Félix Arbinaga | Psychology | Research Excellence Award

Published on by Top Teachers

Research Excellence Award

Félix Arbinaga
Faculty of Education Sciences, University of Huelva, Spain

Félix Arbinaga
Affiliation University of Huelva
Country Spain
Scopus ID 6603294828
Documents 42
Citations 486
h-index 13
Subject Area Psychology
Event Top Teachers Awards
ORCID 0000-0001-6649-1904
Google Scholar IQ_QgV8AAAAJ

The Research Excellence Award article recognizes the scholarly profile and academic contributions of Félix Arbinaga, Contracted Doctor Professor in the Faculty of Education Sciences at the University of Huelva. His work spans basic psychology, sport psychology, motivation, emotions, physical activity, health behavior, and educational research. Through teaching, research leadership, professional service, scientific committee participation, and scholarly publication, he has established a sustained academic presence within Spanish and international psychology communities.[1]

Abstract

Félix Arbinaga has developed a multidisciplinary academic career integrating psychology, sport sciences, health promotion, motivation, emotion, physical activity, and educational innovation. His scholarly production includes books, conference proceedings, journal articles, doctoral supervision, scientific committee service, and funded research projects. Citation indicators from Scopus and Google Scholar demonstrate measurable academic influence, while leadership roles in professional associations and university governance reflect sustained service to the discipline.[1][2]

Keywords

Sport Psychology; Basic Psychology; Motivation; Emotion; Physical Activity; Health Psychology; Educational Research; Academic Performance; University Teaching; Research Excellence.

Introduction

Félix Arbinaga serves as a full-time Contracted Doctor Professor in the Faculty of Education Sciences at the University of Huelva. His academic activity has been associated with the Area of Basic Psychology and has contributed to understanding psychological processes linked to sport participation, health behaviors, emotional regulation, motivation, body image, and educational outcomes. His academic trajectory extends from university teaching and research to leadership roles in professional psychological organizations and scientific committees.[1]

Research Profile

The research profile of Félix Arbinaga is characterized by sustained contributions to sport and health psychology. His academic responsibilities include teaching in psychology programs, participation in scientific networks, journal advisory boards, and research project leadership. His involvement with the Spanish Federation of Sports Psychology, Andalusian Association of Sports Psychology, and international scholarly organizations demonstrates active engagement with disciplinary development. Research projects under European, regional, and university funding schemes have addressed motivational climates, emotions in education, mental toughness among sports officials, and well-being in academic environments.[1]

Research Contributions

Research contributions include the investigation of emotional and motivational variables in educational contexts, psychological determinants of physical activity participation, mental resilience among sports referees, health promotion through exercise, body image research, and psychosocial adaptation in clinical populations. His work has also explored academic performance, sleep patterns, self-esteem, depression, and coping mechanisms. These contributions have supported evidence-based approaches in psychology, sport sciences, and educational practice.[3][4][5]

Publications

Félix Arbinaga has authored and co-authored scholarly books and academic publications covering sport psychology, health psychology, motivation, neuroscience, educational innovation, gender equality in sport, bodybuilding psychology, physical activity, and sports officiating. Notable works include El arbitraje y juicio deportivo (2022), Tecnología Digital para la Salud y la Actividad Física (2019), Psicología del deporte y la salud (2013), and Emoción y Motivación (2008). These publications have contributed to the dissemination of psychological knowledge in academic and professional settings.[1]

Research Impact

According to available citation indicators, Félix Arbinaga has accumulated 486 citations across 42 indexed documents in Scopus with an h-index of 13 and scholarly influence is reflected by 2201 Google Scholar citations, 187 indexed documents, and an h-index of 29, while Google Scholar records higher aggregate citation metrics reflecting broader scholarly visibility. Highly cited studies include investigations into sleep patterns and academic performance among university students, psychological correlates of physical activity and self-esteem in older adults, and coping strategies among women with breast cancer. These publications demonstrate interdisciplinary influence across psychology, health, and education.[2][3][4][5]

Award Suitability

Consideration for a Research Excellence Award may be supported by a combination of measurable research productivity, scholarly impact, professional leadership, academic service, and long-term commitment to higher education. Félix Arbinaga’s record includes funded projects, extensive publication activity, conference participation, journal committee memberships, doctoral supervision, and leadership positions in psychology associations. These elements collectively reflect a sustained contribution to academic scholarship and disciplinary advancement.[1][2]

