M. COLLEEN BYRNE, PHD
(301) 405-8159 • colbyrne@umd.edu
PROFESSIONAL SUMMARY
Accomplished, high energy, Psychologist, Clinical Director, and Professor with international recognition of a strong record of success in instructing
for and the administrative coordination and clinical leadership of mental health clinics. As the current Psychology Clinic Director and Assistant
Research Professor for the University of Maryland, achieved highest level of the profession as the Elected President of the international organization,
Association of Psychology Training Clinics for 2012-2014. Earned Doctor of Philosophy, Clinical Psychology (APA Approved), Emory University
Graduate School of Arts and Sciences.
Demonstrated extensive expertise in a variety of clinical, research and educational settings, including residency and internships at a Department of
Veteran Affairs hospital. Continued to gain a strong reputation while Postdoctoral Fellow in Clinical Psychology at Beyond Words Center for Social
Skills Training, Adult Staff Psychologist and Child Team Leader for EastRidge Health System, Staff Psychologist for The Family Center, On-Call
Psychologist for The Episcopal School and for the last 10 years as Psychology Clinic Director and Assistant Research Professor for University of
Maryland.
Participate as both the administrative and clinical lead as well as a clinical member of a multidisciplinary treatment team. As a clinical member of the
team, conduct evidence-based psychosocial treatment and psychological assessment in the care of eligible veterans and their family members.
Treat patient populations with complex healthcare and psychosocial problems which require a high degree of clinical oversight and creative problemsolving.
ADMINISTRATION
Plan, establish and implement policies and procedures. Develop individual and group goals and objectives. Monitor, operate, evaluate, coordinate
and oversee multidisciplinary staff. Ensure staff remains aware of and adhere to all current organizational directives and meet current standards and
guidelines. Conduct on-going intensive reviews and appraisals to ensure the accomplishment of objectives and adherence to standards set by
governing bodies.
CLINICAL LEADERSHIP
Provide leadership, guidance and supervision to the mental health clinic staff including social workers, psychiatrists, nurses, psychologists, trainees
of respective disciplines and support staff members in the Mental Health Clinic. Provide administrative, technical and clinical supervision necessary
for accomplishing the work of the unit.
Evaluate patient conditions that include depression, anxiety, substance abuse and general emotional and cognitive functioning. Provide assessment
of and care to the cognitive, emotional, chronological maturation, and diversity needs of the person served. Provide a full range of therapeutic
interventions. Conduct assessment appropriate to individual patient with attention to the implications of test results for a veteran’s every day, realworld function and successful treatment/management of health problems with an emphasis on behavioral health factors associated with
homelessness. Provide group, individual, and family psychotherapy and counseling to veterans and family members as indicated through
assessment process. Provide psychoeducation to patients and family members to support healthcare adherence and relapse prevention.
Work closely with Interdisciplinary Teams to achieve patients’ outcome goals and coordinate care. Consults with other care staff and care providers
on a wide variety of patient care issues pertinent to medical treatment and psychosocial recovery. Consult and coordinate with community providers
following Health Insurance Portability and Accountability Act of 1996 (HIPAA) practices to support psychosocial recovery of the person served.
Lead delivery of patient centered care, delivered by engaged, collaborative teams in an integrated environment that supports learning and
continuous improvement. Improve health outcomes with an emphasis on prevention through healing relationships in an optimal healing environment.
Build customer confidence by professional dress and demeanor, and delivering kind, emphatic care with a sense of humor.
Promote positive organizational change to improve business outcomes and create a positive healthcare experience for patients, families, and
caregivers. Coordinate patient care activities, including administrative and management functions of health care teams and supervision of the
personnel. Make decisions exercising wide latitude and independent judgment. Establish and maintain effective liaison with government and private
agencies and potential employers to aid in vocational placement and rehabilitation of acutely and/or chronically disabled persons.
Provide the full range of psychological services in a given work area; for example, a specified number or kind of bed patients, or a population area for
outpatient services. Serve as a consultant to other staff clinical psychologists, psychiatrists, neurologists, nurses, social workers, nursing assistant
staff, and other staff. Promote and preserve a psychotherapeutic atmosphere among the professional treatment staff. Participate in developing
treatment programs for patients. Advise and consult with all levels of professional staff concerning psychological characteristics and behavior
changes of clients. Provide advice on appropriate staff responses toward a patient or specific environmental factors to stimulate more self-reliance,
reduce anxiety and achieve more socially adaptable behavior patterns.
Conduct special research-investigations designed to test program effectiveness. Provide consultation to community resources and to other segments
of the organization. Function as an authoritative source of information and noted as nationally as highly knowledgeable in the field.
M. Colleen Byrne, PhD •
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PROFESSIONAL EXPERIENCE
Psychology Clinic Director and Clinical Associate Professor (7/2001 - Present)
University of Maryland, Psychology Clinic, 2114 Biology-Psychology Building, College Park, MD 20742
7/2001 - Present
CLINICAL CARE AND ADMINISTRATION
Psychology Clinic Director: Oversee doctoral students’ clinical training at a Psychology Clinic using evidence-based treatments across the lifespan
for 75-100 outpatients/year for depression, anxiety, trauma, substance use, behavior disorders, anger management and co-morbid disorders by
managing and overseeing all administrative, financial and clinical aspects, including leading an 15 person team
CLINICAL DUTIES: Ensure clinic provides the highest quality of patient care. Ensure doctoral trainees learn multiple forms of psychotherapy by
organizing of clinical supervision groups. Ensure doctoral trainees gain proficiency in organization and presentation of clinical work by scheduling
and leading the Clinical Program’s Case Conference. Generate and implement all clinic procedures including scheduling, chart documentation and
billing. Provide providing 24-hour coverage via mobile phone for patient emergencies. Ensure adherence to ethical, legal and professional standards.
Evaluate outcome assessments for all patients. Conduct psychotherapy and assessments for special cases, including complex cases involving one
or more of the following: youth behavioral disorders, learning disorders, attention deficit hyperactivity disorders, personality disorders, depression,
bipolar disorder, post-traumatic stress disorder, obsessive-compulsive disorder, social phobia, specific phobia, substance abuse and dependence.
Consult with other faculty and health care providers on complex cases.
