Keynote speakers

    • Prof Gerhard Anderson

      Linköping University, Sweden

      Using the internet to provide and support psychological treatments in the era of a pandemic

      Internet interventions have been around now for about 20 years. While the field still suffers from a scattered terminology a dramatic number of programs and studies now exist. In the present talk I will present an overview of our experiences of studying internet-supported cognitive-behavior therapy (ICBT), but also other approaches including the use of smartphones. I will cover transdiagnostic treatments and also applications in relation to the COVID-19 pandemic. Four questions will be adressed. What are the effects for different conditions?, Can ICBT be as effective as face-to-face therapy?, What are the long-term effects?, and does this treatment format work in real life? The talk will end with a discussion about future directions and how we can disseminate internet interventions further across borders.

      About Prof Gerhard Anderson

      Gerhard Andersson, Ph.D. is full professor of Clinical Psychology at Linköping University (appointed 2003), in the Department of Behavioural Sciences and Learning, and the Department of Biomedical and Clinical Sciences. During his whole career Andersson has worked part-time with patients, mainly in audiology but for a period also in psychiatry. He has a part-time position as clinical psychologist at the Department of Audiology, Linköping University Hospital, as a member of the Tinnitus team. Andersson has a PhD in psychology and one in medicine and is trained as CBT therapist and supervisor. Professor Andersson is an internationally recognized leader in the field of psychological treatment delivered through information and communication technology as evidenced by his over 700 peer-reviewed publications and several chapters and books. His research spans over both somatic and psychiatric conditions, and he is a leading researcher in the field of tinnitus and has published extensively on depression and anxiety disorders. Andersson is also the editor-in-chief for the journal Internet Interventions. In 2014 he was awarded the Nordic Prize in Medicine. Since 2016 he has been on the list of highly cited researchers.

    • Prof Deanna Marie Barch

      Washington University, Missouri, USA

      Understanding the Multifactorial Developmental Pathways to Mental Health in Youth:  Psychological Clinical Science Contributions

      This talk with overview research on the contributions that psychological makes to understanding risk factors youth mental health, with a particular focus on depression and suicidal ideation, with onset as early as preschool.  These factors include reduced responses to rewarding outcomes associated with disruptions in reinforcement learning and impaired activation of striatal and insular regions, increased responses to negative outcomes, also associated with disrupted amygdala, striatal and insular activation, and impaired emotion regulation skills associated with decreased prefrontal activity, and disrupted connectivity between emotion reactivity and emotion regulation regions that may reflect disrupted cognitive control mechanisms that normally serve to suppress heightened emotional reactivity.  I will also present results of a novel psychological treatment for early onset depression and evidence for modulation of hypothesized psychological and neural targets as a function of treatment. Together, these data highlight the ways in which psychological science can inform our understanding of the causes and treatment of mental health challenges in youth.

      About Prof Deanna Marie Barch

      Extended CV of Prof Deanna Marie Barch and her website.

    • Janko Božič, PhD

      University of Ljubljana, Slovenia

      Social Communication and Roll of Consensus in Honeybees

      Humans have special relations to honeybees. We can find cultural correlations between public perception of honeybees and human society. Very often, research of honeybee life was strongly motivated with general questions of human society development. Behind such research, we are studying basic scientific questions to better understand processes in the cells, organismal and social level. Social life of honeybees looks very rigid because we can’t observe some major changes in a way of organization in a bee colony through our lifetime. Although from evolutionary point of view there was a development from solitary life to eusocial life as we know now in honeybees. There are some basic mechanisms that keeps honeybee colony together in dependable society. Most of that can be contributed to chemical communication by secretion of pheromones by the queen, brood as well workers. In addition, bees have special developed waggle dance communication which enables sharing of and selection between different resources. Colony level decision is based on interactions between individual workers and not some kind of central physical storage of information. Bees use different level of narrowing of the selection of the resources. Water, plants resins and pollen are more widely selected, but nectar and honeydew resources can be narrowed to the most profitable resources. In case of new hive location during swarming behavior they practically achieve total consensus. Narrowing of the selection can be linked to specific needs of the colony, potential discrimination of the quality of the resources and rewarding mechanisms for the resource. If there is clear reward like sugar concentration in case of nectar and honeydew resources, selection can be simplified inside of the hive without rechecking of the quality at the field by the recruits. In case of a new hive, it seems that rechecking and repetitions of specific locations’ information is critical to achieve final swarm level decision with nearly full consensus. We could say that in case of honeybee social organization, level of consensus depends on importance for the survival of the colony.

