Dr. Sonali Mukherjee: Assistant Professor at Christ University, Delhi NCR, India
1. Article Details
The article titled “The Role of Imposter Phenomenon on Self-Handicapping and Psychological Distress among Young Adults” was written by Bhavine Pooja Y., Mukherjee Sonali, and Pathak Swati and published in Human Arenas. The study involved 242 young adults aged 18–25 years. It examined the relationship between Imposter Phenomenon, self-handicapping, and psychological distress. The researchers used the Clance Impostor Phenomenon Scale, Self-Handicapping Scale, and Mental Health Inventory. Descriptive statistics, correlation, and regression analyses were employed. The findings indicated a significant positive relationship between Imposter Phenomenon and self-handicapping, along with a positive relationship between Imposter Phenomenon and psychological distress.
2. Novelty
The novelty of the study lies in examining Imposter Phenomenon together with self-handicapping and psychological distress among young adults. Rather than focusing only on feelings of inadequacy, the study considers how such experiences may be connected with behavioural responses and psychological well-being. This provides a broader understanding of the possible consequences of imposter feelings during young adulthood, a period characterized by academic, career, social, and personal transitions.
3. Impact
The study has considerable psychological and educational relevance because it highlights the association between imposter feelings, self-handicapping behaviours, and psychological distress. The findings can increase awareness among students, educators, counsellors, psychologists, and employers about the possible negative consequences of persistent self-doubt. By recognizing these experiences at an early stage, appropriate psychological support and preventive interventions can be developed to promote confidence, healthy achievement behaviours, and better mental well-being.
4. Originality
The originality of the research is reflected in its integration of three interconnected areas: Imposter Phenomenon, self-handicapping, and psychological distress. The study moves beyond simply identifying the presence of imposter feelings and considers their relationship with behavioural and psychological outcomes. This integrated approach provides a useful perspective for understanding how negative self-perceptions may coexist with self-protective behaviours and emotional difficulties among young adults.
5. Experimental Rigor
The study demonstrates methodological rigor through the use of a defined sample of 242 young adults and established psychological measurement instruments. The use of correlation and regression analysis allows the researchers to examine relationships and predictive associations among the variables. However, the research is based on survey and self-report methods, which can be influenced by response bias. Furthermore, the correlational nature of the study means that the findings cannot establish a direct cause-and-effect relationship. Longitudinal or experimental research would provide stronger evidence regarding causal mechanisms.
6. Sustainability Impact
Although the research does not directly address environmental sustainability, it has relevance to social and psychological sustainability. Supporting the mental well-being of young adults can contribute to healthier educational participation, sustainable career development, improved productivity, and greater psychological resilience. Addressing imposter feelings may help individuals maintain healthier relationships with achievement, reduce maladaptive coping behaviours, and develop long-term psychological well-being.
7. Applicability
The findings have practical applicability in educational institutions, counselling centres, workplaces, and career-development programmes. Colleges and universities can develop awareness programmes, mentoring systems, counselling services, and psychological interventions for students experiencing excessive self-doubt. Workplaces can incorporate mentoring and employee well-being initiatives for young professionals. Mental-health professionals can also consider imposter-related experiences when addressing self-handicapping and psychological distress. The findings may therefore be useful for developing preventive and supportive interventions for young adults.
Research Portfolio
Dr. Sonali Mukherjee is an accomplished academician, researcher, psychologist, and educator with extensive experience in teaching, research, counselling, academic leadership, and student mentorship. She is currently serving as an Assistant Professor of Psychology at CHRIST (Deemed to be University), Delhi NCR. Her professional expertise encompasses clinical psychology, neurodiversity, learning disabilities, dyslexia, cognitive psychology, developmental psychology, psychological well-being, and inclusive education. She has also contributed to applied psychological research in military settings through her work at the Defence Institute of Psychological Research (DIPR), DRDO.
Online Profile
Dr. Sonali Mukherjee has developed a strong academic and research profile through sustained contributions to psychological education, interdisciplinary research, doctoral supervision, scholarly publications, peer review, academic conferences, and professional training. She currently teaches undergraduate and postgraduate psychology courses, guides four PhD scholars, reviews manuscripts for reputed Scopus-indexed journals, organizes workshops and conferences, and contributes to institutional academic initiatives. Her academic engagement also includes collaboration and representation in the Centre for Neurodiversity Research and Innovation (CNRI), reflecting her commitment to advancing research and practice in neurodiversity and inclusive psychological education.
Education
Dr. Mukherjee completed her PhD in Psychology with specialization in Clinical Psychology and Learning Disability (Dyslexia) from the Defence Institute of Psychological Research (DIPR), DRDO, Delhi, during 2010–2017. Her doctoral thesis, titled “Identification of Cognitive Markers among Dyslexic and Non-Dyslexic Children,” focused on understanding cognitive characteristics associated with dyslexia. She completed her M.A. in Psychology from the University of Allahabad during 2006–2008 with a GPA of 7.50/9.0 and her B.A. in Psychology and Political Science from the University of Allahabad during 2003–2006 with 63%. She is also certified as an NLP Practitioner at Levels 1 and 2.