LEADING PEOPLE: Lead, mentor, guide and supervise staff including the office manager, senior intern, 1 full-time administrative assistant, 1 parttime graduate research assistant, 3 part-time undergraduate research assistants, various unlicensed faculty supervisors seeking licensure with the
State of Maryland, and 20 full-time graduate student therapists in their practicum training for the Clinical Psychology Program. Assign work based on
staff skills and workload requirements. Evaluate performance, providing formal feedback for improvement and licensure. Provide training and
mentoring to increase skills and knowledge. Discipline staff. Follow all Equal Employment Opportunity (EEO) and diversity requirements.
BUILDING COALITIONS: Provide graduate student externship placements by developing and maintaining professional relationships with
psychologists at neighboring institutions in order to provide externship placements for graduate students. Consult regularly on student mental health
issues with Course Instructors and Health Center, Counseling Center, Athletics Dept., and Residence Life mental health providers.
Meet needs of research faculty and underserved community members by integrating specialty clinics. Provide patients with opportunities for free
treatment by coordinating client service and research activities. Educate the public about common psychological problems and available treatments
by conducting community and campus outreach.
BUSINESS ACUMEN: Maintained highest quality service standards by conducting strategic planning for continued growth and increased productivity
of the Clinic through incorporating technological advances that allow for future flexibility.
INSTRUCTION
Clinical Associate Professor: Promoted from Assistant Professor 05/2013. Train the next-generation of psychologists to be exceptional
psychotherapists as an instructor, seminar and workshop leader. Instruct graduate level courses, PSYC 629, Clinical Laboratory (7/2001 - Present)
and PSYC 643, Ethics and Professional Issues in Clinical Psychology (8/2006 - Present) and undergraduate course, PSYC 436, Introduction to
Clinical Psychology (1/2010 – Present). Train faculty and graduate students on Mandatory Reporting and Documentation and Record-Keeping
requirements (7/2001 - Present) by conducting workshops.
TEACHING: Plan, evaluate and revise curricula, course content, course materials and methods of instruction. Prepare and deliver lectures, syllabi,
homework assignments and handouts. Initiate, facilitate and moderate classroom discussions. Select and obtain materials and supplies, including
textbooks. Compile, administer and grade examinations. Advise and assist students by maintaining regular hours. Keep abreast of developments in
the field by reading current literature, talking with colleagues and participating in professional conferences.
RECORD KEEPING: Evaluate and grade students' class work, laboratory work, assignments and papers. Maintain student attendance records,
grades and other required records.
Accomplishments:
RESULTS DRIVEN / BUSINESS ACUMEN
• Ensured compliance with Health Insurance Portability and Accountability Act of 1996 (HIPAA) requirements; improved efficiency,
accountability and documentation and saved space no longer required for paper records by leading project to convert handwritten
clinical documents to a secure, HIPAA compliant, web-based system.
o Selected Titanium Schedule after researching available products, including QuickDoc, Therapist Helper, Carepaths, and DocuTrac based
on the need for a comprehensive scheduling, clinical documentation, and billing system that can provide statistical reports for Clinic, patient,
and therapist variables..
o Obtained approval for project by writing and presenting proposal to full faculty.
M. Colleen Byrne, PhD •
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o Implemented project by working with in-house and campus Information Technology (IT) departments.
o Ensured effective implementation by first testing process with a small group, incorporating changes into final implementation and providing
one-on-one and group training for 30 users.
CLINICAL CARE
• Improved treatment effectiveness and reduced treatment failures by implementing Outcome Assessment program which provides the clinic
staff client immediate access to patients’ symptomatic status, including systematic assessment of patient progress, with a statistical algorithm
can measure treatment response and predict treatment failure.
o Selected Outcome Assessment Measures by researching available programs through consulting with other Clinic Directors and visiting
clinics at George Mason University and Virginia Commonwealth University (VCU).
o Convinced faculty supervisors, the Director of Clinical Training and the Department of Psychology Chair to support and implement
the program by summarizing research showing efficacy of OQ Measures.
o Implemented program by working with In-House IT and OQ Measures Customer Service.
CLINICAL SUPERVISION
• Increased supervision efficiency, reduced space storage requirements and cut time to access and scan recordings by replacing
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obsolete 15-year-old VHS and 7-year-old DVD systems with a low-cost system to digitally record, securely store and easily access recorded
therapy sessions.
o Selected system using laptops, webcams, Logitech software and Novell networking software by researching systems online, visiting
George Mason University and VCU Psychology Clinics s and consulting with In-House IT staff.
o Obtained approval for project by writing and presenting purchase proposal to full faculty, including Director of Clinical Training and the
Department of Psychology Chair
o Implemented project by overseeing In-House IT implementation to ensure setup met specific needs.
o Ensured effective implementation by providing one-on-one and group training for staff, supervisory faculty and graduate student therapists.
o Enabled supervisors to effectively monitor patient progress and improve graduate student therapist skills with accurate feedback
by providing easily access to recorded therapy and testing sessions via remote viewing.
Drove improved and more consistent patient care, increased efficiency, enhanced organization and reduced inquiries and problems
50% by improving therapists’ and faculty supervisors’ understanding of procedures and expectations through writing a coherent and
comprehensive Psychology Clinic Training Manual covering all operations.
o Set the tone by starting with a mission statement.
o Wrote and published an organized, easy to update and accessible document using Microsoft Office and Adobe Acrobat which
included all relevant regulations, procedures and professional expectations organized by topic with appendices to serve as examples and
templates for common questions.
o Taught therapist trainees how to act more independently by providing a training manual as a reference resource.
BUILDING COALITIONS
• Met faculty’s clinical and research needs in a timely manner by creating a collaborative, team-oriented system, including a committee that
meets monthly to solve immediate and short-term problems and also looks ahead to anticipate future issues.
On-Call Psychologist (Independent Contractor)
The Episcopal School, 1200 N. Quaker Lane, Alexandria, VA 22302
10/2004 - Present
CLINICAL CARE
Help 485 high-school boarding students and 86 faculty thrive in a demanding academic environment by consulting with the Medical Director and
Directors of Counseling on psychological disorders, peer conflict and substance abuse; provide individual therapy for students and after-hours
individual and family therapy for employees and their families; and conduct risk assessment of students evidencing behavior problems, emotional
difficulties and substance abuse.
Accomplishments:
M. Colleen Byrne, PhD •
CLINICAL CARE
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• Provide maximally-effective therapy by attending health committee meetings and consulting with other providers, including psychiatrists,
physicians and learning specialists.
