHS). She has presented multiple times at the Federal Partnership to End Bullying Summit and Conference. She is a consultant to the National Institutes of Health Pathways to Prevention Initiative to address bullying and youth suicide. Dr. Espelage has appeared on many television news and talk shows, including The Today Show; CNN; CBS Evening News; The Oprah Winfrey Show, Anderson, Anderson 360 and has been quoted in the national print press, including Time Magazine, USA Today, People, Boston Globe, and the Wall Street Journal. Her dedicated team of undergraduate and graduate students are committed to the dissemination of the research through various mechanisms.

Lesley-anne Ey, PhD

Dr Lesley-anne Ey lectures in Child Development, Educational Psychology and Child Protection in the Bachelor and Master of Teaching program at the University of South Australia. Before undertaking her PhD she taught in Preschools and Primary schools across a variety of government and independent sectors. Her PhD research focused on young children’s engagement with contemporary music media and their gender role and self-identity development. Her research revolves around the impacts of media on children’s healthy development, young children’s understanding about bullying and their education on bullying in Australia, children's problematic sexual behaviours, and child protection issues with the aim to support teachers and inform curriculum. Lesley-anne is involved in International, National and State research. She is interested in supporting the wellbeing of children and educators and is a great advocate for placing children's voice at the center of her research. 
 

Robert Faris, PhD

Robert Faris is Associate Professor of Sociology at the University of California at Davis. His research uses social network analysis to examine the emergence of conflict, aggression, and other social problems. Current projects include a longitudinal study of the interplay of adolescent romantic relationships, friendships, and aggression, and a semantic network analysis of cyberbullying.

Hildegunn Fandrem, PhD

Hildegunn Fandrem received her PhD in 2009. Fandrem’s contribution to the research field of bullying and migration has been remarkable. The study published in Fandrem et al. (2009) has been cited 130 times and also it has been replicated in 2 other countries; Austria and Cyprus. The collaborative work with Dagmar Strohmeier, Austria, has been especially important. In 2013 Fandrem received the Excellent grant of Upper Austrian Government, an award received from University of Applied Science Upper Austria, Linz, Austria. Together with Strohmeier and Caravita Fandrem was chosen by UNESCO (United Nations Educational, Scientific and Cultural Organization) to perform a systematic review on Bullying and Migration. This work has contributed to the work of UNESCO regarding violence in school especially among immigrant young people and will influence the European policy on this topic. Fandrem was then chosen to be the Vice Chair of the Management Committee of COST Action CA18115. TRIBES: Transnational Collaboration on Bullying, Migration and Integration at School level. From August 2020 Fandrem will also hold 20% of the UNESCO Chair position in Diversity, Inclusion and Education received by University of Stavanger. Fandrem has about 30 scientific publications, she has (according to Google Scholar) been cited 488 times. She was author of about 40 presentations at national and international scientific conferences, also she has been invited speaker and chaired sessions at international conferences. In 2019 she organized, and was the leader of the scientific committee, of the 24th Workshop on Aggression, with more than 100 participants from not only Europe, but also Australia and the US. Fandrem has supervised schools in 20% of her position at the University of Stavanger; she has been used as an expert regarding bullying and/or migration for 15 schools, each school for over a 1-2 year period. Fandrem has also been used as an expert by the Norwegian Directorate of Education regarding development of national surveys and national policy documents in the field of bullying.

Kostas Fanti, PhD

Information coming soon.

Thomas Farmer, PhD

Information coming soon.

Ann Farrell, PhD

Ann Farrell is a Postdoctoral Fellow at the University of Ottawa. Her research focuses on investigating how personality traits work alongside adverse family, school, and neighborhood environments to affect adolescent bullying. She hopes her research will help inform anti-bullying initiatives on the social contexts that should be targeted, and how these efforts can be tailored to the characteristics of the youth involved.

David Farrington, PhD

Dr. Farrington, O.B.E., is a Professor of Psychological Criminology at the Institute of Criminology, Cambridge University. His major research interest is in developmental criminology, and he is Director of the Cambridge Study in Delinquent Development, which is a prospective longitudinal survey of over 400 London males from age 8 to age 48. In addition to over 500 published journal articles and book chapters on criminological and psychological topics, he has published over 75 books, monographs and government publications. He has also published empirical articles and reviews on bullying, including a review for the Campbell Collaboration.

Sandra Sanmartín Feijóo, PhD

Sandra Sanmartín Feijóo is a postdoctoral researcher of bullying and online safety for children and adolescents at DCU Anti-Bullying Centre. She has a Bachelor’s Degree in Psychology with a Master specializing in Social Psychology and another Master’s Degree in Methodology of Behavioural and Health Sciences. Her doctoral research “Problematic Internet use and online risky behaviours. An analysis from the gender perspective” at the University of Santiago de Compostela received a grant from the Government of Galicia (Spain), and she has collaborated in several projects funded by both Spanish and international organizations in the fields of addiction and bullying among adolescents.

Erika Felix, PhD

Information coming soon.

David Finkelhor, PhD

Dr. Finkelhor is Director of Crimes against Children Research Center, Co-Director of the Family Research Laboratory, Professor of Sociology, and University Professor, at the University of New Hampshire. He has been studying the problems of child victimization, child maltreatment and family violence since 1977. He is well known for his conceptual and empirical work on the problem of child sexual abuse, reflected in publications such as Sourcebook on Child Sexual Abuse (Sage, 1986) and Nursery Crimes (Sage, 1988). He has also written about child homicide, missing and abducted children, children exposed to domestic and peer violence and other forms of family violence. In his recent work, for example, his book, Child Victimization (Oxford University Press, 2008), he has tried to unify and integrate knowledge about all the diverse forms of child victimization in a field he has termed Developmental Victimology. This book received the Daniel Schneider Child Welfare Book of the Year award in 2009. All together, he is editor and author of 12 books and over 200 journal articles and book chapters. He has received grants from the National Institute of Mental Health, the National Center on Child Abuse and Neglect, and the US Department of Justice, and a variety of other sources. In 1994, he was given the Distinguished Child Abuse Professional Award by the American Professional Society on the Abuse of Children, in 2004 he was given the Significant Achievement Award from the Association for the Treatment of Sexual Abusers, in 2005 he and his colleagues received the Child Maltreatment Article of the Year award, and in 2007 he was elected as a Fellow of the American Society of Criminology.

Dan Florell, PhD

Information coming soon.

Mairéad Foody, PhD

Dr Mairéad Foody is a CAROLINE Marie Sklodowska-Curie Research Fellow based at the National Anti-Bullying Research Centre at DCU, Ireland. She holds several awards for her research including the IRC Postdoctoral Fellowship, James Flaherty ICUF Scholarship and the EU DG Justice 2017 Action Grants.

Stephanie Fredrick, PhD

Dr. Stephanie Fredrick is an Associate Professor of School Psychology and the Associate Director of the Alberti Center for Bullying Abuse Prevention at the University at Buffalo, SUNY. Broadly, her research investigates the relations among bullying, cyberbullying, and bystander behavior, youth social-emotional well-being, and implications for schools. Dr. Fredrick is especially interested in school-based preventative and protective factors, including social support, school climate, and social-emotional learning practices. More recently, Dr. Fredrick has focused her work on youth involvement in cyberbullying and related cyber aggression, student media use, and digital citizenship skills. 

Claire Fox, PhD

Dr. Fox is a lecturer in Psychology at the University of Keele, UK. Her current research examines the links between children's humor styles and bullying in schools. She is particularly interested in identifying risk factors for peer victimization and also factors that moderate or mediate the links between peer victimization and psychosocial adjustment.

Karin Frey, PhD

Karin Frey is a professor of Educational Psychology at the University of Washington. She has been involved in the Steps to Respect bullying prevention program. Her research interests include bullying, peer interaction, and competence motivation.

Annis Lai Chu Fung, PhD

Annis Lai Chu FUNG is an Associate Professor at the Department of Social and Behavioural Sciences at the City University of Hong Kong in Hong Kong. Her research is focused on school bullying, reactive and proactive aggression, peer victimization, and interventions with different innovative approaches (Cognitive-behaviroual Therapy, Physio-moral Approach, Neurobiological Approach, and Social Information Processing Approach). She is passionate about researching different approaches for reducing aggressive behaviour and peer victimisation among school children and adolescents. Her enthusiasm for this kind of research stems from her strong Christian faith. She has won five international and local research awards, namely, the Research Impact Award; Outstanding Project Award; Hero Award: School-University Leader; Excellence in Knowledge Transfer Award; and the Excellence in Knowledge Transfer Certificate of Merit. These honours and awards are a testament to the abundant benefits and blessings her research has brought to frontline educators, social workers, psychologists, counsellors, parents, children and adolescents in Hong Kong and across the world. Annis has been appointed as a long-term staff trainer at the Hong Kong Police Force, Education Bureau and Social Welfare Department, and is a member of the Child Fatality Review Panel, which are under the Government of the Hong Kong Special Administrative Region of the People’s Republic of China. Here are the links of about myself (http://www.cityu.edu.hk/stfprofile/annis.fung.htm)  and research work on CARE Lab (http://www.cityu.edu.hk/projectcare/en/index.html), and Project CARE (https://projcare01.wcm.cityu.edu.hk/). Besides, the research impacts and community work from my research work please kindly refer to this link (http://deptss01.cityuhk.acsitefactory.com/research-impact/pioneering-anti-aggression-interventions-evidence-based-effective-outcomes). If anyone would like to contact me for international research collaboration are most welcome, please send emails to me at annis.fung@cityu.edu.hk  or call my office number at (0852) 3442-2923. Thank you.

