Guadalupe Espinoza (Co-chair and SECC Representative to the Governing Council, Incoming)

I am an Assistant Professor in the Child and Adolescent Studies Department at California State University, Fullerton. I completed my Ph.D. in Developmental Psychology from the University of California, Los Angeles (UCLA) in 2013. My research examines adolescent social interactions with peers in both the school and online contexts, particularly among ethnic minority youth from Latin American backgrounds. Bridging across both lines of my school and online research is my interest in examining negative peer interactions, specifically school bullying and cyberbullying. I was formerly the SECC representative to the Equity and Justice committee. During my tenure in the committee, I helped with the organization and planning of the Inaugural Presidential Pre-Conference on Equity and Justice in Developmental Sciences.

Natalia Palacios (Co-chair and SECC Representative to the Governing Council, Outgoing)

I am co-chair of the Student and Early Career Council (SECC) and the SECC representative to the Governing Council (GC). I previously served as the SECC representative to the Ethnic and Racial Issues Committee. I am an associate professor in the Educational Psychology and Applied Developmental Sciences program at the Curry School of Education at the University of Virginia. I completed my doctoral degree in human development and social policy at Northwestern University. My research is focused on improving the developmental and academic outcomes of young immigrant children across multiple contexts. In particular, I investigate the school readiness and achievement of children from low-income, minority or immigrant backgrounds, focusing on the interaction language and context. I am current projects is focused on understanding the culturally specific teaching practices that Latino Spanish speaking parents engage in with their young children prior to school entry. My research also explores the role of teachers and schools in serving language minority children.

Daisy Camacho (Equity and Justice Committee, Incoming)

Daisy E. Camacho-Thompson is a T32 Postdoctoral Research Fellow at the REACH Institute in the Psychology Department at Arizona State University. She graduated from the Psychology Department at the University of California, Los Angeles, with a concentration in Developmental Psychology and a minor in Diversity Science. Her research focuses on the academic achievement of underserved adolescents, with attention to social networks associated with academic resilience or desistance. Her dissertation focused on familial stress and parental involvement at school, home, and in organized after-school activities. Her postdoctoral work is examining the effects of a prevention program on parental involvement and academic socialization across adolescent development. She has served in several mentoring programs for underrepresented students, such as the Millennium Scholar Program, and both as the elected Latino Caucus student member and currently the Media Manager. She has received several service awards, the Eugene V. Cota-Robles Fellowship, and an NICHD Diversity Supplement.

Chelsea Derlan (Equity and Justice Committee, Outgoing)

Chelsea Derlan is an Assistant Professor in the Department of Psychology’s Developmental Program at Virginia Commonwealth University. She received her Ph.D. in Family and Human Development from Arizona State University. Dr. Derlan’s research examines how cultural processes and individual factors (e.g., discrimination experiences, parents’ cultural socialization efforts, skin tone) inform ethnic-racial minority youths’ ethnic-racial identification/identity and subsequent positive development and health. Her research is focused in two main areas: (a) assessing what young children understand and feel about their culture (i.e., ethnic-racial identification), and how this plays a role in development, and (b) examining the interplay between individual and contextual factors as they inform adolescents’/emerging adults’ ethnic-
racial identity and health. Additionally, as a member of the Culture, Race and Health Transdisciplinary Core at the Institute for Inclusion, Inquiry and Innovation (iCubed), she is working as part of a transdisciplinary team to design studies and interventions aimed at examining and addressing health disparities.

Deyaun Villareal (Ethnic & Racial Issues Committee, Incoming)

I am currently in my third year in the Psychological Sciences Ph.D. program at the University of Texas at Dallas specializing in developmental psychology. Currently, I work with Dr. Jackie A. Nelson in the Family Research Lab where our research investigates the influence of stress and parent-child conflict on parent-child and marital relationships. My research interests broadly include the effects of internalizing symptoms, daily stress, and parenting behaviors on family processes and child outcomes. In particular, I am interested in how the effects of daily stress and symptoms of internalizing symptoms in both parents and children influence the quality of their interactions. I look forward to serving the student and early career members of SRCD as the incoming SECC representative to the Ethnic and Racial Issues Committee.

