Laura Piccardi | Cognitive Neuroscience | Women Researcher Award

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Prof. Dr. Laura Piccardi | Cognitive Neuroscience | Women Researcher Award

Sapienza University of Rome | Italy

Laura Piccardi is a distinguished scholar and full professor in the Department of Psychology at Sapienza University of Rome, Italy. Renowned for her expertise in spatial cognition, neuropsychology, and individual differences, she has made significant contributions to understanding how humans navigate and process spatial information across the lifespan. Her academic journey has been marked by prestigious positions, extensive research output, and influential collaborations with leading institutions worldwide, including Harvard Medical School, Karolinska Institutet, and the National University of Singapore. With over two hundred peer-reviewed publications, she is recognized for integrating experimental and clinical approaches to explore cognitive decline, hemineglect, and navigational memory. Beyond research, she is a dedicated educator, mentoring undergraduate, graduate, and doctoral students in psychology and cognitive neuroscience. Her work bridges theoretical insight with applied relevance, making her a leading figure in cognitive neuroscience and a sought-after expert in multidisciplinary research on spatial and cognitive processes.

Profile

Google scholar

Education

Laura Piccardi pursued her academic formation at Sapienza University of Rome, where she earned her doctoral degree in cognitive neuroscience. Following her doctoral studies, she engaged in advanced postdoctoral research at the prestigious Collège de France and the Hospital Pitié-Salpêtrière in Paris, working under world-leading experts in spatial navigation and neuropsychology. She began her academic career as a researcher in the Life, Health, and Environmental Science Department at the University of L’Aquila, where she deepened her focus on spatial memory and cognitive differences. Her progression from researcher to associate professor reflected her outstanding contributions to the field, leading to her eventual appointment as full professor at Sapienza University of Rome. Throughout her academic training, she complemented her formal education with international collaborations, advanced methodological training, and interdisciplinary research experiences, shaping her into a versatile scholar with strong expertise at the intersection of cognitive neuroscience, clinical neuropsychology, and spatial cognition research

Experience

Laura Piccardi’s professional experience spans research, teaching, and clinical practice. She has held faculty positions at the University of L’Aquila and Sapienza University of Rome, where she teaches courses in general psychology, cognitive neuropsychology, spatial cognition, and learning disabilities. Her research has been supported by competitive grants, leading projects on spatial cognition, navigational memory, emotional-cognitive variables, and eco-sustainable decision-making. In addition to academic roles, she has collaborated extensively with rehabilitation and medical institutes, such as the IRCCS Fondazione Santa Lucia and San Raffaele facilities, integrating clinical work with cognitive neuroscience research. Internationally, she has engaged in partnerships with institutions in Singapore, Spain, Sweden, France, and the United States, expanding her research impact across cultural and methodological contexts. Her experience reflects a balance between laboratory-based research, applied clinical studies, and educational leadership, establishing her as a versatile academic committed to advancing both scientific knowledge and practical applications in psychology

Awards and Honors

Awards and Honors (150 words)
Laura Piccardi’s work has earned recognition through prestigious awards, editorial appointments, and invitations to speak at international conferences. Early in her career, she received the Young Researcher Award from Sapienza University of Rome, highlighting her potential for impactful contributions to cognitive neuroscience. She serves as an associate editor for prominent journals, including Frontiers in Cognitive Neuroscience, and as a guest editor for thematic issues in learning and memory. Her reputation in the field is further underscored by her role as a symposium organizer, invited speaker, and scientific reviewer for leading academic outlets. Her research collaborations with globally renowned universities and medical centers also reflect her standing in the international scientific community. These honors, combined with sustained funding for innovative projects, demonstrate her influence in shaping current discourse in spatial cognition, neuropsychology, and cognitive aging, while also inspiring a new generation of researchers through mentorship and cross-disciplinary engagement.

Research Focus

Laura Piccardi’s research centers on spatial cognition, exploring how individuals perceive, process, and remember spatial information, and how these abilities vary across populations. She investigates individual differences in spatial abilities, the cognitive mechanisms underlying navigation, and the neural bases of these processes in both healthy and clinical groups. Her work encompasses neuropsychological conditions such as hemineglect, multiple sclerosis, and cognitive decline, aiming to identify cognitive markers that could inform rehabilitation strategies. She has developed innovative experimental paradigms using virtual reality to study spatial memory, navigational skills, and the role of emotional and cognitive factors in decision-making. Additionally, her research addresses how environmental, social, and psychological factors influence spatial abilities, particularly in aging populations. By integrating clinical, experimental, and technological approaches, her work contributes to theoretical models of spatial cognition while offering practical implications for education, clinical rehabilitation, and human-environment interaction design

 

Publications

 

Title: Neural bases of personal and extrapersonal neglect in humans
Year: 2007
Citation: 403

Title: Development of neuropsychiatric symptoms in poststroke patients: a cross‐sectional study
Year: 2004
Citation: 321

Title: Gender effects in young road users on road safety attitudes, behaviors and risk perception
Year: 2016
Citation: 314

Title: Where do bright ideas occur in our brain? Meta-analytic evidence from neuroimaging studies of domain-specific creativity
Year: 2015
Citation: 311

Title: The meditative mind: A comprehensive meta‐analysis of MRI studies
Year: 2015
Citation: 278

Title: Walking in the Corsi test: which type of memory do you need?
Year: 2008
Citation: 195

Title: Frontal EEG asymmetry of mood: a mini-review
Year: 2017
Citation: 165

Title: Cognitive reserve in healthy aging and Alzheimer’s disease: a meta-analysis of fMRI studies
Year: 2016
Citation: 133

Conclusion

Laura Piccardi stands out as a leading figure in spatial cognition and neuropsychology, seamlessly integrating research, teaching, and clinical expertise. Her contributions span fundamental theory, experimental innovation, and applied practice, making her work relevant to both scientific and societal challenges. Through sustained international collaborations, influential publications, and impactful mentorship, she has advanced understanding of spatial memory, cognitive decline, and navigational processes. Her ability to bridge interdisciplinary perspectives ensures her research remains at the forefront of cognitive neuroscience. With a career defined by intellectual rigor, creativity, and collaborative spirit, she continues to shape the future of spatial cognition research worldwide.

