Global Perspectives on Developmental Science to Address Adolescent Resilience & Well-Being in the Face of Sociocultural and Ecological Challenge

 The COVID-19 pandemic was a great revelation that we live in a world without borders in which the collective collaboration of research scientists can successfully develop a vaccine to disrupt even a devastating global crisis. It is this need for global team science and collaborations that served as the impetus for this application. The Global Perspectives on Developmental Science to Address Adolescent Resilience and Well-Being in the Face of Sociocultural and Ecological Challenge conference is co-sponsored by the Society for Research on Adolescence (SRA) and the International Consortium on Developmental Science Societies (ICDSS) and designed to meet five goals. 

  • To integrate cutting-edge global research regarding socio-cultural, contextual, and ecological challenges confronting today’s adolescents and guide policies, programs, and practices that best support resilience and well-being in youth.
  •  To introduce and provide training in resource-and-expertise-sharing strategies that translate global approaches to the study of adolescent resilience in ways that benefit families and communities locally.
  •  To increase awareness of the value of establishing a global research agenda for the Developmental Science of Adolescence among both US and non-US scholars as a pathway to enhance our understanding of commonalities and differences in youth resilience and well-being.
  •  To support early and mid-career global scholars in identifying and overcoming barriers to international research - particularly in terms of collaboration, funding, and publishing.
  •  To disseminate a manualized, scalable “best practices” approach to conference training by evaluating and expanding research and mentorship models capable of advancing a global collaborative Developmental Science of Adolescence. 
  • Details: Wednesday, April 17th, 2024, Full Day Pre-Conference, 9:00 a.m. - 4:30 p.m., Lunch included, $85.00
  • We encourage in-person attendance whenever possible to take full advantage of the program and networking opportunities. Registration for the in-person pre-conference takes place during the registration process for the SRA 2024 annual meeting.  Note that the pre-conference fee coveries facilities as well as a boxed lunch, to allow for greater interaction with others throughout the day.
  • For those unable to attend in-person, a truncated program will be webcast with online interaction opportunities. To register for the online option, please register HERE with further details to follow. 
  • Contact Dr. Andrea Hussong for questions after March 1st when all program details will be released.
  • We are continuing to try to raise funds to support the online program.  If this is something that you feel you can help us support, we invite you to donate through this GO FUND ME site.



Opening & Closing Remarks 

 Charissa S.L. Cheah, Ph.D., SRA President Elect, is a Professor in the Department of Psychology and Asian Studies Faculty Affiliate at the University of Maryland, Baltimore County. Dr. Cheah is the President of the Society for Research on Adolescence. As a cultural developmental scientist, she utilizes mixed-method approaches to explore how individual characteristics, relationships, socialization agents, and contexts interact to influence social-emotional, mental, and physical health. Dr. Cheah is particularly interested in understanding these processes among families of Asian heritage and/or Muslim religious backgrounds, considering their ethnic-racial/religious minoritized, immigrant, and marginalized intersecting statuses across different countries. 


Panel-Led Discussion I: Lessons Learned from Global Studies of COVID-19 and Adolescents   


 Suman Verma, Ph.D. is a Developmental Psychologist and former head of the Department of Human Development & Family Relations, Panjab University, India. Her research is in the areas of behavior settings of street/working children, daily ecology of adolescent family life, school stress, adolescent abuse, intervention studies using life skills education approaches, positive youth development and social policy. She was a two-time fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford, where she developed her cross-cultural project “Pathways of Risk and Protection among Street Youth in India, Indonesia, the Philippines, and South Africa.” As a member of a cross-cultural group, she conducted a study on Learning under Conditions of COVID-19 among Indian Adolescents in 2020. 

As an active member of various professional organizations her interests are in (i) promoting greater visibility for the Asian region in professional societies; (ii) capacity building and mentoring initiatives for professional growth of young scholars in the Asia, Africa and Latin American region; and (iii) facilitating regional collaborations and creating opportunities for resource sharing. She is an ISSBD Fellow, and currently is a member of International Consortium of Developmental Science Societies (ICDSS) COVID-19 Global Scholar Network, member of the editorial board of Zeitschrift für Psychologie, IJBD and Psychological Science, member of the International Panel on Social Progress, and one of the lead authors of a chapter in their report “Rethinking societies for the 21st century.” Her book on Developmental Science and Sustainable Development Goals for Children and Youth with Anne Petersen (2018) addresses developmental issues related to inequity, gender, health, education, social protection, climate change, and needs of vulnerable populations of young people with a special focus on low-and middle-income countries. She is a steering committee member of the initiative on Developmental Scientists for Climate Action (DevSCA). She is a guest editor, along with A.C. Petersen and J.E. Lansford, of the 2019 (2) issue of Zeitschrift für Psychologie on Sustainable Human Development: Challenges and Solutions for Implementing the United Nations’ Goals. Currently she is an associate editor of the International Journal of Behavioral Development (IJBD) and one of the guest editors of a special issue on COVID-19 of Journal of Research in Adolescence (JRA).

