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Anthony Roberson

Anthony Roberson, Ph.D.

Assistant Professor of School & Health Service Psychology,
College of Human Sciences and Humanities

Email: robersona@uhcl.edu

Biography

Anthony ‘Tony’ Roberson, Ph.D., is an assistant professor in the department of Clinical, Health, and Applied Sciences. He obtained his doctoral degree from Louisiana State University’s school psychology program and currently holds credentials as a provisionally licensed psychologist and licensed specialist in school psychology for the state of Texas and as a nationally certified school psychologist.

Dr. Roberson has worked in practice full-time in Cypress-Fairbanks ISD, where he was involved in assessment and intervention work with early childhood, elementary and middle school students and staff. Beyond schools, he also has experience delivery services in clinic and residential treatment settings.

His current research interests and expertise broadly concern improving measurement and the use of data in systems-level services in schools particularly in regard to positively-oriented universal screening to promote student behavioral and mental health.

Curriculum Vitae


Areas of Expertise

  • Quantitative methods, particularly correlational designs, factor analysis, and behavior rating scale development
  • School-based systems of universal screening and systems-level decision making
  • Youth wellbeing measurement
  • Acceptance and mindfulness-based therapeutic interventions


Publications

  • Roberson, A. J., & Renshaw, T. L. (under review). Dominance of general versus specific aspects of wellbeing on the Student Subjective Wellbeing Questionnaire. PsyArXiv preprint: https://psyarxiv.com/qcsyr/
  • Renshaw, T. L., Weeks, S. N., Roberson, A. J., & Vinal, S. (In Press). ACT in schools: A public health approach. In M. P. Twohig, M. E. Levin, & J. M. Peterson (Eds.), Oxford handbook of acceptance and commitment therapy. Oxford. PsyArXiv preprint: https://psyarxiv.com/ar3m8
  • Renshaw, T. L., Weeks, S. N., Roberson, A. J., Upton, S. R., Barr, J. D., Phan, M. L., & Farley, C. D. (In Press). Cultivating mindfulness in schools to promote well-being. In K. Allen, M. Furlong, S. Suldo, & D. Vella-Brodrick (Eds.), Handbook of positive psychology in schools (3rd ed). Routledge. PsyArXiv preprint: https://psyarxiv.com/6gp8y
  • Roberson, A. J., & Upton, S. R. (In Press). Measuring mindfulness in youth: Available tools and state of the science. In T. L. Renshaw & S. R. Jimerson (Eds.), Using mindfulness to promote mental health in schools. New York, NY: Oxford.
  • Roberson, A. J., & Renshaw, T. L. (2019). Initial development and validation of the Student Wellbeing Teacher-Report Scale. School Mental Health, 11, 578–599. https://doi.org/10.1007/s12310-018-09305-x
  • Roberson, A. J., & Renshaw, T. L. (2017). Structural validity of the HBSC bullying measure: Self-report rating scales of youth victimization and perpetration behavior. Journal of Psychoeducational Assessment, 36, 628–643. https://doi.org/10.1177/0734282917696932
  • Renshaw, T. L., Bolognino, S. J., Roberson, A. J., Upton, S. R., & Hammons, K. N. (2017). Using acceptance and commitment therapy to support bereaved students. In J. A. Brown & S. R. Jimerson (Eds.), Supporting bereaved students at school (pp. 223–235). New York, NY: Oxford.
  • Renshaw, T. L., Hammons, K. N., & Roberson, A. J. (2016). General vs. specific methods for classifying U.S. students’ bullying involvement: Investigating classification agreement, prevalence rates, and concurrent validity. School Psychology Review, 45, 400–416. https://doi.org/10.17105/SPR45-4.400-416
  • Renshaw, T. L., Roberson, A. J., & Hammons, K. N. (2016). The functionality of four bullying involvement classification schemas: Prevalence rates and associations with mental health and school outcomes. School Mental Health, 8, 332–343. https://doi.org/10.1007/s12310-015-9171-y


Courses (Current Academic Year)

  • PSYC 6230 Intervention II (Social & Behavioral Skills)
  • PSYC 7130 Experimental Methodology