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Ellen Russon is an academic translator and editor specialized in translating texts from German to English and editing papers and texts written in English. She translates and edits for clients at universities, research institutes, research funding foundations, university hospitals, and more.

Ellen has over 20 years’ experience as a German-to-English translator in the social sciences. She also specializes in editing and proofreading manuscripts written in English for submission to journals and is well-versed in preparing manuscripts to conform to journals’ author guidelines, the APA style, ICJME style, Chicago style, and more.

Ellen has university degrees from the University of Zurich and Brandeis University. She is a native speaker of English but is also a dual national USA/CH. After completing her degree at the University of Zurich she worked as a psychologist in private practice in Switzerland for 9 years (former member of FSP, SKJP).

Ellen Russon, lic. phil.

German-to-English translator, editor

Member, European Association of Science Editors (EASE)

Member, Council of Science Editors (CSE)

german to english translation for academic manuals and online articles

Recent Clients

Heiko Borchert, Borchert Consulting & Research AG
Miriam Compagnoni, University of Zurich
Nadine Eggimann, Military Academy ETH Zurich
Daniel Ganz, Ganz Landschaftsarchitekten
Philippe Goldammer, Military Academy at ETH Zurich
Urs Grob, University of Zurich
Cornelia Hagmann, University Hospital Zurich
Klaus Jonas, University of Zurich
Andreas Jud, Hochschule Luzern
Paula Krüger, Hochschule Luzern
Andrea Lanfranchi, University of Teacher Education in Special Needs HfH

Katharina Maag Merki, University of Zurich
Bertolt Meyer, Technische Universität Chemnitz
Maria Petrou, Justus Liebig University Giessen
Beat Rechsteiner, University of Zurich
Elmar Schlüter, Justus Liebig University Giessen
Larissa Schneebeli, Zurich University of Applied Sciences ZHAW
Tanja von Rotz, Zurich University of Applied Sciences ZHAW
Tilmann Von Soest, University of Oslo
Agnes von Wyl, Zurich University of Applied Sciences ZHAW
Andrea Wullschleger, University of Applied Sciences and Arts FHNW

Recent Work 2022

Education

Bucher, A., & Manz, K. (2022). English abstract. Schulkultur – zentrales Element für eine gelingende Schulevaluation. Zeitschrift für Evaluation [Journal of Evaluation].
Burkhardt, S, Ramseier, E., Neuhauser, A., Schaub, S., & Lanfranchi, A. (2022).The moderating role of acculturation in a home visiting early intervention program: A randomized controlled trial from birth to age three 3 in a multi-ethnic sample in Switzerland.
Compagnoni, M., Rechsteiner, B., Grob, U., Bayer, N., Wullschleger, A., & Maag Merki, K. (2022). No loss, no gain? Potential losses in Swiss fifth-graders’ math competencies and Math self-concepts during the COVID-19 school closures.
Maag Merki, K., Grob, U., Rechsteiner, B., Rickenbacher, A., & Wullschleger, A. (2022). Preconditions of teachers’ collaborative practice: New insights based on time-sampling data. Frontline Learning Research, 10, 1–24.
Maag Merki, K., Wullschleger, A., & Rechsteiner, B. (2022). Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning. Journal of Educational Change.
Rechsteiner, B. (2022). Editing of doctoral dissertation.
Rechsteiner, B. (2022). Peeling the onion: Teachers as brokers and change agents in school improvement.
Rechsteiner, B., Compagnoni, M., Maag Merki, K., & Wullschleger, A. (2022). “Title does not dictate behavior”: Associations of formal, structural, and behavioral brokerage with school staff members’ professional well-being. Frontiers in Psychology, 13, 885616.
Rechsteiner, B., Compagnoni, M., Wullschleger, A., Schäfer, L. M., Rickenbacher, A. & Maag Merki, K. (2022). Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement. Teaching and Teacher Education, 116, 103774.
Schmitz, S., & Krüger, P. (2022). Children’s emotional well-being, difficulties, and aggressive behaviour during the first COVID-19 pandemic lockdown in German-speaking Switzerland. Psychology, 13, 1600-1621.
Suter, F., Karlen, Y., Maag Merki, K., & Hirt, C.N. (2022). The relationship between success and failure causal attributions and achievement goal orientations. Learning and Individual Differences, 100, 102225.
Wullschleger, A., Voros, A., Rechsteiner, B., Rickenbacher, A., & Maag Merki, K. (2022). Improving teaching, teamwork, and school organization: Collaboration networks in school teams. Teaching and Teacher Education, 121, 103909.
Wullschleger, A., Rickenbacher, A., Rechsteiner, B., Grob, U., & Maag Merki, K. (2022). School teams’ regulation strategies for dealing with school-external expectations for school improvement. Research in Education. First published online April 29, 2022.

