|Dr. Gwendolyn Singleton |
Dr. Gwendolyn Singleton is Chairperson and an Associate Professor in the Department of Psychology at Florida A&M University (FAMU). Dr. Singleton received her Ph.D. in Neuropsychology from Howard University. In August 2011, Dr. Singleton was elected as the Chairperson of the Department of Psychology at FAMU, becoming the first FAMU alumnus elected to this position. At FAMU, Dr. Singleton serves as the Chair of the Institutional Review Board and as a Faculty Senator. She serves on a host of other university committees, as the faculty advisor and mentor for several student organizations, and in community services initiatives. Dr. Singleton has been engaged in ongoing research that examine (1) the efficacy of cognitive and behavior-based interventions in reducing stress, anxiety, and depression, (2) the relationships among stress, blood pressure, cortisol, and interleukin-6 (IL-6), (3) the impact of stress management intervention on the recovery response to neuropsychological rehabilitation, and (4) the relationships among perceived stress, perceived racism, cultural identity, stress biomarkers (cortisol and IL-6) and health outcomes. Dr. Singleton’s research aims are to contribute to the broadening and enhancement of the field’s comprehension of the utility of self-management practices and its’ psychological and physiological benefits; as well as, to increase knowledge relative to the individual and summative influences of subjective, physiological, and hormonal responses to stress. This research will facilitate additional research in the area of psychoneuroimmunology, in that it allows the study of the effects of psychological events on nervous system functions, and its effects on immune system functions. Additionally, Dr. Singleton’s research not only, bridges several uncommonly connected areas of research: neuropsychology, psychoneuroimmunology, and alternative/behavioral medicine, but also contributes to the reduction the disparities in the incidence, severity and recovery from stress-related diseases in African Americans.
|Dr. Yvonne R. Adams Bell |
Dr. Yvonne R. Adams Bell is currently an associate professor of psychology in the Department of Psychology at Florida A&M University where she has been teaching more than thirty years. She received her Bachelor’s Degree in psychology from Talladega College in Talladega, Alabama; a Master’s Degree in Experimental Psychology from Howard University and the Ph.D. Degree in Educational Psychology and Measurements from the University of Nebraska in Lincoln, Nebraska. Dr. Bell served as chairperson of the Department of Psychology from 1999 to 2006. Also, she served as advisor to the FAMU Chapter of PSI CHI, the International Honor Society in Psychology for more than twenty years. She is one of the past presidents of the North Florida Chapter of the Association of Black Psychologists. Dr. Bell has published several articles in refereed journals. Her current research interest is reading and analyzing novels that portray Black history and social-cultural themes/issues for the purpose of enriching her class lectures and diversifying class assignments. Two pivotal experiences of her professional career were the trips to Ghana and Nigeria in 2000 and 2002, respectively. She spent two weeks in each country and was immersed in the history and traditional culture of African people. She was deeply inspired by her experiences in the Motherland.
|Yolanda K. H. Bogan, Ph.D. |
Dr. Yolanda K. H. Bogan is an Associate Dean of the College of Social Sciences, Arts and Humanities and Professor in the Department of Psychology. She received her Ph.D. in Clinical Psychology from the University of Georgia where she studied the long-term impact of mislabeling childhood sexual abuse. She completed her internship at the Baylor College of Medicine and was Chief Intern for the Sexual Assault Program. Dr. Bogan has been a licensed psychologist for over twenty years and has worked in private practice and faith-based settings. Her most recent externally-funded research projects (2013-2018) focus on educating low-income African-American and other minorities on finances and retirement securities and (2015-2018) enhancing a coordinated community response to sexual assault, dating violence, domestic violence and stalking. Dr. Bogan is currently seeking highly motivated graduate assistants with an interest in applying Black psychology theory to address financial disparities that negatively impact Black people. Dr. Bogan has funding for five students a year through the summer of 2018.
Her most recently published articles and grants are below:
Singleton, G. & Bogan, Y.K.H. (2015). FAMU Behavioral Health Service Capacity Expansion and
Training Program. HBCU Center for Excellence. ($7,500).
Bogan, Y.K.H. & Coleman, A. (2015). FAMU Project Safe. Office of
Violence Against Women. ($300,000/3 years).