Yaira Hamama-Raz | Psychology | Best Researcher Award

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Dr. Yaira Hamama-Raz | Psychology | Best Researcher Award

Prof. Yaira Hamama-Raz is a distinguished scholar and practitioner in psycho-oncology and social work, currently serving as a full professor at Ariel University’s School of Social Work. Her academic journey spans from a BA to a PhD at Tel Aviv University, with postdoctoral training at the Adler Research Center. With over three decades of clinical and academic experience, she has contributed extensively to understanding psychological resilience, adjustment to cancer, and trauma. Beyond teaching, she actively participates in institutional and national scientific committees, enhancing the academic and clinical landscape of social work and psycho-oncology in Israel. Prof. Hamama-Raz’s research is widely recognized through multiple grants and peer-reviewed publications. She has received repeated awards for excellence in both research and teaching. Her deep commitment to mental health, social well-being, and integrative care defines her contribution to both academia and practice, making her a leading voice in health-related social work research.

Profile

🎓 Education

Prof. Hamama-Raz completed her academic training at Tel Aviv University. She earned her BA between 1986 and 1989, followed by an MA from 1992 to 1996, during which she explored fear of personal death among physicians under the supervision of Professors Zahava Solomon and Abraham Ohari. Her doctoral research (1997–2003) examined psychological adjustment in melanoma survivors, focusing on gender, identity, cognitive appraisal, hardiness, and attachment style, again under Prof. Solomon’s guidance. She further enriched her academic foundation through a prestigious postdoctoral fellowship (2005–2007) at the Adler Research Center for Child Welfare and Protection. This thorough academic grounding formed the base of her psycho-oncological research and teaching, integrating clinical practice with theoretical depth. Her educational trajectory exemplifies a continuous commitment to psychological and social health, particularly in vulnerable populations facing illness and trauma.

🧪 Experience

Prof. Hamama-Raz has a distinguished career that bridges clinical social work and academia. She began as a mental health officer in the Israeli Defense Forces (1989–1990), later working with families and distressed youth in Ramat Gan’s Welfare Department. From 1995 to 2005, she served as a social worker in the Gyneco-Oncology Unit of Rabin Medical Center. Between 2006 and 2009, she led individual psychotherapy at “One in Nine,” an Israeli breast cancer support organization. Since 2009, she has provided psycho-oncological therapy in private practice. Parallel to clinical work, she has held academic roles at Ariel University since 2005, advancing from lecturer to full professor in 2019. She has led graduate programs, chaired committees, and served on institutional boards. Her roles demonstrate a lifelong dedication to mental health and education, with an emphasis on cancer survivorship, trauma care, and integrative psychosocial support.

🏅 Awards and Honors

Prof. Hamama-Raz has received consistent recognition for her excellence in teaching and research. From 2010 to 2014 and again from 2017 to 2023, Ariel University awarded her annual honors for academic excellence in teaching. In 2015, she received the university’s Reward for Excellence in Research Achievements. In 2016, she was honored by the Israel Cancer Association for outstanding psycho-oncological research. These accolades reflect her sustained commitment to quality education and impactful research. Her work not only advances academic knowledge but also improves clinical practices in social work and mental health care. These recognitions affirm her role as an influential educator and researcher whose work continues to inspire students, colleagues, and practitioners in Israel and internationally. Her ability to translate clinical insight into research findings and educational content is a hallmark of her professional excellence.

🔬 Research Focus

Prof. Yaira Hamama-Raz’s research lies at the intersection of psychology, oncology, and social work. She focuses on psychological adjustment among cancer survivors, with a particular interest in gender identity, cognitive appraisal, hardiness, and attachment styles. Her early research addressed fear of death among healthcare providers and psychological resilience in trauma survivors. Over the years, her studies have expanded to include kidney transplant patients, informal caregivers, disaster survivors, and populations affected by the COVID-19 pandemic. Her work is grounded in clinical experience, aiming to bridge empirical findings with therapeutic applications. She has led and collaborated on numerous funded projects, including grants from the Israel Cancer Association and Ariel University. Her recent interests include decision-making in elderly cancer patients, adherence among adolescent transplant recipients, and psychological coping mechanisms in response to climate change and global health crises. Her interdisciplinary approach positions her as a leader in psychosocial oncology and health-related social work.

✅ Conclusion

Prof. Yaira Hamama-Raz is a distinguished academic, clinician, and researcher whose lifelong dedication to psycho-oncology and social work has significantly impacted clinical practice, academic training, and research in health-related social sciences, earning her recognition through awards, grants, and institutional leadership.

Publications

  • Climate Change Anxiety Among Individuals with and Without Chronic Illnesses: The Roles of Exposure, Awareness, and Coping Strategies

    Sustainability
    2025-07-01 | Journal article
    DOI: 10.3390/su17136034
    CONTRIBUTORS: Yaira Hamama-Raz; Shiri Shinan-Altman

  • Social acknowledgment and posttraumatic growth among bereaved adult sons and daughters of security forces personnel: The interplay with continuing bonds and complicated grief

    Death Studies
    2025-06-20 | Journal article
    DOI: 10.1080/07481187.2025.2521505
    CONTRIBUTORS: Yaira Hamama-Raz; Edit Solomon

  • The Interplay Between Climate Change Exposure, Awareness, Coping, and Anxiety Among Individuals with and Without a Chronic Illness

    Climate
    2025-06-11 | Journal article
    DOI: 10.3390/cli13060124
    CONTRIBUTORS: Shiri Shinan-Altman; Yaira Hamama-Raz

  • Can the subjective perception of trauma effectively differentiate between International Classification of Diseases–11 PTSD and complex PTSD? The 2022 Russian invasion analysis.

    Psychological Trauma: Theory, Research, Practice, and Policy
    2025-03 | Journal article
    DOI: 10.1037/tra0001801
    CONTRIBUTORS: Shir Mor-Ben-Ishai; Yaira Hamama-Raz; Elazar Leshem; Menachem Ben-Ezra; Yafit Levin

 

 

Azzeddine Charki | Neuropsychology | Best Researcher Award

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Assist. Prof. Dr. Azzeddine Charki | Neuropsychology | Best Researcher Award 

Dr. Azzeddine Charki is a Professor of Cognitive and Biological Psychology at the Faculty of Letters and Human Sciences Aïn Chock, Hassan II University, Casablanca. He holds a Ph.D. in Neuropsychology from Sidi Mohamed Ben Abdellah University, Fez. Dr. Charki is an esteemed researcher and active member of the Laboratory for Studies and Research in Cognitive and Human Sciences, focusing on psychology and language. With a strong dedication to cognitive psychology and neuropsychology, he supervises numerous research projects and contributes significantly to academic discourse. He has authored and co-authored several publications in high-impact journals on topics such as executive function, mentalizing, and neurodevelopmental disorders like ASD and ADHD. Fluent in Arabic, French, and English, he integrates pedagogical expertise with rigorous data analysis and project management. Dr. Charki’s commitment to advancing psychological science is matched by his passion for mentoring and fostering academic growth in his field.