Conclusion

Félix Arbinaga’s academic career demonstrates continued engagement with psychology research, university teaching, professional leadership, and scholarly communication. His contributions to sport psychology, health behavior, motivation, and educational research have generated recognized academic outputs and measurable citation impact. The combination of research productivity, institutional service, and interdisciplinary scholarship provides a substantive foundation for recognition within academic award frameworks.[1][2]

References

  1. Elsevier. (n.d.). Scopus author details: Félix Arbinaga, Author ID 6603294828. Scopus. https://www.scopus.com/authid/d-etail.uri?authorId=6603294828
  2. Google Scholar. (n.d.). Profile of Félix Arbinaga: citations, publications and h-index metrics. https://scholar.google.com/citations?user=IQ_QgV8AAAAJ&hl=en&oi=sra
  3. Toscano-Hermoso, M. D., Arbinaga, F., Fernández-Ozcorta, E. J., et al. (2020). Influence of sleeping patterns in health and academic performance among university students. International Journal of Environmental Research and Public Health, 17(8), 2760. DOI: https://doi.org/10.3390/ijerph17082760
  4. Teixeira, C. M., Nunes, F., Ribeiro, F., Arbinaga, F., & Vasconcelos-Raposo, J. (2016). Physical activity, self-esteem, and depression in older adults. Journals of Sport Psychology, 16(3), 55–66. DOI: https://www.cabidigitallibrary.org/doi/full/10.5555/20173039406
  5. Joaquín-Mingorance, M., Arbinaga, F., Carmona-Márquez, J., & Bayo-Calero, J. (2019). Coping strategies and self-esteem in women with breast cancer. Anales de Psicología, 35(2), 188–194. DOI: https://doi.org/10.6018/analesps.35.2.336941

Divyanshu Bansal | Psychology | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Divyanshu Bansal
Gwalior Mansik Arogyshala, India

Divyanshu Bansal
Affiliation Gwalior Mansik Arogyshala
Country India
Scopus ID 59863763900
Documents 4
Subject Area Psychology
Event Top Teachers Awards

The Innovative Research Award profile recognizes the academic and clinical contributions of Dr. Divyanshu Bansal, a psychiatrist whose work has focused on mental health assessment, psychotherapy, psychiatric diagnosis, and interdisciplinary clinical research. His scholarly activities span depression, anxiety disorders, substance dependence, psychosomatic presentations, and mental health outcomes in diverse patient populations. Through clinical practice, postgraduate psychiatric training, and peer-reviewed publications, he has contributed to evidence-based psychiatric care and academic advancement within the field of psychology and mental health sciences.[1]

Abstract

Dr. Divyanshu Bansal is an Indian psychiatrist with academic training in psychiatry and medicine, clinical experience in psychotherapy and psychiatric assessment, and an emerging publication record in mental health research. His work addresses psychiatric comorbidities, substance use disorders, psychosocial determinants of illness, and mental health outcomes among specialized populations. The combination of clinical service, research productivity, professional certifications, and scholarly engagement provides a foundation for recognition under an academic innovation framework.[2]

Keywords

Psychiatry, Psychology, Mental Health Research, Depression, Anxiety Disorders, Alcohol Dependence, Psychotherapy, Cognitive Behavioural Therapy, Dialectical Behaviour Therapy, Clinical Psychiatry, Psychiatric Rehabilitation, Academic Research.

Introduction

Mental health research plays a central role in improving patient outcomes, refining therapeutic interventions, and informing healthcare policy. Dr. Divyanshu Bansal has pursued research alongside postgraduate psychiatric training, contributing to studies involving depression, anxiety, alcohol dependence, chronic illness, cancer care, occupational mental health, and psychosomatic conditions. His academic background includes an MD in Psychiatry from Mahatma Gandhi Medical College and Hospital, Jaipur, and an MBBS from Chirayu Medical College and Hospital, Bhopal.[2]

Research Profile

During postgraduate residency training in psychiatry, Dr. Divyanshu Bansal gained extensive exposure to inpatient and outpatient psychiatric services, diagnostic evaluations, treatment planning, crisis intervention, and psychotherapy. His clinical competencies include Cognitive Behavioural Therapy (CBT), Dialectical Behaviour Therapy (DBT), supportive counselling, pharmacotherapy, and multidisciplinary mental healthcare delivery.[2]

He maintains professional affiliations with the Indian Psychiatric Society and the Rajasthan Chapter of the Indian Psychiatric Society. Additional certifications include Biomedical Research training through NPTEL, Basic Life Support (BLS), Advanced Cardiovascular Life Support (ACLS), ICD-11 diagnostic training, and workshops in psychological assessment methods such as the Rorschach Inkblot Test.[3]