Stephen Asatsa is a licensed practicing Counseling Psychologist; mental health research consultant and lecturer of Psychology. He is the current Head of Department, department of Psychology at the Catholic University of Eastern Africa. Dr. Asatsa holds a PhD (Counseling Psychology) from the Catholic University of Eastern Africa; MA (Counseling Psychology) from Mount Kenya University; Higher Diploma (Psychological Counseling) from Kenya Methodist University and B. Ed (Arts) from Kenyatta University. He is passionate about youth and adolescent issues, Career and vocational counseling, trauma and grief,and end of life planning. He is a strong advocate of African Psychology and cultural approaches to mental health challenges. Dr. Asatsa is a cofounder of BeautifulMind Consultants Ltd, a Kenyan based mental health social enterprise focusing on body mind approach of addressing mental health issues and JENGA Psychosocial Network, a Kenyan community based organization focused on provision of community mental health services in slum areas. Dr. Stephen Asatsa holds membership in various international and local professional bodies including: Society for Research in Child Development (SRCD) where he serves on the Student and Early Career Council (SECC). International Society for the Study of Behavioral Development (ISSBD). International Marce Society for Perinatal Health Kenya Counselling and Psychological Association (KCPA)


Dr. Carmen Kealy holds a Doctorate in Sociology and a BA in Political Science, Sociology and Psychological Studies from the University of Galway. Her doctoral thesis explored Polish migrant parents’ experiences of child-rearing and help-seeking in a culturally diverse neighbourhood in Ireland. Her research interests include; children, youth and parenting, but also inequality experienced by marginalised groups. Since completion of her PhD, Carmen has worked on various collaborative projects such as the Mind the Gap report: Research on barriers to the realisation of rights of children with disabilities in Ireland (Centre for Disability Law and Policy in the University of Galway- funded by Ombudsman for Children); Crisis Coping: Living and Learning through COVID-19 (UCFRC and School of Education at University of Galway-funded by HRB and IRC) and the It's not just Science! Project (School of Education-funded by HEI). In 2022, as the only non-psychologist, Carmen was awarded one of 17 COVID-19 Global fellowships from the Society for Research on Adolescence. Since September 2023, she is the Postdoctoral Researcher on the Atlantic Futures project 'Digital Mental Health Supports' for Young People', which is funded by the Higher Education Authority Shared Island fund and led by Prof. Barry and Prof Donohue (University of Galway, Ireland) as well as Prof Mulvenna and Prof O' Neill (Ulster University, NI). More info here: 


Lucía Magis-Weinberg, M.D., PhD, leads the interACTlab (International Adolescent Connection and Technology Laboratory). Our research focuses on how the social and affective developmental tasks of adolescence have been transformed by the digital era—particularly in understudied populations in international settings.

They collaborate with schools in Latin America to advance knowledge on adolescent development and technology use, and also apply developmental science to design school-based interventions to promote digital citizenship and healthy digital habits. This research-practitioner partnership allows us to better expand our understanding of, and respond to the needs of, young people in these key formational years in an increasingly digitalized world.

Her long-term goal is to leverage my background in developmental psychology, cognitive neuroscience, and cross-cultural contexts to advance our understanding of how adolescent development is shaped by the risks and opportunities afforded by digital technologies.

Dr. Chidozie Edwin Nwafor is an associate professor of developmental psychology at the Department of Psychology Nnamdi Azikiwe University Awka, Anambra State, Nigeria. He specialized in lifespan development, however he focused on child and adolescent development. My research interest include prosocial behaviour, Bullying, aggression, academic interest, family environment, intellectual and developmental disability and resilience. I have also served as the Deputy Director of Centre for Migration Studies Nnamdi Azikiwe University Awka(CMS-NAU).