Radosveta Dimitrova (Ethnic & Racial Issues Committee, Outgoing)

Radosveta Dimitrova is a Docent (Associate Professor) at the Department of Psychology at Stockholm University, Sweden. She holds a PhD in Developmental Psychology (University of Trieste, Italy awarded the 2009 Best Doctoral Thesis by the Italian Association of Psychologists), and a PhD in Cross-Cultural Psychology (Tilburg University, the Netherlands, awarded the 2012 Student and Early Career Council Dissertation Award of the Society for Research in Child Development (SRCD). She was the recipient of the 2016 Young Scientist Award of the International Society for the Study of Behavioral Development, ISSBD for distinguished theoretical contribution, research and dissemination of developmental science. Her research interests regard social identity, well-being, migration, positive youth development, ethnic minority groups (Roma), adaptation of instruments in different cultures.

Jose Michael Gonzalez (Ethnic & Racial Issues Committee, Outgoing)

Jose-Michael’s scholarly/research agenda focuses on two central areas: 1) Sibling Life-Course Dynamics of Care & Support. His research aim is to develop the Transformative Sibling Process (TSP) framework to understand mutual ties of reciprocal obligations relevant to sibling relationships where social bonds forged during early experiences influence mechanisms of individual and family health and well-being across the life course during difficult times and transitions. 2) Positive Youth Development (PYD) among ethnic/racial minority and marginalized children and youth in cross-cultural/national contexts, and applications of PYD fundamentals in Global Extension 4-H programming. As lecturer and research analyst for Fuersa Foundation in Mexico City and University of Bergen, Norway, his aim is to further develop methods centered on
examining developmental mechanisms of intra- and inter-variation centered on intersectoral, multilevel, and multicomponent experiences that align with assets of children, youth, and families from historically marginalized groups and developing nations, toward uncovering protective mechanisms in early childhood with effects through the lifespan that inform, research, policy and extension and intervention/prevention practice.

Emily Abel (Interdisciplinary Committee, Incoming)

I am a third year doctoral student in Human Development and Family Studies at Purdue University (under the mentorship of Dr. A.J. Schwichtenberg). My research focuses on the role of sleep in child and family functioning, particularly within the context of neurodevelopmental disorders and other at-risk populations. I believe that developmental science can be best approached through an interdisciplinary, collaborative lens. My work is therefore at the intersection of psychological, behavioral, physiological, and genetic factors—providing a comprehensive toolbox to answer important developmental questions. My goals for this committee are two-fold: 1) to foster networks across disciplines for student and early career members, and 2) to apply developmental science to policies and practices for improving child and family well-being. I look forward to strengthening interdisciplinary communication for developmental scientists.

You can learn more about my recent research below:

Erica Musser (Interdisciplinary Committee, Outgoing)

I recently began my second year as an assistant professor of psychology at Florida International University after completing my doctorate at the University of Oregon and internship at Oregon Health & Science University. My research goal is to better elucidate the mechanisms linking emotionality, emotion dysregulation, reward sensitivity, and socio-emotional cognition to externalizing behavior problems in children. To do this, I utilize a multi-method approach, which has included behavioral ratings, laboratory computerized testing, behavioral coding, and measures of both autonomic and central nervous system activity. My work is interdisciplinary almost by its very definition, and I’m happy to have the opportunity to work on behalf of students and early career members to help SRCD work toward its mission of building connections across the disciplines represented within the study of child and adolescent development.  You can learn more about me here:,, and

Olivia Smith (International Affairs, Incoming)

I am a third-year doctoral student in the Psychological Sciences program at the University of Texas at Dallas. I work in the Family Research Lab under the advisement of Dr. Jackie Nelson. Our lab’s research goals lie in the better understanding of family relationships and children’s well-being. I am specifically interested in marital and parent-child relationships, how mothers and fathers influence one another’s parenting practices, negative spillover of family stress, and children’s emotional development. My current project investigates the longitudinal impact of marital and parent-child conflict during middle childhood on adolescent’s depressive symptoms. As the SECC representative for the International Affairs committee, I look forward to advocating the committee’s mission for international representation and perspective in membership, publications, and informal exchanges of knowledge regarding child development.

