Armed with an MSc in Economic and Social History from the University 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 University, 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 University of Geneva, Switzerland.

He obtained his doctorate (summa cum laude) from the University of Neuchâtel, Switzerland in June, 2017, under the supervision of Professor Fabrice Clément. During that time and since, he completed SNSF research fellowships at UC Berkeley, USA with Professor Joseph J. Campos, at the University of Amsterdam, Netherlands with Professor Agneta Fischer and the University of Oxford, UK with Professor Brian Parkinson.

Having spent four years in the special education department at the University of Fribourg under Professors Andrea Samson, Myriam Squillaci, and Geneviève Petitpierre, Danny then spent a year as senior researcher and lecturer at the Institute of Family Research and Counselling under Professor Dominik Schoebi. 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 University Press.

Research interests: Affectivism, 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: 10.1038/s41598-024-70751-6

• 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: 10.1007/s42761-024-00272-y

• Fares-Otero, N. E., Sharp, T., Balle, S. R., Quaatz, S. M., Vieta, E., Åhs, 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: 10.1080/20008066.2024.2398921

• Haim-Nachum, S., Sopp, M. R., Lüönd, A. M., Afzal, N., Åhs, 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: 10.1038/s41398-024-02980-2

• 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: 10.1017/S0140525X24000207

• 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: 10.1007/s41252-023-00356-z

• 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: 10.1038/s44271-024-00129-x

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: 10.3389/feduc.2023.951970

• Martínez-Castilla, P., Campos, R., Samson, A. C., Van Herwegen, J., & Dukes, D. (2023). Perceived anxiety in families caregivers of individuals with autism spectrum disorder, Down syndrome and Williams syndrome during the lockdown of the first COVID-19 wave in Spain. 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: 10.1007/s10803-022-05450-0

• 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: 10.7189/jogh.13.04081

• 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: 10.3991/ijet.v18i07.29419

• 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: 10.1016/j.ridd.2023.104513

• 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: 10.1007/s42761-023-00217-x

• 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: 10.1371/journal.pone.0283494

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: 10.1371/journal.pone.0270845

• Pfaltz, M. C., Halligan, S. L., Haim-Nachum, S., Sopp, M. R., Åhs, 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: 10.1159/000523667

• 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: 10.3389/fpsyt.2022.940872

• 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: 10.3389/frvir.2022.826241

• 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: 10.1515/humor-2021-0038

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. Nature Human Behaviour, 5, 816-820. doi: 10.1038/S41562-021-01130-8

• 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: 10.1037/rev0000311

• 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: doi: 10.1007/s42761-021-00086-2

• 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: 10.1007/s10803-021-05168-5

• 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: 10.3389/fpsyt.2021.708465

• Wharton, T., Bonard, C., Dukes, D., Sander, D., & Oswald, S. (2021). Relevance and Emotion. Journal of Pragmatics, 181, 259-269. doi: 10.1016/j.pragma.2021.06.001

• 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:10.3389/fpsyg.2021.705937

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: 10.1017/S0140525X19002784

• 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: 10.1080/02699931.2020.1745760

• 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: 10.1007/s10803-019-04336-y

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: 10.3389/fpsyg.2018.00763

2017

• Clément, F., & Dukes, D. (2017). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, 9(3), 253-261. doi: 10.1177/1754073916661634

• 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: 10.1177/1754073916679006

• 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: 10.1111/cdep.12230

2013

• Clément, F.*, & Dukes, D.* (2013). The role of interest in the transmission of social values. Frontiers in Psychology, 4, Article 349. doi: 10.3389/fpsyg.2013.00349

• 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: 10.3389/fnhum.2013.00750

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: 10.1352/1944-7558-117.5.368

 

Edited Books

Forthcoming

• Dukes, D., Sauter, D. A., & Sander, D. (2025). The Oxford handbook of affectivism. Oxford University Press.

2022

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

2019

• Dukes, D., & Clément, F. (Eds.) (2019). Foundations of affective social learning: Conceptualizing the social transmission of value. Cambridge University Press. doi: 10.1017/9781108661362

 

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 University 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 University 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 University 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 University Press.