Ingrid Schoon, Ph.D. is Professor of Social Policy at University College London, Social Research Institute. She is President of the European Association for the Study of Adolescence (EARA) and has been the President of the Society for Longitudinal and Lifecourse Studies. She is a Fellow of the British Academy of Social Sciences (FAcSS) and the Social Science Centre (WZB) in Berlin. Her research focuses on the study of risk and resilience in the transition to adulthood, social inequalities in skill development, attainment and wellbeing. She has published widely, including a monograph on 'Risk and Resilience' (2006); co-edited books on “Young People’s Development and the Great Recession: Uncertain Transitions and Precarious Futures” (2017) with John Bynner; “Gender differences in aspirations and attainment: A longitudinal perspective” (2014) with Jacquelynne Eccles; “Transitions from School to Work: Globalisation, Individualisation, and Patterns of Diversity” (2009) with Rainer K. Silbereisen; all published by Cambridge University Press.

Flash Talks: Global Studies of Adolescent Resilience in the Context of Sociocultural and Ecological Threat 
Lunch and Engagement Activities 

Panel-Led Discussion II: Towards a Decolonial Developmental Science: Exploring Adolescent Development in Communities from the Majority World   

Lixian Cui is Associate Professor of Psychology at NYU Shanghai, Global Network Associate Professor at NYU. He is a faculty affiliate in the Department of Applied Psychology, NYU Steinhardt School of Culture, Education, and Human Development. Dr. Cui’s research focuses on child and adolescent social and emotional development in various contexts, with a focus on emotion socialization in family, school, peer, and cultural contexts. He is particularly interested in physiological measures of stress and emotion during social interactions.




Dr. Vaishali Raval is professor of psychology and affiliate of global and intercultural studies at Miami University in Oxford, Ohio, USA where she has been a faculty member for 16 years. Dr. Raval is committed to promoting inclusivity and addressing the historic underrepresentation and exclusion of marginalized communities in clinical developmental science. Her primary program of research focuses on cultural and contextual foundations of parenting, with a focus on emotion processes and how they relate to child and adolescent mental health outcomes among culturally diverse communities. In a related research trajectory, she explores contextual understanding of adolescent psychopathology, working to develop culturally informed mental health training and intervention approaches. A third line of research focuses on marginalization, racial ethnic socialization processes, and youth mental health among racially and ethnically minoritized communities in the USA. Her work has been recognized with the American Psychological Association (Division 52) Henry David International Psychology Mentoring Award, and Excellence in Internationalization Award from Christ University, Bengaluru, India. Along with her research, she has engaged in and led several initiatives towards promoting global representation in psychological science through service to professional organizations (chair of the International Committee of SRA, co-chair of International Affairs Committee of SRCD, a member of the U.S. National Committee for Psychological Science or USNC/IUPsyS) and editorial responsibilities (as associate editor of Journal of Research on Adolescence and Journal of Cross-Cultural Psychology).

Panel-Led Discussion III: Building International Collaborative Science & The ICDSS/SRA Global Scholars Program   

 Andrea Hussong, Ph.D. is a Professor of Psychology and Neuroscience at the University of North Carolina at Chapel Hill, a licensed clinical psychologist, and a developmental scientist. She previously served as the director of the Center for Developmental Science and of an NICHD-funded graduate and postdoctoral training program in Developmental Science and now facilitates the international ICDSS COVID Scholars Network. Her research has long focused on developmental pathways to substance use and disorder, particularly for children of drug-involved parents, and on collaborations advancing innovative methods for longitudinal data analysis and integrative data analysis. Her current research encompasses positive youth development and recovery and resilience, particularly the socializing gratitude and the impact of COVID on youth, as well as on creating empirically-based intervention tools and programs.  She has received multiple NIH and foundation grants and authored over 100 publications in the field of child development and addictions.
Dr. Velma McBride Murry holds the Lois Autrey Betts Endowed Chair, serves as Co-Director of the Vanderbilt University Medical Center Program for Health Equity Research, and is a University Distinguished Professor in Departments of Health Policy [Vanderbilt School of Medicine] and Human and Organizational Development [Peabody College]. She is Past President of the Society for Research on Adolescence and current President of The International Consortium of Developmental Science Societies. McBride Murry is one of the 100 elected members to the 2020 Class of the National Academic of Medicine. She was recently appointed to the National Institutes of Health National Advisory Mental Health Research Council. Her research examines the significance of context to everyday life experiences of African American families and youth, focusing on processes through which racism, and other social structural stressors, cascade through families to influence parenting and family functioning, developmental outcomes, and adjustment among youth, during critical developmental periods from middle childhood through young adulthood.