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 🧠💡 intersection of research and pedagogy.

Publication Profile:

Orcid

 

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. 📚✨

 

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. 🌱🔍

 

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. 📚🎓

 

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. 🧠👫

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. 🎓 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:

Orcid

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. 🏆

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 📚
  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 📝
  5. A randomised comparison of cognitive behavioural therapy (CBT) and eye movement desensitisation and reprocessing (EMDR) in disaster-exposed children – Cited by 218, 2011 🧑‍🤝‍🧑
  6. Brief eclectic psychotherapy v. eye movement desensitisation and reprocessing therapy for post-traumatic stress disorder: randomised controlled trial– Cited by 210, 2012 💼
  7. Treatment of specific phobias with eye movement desensitization and reprocessing (EMDR): Protocol, empirical status, and conceptual issues – Cited by 208, 1999 👀
  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 🧬