Phil Fisher, Ph.D.
Dr. Fisher’s research focuses on childhood trauma and maltreatment, and foster and adopted children. He is particularly interested in the effects of early stressful experiences on children’s neurobiological and psychological development, and in designing and evaluating prevention and treatment programs for improving abused and neglected children’s functioning in areas such as attachment to caregivers, relationships with peers, and functioning in school. He is also interested in the brain’s plasticity in the context of therapeutic interventions. Particular areas of neurobiological functioning in Dr. Fisher’s research include the hypothalamic-pituitary-adrenal (HPA) axis, the prefrontal cortex, and neural reward pathways. Dr. Fisher is a professor of psychology and Research Scientist at the Prevention Science Institute at the University of Oregon. His laboratory, the Stress Neurobiology and Prevention (SNAP) Lab, includes graduate students, post-doctoral fellows, and other researchers with similar interests. Dr. Fisher is also Science Director for the National Forum on Early Childhood Policy and Programs based at Harvard University. He is Co-Principal Investigator, with Patti Chamberlain, on the NIDA-funded Translational Drug Abuse Prevention (TDAP) Center, working to increase understanding of the effects of early adversity and risk in decision-making and behavior on policy and practice in child welfare systems. Dr. Fisher is recipient of the 2012 Society for Prevention Research Translational Science Award. He obtained his Ph.D. from the University of Oregon in 1993.
Kristen is the Research Coordinator for the SNAP Lab and works across projects for Drs. Fisher, Pears, and Bruce at the Oregon Social Learning Center (OSLC) and Center for Research to Practice. She started working at the OSLC in 1984 as a microsocial behavior coder, moving on to work on a multitude of projects with OSLC researchers in data management and analyses, research support services and grant administration until joining Dr. Fisher’s research group in 2000. Kristen has a degree in psychology from OSU and is particularly interested in child development, genetics, public policy, and parenting.
Melanie Berry, Psy.D.
Melanie is a research associate in the SNAP Lab and at the Oregon Social Learning Center. Melanie is a core member of the team that has developed Filming Interaction to Nurture Development (FIND), an innovative video coaching program for parents and other caregivers of high-risk children. As a FIND consultant, Melanie provides training and consultation to FIND teams across the country. Connected to her work with FIND, she is also involved with Frontiers of Innovation at the Center on the Developing Child at Harvard University, an initiative to promote positive outcomes for vulnerable children. Melanie received her bachelor’s degree in Psychology from University of California at Berkeley and her doctoral degree in clinical psychology from the PGSP-Stanford Psy.D. Consortium. She has extensive clinical experience with children and families and specializes in serving families involved with the child welfare system.
Kyndal received her bachelor’s degree from the University of Oregon in 2009 and has worked on various projects at the Oregon Social Learning Center (OSLC) since 2007. Since graduating, Kyndal has worked as an assistant project coordinator and research assistant for the SNAP Lab and OSLC. In addition, Kyndal has worked with high risk families and children at OSLC Community Programs since 2008. She is interested in child development, the effects of early adversity, and family-based interventions.
Elizabeth is the Business Manager for the SNAP Lab and the Prevention Science Institute. She has been working in the field of grants management and proposal support since 2005, with eight years’ experience working in the small business realm before moving to the University of Oregon in 2013.
Shannon Peake, Ph.D.
Having earned his Ph.D. from the University of Oregon in 2015, Shannon is a post-doctoral researcher in the SNAP Lab. Shannon is primarily interested in the influence of social factors on cognitive skills and brain development. His research is based on the reciprocal ideas that social
interaction can strongly influence anatomical and functional brain development, and that brain development, in turn, contributes to individual differences in social interaction.
Alex is a project coordinator in the SNAP Lab and works on multiple projects including Keeping Parents Supported – Preschool (KEEP-P) and various iterations of the Filming Interactions to Nurture Development (FIND) local pilot studies. He began working in the lab as an undergraduate research assistant and continued on after receiving his bachelor’s degree from the University of Oregon in 2014. Alex is interested in using biological measures (e.g. EEG, RSA, Hormones) in order to better understand behavior and child development.
Margie obtained her bachelor’s degree in Psychology from the University of Oregon in 2005. She supported youth at Oregon Community Programs employing Multidimensional Treatment Foster Care, an evidence-based program for families involved with child welfare, and Parent Management Training Oregon (PMTO) an evidence-based, structured intervention program designed to help parents strengthen families. She is currently a Research Assistant in the SNAP Lab and is a certified coach and editor of Filming Interactions to Nurture Development (FIND). She joined the FIND team in 2014 and works primarily with families engaged in the child-welfare system.