      About Prof Janko Božič, PhD

      Janko Božič finished undergraduate study in Ljubljana (1988) with thesis “Activities during honeybee dance – analysis of the follower’s behavior”. After master thesis (1992)  “Social interactions of the bees in the hive” obtained at Ljubljana University, he continued with Ph. D. study at Louisiana State University, Zoology department, Baton Rouge, USA, and finished in 1996 with the thesis: “The relationship of hemolymph sugars, juvenile hormone and biogenic amines to the three behavioral states of mature honeybees”.

      After Ph.D. he returned to Ljubljana, first worked as teaching assistant in the field of Animal behavior.  Until recently he was Associate Professor for the field of Ethology (Animal behavior) at University of Ljubljana, Biotechnical Faculty, Department of biology. Currently is teaching practical labs in animal behavior and beekeeping fields. His research is focused on bee behavior in different aspects. He is the leader of the Center for Beekeeping at Biotechnical faculty. He is also involved also in unformal education of the beekeepers, leading examining committee for beekeeping masters. 

      He has also contributed in the latest and current research projects and programs at Biotechnical faculty related to honeybee physiology, toxicology and genetics with honeybees management, preparation of field experiments, sampling and interpretation of the results. He was involved in applied research in beekeeping financed by Slovene government. He is leading applied research project for chestnut honey, he organized research group to investigate further medical potentials for use of chestnut honey. He is currently leading research and development for the part of the Interreg IT-SI projects Bee-Diversity at the Biotechnical faculty, one of the 5 project’s partners. Current international cooperation is focused on beekeepers and researchers from USA and Malaysia. 

    • Tom van Daele, PhD

      Thomas More University of Applied Sciences, Belgium

      There’s No Turning Back Now? The Potential of Technology for Mental Healthcare

      E-mental health, or the use of technology in mental healthcare, has been the focus of research for over two decades. Over that period, the evidence-base for the potential of technology to improve clinical practice has grown steadily. This sharply contrasts with the actual use of e-mental health by psychologists, which has remained limited. The pandemic has however clearly demonstrated that technology can sometimes serve as an indispensable solution to allow for the delivery and continuation of high-quality mental healthcare. As online consultations were initially rapidly implemented all around the world to meet urgent demands, their pragmatic use will probably remain in the long-term as well. 

      There is, nevertheless, more to technology than Zoom sessions. The goal of this talk is therefore to provide an overview of the broad variety of technologies, their potential applications, and how they could be used to help meet the ever increasing demand for accessible mental healthcare for all. Special attention will also be paid to the role which psychologists and psychological theory can play in the conceptualisation, development and testing of (new) technologies for mental health. This will be followed by a hypothetical case, which will make the integrated use of these technologies in clinical practice more tangible. Throughout the talk, current limitations will be highlighted and we will conclude with discussing challenges for future research.

      About Tom van Daele, PhD

      Tom Van Daele is the head of the Expertise Unit Psychology, Technology & Society at Thomas More University of Applied Sciences and the convenor of the EFPA Project Group on eHealth. His work is predominantly practice-oriented and multidisciplinary: he educates students and clinicians on the use of technology, facilitates organizations with the integration and implementation of technologies within their services, and advices policy makers on how to accommodate healthcare systems to accommodate these innovations. His practice-oriented focus is also supplemented with more basic research, through positions at both KU Leuven and Queen’s University Belfast.

    • Prof Evangelia Demerouti

      Eindhoven University of Technology, Netherlands

      Job Demands - Resources Theory in Action: Recent Interventions

      In this presentation, I give an overview of my recent work with Job Demands – Resources theory. Among others, this research has focused on job crafting – the proactive behaviors employees use to optimize their demands and resources. I will discuss how we have developed job crafting interventions to improve employee well-being and functioning and will showcase several intervention studies. In addition, I have developed new behavioral interventions that aimed at improving proactive job crafting behaviors, work-family balance, and recovery. This blended approach was tested during the COVID-19 pandemic, and I will show how these interventions can be effective for various occupational groups.  


