One of the aims of this website is to offer young researchers
and doctoral students scientific advice from senior researchers in
EARA. These 'Expert Advisors' should have knowledge in a certain domain
that students may benefit from. Their advice should in no way replace
the student's ordinary supervision or tutoring. Rather, it should
provide expert advice in certain areas, such as modern, relevant
literature, appropriate scales, sophisticated methodology and so on.
Expert Advisors may volunteer for as short or as long a time as they
wish, and may withdraw at any time. Thus, the pool of Expert Advisors
will probably change over time as some enter and others leave.
We really hope that as many of EARA's active senior researchers as possible will sign up as Expert Advisors. In doing so, you can help with the professional training of EARA's young researchers!
To volunteer as an expert advisor, simply fill out THIS FORM and submit it to Wim Beyers. You will then be added to the list below, and students may email you with specific questions. If you want to withdraw your name temporarily or permanently, the webmaster will do this on your request.HOW TO CONTACT
EXPERT ADVISORS?
You,
a doctoral student or young researcher on a topic concerned with
adolescence, can contact one or more of the expert advisors listed
below by area. Simply click on their name and your email program will
open. However, the aim of this service is not to replace your ordinary
supervision or tutoring. Rather, this service can help you to obtain
additional expert advice in specific areas.
| AREA OF EXPERTISE | EXPERT ADVISORS |
| antisocial behavior | Jeff Kiesner, Hakan Stattin |
| attachment | Nebi Sumer |
| autonomy | Marc Noom, Wim Beyers |
| behavioral inhibition | Margaret Kerr |
| child and youth care | Marc Noom |
| delinquency | Margaret Kerr |
| direct observation | Thomas Dishion |
| driver behavior and traffic safety | Nebi Sumer |
| egocentrism | Luc Goossens |
| emotion regulation | Alexander Grob |
| family relations | Leo Hendry, Marcel van Aken, Susan Branje |
| gender | Leo Hendry, Marion Kloep |
| health | Leo Hendry |
| homeless youth | Marc Noom |
| identity | Luc Goossens, Marion Kloep |
| intercultural processes | Marc Noom |
| intervention | Thomas Dishion |
| leisure (and positive development) | Leo Hendry, Teresa Freire |
| life span | Alexander Grob |
| loneliness | Luc Goossens |
| longitudinal studies | Marcel van Aken, Thomas Dishion, Wim Beyers |
| moral development | Daag Brugman |
| moral atmosphere in school | Daag Brugman |
| parenting (styles) | Margaret Kerr, Nebi Sumer, Wim Beyers |
| parents | Marion Kloep |
| peer influence dynamics | Thomas Dishion |
| peer relations | Jeff Kiesner, Hakan Stattin, Leo Hendry, Marcel van Aken |
| perceived relational support | Susan Branje |
| personality (development) | Alexander Grob, Marcel van Aken, Susan Branje |
| pre-adolescence | Leo Hendry |
| prevention | Hakan Stattin, Thomas Dishion |
| pubertal maturation | Hakan Stattin |
| risk behaviors | Leo Hendry, Marion Kloep |
| romantic relationships | Inge Seiffge-Krenke, Marion Kloep |
| separation process | Wim Beyers |
| social disadvantage | Alexander Grob |
| SEM-latent growth curves | Wim Beyers |
| SEM-social relations model | Susan Branje |
| stress and coping | Inge Seiffge-Krenke |
| subjective well-being | Alexander Grob |