Maryland School 
 Psychologists' Association

Panel Discussion: School Psychologists as Behavioral and Mental Health Providers

  • 07 Aug 2018
  • 8:30 AM - 12:00 PM
  • Howard University, Miner Hall (2450 6th Street, NW; Washington, DC 20059)
  • 27


Registration is closed

School Psychologists as Behavioral and Mental Health Providers: A Panel Discussion

Tuesday, August 7, 2018

(Registration Deadline August 3, 2018)



With the steady increase in the number of youth in need of mental health services, schools are a natural and ideal location in which to provide these services and promote positive mental health outcomes. And, school psychologists are uniquely qualified to provide these services in schools; however, their ability to provide these services may be constrained by organizational characteristics (e.g., school psychologist to student ratio, administrative approvals) or by the need for additional professional development. The purpose of this session is to hear the experiences of four school psychologists who have incorporated mental health prevention and intervention services into their practice.



As a result of this session, participants will be able to:

  • Describe how mental and behavioral health problems impact children and youth’s academic achievement and overall school experience
  • Discuss how mental and behavioral health services can be implemented by school psychologists within a multitiered system of supports (MTSS) model
  • Describe how school psychologists collaborate with other school-based professionals and community agencies to promote positive school mental health


8:30 – 9:30       Registration & Coffee
9:30- 11:00       Overview from each panelist

11:00-12:00      Panel Discussion led by Celeste Malone

Bill Flook retired from his position as Supervisor for the Office of Psychological Services, Baltimore County Public Schools, in 2015.  This year he is consulting with the Kent County Public Schools; and serving as mentor for the new KCPS school psychologist.  Bill worked with the interns in the school psychology doctoral program at the University of Maryland for two years following retirement.

Active with mental health advocacy for many years, Bill represented public education on the Mental Health Advisory Committees of both Anne Arundel and Baltimore Counties.  Currently he serves on the steering committee for the Kent and Queen Anne’s chapter of the National Alliance on Mental Illness (NAMI).

Bill maintains an active engagement with the legislative process in the Maryland General Assembly, working with advocacy groups representing school psychologists, licensed psychologists, and NAMI.  He is also active in local political organizations.

Bill completed his graduate work in psychology at the University of Rhode Island (Ph.D. 1982) with an emphasis on school psychology.  He began his career as a teacher in the Providence (RI) public schools in 1969, and has been a school psychologist since 1974, with service in Rhode Island, Massachusetts, and Iowa before coming to Maryland in 1984.  He is married, with three children and four grandchildren.



Shantrell Huffman, Ed.D. has created PTSD groups to support students in urban settings who are exposed to violent images and trauma.  His panel presentation will address ways to work with administrators to press the importance of providing mental health services in schools as well as the importance of PTSD counseling for minority youth.  (Additional bio information to follow).  


Colleen Lippenholz, MA, CAS, NCSP is a nationally certified school psychologist who has worked for Carroll County Public Schools (CCPS) for the past nine years.  She earned her BA in psychology from the University of Connecticut in 2005 and her MA and Certificate of Advanced Study (CAS) from Towson University’s School Psychology Program in 2009.  Over her nine years of professional practice, she has had experiences working with students in pre-k through high school.  Her responsibilities as school psychologist have included conducting psychological evaluations, assisting IEP teams in determining special education eligibility, behavioral and instructional consultation, completing Functional Behavior Assessments (FBA), developing Behavior Intervention Plans (BIP), providing counseling services to students, participating in school teams (SST, PBIS, etc.), and providing consultation to families.  Ms. Lippenholz is currently assigned to one Title I elementary school which differs from her assignment in previous years where she was assigned to three schools. 

During the current school year Ms. Lippenholz has expanded her role to include a more comprehensive range of services aligned with Multi-Tiered Systems of Support (MTSS).  Some of her expanded responsibilities include piloting the use of the Devereux Student Strengths Assessment (DESSA) which is a standardized, strength-based measure of the social and emotional competencies of students.  The DESSA has been used by Ms. Lippenholz to identify and monitor progress of at-risk Kindergarten students within the school.  That data is used to drive intervention for those at-risk students.  Ms. Lippenholz also has piloted the implementation of a school-wide social emotional curriculum which consists of classroom lessons she co-leads with the school counselor.  Ms. Lippenholz’s full time assignment in one building has allowed improved frequency and integrity of intervention progress monitoring across tiers.  This has led to improved behavioral and mental health provision to students which is not as feasible within a three school assignment. 


