Melissa Reeves, Ph.D., NCSP, LPC, is a leader and advocate in school safety, mental health, and crisis prevention and response. With decades of experience as a school psychologist, licensed professional counselor, and educator, and international advisor, she empowers educators and school communities to build systems that are proactive, trauma-informed, and deeply student-centered. A past president of the National Association of School Psychologists (NASP) and co-author of the PREPaRE curriculum, Dr. Reeves brings globally recognized leadership to her work, challenging schools to embrace a holistic, multidisciplinary approach to prevention and crisis response. With a deep commitment to student well-being, Melissa equips her audiences with the knowledge and tools they need to support safer, healthier learning environments.
WHY
Book
Dr. Reeves
FOR YOUR EVENT?
“Dr. Melissa Reeves has conducted dozens of workshops for both state and national conference that I have organized. She consistently receives the highest feedback from workshop attendees and carefully crafts her presentations to the specific needs of the audience. Dr. Reeves delivers her presentations with much enthusiasm and incorporates activities that target adult learning styles. She is a repeat workshop presenter due to high demand, participant request, and a proven track record.”
- Anthony M. Adamowksi, M.Ed., Senior Manager - School Psychology, Chicago Public Schools
WHO
Books
Dr. Reeves
?
Dr. Reeves’ presentations are firmly grounded in decades of research and front-line experience. She engages international audiences with practical strategies, relatable case examples, and a calm, confident presence that fosters learning and reflection. Her presentations focus on topics such as school-based crisis prevention and response, trauma-informed practices, behavioral threat assessment, and building mental health supports that strengthen school safety and student resilience.
Recent audiences Melissa has spoken to include:
Michigan State Police
Pennsylvania Office of Mental Health and Substance Abuse Services
Chicago Public Schools
Rock Hill School District
Houston Independent School District
Southwest Cook County Cooperative Association for Special Education
Gangs, Guns, and School Violence Prevention Summit (Vancouver, BC)
Add your school or organization to the list of those inspired by Dr. Reeves - book her today!
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SPEAKER
Topics Include
Mental & Behavioral Health
Culture, Climate, & Policy
Leadership, Law, & Policy
Bullying & Cyberbullying Prevention
Suicide Prevention & Mental Health Support
Identifying & Supporting At-Risk Students
Intervention Strategies
MTSS (Multi-Tiered System of Supports)
Leader-care/Self-care
Behavioral Threat Assessment & Management
Violence Prevention Strategies
Best Practices for Drills
Trauma-Informed Practices
Childhood Trauma & Adverse Experiences
Inclusive School Safety Practices
Special Education Considerations
Signature
PRESENTATIONS
Click on the titles to learn more about each signature presentation and fill out the form below to book for your next event.
Behavioral Threat Assessment and Management (BTAM): Best Practices for K-12 Schools
6 - 6.5 hours
This workshop will focus on the process and procedures needed to establish a consistent school/district-wide approach to behavioral threat assessment and management. The roles and responsibilities of a multidisciplinary team following best practices established by the United States Secret Service National Threat Assessment Center (USSS/NTAC) and United States Department of Education will be taught. In addition, current statistics, legal cases, post-incident reviews, early identification of warning signs, primary prevention strategies to "break the code of silence”; screening and assessment procedures; and strategies for interventions, postventions, and working with difficult parents will be integrated. Case study examples and forms will also be shared to illustrate the process. This workshop accompanies the book authored by Dr. Reeves titled Behavioral Threat Assessment and Management.
Participants will learn:
how to establish a consistent school/district-wide approach to BTAM using the 8-steps identified by USSS/NTAC
the critical risk factors and warning signs contributing to risk
best practice guidelines and lessons learned from prior legal cases reports
primary prevention strategies to break the code of silence
how to assess risk using best practice guidelines and procedures established by the US Secret Service and US Dept of Education
strategies for interventions and postvention
strategies for working with difficult parents
how to conduct a BTAM screening and full assessment utilizing case study examples
It is highly recommended that school/district BTAM teams attend the training together. Critical team members include administrators (principals/assistant principals/deans), school psychologists, counselors, social workers, school resource officers, and law enforcement. Other important professionals also include behavioral interventionists, special education professionals/case managers, nurses, and community mental health professionals and law enforcement officers providing services in the schools and/or those who may help work threat assessment cases.
