The ERU Board is chaired by the President, the President-Elect, the Past-President, the Secretary, the Treasurer, the Officer for Internal Relations & Communication, and the Officer for External Relations & Valorisation. In addition to the Board members, ERU consists of approximately 30 national representatives in their respective countries across Europe. There are specific tasks and responsibilities for all ERU Board members, but it is also our vision that ERU members work together as a union in sharing our tasks and exchanging experience.
Read more about the ERU board below.
Pasquale Musso holds a PhD in Public Relations from the University of Palermo, Italy, where he specialised in the study social development as well as in multivariate analysis and structural equation modelling. Currently, he is a research fellow and teaching assistant at the same university. He has ongoing participations in several research projects across a number of European and non-European countries. His research interests focus on the social development of adolescents and emerging adults, with a specific attention to what promotes positive development, acculturation processes, socio-psychological adaptation, and mutual intercultural relations. Due to his firm belief in the necessity to promote the matching between theory and practice, he is also involved in coordinating different intervention projects aimed at promoting intercultural relations as well as at contrasting dropout phenomena.
Maja Schachner completed a joint doctorate at Friedrich Schiller University Jena, Germany, and Tilburg University, Netherlands. She is now a postdoc in the Inclusive Education group at the University of Potsdam, as well as a post-doctoral fellow in the College for Interdisciplinary Educational Research (funded by Jacobs Foundation, the Leibniz Society and the German Federal Ministry of Education). In her work she is currently focusing on different approaches to dealing with cultural diversity in the school context and their associations with student outcomes. She is the recipient of the 2015 George Butterworth Young Scientist Award of the EADP as well as the 2017 Early Career Award of the International Academy for Intercultural Research. Her main research interests are acculturation, ethnic identity, school adjustment of immigrant youth as well as school climate and interethnic relations in ethnically diverse schools.
Loes Keijsers is an Associate Professor at Tilburg University. With her team, she studies the lives and relationships of teenagers, and how parents can optimally contribute to their child's positive development, mental health and well-being. As every child - and every family - is a unique dynamical system she aims at empirically tapping into this heterogeneity of developmental processes, by relying on advanced methodological approaches. For instance, to obtain a 'photoalbum' of mood swings in the daily lives of teens, she uses apps on mobile phones (i.e., Experience Sampling). As theoretical inferences are only as good as our statistical models, she loves to keep up with and teach about statistical developments.
Francesca Lionetti holds a PhD in Psychology from the University of Pavia, Italy, where she studied the socio-emotional recovery of adopted children and parent-child attachment relationships. Currently, she is based at Queen Mary University of London, UK, thanks to a Marie Curie fellowship awarded her by the European Research Council for the study of differential susceptibility in children. She is currently working at the development and validation of an observational rating system for the assessment of environmental sensitivity in pre-schoolers, in collaboration also with the Stony Brook University, USA. She is a senior trainer of the procedure Video-Feedback Intervention to Promote Positive Parenting and Sensitive Discipline.
Stefanos Mastrotheodoros holds a PhD in Clinical Psychology from the University of Athens, Greece. Currently, he works as a doctoral researcher at Utrecht University, the Netherlands, doing a second PhD on family relationships during adolescence and the determinants of parenting. He is interested in applying longitudinal analytical models to investigate human development. He has gained considerable experience in conducting research on native and immigrant adolescent development, and has worked, among others, with research projects funded by the EU. He is a member of the European Commission-Council of Europe partnership think-tank “Pool of European Youth Researchers”.
Marta Miklikowska holds a PhD in Developmental Psychology from Åbo Akademi University, Finland. Currently, she is based at Umeå University, Sweden, where she does research on inter-ethnic relations. She has published articles on the development of attitudes towards immigrants (tolerance/prejudice), cross-ethnic friendships, and empathy as well as on the role of social contexts (family, friends, and school) in adolescent development in times of diversity. Her work has been published in high-ranked journals such as Developmental Psychology (2x) and British Journal of Psychology (2x). Together with her research team, she has attracted research funding of 27 mln sek for the study of inter-ethnic relations. In addition, Marta is a clinical psychologist and a co-founder of a non-profit youth organisation.
Mette Ranta holds a PhD degree in Psychology from the University of Jyväskylä, Finland. Her doctoral dissertation focused on young adults’ financial situation, conceptualizing young adults as active agents, and on resources which promote successful transitions, financial independence and well-being. Currently, she works as a Post-Doctoral Researcher at the Department of Educational Sciences at the University of Helsinki, Finland and at the Department of Psychology at the University of Jyväskylä. She is involved in several longitudinal research projects, such as the Finnish Educational Transitions Studies (FinEdu). She is interested in life course development and well-being during adolescence and young adulthood, and more specifically, in the role of economic determinants and financial capability during critical educational and career-related transitions. With a background in sociology, her research has a strong multidisciplinary focus, integrating sociological youth and life course perspectives on the macro-economic sociohistorical context with psychological theories on positive youth development.