      About Prof Evangelia Demerouti

      Dr. Evangelia Demerouti is Full Professor in Work and Organizational Psychology at Eindhoven University of Technology. Since 2015 she is Distinguished Visiting Professor at the University of Johannesburg, South Africa and since 2017 she is Chief Diversity Officer at Eindhoven University of Technology. Her research focuses on the processes enabling performance, including the effects of work characteristics, individual job strategies (including job crafting and decision-making), occupational well-being, and work-life balance. She has published over 200 national and international papers and book chapters on these topics. She is often invited as keynote speaker in European and international congresses and the European Academy of Occupational Health Psychology awarded her a lifetime fellowship. 


    • Carol Falender, PhD

      Licensed Psychologist in the state of California, California, USA

      Clinical Supervision: The Pedagogical Key to Hub Science Training

      Increasingly, psychology is gaining recognition as a hub science, and clinical supervision for psychologists is being recognized as a major contributor to the pedagogy and development of science.  This is because clinical supervision provides a strategic and foundational mechanism in hub sciences in future generations of practitioners and leaders.  To date, however, clinical supervision has not been elevated to the level of importance it warrants as a signature pedagogy It has not sufficiently achieved the educational status necessary to ensure essential transmission of knowledge, skills, values, and attitudes to future generations.  There are several future steps to achieve that goal on a global basis: (1) increase the recognition of the necessity of clinical supervision and training;  (2) support the  implementation of intentional and systematic practices as a model for training; and (3) assure that carefully defined “competence” is placed in the forefront of these aspirations, rather than simply “experience or education.”.  To ensure this recognition, a sequence of requisite supervision training needs to be provided normatively in the developmental progression of graduate education. The objective will be to ensure trainers and trainees alike of the value of clinical supervision and supervision relationships. the ever-growing body of evidence and research support, inclusive of empirical methodology, aspiring to the highest ethical adherence, all supporting interdisciplinary and international collaboration.  The sequence would include theoretical, research, and experiential components, with evaluative modules to assess supervisee competence. International sharing of experience, evidence, and analysis will provide the essential building blocks to achieve that objective. 

      About Carol Falender, PhD

      Extended CV of Carol Falender, PhD.

    • Prof Karl J. Friston

      University College London, United Kingdom

      Deep Inference

      In the cognitive neurosciences and machine learning, we have formal ways of understanding and characterising perception and decision-making; however, the approaches appear very different: current formulations of perceptual synthesis call on theories like predictive coding and Bayesian brain hypothesis. Conversely, formulations of decision-making and choice behaviour often appeal to reinforcement learning and the Bellman optimality principle. On the one hand, the brain seems to be in the game of optimising beliefs about how its sensations are caused; while, on the other hand, our choices and decisions appear to be governed by value functions and reward. Are these formulations irreconcilable, or is there some underlying information theoretic imperative that renders perceptual inference and decision-making two sides of the same coin? And does a model of the lived world entail a model of how we make choices?

      About Prof Karl J. Friston

      Karl Friston is a theoretical neuroscientist and authority on brain imaging. He invented statistical parametric mapping (SPM), voxel-based morphometry (VBM) and dynamic causal modelling (DCM). These contributions were motivated by schizophrenia research and theoretical studies of value-learning, formulated as the dysconnection hypothesis of schizophrenia. Mathematical contributions include variational Laplacian procedures and generalized filtering for hierarchical Bayesian model inversion. Friston currently works on models of functional integration in the human brain and the principles that underlie neuronal interactions. His main contribution to theoretical neurobiology is a free-energy principle for action and perception (active inference). Friston received the first Young Investigators Award in Human Brain Mapping (1996) and was elected a Fellow of the Academy of Medical Sciences (1999). In 2000 he was President of the international Organization of Human Brain Mapping. In 2003 he was awarded the Minerva Golden Brain Award and was elected a Fellow of the Royal Society in 2006. In 2008 he received a Medal, College de France and an Honorary Doctorate from the University of York in 2011. He became of Fellow of the Royal Society of Biology in 2012, received the Weldon Memorial prize and Medal in 2013 for contributions to mathematical biology and was elected as a member of EMBO (excellence in the life sciences) in 2014 and the Academia Europaea in (2015). He was the 2016 recipient of the Charles Branch Award for unparalleled breakthroughs in Brain Research and the Glass Brain Award, a lifetime achievement award in the field of human brain mapping. He holds Honorary Doctorates from the Universities of Zürich and Liege and Radboud University.

