Sam Goldstein
University of Utah
Title: Navigating the Storm: Equipping Youth with Resilience in a Rapidly Changing World
Abstract: In a world marked by relentless change and growing complexities, resilience has emerged as a critical phenomenon for today’s youth. Dr. Sam Goldstein, a leading authority in resilience research and co-author of three volumes of the Handbook of Resilience in Children, will deliver a transformative keynote address. Drawing on over five decades of groundbreaking studies, Dr. Goldstein will explore the biopsychosocial processes that enable young people to adapt and thrive in the face of adversity. This engaging talk delves into the urgent need to foster resilience amidst increasing pressures, including economic uncertainty, digital overwhelm, and shifting societal norms. Dr. Goldstein will highlight key protective factors, including nurturing relationships, stress-hardiness, and adaptability, which empower youth to overcome challenges while building self-efficacy and emotional strength. The presentation emphasizes a paradigm shift from deficit-focused mental health models to a wellness-centered approach, underscoring practical interventions that promote a resilient mindset. By weaving together research insights and real-world applications, Dr. Goldstein inspires educators, parents, and mental health professionals to cultivate environments that help children “bounce back” and grow stronger from adversity. Join this compelling session to discover actionable strategies for building a generation ready to face life’s storms with confidence and purpose.
Brief Bio: Sam Goldstein obtained his Ph.D. in School Psychology from the University of Utah and is a licensed Psychologist and certified School Psychologist in the state of Utah. He is also board-certified as a Pediatric Neuropsychologist and listed in the Council for the National Register of Health Service Providers in Psychology. He is a Fellow of the American Psychological Association and the National Academy of Neuropsychology. He is an Adjunct Assistant Professor in the Department of Psychiatry, at the University of Utah School of Medicine. He has authored, co-edited, or co-authored over fifty clinical and trade publications, three dozen textbook chapters, nearly three dozen peer-reviewed scientific articles, and ten psychological and neuropsychological tests. He is the former Editor in Chief of the Journal of Attention Disorders. Since 1980, he has served as Clinical Director of The Neurology, Learning and Behavior Center in Salt Lake City, Utah. The Center conducts over 700 neuropsychological evaluations of children and adults yearly. His new trade book, Tenacity in Children, defines the seven instincts that make us human and what it means to raise children. His new textbook, the Clinician’s Guide to Disruptive Mood Dysregulation Disorder, is the first text on this disorder for clinicians.
Maria Paula Paixão
Faculty of Psychology and Educational Sciences – University of Coimbra
Title: The role of life project and other time concepts in promoting healthy development
Abstract: Life projects are future-oriented frameworks that guide individuals’ goals, choices, and actions, playing a crucial role in healthy psychological and social development. This presentation explores how life projects, in interaction with broader time-related constructs such as time perspective and future orientation, contribute to identity formation, well-being, and adaptive functioning—particularly during adolescence and emerging adulthood. Emphasis is placed on the integration of past, present, and future experiences in constructing meaningful and coherent life paths. The role of educational and social contexts in shaping and supporting these projects is also discussed, highlighting the importance of career guidance and personal development interventions. By understanding how individuals conceptualize and organize their future, we can better support healthy development across the lifespan.
Brief Bio: Maria Paula Paixão Goldstein has graduated in Psychology in 1992 and obtained her Doctoral Degree in Psychology in 1996, both in the Faculty of Psychology and Educational Sciences of the University of Coimbra. Currently, she is an Associate Professor (with tenure) in the Faculty of Psychology and Educational Sciences of the University of Coimbra (since 2007), and (since 2021) the Dean of the same Faculty. She was previously Vice-Dean (2011-13; 2015-2021). She is also a former member of the Representatives Assembly in the Ordem dos Psicólogos Portugueses (OPP) and is currently member of the National Psychology Council of the OPP.
She has published 121 articles in journals, 10 book chapters and 9 books. She has also received 3 awards and/or honors. Since 2013 she is an integrated member of the R&D Unit “Cognitive and Behavioral Center for Research and Intervention”, University of Coimbra – Research Group “CBPC – Cognitive and Behavioral Processes and Change: Health.
Her research area is Social Sciences with an emphasis in Psychology. In her professional activities she has co-authored scientific papers with 174 collaborators. Her research interest include: Higher education; Adolescent Behavior; Parent-Child Relationships; Parenting; Young Adult; Personal Satisfaction; Self Concept; Time Perspective; Career intervention; Career exploration; Career Counseling; Life Projects; Motivation.
Kristen Varjas
Georgia State University
Title: The global mental health crisis and the increased need for school psychologists
Abstract: Across the globe we have seen an increase in the mental health concerns of youth and adults. At the same time, in many countries, educators have experienced challenges in the recruitment and retention of school personnel. These crises have created an opportunity for us to leverage school psychologists as highly trained professionals who have the knowledge and skills to address these challenges. I will present data from two ISPA multi-country mental health projects and how these findings can be used to address student and school personnel mental health needs. I also will discuss the importance of developing, implementing and evaluating school-based mental health services that are culturally and contextually specific. I will close by proposing how individuals and professional organizations can advocate for policies and resources to address the growing need for school psychologists around the world.
Brief Bio: Dr. Varjas received her Psy.D. in school psychology from the University at Albany, State University of New York and her M.S.W. from the University of Connecticut. Dr. Varjas worked as a social worker for several years in a shelter serving women who were unhoused. Dr. Varjas has been a faculty member in the Counseling and Psychological Services department since 2000. She served as the Director of the Center for Research on School Safety, School Climate, and Classroom Management from 2011-2022. Dr. Varjas is a Distinguished University Professor and the Associate Dean for Research and Doctoral Studies in the College of Education and Human Development at Georgia State University. Dr. Varjas’ research efforts include school- and community-based projects investigating staff and teacher wellbeing, mental health, trauma-informed practices, creating safe and affirming classrooms, bullying/cyberbullying, social emotional learning, and school climate. Her interests include international and national mental health promotion, developing culture-specific prevention and intervention programs and the use of mixed methodology in school psychology practice. She has worked on collaborative interdisciplinary research efforts in various countries including but not limited to China, India, Mexico, Sri Lanka, Sweden, the Kingdom of Saudi Arabia, and South Africa. Dr. Varjas is the co-author of a book published by the American Psychological Association entitled School-Based Mental Health Services: Creating Comprehensive Culturally Appropriate Service Programs. Dr. Varjas has successfully secured $13.4 million (as PI or Co-PI) in funding. She has, however, been centrally involved in grants activity totaling $34.7 million across 28 externally funded grants (on which she has served multiple roles). These competitively won grants were awarded by such sources as the U.S. Department of Education, Institute of Education Sciences, Centers for Disease Control and Prevention, and AmeriCorps VISTA. She has received awards from the Georgia Association of School Psychologists (GASP) and Georgia State University for her work with diverse populations internationally and in the United States. Dr. Varjas was a Qualitative Methodological Scholar on the Joint International School Psychology Association-Society for the Study of School Psychology (ISPA-SSSP) Committee on International Research Initiatives. Dr. Varjas is a member of the Society for the Study of School Psychology (SSSP). She served on the Task Force on the Further Diversification of the SSSP and currently is a member on the SSSP Diversity, Equity and Inclusion Committee. Dr. Varjas served as the Chair of the National Association of School Psychologists (NASP) LGBTQI2-S Committee for seven years. During her tenure, she led the development of 3 positions statements focused on creating safe schools for LGBTQ+ children and youth. Dr. Varjas also served as the APA Division 16 representative to the writing group for the American Psychological Association (APA) and NASP Resolutions focused on sexual and gender diverse children and youth in schools.