Byron McClure is a National Certified School Psychologist and member of the National Association of School Psychologists (NASP) who uses his extensive expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, emotionally, and behaviorally. He been a school psychologist for eight years and has served as a member of the Leadership Development Committee within NASP for the past two years. Dr. McClure has helped orient new and returning NASP leaders, identify and assign mentors, promote growth and self-evaluation of leadership skills and activities, and develop leaders within the field of school psychology who are prepared to serve the association. He is the Co-chair of the Awards Sub-committee of LDC and directly assists with the selection and nomination process for the School Psychologist of the Year and Lifetime Achievement Award for NASP.

As a practitioner, he has partnered with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community.  His efforts to support and ensure implementation of an effective Response to Intervention (RTI) process, is expected to continue to decrease over identification of students with disabilities.  He has worked to support students’ social emotional and behavioral needs and has done considerable work advocating for fair and equitable discipline practices for all students, particularly, for students of color and for students with disabilities. He served as 504 Coordinator for 6 years, Positive Behavior Interventions and Supports (PBIS) Coach, and committee member for a districts disproportionality committee whose goal was to reduce rates of behavior infractions, suspensions, and expulsions for students of color.

Additionally, Dr. McClure has conducted research evaluating disproportionate discipline practices and its impact within a PBIS framework. His study sought to determine the extent that high fidelity PBIS implementation affected indices of disproportionate discipline (the rate African-American students received disciplinary infractions when compared to Caucasian students). This was achieved by calculating and then analyzing risk ratios and risk indices. Results from the analyses were shared with school administration and staff, then recommendations were provided to modify and improve existing PBIS frameworks.

Dr. McClure completed his dissertation, which was an investigation of social emotional learning programs with minority students from high-poverty communities. Dr. McClure found specific SEL programs, which increased pro-social behaviors, reduced conduct problems, and improved academic performance for students of color. With the findings from the research study, school districts may begin to identify, select, and use high-quality and evidence-based SEL programs with minority students from high-poverty communities. Dr. McClure has presented at the NASP national conference in San Antonio, Texas and most recently in Chicago, Illinois. He was also a keynote speaker at the Florida Association of School Psychologists Summer Institute. 

 Workshop Location/ Parking:

Howard University, Miner Hall (2450 6th Street, NW; Washington, DC 20059). The building is between the Administration Building and School of Business. Go up the parking lot stairs for entrance to the building. 

Campus map with Miner Hall highlighted.  August 2018 Panel Discussion Howard University Campus Map.pdf 

There is metered parking available along Georgia Avenue, 6th Street, and Howard Place.

For those wanting to park in a lot, visitor parking is available on the Howard Center Lot at a rate of $10/day and $160/month. The entrance to the Howard Center Lot is located on 8th St. NW. ( 

The Howard Center Lot is about four blocks from Miner Hall, so it’s probably easier, more convenient, and cheaper to park on the street.


CPD/CE Credit: 

Documentation of attendance for 2.5 hours of Continuing Professional Development/ Continuing Education (CPD/CE) credit will be provided to certified school psychologists and licensed psychologists who attend the entire panel discussion.  Partial credit cannot be awarded. In order to receive CPD/CE credit, attendees must arrive no later than 15 minutes after the start, and may not leave prior to 15 minutes before the end of the program. The National Association of School Psychologists (NASP), and hence the Maryland Board of Examiners of Psychologists, recognize MSPA as an approved provider of CPD/CE for psychologists (NASP APS #1002). MSPA maintains responsibility for the program.  Persons with questions or special needs should contact:  Amy Jagoda at (410) 386-1818 or

The MSPA Program Committee recognizes the commitment of time and resources to attend professional conferences.  Due to the sensitive nature of the topics discussed, as well as the professional setting of our activities, we cannot accommodate children at our conferences. We will make efforts at each conference to accommodate the privacy needs of nursing mothers. Thank you for understanding. 

This is an ONLINE REGISTRATION ONLY event.  Online payment is required at the time of registration.  Register ONLINE at  Checks, Cash, Purchase Orders are NOT accepted.  Sorry, NO REFUNDS.

Vision: All students will thrive in school, at home, and throughout their lives.

Mission: MSPA promotes and advocates for best practices in school psychology to improve learning, behavior, and mental health for all students, families, and schools.

Direct website related questions to Direct other questions to the appropriate board member at Executive Board or Officers.

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