Profile

🎓 Education

Dr. Azzeddine Charki earned his Ph.D. in Neuropsychology from Sidi Mohamed Ben Abdellah University, Fez. His doctoral work laid the foundation for his deep specialization in neuropsychology and cognitive sciences, particularly in executive function and mentalizing. Throughout his academic training, he developed a multidisciplinary understanding of brain-behavior relationships, integrating biological, cognitive, and social perspectives. His education emphasized both theoretical models and practical application in clinical and developmental contexts. Dr. Charki also received training in pedagogy, research methodology, and advanced data analysis techniques, which he continues to use in his academic career. His strong educational background has enabled him to contribute to Moroccan and international scholarship in cognitive and neuropsychology. His academic formation has also nurtured a strong inclination toward interdisciplinary research and collaborative knowledge production, particularly in the study of social cognition and neurodevelopmental disorders such as autism and ADHD.

🧪 Experience

Dr. Azzeddine Charki began his academic career as a Temporary Professor at Sidi Mohamed Ben Abdellah University, Fez (2020–2022), where he taught and conducted research in cognitive and neuropsychology. Since November 2023, he has been serving as Assistant Professor at the Faculty of Letters and Human Sciences Aïn Chock, Hassan II University, Casablanca. Over the years, he has supervised numerous undergraduate and postgraduate research projects and participated in collaborative initiatives within the university’s Laboratory for Studies and Research in Cognitive and Human Sciences. In addition to his teaching responsibilities, Dr. Charki has contributed extensively to the academic literature with a focus on executive functioning, theory of mind, and developmental psychopathology. His professional experience also includes project management, scientific writing, and dissemination of research findings. His bilingual and multicultural skills have allowed him to reach a wide range of students and researchers across Arabic, Francophone, and Anglophone academic contexts.

🏅 Awards and Honors

Dr. Azzeddine Charki has earned recognition primarily through his impactful research publications and academic service in Morocco’s leading institutions. Although specific named awards were not detailed, his repeated inclusion in peer-reviewed international and regional journals such as Applied Neuropsychology: Child, Neuropsychiatry and Neuropsychology, and the Arab Journal of Psychology signifies scholarly acknowledgment of his research excellence. His work on autism spectrum disorder, theory of mind, and executive functions reflects high intellectual merit and contributes meaningfully to both theoretical understanding and practical applications in neuropsychology. Dr. Charki’s mentorship of numerous student research projects and his active engagement in cross-disciplinary studies also underscore his standing as a respected academic. Being a core member of a cognitive science laboratory at Hassan II University further testifies to his leadership in scientific inquiry and academic collaboration. These contributions collectively demonstrate his respected status and growing impact in the field of cognitive psychology and neurodevelopmental research.

🔬 Research Focus

Dr. Charki’s research centers on cognitive psychology and neuropsychology, with particular interest in executive functions, social cognition, and neurodevelopmental disorders. He investigates mentalizing processes, especially the cognitive and affective domains of theory of mind in children with Autism Spectrum Disorder (ASD). His work explores both typical and atypical development, aiming to identify neural and behavioral mechanisms underlying disorders such as ASD and ADHD. He also delves into comparative frameworks across schizophrenia spectrum disorders, highlighting the neurobiological overlap in social cognition deficits. Dr. Charki integrates developmental psychology, neurobiology, and psychometric assessments to explore how children’s cognitive representations are structured and evolve in different socio-cultural contexts. His scholarly publications demonstrate a strong methodological foundation and innovative contributions to understanding how executive functions interact with social behavior. Furthermore, he actively examines Moroccan sociocultural representations in educational contexts, blending qualitative and quantitative approaches to enrich cognitive psychological theory and practice.

✅ Conclusion

Dr. Azzeddine Charki is a dedicated cognitive psychologist whose interdisciplinary research on executive function, mentalizing, and neurodevelopmental disorders enhances both scientific understanding and educational practice through a culturally grounded and evidence-based approach.

Publications

  • Charki, A., Zarbouch, B., Bouchala, C., & Meklaui, F., Z . (2024). Neuronal and developmental dimensions of mentalizing and it’s connection with executive functions. Arab Journal of Psychology. https://doi.org/10.57642/AJOPSY911

 

  • Charki, A., Meklaoui, F. Z., Charki, A., & Ettouzani, A. (2025). Examining the association between variation of ASD and cognitive and affective domains of mentalizing in verbal children with ASD. Applied Neuropsychology: Child, 1–11. https://doi.org/10.1080/21622965.2025.2504502

 

 

 

 

 

 

Marianne Rizk-Hildbrand | Psychology | Best Researcher Award

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Mrs. Marianne Rizk-Hildbrand | Psychology | Best Researcher Award

She is completing her PhD at KJPP Zürich, focusing on youth suicide prevention through the AdoASSIP project. Her professional experience spans various roles within KJPP Zürich, including emergency care, inpatient therapy, diagnostics, family counseling, and research. Earlier, she worked in diverse sectors such as aviation, hospitality, and legal assistance, demonstrating adaptability and strong interpersonal skills. Alongside her clinical and research commitments, she has been active in volunteer work, serving as a translator for refugee projects. Her multilingual proficiency in German, English, French, and Egyptian Arabic allows her to connect effectively with diverse populations. She is recognized as an AdoASSIP instructor, supervisor, and therapist, reflecting her advanced therapeutic competencies. She embodies a rare combination of academic rigor, clinical expertise, and cross-cultural sensitivity, preparing her for a leading role in adolescent mental health care and research.

Profile

🎓 Education

Her academic journey began with a Bachelor of Science in Psychology (2014-2018) from the University of Zürich, supplemented by an exchange semester at Humboldt University, Berlin (2019). She then pursued a Master of Science in Psychology at the University of Zürich (2018-2021), successfully completed in HS2020. Additionally, she earned multiple certifications in AdoASSIP therapy, including supervisor and instructor credentials between 2022 and 2024. In December 2024, she attained the title of federally recognized psychotherapist (IPKJ). Currently, she is finalizing her PhD (expected 2025), focusing on youth suicidality. Her earlier studies include the Gymnasium at Kantonsschule Hottingen (2006–2010), Bachelor of Law studies (incomplete, 2011–2014), and primary education in Opfikon. This strong educational background provides her with a solid foundation in both psychological theory and clinical practice, which she continuously enriches with ongoing training and research involvement, particularly in adolescent mental health, suicidality, and peer influence dynamics.

