Because experience matters.

Why does experience matter? Because counseling is not just a job, it is a practice. It is a vocation that requires a continued dedication to improving yourself professionally by learning new ways to help others. Dr. Scheckner has the experience and passion for people that help her make a lasting difference in the mental health of her patients.

Dr. Scheckner’s Experience/Resume


Licensed Psychologist, Private Practice

(Tampa, Florida 2005/2006 to current)

Psychologist, Tampa Preparatory School (6th – 12th)

(Tampa, Florida 01/2005 to 06/2007)

  • Senior Psychology Class
  • High School Peer Counseling Program
  • Middle School Mentoring Program
  • Parent Workshops (Informal/Formal)
  • Student Workshops (test anxiety, coping with stress, anger management, self-esteem building, bullying, decision-making, problem-solving, assertiveness skills, etc.)
  • Faculty Training (Informal/Formal)
  • Crises Counseling (eating disorders, self-mutilation, drugs/alcohol, divorce, abuse, etc.)
  • Referral Evaluation and Assessment
  • Standardized Test Coordinator
  • Exit Interviewer

Psychologist, Tampa General Hospital (Pediatrics)

(Tampa, Florida 01/2006 to 08/2006)

  • Psychological evaluation of medically referred patients
    (brain/spinal cord injuries, burns, and other trauma)
  • Assessment of patient’s family’s emotional stability
  • Provided support, education, and treatment for patients and families

Transitional Placement, Private Practice-All Ages

(Seminole, Florida 07/2004 to 10/2004)

  • Provided individual/group therapy for children, adolescents, adults, families
  • Provided educational, personality, and neuropsychological testing
  • Scored and analyzed testing data
  • Wrote reports based on data gathered
  • Made diagnosis and recommendations
  • Attended individual and group supervision meetings
  • Helped with billing and other office management
  • Implemented marketing strategies to increase client load

Experience prior to 2004…

Psychology Assistant (School Counselor), Balboa City School

(San Diego, California 03/04 to 06/04)

Psychology Intern (School Counselor), Balboa City School

(San Diego, California 09/03 to 03/04)

  • Provided on-call crises counseling to students (1st-12th grade) using behavioral techniques focusing on problem-solving, decision-making, conflict resolution, etc.
  • Provided individual and group counseling using behavioral/cognitive-behavioral techniques focusing on conflict resolution, anger management, problem-solving, etc.
  • Implemented social skills groups for students with aspergers/autism
  • Conducted parent, teacher, and family trainings in regards to students’ behavior
  • Attended weekly staff meetings to review student care and progress
  • Attended weekly individual and group supervision meetings in order to discuss current student care and progress as well as other logistical issues
  • Charted on each student to keep up with care and progress
  • Consulted with other mental health staff about students when necessary

Psychology Intern, Sharp Mesa Vista Hospital

(San Diego, California 09/02 to 05/03)

  • Provided group therapy to teenagers (Adolescent Partial Hospitalization Program – 1st Rotation) in five different milieus (process, cognitive, activity, family, and multi-family orientations)
  • Provided group and individual therapy to children/teenagers (Inpatient Child/Adolescent Program – 2nd Rotation) in three different milieus (process, family, and multi-family orientations)
  • Provided group therapy to adults with a variety of problems on an outpatient basis (Cognitive Intensive Outpatient Program – 3rd Rotation)
  • Provided psychotherapy on an outpatient basis to patients a variety of ages and with a multitude of problems (i.e., low self-esteem)
  • Provided psychological testing services to patients of all ages based on doctoral referral
  • Scored, analyzed, and wrote reports based on psychological assessments
  • Attended daily staff meetings to review current patient care and progress
  • Attended weekly individual and group supervision meetings in order to discuss current patient care and progress as well as other logistical issues
  • Attended monthly supervision meetings in order to specifically go over assessment cases and other pertinent testing issues
  • Attended weekly seminars in order to continue education about a variety of topics (i.e., forensic psychology, neuropsychology, Rorschach update, etc.)
  • Charted on patients everyday (PIR: problem, intervention, and response)
  • Consulted with psychiatrists and other medical staff about patients when necessary

Assessment Facilitator, Frontier Assessment Services Technologies

(Tallahassee, Florida 01/01 to 05/02)

  • Provided psychological testing/mood assessment in order to aid mental health care professionals in the diagnosis of potential mental health problems
  • Analyzed test results and provided recommendations based on the results to referring doctors, psychologists, or therapists, the school system, large employers, clients themselves if self-referred, and other
  • Assisted clients/patients and managed care programs through the use of comprehensive testing so the provider could find the problem faster to combat and reduce the number of patient/client visits generally associated with managed care companies
  • Provided psychiatrists and physicians with accurate diagnostic information so that the proper medicine could be administered without trial and error methods

Project Leader, School Violence Prevention Program

(Tallahassee, Florida 06/00 to 05/02)

