Georgia Niolaki | Psychology | Research Excellence Award

Published on by Forensic Scientist Awards

Research Excellence Award

Georgia Z. Niolaki
University of Birmingham, United Kingdom
Georgia Niolaki
Affiliation University of Birmingham
Country United Kingdom
Scopus ID 55355418400
Documents 15
Citations 107
h-index 6
Subject Area Psychology
Event International Forensic Scientist Awards
ORCID 0000-0002-1825-141X

Georgia Z. Niolaki is a researcher in psychology, literacy development, dyslexia studies, and educational inclusion currently affiliated with the University of Birmingham. Her scholarly contributions focus on spelling development, bilingual literacy, neurodiversity, visual attention span, and dyslexia intervention methodologies within multilingual educational settings.[1] Her interdisciplinary work combines cognitive psychology, educational assessment, and inclusive pedagogical practices, contributing to the broader understanding of literacy acquisition and special educational needs.[2]

Abstract

Georgia Z. Niolaki has developed a research portfolio centered on dyslexia, spelling acquisition, bilingual literacy, and educational psychology. Her studies investigate the linguistic and cognitive processes involved in spelling development across monolingual and bilingual populations, with particular emphasis on children experiencing specific learning difficulties.[3] Through empirical studies, intervention-based methodologies, and educational assessments, her work has contributed to contemporary understandings of literacy acquisition and inclusive educational practices.[4]

Keywords

Dyslexia, spelling assessment, bilingualism, literacy development, educational psychology, neurodiversity, visual attention span, spelling predictors, inclusive education, cognitive psychology.

Introduction

The field of literacy research increasingly recognizes the importance of interdisciplinary frameworks integrating psychology, linguistics, and education. Georgia Z. Niolaki has contributed to this evolving field through investigations into spelling acquisition, bilingual literacy performance, and intervention strategies for learners with dyslexia and related learning differences.[5] Her research has examined how phonological awareness, rapid naming, orthographic knowledge, and visual processing interact during literacy development in children and adults.[6]

Her academic career includes appointments at Coventry University, Bath Spa University, and the University of Birmingham, where she has worked in areas related to neurodiversity, inclusion, and educational support systems. In addition to journal publications, her contributions include educational resources, intervention programs, conference presentations, and the development of the Spelling Profile Assessment (SPA), a standardized spelling evaluation framework designed for English primary school children.[7]

Research Profile

Niolaki completed doctoral research at the Institute of Education, University of London, focusing on spelling processes among bilingual and monolingual English- and Greek-speaking children.[8] Her subsequent academic positions enabled her to expand her work in dyslexia assessment, literacy interventions, and educational inclusion. She later became involved in teaching and supervision within psychology and neurodiversity programs while continuing active research in spelling assessment methodologies.[9]

Her research interests span multilingual literacy, developmental dyslexia, spelling predictors, educational inclusion, semantic priming, and visual attention span. These themes are reflected across multiple publications, conference presentations, and collaborative projects conducted in the United Kingdom and internationally.[10]

  • Assistant Professor in Neurodiversity at the University of Birmingham.
  • Former Senior Lecturer in SpLD/Dyslexia and Inclusion at Bath Spa University.
  • Research contributor to bilingual literacy and dyslexia intervention studies.
  • Member of the British Dyslexia Association since 2016.

Research Contributions

One of Niolaki’s most recognized contributions is the development of the Spelling Profile Assessment (SPA), which provides educators and researchers with an interpretative framework for understanding spelling performance among primary school children.[11] The SPA project integrates linguistic, morphological, and cognitive dimensions of spelling assessment and has been presented in several academic and practitioner-oriented forums.[12]

Her research also explores bilingual spelling acquisition and transfer effects between transparent and opaque orthographies. Studies involving Greek- and English-speaking children have provided evidence regarding how phonological and orthographic systems interact in multilingual learners.[13] These investigations contribute to broader discussions concerning multilingual education and literacy support strategies for children with dyslexia.[14]

Niolaki has additionally examined the role of self-compassion in adults with dyslexia and the educational experiences of families supporting children with special educational needs.[15] Such studies demonstrate the social and psychological dimensions of learning differences and emphasize the importance of inclusive educational practices.[16]