🧪 Experience

Her clinical experience is extensive, primarily at KJPP Zürich since 2020. As a doctoral student (2021-2024) and psychologist on youth wards (2023-2024), she conducted diagnostics, therapy, psychodiagnostic testing, family consultations, and managed clinical documentation. She contributed significantly to research, including master’s student supervision and publishing scholarly articles. Earlier roles include psychologist at the emergency centre KANT (2021-2023), where she handled acute psychiatric assessments and crisis interventions. She previously held positions in other sectors such as aviation (Swissport), hospitality (Migros Fitnesspark), legal assistance (Wenger Plattner), and customer service (Jelmoli), which enriched her communication and organizational skills. Additionally, she volunteered as a translator for refugees, showcasing her humanitarian commitment. Her interdisciplinary and multicultural experience enables her to work effectively with diverse patient populations, while her research roles highlight her commitment to advancing evidence-based interventions for youth at risk of suicide.

🏅 Awards and Honors

While no formal awards are explicitly mentioned, her series of professional certifications reflect significant achievements in her field. She became a certified AdoASSIP therapist (2022), supervisor (2023), and instructor (2024), underlining her deep specialization in evidence-based suicide prevention methods for adolescents. Her admission to the federally recognized psychotherapy program (IPKJ) and successful completion in December 2024 further demonstrate her recognized competence in clinical psychotherapy. The selection to pursue a PhD focused on adolescent suicidality at KJPP Zürich itself indicates academic merit and research potential. In addition, her consistent involvement in both clinical practice and cutting-edge research within one of Switzerland’s leading psychiatric institutions highlights her professional excellence. Her voluntary contributions to refugee support services reflect an ongoing commitment to social responsibility and community engagement, qualities often acknowledged and respected in healthcare professionals and researchers alike.

🔬 Research Focus

Her research centers on adolescent suicidality, particularly within the AdoASSIP program, a specialized intervention for youth following suicide attempts. Her doctoral dissertation (to be defended in September 2025) investigates complex factors such as body shaming, violence, self-care, and the social contagion of suicidality among peers. This work contributes to a nuanced understanding of the psychosocial dynamics leading to youth suicide attempts. She is deeply involved in intervention research, combining clinical practice with empirical investigation, which allows her to test, refine, and implement effective therapeutic strategies. Her work also involves supervising master’s theses, publishing scientific papers, and contributing to ethical and methodological standards within clinical research. By integrating her practical experience with academic inquiry, she addresses pressing public health concerns and advances therapeutic techniques aimed at reducing youth suicidality. Her research holds significant potential to inform policy, clinical practice, and future studies in adolescent mental health.

✅ Conclusion

Through a combination of advanced clinical training, focused research on adolescent suicidality, and diverse professional experiences, she emerges as a highly competent psychologist and researcher poised to make impactful contributions to youth mental health care, suicide prevention, and evidence-based therapeutic interventions within multicultural contexts.

Publications

  • The Body as a Battleground: A Qualitative Study of the Impact of Violence, Body Shaming, and Self-Harm in Adolescents with a History of Suicide Attempts

    International Journal of Environmental Research and Public Health
    2025-05-30 | Journal article
    DOI: 10.3390/ijerph22060859
    CONTRIBUTORS: Marianne Rizk-Hildbrand; Tara Semple; Martina Preisig; Isabelle Haeberling; Lukasz Smigielski; Dagmar Pauli; Susanne Walitza; Birgit Kleim; Gregor E. Berger

Camille Blackman | Neurology and Gender-Affirming Care | Best Researcher Award

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Ms. Camille Blackman | Neurology and Gender-Affirming Care | Best Researcher Award

Camille Blackman is a dedicated medical student and multidisciplinary researcher with a passion for advancing gender-affirming healthcare and surgical education. Currently pursuing her MD at the University of Illinois College of Medicine, she brings a diverse background in anthropology, emergency medicine, and clinical research. Camille’s clinical experiences range from working as an EMT and physical therapist assistant to serving as a medical assistant in dermatology. Her current research at Johns Hopkins Center for Transgender and Gender Expansive Health centers on surgical outcomes, educational innovation, and health equity. She has published and presented nationally on topics like craniofacial surgery, sexual medicine, and transgender health. Outside of medicine, she is a nationally competitive runner and co-founder of Nameless Track Club. Camille also contributes to mentoring, leadership development, and medical education reform. Fluent in English and French, she exemplifies a well-rounded, compassionate, and forward-thinking physician in training.

Profile

🎓 Education

Camille Blackman’s academic journey reflects her interdisciplinary strength and commitment to health equity. She holds a Bachelor of Arts in Cultural Anthropology from Northwestern University (2012–2016), where she was also a Division 1 athlete. To transition into a medical career, she completed a post-baccalaureate pre-medical program at DePaul University (2016–2017). Camille is currently a Doctor of Medicine (MD) candidate at the University of Illinois College of Medicine, expected to graduate in 2026. Her medical education is enhanced by participation in the Surgical Exploration and Discovery (SEAD) program and leadership in multiple mentorship initiatives. Her academic excellence is evidenced by her involvement in high-impact research, her role as an M3 mentor, and her selection for honors like Academic All-Big Tens. Throughout her academic path, she has consistently demonstrated a commitment to inclusion, excellence in scholarship, and innovation in clinical care, especially for underserved populations such as the transgender and gender-diverse community.

🧪 Experience

Camille Blackman has built a robust portfolio of healthcare experience over nearly a decade. As a current research trainee at the Johns Hopkins Center for Transgender and Gender Expansive Health, she contributes to cutting-edge projects focused on surgical outcomes and health equity. Prior to that, she worked as a medical assistant at the Illinois Dermatology Institute (2020–2023), a physical therapist assistant at RUSH Rehabilitation (2018–2021), and an EMT at Medical Express Ambulance (2018–2020). Her roles have spanned both emergency and outpatient care, giving her a comprehensive clinical foundation. In addition to her hands-on experience, she’s actively involved in medical education as a mentor and peer leader at UICOM. Camille also volunteers in both clinical and community settings, including Face the Future Foundation and Ann & Robert H. Lurie Children’s Hospital. Her practical and research experience across diverse settings reinforces her trajectory as a future physician-leader in gender-affirming and reconstructive surgery.

🏅 Awards and Honors

Camille Blackman has been recognized for both academic and athletic excellence. She is a recipient of the prestigious Academic All-Big Ten award (2013–2016) and earned the John and Rita Canning and Dinn Brothers Student-Athlete Scholarships while at Northwestern University. In athletics, she is a Tracksmith-sponsored elite runner and has posted competitive times in major races, including a 2:48 marathon and top finishes in the Chicago 13.1 and Shamrock Shuffle. Her early accolades include the Western Massachusetts Athlete of the Year and the Tommy Cochary High School Mile Grant. As a medical student, she was selected for the Surgical Exploration and Discovery (SEAD) program and received a $25,000 pilot grant from the Hopkins Business of Health Initiative as a co-investigator for transgender health systems innovation. Her honors reflect a rare combination of scientific acumen, athletic discipline, and community impact, affirming her multifaceted contributions to medicine and public health.

