oana G. Fernandes | Health Psychology Award | Best Scholar Award

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Mrs. Joana G. Fernandes | Health Psychology Award | Best Scholar Award

Mrs. Joana G. Fernandes, Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences at University of Porto, Portugal

Joana G. Fernandes is a dedicated Clinical and Health Psychologist, currently pursuing a PhD with an FCT Grant, specializing in Reproductive Health research at the University of Porto. πŸŽ“ With a diverse background in clinical practice, research, and teaching, she exemplifies strong organizational skills, critical thinking, and leadership abilities. Fluent in English, Spanish, and French, she possesses a wealth of experience in psychosocial adjustment, particularly in the context of breakups and reproductive challenges. 🧠 Joana’s contributions extend beyond academia, as seen through her publications, presentations, and mentorship of emerging scholars. She is committed to advancing understanding and support in psychological well-being during critical life transitions. 🌟

 

Publication Profile:

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Education:

Joana G. Fernandes completed her Master’s Degree in Psychology, specializing in Clinical and Health Psychology, at the Faculty of Psychology and Educational Sciences, University of Porto. πŸŽ“ Her academic journey also included a Pedagogical Skills Training program at the Alamedas Office, where she excelled with a commendable rating. 🌟 Equipped with advanced knowledge and practical training, Joana demonstrates a deep understanding of psychological principles and their applications in clinical settings. Her dedication to honing pedagogical skills underscores her commitment to effective communication and knowledge dissemination, enriching both her academic pursuits and professional endeavors. 🧠

 

Experience:

Joana G. Fernandes has enriched her professional journey as an Invited Professor at the School of Health, Polytechnic Institute of Porto (ESS-IPP), where she imparts knowledge on diverse subjects including Introduction to Occupational Science and Psychosociology, catering to Bachelor’s Degree and CTesP students. πŸ“š Her role extends to providing clinical support as a Clinical Psychologist for Student Support at ESS-IPP. πŸ’Ό Simultaneously, she pursues her doctoral studies as a PhD student at the Center for Psychology, University of Porto, while engaging as an Informal Co-supervisor for the Faculty of Psychology and Educational Sciences. πŸŽ“ Joana’s concurrent position as an FCT Research Fellow underscores her commitment to academic research and mentorship. 🌟

 

Research Focus:

Joana G. Fernandes has dedicated her research efforts to exploring various aspects of reproductive and fertility health, particularly focusing on the psychological and psychosocial dimensions. 🧠 Her research interests span from understanding the impact of depression, anxiety, and stress on sexual functioning in couples trying to conceive to investigating the effectiveness of educational interventions on fertility awareness. 🀰 With a multidisciplinary approach, Joana contributes significantly to the field by addressing the nuanced challenges and dynamics surrounding fertility, intimacy, and mental health during significant life transitions such as pregnancy, postpartum, and relationship changes. 🌱

 

Publication Top Notes:

Portuguese Adaptation and Validation of the Fisher Divorce Adjustment Scale – Short Form to Assess Adjustment to Breakup During Emerging Adulthood

Breakup Adjustment: The impact of selfdifferentiation and fear of intimacy.

Effect of depression and anxiety on sexual functioning in couples trying to conceive with and without an infertility diagnosis

Effects of trying to conceive using an every-other-day strategy versus fertile window monitoring on stress: a 12-month randomized controlled trial

Mapping intentions to adopt fertility protective behaviours: the role of couple congruence and the importance of relationship and fertility awareness

Effectiveness of a video-based education on fertility awareness: a randomized controlled trial with partnered women

A Longitudinal Study on Maternal Depressive Symptoms During the COVID-19 Pandemic: The Role of Strict Lockdown Measures and Social Support

Adapting to Uncertainty: A Mixed-Method Study on the Effects of the COVID-19 Pandemic on Expectant and Postpartum Women and Men

Perceived Threat of Infertility and WomenΒ’s Intention to Anticipate Childbearing: The Mediating Role of Personally Perceived Barriers and Facilitators

O-188 Participation in a video-based fertility awareness program advances the desire to have children sooner

 

Lenka Janik Blaskova | Psychology | Best Researcher Award

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Assist Prof Dr. Lenka Janik Blaskova | Psychology | Best Researcher Award

