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Dr. Anderson graduated from the University of Houston in 2019 after completing the pre-doctoral internship at Applewood Centers Inc., in Cleveland, Ohio. Dr. Anderson recently completed a postdoctoral researcher fellowship at UT Southwestern, Center for Depression and Clinical Care (CRDC). Through these experiences, Dr. Anderson’s research focuses on understanding the intersectionality of cultural values, school practices, risk and protective factors that contribute to the development of internalizing disorders. This understanding can improve the quality of mental health promotion, prevention, identification, and intervention services in schools and other systems. Dr. Anderson’s research examines the key, multi-level factors that lead to early identification of psychopathology, and related sustainable and feasible school based mental health programming. Dr. Anderson focuses on measurement development/evaluation, intervention adaption, non-traditional providers/settings, and implementation strategies to promote access to care, specifically related to internalizing disorders.

• Ph.D.ÌýPhilosophy, School Psychology | University of Houston, Houston, TX
• ²Ñ.´¡.ÌýPsychology |ÌýCal State University Fullerton, Fullerton, CAÌý

• 2021 – Current:ÌýAssistant Professor in School Psychology | University of Northern ºÚÁÏÉçÇø, Greeley, CO
• 2021 – Current:ÌýSchool Mental Health Consultant in Psychiatry, Mood Disorders Division | UT Southwestern Medical Center, Dallas, TX
• 2022 – Current:ÌýSchool Mental Health Consultant | Montana State University, Boezman, MT
• 2023 – 2024:ÌýSchool Mental Health Consultant, Grant Manager | District 6, Greeley, CO

Dr. Anderson’s research focuses on understanding theÌýintersectionality of cultural values,ÌýschoolÌýpractices, riskÌýand protective factors that contribute to the development of internalizing disorders.

• Coburn, A., King, B., &ÌýAnderson, J.R.Ìý(accepted with revisions).ÌýAn Evaluation of Youth Mental Health FirstÌýAid in Rural Mountain West Schools.Ìý
• Beaman, G., Mire, S. S., Merced, I.,ÌýAnderson, J. R.,ÌýChittooran, M. M., &ÌýSabnis,S., (2024). The ethical use of generative artificial intelligence in schoolpsychology part two: Implications for practice and training.ÌýThe SchoolPsychologist, 78(2), 45-67. Division 16 of the American Psychological Association.
• Chittooran, M. M.,ÌýAnderson, J. R.,ÌýSabinis, S., Merced, I., Mire, S. S., Beaman, G.,(2024). The ethical use of generative artificial intelligence in school psychologypart one: Implications for research and training. The School Psychologist, 78(1), 5-14. Division 16 of the American Psychological Association.Ìý
• Gonzalez, J.,ÌýBlocker, J.,ÌýPryor, S. M., Carter, J.,ÌýVasquez, M.,ÌýPotter, N.,ÌýSanchez, R.,Ìý&ÌýAnderson, J.R.Ìý(2024).QuienÌýMe Ayuda?ÌýExploring Rural Latinx Mother’s Involvement in Children’s Schooling During COVID-19 Remote Schooling.
• Renshaw, T. L.,ÌýAnderson, J. R.,ÌýReinbergs, E. J., Farley, C. D., King, B., & Herd, A. (in press).ÌýValidating an internalizing psychopathology screener for use with college students.
• Reinbergs, E., Rogers, M.,ÌýAnderson, J.R. & Pryor, S. (2024). FirearmÌýcarrying andÌýadolescentÌýsuicideÌýriskÌýoutcomesÌýbetween 2015–2021ÌýacrossÌýnationallyÌýrepresentativeÌýsamples.Suicide and Life-Threatening Behavior.
• Ibarra, C.,ÌýReinbergs, E.,ÌýAnderson, J.R.,ÌýRoberson, A. (2024). AÌýsystematicÌýexamination of TexasÌýschoolÌýdistrictÌýwebsites forÌýsuicideÌýpreventionÌýinformation.Contemporary School Psychology.
• Anderson, J.R., Nandy, K., Potter, N. J., Hughes, J.L.,ÌýKahalnik, F., Pipes, R., Hancock, J., Greer, T.L., Kulikova, A., Mayes, T., & Trivedi, M. (2024). Pilot Program of an Interconnected Systems Framework: Treatment of Depression for Youth in Secondary Schools.ÌýÌýSchool Psychology.
• Anderson, J. R., Coburn, A. M., King, B. L., Kaiser, E. R., Hoyland, Z. D., Peña, J. N., Potter, N. J., Pryor, S. M., Reinbergs, E. J., & Stone, K. C. (2024). Understanding school psychology training programs: Are crisis, trauma, and suicide courses part of the course sequence?ÌýTrainers of SchoolÌýPsychology.
• Gonzalez, J., Kim,ÌýH.,ÌýAnderson,ÌýJ.R.,ÌýMcCormick, A. (2024).TheÌýeffects ofÌýa scienceÌýand social studies content rich shared reading intervention on the vocabulary learning of preschool dual language learners.ÌýEarly Childhood Research Quarterly.

• 2024ÌýÌýAmerican Psychologist Association Ethics Committee Award for Division 16, School Psychology
• 2024Ìý University of Northern ºÚÁÏÉçÇøÌýORSP Early Career Investigator
• 2024ÌýÌýUniversity of Northern ºÚÁÏÉçÇøÌýORSP CEBS Research Award
• 2023Ìý University of Northern ºÚÁÏÉçÇø Arno H. Luker Research Award
• 2023ÌýÌýPaul H. Henkin Memorial Scholarship Award(NASP)
• 2022, 2023ÌýÌýProvost Award for Travel, University of Northern ºÚÁÏÉçÇøÌý
• 2022ÌýÌýEarly Career Scholar at School Psychology Research Collaboration Conference