Professor yeates, ph.D., R.Psych., ABPP-CN is the ronald and irene ward chair in pediatric brain injury, professor and head of the department of psychology, and adjunct professor of pediatrics and clinical neurosciences at the university of calgary, in alberta, canada.Social cognitive views of learning he leads the university’s integrated concussion research program. He has a 30 year track record of funded research focusing on the outcomes of childhood concussion and traumatic brain injury, and has published over 240 peer-reviewed journal articles, 40 book chapters, and 5 edited or co-authored books.Social cognitive views of learning professor yeates is actively involved in knowledge translation; for instance, he was co-lead author of the report of the centers for disease control (CDC) expert panel on acute diagnosis and management of mild traumatic brain injury among children and adolescents, and an invited expert panel observer at the 5th international consensus conference on concussion in sport in berlin.Social cognitive views of learning professor yeates was previously associate editor of the journal of the international neuropsychological society, and is the incoming editor of neuropsychology.Social cognitive views of learning he has served as president of the society of clinical neuropsychology of the american psychological association, and is currently president of the international neuropsychological society.Social cognitive views of learning

Professor yeates’ research aims to better understand the outcomes of childhood brain injury and influences on recovery, and thereby foster more effective treatment and management.Social cognitive views of learning his current projects focus on concussion and mild traumatic brain injury (TBI), in terms of both assessment and treatment. He is particularly interested in understanding the interplay of neurobiological and psychosocial factors in determining children’s outcomes after mild TBI, and how such factors can be modified through intervention to improve outcomes.Social cognitive views of learning he also has an interest in children’s social development after TBI, as well as other brain disorders. He directed a large multi-site study of social outcomes in children with TBI, and is working with several groups investigating social outcomes in childhood brain tumours, neurofibromatosis, and stroke.Social cognitive views of learning

Associate professor michael fahey phd, child neurologist and geneticist is head of paediatric neurology at monash medical centre, and a chief investigator on the aus-CP-CTN CRE and member in two themes – the pre-clinical and neuroprotection theme and the early detection and neuroimaging theme.Social cognitive views of learning michael’s research focuses on using neurogenetics to understand the causes of movement disorders and diseases of the muscle and nerve including cerebral palsy.Social cognitive views of learning michael collaborates on research into treatments for cerebral palsy with researchers at the ritchie centre, part of the monash institute of medical research.Social cognitive views of learning the work focuses on melatonin, a hormone produced in the brain, and michael is confident the research will soon move to human trials. In addition he collaborates on gene discovery research with genetic health services victoria and experts at the alfred hospital.Social cognitive views of learning he is involved in the treatment of rare neuro-metabolic diseases with partners at the royal melbourne hospital. Outside of the lab, michael maintains a heavy workload as a physician in paediatric neurology and in neurogenetics clinics.Social cognitive views of learning he still finds the time to act as neurologist at the paediatric rehabilitation clinic and has co-founded a mitochondrial clinic. Michael has a lead role on the new international cerebral palsy genomics consortium.Social cognitive views of learning update on genetics in cerebral palsy

While prematurity and hypoxic-ischemic injury are contributors to the pathogenesis of cerebral palsy (CP), as many as a third of children do not have these traditional risk factors.Social cognitive views of learning in other developmental disabilities genetics are recognised as fundamental. It is increasing recognised that cerebral palsy may be similar. Several recent studies have implicated copy number variants and mutations in single genes in children with CP.Social cognitive views of learning however current studies are limited by poor recognition of the possibility of a genetic contribution and relatively small patient numbers. There is emerging evidence for intersecting pathways controlling neurodevelopment and neuronal connectivity.Social cognitive views of learning as with other neurodevelopmental disorders such as autism and intellectual disability CP genetics is likely to be highly complex. This talk will discuss the language of genetics and explore some of the early evidence for a genetic contribution before postulating what future studies might look like to enhance our understanding in this complex area.Social cognitive views of learning

Associate professor karen barlow is an academic paediatric neurologist, clinical researcher, and specialist in acquired brain injury in children and adolescence.Social cognitive views of learning karen studied at the university of edinburgh and british columbia before taking up her first academic position at the university of calgary in 2002.Social cognitive views of learning here karen developed and directed the traumatic brain injury and concussion research program at the alberta children’s hospital and where she cemented her interest in the biology and treatment of children with brain injuries.Social cognitive views of learning karen has extensive clinical research experience, devising and overseeing clinical trials in children both nationally and internationally. Karen moved to the child health research centre at the university of queensland, australia in october 2017 and joined the queensland paediatric rehabilitation service and queensland cerebral palsy rehabilitation centre to facilitate research into improving the health outcomes of children with acquired brain injury in queensland and australia.Social cognitive views of learning

Karen’s research focuses on the neurobiological signatures and treatment of subtle neurological dysfunction in mild traumatic brain injury and concussion, especially the behavioural and cognitive impairments that are found in post-concussion syndrome.Social cognitive views of learning karen uses multimodal neurological assessments combining neuroimaging and neurophysiological investigations, including perfusion studies using MRI (ASL-fmri) and transcranial magnetic stimulation to help understand the changes in the brain in children who are slow to recovery following a concussion.Social cognitive views of learning