The relational context of identity developmentShort Bio:
Susan Branje is professor of Adolescent Development and Socialization at the Division of Youth and Family, Department of Education and Pedagogy, Utrecht University, The Netherlands. She received her PhD at the Radboud University Nijmegen in 2003, and worked at Utrecht University since 2002. Her work focuses on understanding the developmental changes in adolescents’ relationships with parents, siblings, friends, and romantic partners and the associations with development of adolescents individual characteristics and adjustment. In trying to understand adolescent development, she includes factors at the individual, interactional, relational, contextual and societal level. She has conducted long-term longitudinal multi-informant and multi-method studies, using questionnaire data, observations, internet assessments, and diary studies, combined with psychophysiological and (epi)genetic data as well as neighborhood data. She is principal investigator of several ongoing longitudinal studies among and young adults, such as the intergenerational RADAR study and InTransition. She has served on the governing boards of the European Association for Research on Adolescence (EARA) and the International Association for Relationship Research (IARR). She is currently President of EARA.
The Development of Empathy in the Early YearsShort Bio:
Maayan Davidov completed her Ph.D. in developmental psychology at the University of Toronto. She is a faculty member at the Hebrew University of Jerusalem (School of Social Work and Social Welfare, and the Early Childhood Studies Program). Her research addresses socialization processes, with a focus on the parent-child relationship, as well as the early development of empathy and prosocial behavior. She has co-authored theoretical and empirical papers on the early development of empathy in infancy; antecedents and motivational mechanisms of prosociality; a domains framework of parental socialization; and cultural context as a moderator of the effects of parenting on children. Dr. Davidov has led a special section in Child Development on the motivational foundations of prosocial behavior, as a guest editor, as well as a special section in Development and Psychopathology on The influential child. She also serves on an expert advisory committee for Israel’s Ministry of Education on the facilitation of social-emotional learning in the school system.
Trying to Achieve Population Impact through Place-Based Early Childhood InterventionsShort Bio:
Kenneth A. Dodge is the Pritzker Professor of Public Policy and Psychology and Neuroscience at Duke University, Durham, North Carolina, U.S.A. Ken studies early childhood development, the prevention of violent behavior in the family, and public policy to improve population outcomes for communities. His work provides a framework for intervening early to prevent the costly consequences of violence for children and their communities. Ken is trained as a clinical and developmental psychologist. He earned his B.A. in psychology at Northwestern University and his Ph.D.in psychology at Duke University. Ken has created Family Connects, a population approach to improve children’s outcomes in the first year of life. Ken has published more than 500 scientific articles which have been cited more than 100,000 times. He was elected into the National Academy of Medicine in 2015 and is President of the Society for Research in Child Development.
Mother and Infant Synchrony: From Behaviors to BrainsChairs:
Gianluca Esposito & Marc BornsteinShort Bio:
Developmental Clinical Psychologist qualified to advance the ongoing investigations on child socio-cognitive development contributing strengths in human electrophysiology and neuroimaging, complex data modeling, and comparative physiological assessment with the aim of studying Social Interaction. I have applied neuroimaging (fMRI; fNIRS, EEG) genetic, and behavioral protocols in the context of infant socio-cognitive development, often comparing typical and atypical trajectories. Furthermore, I have experimentally explored caregiver-infant interaction across mammalian species (mice, marmosets and humans), and its implication to psychopathology. My work has produced publications, collaborations and has been recognized several times by a number of agencies from Europe, Singapore, Japan, USA and UAE. I am the main author (either first or corresponding) for the majority of my publications: 114 peer-review papers, 20 book chapters, and 1 co-edited book; Citations 1916; h-index 24; i10-index 47, data from Google Scholar). Furthermore, my studies have been published in different fields (Clinical Psychology, Biology, Neuroscience, Education), using multiple technologies (e.g. fNIRS; EEG, fMRI, ECG, EMG, GSR, Animal models; genetic assessments; pharmacological manipulations) reflecting strong independent thinking and attention to the bigger picture more than to the specific of a single research field.