      Website of Prof Karl J. Friston.

    • Prof Herbert Hoijtink

      Utrecht University, Netherlands

      Bayesian Hypothesis Evaluation

      Null hypothesis significance testing has been an important mode of inference in psychological research. However, the attention for null and informative hypothesis Bayesian testing (see, for tutorials, Hoijtink et al., 2019, and Van Lissa et al., 2021)  is rapidly increasing. Where the traditional null hypothesis states that “nothing is going on”, e.g., H0: mu1 = mu2 = m3, an informative hypothesis represent an expectation of a researcher, e.g., Hi: mu1 > mu2 > m3, where the mu’s denote the population means in each of three groups. Bayesian testing employs the Bayes factor which quantifies the support in the data for two competing hypotheses. If, for example, BF0i = 10, the support for H0 is 10 times larger than the support for Hi. 

      This presentation will introduce Bayesian hypothesis evaluation using concepts and examples (and not equations and formulas). Subsequently, informative hypotheses, the Bayes factor, posterior model probabilities (the Bayesian counterpart of Type I and Type II errors), and Bayesian updating (in the Bayesian realm one can repeatedly collect additional data and re-evaluate the hypotheses under investigation) will be introduced. One example uses JASP (https://jasp-stats.org/) the other the R package (https://www.r-project.org/).

      About Prof Herbert Hoijtink

      Herbert Hoijtink works as a statistician in the Faculty of Social and Behavioral Sciences at Utrecht University in the Netherlands. His main teaching and research interests are Bayesian hypothesis evaluation and open science. He can be reached at h.hoijtink@uu.nl, more information can be found on his webpage at https://www.uu.nl/staff/hhoijtink and those who are interested to apply Bayesian hypotheses evaluation either using JASP (https://jasp-stats.org/) or the R package (https://www.r-project.org/) should visit https://informative-hypotheses.sites.uu.nl/software/bain/ for further information and support.

      References both can be downloaded for free by following the links given.
      Hoijtink, H., Mulder, J., van Lissa, C., and Gu, X. (2019). A tutorial on testing hypotheses using the Bayes factor. Psychological Methods, 24, 539-556. https://doi.org/10.31234/osf.io/v3shc 
      Van Lissa, C., Gu, X., Mulder, J., Rosseel, Y., van Zundert, C. and Hoijtink, H. (2021). Evaluating Informative Hypotheses Using the Bayes Factor in Structural Equation Models., Structural Equation Modelling, 28, 292-301. https://doi.org/10.1080/10705511.2020.1745644 


    • Michal Kosinski, PhD

      Stanford University, California, USA

      Psychological Profiling in the Digital Environment: Risks and Opportunities

      Individuals, organizations, and societies are increasingly migrating to the digital environment. A growing proportion of our activities―such as socializing, work, entertainment, shopping, and even dating―are now mediated by digital devices and services. Such digitally mediated activities can be easily recorded, producing large amounts of digital footprints of our behavior. The resulting data is fed to ever-more powerful algorithms, offering an unprecedented opportunity to understand, predict, and influence our behavior. This is changing the lives and experiences of individuals; reshaping societies; and leading to the emergence of new products, industries, and business models. Much of this change is for the better, but there are also challenges ranging from the loss of privacy to AI-fueled mass propaganda. It's on us to ensure that we are building the Global Village and not the world of Mad Max.

