Susan Hall Page 5
Susan P. Hall, Ph.D.
Visiting Clinical Lecturer
Texas State University - San Marcos
Department of Counseling, Leadership, Adult Education and School Psychology
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EDUCATION Teachers College, Columbia University, New York, NY
Department of Health and Behavior Studies
Master of Education, February 2005
Doctor of Philosophy, October 2006
Program: School Psychology
Syracuse University, Syracuse, NY
College of Arts and Sciences
Bachelor of Arts, May 2000
Major: Psychology Minor: Philosophy
Honors: Magna Cum Laude, With Honors
Phi Beta Kappa National Honor Society
LICENSES/ New York State Psychology Licensure (License #017541)
CERTIFICATIONS New York State School Psychology Permanent Certification
WORK Clinical Lecturer/Clinic Director 8/15-Present
EXPERIENCE Texas State University, San Marcos, TX
School Psychology Graduate Program
· Teaching graduate school psychology courses related to counseling, consultation, and alternate assessment of students
· Supervising students conducting psycho-educational assessments of children and adults in a university-based clinic – Observing testing sessions by students and assisting students in making appropriate diagnostic decisions (including diagnoses of Learning Disability, ADHD, and Autism) and writing cohesive reports
· Coordinating the operations of a university-based clinic, including distributing referrals for assessments, coordinating space used for assessment with other programs, and maintenance of files and testing materials
School Psychologist 9/10-6/15
Upper Nyack Elementary School, Upper Nyack, NY
· Individual and group counseling to students with diverse needs and backgrounds – Developed and led Banana Splits group counseling programs for students whose parents have split or who have lost a parent
· Psycho-educational evaluation of students, including classroom observation, administration of cognitive, neuropsychological, and social-emotional measures, integration of findings in a written report, and presentation of findings
· Chaired CSE and 504 Committee program and annual reviews and developed appropriate Individualized Education Plans and 504 Accommodation Plans
· Provided consultation to educational staff and parents regarding behavioral, social-emotional, and/or academic concerns – Led Response To Intervention (RTI) team meetings and assisted in developing appropriate Tier II and III interventions
· Led the Positive Behavior Intervention and Supports (PBIS) team in developing and implementing a school-wide behavioral system – Developed staff questionnaires to obtain regular feedback from staff to assist in developing and evaluating the system
· Provided professional development presentations to educational staff on relevant topics including RTI, PBIS, active supervision of students, and professionalism in the workplace
· Conducted Functional Behavior Assessments (FBA) and developed corresponding Behavior Intervention Plans (BIP)
· Active member of the building’s Olweus Anti-bullying Committee – Assisted in planning and implementing programs and activities related to the topic of bullying
Internship/Externship Director 9/11-6/15
Teachers College, Columbia University, New York, NY
School Psychology Graduate Program
· Provided bi-weekly supervision to school psychology graduate students on internship
· Developed and provided lessons on pertinent topics including the role of a school psychologist, responding to crisis/emergency situations, obtaining certification, the job search, state and federal education mandates, PBIS, and the DSM-5
· Provided guidance to students applying for internship
· Reviewed and provided feedback on assignments and samples of work completed at internship including psychoeducational evaluation reports, FBA/BIPs, counseling and consultation summaries, in-service presentations, and book reviews
· Maintained contact as needed with internship site supervisors and assisted supervisors and students in resolving issues
Adjunct Assistant Professor 1/08-5/13
Teachers College, Columbia University, New York, NY
School Psychology Graduate Program
· Taught graduate class (Practicum in Psycho-educational Assessment of Culturally Diverse Students) on psycho-educational assessment of children and adolescents – As part of the course, students conducted psychodiagnostic assessments of clients – Provided consultation to advanced graduate students supervising students of the class
· Taught graduate class (Individual Psychological Testing II) on administration and interpretation of measures of social/emotional/behavioral functioning – Measures covered included BASC, ASEBA, TAT/CAT, Sentence Completion, Rorschach, and MMPI-A
Psychologist/Team Leader 11/06-8/10
St. Christopher’s, Inc., Dobbs Ferry, NY
· Provided long-term individual psychotherapy and crisis intervention for emotionally and behaviorally disordered adolescent males and females, ages 12-21, in a residential treatment center – Individuals presented with clinical conditions including Autistic Spectrum Disorders, Cognitive Impairment, Bipolar Disorder, Oppositional Defiant Disorder, Posttraumatic Stress Disorder, and Borderline Personality Traits
· Weekly consultation with parents on their child’s progress and provision of family therapy
