Dilice Robertson

Faculty

Robertson, Dilice Headshot

Dilice Robertson

DNP MSN RN APRN PMHCNS-BC PMHNP-BC FAAN

Director of Psychiatric Mental Health Nurse Practitioner Program
Clinical Associate Professor

1 212 998 5326

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Dilice Robertson is a Clinical Associate Professor. She is a nationally board-certified psychiatric mental nurse practitioner and clinical nurse specialist in the child and adolescent population in psychiatric mental health nursing. Prof. Robertson has spent her clinical career working across the lifespan in psychiatric residential treatment, substance use treatment, community mental health, skilled nursing facilities, and hospital settings. Her clinical work spans focus on early interventions in the pediatric population in addressing psychiatric presentation by unearthing the core causes of functional decline. In the adult population, her work has centered on a whole person approach-holistic, traditional, and integrative psychiatric care to promote wellness for patients accessing psychiatric mental health services. In academia, lifespan courses have been her area of focus scaffolding learning from child to the adult populations and from simple to complex presentations for students. In addition to academic instruction, Robertson engages with students in clinical instruction in the out patient and inpatient clinical settings to reinforce didactic theories.

Before joining NYU as faculty, Robertson was instrumental in the development and updates to the psychiatric mental health nurse practitioner program curriculum at Yale School of Nursing. She was honored with the Annie Goodrich Award for Excellence in Teaching at Yale School of Nursing in 2020.

DNP, Fairfield University School of Nursing
MSN, Yale University School of Nursing
MA, Southern Connecticut State University
BS, Southern Connecticut State University
Child and Adolescent Psychiatric Mental Health
Psychiatric-Mental Health
LULAC Head Start and Early Head Start Program
B-ARTS Institute
American Nurses Association
American Psychiatric Nurses Association
Eye Movement and Desensitization and Reprocessing International Association
Connecticut APRN Association
National Black Nurses Association
National Black Nurse Practitioner Association
Yale School of Nursing Alumni Association
Council for Higher Education Accreditation Guiding Coalition, Invited speaker/presenter (2023)
Annie Goodrich Award for Excellence in Teaching, Yale University School of Nursing (2020)
Yale University School of Nursing Office of Diversity Equity and Inclusion, Invited speaker (2020)

Assessing Serious Mental Health Challenges in Caregivers: What Infant Mental Health Clinicians need to know.

Robertson, D. (2026).
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Perinatal Mental Health and Psychiatric Supports: Part I

Robertson, D. (2025).
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WEBINAR Perinatal Mental Health and Psychiatric Supports: Part I The perinatal period (pregnancy, post-loss, through one year after the end of a pregnancy) can leave women and birthing people vulnerable to new and recurrent mental health disorders. Many of us have heard staggering statistics, and seen challenges in clinical and community settings alike. Not only is the mental health of the mother or birthing person crucial to their own health and well-being, but it also impacts the mental health of partners, other family members, and that of their children.  The content of this webinar broadly focused on identification, screening, prevention, and treatment supports for mental health conditions in the perinatal period. There was an emphasis on why psychiatric support for mothers and birthing persons is crucial to the individual, but also to the health and well-being of the family. Finally, concrete resources and referrals were offered for community members and interdisciplinary professionals.  This webinar is for all of those working in the perinatal period as well as children birth to 5 and their families. To view/register for Part II of this presentation from April 25, 2025, please visit the following link: https://ttacny.org/trainings/perinatal-and-mental-health-supports-part-ii/ 

Perinatal and Mental Health Supports: Part II

Robertson, D. (2025).
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WEBINAR Perinatal and Mental Health Supports: Part II This presentation was Part II of our Perinatal Mental Health and Psychiatric Supports presentation. Following the robust, comprehensive presentations in Part I and an overwhelming number of responses from participants requesting a continuation of the discussion, this webinar followed up on attendee questions that arose. After a high-level review of Part I, our clinician-scientist experts held an interactive Q&A forum as another way to engage with the previous content.  While not a prerequisite, feel free to watch Perinatal Mental Health and Psychiatric Supports: Part I for a full background, and to catch-up on the wealth of information that was shared.

Permission to Peace

Robertson, D. (2025). Self published.
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Permission to Peace meets you in the messy middle of modern life, where traditional advice falls short and cookie-cutter solutions don't fit your complex reality. This isn't another book promising that positive thinking will solve everything, or that a perfect morning routine will transform your existence. Instead, it's an honest conversation about the unique challenges you face every day, and a gentle guide toward creating peace within the chaos you can't control.

Permission to Peace Journal: A companion space for your most honest thoughts in a world that rarely slows down.

Robertson, D. (2025). Self Published.
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A companion space for your most honest thoughts in a world that rarely slows down This isn't your typical gratitude journal with prompts that feel disconnected from your actual life. This is a judgment-free space designed for the reality you're living right now—when your mind won't quiet at 2 AM, when you're questioning everything you thought you wanted, when you need somewhere to untangle the mess of thoughts that come with navigating modern life. Inside these pages, you'll find prompts that meet you where you are: processing the weight of endless news cycles, exploring the gap between who you are and who you feel pressured to become, and sitting with the uncomfortable truth that sometimes there are no easy answers. Whether you're wrestling with career choices that feel impossible, relationships that drain more than they give, or the exhausting pressure to optimize every aspect of your existence, this journal creates space for all of it. No toxic positivity. No pressure to be "healed" by tomorrow. Just honest reflection, gentle self-discovery, and permission to work through your thoughts without judgment. Because sometimes the most radical act is simply allowing yourself to feel what you're feeling, and to find small moments of peace within the beautiful, complicated mess of being human.

Unfolding health assessment case studies for the student nurse (2nd ed., pp. 71-88). United States: Sigma Theta Tau International.

Robertson, D. (2024). In Sigma Theta Tau International. (2nd ed., pp. 71-88).
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Addressing Electroconvulsive Therapy Knowledge Gaps and Stigmatized Views Among Nursing Students Through a Psychiatrist–APRN Didactic Partnership

Kitay, B. M., Walde, T., Robertson, D., Cohen, T., Duvivier, R., & Martin, A. (2022). In Journal of the American Psychiatric Nurses Association (Vols. 28, Issues 3, pp. 225-234). 10.1177/1078390320945778
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BACKGROUND: Knowledge gaps and stigmatized perceptions regarding electroconvulsive therapy (ECT) among patients and health providers contribute to the underutilization of an important therapeutic modality. The proactive education of future advanced practice registered nurses (APRNs) provides an opportunity to optimize the use of this evidence-based clinical practice. AIMS: As part of a general course in psychiatry during the first year of nursing school, we dedicated 1 hour to treatment-refractory depression, including ECT, and a second hour to a summary discussion of mood disorders. We evaluated the efficacy of this didactic offering, which was co-taught by a psychiatrist and a psychiatric APRN. METHOD: At baseline, consenting students (n = 94) provided three words they associated with ECT and then completed three validated instruments: (a) Questionnaire on Attitudes and Knowledge of ECT, (b) Opening Minds Stigma Scale for Health Care Providers, and (c) Self-Stigma of Seeking Help. Among the 67 students who repeated the assessment at endpoint, 39 attended the ECT didactic (Intervention group, 58%) and 28 did not (Control, 42%). RESULTS: After completion of the 3-month course, students showed improvement across all measures (p