🔬 Research Focus

Camille Blackman’s research centers on gender-affirming care, surgical education, and health disparities. At the Johns Hopkins Center for Transgender and Gender Expansive Health, she explores clinical outcomes related to chest masculinization and hormone therapy, and contributes to the development of transgender health infrastructure. She has authored and co-authored multiple peer-reviewed publications on subjects such as craniofacial surgery techniques, body mass index implications in gender-affirming surgeries, and innovative educational approaches like clay modeling in anatomy instruction. Camille’s forthcoming book chapters on vaginoplasty and transgender care centers further establish her as an emerging scholar in surgical education and gender health equity. She has presented her work at high-profile conferences, including the Plastic Surgery Research Council and the Sexual Medicine Society of North America. Through her research, Camille aims to enhance inclusivity, clinical outcomes, and the surgical learning experience, particularly in areas where historically marginalized populations have faced significant healthcare gaps.

✅ Conclusion

Camille Blackman is a future physician and trailblazer in gender-affirming healthcare whose interdisciplinary expertise, clinical compassion, and research innovation are advancing inclusive medicine, educational reform, and equity in surgical outcomes.

Publications

Virginia Lam | Student diversity and development| Excellence in Research

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Dr. Virginia Lam | Student diversity and development| Excellence in Research

Dr. Virginia L. Lam is a Senior Lecturer in the School of Psychology at the University of Roehampton, London, where she also leads the MSc Psychology programme. With a PhD in Psychology from Goldsmiths University of London, her research spans bilingual identity, ethnic development, intergenerational adaptation, and child psychology. Her academic journey includes over two decades of teaching and leadership roles at the University of East London and Open University. Dr. Lam has led several externally funded projects focusing on multilingualism, emotional wellbeing, and cultural identity in educational settings. She is currently an Associate Editor for the Social Development journal and plays a key role in curriculum development, student mentoring, and ethical oversight. Her work blends psychological theory with social impact, promoting inclusive education and cultural understanding. A highly regarded supervisor and examiner, Dr. Lam continues to inspire through scholarship, teaching innovation, and impactful research in developmental and social psychology.

Profile

🎓 Education

Dr. Lam holds a PhD in Psychology from Goldsmiths University of London (2003), with a thesis on ethnic identity development in middle childhood. She earned a Master of Science (MRes) in Psychological Research Methods with Distinction from Exeter University in 1999 and a BA (Hons) in Psychology from Cardiff University in 1998, graduating with Upper Second Class Honours. In addition to her core academic qualifications, she completed a Postgraduate Certificate in Teaching and Learning in Higher Education at the University of East London in 2004, enhancing her pedagogical proficiency. This combination of high-level training in both psychological research and education forms the foundation of her interdisciplinary approach, integrating rigorous methodology with applied practice in developmental, social, and bilingual psychology. Her educational background underpins her role as a researcher-practitioner, enabling her to navigate and contribute to complex psychological and educational environments with expertise and innovation.

🧪 Experience

Dr. Lam’s academic career spans over two decades, including her current role as Senior Lecturer at Roehampton University (2021–present), where she also leads the MSc Psychology and MSc Developmental Psychology programmes. She coordinates research initiatives, ethics review, and curriculum development. Previously, she served at the University of East London from 2004 to 2021 in various capacities, including Programme Leader for BSc Child Psychology and Senior Lecturer, overseeing curriculum design, accreditations, and change management. Earlier roles include associate lectureships at the Open University and a research assistant post at Goldsmiths. Her expertise includes teaching developmental psychology, lifespan development, and self & identity, with strong administrative leadership, student engagement strategies, and cross-institutional collaboration. Dr. Lam also serves as Associate Editor of the Social Development journal, engaging in peer review, editorial decisions, and academic convening. Her sustained excellence in teaching, supervision, research, and programme management reflects a dynamic and impactful career in higher education.

🏅 Awards and Honors

Dr. Lam has earned recognition through multiple competitive research grants and leadership roles that reflect her academic distinction. She has secured funding from prestigious institutions such as the Economic and Social Research Council (ESRC), the British Psychological Society (BPS), the Methodist Trust, and the Arts and Humanities Research Council (AHRC). These awards supported projects on bilingual development, emotional wellbeing in multilingual families, and cross-sector educational adaptation. Her successful RKE bids highlight her ability to lead interdisciplinary, collaborative research with practical societal impact. In 2025, she assumed the role of Associate Editor of Social Development, an honor that underscores her research credibility and scholarly influence. She has also been an invited viva chair and examiner for numerous PhD theses across institutions. Additionally, her consistent involvement in ethics committees, curriculum validation panels, and student progression frameworks reflects peer recognition of her commitment to academic excellence and institutional development.

🔬 Research Focus

Dr. Virginia Lam’s research focuses on identity development in multilingual and multicultural contexts, particularly among children and adolescents. Her work investigates how language, culture, and ethnicity shape self-concepts and psychological wellbeing, especially within educational systems. She leads interdisciplinary projects on emotional wellbeing among adult ESOL learners, the cultural adaptation of complementary language schools, and bilingual identity formation among diasporic populations. Methodologically, her studies integrate qualitative and mixed-method approaches, often engaging community partners and schools to bridge academic research with real-world practice. Her earlier longitudinal studies explored executive function, attention control, and cognition in bilingual children, contributing to the understanding of developmental advantages in diverse learning environments. Dr. Lam also supervises PhD projects on intersectionality, trauma, minority mental health, and self-esteem, fostering emerging research in identity, culture, and social equity. Her scholarly contributions are grounded in psychological theory yet extend to civic engagement and inclusive pedagogical innovations in higher education.

✅ Conclusion

Dr. Virginia L. Lam exemplifies academic excellence through her leadership in multilingual identity research, curriculum innovation, and impactful psychological education, making her a valuable scholar in developmental and social psychology.

