Dr. Felver is an assistant professor of psychology at Syracuse University, the director of the Mind Body Lab, a New York State licensed psychologist, and a certfied specialist in school psychology by the American Board of Professional Psychology (ABPP). He has a longstanding interest in both the research and application of contemplative interventions that stem from his personal practice of meditation and yoga. He has completed advanced training in Mindfulness-Based Stress Reduction (MBSR), Dialectical Behavior Therapy (DBT), and Acceptance and Commitment Therapy (ACT), and is interested in adapting these various intervention modalities for youth, schools, and families.
Graduate Student Lab Members
Graduate student research is an essential component of the Mind Body Lab. In addition to working on existing initiatives, students have the opportunity to pursue their own research agendas related to the mission of the Mind Body Lab. Graduate student research involves both the scientific study of contemplative practices and the application of these practices (i.e., clinical intervention informed by personal practice), in-line with the scientist-practitioner model of training in applied psychology.
*Dr. Felver typically accepts one new graduate student advisee in the school psychology doctoral training program annually
Melissa Bodo is a fifth year doctoral student in the School Psychology program, currently on intership at the Rochester Institute of Technology. Melissa completed her B.Ed. at McGill University in 2008, and continuing her education in 2013, she obtained her M.Ed. in Counseling Psychology while studying at the University of Toronto. Melissa is interested in examining which types of meditation and yogic programs, along with their optimal session duration, timeline, and content are of utmost benefit for students. When Melissa is not in the lab she enjoys traveling, developing her yoga practice, and spending time with her family.
Adam Clawson is a fifth-year doctoral student in the School Psychology program, currently on internship in the Fulton School District. He completed his undergraduate training at SUNY Oswego, and was previously enrolled in SUNY Oswego’s School Psychology masters program. He is interested in the effectiveness and feasibility of mindfulness-based interventions within schools and would like to continue exploring the potential benefits of mindfulness interventions for students and staff. When not in the lab, Adam enjoys being outdoors and coaching youth sports.
Emily Koelmel is a fourth-year doctoral student in the School Psychology program. She completed her Bachelor’s in Psychology at the College of Wooster. She is interested in combining her background in conducting behavioral therapy for autism, with her experience with mindfulness research practices at the University of Washington. Her ultimate goal is to develop new mindfulness based interventions for children with special needs and empirically test them using EEGs. When not in the lab, Emily can be found climbing, hiking, traveling, and cooking.
Samantha Sinegar completed a terminal masters degree as a student in the School Psychology program. She completed her Bachelor’s in Psychology at Ohio University. She is interested in examining the benefits of mindful meditation and yoga practices on teacher and student stress levels. Her research uses physiological measures, such as salivary cortisol, to assess stress/health and the buffering effects of mindfulness. Her career goals include developing mindful interventions for teachers and students in an effort to decrease the deleterious effects of stress and create a better environment for student learning and achievement.While not in the lab I enjoy yoga, hiking, and jewelry making.
Emily Helminen is a third-year doctoral student in the School Psychology program. She obtained her Bachelor of Science in Biomedical Engineering from Michigan Technological University in 2014. She is interested in compassion-based contemplative practices and wants to explore how they can mitigate stress and strengthen social bonds. While not in the lab, Emily enjoys hiking with her dogs, weight lifting, and playing basketball.
Tory Ash is a first-year graduate student in the School Psychology program. She joined the lab after studying prejudice reduction interventions for children, teachers, and parents at the University of Wisconsin-Madison. Tory is interested in examining contextual factors that may moderate the efficacy of school-based mindfulness interventions in order to bridge the research to practice gap. Outside of lab, Tory can be found practicing yoga, traveling, or hiking with her two dogs.
Undergraduate Student Lab Members
Undergraduate research assistants (RAs) are highly involved in the laboratory and essential to its operations. RAs have the opportunity to be involved in many different aspects of the lab functioning depending on time commitment, ability/training, and personal interests. RAs typically joing the laboratory as underclassmen (i.e., freshman and sophomore years) and stay on with the lab to gain experience in conducting applied research in an active psychological laboratory. Typical RA experience include: collecting data from public schools, administering physiological measurement batteries in the lab, direct observation of mindfulness interventions to code for fidelity, and various office tasks (e.g., data entry, preparing forms). Please contact Dr. Felver if you are interested in becoming part of the laboratory.