Sevig, T., Bogan, Y.K.H., Dunkle, J. & Gong-Guy, E., (2015). Writing effectively as college
student directors and administrators: lesson learned from a 2-minute speech. Journal of
College Student Psychotherapy, (29) 1-7. Bogan, Y.K.H. & Golden, A. (2014). Minority Serving Institution-Partnership with Community-Based
Organizations. Substance Abuse Mental Health Services Administration ($889,015.73/3 years).
Friday-Stroud, S. & Bogan, Y.K.H. (2013). Minorities and Retirement Securities (MARS) Program. U.S. Dept. of
Education. ($576,245/5 years). Bogan, Y.K.H., Singleton, G. & Golden, A. (2013). Behavioral Health Workforce Capacity Expansion Program. HBCU
Center for Excellence. ($7,500).
Dr. Bogan's hobbies are exercising, reading fiction, traveling, and sampling chocolate.
Yolanda K. H. Bogan, Ph.D.
Professor of Psychology
College of Social Sciences, Arts and Humanities
Tucker Hall, Room 214
Raeford Brown, Ph.D.
Raeford Brown, Ph.D. University of Michigan, 1977/FAMU since 1982 Associate Professor Areas: Developmental and Social Psychology, African-American Psychology, Black child development and Black Personality
Research: Dr. Brown's research interests are in the areas of the influence of the African worldview in the socialization of African-American children, particularly related to moral development, and the development and expression of Africentric personality characteristics in Black students. He is also interesting in investigating psychological precursors to alcohol impaired driving safety restraints among African American youth.
| DeAnna M. Burney, Ph.D. |
Dr. DeAnna M. Burney is an Associate Professor in the discipline of Psychology. She received her graduate level training from major universities including the University of Wisconsin-Madison and the University of South Florida.
Many years of service has been rendered in Florida’s public schools as a Psychologist, where she provided psychological assessments, interventions, and counseling to students experiencing academic, behavior, and mental health difficulties. Dr. Burney has been instrumental in consulting with parents and community agencies to respond to crises and potential threats that have occurred within schools and communities. She is an experienced crisis counselor and has assisted in resolving many mental health cases involving bomb threats, race riots, vehicular accidents, and potential suicides. Her research interests and study are varied and includes research in the areas of anger and violence among children and adolescents, biofeedback and anger reduction, the study of transportation, evacuation and reunification during natural and created disasters and post-traumatic effects including post-traumatic stress disorder precipitated by poverty among natural disaster victims. More recently, Dr. Burney has embarked in research concerning Childhood Obesity and the development of Breast Cancer due to lifestyle health and psychological factors. Dr. Burney has many published referred journals articles, book chapters, and books supporting all of the above research efforts. Further she is the author of the Adolescent Anger Rating Scale (AARS), an assessment instrument that is used by many psychologists and counselors nationally and internationally to screen for students who are potentially a threat to the school environment. She has authored several books including the Adolescent Anger Rating Scale: Its initial development and Validation, Educational Interventions K-12 Practical Applications for Academic Success, and Psychology in Everyday Life: the Science of Mental Processes and Behavior. She is currently writing additional books focusing on behavior, and mental health interventions for student within academic environments.
Furthermore, Dr. Burney is accomplished in the area of assessment by training and experience. She has been instrumental in assisting programs and colleges successfully obtain and maintain accreditation status with their respective accreditation agencies, including SACSCOC, NCATE, and FDOE. Dr. Burney successfully teaches and coaches’ assessment practices. Overall, she strives to expand the culture of assessment as a method of accountability and success, and further to train other ensuing psychologists while collaborating with other professions to develop interdisciplinary approaches to improving the mental health welfare of students, families, and communities.