Advanced Threat Assessment Training
3 – 3.5-hour training
Can be combined with Best Practices for a Defensible Process and/or Special Education Considerations, see below, to make a 4.5 – 6.5 hour/full day workshop
This workshop will examine the most current research and recommendations to ensure your school’s threat assessment process incorporates the most recent best practice guidelines. Participants will learn current best practices, the importance of investigating social media posts, and how our own biases can cloud judgment. In addition, post incident reports will be reviewed that provide an analysis of lessons learned from prior threat assessment cases and school shootings. Dr. Reeves will also share lessons learned from her experience in serving as an expert witness in court cases involving threat assessment and targeted school violence. Important findings will be discussed with an emphasis on the role of the school mental health professionals and SRO’s, the critical importance of establishing a multi-disciplinary threat assessment team, and the systemic barriers that complicated information sharing, documentation, and follow-up planning and supports. Participants will also analyze the reports to identify risk factors, warning signs, and missed opportunities for intervention. Specific recommendations for improving the fidelity of implementation of best practice threat assessment protocols will be provided. This workshop accompanies the book authored by Dr. Reeves titled Behavioral Threat Assessment and Management: K-12 Schools.
Participants will:
identify current best practices to improve their school’s threat assessment process
learn the importance of searching for online threatening social media posts
identify the impact biases can have on the interpretation of warning signs
analyze case study data to identify opportunities missed when determining severity of a threat
discuss specific strategies that need to be implemented to improve a school/district threat assessment process
Behavioral Threat Assessment & Management: Legal and Best Practice Updates
1 - 2 hours
This workshop will discuss how to make your school/district’s BTAM process more legally defensible. Dr. Reeves will share lessons learned from her experience in serving as an expert witness in a threat assessment case for a large school district. Important findings will be discussed with an emphasis on the critical importance of establishing multi-disciplinary threat assessment teams, the factors to consider when conducting a threat assessment on a student receiving special education services, and the systemic barriers that complicate information sharing, documentation, and follow-up planning and supports. Specific recommendations for improving the fidelity of implementation of best practice threat assessment protocols will be provided. [Note: This workshop is more of an overview whereas the workshops below cover information more in-depth.]
Participants will:
identify current best practices to improve their school’s threat assessment process
understand how special education protocols and procedures are separate, yet can be complimentary to, threat assessment protocols and procedures
identify the impact biases can have on the interpretation of warning signs
learn how to increase effective communication to ensure the fidelity of the BTAM process and outcomes
Behavioral Threat Assessment and Management (BTAM): Best Practices for a Defensible Process
1.5 - 3 hours
Can be combined with Special Education Considerations, see below
This workshop will discuss how to make your school/district’s BTAM process more legally defensible. The most current research and recommendations will be discussed with an emphasis on the critical importance of establishing multi-disciplinary threat assessment teams and how to address the systemic barriers that complicate information sharing, documentation, and follow-up planning and supports. The importance of addressing bias, equity, and disproportionality within the BTAM process will also be explained. Knowledge gained in serving as an expert witness in court cases involving threat assessment, targeted violence and suicidal ideation will be highlighted. Specific recommendations for improving the fidelity of implementation of best practice threat assessment protocols will also be provided.
Participants will:
learn how to build a high-quality behavioral threat assessment and management program utilizing best practice strategies to build a legally defensible process
understand how to conduct a threat assessment using strategies that increase equity while decreasing bias and disproportionality
learn the clear distinction, yet complementary aspects, between threat assessment and suicide risk assessment
be provided with best practice guidance regarding parent permission vs notification, information sharing, discipline, and change in programming and/or placement decisions
be provided recommendations for improving the fidelity of implementation of the BTAM process
Behavioral Threat Assessment and Management (BTAM): Special Education Considerations
1 – 1.5 hours
Can be combined with Best Practices for a Defensible Process, see below
This workshop will discuss the special consideration necessary to ensure your threat assessment processes do not violate special education protocols and procedures. How IDEA, 504, and ADA Title II “Direct Threat Standard” intersect with threat assessment and the considerations needed to ensure districts are complying with federal law will be presented. Best practice guidance regarding parent permission vs notification, information sharing, discipline, and change in programming and/or placement decisions will be discussed. In addition, knowledge gained in serving as an expert witness in court cases involving threat assessment, targeted violence and suicidal ideation will be highlighted.