Michael Furlong, PhD

Dr. Furlong is a professor at the University of California-Santa Barbara. His current research focuses on the accurate assessment and measurement of bullying.

Claire Garandeau, PhD

Claire Garandeau, Ph.D., is a Senior Researcher in the lab of Christina Salmivalli at the University of Turku, Finland. Her research interests include a) classroom characteristics linked to the prevalence of bullying, the psychosocial adjustment of victims of bullying, and the popularity of bullying perpetrators; b) anti-bullying interventions, including the moderators and mediators of their effectiveness; c) predictors and outcomes of different types of defending; d) the social cognitions of bullying perpetrators related to their decision to instigate or refrain from bullying. Her current projects include optimal strategies for adults handling cases of bullying in schools, effects of anti-bullying interventions on empathy, and moderators of the consequences of bullying.

James Garbarino, PhD

Dr. Garbarino holds the Maude C. Clarke Chair in Humanistic Psychology at Loyola University. Dr. Garbarino’s research is primarily focused on on-going consultation on bullying, harassment, and emotional violence to schools.

Gianluca Gini, PhD

Gianluca Gini is an assistant professor of Developmental Psychology at the University of Padua (Italy) and member of the Standing Observatory on School Bullying of Regione Veneto. His research interests include (i) the individual (cognitive, emotional, moral) and social (e.g., friendship networks, normative pressure, school moral atmosphere) processes associated with different roles of participation in bullying; (ii) the health consequences of frequent involvement in bullying; (iii) the evaluation of school-based anti-bullying intervention programs.

Anke Görzig, PhD

Dr. Anke Görzig is Senior Lecturer in Psychology at the University of West London and Visiting Fellow at the London School of Economics where she is involved in the EU Kids Online project. Anke’s research interests currently focus around the relationship between cyber-bullying and social inequalities on the individual (e.g., vulnerable groups) as well as the societal level (e.g., income inequality, cultural values). At present Anke is particularly interested in predictors of cross-national differences related to bullying prevalence rates as well as in bias-based bullying. Her current projects include a socio-ecological framework explaining cross-national differences in bullying and bystander behaviors in biased-based cyber-bullying.

Stuart Green, DMH, LCSW

Stuart Green, DMH, LCSW, MA is Associate Director of Overlook Family Medicine Residency Program, a training program for Family Physicians at Overlook Medical Center in Summit, NJ and is a Behavioral Scientist in the Division of Academic Affairs at Atlantic Health System. He helped develop the Overlook Medical Center Palliative Care Program. He was a founding Board member of Curemonos, an organization which provides advocacy and support for women with breast cancer. He founded the Pathways Women’s Cancer Teaching Project, an organization which provides training for physicians and other health care professionals, conducted by breast cancer survivors, to increase understanding of the perspectives, stresses and needs of women with breast cancer. Dr. Green founded and directs NJ Coalition for Bullying Awareness and Prevention (www.njbullying.org). He chaired the NJ Commission on Bullying in Schools, co-authoring its report, There Isn’t a Moment to Lose (December 2009). The report became the basis for the NJ Anti-Bullying Bill of Rights, widely described as one of the strongest anti-bullying laws in the U.S. He also served on the NJ Anti-Bullying Task Force (2019-2024). He organizes an annual conference on bullying and the law for the Institute for Continuing Legal Education of the NJ State Bar Association and serves as an expert witness for lawyers representing bullied children and their families. He was an advisor to the United Way’s NJ School Health and Climate Coalition. He is a founding Board member and on the leadership team of NJ Alliance for Social Emotional Learning (SEL4NJ). He has received awards for his work, including the Jody A. Morrow Humanitarian Award from the American Cancer Society in 2010, in 2011 was named NJ Social Worker of the Year by the National Association of Social Workers, and was honored by a NJ State Senate Resolution in 2014. His publications include a guide for family caregivers and professional articles in peer-reviewed journals and book chapters about topics such as communication skills in medical education, behavioral management of diabetes, and how schools should deal with bullying.

Thomas P. Gumpel, PhD

Thomas P. Gumpel is the Isadore and Bertha Gudelsky Chair in Early Childhood Education at the Seymour Fox School of Education at the Hebrew University of Jerusalem, Israel, and is a faculty member (docent) at Åbo Akademi University in the Faculty of Education and Welfare Studies. He received his PhD in Special Education with an emphasis on measurement and psychometrics from the University of California, Berkeley in 1992. In his previous life, Tom was an elementary school
teacher for children with severe emotional and behavioral difficulties. His current research focuses on two different strands: inclusionary practices and teacher capacity regarding general education practices for children with severe emotional and behavioral disorders and bullying, peer aggression, and bystanding. Tom is a Council Member of the International Society for Research on Aggression (ISRA) and is the co-director of ISRA’s New Investigator (NI) program. In his current research, Tom explores possible group evolutionary benefits from being a bystander through experimental and quasi-experimental designs. He is trying to unpack large groups of bystanders to better understand different motivations for being a bystander. Other research is looking at preschool and kindergarten teachers’ capacity to deal with extreme behavior.

Eveline Gutzwiller-Helfenfinger, PhD

Eveline Gutzwiller-Helfenfinger obtained her doctorate in Psychology at the University of Berne, Switzerland, in 2003. After a one-year position as assistant at the Department of Psychology at the University of Berne, she took a position as researcher and teacher educator at the University of Teacher Education of Central Switzerland, Lucerne in 2005. In 2009 she became a Professor of Educational and Social Sciences. Her research areas include socio-moral development across the lifespan, the development of professional competencies (including socio-moral competencies) in student and novice teachers, and the development of integrative approaches in teacher education. With respect to bullying, her topics include bystander behaviour, the role of moral processes (especially moral disengagement) in bullying and cyberbullying, and the impacts of victimization on victims’ parents and siblings. She is an associated researcher in the GEWOS study (predictive factors for health and well-being in early adolescence) by Christine Knauss, Françoise Alsaker, and Sonja Perren and in a study on bullying in school and cyberspace by Sonja Perren and Françoise Alsaker.

Laura Hanish, PhD

Laura Hanish is an Associate Professor of Child Development in the School of Social and Family Dynamics at Arizona State University. She is also Co-Director of The Lives of Girls and Boys, a series of academic initiatives dedicated to understanding and improving girls’ and boys’ relationships. Her research interests include gender-based peer relationships, aggression and peer victimization, academic outcomes, and school-based intervention programs.

Kisha Haye, PhD

Information coming soon.

Judith Hebron, PhD

Information coming soon.

Sameer Hinduja, PhD

Dr. Sameer Hinduja is a Professor in the School of Criminology and Criminal Justice at Florida Atlantic University and Co-Director of the Cyberbullying Research Center. He is recognized internationally for his groundbreaking work on the subjects of cyberbullying and safe social networking, concerns that have paralleled the exponential growth in online communication by young people. He works with the U.S. Department of Education and many state departments of education to improve their policies and programming related to the prevention and response of teen technology misuse. Dr. Hinduja is a member of the Research Advisory Board for Harvard University's Internet Safety Task Force. His co-authored book - Bullying beyond the Schoolyard: Preventing and Responding to Cyberbullying - was named Educator Book of the Year by ForeWord reviews. His latest book for educators - School Climate 2.0: Preventing Cyberbullying and Sexting One Classroom at a Time - became available in April, 2012. In December, 2013, his newest co-authored book specifically written for teens was released (Words Wound: Delete Cyberbullying and Make Kindness Go Viral). Outside of research and evaluation expertise, Dr. Hinduja provides training to schools, youth organizations, parents, and teens on how to avoid online victimization and its real-world consequences. His interdisciplinary research is widely published in a number of peer-reviewed academic journals, and has been featured on numerous local, state, national, and international media programs, including: CNN’s “Anderson Cooper 360,” NPR’s “All Things Considered,” BBC, and The New York Times. He has also been interviewed and cited by hundreds of online and print media outlets. He received his Ph.D. and M.S. in Criminal Justice from Michigan State University (focus area: cybercrime) and his B.S. in Criminal Justice (minor in legal studies) from the University of Central Florida Honors College. At FAU, Dr. Hinduja has won both Researcher of the Year and Teacher of the Year, the two highest honors across the entire university.

Wendy L. G. Hoglund, PhD

Information coming soon.

Brett Holfeld, PhD

Brett’s training in social, forensic, and lifespan development psychology allows him to approach his research from a multidisciplinary lens. Broadly, his research addresses the impact of technology (e.g., internet dependency, social media use, text messaging) on the social and emotional development of children, adolescents, and young adults. Brett has examined the concurrent and longitudinal effects of risk and protective factors (e.g., social support, school climate) on cyber bullying and victimization, and on behavioural and mental health problems. He is primarily interested in using the findings from his research to inform school-based prevention and interventions efforts aimed at reducing cyber bullying among children and adolescents by promoting healthy relationship in online and offline environments.

Melissa Holt, PhD

Melissa Holt is an Assistant Professor of Counseling and Human Development at Boston University. Her primary line of research focuses on youth exposure to violence, with an emphasis on the intersection between bullying involvement and victimization experiences in other domains. Her research also emphasizes peer group influences on bullying, mental health implications of violence exposure, and factors that promote resilience.