Research Focus
Dr. Mukherjee’s research interests primarily focus on neurodiversity, dyslexia, attention, Autism Spectrum Disorder, dyscalculia, ADHD, cognitive psychology, psychological preparedness, developmental and behavioral issues among adolescents, the impostor phenomenon, social psychology, filial therapy, and psychological well-being. Her research integrates cognitive, clinical, developmental, educational, and psychosocial perspectives, with particular emphasis on understanding learning disabilities, neurodevelopmental conditions, inclusive education, emotional well-being, psychological resilience, and evidence-based interventions for children, adolescents, young adults, educators, and families.
Experience
Dr. Mukherjee has been serving as an Assistant Professor at CHRIST (Deemed to be University), Delhi NCR, since July 2020. Prior to joining higher education, she worked as a PGT Psychology Teacher and Counsellor at Universal Public School, Preet Vihar, Delhi, from April 2017 to June 2020 and as a Counsellor at Salwan Public School, Rajendra Nagar, New Delhi, from December 2015 to March 2017. She served as a Junior Research Fellow and subsequently Senior Research Fellow at the Defence Institute of Psychological Research (DIPR), DRDO, from November 2009 to September 2014, and earlier worked as a Research Assistant at the Centre for Behavioural and Cognitive Sciences, University of Allahabad, during 2008–2009.
Research Timeline & Activities
Dr. Mukherjee began her research career with work in health psychology and quality of life, followed by research on dyslexia, reading difficulties, cognitive processes, and bilingual literacy at the University of Allahabad. During her tenure at DIPR, DRDO, she contributed to research on combat stress behaviors, psychological preparedness of soldiers, psychophysiological correlates of biological rhythms, scale and questionnaire development, statistical analysis, literature reviews, and research publications. At CHRIST University, she has undertaken seed-funded projects addressing educators’ capacity to support students’ social and emotional needs following the pandemic and the relationship between self-handicapping, the impostor phenomenon, affective factors, and psychological distress. She has presented research at numerous national and international conferences, organized academic conferences, CRE workshops and QIPs, delivered invited lectures, chaired scientific sessions, and currently supervises four PhD scholars.
Awards & Honors
Dr. Mukherjee has received several awards and professional recognitions for her academic and research contributions. She received the Best Presentation Award at the International Conference on Developmental Disability in 2014 for her research on phonology and orthography among children with reading disabilities and the Best Paper Award at the 2nd International Conference on Recent Advances in Cognition & Health in 2014 for her work on handedness and verbal working memory. She was a recipient of the DRDO Fellowship from 2009–2014 and was recognized as a PhD supervisor at CHRIST (Deemed to be University) in 2022. She has received appreciation certificates for organizing CRE workshops on play therapy and learning disability, recognition for her contribution to NAAC work, and appreciation for her role as a reviewer. In 2025, she was selected for the Summer Faculty Research Fellow (SFRF) Program at IIT Delhi and as a CHRIST University representative for the Centre for Neurodiversity Research and Innovation (CNRI).
Strengths for the Innovative Researcher Award
1. Interdisciplinary Research Across Psychology and Education
Dr. Sonali Mukherjee’s research demonstrates a strong interdisciplinary approach integrating clinical, cognitive, developmental, educational, and social psychology. Her work spans neurodiversity, dyslexia, learning disabilities, psychological well-being, developmental concerns, and psychosocial factors, enabling her to address complex human and educational problems from multiple perspectives.
2. Innovative Focus on Neurodiversity and Learning Disabilities
A central strength of her research is her sustained contribution to neurodiversity, dyslexia, ADHD, Autism Spectrum Disorder, and dyscalculia. Her doctoral research on cognitive markers among dyslexic and non-dyslexic children reflects her commitment to identifying underlying cognitive processes and developing research-based approaches for better understanding and supporting diverse learners.
3. Research on Emerging Psychological Challenges
Dr. Mukherjee has contributed to emerging areas such as the Impostor Phenomenon, self-handicapping, psychological distress, affective factors, and young-adult well-being. Her research connects internal psychological experiences with behavioural and emotional outcomes, offering new perspectives on the challenges faced by young adults in academic and professional environments.
4. Strong Applied and Evidence-Based Research Orientation
Her research is characterized by a clear connection between scientific investigation and real-world application. Her work on psychological preparedness, combat stress, cognitive processes, learning disabilities, educators’ social-emotional capacities, and student well-being demonstrates her ability to investigate practical problems and generate knowledge that can inform interventions, counselling practices, educational strategies, and psychological support systems.
5. Sustained Research Leadership and Knowledge Contribution
Dr. Mukherjee demonstrates research leadership through doctoral supervision, funded research projects, scholarly publications, conference presentations, peer reviewing, academic workshops, invited lectures, and interdisciplinary collaborations. Her association with the Centre for Neurodiversity Research and Innovation and selection for the Summer Faculty Research Fellow Program at IIT Delhi further reflect her continuing engagement with advanced research, collaboration, and knowledge creation.