Workshop participants will:
discuss special considerations to be considered when conducting threat assessments with students with disabilities or suspected of having a disability
understand the clear distinction, yet complementary aspects, between threat assessment and special education policies and procedures
learn how IDEA, 504 and ADA Title II “Direct Threat Standard” intersect with threat assessment and the considerations needed to ensure districts are complying with federal law
be provided with best practice guidance regarding parent permission vs notification, information sharing, and discipline
identify the critical actions that need to be taken in the threat assessment process if a change of placement or programming is to be recommended
identify data points to be collected to identify and mitigate disproportionality
School-Based Crisis Prevention and Intervention
<p class="font_8"><em>2.5 – 3.5-hour presentation </em></p>
<p class="font_8"><br></p>
<p class="font_8">This workshop will discuss how to make your school/district’s BTAM process more legally defensible and the considerations necessary to ensure your threat assessment processes do not violate special education protocols and procedures. Current research and recommendations will be discussed with an emphasis on the critical importance of establishing multi-disciplinary threat assessment teams, addressing bias, equity, and disproportionality within the BTAM process, and how to address the systemic barriers that complicate information sharing, documentation, follow-up planning and supports, and implementation fidelity. Federal laws also require the “Direct Threat Standard” be met for any threat assessment that is conducted on students receiving specialized services or accommodations. IDEA, 504, and ADA Title II considerations that must be addressed within the threat assessment process to ensure districts are complying with federal law will be presented. Best practice guidance regarding parent permission vs notification, information sharing, discipline, and change in programming and/or placement decisions will also be discussed. In addition, knowledge gained in serving as an expert witness in court cases involving threat assessment, targeted violence and suicidal ideation will be highlighted </p>
<p class="font_8"><br></p>
<p class="font_8">Participants will: </p>
<ul class="font_8">
<li><p class="font_8">learn how to build a high-quality behavioral threat assessment and management program utilizing best practice strategies to build a legally defensible process </p></li>
<li><p class="font_8">understand how to conduct a threat assessment using strategies that increase equity while decreasing bias and disproportionality </p></li>
<li><p class="font_8">learn the clear distinction, yet complementary aspects, between threat assessment and suicide risk assessment, and special education policies and procedures </p></li>
<li><p class="font_8">be provided with best practice guidance regarding parent permission vs notification, information sharing, discipline, change in programming and/or placement decisions, and implementation fidelity </p></li>
<li><p class="font_8">learn how IDEA, 504 and ADA Title II “Direct Threat Standard” intersect with threat assessment and the considerations needed to ensure districts are complying with federal law </p></li>
<li><p class="font_8">identify the critical actions that need to be taken in the threat assessment process if a change of placement or programming is to be recommended</p></li>
</ul>
Advanced Behavioral Threat Assessment & Management (BTAM): Case Management & Reintegration
3 - 3.5 hours
This advanced workshop will increase participants skill sets regarding identifying protective factors and risk factors to enhance safety and management planning as part of the threat assessment process. An MTSS framework will be presented and then participants will work an advanced case study utilizing the 6 social development domains: individual, family, peer, school, community, and digital. A management planning toolkit will be provided to help guide teams in developing the safety plan and facilitating reintegration. Strategies for supporting staff will also be shared. It is highly recommended that participants have received prior training in behavioral threat assessment and management.
Participants will:
review the foundations of BTAM
learn strengths-based supports, intervention, and management strategies to effectively manage challenging behaviors while also supporting staff
learn strategies to support reintegration
apply skills learned utilizing case studies
Suicide Prevention through Postvention: Developing a Proactive and Consistent Approach to Evaluating Risk
6 – 6.5 hours
This workshop will discuss the essential processes and procedures needed to establish quality programs that address suicide prevention through postvention. Critical factors discussed include current statistics and legal cases, early identification of warning signs, primary prevention strategies, how to screen for suicide risk and conduct a more in-depth school suicide safety assessment suicide risk assessment, and strategies for intervention and postvention activities. Case study examples and forms will be shared with the school mental health professional taking a leadership role.
Participants will learn:
how to establish a consistent school- or district-wide approach to suicide risk assessment
the critical risk factors and warning signs contributing to risk
best practice guidelines as established by prior legal cases and lessons learned reports
primary prevention strategies to break the code of silence
how to conduct screenings and school-based suicide safety assessments
strategies for interventions and postvention
strategies for working with difficult parents
from case study examples and shared forms that illustrate the suicide risk assessment process
Suicide and Non-Suicidal Self-Injury: Prevention, Intervention, and Postvention
2 - 3 hours
This workshop will discuss the similarities and differences between suicidal and non-suicidal self-injurious behaviors. Critical factors discussed include etiology, early identification of risk factors and warning signs, and primary prevention strategies to break the code of silence. School-based intervention strategies will include cognitive, affective, behavioral, biological, environmental, and psychological interventions and postvention activities that address contagion and “rites of togetherness.” Participants will also better understand how to talk to teachers and parents about suicide and NSSI.