John Hoover, PhD

John Hoover, PhD is the Department Chair of Special Education at St. Cloud University in Minnesota. Dr. Hover is currently involved in a number of projects related to bullying. Specifically Dr. Hoover is interested in bullying and: attitudes, long term effects on the development of trust, measurement, assessment, homosexuality, and moral self-releva nce and moral development in girls.

Gijs Huitsing, PhD

Information coming soon.

Caroline Hunt, PhD

Caroline Hunt is Associate Professor and Associate Head (Clinical) with the School of Psychology at the University of Sydney. Caroline’s research interests in the area of bullying focus on helping young children develop skills to reduce their risk of being bullied over time. The ‘Confident Kids’ program has been run in Australian schools and is currently being construct as a web-based intervention. She has also published a measure of the experience of being bullied, the Personal Experiences Questionnaire. Her other research areas include the nature and treatment of anxiety disorders, particularly in young people.

Simon Hunter, PhD

Prof. Hunter holds a Chair in Applied Psychology at Glasgow Caledonian University in the UK. His research interests include seeking to understand the processes underpinning negative outcomes of peer-victimization, identity-based bullying, loneliness, and mental illness stigma.

Luke W. Hyde, PhD

Information coming soon.

Iheoma U. Iruka, Ph.D

Iheoma U. Iruka, Ph.D., is a Research Professor in the Department of Public Policy and Director of the Early Childhood Health and Racial Equity program at FPG Child Development Institute at UNC-CH after her 3-plus years as Chief Research Innovation Officer at HighScope Educational Research Foundation. Dr. Iruka is engaged in projects and initiatives focused on how evidence-informed policies, systems, and practices in early education can support the optimal development and experiences of children from low-income and ethnic minority households, such as through family engagement and support, quality rating and improvement systems, and early care and education systems and programs. She has been engaged in addressing how best to ensure excellence for young diverse learners, especially Black children, such as through development of a classroom observation measure, examination of non-traditional pedagogical approaches, public policies, and publications geared towards early education practitioners and policymakers.

Dr. Iruka has served or serves on numerous national boards and committees, including the Brady Education Foundation and the National Academies of Sciences, Engineering, and Medicine committees on Supporting Parents of Young Children, and Applying Neurobiological and Socio-behavioral Sciences from Prenatal through Early Childhood Development: A Health Equity Approach.

Margaret Jackson, PhD

Information coming soon.

Hansori Jang, PhD

Hansori Jang is an associate professor of Counseling Psychology Program; and Director of the Student Counseling Center at the Hankuk University of Foreign Studies in Korea. Dr. Jang is interested in the Multicultural Counseling Interventions for students living in poverty. He is also now interested in the effects of the cyber-bullying and the possible reproduction of school bullying.

Lyndsay Jenkins, PhD

Information coming soon.

Kathryn Jens, PhD

Dr. Jens is both a School Psychologist in the Cherry Creek School District, Greenwood Village, Colorado and a Clinical Psychologist with an independent practice in Denver, Colorado. She is an author, trainer, and researcher with the Bully-Proofing Your School program. Dr. Jens received her B.A. from the University of Michigan and her Ph.D. in Clinical-Community Psychology from the State University of New York at Buffalo. Dr. Jens' current interest areas include how to integrate bullying prevention efforts with positive climate change programs, discipline that teaches, moral development, diversity training and literacy.

Shane R. Jimerson, PhD

Dr. Jimerson is a professor at the University of California, Santa Barbara in the Developmental Studies and Counseling, Clinical and School Psychology Program. He bases his research on the fundamental assumption that what happens in early childhood has influences subsequent development. His research has focused on early reading assessment, early grade retention, and early developmental histories of high school dropouts.

Lisa Jones, PhD

Information coming soon.

Stephanie Jones, PhD

Information coming soon.

Tessa Kaufman, PhD

Tessa Kaufman (1990) studied Pedagogical Sciences (BSc) and Communcation (BSc) and then completed the clinical master Orthopedagogics and the research master Development and Socialization in Childhood and Adolescence at Utrecht University, the Netherlands. She obtained her PhD in Sociology with honors (cum laude), at the University of Groningen and the Interuniversity Center for Social Science Theory and Methodology (ICS) in 2020. Her supervisors were Prof. dr. René Veenstra, dr. Gijs Huitsing, and dr. Tina Kretschmer. During her PhD, she was a visiting scholar at the Department of Developmental Psychology at the University of Texas at Austin (Dr. David Yeager). She currently works as a postdoc researcher in Groningen.
Currently, Dr. Kaufman works as a postdoctoral researcher on an anti-bullying program for secondary schools. Validated school-wide anti-bullying programs for secondary education are lacking in the Netherlands. The central question of this project is whether the problem of bullying in Dutch secondary schools can be prevented and solved through a combined theoretical and empirical elaboration of the KiVa anti-bullying program for secondary education. The goal is to further develop, pilot, and implement the program in cooperation with partners from practice and secondary schools.

Kirandeep Kaur, PhD

Dr. Kirandeep Kaur is a Guest Faculty in the Department of Psychology, Chaudhary Charan Singh University, Meerut, India. Previously, she has served as an educational counsellor at Sri Guru Harkrishan College of Management & Technology, Patiala, Punjab India. She has also been a devoted researcher with numerous good quality research publications to her name. Her specialization and major research areas include Adolescent Development, Cyber Psychology and Mental Health. She has worked on a number of public health issues including child sex abuse, various issues related to adolescent health, for example problem behavior, mental health, school bullying and cyberbullying. She has presented her research on various issues related to adolescents like bullying, cyber bullying, pupil safety and well-being at several National and International conferences/seminars.

Dr. Kirandeep Kaur is a member of various National and International organizations like a Special Interest Group entitled “India-Australia Studies in Well-being” at Flinders University, Adelaide, Australia; International Society for the Study of Behavioural Development (ISSBD) and National Academy of Psychology, India (NAOP). She has also been a part of India’s first multilateral agreement in Social Sciences known as the ‘Indian-European Research Networking Programme in the Social Sciences (2012-2016)’. This network consisted of India (Punjabi University, Patiala and Annamalai University, Annamalainagar)   and 4 European Countries viz. Germany (Ludwig-Maximilians-University, Munich), France (International Observatory of Violence in Schools, Nice), Netherlands (Netherlands Vrije Universiteit, Amsterdam) and London (Goldsmiths, University of London) and two associate countries viz. Australia (Flinders University,   University of South Australia, University of Western Australia and Queensland University of Technology) and Thailand (Prince of Songkla University). The major objective of this network was to study vital school safety issues like bullying and cyberbullying. She is also a Member of the Research Advisory Committee (RAC), The Center for Criminology and Public Policy (CCPP), Udaipur, Rajasthan, India.

Samuel Y. Kim, PhD, NCSP

Samuel Kim is an Assistant Professor of School Psychology at Texas Woman's University. His current research projects involve positive psychology and bullying victimization in the United States as well as South Korea. Additionally, he is investigating culture specific psychological variables, particularly those from Asian cultures.

Becky Kochenderfer-Ladd, PhD

Dr. Kochenderfer-Ladd is currently a professor at Arizona State University. Her research focuses on peer victimization in terms of adjustment, coping, and assessment.

Jered Kolbert, PhD

Dr. Kolbert is a professor and the coordinator of the School Counseling Program at Slippery Rock University. His research interests include relational and social aggression in adolescents and pre-adolescents.

Chiaki Konishi, PhD

Chiaki Konishi specializes in the area of social-emotional learning (SEL) and development and applied statistics in educational and developmental psychology. Her research has concentrated on understanding the roles of connectedness on children's and adolescents' growth and well-being, with particular emphasis on stigmatized experiences of bullying and discrimination. Chiaki has conducted various studies in the field of SEL and development, including longitudinal and cross-national studies of bullying and victimization, large-scale studies on school climate, school safety, and social responsibility. In addition, her studies encompass marginalized populations of youth, including sexual and racial minorities, particularly in relation to their stigmatized experiences such as school victimization. Her current focus has been the application of social and ecological perspectives to understand developmental processes.

Joe Kosciw, PhD

Information coming soon.

Gary Ladd, PhD

Dr. Ladd is currently a professor at Arizona State University. He is interested in children’s friendships, peer group relations, and social competence.

Noam Lapidot-Lefler, PhD

Noam Lapidot-Lefler, PhD, is a Senior Lecturer at the Department of Education in the Faculty of Education, Oranim Academic College of Education, Israel. She is a member at the Action Research Center for Social Justice at the Max Stern Yezreel Valley College, Israel and was a visiting scholar at the Department of Educational & Counseling Psychology and Special Education, Faculty of Education, The University of British Columbia, Vancouver, Canada. Her main research topic has centered social-emotional learning and social inclusion.

Jim Larson, PhD

Dr. Larson is Professor of Psychology and Director of the School Psychology Program at the University of Wisconsin-Whitewater. His interests are in creating bridges between basic research in school violence and aggressive behavior and the needs of school practitioners.

Danielle Law, PhD

Information coming soon.