Publications

Selected publications and scholarly works associated with Georgia Z. Niolaki include the following:

  • Spelling predictors; investigating the role of phonological ability and rapid naming in a large cross-sectional British study, published in Learning and Instruction (2022).
  • What spelling errors can tell us about the development of processes involved in children’s spelling, published in Frontiers in Psychology (2023).
  • Greek-spelling predictors; an investigation of literacy- and cognitive-related factors, published in Journal of Cognitive Psychology (2024).
  • Predictors of single word spelling in English speaking children, published in Journal of Research in Reading (2020).
  • Transfer effects in spelling from transparent Greek to opaque English in seven-to-ten-year-old children, published in Bilingualism (2012).

Research Impact

According to Scopus records, Niolaki’s scholarly output has received over 100 citations across international academic publications.[1] Her research has contributed to evidence-based approaches in literacy intervention, educational psychology, and dyslexia support systems. The practical orientation of her work has made it relevant for educators, psychologists, inclusion specialists, and policy-oriented discussions surrounding neurodiversity in education.[17]

Her work on spelling assessment frameworks has also informed educational practice by offering tools that support early identification of spelling and literacy difficulties.[18] Through conference activities and collaborative outreach initiatives, she has promoted broader awareness of dyslexia and inclusive educational environments.[19]

Award Suitability

Georgia Z. Niolaki’s research profile demonstrates sustained contributions to educational psychology, literacy assessment, dyslexia intervention, and inclusive education. Her interdisciplinary work integrates theoretical inquiry with practical educational applications, particularly in the development of standardized spelling assessment methodologies and bilingual literacy research.[20]

The breadth of her publication record, citation impact, international collaborations, and continued engagement with neurodiversity research aligns with the objectives commonly associated with academic excellence and research recognition programs. Her contributions have relevance for both scholarly communities and educational practitioners working with diverse learner populations.[21]

Conclusion

Georgia Z. Niolaki has established a notable academic profile within psychology and literacy studies through research addressing dyslexia, spelling acquisition, bilingual education, and inclusive learning environments. Her contributions reflect an integration of cognitive psychology, educational practice, and assessment development, supporting ongoing advancements in neurodiversity research and literacy education.[22]

References

  1. Elsevier. (n.d.). Scopus author details: Georgia Z. Niolaki, Author ID 55355418400. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=55355418400
  2. ORCID. (n.d.). Georgia Z. Niolaki ORCID profile.
    https://orcid.org/0000-0002-1825-141X
  3. Niolaki, G. Z. (2023). What spelling errors can tell us about the development of processes involved in children’s spelling. Frontiers in Psychology.
    https://doi.org/10.3389/fpsyg.2023.1178427
  4. Niolaki, G. Z. (2022). Spelling predictors; investigating the role of phonological ability and rapid naming in a large cross-sectional British study. Learning and Instruction.
    https://doi.org/10.1016/j.learninstruc.2022.101635
  5. Niolaki, G. Z. (2024). Greek-spelling predictors; an investigation of literacy- and cognitive-related factors. Journal of Cognitive Psychology.
    https://doi.org/10.1080/20445911.2024.2322766
  6. Niolaki, G. Z. (2020). Predictors of single word spelling in English speaking children. Journal of Research in Reading.
    https://doi.org/10.1111/1467-9817.12330
  7. University of Birmingham. (2025). Introduction to the Spelling Profile Assessment (SPA).
  8. Institute of Education, University of London. (2013). Processes involved in spelling in bilingual and monolingual English- and Greek-speaking children with typical and atypical spelling performance.
  9. University of Birmingham. (2024). Assistant Professor in Neurodiversity profile.
  10. British Dyslexia Association. (n.d.). Membership and professional engagement records.
  11. Niolaki, G. Z. (2025). A brief description of the Spelling Profile Assessment.
  12. Niolaki, G. Z. (2025). Spelling Profile Assessment (SPA). Public Policy Exchange.
  13. Niolaki, G. Z. (2012). Transfer effects in spelling from transparent Greek to opaque English in seven-to-ten-year-old children. Bilingualism.
    https://doi.org/10.1017/S1366728911000721
  14. Niolaki, G. Z. (2014). Spelling improvement through letter-sound and whole-word training in two multilingual Greek- and English-speaking children. Multilingual Education.
    https://doi.org/10.1186/s13616-014-0020-3
  15. Niolaki, G. Z. (2025). The role of self-compassion in adults with dyslexia. Annals of Dyslexia.
    https://doi.org/10.1007/s11881-025-00327-0
  16. Niolaki, G. Z. (2022). Eastern European parents’ experiences of parenting a child with SEN in England. Educational Psychology in Practice.
    https://doi.org/10.1080/02667363.2022.2100320
  17. Niolaki, G. Z. (2023). Psychology and Educational Inclusion. Open University Press.
  18. Niolaki, G. Z. (2025). Diagnostic Tests for Reading Age and Dyslexia. Reference Module in Social Sciences.
    https://doi.org/10.1016/B978-0-323-95504-1.01007-3
  19. Niolaki, G. Z. (2024). Increasing awareness of dyslexia; A knowledge exchange project linking schools, the Gloucestershire Dyslexia Association (GDA), and Bath Spa University.
  20. Bath Spa University. (2021–2024). Senior Lecturer in SpLD/Dyslexia and Inclusion profile.
  21. International Forensic Scientist Awards. (n.d.). Award recognition platform.
    forensicscientist.org
  22. University of Birmingham. (2025). Research and educational inclusion activities related to neurodiversity and dyslexia.

