ÓñÃÀÈË´«Ã½

Armed with an MSc in Economic and Social History from the ÓñÃÀÈË´«Ã½ of Edinburgh, Scotland, Danny worked for ten years in special education in different countries, in various settings and with individuals with diverse psychiatric and/or special educational needs and disabilites, before returning to academia. He obtained a Masters degree (Open ÓñÃÀÈË´«Ã½, UK) in Psychology while working as the coordinator of a validation project of an emotion remediation programme for individuals with autism and/or intellectual disabilities at the ÓñÃÀÈË´«Ã½, Switzerland.

He obtained his doctorate (summa cum laude) from the ÓñÃÀÈË´«Ã½ of Neuchâtel, Switzerland in June, 2017, under the supervision of . During that time and since, he completed SNSF research fellowships at UC Berkeley, USA with , at the ÓñÃÀÈË´«Ã½ of Amsterdam, Netherlands with and the ÓñÃÀÈË´«Ã½ of Oxford, UK with .

Having spent four years in the special education department at the ÓñÃÀÈË´«Ã½ of Fribourg under Professors , , and , Danny then spent a year as senior researcher and lecturer at the Institute of Family Research and Counselling under . He is currently employed part-time as a senior researcher (Maître-assistant) in Professor David Sander’s lab. Since 2020, he has also been Series Co-editor of the Studies in Emotion and Social Interaction book series at Cambridge ÓñÃÀÈË´«Ã½ Press.

Research interests:ÌýAffectivism, affective social learning, interest, relevance theory.

PUBLICATIONS

Scientific Articles

2024

• Dukes, D., Audrin, C., Clément, F., & Mortillaro, M. (2024). Comparing competing characterizations suggests there might be more than one type of interest. Scientific Reports, 14, Article 19949. doi:

• Dukes, D., & Sander, D. (2024). Affectivism and the emotional elephant: How a componential approach can reconcile opposing theories to serve the future of affective sciences. Affective Science, 5, 196-200. doi:

• Fares-Otero, N. E., Sharp, T., Balle, S. R., Quaatz, S. M., Vieta, E., Ã…hs, F., Allgaier, A.-K., Arévalo, A., Bachem, R., Belete, H., Belete, T., Berengi, A., Capraz, N., Dukes, D., ...Halligan, S. L. (2024). Social support and (complex) post-traumatic stress symptom severity: Does gender matter? European Journal of Psychotraumatology, 15(1), Article 2398921. doi:

• Haim-Nachum, S., Sopp, M. R., Lüönd, A. M., Afzal, N., Ã…hs, F., Allgaier, A.-K., Arévalo, A., Asongwe, C., Bachem, R., Balle, S. R., Belete, H., Belete Mossie, T., Berzengi, A., Capraz, N., Ceylan, D., Dukes, D., Essadek, A., Fares-Otero, N. E., Halligan, S. L., ...Pfaltz, M. C. (2024). Childhood maltreatment is linked to larger preferred interpersonal distances towards friends and strangers across the globe. Translational Psychiatry, 14, Article 339. doi:

• Stussi, Y., Dukes, D., & Sander, D. (2024). The added value of affective processes for models of human cognition and learning [Commentary]. Behavioral and Brain Sciences, 47, Article e165. doi:

• Treichel, N., Dukes, D., Barisnikov, K., & Samson, A. C. (2024). Appreciation of slapstick humour and expressivity in response to amusing stimuli in individuals with Williams syndrome. Advances in Neurodevelopmental Disorders, 8, 457-468. doi:

• Zhukov, V., Petersen, A.M., Dukes, D., Sander, D., Tsiamyrtzis, P., & Pavlidis, I. (2024). Science convergence in affective research is associated with impactful multidisciplinary appeal rather than multidisciplinary content. Communications Psychology, 2, Article 83. doi:

2023

• Di Poi, G., Dukes, D., Meuleman, B., Banta Lavenex, P., Lavenex, P., Papon, A., Tran M., Stallmann, L., Treichel, N., & Samson, A. C. (2023). Anxiety in families of individuals with neurodevelopmental conditions in the early months of the COVID-19 pandemic in Switzerland. Frontiers in Education, 8, Article 951970. doi:

• Martínez-Castilla, P., Campos, R., Samson, A. C., Van Herwegen, J., & Dukes, D. (2023). Actas Españolas de Psiquiatría, 51(2), 56-64.