Research Contributions

The research portfolio of Dr. Divyanshu Bansal reflects an interest in psychiatric epidemiology, psychological assessment, psychosomatic medicine, and mental health outcomes in vulnerable populations. His investigations have examined alcohol dependence and sexual functioning, psychiatric comorbidities among patients with chronic medical illnesses, emotional distress among cancer patients, occupational mental health among security personnel, and rare psychiatric presentations documented through case reporting.[4]

  • Assessment of depression prevalence among patients with chronic obstructive pulmonary disease.
  • Investigation of anxiety and depression among occupational workforce populations.
  • Evaluation of psychological outcomes among cancer patients.
  • Research on alcohol dependence and associated psychosocial consequences.
  • Documentation of uncommon psychogenic clinical presentations through case-based evidence.

Publications

Dr. Divyanshu Bansal’s publications focus on psychiatric disorders, depression, anxiety, alcohol dependence, psychosomatic conditions, and mental health among medically and occupationally vulnerable populations. His research contributes to evidence-based psychiatric practice, clinical assessment, and psychological well-being through peer-reviewed scholarly investigations.[1][4]

  1. Alcohol Dependence and Its Impact on Male Sexual Function: A Cross-Sectional Study. American Journal of Psychiatric Rehabilitation (AJPR).
  2. Study of the Prevalence of Depression in Patients with Chronic Obstructive Pulmonary Disease (COPD). African Journal of Biomedical Research (AJBR).
  3. Depression and Anxiety Among Cancer Patients: A Longitudinal Study. International Journal of Scientific Research (IJSR).
  4. Unravelling Psychogenic Vomiting with Hemoptysis in an Adolescent: A Case Report. IOSR Journal of Dental and Medical Sciences (IOSR-JDMS).
  5. A Cross-Sectional Study to Assess Anxiety and Depression Among Central Industrial Security Force (CISF) Workers. International Journal of Psychology Research.

Research Impact

The research themes pursued by Dr. Divyanshu Bansal address clinically relevant psychiatric concerns that affect patient quality of life, treatment adherence, and long-term health outcomes. By investigating psychological distress across medical, occupational, and psychiatric populations, his work contributes to broader understanding of mental health burden and evidence-based intervention strategies. His publications support the integration of psychiatric evaluation into comprehensive healthcare delivery systems.[4]

Academic achievement is further reflected through securing second rank in the MD Psychiatry program, indicating strong scholarly performance alongside clinical training and research engagement.[2]

Award Suitability

The Innovative Research Award emphasizes scholarly originality, research relevance, academic contribution, and professional impact. Dr. Divyanshu Bansal demonstrates0 suitability through peer-reviewed publications, interdisciplinary psychiatric investigations, formal research training, active professional affiliations, and sustained commitment to evidence-based mental healthcare. His work aligns with contemporary priorities in psychiatric research, particularly in identifying and addressing mental health challenges across diverse patient populations.[5]

Conclusion

Dr. Divyanshu Bansal represents a developing academic profile in psychiatry characterized by clinical expertise, scholarly engagement, and commitment to mental health advancement. His publication record, professional training, psychiatric practice experience, and research-oriented approach support recognition within academic and professional award frameworks. Continued research activity and clinical scholarship are expected to further strengthen his contribution to psychiatric science and mental healthcare.[1]

References

  1. Elsevier. (n.d.). Scopus author details: Divyanshu Bansal, Author ID 59863763900. Scopus. https://www.scopus.com/authid/detail.uri?authorId=59863763900
  2. Academic and professional profile information supplied for Dr. Divyanshu Bansal, including educational qualifications, residency training, clinical expertise, and academic achievement.
  3. Professional certifications and memberships including IPS, IPS Rajasthan Chapter, NPTEL Biomedical Research Certification, BLS, ACLS, ICD-11 Training, and Rorschach Workshop participation.
  4. Published research articles authored or co-authored by Divyanshu Bansal covering alcohol dependence, depression, anxiety disorders, COPD-associated psychiatric morbidity, oncology-related psychological distress, occupational mental health, and psychosomatic case reporting.
  5. Top Teachers Awards. (n.d.). Award recognition platform and evaluation framework. https://topteachers.net/

Gloria Lee | Psychology | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Gloria Lee — Michigan State University, United States