• Integrated into boarding school environment by attending school events and consulting as needed with school officials and parents
• Respected for loyalty, reliability and skills by Dean of Students, Medical Staff, and Faculty.
• Enabled administration to make difficult decisions about whether a student should be retained, referred for treatment or expelled by writing
reports on the history of psychological problems, likelihood of relapse and future behavior problems.
Staff Psychologist (5/2001 to 9/2005) / Seminar Leader (1/2002 - 2/2005)
The Family Center, 5691 Columbia Pike, Suite 200, Falls Church, VA 22041
5/2001 - 9/2005
CLINICAL CARE AND ADMINISTRATION
CLINICAL CARE: Provided high quality treatment to a wide-age range of children, adolescents and adults with a wide variety of psychological
problems in individual, marital, family and conjoint psychotherapy by using evidence-based treatments. Conducted Intelligence Quotient (IQ),
Learning Disability (LD), Attention Deficit Hyperactivity Disorder (ADHD) and personality assessments. Conducted live observations of patients in
school setting. Consulted with patients’ psychiatrists and colleagues on complex cases.
COMPLIANCE: Enabled compliance with disability regulations, including the Americans With Disabilities Act and Individuals with Disabilities
Education Act by attending school meetings on 504 plans and Individual Education Plans (IEPs). Ensured compliance with Health Insurance
Portability and Accountability Act of 1996 (HIPAA) by creating, implementing and delivering training to staff psychologists. Creating and
implementing training to ensure HIPAA compliance.
LEADING PEOPLE: Supervised 5 graduate students and postdoctoral fellows. Assigned work based on staff skills and workload requirements.
Evaluated performance, providing formal feedback for improvement and licensure. Provided training and mentoring to increase skills and knowledge.
TRAINING: Enhanced staff knowledge of evidence-based treatments for anxiety disorders and trauma by creating and giving workshops.
Accomplishments:
CLINICAL CARE / TRAINING
• Enabled the 10-person psychologist and therapist practice to become HIPAA compliant by providing initial and ongoing training, designing
forms scaled to the practice and providing key assistance in implementing HIPAA procedures.
• Facilitated psychologists to develop competence with using evidence based treatments for anxiety disorders and trauma, including
Post-Traumatic Stress Disorder (PTSD) by leading a workshop explaining the use of well- validated assessment measures, including the
Structured Clinical Interview for DSM-IV Axis I Disorders (SCID-I), Anxiety Disorders Interview Schedule (ADIS), ADIS for Children (ADIS-C) and
Kiddie-Schedule for Affective Disorders and Schizophrenia (K-SADS).
Adult Staff Psychologist and Child Team Leader
EastRidge Health Systems, 235 S. Water Street, Martinsburg, WV 25401
3/2000 - 3/2001
CLINICAL CARE
Helped underserved populations in 3 West Virginia counties by treating adults, children and adolescents in individual, group and family therapy and
leading, mentoring and guiding a 5-person social worker and case manager team at a community health center serving approximately 4000 persons
per year including outpatient, intensive outpatient for youth, mental health residential services, mobile crisis teams, and an inpatient crisis
stabilization unit. .
ASSESSMENT AND TREATMENT: Conducted diagnostic interviews, psychological testing, Medicaid assessments, Supplemental Security Income
(SSI) disability assessments and court/forensic evaluations. Devised treatment plans for hospitalized in-patients with severe mental illness by using
applied behavioral analysis. Determined if patients from 3 counties were mentally ill, addicted to drugs/alcohol or mentally retarded by conducting
diagnostic interviews while participating in on-call commitment hearings. Worked part-time under contract with the Job Corps to provide
psychological services to residents including risk assessments, psychoeducational assessment and intake assessments.
LEADING PEOPLE: Led, mentored, guided and supervised staff, social workers and licensed professional counselors. Assigned work based on staff
skills and workload requirements. Evaluated performance, providing formal feedback for improvement. Provided training and mentoring to increase
skills and knowledge. Disciplined staff. Followed all Equal Employment Opportunity (EEO) and diversity requirements.
BUILDING COALITIONS: Provided testimony in civil hearings and criminal trials. Consulted with schools, state agencies, law enforcement and
attorneys. Balanced patient care with potential professional conflicts by working closely with psychiatrists, social workers and case managers.
Supervised the work of social workers and licensed professional counselors.
Accomplishments:
CLINICAL CARE
• Improved compliance with required medical chart documentation by conducting quality assurance investigations.
M. Colleen Byrne, PhD •
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• Determined if a person was mentally ill, a danger to self of others, or addicted to drugs and/or alcohol by using demonstrated skill in
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rapidly and efficiently conducting evaluations.
Protected at-risk children by testifying as an expert witness on parental propensity for violence at in the Berkeley County Courthouse.
Reduced potential for violent confrontations among residents including at-risk juveniles who wished to earn a GED and receive
training in a trade and between residents and staff by developing and implementing a reliable system for determining a potential resident’s
appropriateness for the Job Corp program and training staff.
o Developed and implemented an effective method to evaluate more than 100 incoming residents to determine their fitness for the
program which included risk assessments on residents displaying homicidal and/or suicidal behavior and psychoeducational assessments to
determine the presence of learning disabilities.
o Monitored residents to ensure continued appropriateness for program, including conducting diagnostic assessments on residents
displaying symptoms of psychopathology; and wrote reports for the medical chart.
o Created and implemented an effective training program for more than 30 staff members on learning disabilities, Attention Deficit
Hyperactivity Disorder (ADHD) and non-defensive communication.
COURT and LAW ENFORCEMENT EXPERT
• Hastened treatment for approximately 30 persons detained by law enforcement by providing efficient Emergency Commitment Evaluations
as an on-24/7 call psychologist for 3 counties.
o Conducted thorough and prompt evaluations on-site to determine if detained person was mentally ill, dangerous to self or others,
addicted to drugs/alcohol, and/or mentally retarded by reviewing health and arrest records and interviewing family members and witnesses.
o Wrote diagnostic and risk-assessment reports to be used in the hearing and for the court record.
o Testified for the prosecution in Administrative Law hearings to make recommendations for the detained person’s disposition, such as
forced hospitalization, return to jail, or release.
o Received frequent verbal thanks from Judges and attorneys for rapid, thorough evaluations and clear succinct testimony
• Provided psychological expertise for complex cases as a Court-Appointed Psychologist for approximately 10 complex cases requiring
accurate, thorough evaluations and specific outcome recommendations that often had a large impact on individuals and families.
o Responded to court orders to evaluate persons accused of serious crimes including child sexual abuse, child physical abuse, sexual
crimes committed by a minor, sexual assault of an adult child by a parent and parental fitness by conducting thorough neuropsychological,
diagnostic, and personality, and risk-management assessments of adults and children both inside and outside jails; writing reports for the
court record; and testifying as an expert witness in court.
o Evaluated clients by administering tests, including IQ tests, Achievement tests and personality tests (MMPI-II), clinical and witness
interviews; and reviewing records.
o Received many thanks from families, judges and attorneys for excellent work.