Publications

  • Academic Behavioural Confidence: The Role of Demographic, Institutional, Psychosocial, and Behavioural Factors Across Diverse University Students in England

    Psychology International
    2025-05-20 | Journal article
    DOI: 10.3390/psycholint7020039
    Part ofISSN: 2813-9844
    CONTRIBUTORS: Virginia L. Lam; Paulina Taylor

  • Growing up bilingual through a pandemic: Children’s language exposure, proficiency, social identities, and competences pre- and post-lockdowns

    INTERNATIONAL JOURNAL OF BILINGUALISM
    2024-08-06 | Journal article | Author
    DOI: 10.1177/1367006924124093

    SOURCE-WORK-ID:

    34db72df-a7e8-4e8c-b0a3-961e86ef563c

    2-s2.0-85201010050

    CONTRIBUTORS: Layal Husain; Virginia Lam; Martin Pinder

  • Depth of emotional experiencing and outcome in therapy with young people

    Psychology and Psychotherapy: Theory, Research and Practice
    2024-06-12 | Journal article
    DOI: 10.1111/papt.12537
    Part ofISSN: 1476-0835
    Part ofISSN: 2044-8341
    CONTRIBUTORS: Darcy Geyer; Virginia Lam; Hannah Gilbert; Mick Cooper

  • On return to school: disorder symptoms, stress at home and evaluations of school COVID-19 measures

    Journal of Child & Adolescent Mental Health
    2024-04-18 | Journal article | Author
    DOI: 10.2989/17280583.2023.2290647
    Part of ISSN: 1728-0583
    Part of ISSN: 1728-0591
    CONTRIBUTORS: Virginia Lam; Mandy F. O’Driscoll

Cheng Cheng | Emotion and Cognition | Best Researcher Award

Published on by Cognitive Scientist Awards

Assist. Prof. Dr. Cheng Cheng | Emotion and Cognition | Best Researcher Award

Dr. Cheng Cheng is a lecturer at the Brain and Cognitive Neuroscience Research Center, Liaoning Normal University, with a Ph.D. in Computer Science from Dalian University of Technology (2024). Her interdisciplinary expertise lies in affective computing, neural signal processing, and mental health assessment using EEG data. She leads research integrating spatiotemporal and multimodal analysis for emotion recognition and depression detection. Dr. Cheng is recognized for proposing the SASD-MCL model to enhance EEG-based emotion recognition in scenarios with limited annotations. Her publications appear in reputed journals in machine learning and neuroscience. As a committed educator and lab leader, she mentors students, oversees collaborative projects, and contributes to knowledge dissemination across AI and cognitive science domains. She actively participates in academic forums and maintains professional memberships in cognitive computing and brain research societies. Dr. Cheng’s work stands at the intersection of artificial intelligence and human emotion, contributing to advancements in mental health technologies.

Profile

🎓 Education

Dr. Cheng Cheng received her Ph.D. in Computer Science from Dalian University of Technology in 2024, where her dissertation focused on EEG-based affective computing and mental health applications. During her doctoral studies, she specialized in deep learning, neural signal processing, and cross-domain adaptation models. Her academic training included a rigorous foundation in artificial intelligence, biomedical data analysis, and advanced computational neuroscience. Prior to her Ph.D., she completed her undergraduate and postgraduate studies in Computer Science with distinction, building a strong base in algorithm development and machine learning. Her education journey combined theoretical learning with practical projects and industry collaborations, preparing her for cross-disciplinary research in cognitive science. Through coursework, research assistantships, and conference participations, she gained expertise in cutting-edge neural decoding techniques, emotion modeling, and multimodal data fusion. Dr. Cheng continues to apply her educational background to develop innovative models that bridge brain signal processing and artificial intelligence.

🧪 Experience

Dr. Cheng Cheng is currently serving as a lecturer at the Brain and Cognitive Neuroscience Research Center, Liaoning Normal University, where she also leads a neuroscience and AI-integrated research lab. She has experience supervising postgraduate students, conducting collaborative research, and publishing peer-reviewed work in SCI-indexed journals. Her professional journey includes the development of the SASD-MCL framework for EEG-based emotion recognition and participation in multi-domain research initiatives aimed at improving mental health diagnostics. As a lab leader, she promotes interdisciplinary cooperation between neuroscientists and machine learning experts. Dr. Cheng has participated in national and university-funded research projects and regularly presents at conferences focused on cognitive computing and brain signal interpretation. Her previous roles include research assistantships during her doctoral program, where she refined her expertise in neural signal processing and cross-subject learning models. With a deep interest in innovation, she continues to enhance the accuracy and generalizability of emotion detection systems.

🏅 Awards and Honors

Dr. Cheng Cheng has been recognized for her outstanding contributions to affective computing and brain–AI interfacing. Her model SASD-MCL received academic commendation for significantly improving cross-subject EEG-based emotion recognition, achieving a 5.93% and 5.32% accuracy gain on SEED and SEED-IV datasets, respectively. She has received “Best Paper Presentation” at the International Conference on Cognitive Computing and Neural Interfaces and was awarded a Research Excellence Scholarship during her Ph.D. tenure. Her collaborative work on mental health diagnostics has been featured in top-tier journals, earning her invitations to join editorial boards and review panels. She is an active member of IEEE, the Chinese Association for Artificial Intelligence, and other neuroscience societies. Her leadership in mentoring young researchers and spearheading interdisciplinary projects has also been acknowledged by her institution. Nominated for the “Best Researcher Award,” Dr. Cheng continues to set benchmarks in neural data modeling, emotion AI, and computational mental health technologies.

🔬 Research Focus

Dr. Cheng Cheng’s primary research focus lies in affective computing, neural signal processing, and mental health assessment using EEG data. She integrates deep learning techniques with brain-computer interface (BCI) methodologies to improve the reliability and scalability of emotion recognition systems. Her SASD-MCL model, based on semi-supervised alignment and contrastive learning, addresses key challenges in cross-subject variability and label scarcity. By leveraging spatiotemporal features and multimodal EEG representations, she advances personalized and generalizable emotion detection systems. Her work also explores multi-domain adaptation and knowledge transfer in biomedical signal classification, enhancing robustness under limited supervision. Dr. Cheng’s research bridges neuroscience and artificial intelligence, contributing to innovations in automated mental health screening tools. She is currently involved in projects involving real-time emotion feedback and cognitive state monitoring using portable EEG devices. Her scientific vision aims to foster machine empathy through intelligent systems capable of understanding and responding to human emotions with clinical and social applications.

✅ Conclusion

Dr. Cheng Cheng exemplifies excellence in interdisciplinary research at the intersection of neuroscience and artificial intelligence. Her pioneering contributions to EEG-based emotion recognition and mental health assessment models offer robust, scalable solutions in affective computing. With a strong academic foundation, impactful innovations, and dedicated mentorship, she stands out as a deserving nominee for the Best Researcher Award.

Publications

Forshing Lui | Neurology | Best Researcher Award

Published on by Cognitive Scientist Awards

Prof. Forshing Lui | Neurology | Best Researcher Award

Dr. For-Shing Lui, a U.S. citizen and licensed neurologist in California, the UK, and Hong Kong, is an esteemed academic and clinician with over four decades of international experience in neurology and internal medicine, currently serving as Professor of Neurology at California Northstate University College of Medicine (CNUCOM), where he contributes significantly to medical education, curriculum development, and professional regulatory boards.

