MAUREEN A. MANNING. Master of Arts in School Psychology. University of Delaware, Newark, DE Degree granted May, 2001; GPA: 3.94

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1 MAUREEN A. MANNING Towson University Phone: (410) Psychology Department Fax: (410) York Road Towson, MD EDUCATION Ph.D. M.A. B.S. Doctor of Philosophy in Education. University of Delaware, Newark, DE Concentration in Exceptionality and Specialization in School Psychology Degree granted January, 2005; GPA: 3.95 Dissertation: How children think, feel, and hurt each other: Examination of the moral and emotional moderators and mediators of aggressive behavior Dissertation chair: George G. Bear, Ph.D. Master of Arts in School Psychology. University of Delaware, Newark, DE Degree granted May, 2001; GPA: 3.94 Bachelor of Science in Education and Bachelor of Science in Psychology. St. Joseph's University, Philadelphia, PA Graduated Summa Cum Laude (January 1998; GPA: 4.0) Member of Alpha Sigma Nu, Psi Chi, and Kappa Delta Pi Honor Societies RESEARCH INTERESTS Enhancing the resilience of students and teachers through social emotional learning Developing effective school discipline policies and a positive school climate TEACHING EXPERIENCE Assistant Professor, Department of Psychology, Towson University, Towson, MD (8/12 present) Designed and taught graduate courses in Basic Counseling Techniques, Advanced Child and Adolescent Psychotherapy, Developmental Psychology, and Preschool Assessment Coordinated the school psychology internship program, taught an 8-credit sequence of internship classes (including a 1-credit pre-internship seminar), conducted site visits of interns, facilitated a hybrid learning environment to include long-distance learners in internship seminars, and maintained regular communication with site supervisors and placement coordinators Provided individual and group supervision to students regarding their counseling skills Reviewed applications and participated in individual and group interviews of selected applicants Participated in scoring of comprehensive examinations for Master s candidates and review of portfolios for CAS candidates Adjunct Faculty, Department of Psychology, Towson University, Towson, MD (6/12 7/12) Designed and taught a graduate course, Pre-Internship in School Psychology Instructor, School of Education, University of Delaware, Newark, DE (7/02 8/02; 7/05 8/05) Designed and taught graduate course on Social Skills Training for Children Instructor, School of Education, University of Delaware, Newark, DE (2/05 5/05) Taught course on Discipline and Classroom Management

2 Maureen A. Manning, p. 2 Co-instructor, School of Education, University of Delaware, Newark, DE (2/01 5/01) Collaborated with a professor and doctoral student in teaching graduate course, Research in Special Education Co-instructor, School of Education, University of Delaware, Newark, DE (8/02 8/03) Collaborated with a professor in supervising independent research classes; trained undergraduate students to assist with research projects PEER-REVIEWED PUBLICATIONS Journal Articles Manning, M. A., & Bear, G.G. (2011). Moral reasoning and aggressive behavior: Concurrent and longitudinal relations. Journal of School Violence, 10, Bear, G. G., Uribe-Zarain, X., Manning, M. A., & Shiomi, K. (2009). Shame, guilt, blaming, and anger: Differences between children in Japan and the US. Motivation and Emotion, 33, Bear, G. G., Manning, M. A., & Shiomi, K. (2006). Children s reasoning about aggression: Differences between Japan and United States and implications for school discipline. School Psychology Review, 35, Bear, G. G., Manning, M. A., & Izard, C. E. (2003). Responsible behavior: The importance of social cognition and emotion. Special Issue: Positive psychology in the schools: Subjective well-being constructs, research, and implications. School Psychology Quarterly, 18, Bear, G. G., Minke, K. M., & Manning, M. A. (2002). The self-concepts of students with learning disabilities: A meta-analysis. School Psychology Review, 31, Manning, M. A., & Bear, G. G. (2002). Are children's concerns about punishment related to their aggression? Journal of School Psychology, 40, Book Chapters Bear, G. G., & Manning, M. A. (in press). Positive psychology and school discipline. In M. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of Positive Psychology in the Schools. New York: Routledge, Taylor, & Francis. Bear, G. G., & Manning, M. A. (in press). Best practices in school discipline. In A. Thomas & P. Harrison (Eds.), Best Practices in School Psychology VI. Bethesda, MD: National Association of School Psychologists. Bear, G. G., & Manning, M. A. (2005). Developing emotional competencies and self-discipline. In G. G. Bear, with M.A. Manning & A. Cavalier, Developing self-discipline and preventing and correcting misbehavior. Allyn & Bacon: Boston, MA. Bear, G. G., Cavalier, A., & Manning, M. A. (2002). Best practices in school discipline. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV (pp ). Bethesda, MD: National Association of School Psychologists. Manning, M. A., Bear, G. G., & Minke, K. M. (2006). Self-concept and self-esteem. Children s Needs III: Development, prevention, and intervention (pp ). Washington, DC: National Association of School Psychologists.