Assist Prof Dr. Lenka Janik Blaskova, University of Exeter, United Kingdom

Dr. Lenka Janik Blaskova is a dedicated educator and researcher with expertise in psychology and education. Holding a PhD from the University of Cambridge, she specializes in the wellbeing of children with language disorders and has contributed extensively to academia through publications and conferences. As a lecturer at the University of Exeter, she leads innovative projects like STRAWS, aiming to support teacher resilience and wellbeing. Dr. Blaskova’s collaborative spirit extends globally, fostering partnerships in Slovakia, Ireland, and beyond. Her work reflects a commitment to advancing education and mental health, embodying the πŸ§ πŸ’‘ intersection of research and pedagogy.

Publication Profile:

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Education & Professional Training:

Dr. Lenka Janik Blaskova is a highly qualified professional with a diverse background in education and psychology. She completed her PhD in Education at the University of Cambridge, focusing on the peer relations and wellbeing of children with developmental language disorders. This research, supported by prestigious scholarships, involved innovative methodologies and collaboration with healthcare services. Lenka’s commitment to education extends to her roles as a Mental Health First Aider and accredited staff professional, emphasizing her dedication to student and staff wellbeing. Her journey, marked by academic excellence and practical experience, exemplifies a deep passion for nurturing both individual and collective growth in educational settings. πŸ“šβœ¨

 

Research Experience:

Dr. Lenka Janik Blaskova is an accomplished researcher, currently serving as a Lecturer (Assistant Professor) in the Psychology of Education at Exeter University. Her impactful work includes leading the STRAWS pilot study, focusing on supporting Slovak teachers’ resilience and wellbeing. Lenka’s collaborative efforts have secured significant funding and engaged diverse partners, enhancing educational practices globally. Her research spans various contexts, from analyzing clinical practice barriers in healthcare settings to contributing to educational reforms in Malaysia. With expertise in playful learning and child development, she brings a dynamic perspective to educational research, fostering innovation and growth. πŸŒ±πŸ”

 

Teaching and scholarship experience:

Dr. Lenka Janik Blaskova possesses extensive experience in teaching and scholarship, shaping the academic landscape in psychology and education. As a Lecturer (Assistant Professor) at the University of Exeter, she co-leads modules on the MSc Psychology Conversion Programme, fostering student growth and accreditation by the British Psychological Society. Lenka’s dedication extends to supervising doctoral and master’s research projects, ensuring academic excellence. Her tenure at the University of Cambridge saw her imparting knowledge in individual differences and research methods, nurturing future scholars. Complementing her teaching roles, she actively contributes to student welfare initiatives, embodying a holistic approach to education. πŸ“šπŸŽ“

 

Research Focus:

Dr. Lenka Janik Blaskova’s research primarily focuses on understanding and enhancing peer relationships, particularly among children with language disorders. Through qualitative analysis, she explores the nuances of friendship formation, shedding light on the experiences of these children and their peers. Her work emphasizes the importance of considering children’s own perspectives in understanding the link between language abilities and peer relations. Additionally, she contributes to literature on topics such as the Covid-19 learning crisis and participant engagement in play research. Lenka’s research underscores the significance of peer relationships in promoting wellbeing and inclusive environments in schools. πŸ§ πŸ‘«

Publication Top Notes:

Exploring concepts of friendship formation in children with language disorder using a qualitative framework analysis

Children with language disorder as friends: Interviews with classroom peers to gather their perspectives

The Covid-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change

Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children’s own perspectives

Participant engagement with play research – examples and lessons learned from the Centre for Play in Education, Development and Learning

Young people’s perceptions of wellbeing: The importance of peer relationships in Slovak schools

 

Ad de Jongh | Psychology | Lifetime achievement Award

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Prof. Ad de Jongh | Psychology | Lifetime achievement Award