• Sideropoulos, V., Kye, H., Dukes, D., Samson, A. C., Palikara, O., & Van Herwegen, J. (2023). Anxiety and worries of individuals with Down syndrome during the COVID-19 pandemic: A comparative study. Journal of Autism and Developmental Disorders, 53, 2021-2036. doi:

• Sideropoulos, V.*, Van Herwegen, J.*, Meuleman, B., Alessandri, M., Alnemary, F. M., Rad, J. A., Banta Lavanex, P. A., Bolshakov, N., Bölte, S., Buffle, P., Cai, R. Y., Campos, R., Chirita-Emandi, A., Costa, A. P., Costanzo, F., Des Portes, V., Dukes, D., Faivre, L., Famelart, N., ...Samson, A. C. (2023). Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions. Journal of Global Health, 13, Article 04081. doi:

• Stallmann, L., Tran, M., Rudrauf, D., Dukes, D.*, & Samson, A. C. (2023). Simulating social emotion regulation in virtual reality: Effect of virtual social support following ostracism in a cyberball game. International Journal of Emerging Technologies in Learning (iJET), 18(07), 4–27. doi:

• Treichel, N., Dukes, D., Meuleman, B., Van Herwegen, J., & Samson, A. C. (2023). "Not in the mood": The fear of being laughed at is better predicted by humor temperament traits than diagnosis in neurodevelopmental conditions. Research in Developmental Disabilities, 137, Article 104513. doi:

• Walle, E. A., & Dukes, D. (2023). We (still) need to talk about valence: Contemporary issues and recommendations for affective science. Affective Science, 4, 463-469. doi:

• Wang, F., Memis, I., Durocher, J. S., Furar, E., Cavalcante, L., Eshraghi, R. S., Samson, A. C., Van Herwegen, J., Dukes, D., Alessandri, M., Mittal, R., & Eshraghi, A. A. (2023). Efficacy of coping mechanisms used during COVID-19 as reported by parents of children with autism. PLoS ONE, 18(4), Article e0283494. doi:

2022

• Furar, E., Wang, F., Durocher, J. S., Ahn, Y. A., Memis, I., Cavalcante, L., Klahr, L., Samson, A. C., Van Herwegen, J., Dukes, D., Alessandri, M., Mittal, R., & Eshraghi, A. A. (2022). The impact of COVID-19 on individuals with ASD in the US: Parent perspectives on social support and support concerns. PLoS ONE, 17(8), Article e0270845. doi:

• Pfaltz, M. C., Halligan, S. L., Haim-Nachum, S., Sopp, M. R., Ã…hs, F., Bachem, R., Bartoli, E., Belete, H., Belete, T., Berzengi, A., Dukes, D., Essadek, A., Iqbal, N., Jobson, L., Langevin, R., Levy-Gigi, E., Lüönd, A. M., Martin-Sölch, C., Michael, T., ...Seedat, S. (2022). Social functioning in individuals affected by childhood maltreatment: Establishing a research agenda to inform interventions. Psychotherapy and Psychosomatics, 91(4), 238-251. doi:

• Samson, A. C., Sokhn, N., Van Herwegen, J., & Dukes, D. (2022). An exploratory study on emotion regulation strategy in individuals with Williams syndrome, autism spectrum disorder and intellectual disability. Frontiers in Psychiatry, 13, Article 940872. doi:

• Stallmann, L., Dukes, D., Tran, M., Durand de Gevigney, V., Rudrauf, D., & Samson, A. C. (2022). Socially supported by an embodied agent: The development of a virtual-reality paradigm to study social emotion regulation. Frontiers in Virtual Reality, 3, Article 826241. doi:

• Treichel, N., Dukes, D., Barisnikov, K., & Samson, A. C. (2022). How cognitive, social, and emotional profiles impact humor appreciation: Sense of humor in autism spectrum disorder and Williams syndrome. Humor, 35(1), 113-133. doi:

2021

• Di Poi, G., Dukes, D., Tran, M., & Samson, A. C. (2021). Comment les familles d'enfants avec besoins éducatifs particuliers ont vécu la crise de la COVID-19 : Observations préliminaires pour la Suisse. [How families with children with special educational needs experienced the COVID-19 crisis: Preliminary observations for Switzerland]. Revue suisse de pédagogie spécialisée, 11(1), 9-18.