  • Evaluated empirically based school violence prevention programs implemented during the 1990’s through meta-analytic procedures
  • Wrote an article presenting results
  • Planned, organized, and implemented a computer-mediated school violence prevention program based upon results of meta-analysis with forty fifth-graders (control/treatment) as well as elementary school staff
  • Tested children to gain knowledge of treatment impact (pre/post)
  • Assessed teacher observations through behavioral rating scale (BASC) (pre/post)
  • Reviewed referral data for objective data of student behaviors (pre/post)
  • Analyzed the impact and reported the results of the program in dissertation and article format
  • Supervised three doctorate research assistants

Intern, Tallahassee Memorial Behavioral Health Center

(Tallahassee, Florida 06/00 to 05/02)

  • Evaluated children/adolescents/adults in an inpatient facility through interviewing, counseling, and testing (objective/subjective techniques)
  • Wrote reports based on data gathered from clients and clients’ families
  • Made diagnosis and recommendations for clients and clients’ families
  • Evaluated adults at Memory Disorder Clinic (outpatient facility) through interviewing, counseling, and testing (objective techniques)
  • Wrote reports based on data gathered from clients and clients’ families
  • Made diagnosis and recommendations for clients and clients’ families
  • Attended weekly staff and supervision meetings to discuss current clients with other pertinent hospital personnel
  • Implemented groups on a weekly basis depending upon specific diagnosis of inpatient youth at the time

(Thomasville, Georgia 06/00 to 06/01)

  • Presenting Issues (low self-esteem, peer/relationship/family conflict, anger management problems, poor decision making skills, limited social skills, behavioral problems, substance abuse, self-injury, grief/loss, divorce, abuse, anxiety, depression, EDs, PTSD, ADD/ADHD)
  • Services Offered (play, individual, couples, group, relaxation/medication, psychological and educational testing)
  • Skills Taught: self-esteem building, anger management, conflict resolution, decision-making and problem solving

Examiner, Adult Learning Center (FSU)

(Tallahassee, Florida 08/00 to 05/01)

  • Interviewed and evaluated (intelligence/achievement/other)
    college students for possible learning disabilities
  • Wrote reports based on data gathered during testing
  • Made diagnoses and recommendations for clients based on reports
  • Gave feedback to clients explaining reports
  • Attended weekly supervision meetings for client consultation

Group Leader, Center for Autism

(Tallahassee, Florida 08/00 to 05/01)

  • Planned and implemented weekly social skill interventions
    for two groups (elementary/middle)
  • Monitored progress of autistic children/adolescents and other members in group
  • Informed parents, teachers, aides, and other pertinent personnel of progress
  • Attended weekly supervision meetings for group consultation
  • Created social skills intervention curriculum for future facilitators
  • Attended weekly supervision meetings to discuss groups’ progress

Beginning Counseling Group Leader, Florida State University (FSU)

(Tallahassee, Florida 01/00 to 05/00)

  • Conducted weekly discussion and lecture sessions with undergraduates concerning beginning counseling skills
  • Facilitated mock role-plays in which students could practice new skills
  • Critiqued role plays in order to evaluate students’ practical progress
  • Attended weekly supervision meetings to discuss students’ progress

Interpersonal Effectiveness Instructor (FSU)

(Tallahassee, Florida 01/00 to 05/00)

  • Planned and implemented curriculum for undergraduate class, including topics such as trust, self-disclosure, interpersonal skills, communication skills, expressing verbal and nonverbal feelings, listening/responding skills, interpersonal conflicts, anger, stress, and diverse relationships
  • Critiqued and graded personal journals, class projects, papers, and exams
  • Prepared and proctored midterm and final exams
  • Facilitated class discussions and activities

Graduate Assistant, Truancy/Dropout Prevention Program

(Tallahassee, Florida 01/99 to 04/00)

  • Planned, organized, and implemented a truancy/dropout prevention program at an elementary school in Leon County
  • Attended weekly meetings for program staff, as well as school meetings for SAC, PTA, and the Family Committee
  • Investigated other programs throughout the country in order to write an extensive literature review on truancy/dropout prevention
  • Planned, organized, and implemented rules, routines, procedures, behavior modification, social skills, conflict resolution, and parent/community involvement programs at the elementary school
  • Conducted periodic evaluative analysis of program by collecting outcome measures and comparing them to another control school in Leon County

Doctoral Practicum Career Advisor, Career Center (FSU)

(Tallahassee, Florida 08/99 to 04/00)

  • Conducted initial assessments with the Career Thoughts Inventory (CTI)
  • Conducted other assessments, such as the MMPI, Self-Directed Search (SDS), My Vocational Situation (MVS), SIGI-Plus, Discover, and Choices
  • Interpreted the above assessments to clients
  • Counseled clients with career and mental health issues
  • Attended weekly client case presentations
  • Applied assessments practically during case presentations and with clients
  • Attended weekly supervision meetings to discuss clients’ progress