Finally, she is a Humanitarian and serves as a volunteer for the American Red Cross to address communities in crisis due to natural disasters. She is the Co-founder of Camp Gnosis, a holistic summer camp designed to address academic, physical, social, spiritual, and mental health needs of low income students in grades 1 – 12
|Amber Golden, Ph.D. |
Florida State University, 2006/FAMU since 2013
Areas: Family Relations, Marriage and Family Therapy, Program Evaluation
Research: Dr. Golden's research focuses on HIV, HCV, and Substance Abuse education and prevention.
|Seward E. Hamilton, Jr., Ph.D. |
Howard University, 1987/FAMU since 1989
Areas: School Psychology, African-American Psychology, Multicultural Educational Assessment, Africentric Psycho-educational assessment
Research: Dr. Hamilton's research interests are in the following areas: the incorporation of Black personality theory into Africentric cognitive, educational and psychological assessment batteries, and the influence of African-centered curricula on personality, school behavior and achievement performance outcomes of so-called gifted and non-gifted African-American children. He is currently conducting research focused on the relationship between African self-consciousness and school behavior and performance of African-American children in elementary and middle schools.
| Huberta Jackson-Lowman, Ph.D. |
Dr. Huberta Jackson-Lowman is an Associate Professor of Psychology and recent past Chair of the Department of Psychology at Florida A&M University in Tallahassee, Florida. She received her doctorate in Clinical Psychology from the University of Pittsburgh. Her professional career, prior to her 1996 arrival at Florida A&M University, consisted of serving in both the private and public sectors as Executive Director of the Mayor’s Commission on Families in Pittsburgh, Pennsylvania, an initiative which focused on the implementation of strategies for reducing the high black infant mortality rate; as co-director of the former Institute for the Black Family at the University of Pittsburgh; and as a psychologist in private practice for 15 years.
Currently she serves as the Southern Regional Representative for the Association of Black Psychologists and has served in various roles within that organization. She is also a Board member of the Ujamaa Collective, a women’s cooperative in Pittsburgh, PA. She is a certified diplomat and fellow in Afrikan-centered psychology. In 2008 the Association of Black Psychologists presented her with the annual Scholarship Award for her research and presentations. In 2011 she received the Asa Hilliard Road Scholar Travel Award.
Dr. Jackson-Lowman’s research examines the effects of the intersectionality of race, gender, class, and culture on the health, mental health, and relationships of women of Afrikan descent and explores the use of cultural strategies, such as proverbs and rites of passage, as tools of socialization for Afrikan American youth. Presently, she is editing a textbook on the psychology of Black women with an expected publication in 2013.
|Huijun Li, Ph.D. |
Dr. Huijun Li received her Ph.D. in School Psychology from the University of Arizona in 2003. She is a Nationally Certified School Psychologist. Dr. Li is an assistant professor in the Department of Psychology, College of Arts and Sciences, Florida A & M University. She has served as the Director of Multicultural Research of the Commonwealth Research Center, Beth Israel Deaconess Medical Center, and Harvard Medical School. Dr. Li has received several federal grants to study psychosocial factors related to help-seeking behaviors among individuals from diverse backgrounds. She has recently been selected to serve on the Editorial Board of Asian Journal of Psychiatry and Editorial Advisory Board of Psychology in the Schools.
|Jermaine Robertson, Ph.D. |
Dr. Jermaine Robertson is a proud graduate of the Community Psychology program (1997) here at Florida A&M University. After completing his master’s degree, he went on to study at Howard University where he received his PhD in Clinical (Child) Psychology in 2003. Upon completing his doctoral studies, Dr. Robertson worked as a research fellow in the Psychiatry department at Howard University Hospital (HUH) on a collaborative research project with the National Institute of Mental Health (NIMH). The focus of the HUH/NIMH collaboration was to recruit more African Americans into clinical trials focusing on psychopharmacological treatments for mood and anxiety disorders. After completing this fellowship, Dr. Robertson joined the faculty in the Psychology department at Florida A&M University (2004) where he is currently an associate professor and director of the Community Psychology program. His research focus is on racial and cultural identity and how these impact the development of various psychological and behavioral disorders in African descent populations. More specifically, he has conducted research identifying the incidence and prevalence rates of various psychological disorders in African American young adults and the social and cultural factors that prevent them from seeking psychological help. Dr. Robertson’s most current research focus is on cultural and psychological factors impacting college student involvement in hazing. He is also a licensed psychologist in the state of Florida.
