Susan P. Hall, Ph.D.
Visiting Clinical Lecturer
Texas State University - San Marcos
Department of Counseling, Leadership, Adult Education and School Psychology
sph46@txstate.edu
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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/
CERTIFICATIONS
New York State Psychology Licensure (License #017541)
New York State School Psychology Permanent Certification
WORK
EXPERIENCE
Clinical Lecturer/Clinic Director
8/15-Present
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, socialemotional, and/or academic concerns – Led Response To Intervention (RTI) team
meetings and assisted in developing appropriate Tier II and III interventions
Susan Hall
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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
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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
EXPERIENCE
Psychology Intern
9/05-9/06
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
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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
EXPERIENCE
Cognitive Tester
10/03-6/05
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
EXPERIENCE
Research Project
9/07-12/08
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/
POSTERS
Hall, S. P. (2011). Identity status. Encyclopedia of Adolescence, 2, 1369-1377.
Susan Hall
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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