Postdoctoral Fellow in Clinical Psychology (9/1998- 10/1999) (APA and GA Licensure Approved Program)
Seminar Co-Leader (6/1999 - 10/1999)
Beyond Words Center for Social Skills Training, 1762-B Century Blvd, Atlanta, GA 30345
9/1998 - 10/1999
Led weekly interpersonal therapy groups and intensive 2-week outpatient programs to teach social skills for children and adolescents ages 4 to 17 at
a thriving group practice catering to outpatients with complex, co-morbid conditions.
CLINICAL CARE AND ADMINISTRATION
ASSESSMENT AND TREATMENT: Conducted diagnostic interviews, initial psychological evaluations, psychological assessments and individual
and family psychotherapy. Consulted with parents, school personnel, and physicians to assist in behavior management. Supervised and trained
graduate interns from local universities. Dealt effectively with numerous issues, including Attention Deficit Hyperactivity Disorder (ADHD), Pervasive
Developmental Disorder (Aspergers Disorder, Autism, and PDD not otherwise specified), depressive disorders, anxiety disorders, ObsessiveCompulsive Disorder, Oppositional Defiant Disorder, and emergent thought disorders.
ADMINISTRATION: Enriched quality assurance capabilities and also capacity to conduct future research projects by facilitating the long-term
planning and structure of a clinical database through collaborating with staff psychologists to make key decisions, including the choice of database,
statistical packages and psychological instruments, and the timing of follow-up interviews.
TEACHING
INSTRUCTION: Enabled parents of children with ADHD to better help their children by teaching 6-hour courses on Parenting Children with Attention
Deficit Hyperactivity Disorder (ADHD), covering a variety of topics, including diagnosis and treatment of ADHD, use of stimulant medications,
behavioral management systems, and decreasing aggressive and oppositional behavior at a psychoeducational self-help level.
Accomplishments:
CLINICAL CARE
M. Colleen Byrne, PhD •
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• Improved children with ADHD, Aspergers Syndrome, and other behavior disorders daily emotional and behavioral functioning by
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providing group therapy at 6-week outpatient, therapeutic summer camp.
o Saved families money and provided social interaction crucial for social skills training by screening interested clients for
appropriateness, assisting in creating of therapeutic camp activities designed to improve social skills, conducting group therapy aimed at
improving impulse control and social skills and writing outcome reports for parents.
Enabled 15 parents of children with ADHD to better help their children and generated $2500 income by developing and delivering an
ADHD Parent Training Seminar Series for psychoeducation through collaborating with a co-developer to read, summarize, and paraphrase
research findings into a format appropriate for a lay audience; create 6-weeks of seminar material to provide engaging workshop for paying
participants; taught parents about probable causes, symptoms, treatment, and life course of ADHD and associated disorders.
ADMINISTRATION
• Enabled creation of a system for data collection for research projects and to assist in grant applications which reduced the time to pull
relevant information from clients by collaborating with staff to devise a method to classify demographic, diagnostic and patient outcome
variables; tutor staff in using SPSS and Microsoft Excel charting and graphing features; select patient variables; create the SPSS database and
devise a method to organize medical charts to facilitate data collection.
Psychology Intern (APA Approved) [Federal Employee, GS-11]
8/1997 - 8/1998
James A. Haley Veterans’ Hospital, 13000 Bruce B. Downs Blvd, Tampa, FL 33612
Provided care for Veterans at a Clinical Referral Level I facility, a four-unit, polytrauma hospital, 415-bed by competing rotations; obtaining
specialization; providing diagnostic evaluations, assessments and treatment; presenting cases; conducting psychotherapy groups; and collecting
research data.
CLINICAL CARE
ASSESSMENT AND TREATMENT: Completed rotations in Primary Care, Post-Traumatic Stress Disorder, Chronic Pain Rehabilitation, and
Traumatic Brain Injury. Obtained specialization in Behavioral Medicine/Rehabilitation. Provided diagnostic evaluation, personality and
neuropsychological assessment, and treatment planning in consultation with physicians, neurologists, pharmacists, dietitians, physical therapists and
social workers. Presented cases in grand rounds. Conducted psychotherapy groups for smoking cessation, cardiac rehabilitation, sexual assault,
combat veterans and Prisoners of War (POWs).
RESEARCH
RESEARCH: Participated in the collection of research data for Veterans Administration (VA) psychologists and psychiatrists to be presented at
American Psychological Association (APA)’s annual conference.
Accomplishments:
TEACHING
• Disseminated crucial information to Veterans about their conditions as a Seminar Leader/Co-Leader by delivering jargon-free information
to a veteran population to assist in their recovery, including psychoeducational material for talks intended for veterans with Post-Traumatic Stress
Disorder (PTSD), Chronic Pain, Tobacco Dependence and Heart Disease with regular psychoeducational lectures on behavioral management
and psychophysiological processes of chronic pain, weight management, cardiac-rehabilitation, and smoking-cessation.
CLINICAL CARE
• Improved more than 100 veterans’ emotional, behavioral, and occupational functioning by effectively leading or co-leading psychotherapy
groups for individuals with moderate to severe mental illness, serious health conditions, and moderate to serious brain injury.
o Provided expert and compassionate care while conducting group psychotherapy for POWs, spouses of POW, and veterans with PTSD,
Chronic Pain, Traumatic Brain Injuries, and heart disease.
o Ensured effective treatment by documenting participants’ progress, making referrals for individual therapy, consulting with prescribing
psychiatrists regarding participants’ functional status and presenting cases at grand rounds.