• Dukes, D., Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C., Broomhall, S., Brosch, T., Campos, J. J., Clay, Z., Clément, F., Cunningham, W., Damasio, A., Damasio, H., D'Arms, J., Davidson, J., de Gelder, B., Deonna, J., de Sousa, R., Ekman, P., Ellsworth, P., Fehr, E., Fischer, A., Foolen, A., Frevert, U., Grandjean, D., Gratch, J., Greenberg, L., Greenspan, P., Gross, J., Halperin, E., Kappas, A., Keltner, D., Knutson, B., Konstan, D., Kret, M., LeDoux, J., Lerner, J., Levenson, R. W., Loewenstein, G., Manstead, A., Maroney, T., Moors, A., Niedenthal, P., Parkinson, B., Pavlidis, I., Pelachaud, C., Pollak, S., Pourtois, G., Röttger-Rössler, B., Russell, J. A., Sauter, D., Scarantino, A., Scherer, K., Stearns, P., Stets, J., Tappolet, C., Teroni, F., Tsai, J., Turner, J., Van Reekum, C., Vuilleumier, P., Wharton, T., & Sander, D. (2021). The rise of affectivism.ÌýNature Human Behaviour, 5, 816-820. doi:Ìý

• Dukes, D., & Audrin, C. (2021). Émotions positives à l’école : quel intérêt ? [Positive emotions at school: where is the interest?]. Educateur (L)’, 4, 4-5.

• Dukes, D., & Samson, A. C. (2021). COVID-19 : Donnons la parole aux parents d’enfants avec des besoins éducatifs particuliers [COVID-19: giving voice to the parents of children with special educational needs]. Pages romandes : Revue sur la pédagogie spécialisée les déficiences intellectuelles et développementales. 3, 28-31.

• Gruber, T.*, Bazhydai, M., Sievers, C., Clément, F., & Dukes, D.* (2021). The ABC of social learning: Affect, behavior, and cognition. Psychological Review, 129(6), 1296-1318. doi:

• Penić, S., Dukes, D., Elcheroth, G., Jayakody, S., & Sander, D. (2021). Beyond personal empathy: Perceiving inclusive empathy as socially shared predicts support for translational justice mechanisms. Affective Science, 2, 402-413. doi:

• Prosetzky, I., Poustka, L., Dukes, D., & Samson, A. C. (2021). Eine internationale Studie zu Auswirkungen der COVID-19-Pandemie auf Familien mit einem behinderten Kind: Wie ging es den Familien in Deutschland? Ein Bericht [An international study on the impact of the COVID-19 pandemic on families with a child with special educational needs: How did German families fare? A report]. Teilhabe, 60(2), 88–89.

• Samson, A. C., Di Poi, G., Tran, M., & Dukes, D. (2021). Die Auswirkungen der COVID-19 Pandemie in der Schweiz: Erste Beobachtungen bei Familien mit Kindern sonderpädagogischem Förderbedarf [The effects of the COVID-19 pandemic in Switzerland: First observations in families with children with special educational needs]. Schweizerische Zeitschrift für Heilpädagogik, 27(5-6), 18-25.

• Sideropoulos, V., Dukes, D., Hanley, M., Palikara, O., Riby, D. M., Samson, A. C., & Van Herwegen, J. (2021). The impact of COVID-19 on anxiety and worries for families of individuals with special education needs and disabilities in the UK. Journal of Autism and Developmental Disorders, 52, 2656-2669. doi:

• Su, X., Cai, R. Y., Uljarević, M., Van Herwegen, J., Dukes, D., Yang, Y., Peng, X., & Samson, A. C. (2021). Brief report: A cross-sectional study of anxiety levels and concerns in Chinese families of children with special educational needs and disabilities post-first-wave of COVID-19. Frontiers in Psychiatry, 12, Article 708465. doi:

• Wharton, T., Bonard, C., Dukes, D., Sander, D., & Oswald, S. (2021). Relevance and Emotion.ÌýJournal of Pragmatics, 181, 259-269. doi:

• Zaharia, A., Noir-Kahlo, K., Bressoud, N., Sander, D., Dukes, D., & Samson, A. (2021). Proof of concept: A brief psycho-educational training program to increase the use of positive emotion regulation strategies in individuals with autism spectrum disorder. Frontiers in Psychology, 12, Article 705937. doi:

2020

• Clément, F., & Dukes, D. (2020). Affective social learning serves as a quick and flexible complement to TTOM [Commentary]. Behavioral and Brain Sciences, 43, Article e99. doi:

