Nicholas Chadi completed his medical school and pediatric residency in Montreal and is currently an Adolescent Medicine Fellow at the Hospital for Sick Children in Toronto, Canada. His main research interests include substance abuse, international health, medical education, mental health and mindfulness-based interventions. Nicholas has been practicing meditation, yoga and mindfulness for many years and …
MLI Affiliation Archives:
Michael Crowley
Michael J. Crowley, Ph.D. is an assistant professor at the Yale Child Study Center, is a child psychologist whose work focuses on key questions in social and affective neuroscience. Dr. Crowley earned his doctoral degree in Clinical Psychology from the University of Maryland, College Park in 2004. He completed a child-focused clinical internship through the …
Kamila Dvorakova
Kami is a Doctoral Candidate and Bennett Pierce Graduate Fellow in Compassion and Caring in the Human Development and Family Studies Department at Penn State University, mentored by her advisor Dr. Mark Greenberg. Her research focuses on evidence-based prevention strategies in educational settings, in particular the promotion of genuine personal and social awareness as a way to …
Tory Eisenlohr-Moul
Joshua Felver
Dr. Felver is an assistant professor of psychology at Syracuse University and director of the Mind Body Laboratory. His research focuses on contemplative interventions to promote self-regulation, with special focus on mindfulness-based interventions. He is particularly interested in how contemplative interventions can be implemented in public school settings with students and teachers to support academic …
Ruthie Pliskin
Thao Le
Kyle Matsuba
Aminda O’Hare
Roxanne Rashedi
Currently a Ph.D. Student in Education at UC Davis, I am interested in cognition, the body, and embodied contemplative practices. I am investigating the effects that a school-based yoga intervention has on children’s self-regulation from an embodied cognitive scientific perspective. I am interested in qualitatively exploring the effects these programs have on teachers’ perceptions of …