Profile

Education 🎓

Dr. Lui completed his M.B.B.S. from the University of Hong Kong in 1978, followed by an internal medicine residency (1978–1982) at the same institution; he then undertook neurology fellowship training at Newcastle General Hospital, UK (1982–1984), and a neurology residency at UC Davis (1995–1999), also serving as Chief Resident; his qualifications include being a Diplomate of the American Board of Psychiatry and Neurology, Fellow of the Royal College of Physicians (Edinburgh), Fellow of the Hong Kong Academy of Medicine, and Fellow of the American Academy of Neurology.

Experience 👨‍🏫

Dr. Lui has served as Expert Consultant and Reviewer for the Medical Board of California, Professor and Course Director at CNUCOM since 2014, Chair of Clinical Sciences, and Vice Chair of Education; formerly, he was Staff Neurologist and Chief of Neurology at Kaiser Permanente, Clinical Professor at UC Davis, and practiced as a neurologist and internist in Hong Kong; his roles spanned clinical practice, academic leadership, curriculum design, quality assurance, and international consultancy.

Awards & Recognitions 🏅

Dr. Lui received the 2022 A.B. Baker Teacher Recognition Award from the American Academy of Neurology, the ITLE University Distinguished Teacher Award in 2021, and multiple CNUCOM Professor of the Year Awards (2019–2023); his national recognitions include listings in America’s Top Physicians and Sacramento Magazine’s Top Doctors; he won the Croucher Fellowship (1982), John Anderson Gold Medal (1978), and several medical school scholarships for academic excellence, including the Li Shu Fan Prize in Pharmacology.

Research Interests 🔬

Dr. Lui’s academic and clinical interests lie in neurology education, vascular neurology, neuroimaging, and multiple sclerosis, with a deep commitment to medical pedagogy and curriculum leadership; his research integrates neurodiagnostic techniques with clinical neurology, particularly in imaging-based teaching, and he has presented regularly at neuroradiology conferences and contributed to educational innovation in neurology training at both Kaiser Permanente and CNUCOM, reflecting a lifelong dedication to mentoring, patient care, and advancing neurologic knowledge.

Publications

Kadir Uludag | Educational Psychology | Educational Psychology Impact

Published on by Cognitive Scientist Awards

Dr. Kadir Uludag | Educational Psychology | Educational Psychology Impact

Dr. Kadir Uludag is a postdoctoral researcher in psychology with a Ph.D. in Applied Psychology from the University of Chinese Academy of Sciences. His research bridges schizophrenia, brain imaging, and educational psychology. Dr. Uludag is passionate about disseminating scientific knowledge through his personal website (ifx0.com/psychology), YouTube channel (youtube.com/boooringlearning), and as the founder of the open-access journal Novelty in Psychology. He has published extensively, including 12 Web of Science (Q1) and 21 Scopus-indexed works, and serves on the editorial boards of 24 international journals. With over 670 manuscript reviews listed on ORCID, he has received multiple awards recognizing his scientific contributions. Dr. Uludag also manages four ongoing book projects. Skilled in Python-based machine learning and data analysis tools, he is eager to collaborate on innovative research that contributes meaningfully to psychology and society.

Profile

Education 🎓

Dr. Uludag earned his Ph.D. in Applied Psychology from the University of Chinese Academy of Sciences (2019–2023, GPA 3.93), focusing on brain imaging and mental health. He completed an M.A. in Forensic Sciences (Social Sciences) from Istanbul University (2016–2018, GPA 3.61), where he developed a strong foundation in psychological evaluation in legal settings. His undergraduate degree in Psychological Counseling and Guidance was obtained from Çanakkale Onsekiz Mart University (2012–2016, GPA 3.30), complemented by an associate degree in Laboratory Assistant and Veterinary Sciences from Eskisehir Anatolian University (2013–2015, GPA 3.79). He has also pursued training in TESOL, SPSS, machine learning (random forest, SVM, logistic regression, neural networks), Python programming, web development, and data visualization. His education has been guided by distinguished scholars including Prof. Xiang Yang Zhang, Prof. Erdinc Ozturk, and Prof. Neylan Ziyal. These experiences shaped his multidisciplinary approach to psychological research.

Experience 👨‍🏫

Dr. Kadir Uludag is currently a postdoctoral researcher at Shanghai Jiao Tong University (2023–Present) and has been appointed for a future role at Capital Medical University, Beijing (2025–). His expertise spans schizophrenia, neuroimaging, and educational psychology. Previously, he served as a special education teacher for autistic children at Karabük Municipality Autistic Children Education Center (2017), applying cognitive-behavioral and humanistic therapeutic approaches. He also completed internships as a psychological counselor at Toki Anadolu Lisesi (2016) and a veterinary technician at Safranbolu Veterinary Clinic (2015). He brings in-depth knowledge of psychological development and intervention techniques across diverse settings. In academia, Dr. Uludag serves on the editorial boards of 24 journals and has edited four book projects. His dynamic involvement in teaching, research, editing, and mentoring reflects a holistic commitment to the field of psychology and science communication.

Awards & Recognitions 🏅

Dr. Uludag has received numerous accolades, including the “Highest Number of Views” award (2023–2024) from the Journal of Clinical and Basic Psychosomatics for his narrative review on smoking and schizophrenia. He earned reviewer awards from Imeta Journal and Imetaomics for reviewing more than five papers each. Additionally, he holds a Certificate of Excellence from the Shanghai Table Tennis Museum and the American Chemical Society Reviewer Lab Certificate. His extensive peer-review contributions (over 670 reviews) are recognized by ORCID and editorial teams worldwide. His editorial involvement includes serving on boards of journals like Health Policy and Technology, Plos One, and Asean Journal of Psychiatry, among others. He has received invitations for guest editorships and honorary memberships in various scholarly outlets. These honors reflect his impactful presence in academia and his dedication to advancing global psychological research.

Research Interests 🔬

Dr. Kadir Uludag’s primary research interests include schizophrenia, neuroimaging (fMRI and EEG), and educational psychology. His doctoral work applied Python-based machine learning (random forest, SVM, logistic regression) to brain imaging data, emphasizing computational psychiatry and precision diagnostics. He has published in Q1 journals such as Asian Journal of Psychiatry, American Chemical Neuroscience, Psychology Research and Behavior Management, General Psychiatry, and Antioxidants. His Scopus-indexed contributions span educational psychology, forensic science, and neuroscience. His research applies interdisciplinary tools—Python, Psychopy, SPSS, R, NLP, and image processing libraries—to explore psychiatric conditions. He integrates theory and practice through data visualization, cognitive-behavioral therapy models, and open-science advocacy. Dr. Uludag actively shares findings via his YouTube channel and academic website, fostering transparency and education. His work aims to bridge gaps between neuroscience, education, and technology to improve mental health outcomes and knowledge dissemination.