Psychology

Aversa, R., Fluri, S. & von Wyl, A. (2022). English abstract for: Besonders geschützt oder ausgestoßen? Wie Personen im Alter über 65 Jahre die Coronapandemie erlebten [Specially protected or stereotyped? How persons older than 65 years experienced the COVID-19 pandemic] [Article in German].
Bachmann, A. (2022). Translations of web pages for ZHAW School of Applied Psychology: Bachelor’s degree programme, Master’s degree programme.
Eder, L., & Meyer, B. (2022). Self-endangering: A qualitative study on psychological mechanisms underlying nurses’ burnout in long-term care. International Journal of Nursing Sciences, 9, 36–48.
Eder, L. L., & Meyer, B. (2022). The mediating role of self-endangering cognitions between Nurses’ altruistic job motives and self-esteem and exhaustion: A longitudinal study. Available at SSRN: or http://dx.doi.org/10.2139/ssrn.4247691
Eggimann Zanetti, N., Ruch, W., & Annen, H. (2022). The utility of the psycholexical approach for identifying military core values: Illustrated in a sample of Swiss career officers and NCOs. Military Academy at ETH Zurich; University of Zurich.
Goldammer, P., Annen, H., Lienhard, C., & Jonas, K. (2021). An examination of model fit and measurement invariance of general mental ability and personality measures used in the multilingual context of the Swiss Armed Forces: A Bayesian structural equation modeling approach. Military Psychology. DOI:10.1080/08995605.2021.1963632
Jud, A., Grafe, B., Meshkova, K., Kavemann, B., Meysen, T., Hoffmann, U., Ziegenhain, U., & Fegert, J. (2022). Prevalence and predictors of affirmations of intimate partner violence in Germany: A first nationwide study on victimization in women and men. Journal of Interpersonal Violence, first published online April 26, 2022.
Kozák, M., Bakken, A., von Soest, T. (2022). Psychological well-being before, during, and after the COVID-19 pandemic: A nationwide examination among more than 500,000 Norwegian adolescents. University of Oslo, Oslo Metropolitan University, Norway.
Lange, S., Altrock, C.-M., Gossmann, E., Fegert, J. M., & Jud, A. (2022). COVID-19—What price do children pay? An analysis of economic and social policy factors. International Journal of Environmental Research and Public Health, 19, 7604.
Schneebeli, L. (2022). Translation of questionnaires and documents for the Smart Toddlers Study. ZHAW School of Applied Psychology.
Von Rotz, T. (2022). Master’s degree programme [brochure]. Zhaw School of Applied Psychology.
Von Rotz, T. (2022). Bachelor’s degree programme [brochure]. Zhaw School of Applied Psychology.
von Soest, T., Kozák, M., Rodríguez-Cano, R., Fluit, D., Cortés-García, L., Ulseth, V., Haghish, E. F., & Bakken, A. (2021). A nationwide study of adolescent psychosocial well-being one year after the outbreak of the COVID-19 pandemic. Nature Human Behaviour, 6(2), 217-228.