Mickela Heilicher | Psychology | Best Researcher Award

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Ms. Mickela Heilicher | Psychology | Best Researcher Award

University of Wisconsin, Madison | United States

Ms. Mickela Heilicher is an emerging scholar and community-engaged researcher whose work integrates psychology, neuroscience, and social justice. She has dedicated her academic career to exploring the complex intersections of incarceration, trauma, and mental health. Through her research, she has not only contributed significantly to the scientific understanding of mental health challenges faced by incarcerated populations but has also emphasized the importance of participatory and humanizing approaches in scientific inquiry. Her scholarship reflects both innovation and compassion, seeking to bring evidence-based practices into contexts where they can generate meaningful social change.

Professional Profile

Scopus

Google Scholar

Education

Ms. Mickela Heilicher began her academic journey with a foundation in psychology and neuroscience, where she developed a strong interest in understanding human behavior through both biological and social lenses. She continued her education at the graduate level, earning a Master’s degree in Psychology with a concentration in mental health and incarceration, and expanded her training through a graduate certificate in community-engaged scholarship. Currently, she is pursuing doctoral studies in Psychology at the University of Wisconsin–Madison, where her research focuses on mental health interventions in carceral environments. Throughout her education, she has been guided by leading mentors and has cultivated expertise in community-based and interdisciplinary research methods.

Experience

Ms. Mickela Heilicher’s professional journey reflects a blend of academic research, applied work, and collaborative engagement with communities. She has held roles as a research specialist and graduate researcher in laboratories studying trauma, neuroimaging, and mental health within incarcerated populations. Her contributions include designing and implementing clinical trials that explore the feasibility of trauma-focused therapy in prison settings, leading qualitative studies that center the voices of formerly incarcerated individuals, and developing peer-support programs for re-entry. She has also created research toolkits and reports that guide the integration of mental health services into correctional systems. In addition to research, Mickela Heilicher has taught and mentored undergraduate and graduate students, fostering the next generation of scholars in psychology and community-engaged work.

Research Interest

Her primary research interests lie at the intersection of incarceration, trauma, and community engagement. She is deeply invested in examining how trauma impacts mental health outcomes among justice-involved populations and how evidence-based interventions can be adapted to meet the needs of incarcerated individuals. A significant aspect of her work involves challenging the use of stigmatizing language in academic literature and replacing it with humanizing terms that respect the dignity of individuals impacted by incarceration. She is also committed to exploring participatory models of research that empower communities to shape the design and implementation of studies, thereby ensuring that research outcomes are relevant, accessible, and sustainable.