      About Michal Kosinski, PhD

      Extended CV of Michal Kosinski, PhD and his website.
    • Prof Todd Lubart

      University of Paris V., France

      Homo Creativus: An Overview of the 7 Cs of Creativity

      The creative side of human nature  will be examined.  Creativity refers to  the ability to produce original, valuable work.  The 7 C's approach to creativity explores this topic in terms of (1) Creators - characteristics of creative people, such as the cognitive and personality characteristics that contribute to creative potential,  (2)  Creating - the process of crafting new ideas, the sequence of thoughts and actions involved in the productive act, (3) Collaboration -  the nature of interactions in dyads and group settings  for creative  work, (4) Context -  characteristics of the physical and social environments, at family, school, professional and cultural levels  that  support ( or inhibit) creative work, (5)  Creations - the characteristics of productions deemed creative and the manner that evaluators put the criteria into play, (6) Consumption - the adoption and uptake of creative  work, the manner that creative work  integrates in the larger marketplace of ideas and goods, (7) Curricula - the development of creativity in children and adults, both through formal and informal educational experiences.  Recent research in psychology related to each of the 7 Cs will be presented.

      About Prof Todd Lubart

      Todd Lubart is professor of psychology at the University of Paris (France). He has directed  a research lab, several large-scale projects on creativity, and is currently leading ISSCI, a non-profit organization to foster international research intitiatives on creativity.  Since 30 years, he has authored/coauthored  200+ articles, books and book chapters  on creativity, as well as internationally used psychometric tools to assess creative potential. 

      Extended CV of Prof Todd Lubart.

    • Maria Ojala, PhD

      Örebro University, Sweden

      How do Young People Cope with Climate Change and How do They Deal with Sustainability Conflicts? Implications for Wellbeing And Climate Engagement

      Many young people worry about climate change. Is this worry related to hopelessness and low wellbeing, or is it rather related to climate engagement? Research shows that young people are not victims of whatever climate change related emotions that are aroused in them but actively cope in different ways. The focus in this presentation is on research with young people in the ages from late childhood, through adolescence, up to young adulthood about how they cope with climate change and how these coping strategies relate to engagement and subjective wellbeing. The importance of meaning-focused coping and constructive hope will be emphasized. Research about how young people deal with conflicts related to trying to live in a sustainable way in a more or less unsustainable society will also be presented. In this regard the importance of dialectical thinking as a form of postformal thinking will be emphasized. The presentation ends by elaborating on implications of this research for both informal learning, for example, parent-child discussions, and formal learning in school.

      About Maria Ojala, PhD

      Dr. Maria Ojala is Associate Professor (docent) in psychology at Örebro University, Sweden. She is research director (shared responsibility) for Center for Environmental and Sustainability Social Science (CESSS). Maria’s main research interest concerns how young people think, feel, act, learn, cope, and communicate about global environmental problem, with a specific focus on climate change. She has performed research with young people about these topics for over 15 years. She has published both quantitative and qualitative empirical studies in journals like Journal of Environmental Psychology, Environment & Behavior, Environmental Education Research, and Journal of Youth Studies. Maria has also written theoretical articles about hope and the importance of critical emotional awareness in climate change education. In 2021 she was the lead author in an invited review article about climate-change worry, eco-anxiety, and ecological grief published in Annual Review of Environment and Resources.

      Website of Maria Ojala, PhD.

    • Prof Reinhard Pekrun

      University of Essex, United Kingdom
      Australian Catholic University,  Australia

      Achievement Emotions: State of the Art, Challenges, and Future Directions

      Emotions are ubiquitous in achievement settings. We frequently experience emotions such as enjoyment, hope, pride, anger, anxiety, shame, boredom, or hopelessness in these settings, in school, at work, and in sports. These emotions can profoundly influence learning, performance, identity, and health. Nevertheless, traditionally achievement emotions have not received much attention by psychological scientists. Test anxiety studies and attributional research were notable exceptions. More recently, however, there has been an affective turn; today these emotions are a hot topic in inquiry across fields. In this talk, I will provide a state-of-the-art overview of this research. Using Pekrun’s (2006, 2021) control-value theory as a conceptual framework, I will focus on the following issues. (1) Which emotions are experienced in achievement settings, and how can they be measured? (2) Are achievement emotions functionally important for learning, achievement, and health? Test anxiety research has shown that anxiety can exert profound effects on performance; is this true for other achievement emotions as well? (3) How can we explain the development of these emotions, what are their individual and social origins? (4) Are achievement emotions universal, or do they differ between domains, genders, and cultures? (5) How can achievement emotions be regulated, and how can we design practices in the classroom, at work, and in sports in emotionally sound ways? In closing, open research problems will be addressed, including the development of more sophisticated measures, the prospects of neuroscientific research on achievement emotions, strategies to integrate idiographic and nomothetic methodologies, and the need for intervention studies targeting achievement emotions.