EDUCATION
• Doctor of Philosophy, Clinical Psychology (APA Approved), Emory University, 12/1998
o Master of Arts, Clinical Psychology, Emory University,1996
o Coursework (semester hours): Developmental Psychology (4); Personality and Psychopath I (4); Advanced Statistics (4); Research and
Training Seminar (2); Personality and Psychopath II (4); History of Modern Psychology (4); Emotion and Memory (4); Research and Training
Seminar (2); Intervention I (4); Assessment I (Psychometrics) (4); Psychobiology Pro-seminar I; Master Thesis Research (4); Clinical
Practicum (2); Clinical Research and Training Seminar (2); Intervention II (4); Assessment II: Personality/Psychometrics (4); Multi-linear
Regression/General Linear Analysis; Master Thesis Research (4); Clinical Practicum (2); Clinical Research and Training Seminar (2); Master
M. Colleen Byrne, PhD • Page 7
Thesis Research (4); Clinical Practicum (4); Topics: Applied Behavior Analysis (4); Interpersonal Approach to Personality (4); Clinical
Research and Training Seminar (2); Structural Aspect with Social Interaction (4); Clinical Practicum (4); Developmental Psychopathology (4);
Clinical Research and Training Seminar (2); Master Thesis Research (4); Clinical Practicum (4); Teaching Practicum (4); Clinical Research
and Training Seminar (2); Psychobiology Pro-seminar II (4); Ethics and Law in Psychology (4); Clinical Practicum (4); Clinical Research and
Training Seminar (2); Clinical Practicum (4); Doctoral Dissertation Research (8); Clinical Practicum (4); Doctoral Dissertation Research (8)
• Bachelor of Arts, Psychology, University of Virginia, Charlottesville, VA, 5/1992
o Honors: Magna cum Laude, Phi Beta Kappa, Distinguished Majors Program, Golden Key National Honor Society, Intermediate Honors
o Coursework (semester hours): Intro Calculus 1 (4); Tennis (2); Introduction to Personality (3); Elementary Spanish (4); Introduction to
Astronomy (3); Modern American Authors (3); Introduction to Social Psychology (4); Elementary Spanish (3); Contemporary Literature (3);
Environmental Biology and Ecology (3); Introduction to Learning (3); Introduction to Child Psychology (4); Advanced Intermediate Spanish 3);
Free Will (4); Introduction to Psychobiology (3); Statistical Methods (3); Drugs and Society (3); Aztec, Inca and Maya (3); Experimental
Psychology (4); Abnormal Psychology (3); Research in Psychology (12); Seminar in Behavioral Genetics (3); Literature of the Americas (3);
History of Women (3); Religious Ethics and Moral Problems (3); The Aging Society (3); Common Law I (3); Distinguished Majors (2);
Distinguished Majors Thesis (6); Literature of War (3); Clinical Psychology (3)
• High School Diploma, Frank W. Cox High School, Virginia Beach, VA 23454, 5/1988
o Honors: National Honor Society (inducted, 4/1987); Honor Roll
TRAINING
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Hot Topics in Ethics and Risk Management in Psychological Practice, 9/2013, 6 CE
Innovative training in competency based supervision (CBS) using training clinic technology, 2/2013, .5 CE
Trials, tribulations and triumphs implementing an innovative technology for collaborative evidence-based assessment in 3 training
clinics, 2/2013, .5 CE
The APTC collaborative research network: Findings from the first study and discussion of process, 2/2013, .5 CE
Electronic medical records in psychology clinics: Adoption and training implications, 2/2013, .5 CE
Recent clinical and research findings on the treatment of Hispanic adolescents, 3/2013, 2 CE
Professional development for training clinic directors: Pathways and strategies, 3/2013, 1 CE
Training of evidence-based practice: The emergence of science and art, 3/2013, .5 CE
Who's in the fold? APTC's presence in accredited clinical and counseling programs - a comprehensive website survey, 3/2013, .5 CE
Bi-Annual Meeting of the Council of Chairs of Training Councils (CCTC), 11/2012
Multicultural Competence, Anyone?, 10/2012, 3 CE
Ethical-Legal “Jeopardy”, 10/2012, 3 CE
Clinical Diagnosis and Treatment of Adult ADHD, 10/2012, 6 CE
Reflections of the Future of Professional Psychology, 4/2012, 1 CE
Understanding the Pipeline Into Psychology, 4/2012, 1.5 CE
Update on the 2008 CCTC Imbalance Grid, 4/2012, 1.5 CE
New Developments on the Path to Licensure, 4/2012, 1 CE
Quality Training = Quality Psychologists: Where are the Gaps and How Do We Close Them?, 4/2012, 1.5 CE
“Competence” as “Cultural”: The Case for a Shifted Paradigm in Training, 4/2012, 1.5 CE
Problem Consultation: An Introduction to the APPIC Problem Consultation process, 4/2012, .75 CE
Developing a Competent Workforce, 4/2012, .75 CE
Recipe for a Healthy Clinic: Competency Early an Often, 3/10/2012, 2 CE
Gratitude: Emergen-C for Psychology Training Clinics, 3/10/2012, .5 CE
Innovative Approaches to Teaching Diversity in Psychology Training Clinics, 3/10/2012, 1 CE
Ethics and Self-Care for Training Clinic Directors: A Participatory Workshop, 3/9/2012, .5 CE
Quality of Work Life Issues in A Psychology Training Clinic: Improvements in Design and Implementation, 3/9/2012, .5 CE
The Internship Imbalance: Its Nature, How the Field is Working to Solve the Problem, and How these Impact Practicum Training,
3/9/2012, .5 CE
Self-Care, Colleague Support and Career Trajectory Among Women Professional Psychologists, 3/9/2012, .5 CE
Nurturing the Soul, 3/9/2012, .5 CE
Ethical ‘Self Defense’ in Clinical Practice: Calls to the MPA Ethics Committee, 2/3/2012, 3 CE
Dying to be Thin: An Overview of Eating Disorders, 10/2011, 3 CE
Culturally Informed Psychological Assessment, 10/2011, 3 CE
Concussion in Youth: What Every Psychologist Needs to Know, 10/2011, 3 CE
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ADHD, Self-Regulation, and Executive Functioning Implications for Management and Life Course Outcomes, 9/2011, 3 CE