Awards

Ms. Mickela Heilicher’s dedication to research excellence and community engagement has been recognized through academic travel awards, scholarships, and multiple nominations for excellence in engaged scholarship. Her recognition stems not only from her strong publication record but also from her ability to bridge academic knowledge with real-world application. These awards reflect her growing reputation as a leader in psychology and forensic science research, and her ability to design impactful studies that contribute to both scientific progress and societal well-being.

Publications

Ms. Mickela Heilicher has co-authored numerous articles published in internationally recognized journals. Her work spans topics including stigma in the criminal legal system, neuroimaging of trauma and psychopathy, the reliability of fMRI research methods, and the effectiveness of therapeutic interventions in prison populations. Her publications include:

Title: How reliable are amygdala findings in psychopathy? A systematic review of MRI studies
Journal: Neuroscience & Biobehavioral Reviews
Published on: 2022
Citation: 55

Title: Functional imaging correlates of childhood trauma: A qualitative review of past research and emerging trends
Journal: Pharmacology Biochemistry and Behavior
Published on: 2021
Citation: 26

Title: The influence of FAAH genetic variation on physiological, cognitive, and neural signatures of fear acquisition and extinction learning in women with PTSD
Journal: NeuroImage: Clinical
Published on: 2022
Citation: 25

Title: Large-scale neural network computations and multivariate representations during approach-avoidance conflict decision-making
Journal: NeuroImage
Published on: 2022
Citation: 17

Title: Aerobic exercise after extinction learning reduces return of fear and enhances memory of items encoded during extinction learning
Journal: Mental Health and Physical Activity
Published on: 2023
Citation: 14

Title: Test-retest reliability of fMRI during an emotion processing task: investigating the impact of analytical approaches on ICC values
Journal: Frontiers in Neuroimaging
Published on: 2022
Citation: 11

Title: Decision-making for concurrent reward and threat is differentially modulated by trauma exposure and PTSD symptom severity
Journal: Behaviour Research and Therapy
Published on: 2023
Citation: 10

Conclusion

Ms. Mickela Heilicher exemplifies the qualities of a researcher who combines academic excellence with social responsibility. Her work has expanded scientific knowledge of trauma, incarceration, and mental health while simultaneously advocating for more inclusive and respectful approaches to research. By integrating lived experiences into study design, publishing impactful findings, and developing practical interventions for correctional settings, she demonstrates a rare ability to transform research into meaningful practice. Her nomination for the Best Researcher Award highlights her as a scholar whose contributions extend beyond academia, fostering both innovation and humanity in forensic and psychological sciences.

Andrew Denovan | Psychology | Best Researcher Award

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Dr. Andrew Denovan | Psychology | Best Researcher Award

Senior Lecturer | Liverpool John Moores University | United Kingdom

Dr. Andrew Denovan is a Chartered Psychologist (CPsychol), Associate Fellow of the British Psychological Society (AFBPsS), and Fellow of the Higher Education Academy (FHEA). Currently, he serves as a Senior Lecturer in Psychology at Liverpool John Moores University. With a robust academic and professional background, Dr. Denovan has established himself as a distinguished researcher in psychology, psychometrics, and individual differences.

Profile

Scopus

Google Scholar

Orcid

Strengths for the Awards

  • Extensive Academic Qualifications and Experience:
    • Dr. Denovan holds a PhD in Psychology and several advanced certifications, including psychometric testing and teaching.
    • With nearly two decades of academic and professional experience, he has contributed as a senior lecturer and psychometrician at renowned institutions like Liverpool John Moores University and Manchester Metropolitan University.
  • Prolific Research Output:
    • Authored 89 peer-reviewed journal publications, two book chapters, and 22 conference proceedings.
    • Research metrics, including 3,308 citations, an h-index of 28, and an i10-index of 48, reflect significant influence in the field.
    • Published in high-impact journals such as Frontiers in Psychology, PLOS One, and Personality and Individual Differences.
  • Research Focus and Funding:
    • Focus on individual differences, health psychology, psychopathology, and psychometrics demonstrates a broad and impactful research scope.
    • Secured over €500,000 in research funding from prestigious organizations, such as the BIAL Foundation and Innovate UK.
  • Leadership and Collaboration:
    • Active involvement in multiple research groups, including leadership roles in the Applied Individual Differences Research Team and PsiMetrika.
    • Collaboration on multidisciplinary and international research projects highlights his ability to foster teamwork.

