Biography
Renée M. Tobin, PhD, is professor of counseling and school psychology at Temple University and a licensed psychologist in Pennsylvania. She completed her MS in Social Psychology and her PhD in School Psychology at Texas A&M University. Her research and practice primarily focus on promoting youth’s social-emotional development, particularly in school settings. She is co-author of the 2015 book, DSM-5 Diagnosis in the Schools, and the 10th edition of the 2022 book, Psychological Testing and Assessment: Introduction to Tests and Measurement. Her work can be found in both basic and applied research outlets, including Best Practices in School Psychology, Journal of Personality and Social Psychology, Psychological Science, and School Psychology (Quarterly). She currently serves on the editorial boards of Journal of Psychoeducational Assessment and Journal of School Psychology. She is also the workshop coordinator for the National Association of School Psychologists.
Google Scholar: Dr. Tobin on Google Scholar
Research Interests
- Individual Differences
- Research Methodology
- Social Processes/Development
Courses Taught
|
Number |
Name |
Level |
|---|---|---|
|
EDAD 0855 |
Why care about College: Higher Education in American Life |
Undergraduate |
Selected Publications
Featured
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Tobin, R. & Sevon, M.A. (2023). Best practices in multimethod assessment of attention deficit hyperactivity disorder. In P. Harrison, S. Proctor, & A. Thomas (Eds.), Best Practices in School Psychology, VII Edition, 1 (pp. 253-266). Bethesda, MD: National Association of School Psychologists. Retrieved from https://www.nasponline.org/
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Tobin, R.M. & House, A.E. (2016). DSM-5® diagnosis in the schools. New York, NY, US: Guilford Press. Retrieved from http://libproxy.temple.edu/
Recent
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Cohen, R.J., Schneider, W.J., Tobin, R., Swerdik, M., & Sturman, E. (2022). Psychological Testing and Assessment: An Introduction to Tests and Measurements. New York, New York: McGraw Hill. Retrieved from https://www.mheducation.com/
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Sevon, M.A., Levi-Nielsen, S., & Tobin, R. (2021). Addressing Racism and Implicit Bias—Part 2: A Response to the Framework for Effective School Discipline. Communique, 49(8). Retrieved from https://www.nasponline.org/
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Sevon, M.A., Levi-Nielsen, S., & Tobin, r. (2021). Addressing Racism and Implicit Bias—Part 1: A Response to the Framework for Effective Discipline. Communique, 49(5). Retrieved from https://www.nasponline.org/
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Tobin, R., Clark, E., Ochoa, S.H., & Conoley, J.C. (2020). Succeeding as university administrator. In R. Floyd & T. Eckert (Eds.), Handbook of University and Professional Careers in School Psychology (pp. 99-116). Oxfordshire, UK: Consultation, Supervision, and Professional Learning in School Psychology Series. Retrieved from https://www.routledge.com/
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Graziano, W.G. & Tobin, R. (2019). Agreeableness: A Three-level integration. In V. Zeigler-Hill & T. Shackelford (Eds.), The SAGE Handbook of Personality and Individual Differences, 01 (pp. 212-234). Washington, DC: SAGE Publications Limited. Retrieved from https://us.sagepub.com/
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Graziano, W.G. & Tobin, R.M. (2019). Theoretical conceptualizations of agreeableness and antagonism. In The Handbook of Antagonism: Conceptualizations, Assessment, Consequences, and Treatment of the Low End of Agreeableness (pp. 127-139). doi: 10.1016/B978-0-12-814627-9.00009-8
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(2019). The Handbook of Antagonism. Elsevier. doi: 10.1016/c2017-0-01875-x
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Graziano, W.G. & Tobin, R. (2018). Agreeableness: A Three-level integration. In V. Zeigler-Hill & T.K. Shackelford (Eds.), The SAGE Handbook of Personality and Individual Differences Volume I: The Science of Personality and Individual Differences, 1 (pp. 212-234). SAGE.