Adventures on the Electronic Frontier: Ethics and Risk Management in the Digital Era, 8/2011, 6 CE
Symposium: College Student Mental Health-Identification of Risk and Protective Factors, 8/2011, 1 CE
Symposium: Innovations in Interventions for Disruptive Behavior Disorders, 8/2011, 2 CE
Symposium: Using Movies to Help Clients-Clinical Applications and Directions for Research, 8/2011, 1 CE
Symposium: Mindfulness Skills Training From an Evidence-Based Perspective, 8/2011, 2 CE
Symposium: Leading Psychology into the Telehealth World - How Does it Work?, 8/2011, 1 CE
The Role of Social Skills Groups in Training Clinics, 3/2011, 1 CE
Personality of the Psychotherapist, 3/2011, 0.5 CE
Technology Panel, 3/2011, 1.25 CE
Specialty Services in a Rural CMHC Training Clinic, 3/2011, 0.5 CE
Why Directors of Training Clinics Would Want to Monitor Client Outcomes, 3/2011, 1.5 CE
Generating Funds for Psychology Training Clinics in Tough Times, 3/2011, 0.5 CE
Multi-Site Study of Client Expectations, 3/2011, 1 CE
Development of Research Databases in Training Clinics: Pitfalls, Roadblocks and Successes, 3/2011, 0.75 CE
Acceptance and Commitment Therapy: Concepts and Clinical Application, 10/2010, 3 CE
Leaders Panel Discussion, 2/2010, 1 CE
Health Care Reform, Chronic Disease and The Emerging Role for Psychologists, 2/2010, 1 CE
Leadership, 1/2010, 1.5 CE
Foundation Competencies, 1/2010, 1.5 CE
Adolescent and (vs.) Parent: Ethical, Legal and Clinical Issues and Implications, 12/2009, 3 CE
WAIS-IV Advanced Interpretation Issues, 9/2009, 6 CE
CBT for Anxiety Disorders in Children, 5/2009, 6 CE
Issues of Diversity and Social Justice in Clinical Training, 3/2009, 3 CE
Diversity Climates in Psychology Training Clinics, 3/2009, 1 CE
Technical Applications in Training Clinics, 3/2009, 1 CE
Keyone-Integrated Health for Girls and Women: Psychology, Physiology, Society and Culture, 10/2008, 1 CE
Behavioral Parent Training for Children with ADHD and Disruptive Behavior Disorders, 10/2008, 3 CE
Eastern Meditation Practices and Their Applications to Contemporary Psychology Practice, 10/2008, 3 CE
Am I Competent Enough? - Confronting Dilemmas and Challenges in Psychology Practice, 10/2008, 3 CE
Legal and Professional Risks and Risk Management in Professional Practice: Sequence I: General Risk Management Strategies,
4/2008, 6 CE
Research in a Training Clinic: (1) Illustrations of Competency-Related Investigations and (2) Benefits of Online Record-Keeping: Using
Carepaths Practice Research Network (PRN), 1/2008, 1 CE
Training the Trainers--Theory and Research on Clinical Supervision, 1/2008, 1 CE
Practicum Competencies, 1/2008, 1.5 CE
ADPTC Plenary Discussion: The Model Licensure Act and National Initiatives that will Affect Practicum Training, 1/2008, 1 CE
ADTPC Panel Discussion: Campus or Community Crises - Role Management and Communication among Practicum Training Clinics,
Student Counseling Services, and Other University/Community Entities, 1/2008, 2 CE
Legal and Ethical Interests for Maryland Psychologists, 12/2007, 3 CE
The Competencies Benchmark Work Group and Report: Working Towards a Developmental Model for Competencies in Professional
Psychology, 4/2007, 1 CE
Diversity Training and Practices in Clinics, 4/2007, 1 CE
Keynote Address: Learning About Human Differences; The Peculiar Jigsaw Puzzle of Cognition and Affect, 4/2007, 1 CE
Training for the Difficult Professional Encounter: A Competence Whose Time has Come, 4/2007, 1.5 CE
Funding for Training Clinics, 4/2007, 1 CE
Ethical Challenges in the Psychology Training Clinic: Supervision Vignettes, 4/2007, 1.25 CE
The Supervisor as Gatekeeper: Legal and Ethical Aspects of Supervision, 11/2006, 3 CE
The Changing Face of Psychology, 10/2006, 1 CE
Psychologists Wellness in Challenging Times, 10/2006, 3 CE
How to Establish Research at Your Training Clinic, 3/2006, 1 CE
Providing Assessment Services in Training Clinics, 3/2006, 1 CE
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Ethics Issues in Training Clinics, 3/2006, 2 CE
Practicum Training: It is Competencies, Not Hours that Matter, 3/2006, 2 CE
Ethical and Practical Approaches to Responding to Problem/Impaired Trainees, 3/2006, 1.25 CE
Practicum Competencies, 3/2006, 2 CE
APPIC's View on Practicum Competencies and Collaboration with ADPTC, 3/2006, 1 CE
Administrative Guidelines for Training Clinics, 3/2006, 1 CE
Principles and Applications of Positive Psychology, 3/2006, 6 CE
Therapist Immediacy: Processing the Therapeutic Relationship in the Here and Now, 3/2006, 3 CE
Legal and Ethical Risks and Risk Management in Professional Psychological Practice - Sequence II: Risk Management in Specific High
Risk Areas, 11/2005, 6 CE
Use of Self in Supervision: Relational, Ethical and Multicultural Issues, 8/2005, 4 CE
Training Models in a Multidisciplinary Psychology Clinic, 8/2005, 2 hours
ADPTC Business Meeting, 8/2005, 2 hours
The Rod Powers Psychology Clinic: A University-Based Training Clinic in Australia, 8/2005, 1 CE
Update on Competency Documents and on Clinic Practice Research Networks, 8/2005, 1 CE
Cognitive Therapy of Personality Disorders, 4/2005, 6 CE
Association of Directors of Psychology Training Clinics Mid-Year Meeting, 3/2005, 6 CE
Ethical Decision-Making for Mental Health Professionals and the New APA Ethics Code, 12/2004, 6 CE
Ethical/Legal Context for Supervision, 10/2004, 1.5 CE
Supervision Methods and Accountability, 10/2004, 1.5 CE
Boundaries in Supervisory Situations, 10/2004, 1.5 CE
Supervising High Risk Situations, 10/2004, 1.5 CE
Affect ReScripting Therapy (A.R.T.): A Neurocognitive and Behavior Treatment Approach to Affect Reg, 10/2004, 3 CE
Psychopharmacology Update for Psychologists, 10/2004, 3 CE
Integrating Multicultural Issues into Psychology Training Clinics, 2/2004, 12.5 CE
Ethical Issues in Clinical Practice, 10/2002, 3 CE