Education 🎓

Dr. Denovan’s academic journey is illustrious, marked by several prestigious qualifications:

  • PhD in Psychology (2010) – Sheffield Hallam University
  • MSc in Psychology (Distinction) (2006) – Teesside University
  • BSc in Psychology (First Class Honours) (2005) – Teesside University
    In addition, he holds certifications in psychometric testing and teaching, including a PGCLTHE from Teesside University (2013).

Experience 💼

Dr. Denovan has over a decade of experience in academia and research. His roles include:

  • Senior Lecturer at Liverpool John Moores University (2024–present)
  • Senior Lecturer at University of Huddersfield and Manchester Metropolitan University (2014–2023)
  • Senior Psychometrician at Adelphi Values Ltd. (2021–2022)

He has also undertaken various leadership and management roles, such as Programme Leader, Ethics Lead, and REF Impact Case Study Coordinator.

Research Interests On Psychology 🔬

Dr. Denovan’s research focuses on:

  • Individual differences: Personality, resilience, and adaptability
  • Health psychology: The intersection of beliefs and well-being
  • Psychometrics: Development and validation of psychological measures
  • Statistical modeling: Advanced analytical techniques for research

His work aims to enhance the understanding of human behavior and psychological functioning.

Awards 🏆

Dr. Denovan has secured significant funding for his research, including:

  • BIAL Foundation (€42,000, 2023): Psychometric validation and modeling of health beliefs.
  • Youth Sport Trust (£4,683, 2022): Benefits of sport participation in schools.
  • Innovate UK (£263,706, 2020): AI-driven psychometric innovations.

These awards highlight his contributions to advancing psychology and public well-being.

Publications 📚

  • “The Revised Assessment of Sadistic Personality (ASP-8)”
    • Authors: Rachel A. Plouffe, Christopher M. Kowalski, Kostas A. Papageorgiou, Bojana M. Dinić, Elena Artamonova, Neil Dagnall, Andrew Denovan, Foteini-Maria Gianniou, Theodoros Kyriazos, Donald H. Saklofske, Anastassios Stalikas.
    • Publication Year: 2023
    • DOI: 10.1080/00223891.2022.2055476
  • “Who Falls for Fake News? Psychological and Clinical Profiling Evidence of Fake News Consumers”
    • Authors: Álex Escolà-Gascón, Neil Dagnall, Andrew Denovan, Kenneth G. Drinkwater, Miriam Diez-Bosch.
    • Publication Year: 2023
    • DOI: 10.1016/j.paid.2022.111893
  • “Paranormal Experience Profiles and Their Association with Variations in Executive Functions: A Latent Profile Analysis”
    • Authors: Kenneth G. Drinkwater, Neil Dagnall, Andrew Denovan, Chris Williams, Álex Escolà-Gascón.
    • Publication Year: 2022
    • DOI: 10.3389/fpsyg.2021.778312
  • “Validation of the Spanish Version of the Generic Conspiracist Beliefs Scale”
    • Authors: Andrew Denovan.
    • Publication Year: 2022
    • DOI: 10.1017/sjp.2022.21
  • “Paranormal Belief, Cognitive-Perceptual Factors, and Well-Being”
    • Authors: Neil Dagnall, Andrew Denovan, Kenneth G. Drinkwater.
    • Publication Year: 2022
    • DOI: 10.3389/fpsyg.2022.967823
  • “The Ego Resiliency Scale-Revised”
    • Authors: Andrew Denovan, Neil Dagnall, Kenneth G. Drinkwater.
    • Publication Year: 2022
    • DOI: 10.1177/07342829221090117

Conclusion ✨

Dr. Andrew Denovan is a respected academic, researcher, and leader in psychology. His contributions to psychometrics, health psychology, and statistical modeling have enriched the field, inspiring future generations of psychologists. His ongoing research continues to shape our understanding of individual differences and well-being.