Ruby Batz, Ph.D.
Ruby is a research associate in the Center for Translational Neuroscience, the Center on Teaching and Learning, and the Oregon Research Institute. Her research focuses on diverse modalities of parenting interventions and their effects on young children with or at risk for developmental delays and behavioral issues, especially those from culturally and linguistically diverse backgrounds. Additionally, she focuses on progress monitoring in young Dual Language Learners. She is interested in translating her work into practices that can be used by teachers, parents, and other caregivers to promote children’s school readiness. In the SNAP Lab, Ruby provides consultation to FIND teams across the country. Ruby received her PhD in Early Intervention and Early Childhood Special Education Leadership Program from the University of Oregon in 2016. She has extensive experience working with children and families as a preschool teacher, as an early interventionist, and as a researcher.
Sally is a research associate in the SNAP Lab, providing consultation across multiple FIND projects. She earned her degree in Special Education from Eastern Washington University and has worked extensively with infants, children, and adults with disabilities primarily as a special education teacher and early interventionist. Her recent focus has been strengthening the parenting skills of caregivers with intellectual disabilities. She is particularly interested in supporting families facing multiple adversities and exploring ways to support attachment between parents and their children who are currently in foster care.
Madison Long, B.A., B.S.
Madison works on the Frontiers of Innovation Go Team, providing evaluation consultation to FOI Portfolio Projects and managing the FOI Data Repository. She also works on the Filming Interactions to Nurture Development (FIND) Program as a coach, editor, and project team member. Madison started in the SNAP Lab as an undergraduate research assistant in 2014 and has worked on the research and clinical sides of multiple projects including KEEP-P and FIND. Her research interests include the impact of adversity on cognitive development, gene/environment interplay, and resilience.
Anneke is a Frontiers of Innovation (FOI) Site Liaison and research assistant in the SNAP Lab. As a member of the FOI Go Team, she provides consultation on evaluation plans for FOI projects, and helps to maintain the FOI Data Repository. Anneke graduated from Tulane University in May 2016 with bachelor’s degrees in psychology and sociology.
Tyson is a postdoctoral fellow in the SNAP lab. Tyson received his Ph.D. in Human Development from the University of Maryland in 2016 and MA in Education and Risk Studies at University of California, Santa Barbara in 2008. Tyson’s research focuses on how social partners, such as caregivers and peers, buffer early brain and behavior development. Tyson utilizes electroencephalogram(EEG) and event-related potentials (ERP’s) to examine the development of error monitoring and reward processing in childhood and adolescence. At the SNAP lab, Tyson is developing psychophysiological measures to examine changes ins caregiver neurobiology in response to parenting interventions. Tyson also works as part of the FOI measurement and evaluation team and assists in developing aggregate data analyses to examine intervention success across FOI projects.
Lizbeth joined the SNAP Lab Team as a Logistics Coordinator. She has provided executive/ administrative support for an array of organizations in the US and Mexico City. She has extensive bilingual and bicultural skills, as well as 13 years of experience as an interpreter/translator, bridging gaps in the health, social services, and some legal settings. Lizbeth’s professional and life experience make her very interested in, sensitive to, aware of, and directly linked to the work done at the SNAP Lab.
Current Graduate Students
Jessica is a graduate student in clinical psychology at the University of Oregon. Her research interests broadly focus on how early adverse experiences influence neuroendocrine pathways and function as well their impact on the development of brain structures and connectivity between brain regions specifically associated with social and emotional development. After completing her B.S. in 2010, she worked as the lab manager of the Developmental Affective Neuroscience Lab at UCLA.
Laura is a doctoral student in clinical psychology at the University of Oregon. In her research, she seeks to 1) better understand the mechanisms by which patterns of child maltreatment are transmitted across generations and 2) contribute to the development of implementation of interventions that interrupt these processes. Within this context, Laura is interested in exploring the complexity of bidirectional relationships that exist between diverse aspects of the human experience– from the epigenetic and neurobiological to the narrative and phenomenological. She holds a B.S. in Biochemistry and B.A. in English from the University of Texas at Austin and a M.Sc. in Psychodynamic Developmental Neuroscience from University College London and Yale.