Marc H. Bornstein holds a B.A. from Columbia College, M.S. and Ph.D. degrees from Yale University, and honorary doctorates from the University of Padua and University of Trento. Bornstein is past President of the Society for Research in Child Development, and he has held faculty positions at Princeton University and New York University as well as visiting academic appointments in Munich, London, Paris, New York, Tokyo, Bamenda (Cameroon), Seoul, Trento, Santiago (Chile), Bristol, Oxford, and the Institute for Fiscal Studies, London. Bornstein is Editor Emeritus of Child Development and founding Editor of Parenting: Science and Practice. He has administered both Federal and Foundation grants, sits on the editorial boards of several professional journals, is a member of scholarly societies in a variety of disciplines, and consults for governments, foundations, universities, publishers, the media, and UNICEF. Bornstein has published widely in experimental, methodological, comparative, developmental, and cultural science as well as neuroscience, pediatrics, and aesthetics.
Socio-Cognitive Competencies and Child-Robot InteractionChairs:
Shoji Itakura & Antonella MarchettiShort Bio:
Shoji Itakura, Fellow Professor and Vice-director of the Center for Baby Science, Doshisha University. A Professor Emeritus of Kyoto University. He got Master degree with the paper entitled “Use of mirror by Japanese monkeys” and Ph.D. from Primate Research Institute, Kyoto University, with the doctoral thesis entitled “Use of personal pronouns by a chimpanzee.” His current measures are developmental science, Developmental Cybernetics, and evolutionary developmental psychology. He has published 200 peer review papers and book chapters.
Prof. Antonella Marchetti, PhD, since 2003 is Full Professor of Psychology of Development and Psychology of Education at the Università Cattolica del Sacro Cuore, Milano, Italy, where she is Director of the Research Unit on Theory of Mind (UniToM) at the Department of Psychology, Coordinator of the Ph.D. Program in Person and Formation Sciences and member of the Human-Robot Laboratory. She is Vice-President of the Italian Association of Psychology (AIP), Member of the Executive Committee of ISSBD and Regional Coordinator for Italy of ISSBD.Main focus of research: Theory of Mind in typical and atypical development across the life-span; decision making and mental states; mentalization and attachment; understanding of irony; aesthetic experience; socio-cognitive development in Human-Robot Interaction; trust in Human-Robot Interaction.
Causes and Consequences of Solitude in Adolescents Across Cultural ContextsShort Bio:
Dr. Junsheng Liu is a Professor and Director of the Institute of Developmental and Educational Psychology at the School of Psychology and Cognitive Science, East China Normal University, P. R. China. His research focuses on children’s and adolescents’ socioemotional functioning (e.g., shyness, aggression, social competence) and its role in social, school, and psychological adjustment from a contextual-developmental perspective. He has conducted several large-scale longitudinal projects in China with his international collaborators and published over 50 papers in peer-reviewed journals. He has received a Scholars Award from the Fok Ying Tung Education Foundation, a Chenguang Scholars Award from Shanghai Municipal Education Commission, and several other academic awards for his scientific work.
Protecting the victims and reducing their suffering: an emerging field of cyberbullying interventionsShort Bio:
Ersilia Menesini is professor of Developmental Psychology at the University of Florence (Italy) and director of the Department of Education, Languages, Intercultures, Literatures and Psychology. Former president of the European Association of Developmental Psychology, her research focuses on peer violence and aggressive behaviour in adolescence and childhood, specifically school bullying, peer rejection, dating aggression, cyberbullying and risk behaviours in virtual contexts. Within these areas, she has investigated the role of individual and contextual factors and how evidence based interventions can prevent and reduce the problem. Recent aims of her research are mainly related to transferring knowledge into interventions and practice, designing, evaluating and implementing interventions against bullying and cyberbullying in the school context.
