Susanne Denham, PhD, of George Mason University is an applied developmental psychologist with particular expertise in the social and emotional development of children. After graduating summa cum laude from Western Maryland College, Dr. Denham went on to receive her MA from the University of Maryland, Baltimore County. Apart from using her experience as a mother of three children to initiate and explore her research on emotion and development in children, Dr. Denham has also used her 11-year hands-on experience as a school psychologist to aid in her research. She has authored articles and two books on varying topics, from emotional and social competence in preschoolers and older children to developmental psychopathology. These projects have been supported by the National Institute of Mental Health, the National Science Foundation, and the W. T. Grant Foundation. Dr. Denham has also studied the development of forgiveness in children with the support of A Campaign for Forgiveness Research of the John Templeton Foundation.
Dr. Frank Gresham of Louisiana State University has expertise in the following areas: school psychology, special education, mental retardation and education, learning disabilities and behavioral disorders, and ADHD. He has earned an MEd in rehabilitation counseling and a PhD in psychology at the University of South Carolina Columbia. The major areas of research that Dr. Gresham is concerned with include social skills assessment and training with children, behavioral consultation, and applied behavior analysis. He has coauthored numerous articles with topics covering behavioral and emotional disorders in children and adolescents and school-based behavioral disorders and interventions.
In 2002, Dr. Gresham testified before the president’s Commission on Excellence in Special Education. The commission advises the White House on how to fund and handle special education policy. He has also been recognized in his field of work with numerous awards and honors including the Senior Scientist Award from the American Psychological Association’s (APA) Division of School Psychology (2009) and the Lightner Witmer Award, also from the APA, for outstanding scholarly research by a school psychologist (1982).
Mitchell J. Prinstein, PhD, is a Bowman and Gordon Gray Distinguished Term Professor and the director of the Clinical Psychology Program at the University of North Carolina at Chapel Hill. Dr. Prinstein’s research examines interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of peer relationships in the developmental psychopathology of depression and self-injury. He received his PhD in clinical psychology from the University of Miami and completed his internship and postdoctoral fellowship at the Brown University Clinical Psychology Training Consortium.
He is the PI on several past and active grants from the National Institute of Mental Health, the National Institute of Child and Human Development, and several private foundations. He has served as an associate editor for the Journal of Consulting and Clinical Psychology, an editorial board member for several developmental psychopathology journals, and a member of the NIH Study Section on Psychosocial Development, Risk, and Prevention. Dr. Prinstein has received several national and university-based awards recognizing his contributions to research (American Psychological Association Society of Clinical Psychology Theodore Blau Early Career Award, Columbia University/Brickell Award for research on suicidality, APA Fellow of the Society of Clinical Child and Adolescent Psychology), teaching (UNC-Chapel Hill Tanner Award for Undergraduate Teaching), and professional development of graduate students (American Psychological Association of Graduate Students Raymond D. Fowler Award).
David Rose is a developmental neuropsychologist and educator whose primary focus is on the development of new technologies for learning, especially for the most vulnerable of learners. In 1984, Dr. Rose co-founded CAST, a not-for-profit research and development organization whose mission is to improve education, for all learners, through innovative uses of modern multimedia technology and contemporary research in the cognitive neurosciences. That work has grown into a new field called Universal Design for Learning which now influences educational policy and practice throughout the United States and beyond. In addition to his work at CAST, Dr. Rose has taught at the Harvard Graduate School of Education for over three decades.
Dr. Rose is the co-author of several scholarly books, numerous award-winning educational technologies, and dozens of chapters and research journal articles. He has been the principal investigator on large grants from the National Science Foundation, the U.S. Department of Education, and many national foundations. In the policy arena, he was one of the authors of the recent National Educational Technology Plan, has testified before the U.S. Senate, and helped to lead the development of the National Instructional Materials Accessibility Standard. Dr. Rose has won many awards, including recently being honored at the White House as a “Champion of Change.” Dr. Rose holds a B.A. in psychology from Harvard College, a master’s in teaching from Reed College, and a doctorate from the Harvard Graduate School of Education.