John LeBlanc, MD

Dr. John LeBlanc is an Associate Professor at Dalhousie University in the Departments of Pediatrics, Psychiatry, and Community Health & Epidemiology. Dr. LeBlanc has research programs in Early Childhood Development, measurement of resilience and evaluation of school-based violence prevention programs. In addition to his research and clinical work as a pediatrician, Dr. LeBlanc serves on the directing council for the Centre of Excellence for Early Child Development as well as the executive team of the National Centre of excellence "Promoting Relationships and Eliminating Violence" (PREVNET).

Paul LeBuffe, MA

Paul LeBuffe is the Director of the Institute of Clinical Training & Research of the Devereux Foundation.

Jeoung Min Lee, PhD

Jeoung Min Lee has completed Ph.D. in the School of Social Work at Wayne State University. She received a Bachelor’s of Arts degree in German Language and Literature from ChungJu University in South Korea; a Master of Social Work from SoongSil University in South Korea; and a Master of Science in Human Development of Family Studies from Michigan State University. She also received the first level license in social work and art therapy in South Korea. For her post MSW practice, she worked as a counselor for adolescents with behavioral programs at the government-operated Korea Metropolitan Youth Center in Seoul, Korea. As a counselor, she utilized both solution-focused brief therapy and art therapy. She joined the doctoral program in social work at Wayne State University in the fall semester of 2014. While in the doctoral program, she was a pre-doctoral fellow at the Merrill Palmer Skillman Institute (MPSI) at Wayne State University, and she received the Broadening Experiences in Scientific Training (BEST) Award by Wayne State University, which was granted from the National Institutes of Health (NIH). In 2018, she received the Outstanding Dissertation Proposal Award from the Korean American Social Work Educators Association. She recently accepted a faculty position at Wichita State University, School of Social Work where she will begin tenure-track assistant professorship in the fall semester of 2020.

Jungup Lee, PhD

Dr. Jungup Lee is an Assistant Professor in the Department of Social Work at the National University of Singapore. Her research focuses on identifying multi-level risk and protective factors (e.g., family, peer, school, and community levels) that shape various patterns of externalizing and internalizing behaviours to facilitate the development of more effective prevention and intervention strategies for social service professionals providing services to children, adolescents, and young adults. Her research interests also include traditional bullying and cyberbullying, victimization and perpetration, at-risk children and youth, school violence and safety, child maltreatment, juvenile justice and criminal justice, mental health and substance abuse, and cultural diversity. Currently she is working on a validation study of cyberbullying scales, a longitudinal study of parenting on bullying and self-regulation among children in Singapore, several studies related to the associations between bullying and behavioural health in the US, South Korean and Singapore, and the effectiveness of suicide survivor program.

Stephen Leff, PhD

Information coming soon.

Linda Likens

Linda Likens is the National Project Director for The Devereux Early Childhood Initiative.

Susan Limber, PhD, MLS

Dr. Susan Limber is the Dan Olweus Distinguished Professor at the Institute on Family and Neighborhood Life at Clemson University. She is a developmental psychologist who also holds a Masters of Legal Studies. Dr. Limber’s research and writing have focused on youth participation, children’s rights, and legal and psychological issues related to bullying among children. Since 2001, she has provided consultation to bullying prevention efforts supported Health Resources and Services Administration (U.S. Department of Health and Human Services). She oversees dissemination of the Olweus Bullying Prevention Program in the United States. Dr. Limber has published numerous articles and chapters on the topic of bullying and co-authored the book, Cyberbullying: Bullying in the Digital Age. In 2011, she received the Distinguished Career Award for Outstanding Contributions to Public Service Psychology, awarded by the American Psychological Association’s Division of Psychologists in Public Service, and in 2012, she received the Nicholas Hobbs Award, awarded by the Society for Child and Family Policy and Practice (Division 37 of the American Psychological Association). She is a Fellow of the American Psychological Association.

Vicente J. Llorent, PhD

Vicente J. Llorent, is Associate Professor in the University of Cordoba (Spain) and Visiting Scholar at the University of Cambridge (UK). Doctor of Pedagogy (University of Seville). Degree in Sciences of Education with the First National Award conceded by the Ministry of Education. Chair of Teaching Group about Education and Intercultural Society, conducting more than 10 teaching projects. He teaches and research about Didactics, key competencies, school social relationships, as bullying, and diversity. He has supervised 12 Doctoral Theses and more than 30 MPhil Theses. He is working in national (with different universities, and public and private institutions) and international (Brazil, Ecuador, France, Mexico, Morocco, Portugal, Turkey, Switzerland, United Kingdom, United States, Venezuela…). He has been member of more than 30 research projects, and he has more than 100 publications, giving 55 conferences at numerous universities in dozens of countries. Affiliated member of the Violence Research Centre (University of Cambridge) and Counsellor in Cambridge Assessment (University of Cambridge).

Gerine Lodder, PhD.

Information coming soon.

Peter J. Lovegrove, PhD

Peter J. Lovegrove is a postdoctoral research associate at Youth-Nex, a center to promote effective youth development located in the Curry School of Education at the University of Virginia. His work on bullying focuses on using person-centered approaches to understand patterns of bullying and victimization amongst middle and high school students. His ongoing work examines the distinctness of cyberbullying from other forms of bullying, covariates of relational aggression in middle school girls, as well as the effect on school bullying climate on longitudinal patterns of school-level academic and behavioral outcomes. He has a newly-available article in the Journal of Youth Violence.

Greg Machek, PhD

Greg Machek attained his PhD in School Psychology from Indiana University in 2004. He currently directs the school psychology graduate training program at the University of Montana. His current research interests are in school bullying and peer harrassment, which came from a numbber of years spent working with adjudicated male youth in a residential setting. Most recently, Greg has adopted an attribution model to better understand the social cognitions of all that are privy to incidents of school bullying (e.g., bullies, victims, bystanders, etc.).

Carol MacKinnon-Lewis, PhD

Information coming soon.

Tina Malti, PhD

Information coming soon.

Roxana Marachi, PhD

Roxana Marachi is an Associate Professor at San Jose State University.

Inmaculada Marín-López, PhD

Inmaculada studied a Degree in Primary Education with a specialisation in Foreign Languages and has a Master's degree in Research and Psychological Intervention in Health, Justice and Social Welfare, both from the University of Córdoba. In the latter she earned her PhD. She was hired as FPU/2015 (University Teacher Training) by the Ministry of Education, Culture and Sport (Spanish Government), in the Department of Psychology at the University of Córdoba (Spain) from 15/09/2016 to 12/03/2020. She is currently an Interim Substitute Professor in the Department of Education at the University of Cordoba from 13/03/2020 to the present. Inmaculada has participated in several research projects and teaching innovation projects. Inmaculada is a member of the Laboratory for Studies on Convivencia and the Prevention of Violence (LAECOVI; www.laecovi.com). Her research interests focus on online emotionality, socio-emotional competencies, moral disengagement, moral emotions, and their relationship with antisocial behaviour such as cyberbullying. She has presented several papers in both national and international conferences, and she has several publications including impact scientific articles and book chapters. With regard to her teaching and professional activity, she has taught in the Infant and Primary Education Degrees at the University of Cordoba from September 2017 to the present. In addition, she has co-directed three Final Master's Projects and nine Final Degree Projects.

Herb Marsh, PhD

Information coming soon.

Meredith Martin, PhD

Meredith J. Martin, Ph.D., is an assistant professor of Development and Learning Sciences in the Department of Educational Psychology at the University of Nebraska-Lincoln. Dr. Martin leads the developmental arm of the Nebraska Bullying Prevention and Intervention Initiative (https://cehs.unl.edu/empowerment/) founded by Dr. Susan Swearer. Dr. Martin is interested in the strategies youth adopt to maintain a sense of safety (i.e., emotional security) when faced with repeated exposure to interpersonal conflict, aggression, and victimization across both family and peer contexts. Her current work involves developing valid assessments of youth emotional security in the context of peer victimization and understanding family factors that promote resiliency for victimized youth.

Rachel Maunder, PhD

Rachel is an Associate Professor in the Psychology of Education at the University of Northampton (England). Her research interests focus on children's peer relationships, friendships and teacher perceptions of and responses to bullying. Current projects include being part of the UK team in the international BRNET study on teacher responses to identity-based bullying; a large systematic review on teacher responses to bullying (International team) and the design and rollout of educational resources on children's friendships to support relationships education in primary schools.

Relevent web links:

https://mypad.northampton.ac.uk/teacherresponses/

https://mypad.northampton.ac.uk/ourclassfriendships/

https://pure.northampton.ac.uk/en/persons/rachel-maunder

Robyn McClure, PhD

Robyn McClure is a psychologist with research interests in defending against discrimination, harassment, and bullying. Her research focuses primarily on defending and empathy during bullying episodes. She is a member of a team of researchers who created a new measure of empathy (Student Empathy Questionnaire) and independently created a new measure of bystander behaviours. Robyn graduated from Acadia University with a Bachelor of Science degree. She then achieved distinction as a Killam Laureate during her graduate studies at The University of British Columbia, where she completed two master’s degrees and a Ph.D. Robyn now resides in Nova Scotia, Canada, where she provides assessment and treatment for a variety of challenges and disorders.

Patricia McDougall, PhD

Information coming soon.

Ersilia Menesini, PhD

Dr. Menesini is currently a Full professor of developmental psychology at the University of Florence – Department of Educational Sciences and Psychology (since 2011).

Diana Meter, PhD

Information coming soon.

Stephen Minton, PhD

Information coming soon.

Mirmahmoud Mirnasab, PhD

Information coming soon.