Gloria Lee
Affiliation Michigan State University
Country United States
Google Scholar Y0Zn9eEAAAAJ
Documents 124
Citations 4,304
h-index 34
Subject Area Rehabilitation and Disability
Event Top Teachers Awards
Scopus ID 8688363800
ORCID 0000-0003-4447-0154

Gloria Lee is a professor in the Office of Rehabilitation and Disability Studies within the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. Her research examines psychosocial factors associated with well-being and rehabilitation outcomes among caregivers and individuals with chronic illnesses and disabilities across the lifespan, with particular attention to autism spectrum disorder, transition, emotion regulation, family caregiving, and culturally responsive intervention adaptation.[1][2]

Abstract

Gloria Lee’s research program focuses on psychosocial determinants of well-being and rehabilitation outcomes for caregivers and people living with chronic illness and disability. Her work addresses autism spectrum disorder, family caregiving, transition to adulthood, emotion regulation, stress perception, and intervention adaptation across cultural contexts. Her academic record combines research, teaching, professional service, mentorship, editorial activity, and rehabilitation-focused practice-oriented scholarship. Her publication profile includes studies concerning transition preparation, family quality of life, psychosocial adjustment, and social interventions for people with autism spectrum disorder.[1][2]

Keywords

Rehabilitation psychology; rehabilitation counseling; disability studies; autism spectrum disorder; family caregiving; psychosocial adjustment; transition; emotion regulation; chronic illness; quality of life; intervention adaptation; counselor education; rehabilitation outcomes.

Introduction

Gloria Lee is a rehabilitation scholar whose academic career has connected rehabilitation counseling, psychology, disability studies, counselor education, and applied research. She earned a Ph.D. in Rehabilitation Psychology from the University of Wisconsin–Madison in 2003, following an M.Phil. in Rehabilitation Sciences from The Hong Kong Polytechnic University and a B.S. in Kinesiology from Simon Fraser University. Her professional appointments include Michigan State University and the State University of New York at Buffalo, together with research experience at the University of Rochester Medical Center.

Her research agenda emphasizes the interaction between psychosocial processes and rehabilitation experiences among individuals with disabilities and their families. This perspective is reflected in research on caregivers of people with autism spectrum disorder, health-related quality of life, transition planning, psychosocial adjustment, and evidence-informed supports for young adults and families.[2]

Research Profile

Gloria Lee’s overarching research agenda investigates psychosocial factors contributing to the well-being of caregivers and individuals with chronic illnesses and disabilities across the lifespan. A major component concerns autism spectrum disorder, including family caregiving, transition interventions, emotion regulation among young adults, and measurement of stress through physiological indicators. Her recent work also considers how interventions and research approaches can be adapted for different cultural settings.

  • Psychosocial adjustment and rehabilitation outcomes for individuals and families affected by disability.
  • Family caregiving and quality of life across the lifespan.
  • Transition planning and intervention development for transition-age individuals with autism spectrum disorder.
  • Emotion regulation and stress-related processes among young adults with autism spectrum disorder.
  • Culturally responsive adaptation and implementation of evidence-based rehabilitation and psychoeducational practices.

Research Contributions

Gloria Lee’s research contributions include empirical and applied studies examining factors that shape rehabilitation and psychosocial outcomes. Her work on families of children with high-functioning autism spectrum disorders has addressed caregiver coping and adjustment, as well as health-related quality of life. These studies position family experiences as an important component of rehabilitation research and service planning.[2][4]

Another strand of her scholarship concerns transition-age students with autism spectrum disorders. Her research has considered preparation for meaningful work and the supports required to facilitate productive transitions into adult roles.[3] Her broader professional activity includes invited seminars, conference presentations, mentorship of scholars, rehabilitation counselor education, editorial work, grant reviewing, and service to professional organizations.

Publications

Selected publications illustrate Gloria Lee’s sustained interest in disability, family adjustment, transition, and rehabilitation. Her article with Carter examined preparation of transition-age students with high-functioning autism spectrum disorders for meaningful work.[3] Collaborative research with Lopata and colleagues investigated health-related quality of life among parents of children with high-functioning autism spectrum disorders,[4] while related work examined parental coping and adjustment and psychosocial outcomes in autism-related family contexts.[5]

Additional scholarship has examined manualized social treatment for individuals with high-functioning autism spectrum disorders. These publications collectively reflect an applied research orientation linking psychosocial theory, family experiences, transition, intervention, and rehabilitation practice.[6]

Research Impact

The supplied research profile reports 124 documents, 4,304 citations, and an h-index of 34 in the associated Google Scholar record. These bibliometric indicators provide one quantitative view of the visibility of Gloria Lee’s scholarship, while her editorial appointments, professional reviewing, invited presentations, mentorship, and service demonstrate additional forms of academic and professional engagement.[1]

Her work has also received recognition through research and service awards, including American Rehabilitation Counseling Association research awards, the National Council on Rehabilitation Education President’s Award for Exemplary Diligence and Fortitude in Promoting Rehabilitation Research, Education, and Services, and a Michigan State University Unit Diversity Award.