3 Maureen A. Manning, p. 3 Manning, M., Tisa, L., & Matusov, E. (2004). Sorting students through construction of success and failure. Review of the book Successful failure: The school America builds by H. Varenne and R. McDermott. Mind, Culture, and Activity, 11, Research Reviews Bear, G., & Manning, M. (December, 1999). Research reviews: IDEA and other supports for students with disabilities. Communique, 28, 5. Bear, G., & Manning, M. (June, 1999). Research briefs: Inclusion. Communique, 27, 14. Bear, G., & Manning, M. (November, 1998). Research reviews: Violence prevention. Communique, 26, 17. Technical Reports Manning, M. A., Crossen, S. G., & Anderson, K. J. (2000). Field study survey report. Report prepared for the Delaware Department of Education. Manning, M. A., & Crossen, S. G. (1999). Consultation/support team survey: Perceptions of team members and consumers. Report prepared for the Delaware Department of Education. OTHER PUBLICATIONS Manning, M.A. (2007). Reframing how we see student self-concept. Education Digest: Essential Readings Condensed for Quick Review, 72, Manning, M.A. (2007). Self-concept and self-esteem in adolescents. Principal Leadership, 7, Silvestri, N., Anderson, K., & Manning, M. (2005). Anne Arundel County school psychologists add brief, solution-oriented, strength-based counseling techniques to their toolbox of interventions. Maryland School Psychologists Association Protocol, 25(3), PROFESSIONAL PRESENTATIONS Manning, M. A. (March, 2006). How aggressive children think, feel, and hurt each other. Paper presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA. Bear, G. G., Ewing, K., Kurtz, K., Manning, M., & Shiomi, K. (2004, July). Anger toward bullying and unfairness between children in Japan and the United States. Presentation at the International School Psychology Association, Exeter, England. Bear, G. G., Manning, M., Shiomi, K., & Kurtz, K. (2004, July). Moral reasoning of children in Japan and the United States. Presentation at the International School Psychology Association, Exeter, England. Bear, G., Manning, M., & Kurtz, K. (November, 2003). Moral reasoning and moral emotions among children in Japan and the United States: Differences and implications for developing responsible behavior. Paper presented at the International Conference on Civic Education Research, New Orleans, LA. Hebert, G. W., Manning, M., & Fetty, D. (November, 2003). The bullying problem: A comparison of school populations and program recommendations. Paper presented at the annual meeting of the Louisiana School Psychology Association, Lafayette, LA.

4 Maureen A. Manning, p. 4 Bear, G. G., & Manning, M. A. (February, 2002). Zero tolerance approach to aggression and violence: Questioning its effectiveness and examining alternatives. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago, IL. Manning, M. A., Bear, G. G., & Minke, K. M. (April, 2001). The self-concepts of students with learning disabilities: Does educational placement matter? Poster presented at the annual meeting of the American Educational Research Association, Seattle, WA. RESEARCH EXPERIENCE Research Assistant, School of Education, University of Delaware, Newark, DE (9/98 5/01) Involved in the development, implementation, and evaluation of an emotions-based curriculum by assisting with teacher training, creating and implementing supplemental social skills lessons, developing a web site to facilitate data collection, and helping to create observation instruments Assisted with the development of the Delaware Department of Education s revised guidelines for diagnosing learning disabilities (published in the Administrative Manual for Special Education Services) Research Assistant, Center for Disabilities Studies, University of Delaware, Newark, DE (5/99-8/99; 5/00-8/00) Developed and conducted a telephone survey to solicit feedback from parents whose children had participated in the Delaware Alternate Portfolio Assessment; analyzed the results from this and a similar teacher survey and consolidated the findings in a report for the Delaware Department of Education Analyzed the results of a survey designed to identify the training and resource needs of school-based consultation/support teams in Delaware; summarized the findings in a report for the Department of Education PROFESSIONAL EXPERIENCE Contracted School Psychologist, Anne Arundel County Public Schools (AACPS), Annapolis, MD (8/12 6/13) Worked one day per week serving an elementary school setting Performed psychological evaluations of students, including students in an early childhood intervention program Consulted with parents, teachers, and administration regarding students needs and progress Provided individual counseling services to students with significant social, emotional, and behavioral needs, Conducted social skills groups for students with autism spectrum disorders and related difficulties Conducted bereavement group for students who experienced death of classmate from cancer School Psychologist, Anne Arundel County Public Schools (AACPS), Annapolis, MD (8/04 7/12) Performed psychological evaluations; collaborated with team members in conducting functional behavioral assessments (FBAs) and developing behavioral intervention plans (BIPs) Provided individual and group counseling services to students on a weekly or biweekly basis; developed social, emotional, and/or behavioral goals and monitored students progress; consulted with parents, teachers, administrators, and outside providers regarding students needs Provided crisis intervention to individual students as needed; served on both the school and the county crisis team; conducted threat assessments as needed to evaluate students risk of harm to self or others Provided coaching/ consultation to schools implementing Positive Behavior Interventions and Support (PBIS) Provided ongoing support to teachers regarding implementation of the county s problem-solving process including coaching teams how to facilitate team meetings, collect data, conduct interventions, and monitor progress Facilitated school-wide meetings in which students of concern were discussed at the administrative level and interventions planned to address the specific needs of each student Served on school and county-wide crisis response teams; in crisis situations, assessed students likelihood of hurting themselves or others and provided appropriate intervention and follow-up Provided professional development to school staff on topics including bullying, resilience, suicide and selfinjury, abuse and neglect, adolescent development, disability awareness, behavior management (FBAs, BIPs, crisis intervention techniques), response to intervention, and collaborative problem-solving