HIPAA: What You Need to Know NOW!, 10/2002, 3 CE
Treating Anxiety, Depression and Anger Effectively: Therapeutic Methods that Work!, 4/2002, 6 CE
American Professional Society on the Abuse of Children: 9th Annual Colloquium, 6/2001, 13.5 CE
Tools, Tests and Techniques: Advances in Forensic Psychological Assessment and Practice, 8/2000, 3 CE
Advanced Assessment and Treatment of Complicated Attention Deficit Disorders, 8/2000, 7 CE
How to Apply the Internet in Mental Health: Special Topics, 8/2000, 4 CE
Autism: Shaping the Future Today, A Conference for Parents and Professionals, 6/1999, 4 CE
Wechsler Memory Scale III, 10/1997, 2.5 CE
Domestic Violence Issues for Mental Health Practitioners, 9/1997, 2 CE
HIV Education for HRS-Licensed Facilities, 9/1997, 4 CE
AWARDS
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Distinguished Service Award, Association of Psychology Training Clinics, February 2014
Grant Recipient, West Virginia Division of Children’s Mental Health, Model Collaborative Parent-Education Initiatives, May, 2000
Meritorious Achievement Award, PTSD Clinic of James A. Haley VAMC, February, 1998
Appointed Senior Intern, Emory University Psychological Center, May, 1996
LICENSES
• Licensed Psychologist, Unrestricted, State of Maryland, Board of Examiners of Psychologists, 2/2002, Current, #03870
• Licensed Clinical Psychologist, Unrestricted State of Virginia, Board of Psychology, Department of Health Professions. 12/2001, Current,
#0810003031
• Licensed Psychologist, Unrestricted, State of West Virginia, Board of Examiners of Psychologists, 6/2000, Inactive, #751
• Licensed Psychologist, Unrestricted, State of Georgia, Board of Examiners, 11/1999; Inactive, # 2359
M. Colleen Byrne, PhD •
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JOB RELATED SKILLS
Microsoft Office (Word, Excel, PowerPoint, Outlook, Publisher), Mac software (Pages, Numbers, Keynote), Qualtrics survey program, Specialized
Digital Records Programs (Carepaths, Titanium Schedule), Blackboard, Wikispaces, CANVAS, Specialized Psychometric Software and Web
Programs (Outcome Measures, Wechsler IQ and Achievement Scales, Conners’ Continuous Performance Test, Nelson-Denny Reading Test,
California Verbal Learning Test, Wisconsin Card Sorting Test)
OTHER INFORMATION
Memberships:
• Member, Association of Psychology Training Clinics (APTC) (08/2001 - Present)
o Elected Member, Executive Committee, Association of Psychology Training Clinics (APTC)(6/2005 - Present)
• Past President (03/2014 – 03/2016)
o Member, Supervision Best Practices and Technology Committees (03/2013-Present)
• President (03/2012 - 3/2014)
o Liaison from APTC to the Association of Psychology Postdoctoral and Internship Centers (APPIC) (2012-2014)
o Voting Member from APTC to the Council of Chairs of Training Councils (CCTC) (2012-2014)
• President Elect (03/2009 - 3/2012):
o Conducted joint meeting with Association of Psychology Postdoctoral and Internship Centers (APPIC), Council of Chairs of Training
Councils (CCTC) and Council of University Directors of Clinical Psychology (CUDCP) (Orlando, 2/2010).
Secretary (6/2005 - 3/2009)
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Member, Practice Research Network and Psychology Clinic Guidelines Committees (03/2004 – 03/2012)
• Fellow, Maryland Psychological Association (MPA) (092001 - 2014)
o Member, Ethics Committee (7/2011 – 9/2014): As appointed member of a state medical review board, consult with callers presenting
complex ethical dilemmas and provide guidance on ethical, clinical and possible legal issues.
o Member, Continuing Education Committee (01/2008 - 1/2010): Booked speakers for CE talks and workshops.
• Member, American Psychological Association (APA) (01/2002 - 2014)
o Liaison from APTC to the APA the Educational Affairs Committee (03/2009 - 3/2010 and 3/1012 - 1/2014)
• Member, American Psychological Society (APS) (01/2005 - Present)
• Volunteer, Given An Hour, Bethesda, MD (12/2006 - Present): Respond to both acute and chronic needs of military families as a member of a
national network of mental health volunteers.
• Volunteer, The Pro Bono Counseling Center, Baltimore, MD (1/2002 - Present): Serve the community by providing pro bono psychotherapy and
assessment services for underprivileged adults, children and families.
Reviewer:
• Consulting Editor, Training and Education in Professional Psychology (TEPP), 1/2008 – 1/2012.
• Invited Reviewer, Pomerantz, A. (2011). Clinical Psychology: Science, Practice and Culture. 2nd Ed. SAGE Publishing, Los Angeles, 8/2011.
• Ad-Hoc Reviewer, Training and Education in Professional Psychology (TEPP), 1/2006 - 1/2007.
Presentations and Publications:
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Byrne, M.C. (2014). Ethical Decision-Making in a Clinical Setting. Invited training workshop for psychology interns at UMD Counseling Center.
College Park, MD.
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Byrne, M.C., Wise, E.H., Tawfik, S, Flores, L., & Cooper, L. (2014). Pathways to Sharing and Expanding the Clinic Directors’ Expertise,
Association of Psychology Training Clinics Annual Meeting, Puerto Rico.
Byrne, M.C., Derby, J., Johnson, H., Roth, J., Royalty, G., & Sadler, C. (2014). Current Ethics Problems in Clinical Psychology. Continuing
Education Workshop for MPA, Columbia, MD.
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Byrne, M.C., Bare Bones Suicide Risk Assessment and Formulation. (2013). Invited workshop for Emory University’s Psychology Clinic Training
Series, Atlanta, GA.
M. Colleen Byrne, PhD •
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Byrne, M.C. (2013) Recognizing ADHD in College Student-Athletes. Learning Enhancement Workshop, Presented by University of Maryland,
College Park Athletics Department.