Faye Mishna, PhD

Faye Mishna is Dean and Professor at the Factor-Inwentash Faculty of Social Work, University of Toronto and is cross-appointed to the Department of Psychiatry. Faye holds the Margaret and Wallace McCain Family Chair in Child and Family. Faye worked in children’s mental health for over 20 years and prior to joining the Faculty, she was Clinical Director of a children’s mental health centre serving children and youth with learning disabilities. Faye is a graduate and faculty at the Toronto Child Psychoanalytic Program and maintains a small private practice in psychotherapy and consultation.

Marlene Moretti, PhD

Information coming soon.

Brenda Morrison, PhD

Information coming soon.
 

Noelia Muñoz-Fernández, PhD

Ramón y Cajal researcher in the Department of Developmental and Educational Psychology at the
University of Seville and member of the IASED research group (SEJ580). She holds a PhD in
Psychology, studies for which she has received the extraordinary doctorate award from the University
of Seville, as well as a special mention in the Youth Award for scientific culture of the City of Seville
for the theme of the research aimed at preventing violence in adolescent couples. She is currently leading
a project focused on the development, implementation and evaluation of a program to improve teachers’
response to general bullying and stigma-based bullying (SR23-00307). She has participated in national
projects aimed at the prevention of violence in adolescent couples (PSI2013-45118-R), sexual
harassment among peers (SR0163/ PID2020-115729RB-I00) and interpersonal violence in adolescence
(PSI2017-86723-R). She has also participated in autonomic projects on LGTBQ+phobic bullying in
Andalusia (PRY084/19; P18-RT-2178). During his young scientific career she has published 21 articles
in prestigious scientific journals (15 JCR Q1/Q2), 8 book chapters, some of them in prestigious
publishers such as Routlegde, Wiley, Dyckinson and Pirámide. She has made more than 50 contributions
to national and international conferences of recognized prestige and has a six-year research period
(2012/2019). In terms of knowledge transfer, she has been responsible for the design and preparation of
the IV biennial report on trans 2021-2022 in Andalusia (4800/2010). She has also participated in various
contracts 68/83 with institutions and companies, including the company Pearson Education (validating
instruments for psychoeducational assessment), the City Council of Seville (evaluating the results of a
program for the prevention of gender violence and designing a plan against truancy). She has also
transferred her skills as a researcher to the business field, in 2013 she founded my own company
(Metodik S.C), which received the award for best business idea of the US, for training and
psychoeducational and methodological advice.

Rosalind Murray-Harvey, PhD

Information coming soon.

Elizabeth Nassem, EdD

Dr Elizabeth Nassem is a consultant and researcher in school bullying. She has a doctorate in school bullying and is an experienced teacher and lecturer. Elizabeth specialises in supporting schools and organisations to resolve bullying using evidence-based approaches and interventions which harness the voice of individuals involved to resolve their specific experiences of bullying. She is a published author who has recently written a book, ‘The Teacher’s Guide to Resolving Bullying: Evidence-based Strategies and Pupil-led Interventions’. She has written in journal articles and for educational magazines, and her work frequently features in the national media.

Jennifer Neal, PhD

Jennifer Watling Neal is an Assistant Professor of community psychology at Michigan State University. Her research focuses on associations between children’s peer social networks, classroom contextual factors, and aggressive behaviors. She is also interested in understanding how social networks can facilitate the dissemination of school-based interventions.

Amanda Nickerson, PhD

Amanda Nickerson is an Associate Professor and Director of the Dr. Jean M. Alberti Center for the Prevention of Bullying Abuse and School Violence at the University at Buffalo State University of New York. Her research focuses on school crisis prevention and intervention, with a particular emphasis on violence and bullying. She has examined the role of schools, parents, and peers in preventing violence and enhancing the social-emotional strengths of children and adolescents. She is particularly interested in the variables and processes related to bystander intervention.

Roghieh Nooripour, PhD

I am Roghayeh Noori Pour Liavoli, a senior researcher in the Department of Counseling, Qazvin Branch, Islamic Azad University, known for my significant contributions to understanding and addressing complex psychological issues. I embarked on my academic path with a Bachelor of Arts in English Literature from the University Of Sistan & Baluchistan, Iran, laying a solid foundation for my future endeavors. Building upon this, I pursued a Master's degree in Counseling Psychology at Shahid Beheshti University, Tehran. Driven by a thirst for knowledge and a passion for helping others; I continued my education with a Ph.D. in Counseling Psychology at Alzahra University, Tehran, from 2014 to 2018. My doctoral dissertation, titled "Neurofeedback and Mindfulness on Empathy, Executive Functions, Cognitive Emotion Regulation, and High-Risk Behaviors in Adolescents with ADHD," garnered significant attention and accolades, reflecting my commitment to advancing the field. Throughout my career, I have been dedicated to producing impactful research, with over 140 papers, 20 conference presentations, and the authorship of 11 books to my name. My research projects have delved into various critical issues, from psychological illnesses to addictive behaviors, highlighting my interdisciplinary approach and commitment to societal well-being. My interests also extend to the fields of bullying research, cyberbullying, adolescent mental health, machine learning in psychology, mindfulness, and internet addiction, where I aspire to conduct further research and contribute to advancing knowledge in these areas.

Please see the links below to explore more of Dr. Nooripour's research.

Google Scholar Profile

ORCID

Loop Profile

Nathalie Noret, PhD

Nathalie Noret is a Lecturer in Mental Health and Wellbeing in Education with the Psychology in Education Research Centre at the University of York. Her research interests focus on examining the mechanisms that underpin the relationship between bullying and poor mental health. Her PhD focused on the role of cognitive appraisals (such as perceived social support and threat and control appraisals) in the relationship between peer-victimisation and poor mental health. Nathalie also has an interest in the benefits of open science practices for research into bullying.

James O'Higgins Norman, PhD

Dr. James O'Higgins Norman is a Senior Lecturer and Researcher at Dublin City University, Ireland, where he is Director of the National Anti-Bullying Research and Resource Centre. He has been a leader in the field of bullying research in Ireland and was the first to undertake studies on homophobic bullying in schools in Ireland. His work on bullying has been funded by the European Union, the Government of Ireland and The Equality Authority of Ireland. With colleagues he has undertaken research on school bullying, cyberbullying and workplace bullying.

Dorit Olenik Shemesh, PhD

Dorit Olenik Shemesh is an Associate Professor at the Open University of Israel, Department of Education and Psychology. Her research work is focused on: Aggressive behaviors, bullying, cyberbullying and Problematic Use of the Internet (PUI) among youth, children and emerging adults, in the context of social and psychological aspects and coping strategies. She is involved in developing and evaluating national and international prevention and intervention programs for coping with online aggression in educational settings. 

Hezron Onditi, PhD

Information coming soon.

Xavier Oriol, PhD

Information coming soon.

Pamela Orpinas, PhD

Dr. Orpinas is Professor of Health Promotion at the College of Public Health, The University of Georgia. She has worked in several research projects specifically related to understanding and preventing bullying and aggression among children and adolescents, including the Multisite Violence Prevention Project, Students for Peace, ACTIVA project, Familias Fuertes, and the longitudinal study, Healthy Teens.

Rosario Ortega, PhD

Dr. Ortega is a faculty member of the Education Sciences program at the University of Cordoba, Spain. She is also Chair of Psychology and Director of the PhD programme "Psychological Intervention and Investigation."

Jamie Ostrov, PhD

Jamie M. Ostrov is an Associate Professor of Psychology in the Clinical Psychology program at the University at Buffalo, The State University of New York. Dr. Ostrov is also the Director of the Social Development Laboratory at the University at Buffalo. He is also a faculty affiliate of the Dr. Jean M. Alberti Center for the Prevention of Bullying Abuse and School Violence at the University at Buffalo. As a developmental psychologist and developmental psychopathologist, Dr. Ostrov’s research focuses on understanding the development of subtypes of aggression and peer victimization in young children.

Roberto Parada, PhD

Information coming soon.

Justin Patchin, PhD

(website: www.cyberbullying.us)

Natasha Pearce, PhD

Information coming soon.

Anthony Pellegrini, PhD

Information coming soon.

Deb Pepler, PhD

Dr. Pepler is Professor of Psychology at York University and Psychologist at the Hospital for Sick Children in Toronto. Dr. Pepler conducts research on children at risk. Her current research examines aggression and victimization among adolescents with a concern to the processes related to these problems over the lifespan. She was honoured for this research with the Contribution to Knowledge Award from the Psychology Foundation of Canada and with the Educator of the Year Award from Phi Delta Kappa, Toronto.

Sonja Perren, PhD

Sonja Perren is Assistant Professor at the Jacobs Center for Productive Youth Development at the University of Zürich (Switzerland). Her research focuses on the interplay between social skills, peer relations and mental health in children and adolescents. Topics in relation to bullying are: bullying in kindergarten age, cyberbullying, bullying/victimization and its associations with social skills, morality and psychosocial adjustment.

Amy Plog, PhD

Dr. Plog is the Director of Research for the Creating Caring Communities research team. They are currently interested in developing an evidence base for the Bully-Proofing Your School Program, investigating bullying intervention implementation integrity, and creating an online bullying assessment tool.

William Porter, PhD

Information coming soon.