Award Suitability

Gloria Lee’s profile presents several characteristics relevant to an innovative research recognition: a clearly defined rehabilitation and disability research agenda, sustained scholarship concerning autism spectrum disorder and family caregiving, interdisciplinary engagement across rehabilitation counseling and psychology, and attention to intervention development and adaptation. Her record also combines research with teaching, mentorship, editorial responsibilities, professional service, and dissemination through invited lectures and conferences.

The combination of applied rehabilitation research, disability-focused intervention development, and longitudinal professional engagement provides a substantive basis for consideration within the Innovative Research Award category of the Top Teachers Awards. The assessment should remain grounded in the documented research record and independently verifiable scholarly outputs.[1]

Conclusion

Gloria Lee is a professor and rehabilitation scholar at Michigan State University whose research centers on psychosocial well-being and rehabilitation outcomes among individuals with disabilities and their caregivers. Her scholarship has contributed to understanding family quality of life, autism spectrum disorder, transition, psychosocial adjustment, and rehabilitation interventions. Her academic profile is further supported by teaching, mentorship, professional service, editorial activity, and research recognition.

References

  1. Google Scholar. (n.d.). Gloria K. Lee, Google Scholar profile. https://scholar.google.com/citations?user=Y0Zn9eEAAAAJ&hl=en
  2. Elsevier. (n.d.). Scopus author details: Gloria K. Lee, Author ID 8688363800. Scopus. https://www.scopus.com/pages/authors/8688363800
  3. Lee, G. K., & Carter, E. W. (2012). Preparing transition-age students with high-functioning autism spectrum disorders for meaningful work. Psychology in the Schools, 49(10), 988–1000. https://doi.org/10.1002/pits.21651
  4. Lee, G. K., Lopata, C., Volker, M. A., Thomeer, M. L., Nida, R. E., Toomey, J. A., et al. (2009). Health-related quality of life of parents of children with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(4), 227–239. https://doi.org/10.1177/1088357609347371
  5. Lee, G. K. (2009). Parents of children with high functioning autism: How well do they cope and adjust? Journal of Developmental and Physical Disabilities, 21(2), 93–114. https://link.springer.com/article/10.1007/s10882-008-9128-2

Stayce Camparo | Psychology | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Stayce Camparo
The University of Chicago, United States
Stayce Camparo
Affiliation The University of Chicago
Country United States
Scopus ID 57904374400
Documents 4
Citations 6
h-index 1
Subject Area Psychology
Event Top Teachers Awards
ORCID 0000-0002-3694-6143
Google Scholar uX-Ub4wAAAAJ

Stayce Camparo is a social science researcher whose work spans psychology, community psychology, family socialization processes, educational inequality, parenting, child development, and public policy. Her interdisciplinary scholarship integrates quantitative methods, qualitative inquiry, behavioral science, and early childhood research. Through academic publications, collaborative projects, and applied research initiatives, she has contributed to understanding family environments, social learning processes, educational equity, and developmental outcomes across diverse populations.[1]

Abstract

This article reviews the academic profile, research achievements, professional experience, and scholarly contributions of Stayce Camparo. Her work focuses on parenting, socialization, educational inequality, child development, and community psychology, while integrating advanced quantitative methodologies and interdisciplinary collaboration. Publications in psychology, education, developmental science, and health-related disciplines demonstrate a commitment to evidence-based inquiry and public impact.[1]

Keywords

Psychology, Community Psychology, Parenting, Social and Educational Inequality, Artificial Intelligence, Socialization and Learning, Parent Perceptions, Early Childhood Development, Family Research, Education Policy.