| Jackie Collins Robinson, Ph.D. |
Dr. Jackie Collins Robinson holds a doctorate in clinical psychology and is licensed to practice psychology by the state of Florida in two areas - as a psychologist and as a school psychologist. She received her Bachelor’s and doctorate degrees from Florida State University and her master’s degree from the University of West Florida. She has worked in the field of psychology for over 30 years including as a school psychologist with Escambia County Schools, outpatient mental health clinics, inpatient hospitals such as Florida State Hospital, forensic psychology at Florida State Hospital, and eight years in private practice. Since 2003, she has been a member of the psychology faculty and is currently an associate professor in the department of psychology at Florida A & M University where she teaches undergraduate and graduate courses and does research on the behaviors that affect health. She has primary responsibility for providing supervision for school psychology and community psychology graduate students during their field placement/internship experiences. Community involvement includes membership on the Advisory Council for the Day of Dialogue on Minority Health, a group that supports mental and physical health awareness in minority communities in Leon, Gadsden, Wakulla, and Jefferson counties. She is actively involved in establishing health ministries in churches. She is also a well known presenter in the community on issues involving stress management, depression and the connection between mental, physical, and spiritual health.
Brian Sims, Ph.D.
University of Michigan/FAMU since 2014
Education and Psychology
Novell E. Tani, Ph.D
Novell E. Tani is a first generation college graduate and Ph.D. recipient within his family. After completing his undergraduate studies at Florida A&M University, Novell obtained his Ph.D. in Developmental Psychology from Florida State University. Novell serves the department in several capacities; his responsibilities range from teaching, serving on academic committees, advising, chairing master’s theses, conducting research, managing the departmental website, and overseeing the department’s Psychology Club. Teaching Philosophies. Novell strives to utilize atypical instruction approaches to spark intrinsic learning drives within students. He believes that education is a directed, collaborative, individual, and continual process. Novell emphasizes the importance of lecture preparation via prior reading and comprehension of course related materials, in-depth critical analysis via discussion, cross-disciplinary inquiry and debate of content materials. He also encourages student driven discourse, prompted with apprentice research, student teaching and cooperative analysis of materials related to psychology and minority populations. Cross-Cultural Learning. Novell has lived in London, where he led groups of students on an abroad program that focused on a cross-cultural analysis of educational psychology. He aims to continue a global analysis of social, cultural, emotional and psychological investigations that primarily focus on the “state of being” in individuals of Afro descent. Research. Being a product of a single mother in a low socio-economic household, Novell has dedicated his research efforts to examine how African-American males face adversities from social and cultural influences. His studies examine teachers’ perceptions of students from varying demographic backgrounds and the possible effects of perception on students’ academic development. Novell’s interests surround cultural factors: dialect, stereotype threat, self-efficacy, ethnic/racial identity, and worldviews that may influence the cognitive development in minorities of various age groups. Interests. Novell enjoys prompting individuals to take an in-depth analysis of social mores, reading, writing: poetry, fictional, and scholarly writing; exercising, coffee, and Chinese food.
Patton-Terry, N. Connor, C. Johnson, L., Stuckey, A., & Tani, N. (2016, February). Dialect variation, dialect-shifting, and reading comprehension in second grade. Reading and Writing, 29(2), 267-295. doi: 10.1007/s11145-015-9593-9.
Connor, C., Kaya, S., Luck, M., Toste, J.R., Canto, A., Rice, D., Tani, N., & Underwood, P.S. (2010, March). Content Area Literacy: Individualizing Student Instruction in
Second-Grade Science. The Reading Teacher, 63(6), 474–485. doi: 10.1598/RT.63.6.4.
Tani, N. & Connor, C.M. (in review). The association of teachers’ perceptions with second graders’ behavior and academic achievement: examining race and gender differences.
Tani, N. (in preparation). Meta-analysis: Examining Teachers’ Accuracy in Evaluating the Academic Performance of k-6th Grade Students when using assessment measures.
Tani, N. (in preparation). Pre-service Teachers’ Interpretations of Students’ Reading Abilities: Does bias exist before teachers reach the classrooms?
Paper presentation; on Teachers’ Perceptions of Students’ Behavioral and Academic
Performance, Society for the Scientific Study of Reading Research Conference
Paper presentation on Pre-Service Teacher’s Perceptions of Students by Race & Gender, Society for the Scientific Study of Reading Research Conference, Int’l Conference.