Amanda Halliburton, Ph.D.
Dr. Halliburton received her Master’s and Ph.D. from Virginia Tech. She received her Bachelor’s degree from the University of Mary Washington. She joined the Department of Psychological Science in Fall 2018. Dr. Halliburton is a licensed psychologist in the state of Georgia. In addition to her teaching, research and other service, she currently serves as the faculty mentor for Prevent Child Abuse Club on the Dahlonega campus.
Dr. Halliburton is a Virginia native. In addition to her husband and family, she loves cats, playing video games, watching baseball, cross-stitching, reading, birdwatching, and playing trivia with her colleagues.
Dr. Halliburton’s primary research interest is in the use of empirically-supported, cognitive-behavioral treatments with adolescents and emerging adults, with a particular focus on mindfulness- and acceptance-based techniques. Since coming to UNG, she has also developed an interest in using mindfulness to facilitate teaching and learning. Recently, she has worked on projects related to social media and mental health, prevention of youth externalizing disorders, undergraduate students’ preparation for entering counseling-oriented careers, and the impact of COVID-19 on college students’ mental health and development. Additionally, Dr. Halliburton is an active member of the Association for Behavioral and Cognitive Therapies (ABCT).
Please contact Dr. Halliburton if you are interested in joining her research team.
Halliburton, A.E., Hill, M.B., Dawson, B.L., Hightower, J.M., & Rueden, H. (in press). Increased stress, declining mental health: Emerging adults’ experiences in college during COVID-19. Emerging Adulthood.
Cooper, L.D., Murphy, H.G., Delk, L.A., Fraire, M.G., Van Kirk, N., Sullivan, C.P., Waldron, J.C., Halliburton, A.E., Schiefelbein, F., & Gatto, A. (2019). Implementing routine outcome monitoring in a psychology training clinic: A case study of a process model. Training and Education in Professional Psychology, 15(2), 87-96.
Halliburton, A.E., & Fritz, M.S. (2018). Health beliefs as a key determinant of intent to use anabolic-androgenic steroids (AAS) among high school football players: Implications for prevention. International Journal of Adolescence and Youth, 23(3), 269-280.
Halliburton, A.E., Ridenour, T.A., White, B.A., & Deater-Deckard, K. (2017). Clinically differentiating life-course-persistent and adolescence-limited conduct problems: Is age-of-onset really enough? Journal of Applied Developmental Psychology, 52, 34-45.
Halliburton, A.E., & Bray, B. (2016). Long-term prevalence and demographic trends in U.S. adolescent inhalant use: Implications for clinicians and prevention scientists. Substance Use and Misuse, 51(3), 343-356.
Ridenour, T.A., Halliburton, A.E., & Bray, B.C. (2015). Does DSM-5 nomenclature for inhalant use disorder improve upon DSM-IV? Psychology of Addictive Behaviors, 29(1), 211-217.
Halliburton, A.E., & Cooper, L.D. (2015). Applications and adaptations of acceptance and commitment therapy (ACT) for adolescents. Journal of Contextual Behavior Science, 4(1), 1-11.