Rachel Katz (Policy & Communications Committee, Incoming)

Rachel Katz is a doctoral candidate in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. Her research focuses on exploring the influence of children's early experiences on developmental outcomes, including how development can be modified by factors such as child care, caregiver-child relationships, and adversity. Ms. Katz is currently working on the Massachusetts Healthy Families Evaluation, a randomized controlled trial of an intervention for young parents focused on promoting positive life course trajectories for mothers and children, supporting positive parenting, reducing child maltreatment, and enhancing maternal well-being. Supported by a Doris Duke Dissertation Fellowship for the Promotion of Child Well-Being, her dissertation focuses on child care as a contextual asset in at-risk populations and how child care participation may buffer against risks that adversely influence developmental trajectories. Ms. Katz hopes to use this work to help bridge the existing gap between researchers, practitioners, and policymakers. She is thrilled to serve as the SECC representative to the SRCD Committee on Policy and Communications and looks forward to contributing to the committee’s mission, using research to advance policy initiatives and promote positive development in children, families, and communities.

Robey Champine (Policy & Communications Committee, Outgoing)

I am a National Institutes of Health postdoctoral fellow in the Division of Prevention and Community Research within the Department of Psychiatry at Yale University. In 2016, I earned my Ph.D. in Child Study and Human Development from Tufts University. My research examines how to promote healthy development and prevent risk/problem behaviors among ethnically and racially diverse youth and families from lower-resource communities. In particular, I study how community-based initiatives (e.g., trauma-informed programs, systems of care, youth development programs) may contribute to health promotion and risk prevention. I explore how this research may inform intervention and prevention policies and practices. I am a former psychological and behavioral analyst for the Federal Bureau of Investigation, Radcliffe/Rappaport Doctoral Policy Fellow at the Harvard Kennedy School, and SECC representative to the SRCD Communications and Policy Committee.

Katie Paschall (Program Committee, Incoming)

I am a Research Scientist at Child Trends in the Early Childhood area, focused on the quality of low-income children’s environments and relationships. After completing my Ph.D. in Family Studies and Human Development from the University of Arizona in 2016, I was a postdoctoral fellow at the Population Research Center at the University of Texas at Austin. As a young scholar, I’m dedicated to applied and translational research, and have sought out opportunities to engage with and write for policymakers and practitioners. I’ve worked on program evaluations, collective impact initiatives, and contracts for state and federal agencies, all focused on improving child well-being, school readiness, and healthy families. I am currently serving as the SECC representative to the Program  Committee, where I advocate for the interests of student and early career members, who comprise over 50% of the meeting’s attendees. I am keenly aware that the student and early career members of SRCD are interested in policy and applied research in addition to basic developmental science, and that the biennial meeting serves as a unique opportunity to network with likeminded scholars, non-academic researchers, organizations, foundations, and government agencies. It is my goal to ensure the meeting serves the research and professional interests of all student and early career attendees.

Diana Meter (Program Committee, Outgoing)

Diana Meter is an Assistant Professor in the Human Development and Family Studies at Utah State University. Dr. Meter earned her BA degree in Psychology from TheUniversity of North Carolina at Asheville and her MS and PhD degrees in Family Studies and Human Development from The University of Arizona where she was funded by a National Science Foundation Graduate Research Fellowship. Prior to joining the faculty at USU, she worked as a postdoctoral research associate at the University of Texas at Dallas. Diana’s primary research interest is peer relations among children and adolescents. She teaches classes in research methods and human development.