Introduction

Stayce Camparo’s academic background includes studies at Harvard University, Universität zu Köln, the University of Chicago, and doctoral training in Community Psychology. Her scholarly trajectory reflects sustained engagement with social development, family systems, educational opportunity, and behavioral science. Research activities have included large-scale survey analysis, structural equation modeling, qualitative interviewing, randomized controlled trial planning, and interdisciplinary collaborations involving psychologists, educators, engineers, and data scientists.[1]

Research Profile

Her expertise encompasses family socialization processes, intercultural comparisons, educational equity, micro- and macro-level social interactions, and developmental psychology. Methodological competencies include quantitative analysis, hierarchical linear modeling, causal inference, survey design, structural equation modeling, data management, and research communication. Research appointments at the TMW Center for Early Learning and Public Health, the University of Chicago, Harvard University, and Universität zu Köln have supported a diverse portfolio of developmental and social science investigations.[1]

Research Contributions

  • Investigated parental beliefs, educational inequality, and school readiness outcomes.
  • Contributed to research on parent–child interactions and early childhood learning technologies.
  • Applied advanced statistical modeling techniques to social and developmental datasets.
  • Examined perceptions of artificial intelligence in educational and family contexts.
  • Supported interdisciplinary projects linking developmental science, public health, and technology innovation.

Publications

Stayce Camparo’s publications examine mindfulness, neurodevelopment, parenting, artificial intelligence in education, and child development. Her research appears in respected scholarly outlets, contributing evidence-based insights into psychology and developmental science. [2][3][4][5]

  1. Camparo, S., et al. The Fatigue Illusion: The Physical Effects of Mindlessness. Humanities and Social Sciences Communications.
  2. Camparo, S.R. Plato, the Brain, and the Soul: Further Research into Neural Correlates for Plato’s Tripartite Soul. Modern Psychological Studies.
  3. Camparo, S., et al. The Neurodevelopmental Importance of the Timing of Bilateral Cochlear Implantation. Pediatrics.
  4. Camparo, S., et al. Is AI Our Ally in Early Childhood Education? Depends on Who You Ask. Early Childhood Education Journal.
  5. Camparo, S., et al. Technology Alone Cannot Promote Optimal Childhood Development—Why Cochlear Implantation Must Be Accompanied by Social Intervention. JAMA Otolaryngology–Head & Neck Surgery.

Research Impact

The body of work associated with Camparo demonstrates interdisciplinary engagement across psychology, sociology, education, and public health. Her contributions have informed discussions regarding family engagement, developmental outcomes, educational equity, technology-assisted learning, and evidence-based interventions for children and families. Publications addressing cochlear implantation, artificial intelligence, mindfulness, and developmental processes illustrate a broad and socially relevant research agenda.[2][4][5]

Award Suitability

The profile demonstrates characteristics frequently associated with academic recognition, including peer-reviewed scholarship, interdisciplinary collaboration, leadership in research projects, public engagement, and contributions to educational and developmental science. Academic distinctions such as the Earl S. & Esther Johnson Prize, Phoenix Research Scholarship, and honors earned at Harvard University further reflect scholarly achievement and sustained commitment to research excellence.[1]

Conclusion

Stayce Camparo’s academic record combines rigorous methodological training, interdisciplinary scholarship, applied research leadership, and meaningful engagement with issues affecting children, families, and educational systems. Her portfolio reflects a continuing contribution to psychology and social science research through publication, collaboration, and evidence-based inquiry.[1]

References

  1. Elsevier. (n.d.). Scopus author details: Stayce Camparo, Author ID 57904374400. Scopus. https://www.scopus.com/authid/detail.uri?authorId=57904374400
  2. Camparo, S., et al. (2022). The Fatigue Illusion: The Physical Effects of Mindlessness. Humanities and Social Sciences Communications. https://www.nature.com/articles/s41599-022-01323-0
  3. Camparo, S.R. Plato, the Brain, and the Soul: Further Research into Neural Correlates for Plato’s Tripartite Soul. Modern Psychological Studies. https://scholar.utc.edu/mps/vol25/iss2/7/
  4. Camparo, S., et al. The Neurodevelopmental Importance of the Timing of Bilateral Cochlear Implantation. Pediatrics. https://doi.org/10.1542/peds.2025-075419
  5. Camparo, S., et al. Is AI Our Ally in Early Childhood Education? Depends on Who You Ask. Early Childhood Education Journal. https://link.springer.com/article/10.1007/s10643-026-02154-3
  6. Camparo, S., et al. Technology Alone Cannot Promote Optimal Childhood Development—Why Cochlear Implantation Must Be Accompanied by Social Intervention. JAMA Otolaryngology–Head & Neck Surgery. https://bit.ly/jamaoto-2826355