Looking Back and Thinking Forward. From Scientific Evidence to Interventions Promoting Resilience Among War-Traumatized Children and Their FamiliesShort Bio:
Brit Oppedal is a senior researcher in the Department of Child Health and Development of the Norwegian Institute of Public Health. She is the director of the department’s research program “Youth, Culture and Competence Study, YCC”, which was established in 2006 and involves projects targeting both refugee and voluntary immigrant populations of different ages and ethnic groups. One theme of her research is the role of multi-cultural context, acculturation, in the psycho-social development and integration of children of immigrants. Another focus is on predictors of stability and change in psychological well-being, and psychopathology such as depression, anxiety, aggression, and post-traumatic stress problems.
A substantial proportion of her research since 2006 has been with unaccompanied asylum-seeking and refugee minors (URMs), both in terms of epidemiological studies of their mental health, predictors of resilience and vulnerabilities among them, and the role of ethnic identity for their over-time psycho-social adjustment and integration.
Dr. Oppedal is currently engaged in epidemiological studies of mental health among immigrant background children and youth, evaluation of trauma-focused interventions targeting URMs, and the development of interventions to promote the well-being and resilience of recently arrived refugees, both nationally and internationally.
Education and Wellbeing of LGBTQ+ Youth Around the WorldShort Bio:
Stephen Russell is Priscilla Pond Flawn Regents Professor in Child Development and chair of the Department of Human Development and Family Sciences at the University of Texas at Austin. He is an expert in adolescent and young adult health, with a focus on sexual orientation and gender identity. He began his career with population studies of adolescent sexual and reproductive health; during the last decade his work has focused on adolescent health disparities, especially the health and well-being of lesbian, gay, bisexual, and transgender (LGBT) youth. He published a series of papers that were the first U.S. nationally representative studies to document significant health risk among sexual minority youth. Since then he has studied health risk and resilience among LGBT youth and young adults, with an emphasis on gender and race/ethnic/cultural differences in health. Much of his research is guided by a commitment to create social change to support healthy adolescent development. He has served on the governing boards of the Society for Research in Child Development, the Sexuality Information and Education Council of the United States (SIECUS), National Council on Family Relations (he was elected fellow), the Society for Research on Adolescence (President, 2012-2014).
Youth and Digitalization- Dark and Bright SidesShort Bio:
Katariina Salmela-Aro Professor of Educational Sciences and Psychology, University of Helsinki, Finland. Visiting Professor Institute of Education University College London, Australian Catholic University Sydney and School of Education in Michigan State University. She is Past President of the European Association for Developmental Psychology, and previous Secretary General (first female) International Society for the Study of Behavioral Development (ISSBD). She is director of several ongoing longitudinal studies among young people: FinEdu, LEAD, Gaps. Her key research themes are digitalization, school engagement, burnout, optimal learning moments, experience sampling, life-span model of motivation and related interventions. She is Member of Finnish Science and Letters and Associate Editor in the European Psychologist journal. She is a member of the large-scale EU granted EuroCohort aiming to development of a Europe wide longitudinal survey of child and youth well-being.
Supporting Children and Youth Across the Globe in Addressing the Climate CrisisShort Bio:
Ann Sanson is a developmental psychologist whose research has principally focused on understanding the role of child, family and community characteristics in social and emotional development from infancy to adulthood, with a recent focus on positive development. She has been a principal investigator on major Australian longitudinal studies for over 30 years and is an advisor to several international longitudinal studies. She has also had an ongoing engagement with the contributions of psychology to social issues: e.g. as the Australian Psychological Society’s inaugural Director of Social Issues, as a founder of its Psychology for Peace Interest Group, and as Co-Chair of the international Committee for the Psychological Study of Peace. Her current work focuses on the impact of the climate crisis on current and future generations of children. She is an Honorary Professorial Fellow at the University of Melbourne, and a Fellow of the Australian Psychological Society and the International Society for the Study of Behavioural Development. She has over 200 publications.
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