Teaching Assistant, Introduction to Counseling Theories and Techniques (FSU)

(Tallahassee, Florida 08/99 to 12/99)

  • Researched and planned midterm and final exams
  • Critiqued and graded counseling theory papers
  • Taught counseling theory classes when professor was absent
  • Helped students with counseling theory exams and papers

Freshman Year Experience Instructor (FSU)

(Tallahassee, Florida 08/99 to 05/00)

  • Planned and implemented curriculum for introducing freshman to FSU, including topics such as study skills, drugs and alcohol awareness, learning about your sexuality, critical thinking/writing, time management, learning/grades and other various themes
  • Planned field trips to reinforce various topics to places such as FSU Health Center, Career Center, and Library
  • Mentored first year students by modeling appropriate behavior and through advice/support

Doctoral Practicum Counselor, Health South Rehab Center

(Tallahassee, Florida 05/99 to 08/99)

  • Led/co-led an advanced coping skills group for spinal-cord and brain injury patients
  • Conducted initial, functional, and mental status evaluations of inpatients with a variety of rehabilitation diagnoses
  • Used assessments such as the Cognistat, Dementia Rating Scale, and Beck Depression Inventory
  • Formed comprehensive family and psychosocial histories of each patient
  • Followed-up with patients for individual counseling, further evaluation, and other therapies, such as physical, occupational, and speech therapy
  • Communicated with families about patients’ care and family support
  • Attended weekly staffing meetings to discuss patients’ treatment and discharge plans

Supervisor, Pre-practicum

(Tallahassee, Florida 01/99 to 04/99)

  • Reviewed counseling tapes of first year master students
  • Advised students on strengths and weaknesses of counseling techniques
  • Instructed students about using different counseling techniques
  • Attended weekly supervision meetings to discuss students’ progress

Group Leader, Introduction to Counseling Theories and Techniques

(Tallahassee, Florida 08/99 to 12/99)

  • Instructed and supervised first year master students on applying counseling theories and techniques with real clients
  • Planned and discussed content of counseling class
  • Reviewed basic counseling procedures, such as intakes, notes, and plans
  • Attended weekly supervision meetings to discuss class progress

Group Leader, Quincy Retirement Center

(Quincy, Florida 08/98 to 12/99)

  • Led a group of retirement women in discussions such as aging, family, death, sickness, life, happiness, art, music, transitions, health, medicine, etc.
  • Attended weekly supervision meetings to discuss clients’ progress

Project KICK Leader, Boys and Girls Club

(Tallahassee, Florida 08/97 to 04/99)

  • Planned, organized, and implemented interventions for elementary through high school students
  • Tutored elementary school students
  • Mentored middle and high school students
  • Created and implemented curriculum (social skills, conflict resolution, etc.)
  • Proposed and researched parental influences on children/adolescents
  • Tested children/adolescents on interventions for research purposes
  • Analyzed test results with statistical techniques
  • Prepared grant proposals, various descriptive articles, and a book chapter based on statistical results
  • Attended weekly staff meetings

PRESENTATIONS

Prevatt, F., Kelly, D., & Scheckner, S. (1999). An Elementary School Truancy Intervention Program. FASP. West Palm Beach.

Scheckner, S. (2002). School Violence in Children and Adolescents: A Meta-Analysis of the Effectiveness of Current Interventions. AERA. New Orleans.

Scheckner, S. (2002). School Violence in Children and Adolescents: A Meta-Analysis of the Effectiveness of Current Interventions. National Youth At-Risk Conference, Savannah.


PUBLICATIONS

Rollin, S. Rubin, R., Ward, D., Brown, A., Wright, J., Painter, C., Cameron, R., & Scheckner, S. (1999). A success story of a working consortium: Project Kick. In T.R. Chibucos & R.M. Lerner (Eds.), Serving Children and Families Through Community-University Partnerships: Success Stories, 75-79. Boston, MA: Outreach Scholarship Series.

Scheckner, S., Rollin, S., Kaiser-Ulrey, C., & Wagner, R. (2002). School violence in children and adolescents: A meta-analysis of the effectiveness of current interventions. Journal of School Violence, Volume 2, Article 2.

Scheckner, S. & Rollin, S. (2004). SMART Talk; A computer-mediated preventative school intervention program for children in elementary school. Journal of School Violence. Volume 5. Article 2.


GRANT WRITING

Grant Committee: The study of the sexual behaviors of teenagers with MH, SLD, and EH (1997-1998).

Project KICK: The study and intervention with children K-12 on a variety of at-risk issues, such as drugs and alcohol, social skills, conflict resolution, anger management, self-esteem, etc. (1997-1999).

Truancy Project: The study and intervention of elementary school truancy (1999-2000).

School Violence Prevention Program: The study of a computer-mediated school violence prevention program teaching anger management and conflict resolution (2001-2002).