5 Maureen A. Manning, p. 5 Supervised the training of school psychology interns Assisted with the development, implementation, and evaluation of school-wide advisory lessons Assisted researchers from Johns Hopkins University with the development and piloting of a bullying survey Assisted with the development of a Community Resource Guide for the county School Psychology Intern, Louisiana School Psychology Internship Consortium, New Orleans, LA (8/03 7/04) Completed a 12 month (2000 hours), APA-approved and APPIC-accredited internship program Member of a multidisciplinary team that served multiple schools in the New Orleans Public Schools Completed two rotations in a community-based, public health clinic that provided mental health services to young children (between the ages of birth and five) and their parents Collected data on the prevalence of and students perceptions about bullying and presented results at a state school psychology conference Tutor, Christina School District, Newark, DE (6/00 8/00) Provided extended school-year tutoring services in reading and math to students with learning disabilities Extended Daily Substitute, Chester County Intermediate Unit, Exton, PA (3/98 6/98) Designed and implemented an English curriculum for 9 th grade students with learning disabilities in a selfcontained special education classroom Collaborated with general education teachers and served as the special education teacher in co-taught classrooms for students with learning disabilities CERTIFICATIONS National Certification, National Association of School Psychologists, School Psychology ( ) Advanced Professional Certificate, Maryland State Department of Education, School Psychology (2005 present) Ancillary Certificate, Louisiana State Department of Education, Type B, School Psychology ( ) Specialist Certificate in School Psychology, University of Delaware (awarded May, 2004) Professional Certificate, Commonwealth of PA, Instructional I, Elementary (grades K-6; ) Professional Certificate, Commonwealth of PA, Instructional I, Mentally and/or Physically Handicapped (grades K-12; ) GRANTS, FELLOWSHIPS, AND SCHOLARSHIPS School of Education Tuition Fellowship, University of Delaware, Association for Moral Education Dissertation Research Grant, October 2003 University Competitive Fellowship Award, University of Delaware, School of Education Bloc Fellowship Award, University of Delaware, Board of Trustees Scholarship, St. Joseph s University, Robert Byrd Honors Scholarship, Pennsylvania Higher Education Assistance Agency, Paul Douglass Teachers Scholarship, Pennsylvania Higher Education Assistance Agency, HONORS AND AWARDS Nominated for the Northern Anne Arundel County Chamber of Commerce Excellence Award, March 2011 Outstanding Doctoral Student, College of Human Resources, Education, and Public Policy, University of Delaware, May 2002 Frank B. Murray Award for Excellence in Graduate Student Research, University of Delaware, May 2001

6 Maureen A. Manning, p. 6 PROFESSIONAL ACTIVITIES 1999 present National Association of School Psychologists (NASP) Reviewed proposals for NASP Convention 2005 Reviewed chapters for Best Practices in School Psychology V Member of NASP Research Committee present Maryland School Psychology Association (MSPA) Towson University Representative to Executive Board 2009 present National Alliance on Mental Illness (NAMI) Taught Family to Family Education class in Spring Maryland State Education Association (MSEA) Louisiana School Psychology Association (LSPA) ; American Psychological Association (APA) Division 16 (School Psychology) Research Assistant for the Task Force on Empirically Supported Interventions American Educational Research Association (AERA) Classroom Management Special Interest Group (SIG) Moral Development and Education SIG Special Education Research SIG Delaware Association of School Psychologists (DASP) PROFESSIONAL REFERENCES Available upon request