Sociology, Political Science, Social Work

Schlüter, E. (2022). Explaining immigrants‘ social distance towards natives: A multilevel mediation approach across 37 immigrant groups in Germany. Institute of Sociology, Justus-Liebig-University Giessen.
Schmitz, S., & Krüger, P. (2022). Children’s emotional well-Being, difficulties, and aggressive behaviour during the First COVID-19 pandemic lockdown in German-speaking Switzerland. School of Social Work, Lucerne University of Applied Sciences and Arts – School of Social Work, Lucerne, Switzerland
Petrou, M. (2022). What L2 speakers say about the accommodation strategies of L1 speakers: Applying CAT to narrations on intergroup interactions in Germany. Justus Liebig University of Giessen.
Portmann, R., Mitrovic, T., Gonthier, H., Kosirnik, C., Knüsel, R., & Jud, A. (2022). Do socio-structural factors influence the incidence and reporting of child neglect? An analysis of multi-sectoral national data from Switzerland. Children and Youth Services Review, 14(4), 106560.

Epidemiology, Biostatics, and Prevention; Kinderschutz

Jud, A., Mitrovic, M., Portmann, R., Gonthier, H., Fux, E., Koehler, J., Kosimik, C., & Knüsel, R. (2021). Multi-sectoral response to child maltreatment in Switzerland for different age groups: Varying rates of reported incidents and gaps in identification. Child Abuse and Neglect, 111, 10478.

Cancer Research, Cancer Research Funding Foundations

Swiss Cancer Research foundation (SCR) and Swiss Cancer League (SCL). (2019, 2020, 2021). Cancer research in Switzerland. Swiss Cancer League.

Medicine, Medical Professions, Public Health

Holzer, B. Oriane, R., Minder, C., & Zimmerli L. (2022). Motivation and personality factors of Generation Z high school students aspiring to study medicine. BMC Medical Education, 22, 31.

Firms

Ganz, D. (2021, 2022). Website texts on landscape architecture projects. Ganz Landschaftsarchitekten, Zürich.
Strobl, J., & Borchert, H. (Eds.). (2022). Storms ahead: The future geoeconomic world order. Raiffeisen Bank International.

Grant Proposals, PhD dissertations, Abstracts, CVs, Reviews

Hagmann, C. (2022). Editing of a grant proposal. Dept. of Neonatology, University Hospital Zurich.
Krüger, P. (2022). Research full proposal. Institut Sozialarbeit und Recht, Soziale Arbeit, Hochschule Luzern.

Testimonials

“Besten Dank nochmals für die äusserst hilfreichen Dienste. Es ist von unschätzbarem Wert eine Übersetzerin zur Hand zu haben, die sich auch in den behandelten Fachgebieten auskennt. Gerne werde ich Sie bei meinen nächsten englischsprachigen Artikel wiederum berücksichtigen.”
Prof. Dr. Andreas Jud, Lucerne University of Applied Sciences & Arts and Ulm University Hospital
“Ellen Russon verwandelt holperiges Englisch auf wundersame Weise in geschliffene Fachsprache. Sie beherrscht die Kunst des Schreibens wissenschaftlicher Arbeiten bis ins kleinste Detail und arbeitet rasch und kompetent. Besonders schätze ich ihre Kooperativität, wenn es gilt, eine Arbeit noch in letzter Minute zu editieren.”
Prof. Dr. Margarete Vollrath, University of Oslo and Norwegian Institute of Public Health
“Ellen Russon ist eine herausragende Übersetzerin mit umfassender Sprachkompetenz, grossem hermeneutischen Textverständnis und permanenter Bereitschaft, ihre Arbeit durch eigene Lektüre und Rückfragen noch zu verbessern. Sie arbeitet prompt, zuverlässig und kooperativ.”
Prof. Dr. Daniel Tröhler, University of Vienna

Contact
Ellen Russon