• Reschke, P. J., Walle, E. A., & Dukes, D. (2020). Did you mean to do that? Infants use emotional communications to infer and re-enact others' intended actions. Cognition and Emotion, 34(7), 1473-1479. doi:

• Samson, A. C., van den Bedem, N. P., Dukes, D., & Rieffe, C. (2020). Positive aspects of emotional competence in preventing internalizing symptoms in children with and without developmental language disorder: A longitudinal approach. Journal of Autism and Developmental Disorders, 50, 1159-1171. doi:

2018

• Dukes, D. (2018). Apprentissage social affectif et appréciation de l’émotion : structuration des interactions socio-émotionnelles [Affective social learning and emotional appreciation: Structuring socio-emotional interactions]. Travaux Neuchâtelois de Linguistique (TRaNeL), 68, 79-86.

• Mortillaro, M., & Dukes, D. (2018). Jumping for joy: The importance of body and of dynamics in the expression and recognition of positive emotions. Frontiers in Psychology, 9, Article 763. doi:

2017

• Clément, F., & Dukes, D. (2017). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, 9(3), 253-261. doi:

• Dukes, D., & Clément, F. (2017). Author reply: Clarifying the importance of ostensive communication in life-long, affective social learning. Emotion Review, 9(3), 267-269. doi:

• Dukes, D., Clément, F., Audrin, C., & Mortillaro, M. (2017). Looking beyond the static face in emotion recognition: The informative case of interest. Visual Cognition, 25(4-6), 575-588. doi: 10.1080/13506285.2017.1341441

• Reschke, P. J., Walle, E. A., & Dukes, D. (2017). Interpersonal development in infancy: The interconnectedness of emotion understanding and social cognition. Child Development Perspectives, 11(3), 178-183. doi:

2013

• Clément, F.*, & Dukes, D.* (2013). The role of interest in the transmission of social values. Frontiers in Psychology, 4, Article 349. doi:

• Schaer, M., Ottet, M. C., Scariati, E., Dukes, D., Franchini, M., Eliez, S., & Glaser, B. (2013). Decreased frontal gyrification correlates with altered connectivity in children with autism. Frontiers in Human Neuroscience, 7, Article 750. doi:

2012

• Glaser, B., Lothe, A., Chabloz, M., Dukes, D., Pasca, C., Redoute, J., & Eliez, S. (2012). Candidate socioemotional remediation program for individuals with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 117(5), 368-383. doi:

Ìý

Edited Books

Forthcoming

• Dukes, D., Sauter, D. A., & Sander, D. (2025). The Oxford handbook of affectivism. Oxford ÓñÃÀÈË´«Ã½ Press.

2022

• Dukes, D., Samson, A. C., & Walle, E. A. (Eds.) (2022). The Oxford handbook of emotional development. Oxford ÓñÃÀÈË´«Ã½ Press.

2019

• Dukes, D., & Clément, F. (Eds.) (2019). Foundations of affective social learning: Conceptualizing the social transmission of value. Cambridge ÓñÃÀÈË´«Ã½ Press. doi:

Ìý

Book Chapters

2022

• Clément, F., & Dukes, D. (2022). Affective social learning: A lens for developing a fuller picture of socialization processes. In D. Dukes, A. C. Samson, & E. A. Walle (Eds.), The Oxford handbook of emotional development (pp. 387-397). Oxford ÓñÃÀÈË´«Ã½ Press.

• Walle, E. A., Dukes, D., & Samson, A. C. (2022). Conceptualizing and advancing an interdisciplinary account of emotional development. In D. Dukes, A. C. Samson, & E. A. Walle (Eds.), The Oxford handbook of emotional development (pp. xxiii-xxvii). Oxford ÓñÃÀÈË´«Ã½ Press.

2019

• Clément, F.*, & Dukes, D.* (2019). A difficult introduction to affective social learning. In D. Dukes, & F. Clément (Eds.), Foundations of affective social learning: Conceptualizing the social transmission of value (pp. 1-22). Cambridge ÓñÃÀÈË´«Ã½ Press.

• Clément, F.*, & Dukes, D.* (2019). Conclusion: Laying the foundations of affective social learning. In D. Dukes, & F. Clément (Eds.), Foundations of affective social learning: Conceptualizing the social transmission of value (pp. 234-250). Cambridge ÓñÃÀÈË´«Ã½ Press.