Paul Poteat, PhD

Paul Poteat is Assistant Professor in the Department of Counseling, Developmental, and Educational Psychology at Boston College. His research examines the social norms and relationship dynamics within peer groups that contribute to the development and perpetuation of prejudiced attitudes and behaviors across developmental periods. In connection to bullying, this includes attention to bias-motivated bullying, especially related to sexual prejudice/homophobia. his research aims to identify individual and social-contextual factors that predict this behavior, and to identify the outcomes of being targeted by this behavior for dominant and minority group members.

Tiziana Pozzoli, PhD

Tiziana Pozzoli is an associate professor of Developmental Psychology at the University of Padua (Italy). Her research interests include individual and contextual variables associated with students’ behavior during bullying episodes, with a particular focus on cognitive, moral and emotional correlates of bystanders’ behavior (e.g., defending and passive bystanding).

Katherine Raczynski, MA

Katherine Raczynski is a part of the Bullying Prevention Group at the University of Georgia and the project director of the Healthy Teens project, a six year study investigating students’ social development as they transition from middle school to high school. She is interested in the assessment of bullying/victimization, school-based interventions for reducing bullying, and cyber-bullying.

Kisha Radliff, PhD

Dr. Radliff is an assistant professor of school psychology at Ohio State University.

Mubarak Rahamathulla, PhD

Dr. Rahamathulla is a social worker by profession. He has worked in the community services and mental health sectors since 1984 and has taught social worker in Malaysia, Singapore, and Australia. His area of research is child safety issues in cyberspace. Currently, he is involved in a project in collaboration with ISPCAN, which aims to study the policies and prevention programs protecting children in cyberspace. This project will collect information from professionals and policy makers from all over the world and will prepare a report summarizing the work and way forward in the future.

Ron Rapee, PhD

Information coming soon.

Jared R. Rawlings, PhD

Jared R. Rawlings, Ph.D. serves as Associate Professor of Music Education, Music Education Area Head, and Associate Director for Undergraduate Studies at The University of Utah School of Music. Rawlings consistently works with scholars, master pedagogues, and performing artists of varied disciplines. His research, which appears in leading research journals and texts, resides on both sides of the conductor podium-in teacher/conductor pedagogy and gesture and music ensemble classroom environment. Partnerships with school districts, which complement a dynamic research profile, are integral to his creative work. His award-winning research focused on bullying in music classrooms has been recognized by the American Educational Research Association, the World Anti-Bullying Forum, and the Bullying Research Network. Moreover, he has presented his research to national and international audiences across the world. Rawlings was elected as a peer reviewer for scholarly journals, including the American Educational Research Journal, Educational Researcher, and the Music Educators Journal. In addition to his research profile, Rawlings serves as an active guest conductor and school music clinician across the United States.

Ken Rigby, PhD

Dr. Rigby is an Adjunct Research Professor and an educational consultant based at the University of South Australia. His recent work has been directed towards advising parents and teachers in preventing, and dealing with, bully/victim problems. Recent publications include 'Children and Bullying: How parents and educators can reduce bullying in schools,' published in 2008 by Blackwell/Wiley, and 'Bullying: six methods of intervention', (2009) in press with the Australian Council for Educational Research. Currently, he is employed as a consultant on school bullying with the Queensland Education Department in Australia.

Ian Rivers, PhD

Dr. Rivers is Professor of Human Development at Brunel University in the UK. He is the author of over 80 book chapters and journal articles on bullying, specifically homophobic bullying. Together with Nathalie Noret he conducted the only longitudinal study of text and email bullying to date. His interests currently include the mental health of bystanders and the cognitive process underlying key decision making processes that expose individuals to danger.

Rebecca Robles-Piña, PhD

Rebecca is a professor at Sam Houston State University in Huntsville, Texas.

Eva Romera, PhD

Eva M. Romera, is an Associate Professor in the Department of Psychology at the University of Cordoba, Spain. She is member of the Laboratory about Convivencia and Prevention of School Violence. Her line of research focuses on social competence and the quality of interpersonal relationships. She is principal investigator of national and European research projects (H2020) aimed at the analysis of risk factors and protection with regard to bullying and cyberbullying and the promotion of schoolchildren's well-being.

ResearchGate URL:  https://www.researchgate.net/profile/Eva_Felix

ORCID: https://orcid.org/0000-0002-9414-8019

Website information: www.laecovi.com

Chad A. Rose, PhD

Chad Rose is an assistant professor of special education in the Department of Language, Literacy and Special Populations at Sam Houston State University. In 2010, he earned his Ph.D. from the University of Illinois at Urbana-Champaign in Special Education, with a focus on Emotional Behavioral Disorders and Quantitative Methods. Dr. Rose recently served as the Higher Education Consortium for Special Education Virtual Intern, where he focused on national legislation related to special education, student restraint and seclusion, and critical teacher shortages. His research focuses on the intersection of disability labels and special education services within the bullying dynamic, unique predictive and protective factors associated with bullying involvement among students with disabilities, and bully prevention efforts within a multi-component framework.

Scott Ross, PhD, BCBA-D

Scott W. Ross, Ph.D., BCBA-D, directs the Office of Learning Supports (OLS) for the Colorado Department of Education, which is responsible for advancing a Multi-Tiered System of Supports (MTSS) in the state. The office also oversees the state’s work on Response to Intervention, Positive Behavioral Interventions and Supports, and the Bullying Prevention and Education Grant Program. Previously, Dr. Ross taught special education at the elementary and secondary level then was an Assistant Professor in the Department of Special Education and Rehabilitation at Utah State University where he taught coursework in direct instruction, curriculum development, classroom and behavior management, coaching, and systems change. Dr. Ross is also the author of the Bullying Prevention in Positive Behavior Support curriculum and corresponding empirical analyses, for which he received the Initial Research of the Year award in 2010 from the Association of Positive Behavior Support.

Kevin Runions, PhD

Information coming soon.

Christina Salmivalli, PhD

Information coming soon.

Johanna Sam, PhD

Dr. Johanna Sam is a proud member of Tŝilhqot’in Nation. She is an Assistant Professor in the Faculty of Education at the University of British Columbia. Realizing the importance of a strength-based approach, she is involved in creating youth-friendly educational and mental health resources. Her research explores the relationships among cyberaggression, resiliency, academic achievement, and wellness. Her research and teaching not only utilizes technology, but approaches those digital tools from Indigenous perspectives. She has a passion for making a difference in the lives of young people, especially in Indigenous communities.

Maria Sapouna, PhD

Maria Sapouna obtained her Ph.D. in 2007 at the Panteion University of Social and Political Sciences in Greece. Since 2019 she is Senior Lecturer at the University of the West of Scotland. Her research interests include bullying and cyberbullying, with a particular focus on prejudice-based bullying. Recent work has focused on developing an evidence-based intervention to protect those bullied due to their ethnicity, nationality and/or religion. If you are interested in learning more about her research or publications, please visit here: https://research-portal.uws.ac.uk/en/persons/maria-sapouna

Hannah Schacter, PhD

Hannah Schacter is an Assistant Professor in the Department of Psychology at Wayne State University and adjunct faculty at the Merrill Palmer Skillman Institute for Child and Family Development. Her research examines adolescent social-emotional development and health across diverse contexts, including school, home, and online environments. She is especially interested in understanding how adolescents adjust when faced with interpersonal stressors, such as bullying, discrimination, and dating violence. Using a combination of school-based surveys, daily diaries, and ambulatory physiological monitoring, most of her research takes place outside of the lab and in youth’s everyday environments to better capture adolescent “life as it’s lived.” The ultimate goal of this research is to shed light on potential intervention approaches and social policies that can promote healthy relationships and positive development among adolescents.

Tracy Scherr, PhD

Information coming soon.

Barry Schneider, PhD

Information coming soon.

Robert Selman, PhD

Information coming soon.

Jennifer Shapka, PhD

Dr. Shapka is an Associate Professor in the Department of Educational and Counselling Psychology, and Special Education, at the University of British Columbia. Her teaching and research are in the area of developmental psychology, and she is particularly interested in identifying how contextual factors are contributing to developmental wellbeing for adolescents. To this end, Dr. Shapka has been exploring the impact of what it means to grow up in an information age by examining the impact of internet use on social and cognitive development. Most recently, Dr. Shapka has explored the online risks associated with cyberbullying, as well as privacy-related concerns due to the over-disclosure of personal information.

Shaheen Shariff, PhD

Information coming soon.

Jill Sharkey, PhD

Dr. Sharkey is a faculty member in the Department of Counseling, Clinical, and School Psychology at the Universityof California, Santa Barbara. Her research focuses on preventing school violence by understanding optimal family, school, and community responses to at-risk youth.

Jin Shin, PhD

Information coming soon.

Cindy Simpson, PhD

Cynthia Simpson, Ph.D., is Dean of the School of Education at Houston Baptist University. Her current research focuses on bullying prevention strategies within a multi-component framework, gender discrepancies within the bullying dynamic, and protective factors for individuals with low incidence disabilities. Dr. Simpson has authored, or co-authored, several manuscripts, books, book chapters and training manuals encompassing a range of critical issues in the field of special education. Dr. Simpson has been recognized at the international, national, state and local level for the impact of her professional work on the outcome of youth in our society.

Russel Skiba, PhD

Information coming soon.