Leslie is a doctoral student in clinical psychology at the University of Oregon. Her research interests include understanding how adverse childhood experiences alter neurocognitive pathways causing maladaptive behaviors later in life. Specifically, she is investigating learning and decision-making processes (probabilistic reasoning) that may relate to attachment and cognitive biases in maltreated children. Since completing her B.S. at Brown University, Leslie worked at the University of Manitoba studying the psychiatric epidemiology of childhood adversity and traumatic stress and hopes that such studies can help inform her research direction.
Melissa is a doctoral student in clinical psychology at the University of Oregon. Her research interests include understanding the effects of early life experiences on development. Melissa is particularly interested in understanding the relationship between early adversity, social development, and neuroendocrine system. In addition to understanding the effects of early experience, Melissa is interested in applying this knowledge to inform early childhood interventions.
Kate is a graduate student in clinical psychology at the
University of Oregon. Her research interests center around using developmental neuroscience to inform the design of interventions targeting the behavioral, affective, and cognitive issues present in children exposed to early life stress. She is currently investigating the effects of motor control training on other forms of self-control, such as affective control, in young adults. In the future, she hopes to explore domain-general training of self-control as a means to ameliorate the effects of early life stress in younger, high-risk populations.
Sarah is a graduate student in clinical psychology at the University of Oregon. Her research interests center on the impact of early adversity on neurobiological mechanisms across the lifespan. Specifically, she is investigating immunological disruptions in the context of early life stress and seeking to establish stable biomarkers of stress. Sarah is also invested in integrating multifaceted neurobiological approaches into intervention-based research paradigms and exploring the effects of interventions on stress responsivity systems in pediatric populations. After completing her B.A. in 2013 at the University of Michigan, she worked as a Clinical Research Coordinator at the Mood and Anxiety Disorders Program and World Trade Center-Health Research Program at the Icahn School of Medicine at Mount Sinai.
Left: Jimena Santillan, Melanie Berry, Leslie Roos, Phil Fisher, Madison Long, Kristen Greenley, Anneke Olson, Kyndal Howell
Clockwise from top left: Sondra Stegenga (FIND coach), Sylvia Shaykis (KEEP-P/FIND coach), Tim Matthews (FIND coach), Grace Binion (FIND coach), Zoë Wong (FIND editor), Alex Darling (FIND editor), Ellisa Nam (FIND editor), Jillian Tuso (FIND coach), Yasaman Ahmadi-Kashani (KEEP-P coach), Brigette Amidon (FIND coach)
FIND Community Team
Photo Coming Soon!
Clockwise from top left: Katie Remmers, Mary Wood, Kaitlyn Franklin, Dani Schaer, Katie Denney, Jessie Moyer, Jenette Arellano, Cassie Acosta
Nicole Giuliani, Ph.D.
Nicole is currently an Assistant Professor of School Psychology at the University of Oregon the College of Education. Nicole earned her Ph.D. from Stanford University in 2011 and was a post-doc in the SNAP Lab until 2016. Nicole’s research interests center around how we change our feelings in service of psychological and physical health. She is particularly interested in novel applications of cognitive reappraisal, integrating neural (functional and structural MRI), behavioral, and real-world methodological approaches, and understanding the developmental trajectories of adaptive emotion regulation.
Brianna is a doctoral student in clinical psychology at the University of Oregon and is currently pursuing her pre-doctoral internship at the University of Washington. Her research focuses on the long-term and intergenerational impact of adverse childhood experiences on individual and interpersonal functioning. She is particularly interested in understanding how and why child maltreatment relates to substance use and addiction later in life. In a related research direction, she has focused on understanding substance use and addiction among mothers of young children. The ultimate goal of her research is to contribute to individual, family, and systemic interventions that prevent child maltreatment and addiction. Brianna completed a B.A. at Columbia University and M.S. at the University of Oregon.
Amanda Van Scoyoc
Amanda is a doctoral student in clinical psychology at the University of Oregon and is currently pursuing her pre-doctoral internship at Yale. Broadly her research interest is in the promotion of child wellbeing for children at risk for maltreatment. More specifically she is interested in the design and implementation of early interventions that promote maternal sensitivity, the experiences of adolescent parents, and the use of substances during pregnancy. She is currently researching pregnant women’s experiences beginning substance abuse treatment to gain a stronger understanding of motivators that exist for substance use cessation, pathways to beginning treatment, and factors associated with lasting sobriety. Amanda has a documentary studies background and also has a strong interest in the dissemination of research findings beyond academia. Her clinical training includes cognitive-behavioral therapy for adults, attachment-based interventions for new parents, and a school-readiness program designed for at-risk preschoolers.