      About Prof Reinhard Pekrun

      Reinhard Pekrun is Professor of Psychology at the University of Essex, United Kingdom, and Professorial Fellow at the Institute for Positive Psychology and Education, Australian Catholic University, Sydney. His research areas include achievement emotion and motivation, personality development, and psychological assessment and evaluation. He pioneered research on emotions in achievement settings and originated the Control-Value Theory of Achievement Emotions. Pekrun is a highly cited researcher who has published more than 350 books, articles, and chapters, including numerous papers in leading journals such as Psychological Science, Journal of Personality and Social Psychology, Journal of Experimental Psychology: General, Journal of Educational Psychology, Child Development, Social Cognitive and Affective Neuroscience, and Emotion. He is a Fellow of the Association for Psychological Science, the Society for Personality and Social Psychology, the American Educational Research Association, and the International Academy of Education. Pekrun served as President of the Stress and Anxiety Research Society and as Vice-President for Research at the University of Munich. In 2015, he received the John G. Diefenbaker Award from the Canada Council which acknowledges outstanding research accomplishments across fields in the humanities and social sciences. He is also the recipient of the Sylvia Scribner Award 2017 (American Educational Research Association), the EARLI Oeuvre Award 2017 (European Association for Research on Learning and Instruction), and the Lifetime Achievement Award 2018 of the German Psychological Society.

      Two websites of Prof Reinhard Pekrun.

    • Prof Ron Rapee

      Macquarie University, Australia

      Universal, school-based screening to provide early intervention for youth mental health: Experiences from a state-wide study

      Diagnosable mental disorders affect around 13% of young people worldwide. Mental disorders produce the largest burden of disease during childhood and adolescence and importantly, they predict the continuation and onset of mental disorders along the life course. Yet despite this serious impact, the vast majority of young people suffering mental disorders do not receive empirically validated help. Increasing access to effective interventions for mental disorders during the child and adolescent period is a critical step for countries to reduce the personal, social, and economic burden of poor mental health. 

      Schools provide widespread and equitable access to young people in many countries, making this a practical setting within which to provide help to those suffering mental disorders. Poor recognition of mental disorders from parents, teachers, and young people themselves creates a serious barrier. Universal mental health screening is one method by which young people in distress can be identified within a school setting, following which they can receive direction towards the most appropriate care. 

      The current talk will describe a study that is being conducted across the state of New South Wales in Australia to trial a system of school-based mental health screening and referral. The first step has been to develop a screening instrument that is brief, acceptable, and easily administered. Participants include around 10,000 young people across grades 4 to 11, along with teachers, school principals, and parents. In this talk, I will describe the development of the instrument and its psychometric properties as well as its feasibility and acceptability. I will describe our process of universal mental health screening as well as difficulties and barriers that we encountered and consider potential future directions.

      About Prof Ron Rapee

      Ron Rapee is Distinguished Professor of Psychology at Macquarie University and Director of the Centre for Emotional Health. Professor Rapee specializes in mental health, especially in anxiety and related disorders across the lifespan. He has developed a number of empirically supported treatment programs that are used across the world. His signature program, Cool Kids, is currently used in over 25 countries and has helped 10’s of thousands of young people. Professor Rapee’s research has contributed to theoretical models of the development and maintenance of psychopathology that have guided research and application. His personal contributions span assessment, understanding, treatment, and prevention. Professor Rapee takes great pleasure from mentoring and supervision and he has supervised (as primary supervisor) more than 50 doctoral students. He has been honoured by awards from both scientific and consumer groups, including the Distinguished Career Award from the Australian Association for CBT and the Distinguished Contribution to Science Award from the Australian Psychological Society. He was awarded a Member of the Order of Australia in 2012 for his contributions to clinical psychology, especially among young people.

      Website of Prof Ron Rapee.