Sarah Murphy (Publications Committee, Incoming)

I am an Assistant Professor in the Psychology Department at California State University, Chico. I earned my PhD in Human Development and Family Sciences at the University of Texas at Austin in 2018. My research has focused on the influence of coparenting on child outcomes across the transition to parenthood. More recently, I have begun to explore differences between mothers’ and fathers’ behaviors within coparenting for first-time parents, as well as parents of two children. My interdisciplinary research background has led me to teach undergraduate courses in psychology and family relationships. I have enjoyed furthering my involvement with SRCD by serving on the Student and Early Career Council and contributing to the development of SRCD’s highly-acclaimed publications. You can learn more about my research on ResearchGate.

Erin Hillard (Publications Committee, Outgoing)

I am a 5th year graduate student of Developmental Psychology at the University of Notre Dame.  Prior to Notre Dame, I pursued a Master’s in Experimental Psychology at Western Illinois University.  My research interests broadly include contextual risk and protective factors that influence body image and disordered eating behavior in adolescence, along with prevention and intervention strategies to reduce risk of disordered eating.  Specifically, I am interested in the mother-daughter relationship and how interventions targeting mothers’ behaviors and parenting practices can benefit both mothers and their adolescent daughters.  A secondary interest of mine involves testing self-affirmation interventions as an effective strategy in the domains of body image and eating behaviors.

Stephen Asatsa (Teaching Committee, Incoming)

I am a final year doctoral scholar and adjunct lecturer in Counseling Psychology at the Catholic University of Eastern Africa. My research interest focuses on thanatology and trauma. I have carried out and published a study on the therapeutic value of traditional mourning rituals and their applicability in grief counseling. Currently am winding up a study on the relationship between death attitudes and end of life planning across lifespan. The goal is to develop intervention strategies to facilitate quality dying. My dissertation work focuses on trauma processing strategies and posttraumatic growth among terrorist attack survivors at Garissa University, Kenya. The aim is to explore the positive outcomes of trauma and how they may be incorporated in developing solution focused trauma interventions. My other published collaborative studies include Sibling birth spacing and its influence on extroversion, introversion and aggressiveness of adolescents, and Influence of cell phone sexting on adolescents’ sexual behavior. I am a consultant Psychologist for staff and students with various schools in Nairobi, Kenya. I am one of the developing country fellows of the International Society for the Study of Behavioral Development (ISSBD).

Meredith Henry (Teaching Committee, Outgoing)

I am the outgoing SECC representative to the Teaching committee.  I received my Ph.D. in Lifespan Developmental Psychology in December 2016 from the University of Alabama at Birmingham, where I managed the Youth Development Lab under Dr. Sylvie Mrug.  My dissertation examined the bi-directional relationships between sleep and psychosocial adjustment in African American adolescents.  Currently, I am an adjunct faculty member at UAB, where I teach courses in Introduction to Psychology, Developmental Psychology, Statistics, and Social Psychology.  In addition, I am very active in the CIRTL (Center for the Integration of Research, Teaching, and Learning) network.  CIRTL provides a variety of resources to train better teachers by promoting teaching-as-research, learning communities, and learning-through-diversity.  Through CIRTL, I have learned much about pedagogical theories of learning, active learning techniques, and several other skills I always enjoy sharing with SECC.  In the future, I hope to be a full professor and contribute my own experiences to the problem of developing effective teaching strategies.

Henry Gonzalez (Representative At-Large, previously History committee, Incoming)

I am a Postdoctoral Fellow in the School of Transborder Studies at Arizona State University. I received my Ph.D. in Family Studies and Human Development from the University of Arizona. Broadly, my research aims to identify specific untapped sources of strength among low-income Latino families with young children, particularly as it pertains to the roles of fathers in strengthening families. I recently served as a Student Representative of the SRCD Latino Caucus, and will be an incoming mentor in the Millennium Scholars Program.

Larissa Gaias (Representative At-Large, previously History committee, Outgoing)

I am a doctoral student in Family and Human Development in the School of Social and Family Dynamics at Arizona State University, working with Dr. Sarah Lindstrom Johnson. My research focuses on how educational settings and processes can better support marginalized students, including ethnic-racial minorities and youth affected by violence. This work has spanned multiple developmental age groups and environments, including both formal and informal learning settings, as well as national and international contexts. I am also interested in conducting community-based research, and translating research for practice and policy settings