Prof. Ad de Jongh, PSYTREC, Netherlands

Prof. Ad de Jongh is a distinguished figure in the fields of dentistry and psychology, with a career spanning over four decades. Graduating with a degree in Dentistry from the University of Amsterdam in 1985, he later pursued a Master’s in Clinical Psychology, specializing in intervention methods and health psychology, earning top honors. Dr. de Jongh’s expertise in addressing extreme dental fear led to his tenure as a Dentist at Health Centre “Tanthof,” Delft, where he specialized in treating patients with severe dental anxieties. His groundbreaking Ph.D. thesis on Dental Anxiety: A Cognitive Perspective in 1995 established him as a leading authority in the field. Over the years, he has held various academic and clinical positions, including Professorships at the Academic Centre for Dentistry Amsterdam (ACTA) and honorary positions at prestigious universities in the UK. Dr. de Jongh’s dedication to teaching is evidenced by his extensive involvement in master courses and postgraduate programs, as well as his supervision of numerous Ph.D. projects, nurturing the next generation of scholars in psychology and dentistry. πŸŽ“ With a focus on understanding and managing dental fear, he continues to inspire and educate professionals worldwide, contributing significantly to both academia and clinical practice.

Publication Profile:

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Google Scholar

Academic BackGround:

Dr. Ad de Jongh’s professional journey is marked by a remarkable blend of dentistry and psychology expertise. Graduating from the University of Amsterdam in Dentistry, he later pursued a Master’s in Clinical Psychology, excelling with honors. Dr. de Jongh’s career path evolved to specialize in treating patients with severe dental anxieties, leading him to significant roles in academia and clinical practice. As a renowned professor and director, he has contributed extensively to research, teaching, and trauma treatment, earning multiple honorary professorships and leadership positions globally. His commitment to addressing mental health challenges, especially trauma-related issues, is exemplary. 🌟

 

Awards:

Dr. Ad de Jongh’s impactful contributions to the field of trauma therapy have been widely recognized through prestigious awards. In 1997, he was honored with the Humanitarian Services Award by the EMDR Humanitarian Assistance Programs, Inc. (USA), acknowledging his compassionate service. His dedication to research earned him the Outstanding EMDR Research Award from the EMDR International Association in 2011. In 2019, he received the ESTSS European Journal of Psychotraumatology Award for the best paper and the David Serban Schreiber Award for his foundational role in establishing the EMDR Europe Association. Most recently, in 2023, he was honored with the “Ad de Jongh Award” by the Association EMDR Netherlands (VEN) for his longstanding commitment to EMDR therapy. πŸ†

Research Focus:

Dr. Ad de Jongh’s research focus primarily revolves around the understanding and treatment of anxiety-related disorders, particularly dental anxiety and post-traumatic stress disorder (PTSD). Through extensive studies and meta-analyses, he has investigated various therapeutic approaches such as cognitive-behavioral therapy (CBT), eye movement desensitization and reprocessing (EMDR), and virtual reality exposure therapy in managing dental phobia and trauma-related conditions. His work contributes significantly to the development of evidence-based interventions, shedding light on effective strategies to alleviate psychological distress and improve quality of life for individuals affected by these conditions. 🦷🧠

Publication Top Notes:

  1. Critical analysis of the current treatment guidelines for complex PTSD in adults – Cited by 378, 2016 πŸ“š
  2. What are people afraid of during dental treatment? Anxiety‐provoking capacity of 67 stimuli characteristic of the dental setting – Cited by 279, 2008 🦷
  3. Propranolol for the treatment of anxiety disorders: Systematic review and meta-analysis– Cited by 263, 2016 🧠
  4. PTSD and its treatment in people with intellectual disabilities: A review of the literature – Cited by 234, 2010 πŸ“
  5. A randomised comparison of cognitive behavioural therapy (CBT) and eye movement desensitisation and reprocessing (EMDR) in disaster-exposed children – Cited by 218, 2011 πŸ§‘β€πŸ€β€πŸ§‘
  6. Brief eclectic psychotherapyΒ v.Β eye movement desensitisation and reprocessing therapy for post-traumatic stress disorder: randomised controlled trial– Cited by 210, 2012 πŸ’Ό
  7. Treatment of specific phobias with eye movement desensitization and reprocessing (EMDR): Protocol, empirical status, and conceptual issues – Cited by 208, 1999 πŸ‘€
  8. One-session cognitive treatment of dental phobia: preparing dental phobics for treatment by restructuring negative cognitions – Cited by 187, 1995 🦷
  9. Clinical management of dental anxiety: what works for whom? – Cited by 184, 2005 😬
  10. A review and meta-analysis of the heritability of specific phobia subtypes and corresponding fears – Cited by 177, 2013 🧬