    • Prof Christoph Steinebach

      Zurich University of Applied Sciences, Switzerland

      Can a Profession be Resilient? European Psychology in Times of Rapid Transformation and Unpredictable Change

      Resilience is a construct recognized in many sciences. In the social sciences, resilience is applied to individuals, groups, organizations, and societies. In this context, the focus is not only on restoring the old state. Rather, it is about internal change and/or external shaping of conditions that enable positive coping with challenges and crises as a basis for positive further development. Resilience thus becomes a multi-systemic process in which the interplay of risk and protective factors, of weaknesses and strengths of the system, as well as difficulties and supportive potentials of its environment are balanced in such a way that development opportunities open.

      To do justice to psychology as a profession, we can assume that science and practice and their fields can be understood as semi-autonomous systems. They contribute to the positive adaptation of the overall system to changing internal and external conditions. Specific expertise defined professional ethics, commitment to the common good, responsibility and self-control, specific privileges, prestige as characteristics of a profession help to distinguish and profile different professions among one another. 

      The period of the pandemic has led to a variety of adjustments in professional science, professional practice, and professional policy. These changes can be understood as systemic change in the sense of resilience. With them come opportunities for positive advancement of the discipline.  

      Psychology has mastered this challenge excellently in many countries. Now it is important to secure these successes and to use the new status as a multi-functional "hub science and profession" for the future. However, it is also important to develop an identity from the narrative of a competent and helpful science and profession that strengthens the unity of psychology in all its diversity. With growing self-confidence and a positive identity, psychology can then also face the challenges reflected in the United Nations Sustainable Development Goals.

      About Prof Christoph Steinebach

      Extended CV of Prof Christoph Steinebach.


    • Prof Frank C. Worrell

      University of California Berkeley, California, USA

      Psychology as a Hub Science: The Central Role of Talent Development

      Psychology has been described as a hub science, meaning that it has strong links to and overlapping associations with other fields. Given psychology’s focus on attitudes, behaviors, cognitions, and emotions, it is not surprising that the field has many nodal relationships. Talent development, as a subdiscipline with psychology, plays a critical role in psychology as a hub science, because talent development speaks to issues of learning, development, and performance across every field of endeavor. Whatever label is given to a child–gifted, talented, or prodigy–the role of education is to meet that child where they are and help them to enhance their skills so that they move to the next level of performance. Outstanding adult success requires more than high potential in a domain–outstanding performance also requires effective teaching, coaching or mentoring, long-term effort on the part of the individual, and in some cases, chance circumstances that provide opportunities for development. In this presentation, I review several major models of giftedness and show that they all rest on a talent development framework. Next, I use the talent development megamodel (Subotnik et al., 2011, 2018), which integrates literature from a variety of  to review the major contributors to outstanding performance across multiple domain (e.g., academic, artistic, athletic, profession) and articulate the developmental nature of giftedness within every domain. 

      About Prof Frank C. Worrell

      Extended CV of Prof Frank C. Worrell and his website.

    • Prof Paul Wylleman

      Vrije Universiteit Brussel, Belgium

      The Role of Psychologists in Optimizing Olympians and Paralympians' Development, Performances and Mental Health

      While elite sport is generally viewed in terms of maximizing performances, a strong need exists to focus on the development and mental health of athletes. Based on his experiences as lead psychologist to the Olympic Committee of the Netherlands and as team psychologist for TeamNL during the 2016 Rio and 2020 Tokyo Olympic Games, Paul will use a holistic perspective to reflect on the development, mental health and performing of athletes and coaches. Specific attention will be paid to the long-term development of athletes' psychological competences and the psychological support services provided to athletes, coaches, and members of staff. In conclusion, Paul will reflect on (sport) psychologists' competences essential when working at the elite, Olympic and Paralympic level.

