Erik J. Reinbergs, PhD
I am a postdoctoral fellow with the Department of Psychological Services at the Cypress-Fairbanks Independent School District where I also completed an APA-accredited, pre-doctoral internship. I earned my PhD at the APA-accredited school psychology program at the University of Massachusetts Amherst under the guidance of Sara Whitcomb, PhD LP. I am also a Licensed Specialist in School Psychology (LSSP) in Texas and a Nationally Certified School Psychologist (NCSP). My time within CyFair is spent providing a range of school psychology services including assessment, consultation, and intervention across multiple schools. With a team of over thirty doctoral-level psychological services providers, 10 interns, and multiple postdocs, the district serves over 115,000 students and runs a small clinic providing family intervention for challenging behaviors.
Before internship, I was an advanced practicum student at the UMass Psychological Services Center where I served on two teams. On the School Team, I provided behavioral consultation to local schools – including Positive Behavioral Interventions and Supports (PBIS) implementation technical assistance. On the Dialectical Behavior Therapy Team, I provided adherent, full-protocol DBT (i.e., individual counseling, skills group facilitation, phone coaching, and clinician consultation team) with college students and adults with suicidal behavior, non-suicidal self-injurious behavior, and/or borderline personality disorder. On the DBT Team, I was supervised Katherine Dixon-Gordon, PhD LP – a DBT-Linehan Board certified clinician who previously worked in Dr. Linehan’s lab.
I have experience working in a number of K-12 schools in New York, Massachusetts, and Texas, an adolescent behavioral treatment residence, a homeless shelter, a rape crisis center, a university psychology training clinic, college residence halls, and serving on foster care review panels. Much of my work has been with children, adolescents, and young adults who have substantial emotional and behavioral challenges – both directly and through supporting their teachers and paraprofessionals.
Prior to my doctoral studies, I received a master’s degree in Social Justice Education from the University of Massachusetts Amherst and a bachelor’s in English from Columbia University. While at Columbia, I completed my student teaching practicum and gained initial certification as a secondary English Language Arts teacher in New York.
My substantive areas include school mental health and suicide. My dissertation focused on the development and initial validation of a measure to quantify the attitudes toward suicide prevention held by school principals. I am also an accredited in school suicide prevention by the American Association of Suicidology.
Clinically, I am interested in evidence-based behavioral practices – specifically their use in schools to prevent, assess, and intervene in mental and behavioral health concerns. These include approaches like applied behavioral analysis, school-wide positive behavioral interventions and supports, dialectical behavior therapy, and acceptance and commitment therapy. I primarily work with young people who broadly fall under the broad category of emotional and behavioral challenges.
My methodological interest is in applied measurement and psychometrics – including exploratory factor analysis, confirmatory factor analysis, item response theory, Rasch models, and measurement issues in non-latent-variable contexts like behavioral observations in single subject designs and self-reports of discrete events (suicide attempts). I’m also interested in meta-science and the reproducibility crisis – including concerns of inadequate measurement practices in applied research.
I’m a member of the American Association of Suicidology, the National Association of School Psychologists, the American Psychological Association, and the International Network of Early Career Researchers in Suicide and Self Harm.