Grace Skrzypiec, PhD

Dr. Grace Skrzypiec is in the early stages of her academic career and is receiving mentoring research from Professor Phillip Slee. She completed her PhD in criminology/psychology in 2012 at Flinders University. Grace has been working with Professor Slee on various anti-bullying projects including the “coping with bullying” intervention, which has been successfully implemented in several schools in South Australia and Greece. Currently she is working with Professor Slee on a project exploring the nature of bullying in India.

Sheri-Lynn Skwarchuk, PhD

Dr. Sheri-Lynn Skwarchuk is a professor in Education, a school psychologist, and a parent of three school-aged children. She has worked with children, their families and schools from all age ranges and abilities. She teaches courses in the area of diversity and inclusion, and complete inservices in the area of assessment and intervention for teachers. For her research, she runs parent groups, inspiring individuals to make change in their lives, and helps children with various learning considerations, particularly in the area of mathematics. She approaches the area of bullying and social-emotional development from a generalist perspective, by understanding all the circumstances that influence a child’s life, and inspire them and those around them to have the courage to make changes, one person at a time.

Phillip Slee, PhD

Information coming soon.

David Smith, PhD

Information coming soon.

Marlene Sourander, PhD

Information coming soon.

Andre Sourander, PhD

Dr. Sourander is an MD and professor in Child Psychiatry at Turku University, Finland; and adjunct professor, Division of Epidemiology, Department of Psychiatry, Columbia University, New York, USA. His research activity in bullying research has focused on four areas:
1) long term consequences of bullying (from childhood to adulthood) based on epidemiological Finnish birth cohort study
2) Research about cyberbullying
3) cross-cultural research about bullying
4) Early web based parent training intervention focusing on oppositional behavior among 4-year olds (including peer aggression), population based RCT study

He has published several articles about my research findings about associations between childhood bullying behavior and adult psychiatric disorders, suicidality and crime (published e.g in Archives of General Psychiatry, J of American Academy of Child and adolescent Psychiatry, Pediatrics etc). His other research activity is focusing on prenatal epidemiology and birth cohort studies. He have several international fundings. e.g. NIHM, Narsad, Autism Speaks, Canadian Research Foundation, Finnish academy, Norwegian research Council etc. 

Barbara Spears, PhD

Information coming soon.

Dale Stack, PhD

Information coming soon.

Nan Stein, PhD

Information coming soon.

Michael Sulkowski, PhD

Dr. Michael Sulkowski is an Assistant Professor in the School Psychology Program at the University of Arizona. His research interests include preventing violent/aggressive behavior in youth and ways to protect students from the deleterious effects of peer victimization. Additionally, Dr. Sulkowski is interested in increasing the availability of mental health services in schools and in increasing the delivery of interventions to improve students’ emotional wellbeing. Dr. Sulkowski has received awards from the Melissa Institute for Violence Prevention, the National Association of School Psychologists, the American Academy of School Psychology, the Florida Association of School Psychologists, the College of Education at the University of Florida, the American Society for the Advancement of Pharmacotherapy (APA Division 55), and the Society for General Psychology (APA Division 1) for his research and scholarship. Dr. Sulkowski currently is researching ways in which students respond to being victimized by various forms of peer aggression (e.g., relational, overt).

Niwako Sugimura, PhD

Dr. Niwako Sugimura was born and raised in Japan. He came to the U.S. and attended high school in Texas for a year as an exchange student, which is when he took his first psychology class. That class reinforced his interest in psychology. After finishing his undergraduate education at the University of Tokyo, he went to the University of Chicago for his first master’s degree, where he learned clinical psychology, for the most part. He has always been interested in how stress leads to psychopathology, especially in youth. Then he worked for about two years in Japan and worked on a project to measure social skills in middle school students in Japan. Around that time, the problem of bullying was becoming more and more serious in Japan, which motivated him to study how to help victims of bullying at the University of Illinois at Urbana Champaign. His research has focused on the victims of bullying. In particular, he is interested in the antecedents and consequences of victimization. Some of his work has investigated individual differences in depressive symptoms and aggressive behavior following victimization, focusing on youth’s temperament and coping behavior. His other work has investigated how youth’s social behaviors serve as risk factors for and protective factors against victimization.

Suresh Sundaram, PhD

I obtained my master’s degree from University of Madras, followed by M. Phil., & Ph. D., from Annamalai University. From 2005 onwards I am working as an Assistant Professor at Department of Psychology, Annamalai University; we recently celebrated Golden Jubilee function for our Department. Basically, I was interested in health and organizational psychology but lately I developed my research interests towards school psychology particularly school bullying and victimization. Further, I am also interested in resiliency, health behavior and social skills among adolescents and its cross-cultural aspects.

Jun Sung Hong, PhD

Jun Sung Hong, Ph.D., is currently an Assistant Professor in the School of Social Work at the Wayne State University. He has published in research areas, such as school violence (bullying/peer victimization), school-based intervention, juvenile delinquency, child welfare, and cultural competency in social work practice. He was previously a Fulbright recipient and a Council on Social Work Education (CSWE) Minority Fellowship Program fellow.

Hideo Suzuki, PhD

Information coming soon.

Ibrahim Tanrikulu, PhD

Ibrahim Tanrikulu, PhD, is an assistant professor in Psychological Counseling and Guidance Department / Faculty of Education, Gaziantep University, in Gaziantep / Turkey. His interests include prevention research on bullying, cyberbullying, sibling bullying as well online applications in counseling profession. Currently, he is working on editing the first scientific book on cyberbullying in Turkish. In addition to the primary, middle and high school students and university students, he conducts research on bullying prevention in pre-school level.

Anthony Tasso, PhD

Information coming soon.

Deborah A. Tempkin, PhD

Information coming soon.

Robert Thornberg, PhD

Robert Thornberg is an Associate Professor of Education at the Department of Behavioural Sciences and Learning, Linköping University in Sweden. Dr. Thornberg’s current research is on school bullying, especially in relation to social processes, peer norms, moral disengagement, and children and adolescents’ perspectives. His second line of research is on school rules and everyday moral life of school. Dr Thornberg uses a range of methods including questionnaires, psychological assessments, qualitative interviewing, focus groups, ethnographic fieldwork, grounded theory, and statistical methods.

Jessica Trach, PhD

Information coming soon.

Wendy Troop-Gordon, PhD

Wendy Troop-Gordon, Ph.D., is an Assistant Professor of psychology at North Dakota State University. Her research interests include the processes that link being the victim of bullying to later mental health and school adjustment and those factors that may mitigate, or heighten, the risk of maladjustment among peer victimized youth, including individual differences in social cognition, stress responses and coping strategies, interpersonal relationships with peers and adults, and features of the classroom context. Most recently, she has begun using eye tracking to study how differences in visual attention patterns to social cues moderate the link between being bullied and externalizing and internalizing problems. In a second line of research, Dr. Troop-Gordon has been studying the social cognitive and interpersonal processes linking high social status among peers to aggression and enhanced emotional well being.

Maria Ttofi, PhD

Information coming soon.

Leslie Maureen Tutty, PhD

Information coming soon.

Stuart Twemlow, PhD

Information coming soon.

Marion Underwood, PhD

Marion K. Underwood is an Ashbel Smith Professor of Psychological Sciences in the School of Behavioral and Brain Sciences at the University of Texas at Dallas. She earned her undergraduate degree from Wellesley College and her doctoral degree in clinical psychology from Duke University in 1991. She began her faculty career at Reed College in Portland, Oregon, and moved to the University of Texas at Dallas in 1998. Dr. Underwood’s research examines anger, aggression, and gender, with special attention to the development of social aggression. Dr. Underwood’s work has been published in numerous scientific journals and her research program has been supported by the National Institutes of Health since 1995. In 2003, she authored a book, Social Aggression among Girls. Since 2003, she and her research group have been conducting a longitudinal study of origins and outcomes of social aggression, and how adolescents use digital communication. Before participants began their 9th grade year, all were given BlackBerry devices configured to capture the content of their electronic communication to a secure archive: text messaging, instant messaging, and email. Dr. Underwood received the 2001 Chancellor’s Council Outstanding Teacher of the Year Award, was granted a FIRST Award and a K02 Mid-Career Independent Scientist Award from the National Institute of Mental Health, and is a Fellow of the Association for Psychological Science.

Tracy Vaillancourt, PhD

Information coming soon.

Yvonne van den Berg, PhD

Yvonne van den Berg (1986) studied Pedagogical and Educational Sciences (BSc), after which she continued studying the research master Behavioural Sciences and also obtained her clinical license in Orthopedagogics at the Radboud University. In 2015, she obtained her PhD in Psychology. Starting with her master thesis, she was the first to demonstrate that experimentally rearranged seats can improve classroom social dynamics. This quickly evolved into an independent research line on the importance of physical proximity to create a safe and inclusive school climate. From 2015 to 2018, she was one of the project coordinators of a nationwide study initiated by the Dutch government on the effectiveness of antibullying interventions in the Netherlands. Currently, she is examining how subtle behaviors and more implicit evaluations may affect the social safety and well-being of children. This includes studies on the potential impact of seating arrangement and interpersonal movement on bullying and victimization.

Mark Van Ryzin, PhD

Dr. Van Ryzin has a PhD in Educational Psychology from the University of Minnesota and has conducted research with middle and high schools for more than 10 years. In that time, he has published a substantial number of scientific research articles in peer-reviewed journals on topics such as bullying and victimization, school climate, substance use, delinquent and prosocial behavior, academic engagement and achievement, and teacher-to-student and student-to-student relationships. He has also collaborated with dozens of teachers in the implementation of group-based approaches to instruction (i.e., cooperative learning) in middle and high school classrooms, and uses these techniques in his own teaching at the University of Oregon.