      About Prof Paul Wylleman

      Paul Wylleman, Doctor in Psychology, lic. Clinical psychology is full professor at the Vrije Universiteit Brussel where he teaches, among others, Sport psychology, High Performance Management and Mental support during the athletic career. By way of a holistic perspective his research focuses on the development of and transitions in the (elite) sports career, the development of psychological competences in talented and elite athletes, the mental well-being of talented and elite athletes and elite coaches, and the competences of (sport) psychologists working in elite sport. He was President of the European Federation of Sport Psychology (FEPSAC), served as board member of EFPA's Associated Members, and was the 2017 Distinguished International Scholar of the Applied Association of Sport Psychology (AASP; USA). During the past 30 years, Paul has provided support to talented, elite athletes and Olympic athletes and coaches and has, since 2013, been performance manager Performance Behavior at TeamNL (the Olympic Committee of the Netherlands, NOC*NSF) where he leads a team of psychologists in support of talented and elite athletes, teams, coaches and support staff. He was the team psychologist for TeamNL during the 2016 Olympic Games in Rio and during the 2020 Olympic Games in Tokyo.

      Website of Prof Paul Wylleman.

    • Prof Maja Zupančič

      University of Ljubljana, Slovenia

      Emerging Adulthood Through the Lens of Individuation

      More than two decades ago, Arnett proposed emerging adulthood to represent a new conception of the developmental period from the late teens through the twenties. However, it refers to (post)industrialized societies in which the postponement of taking over the adult roles and responsibilities has created the conditions for the manifestation of characteristics distinct from those of adolescents and adults. Along with different developmental experiences for young people than in the past, the path to adulthood is slower, including a longer period for accomplishing key developmental tasks of adolescence (e.g., individuation). This presentation will address emerging adults' individuation in relation to parents – an intrapsychic process of gaining individuality and autonomy while maintaining relatedness to parents. Given that the developmental context changes and psychological resources continue to increase from adolescence to emerging adulthood, key differences in aspects of individuation will be highlighted. Nevertheless, the instruments used to assess individuation in adolescence have been more or less transferred to adulthood. The talk will therefore stress an important contribution of Slovenian authors in this field, namely the construction of a targeted measure (ITEA) that captures specific aspects of individuation in emerging adulthood and has been validated in several countries. A comprehensive review of ITEA based and related research, from both dimension- and person-centered approaches, will present evidence on several questions. Do the characteristics of individuation overlap in relation to mother and father? What are the differences in relation to same-sex and opposite-sex parent? To what extent do the emerging adults' individuation experiences match their parents' perceptions? What role do parental characteristics, sociocultural context, and emerging adult personality play in individuation? How does individuation shape significant developmental outcomes (e.g., attainment of criteria for adulthood, subjective well-being)? Do parents also individuate in relation to their children, and does this matter? By discussing the findings and their implications, the presentation will also open up new challenges for research and practice.

      About Prof Maja Zupančič

      Maja Zupančič is a full professor of Developmental Psychology at the Department of Psychology, Faculty of Arts, University of Ljubljana, and the chair of Developmental Psychology Division. She was also a visiting professor at the Centro Studi Universitari Internazionali in Lugano, the University of Rijeka and the University of Vienna. She has been the leader of the national research program Applied Developmental Psychology since 2004, and has represented the research field in Psychology over the past decade at the Slovenian Research Agency. She has collaborated in several international research projects over the past decades, more recently with colleagues at the University of Vienna (on psychosocial and financial domains of development in emerging adulthood), University of Wroclaw (e.g., large-scale cross-cultural studies on aspects of intimate relationships from emerging adulthood through adulthood), and the Catholic University of Milan as a member of the research team COVIN (investigating factors affecting developmental outcomes of emerging adults during the pandemic) and the cross-national project on emerging adults' financial well-being. She (co)authored and (co)edited several developmental handbooks, among them the first Slovenian trilogy on life-span development. Internationally, she published original papers (e.g., in Child Indicators Research, Journal of Cross-Cultural Psychology, European Journal of Personality, Journal of Personality Assessment, Journal of Adolescence, Journal of Early Adolescence, Journal of Youth Studies, Emerging Adulthood) and received the Excellent in Science award (for research co/authorship in the field of social science) three times by the Slovenian Research Agency. Professionally, she collaborates with the Centre for Psycho-diagnostic Assessment Tools in adaptations/standardizations of measurement instruments and reviews of assessment manuals. Her previous work mainly included studies of children’s play, as well as personality and psychosocial development over childhood and adolescence, but her current research interests focus on psychosocial development and adjustment in emerging adulthood, particularly personality development, individuation, aspects of subjective well-being, and models of financial functioning in emerging adulthood.