Publications

Lucas Muñoz-Lopez | Neuroscience | Best Academic Researcher Award

Published on by Cognitive Scientist Awards

Dr. Lucas Muñoz-Lopez | Neuroscience | Best Academic Researcher Award

El Dr. Lucas Muñoz-López 🎓 es logopeda neurológico especializado en rehabilitación logopédica en daño neurológico 🧠, con amplia experiencia clínica y académica 👨‍🏫. Tras graduarse en Logopedia por la Universidad de Granada en 2015, combinó práctica profesional y formación de posgrado, incluyendo dos másteres y un doctorado con mención Cum Laude 🏅. Ha ejercido como docente universitario en Melilla y Ceuta, y colabora en investigación con publicaciones en revistas como Frontiers in Psychology 📖. Además, ha tutorizado numerosos TFG y TFM 🎓. Su trabajo integra logopedia clínica, investigación sobre alteraciones de la comunicación y neurociencias, aportando al avance académico y a la rehabilitación de pacientes. Es autor de un libro publicado y miembro activo en proyectos de evaluación y tratamiento en contextos educativos y sanitarios 🏥. Su pasión por la docencia y la terapia lo posiciona como referente en logopedia clínica e investigación 📈.

Profile

Education 🎓

Dr. Muñoz-López 🧠 inició su carrera académica con el Grado en Logopedia (2015) en la Universidad de Granada 🎓, complementándolo ese mismo año con un Máster en Logopedia Clínica en Daño Cerebral (Isep Clinic, Madrid) 💡. En 2017 completó su segundo máster en Neurociencias Básicas y Aplicadas y Dolor en la Facultad de Medicina de Granada 🔬. Culminó su formación con un Doctorado en Psicología y Logopedia en la Universidad de Granada (2021) con mención Cum Laude 🏅, convirtiéndose en experto en alteraciones de la comunicación y rehabilitación neurológica 🧬. Su formación académica combina sólidos conocimientos clínicos, teóricos y metodológicos para abordar con éxito la intervención logopédica y la investigación científica 🏛️. Además, su trabajo refleja una constante actualización y compromiso con la excelencia educativa y terapéutica 💯.

Experience 👨‍🏫

Desde 2015, el Dr. Muñoz-López 🩺 ha desarrollado una sólida trayectoria profesional como logopeda clínico, combinando práctica asistencial con docencia universitaria 👨‍🏫. Ha ejercido en el Centro de Valoración y Orientación de Granada como Auxiliar Técnico en Logopedia 🏥, además de impartir clases en los campus de Ceuta y Melilla de la Universidad de Granada 📚. Ha sido tutor de TFG y TFM en varias universidades, incluyendo la Universidad de Granada y la Universidad Internacional de La Rioja ✍️. Su experiencia docente abarca asignaturas de logopedia, neuropsicología y psicopedagogía en grados y másteres universitarios 🎓. Además, colabora activamente en proyectos de intervención educativa, rehabilitación y formación de futuros profesionales. Su enfoque multidisciplinar y experiencia en contextos clínicos y penitenciarios 🏛️ le permiten aplicar soluciones eficaces e innovadoras en su área.

Awards & Recognitions 🏅

Dr. Muñoz-López ha recibido mención Cum Laude 🎖️ por su tesis doctoral en Psicología y Logopedia en la Universidad de Granada (2021) 🏅. Su tesis fue publicada como libro 📗, reafirmando su valor académico. Ha logrado publicar en la revista Frontiers in Psychology (Q2, JCR 2.99) 🧠, destacándose en el área de psicología y neurociencias. También ha publicado en la revista Journal for Educators, Teachers and Trainers, indexada en bases relevantes como Scopus y Dialnet 📖. Su libro fue editado por la Editorial Académica Española, con índice ICEE de 0.299 📘. Estos reconocimientos consolidan su reputación científica, reflejando la calidad y relevancia de su producción académica, así como su compromiso con la excelencia investigadora y docente 🧑‍🔬✨.

Research Interests 🔬

El Dr. Muñoz-López centra su investigación en la rehabilitación logopédica de alteraciones de la comunicación 🗣️, disfagia 🥄 y terapia miofuncional 💪, con especial atención a contextos neurológicos y penitenciarios 🏛️. Su trabajo profundiza en la intersección entre neurociencias, psicología y logopedia 🧠, explorando tanto enfoques clínicos como educativos. Ha contribuido al avance del conocimiento en alteraciones del lenguaje, evaluación cognitiva y técnicas de intervención para pacientes con daño cerebral adquirido 🧬. Además, participa en estudios sobre integración social, intervención educativa en contextos de riesgo y psicología forense ⚖️. Su enfoque combina metodología cuantitativa, intervención basada en evidencia y aplicación clínica, orientado siempre a mejorar la calidad de vida de las personas con trastornos de la comunicación 💬💡.

Publications

  • Validation and Spanish Adaptation of the Resilience Scale ER-23 in a University Population

    Healthcare
    2025-04-12 | Journal article
    DOI: 10.3390/healthcare13080886
    CONTRIBUTORS: Isabel Ramírez-Uclés; Julia Otero; F. Pablo Holgado-Tello; Lucas Muñoz-López; María B. Sánchez-Barrer

  • Analysis of writing in personality disorders in prison population

    Frontiers in Psychiatry
    2024 | Journal article
    DOI: 10.3389/fpsyt.2024.1391463
    EID:
    Part ofISSN: 16640640
    CONTRIBUTORS: Muñoz-López, L.; Fernández-García-Valdecasas, B.; López-Rodríguez, S.; Sánchez-Barrera, M.B.

  • Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America

    Education Sciences
    2024 | Journal article
    DOI: 10.3390/educsci14050523
    Part ofISSN: 22277102
    CONTRIBUTORS: Fernández Cruz, M.; Fernández García Valdecasas, B.; Muñoz López, L.; López Rodríguez, S

  • Associations of Reversal Learning Performance With Personality Disorder Profile and Drug Abuse History in a Sample of Prison Inmates

    2024-09-18 | Journal article
    DOI: 10.1177/10731911241278307
    CONTRIBUTORS: Raquel Martín-Ríos; José C. Perales; Francisca López-Torrecillas; Lucas Muñoz Lóp