· Consulted with a multidisciplinary team on child’s functioning and progress
· Participated in CSE annual/program reviews - Provided information for IEPs on child’s social development and recommended social/emotional/behavioral goals
· Co-led group therapy on topics including the development of mindfulness, coping, relaxation skills, and social skills
· Planned and implemented a Dialectical Behavior Therapy program in a unit of adolescent females, provided staff training, and evaluated program effectiveness in comparison to a control group
Adjunct Assistant Professor 8/09-12/09
Queens College, City University of New York, Flushing, NY
Secondary Education Graduate Program
· Planned and taught class on educational psychology for Master’s-level secondary education students – Topics covered included child development, learner differences/needs, culture and diversity, theories of learning, motivation, and assessment
SUPERVISED Psychology Intern 9/05-9/06
EXPERIENCE mercyFirst, Syosset, NY
· APA-accredited internship site
· Setting/Population: Emotionally disturbed adolescent males, ages 10-18, in a residential treatment facility or residential diagnostic unit
· Duties: Individual and family therapy, crisis intervention, psychodiagnostic assessment, trauma survivor group, risk assessment (for potentially sexually abusive adolescents)
Psychology Extern 9/03-6/04
Hawthorne Cedar Knolls High School, Hawthorne, NY
· Setting/Population: High school servicing residential and day treatment adolescents, ages 14-19
· Duties: Short- and long-term individual counseling, crisis intervention, psychoeducational evaluations, consultation with teachers in planning appropriate classroom interventions
Psychology Extern 9/02-8/03
The Henry Ittleson Center, Riverdale, NY
· Setting/Population: Emotionally disturbed children, ages 8-13, in both residential and day treatment
· Duties: Individual (including play-based) and family therapy, group therapy (i.e., communication and anger management skills), cognitive and psychodiagnostic testing
Fieldwork Intern 9/01-6/02
St. Raymonds Elementary School/St. Raymonds Academy, Bronx, NY
· Setting/Population: Children and adolescents, ages 6-18, in a parochial elementary/high school
· Duties: Psycho-educational evaluations, short- and long-term individual counseling, group counseling (i.e., stress/anger management), consultation with teachers, administrators, and parents in planning for the child, planned and conducted monthly drug education curriculum with seventh grade classes
Psychoeducational Evaluator 9/00-6/01
Center for Educational & Psychological Services, Teachers College, Columbia University, New York, NY
· Setting/Population: University-based community resource center – worked with clients ages 4-13
· Duties: Conducted psychoeducational evaluations, including diagnoses, recommendations, and referrals for additional services – conducted intakes and feedback sessions with parents
RELATED Cognitive Tester 10/03-6/05
EXPERIENCE Prep for Prep, New York, NY
· Performed cognitive testing with adolescents (ages 12-14) as part of a process of determining intellectual giftedness for potential placement in an enrichment program
Teaching Assistant/Practicum Supervisor 1/02-5/05
Teachers College, Columbia University, New York, NY
· Supervised first-year graduate students working with clients on psychoeducational assessments
· Instructed graduate students in administration, scoring, and reporting of personality, neuropsychological and academic achievement measures
Program Evaluator 9/01-6/02
Bronx-Lebanon Hospital Center, Department of Psychiatry, Child & Adolescent Services, Bronx, NY
· Conducted pre- and post-testing of children (ages 7-10) receiving outpatient psychological services who were participating in an after-school tutoring program
· Administered, interpreted, and reported findings from brief measures of intelligence, achievement, and reading
RESEARCH Research Project 9/07-12/08
EXPERIENCE Teachers College, Columbia University, New York, NY
· Continued collaboration with TC Professor Marla Brassard
· Collected data from a behaviorally and emotionally disordered adolescent sample placed in residential treatment
· Questionnaire measures included experience of parental abuse/maltreatment and identity
Doctoral Dissertation Presented April 2006
Teachers College, Columbia University, New York, NY
Title: Early Adolescent Identity Exploration: Predictors and Correlates
Dissertation sponsor: Marla R. Brassard, Ph.D.
Honors Thesis Presented May 2000
Syracuse University, Syracuse, NY
Title: Ethnic and Gender Identity and the Categorization of Others
Thesis advisor: D. Bruce Carter, Ph.D.
PUBLICATIONS/ Hall, S. P. (2011). Identity status. Encyclopedia of Adolescence, 2, 1369-1377.
POSTERS
Hall, S. P., & Brassard, M. R. (2008). Relational support as a predictor of identity status in an ethnically diverse early adolescent sample. Journal of Early Adolescence, 28, 92-114.
Hall, S. P., & Brassard, M. R. Relational support as a predictor of identity status in an ethnically diverse early adolescent sample. Poster presented March 2007 at the Society for Research in Child Development’s Biennial Meeting, Boston, Massachusetts.
AFFILIATIONS National Association of School Psychologists
Phi Sigma Pi National Honor Fraternity, Alumni Member