Byrne, M. C., Derby, J. Greaney, S., Johnson, H., & Simpson, T. (2013). Complicated Ethical Issues in Clinical Practice. Continuing Education
Workshop for MPA, Columbia, MD.
Byrne, M. C. (April, 2013). Re-cap: Training and Technological Innovations in Evidenced-Based Practice, Association of Psychology Training
Clinics Newsletter, www.aptc.org.
Byrne, M. C. (November, 2012). President’s Welcome Letter, Association of Psychology Training Clinics Newsletter, www.aptc.org.
• Byrne, M. C. (June, 2012). Mandatory Reporting in the Clinical Setting. Continuing Education Workshop at Alvord, Baker and Associates, Silver
Spring, MD.
• Byrne, M.C., Derby, J., Edwin, D., Greaney, S., Johnson, D., Roth, J. and Simpson, T. (2012). Ethical ‘Self Defense’ in Clinical Practice: Calls to
the Ethics Committee. Continuing Education Workshop for MPA, Beltsville, MD.
• Byrne, M. C. (2011). Confidentiality Issues with Adolescents. Invited presentation at Children’s National Medical Center, Washington, DC.
• Byrne, M. C. (2010). Ethical Issues in Electronic Record Keeping, Mandatory Reporting and Duty to Warn. Continuing Education Workshop for
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the University of Maryland Counseling Center. College Park, MD.
Terry Friedman, P. and Byrne M. C. (2010). Organizational Structure, Business Models and Finances of Training Clinics. Council of Chairs of
Training Councils (CCTC) Joint Meeting, Orlando, FL.
Byrne, M.C. (2009). Keeping Electronic Records with Carepaths. Association of Directors of Psychology Training Clinics Newsletter, St. Louis,
MO.
• Byrne, M. C. (2008). Thinning the paper trail: A Clinic’s transition to using secure, web-based client records. Mid-year meeting of the Association
of Directors of Psychology Training Clinics (ADPTC), San Antonio, TX.
• Byrne, M. C. (2006). Compassionate management of symptoms of mental health in a primary care setting. Invited presentation to the University
of Maryland Health Center’s continuing education conference, College Park, MD.
• Byrne, M. C. (2005). Negotiating conflict with your college-bound adolescent. Invited guest on local access cable television show Psychiatry
Today hosted by David Charney, MD.
• Byrne, M. C. (2004). Clinic Spotlight: The University of Maryland Psychology Clinic. Association of Directors of Psychology Training Clinics
Newsletter, St. Louis, MO.
• Byrne, M. C. (2003). Overview of HIPAA’s Privacy Rule. Staff training presentation given to psychologists at the Family Center Counseling
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Associates, Falls Church, VA.
Byrne, M. C. (2002). Impressions from a fledgling clinic director. Association of Directors of Psychology Training Clinics Newsletter, St. Louis,
MO.
Walker, E., Byrne, C. and Walder, D. (1999). Indicators of neurodevelopmental abnormality in Schizotypal Personality Disorder. Psychiatric
Annals, 29(3), 1-5.
Byrne, M. C. and Walker, E. (1998). Emotion recognition and behavioral adjustment in adolescents with Schizotypal Personality Disorder.
Unpublished Dissertation.
Walker, E., Diforio, D. and Logan, C. (1997). Stress and schizophrenia: New neurochemical findings and models. Paper presented at the
International Conference for Research on Schizophrenia. Colorado Springs, CO.
Ninan, P., Knight, B., Johns, B., Kirk, L., Logan, C., Rothbaum, B., Kelsey, J. and Nemeroff, C. (1997). Trichotillomania: A controlled trial of
venlafaxine—Interim Phase 1 Results. Paper presented at NCDEU. Boca Raton, FL.
• Logan, C., Walker, E., Diforio, D., Baum, K., Weinstein, D. and J. Schiffman. (1997). Longitudinal examination of emotion recognition and
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behavioral adjustment in adolescents with schizotypal personality disorder. Poster presented at the Society for Research in Psychopathology.
Palm Springs, CA.
Logan, C., Spencer, J. and Schinka, J. (1997). Characteristics of Clinical Researchers with Recent Publications. Poster presented at the August,
1998 meeting of the American Psychological Association, Washington, DC.
Baum, K., Vanderploeg, R., Diforio, D., Weinstein, D., Logan, C. and Walker, E. (1997). Neuropsychological predictors of emotional prosody:
Implications for hemispheric asymmetry. Poster presented at NAN, Las Vegas, Nevada.
Baum, K., Diforio, D., Logan, C., Weinstein, D., Schiffman, J. and Walker, E. (1997). Childhood behavioral precursors of neuropsychological
functioning in adolescents with Schizotypal Personality Disorder. Poster presented at the Society for Research in Psychopathology. Palm
Springs, CA.
Logan, C. and Goodman, S. (1996). Children's coping with interparental conflict: The influence of the marital relationship and children's
perceptions of interparental conflict. Poster presented at the Fourteenth Biennial Conference on Human Development. Birmingham, AL.
Logan, C. and Goodman, S. (1996). Children's coping with interparental conflict: Parents' and children's perception of the marriage. Unpublished
Masters’ Thesis.
M. Colleen Byrne, PhD •
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• Diforio, D., Weinstein, D., Logan, C., Vogel, J. and Walker, E. (1996). Developmental mechanisms underlying stress responsivity in adolescents
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at-risk for schizophrenia. Poster presented at the Fourteenth Biennial Conference on Human Development. Birmingham, AL.
Diforio, D., Logan, C. and Walker, E. (1996). Neuropsychological functioning and stress responsivity in adolescents at-risk for schizophrenia.
Poster presented at the Society for Research in Psychopathology. Atlanta, GA.
Baum, K., Logan, C. and Walker, E. (1996). Emotion detection in adolescents with Schizotypal Personality Disorder. Poster presented at the
Society for Research in Psychopathology. Atlanta, GA.
Logan, C. (1995). Moving towards an integrated model of recurrent abdominal pain in children: An evaluation of the literature in regards to
etiology and treatment. Unpublished paper for Doctoral Qualifying Examination, Atlanta, GA.
Goodman, S., Stowe, Z., Johnson, J. and Logan, C. (1995). The associations between depressive symptoms, relationship adjustment and
perceived social support and postpartum adjustment. Paper presented at the American Society for Psychosomatic Obstetrics and Gynecology.
Washington, DC.