Rene Veenstra, PhD

Information coming soon.

Carmen Viejo, PhD

Reader at the University of Cordoba (Spain) and member of the Laboratory of Studies for Convivencia and the Prevention of Violence (LAECOVI- www.laecovi.com). Her main lines of research involve interpersonal relationships in adolescence, particularly at the beginning of the process of courtship and sentimental relationships. From a psycho-developmental perspective, remarkable progress has been made in studies of the risks associated with these relationships, such as dating violence, as well as in its benefits and its links to psychological and subjective well-being during adolescence. She has taken part in regional, national and European research projects on this subject and other related topic, and she is currently participating in a national project on the longitudinal study of social competences and well-being in early adolescence. She has visited several universities overseas in the UK, Italy and Chile, as part of different research teams, with whom she takes part in a number of networks on the subjects of dating and dating violence. She has several publications in national and international journals, some with a recognized impact on the JCR index, and was awarded the Leocadio Martín Mignorance prize (2016) for the best research paper in social sciences.

Irene Vitoroulis, PhD

Irene Vitoroulis is an Assistant Professor in Developmental Psychology at the University of Ottawa. She received her Ph.D. in Psychology from the University of Ottawa and completed her post-doctoral training at the Offord Centre for Child Studies at McMaster University. Her research focuses on the psychosocial integration and well-being of adolescents from immigrant, refugee, ethno-cultural and racialized backgrounds. She is particularly interested in peer group and school processes that affect inter-group dynamics in the prevalence of bullying and peer victimization, as well as the extent to which these processes are associated student mental health.

Tony Volk, PhD

Dr. Volk is a developmental psychologist in the Brock University Department of Child and Youth studies. He is interested in the areas of parenting and child development. These are broad areas of research that lend themselves to a broad scope of theoretical and methodological approaches. A strong believer in multidisciplinary studies, Dr. Volk's overall interest is to gain an evolutionary, neurological, medical, cultural, social, and historical understanding of why children do what they do. In particular, he is interested in the reasons why bullies engage in bullying behaviors from a functional, adaptive perspective. He is currently studying 1) the evolution and functions of bullying; 2) bullying in sports; and 3) cross-cultural studies of bullying (six nations and Dominica). If you are interested in learning more about his research or publications, please visit his website here: http://www.brocku.ca/vrbaby/index.php 

Tracy Waasdorp, PhD

Dr. Waasdorp is a Research Assistant Professor in Psychiatry at the Perelman School of Medicine at the University of Pennsylvania and the Director of Research for School-Based Bullying and Social Emotional Learning for the Center for Violence Prevention at Children’s Hospital of Philadelphia. Her research focuses on childhood aggression and bullying (both in-person and cyber) and the design and assessment of school-based interventions. Her programs aim to improve children’s social and emotional skills, reduce bullying and aggression, and help adults promote children’s positive peer relationships. She also has a strong focus on research methodology and related statistics. She has collaborated on the design and evaluation of three school-based interventions, Preventing Relational Aggression Every Day (PRAISE), Friend to Friend (F2F), and the Bullying Classroom Check-up (BCCU). PRAISE and F2F are aimed at reducing aggression and bullying for elementary school youth attending under-resourced schools. She led the adaptation of F2F and PRAISE to be used with a coaching model, where schools implement the program with training and guidance from CHOP researchers. BCCU is a program that addresses bullying using an innovative, transportable training simulator combined with an evidence-based teacher-coaching model to increase teachers’ prevention, detection, and responses to bullying and promote positive peer relationships in their classrooms. See https://violence.chop.edu/research-and-programs/bullying-prevention for more details.

Cixin Wang, PhD

Information coming soon.

Muhammad Waseem, MD

Muhammad Waseem, is the Professor of Emergency Medicine (Clinical Pediatrics) at the Weill Medical College of Cornell University and the Research Director for the Department of Emergency Medicine at Lincoln Medical & Mental Health Center Bronx New York. Dr. Waseem is interested in the immediate psychosocial assessment of bullied children. Dr. Waseem evaluates most severe and serious forms of bullying in an urban hospital. This form of behavior often results in either physical injuries or psychological crisis requiring an urgent evaluation in the Emergency Department. Dr. Waseem, along with the support of the Emergency Medicine department, emphasizes on the psychological effects bullying in children. He is also interested in the psychosocial correlates and triggers for bullying. He would like to conduct studies on childhood bullying in settings other than schools. A current project is examining the prevalence of bullying in children who present to the Emergency Department with behavioral symptoms.

Terry Waterhouse, EdD

Information coming soon.

Hsi-Sheng Wei, PhD

Hsi-Sheng Wei, PhD, is a Professor of Social Work at National Taipei University, Taiwan. His research interests include school bullying, juvenile delinquency, and youth services evaluation. His work explores the prevalence and characteristics of bullying among Taiwanese middle-school students, and he has systemically examined a variety of factors on bullying perpetration and victimization among local youth. His recent research extends to other kinds of child and youth maltreatment including student victimization by teachers, peer sexual harassment, and filicide-suicide. Dr. Wei has published numerous articles in a wide range of academic journals, and he is an editor of the Child & Adolescent Social Work Journal and a Consulting Editor of Social Work Research. He has developed a collaborative network and frequently worked with other international researchers. Dr. Wei has served as a counselor for the Ministry of Education’s Anti-bullying Safe Schools Program in Taiwan and is currently conducting survey projects on the life condition and school adjustment of local adolescents.

Lana Wells, MSW, RSW

Before being appointed The Brenda Strafford Chair in the Prevention of Domestic Violence at the Faculty of Social Work, University of Calgary, Lana Wells was a member of the senior leadership team at the United Way of Calgary and Area where she led the community investments and collaborations division and the public policy and government relations portfolio. Lana has worked for numerous non-profit organizations and with all three levels of government as a researcher, planner, policy analyst, change manager, project manager, strategic and business planner, evaluator, facilitator and trainer. Her areas of expertise include family violence, women’s issues, children and youth services, social justice and social change, organizational change and the not for profit sector. Lana volunteers widely, sits on several boards of directors and is currently the President of The Alex, and past president of the Alberta Council of Women’s Shelters (2000-2002). In 2012, Lana became a fellow at the School of Public Policy, University of Calgary where she is teaching on social policy in Canada. Currently, Lana is leading Shift: The Project to End Domestic Violence. The name Shift represents the spirit of this innovative project designed to create transformational change using a primary prevention approach to stop first-time victimization and perpetration of domestic violence. The purpose of Shift is to enhance the capacity of policy makers, systems leaders, clinicians, service providers and the community at large, to significantly reduce the rates of domestic violence in Alberta.

Anne Williford, PhD

Dr. Anne Williford is an Associate Professor and the PhD Program Director in the School of Social Work at Colorado State University. Her research focuses on the etiology of bullying, aggression, and peer victimization among youth, particularly emphasizing ecological factors that contribute to the development and maintenance of these behaviors in peer, school, family, and community settings. A critical aim of her research and scholarship is to identify effective prevention and intervention strategies to mitigate aggressive behavior and promote positive behavioral health outcomes among children and adolescents. Dr. Williford’s teaching interests include community and organizational practice, advanced advocacy practice, social work practice with aggressive and anti-social youth, and research methods. She has a B.A. in Psychology from American University, a MSSW from the University of Texas at Austin, and a PhD in Social Work from the University of Denver. Before receiving her PhD, Dr. Williford worked as a clinical and community level social worker with diverse populations, including children and adults with developmental disabilities, adults with mental illness and chemical dependency, and youth participating in primary prevention programs.

Michelle Wright, PhD

Michelle F. Wright is a research associate at Penn State University and a postdoctoral research fellow at Masaryk University in Brno, the Czech Republic. Her research focus is on the contextual factors which influence children’s, adolescents’, and young adults’ involvement in aggressive behaviors, with a special interest in social goals, peer status, and cultural values. She has published on these topics, with her most recent work focused on culture and anonymity, and their role in cyberbullying among adolescents.

David Wolfe, PhD

Information coming soon.

Hongling Xie, PhD

Information coming soon.

David Yamada, J.D.

Information coming soon.

Chunyan Yang, PhD

Information coming soon.

Michele Ybarra, PhD

Information coming soon.

Jina Yoon, PhD

Dr. Yoon is an Associate Professor and a director of doctoral program in Educational Psychology at Wayne State University. She has conducted research studies in aggression, bullying, peer rejection, and teacher-student relationships. She is particularly interested in ecological characteristics related to bullying and victimization, including teacher responses, bystander effects, and school climate.

Isabel Zych, PhD

Dr. Zych is a Reader in the Department of Psychology in the University of Cordoba (Spain) and a member of the LAECOVI research team. She studied Psychology at the Jagiellonian University (Poland) and the University of Granada (Spain) and she earned her PhD in Psychology from the latter. She is a visiting scholar in the Institute of Criminology, Cambridge University. Her main research interest focuses on bullying and cyberbullying, with particular attention to personal and contextual protective factors. She has led and participated in different research projects, has been an invited speaker in international conferences and published various journal articles related to the topic. Her undergraduate teaching and PhD supervision is mostly related to the school climate and competencies that protect children against bullying.