Non-Suicidal Self-Injury: Prevention, Intervention, and Postvention
1.5 - 2 hours
This workshop will discuss critical factors related to non-suicidal self-injury (NSSI). Practical universal suggestions will be provided for addressing contagion and “rites of togetherness.” Participants will also better understand individual interventions for students engaging in episodic and repetitive NSSI; assessment instruments for assessing the functions and severity of NSSI; etiology of NSSI and developing intervention plans to include practical cognitive, affective, behavioral, biological, environmental, and psychological interventions. Strategies for talking to teachers and parents about NSSI will also be highlighted.
Testimonials
“Dr. Melissa Reeves is an outstanding presenter, facilitator and instructor. I have been in a national conference and two local trainings in the past year where Dr. Reeves has provided content. Her confidence and enthusiasm are evident in her sharing of materials, ideas and practical use theory. At a recent national conference for the National Association of Pupil Service Administrators, Dr. Reeves was the highest rated presenter from the four-day conference with an approval rating of 4.80 out of 5. The feedback responses she received was complementary of both her presentation skills and the informative content she provided. Plans are being made to invite Dr. Reeves to present again at a future conference.”
- V. Keith Wilks, M.Ed., Executive Director of Student Service, Rock Hill School District
Speaker
BIOGRAPHY
Dr. Melissa Reeves, Ph.D., NCSP, LPC is a nationally certified school psychologist, licensed special education teacher, licensed professional counselor, and former district coordinator of social/emotional/behavioral services. She is past president of the National Association of School Psychologists (2016-17) and has over 20 years’ experience working in public schools and a private school, in addition to providing mental health services in day and residential treatment settings. She was an Associate Professor at Winthrop University and taught both undergraduate and graduate psychology courses, in addition to supervising graduate school psychology students in their field-based traineeship and internship placements. She also served on the university’s Critical Incident Management Team and the College of Arts and Science COVID-19 Recovery committee.
Currently, Dr. Reeves is a threat assessment & mental health specialist and senior advisor and speaker for Safe and Sound Schools, an organization founded by two parents who lost their children in the Sandy Hook tragedy. She is also a consultant and trainer for SIGMA Threat Management Associates (a Raptor affiliate), Safer Schools Together (SST), and Public Consulting Group (PCG). Dr. Reeves actively works and consults with K-12 schools regarding threat assessment cases and is engaged in helping state departments of education and school districts establish threat and suicide risk assessment procedures and emergency response protocols. Dr. Reeves is the lead author of the South Carolina Department of Education School-Based Behavioral Threat Assessment and Management Best Practice Guidelines for South Carolina K-12 Schools and has also recently served as an expert witness in court cases involving targeted school attacks and threat and suicide risk assessments, particularly involving students receiving special education services. Dr. Reeves was recently appointed by the Department of Homeland Security as an inaugural member of the Federal School Safety Clearinghouse External Advisory Board, which will advise on school safety practices to better support K-12 communities.
In addition, Dr. Reeves is co-author of the nationally and internationally recognized National Association of School Psychologists (NASP) PREPaRE School Safety and Crisis Preparedness curriculum, the first comprehensive K-12 school crisis prevention and intervention curriculum. She is also a current member and former Chair of the NASP National School Safety and Crisis Response Committee which provides consultation and support to school districts across the country after large scale crisis events including school shootings and natural disasters. She was a founding member of the Colorado Society of School Psychologists State-Wide Crisis Response Team, which trained school districts across Colorado in crisis response and was also a crisis responder to support students after Columbine. In addition to responding to various crises over the years, she travels both nationally and internationally training professionals in the areas of crisis prevention and intervention, threat and suicide assessment, the impact of trauma and PTSD on academic achievement, and cognitive behavior interventions in the school setting. She has conducted more than 350 workshops and presentations and consults with schools on establishing a positive and safe school climate that focuses on prevention programs and positive discipline measures to decrease behavioral incidences while increasing academic achievement. She has also provided consultation and staff development training to United States Department of Defense Educational Activity Schools located on military installations.
Dr. Reeves has authored six books: School Crisis Prevention and Intervention: The PREPaRE Model (original and 2nd Edition); Trauma and Adverse Childhood Experiences; Behavioral Threat Assessment and Management for K-12 Schools; Identifying, Assessing, and Treating PTSD at School; and Comprehensive Planning for Safe Learning Environments: A School Professional’s Guide to Integrating Physical and Psychological Safety: Prevention through Recovery. She has contributed multiple articles to the Communiqué, the nationally disseminated publication for the National Association of School Psychologists and has co-authored numerous book chapters and journal articles. In addition, she has testified in front of the U.S. Senate Ad Hoc Subcommittee for Disaster and Recovery regarding "Children and Disasters: A Progress Report on Addressing Needs." As NASP President, Dr. Reeves appointed the NASP Social Justice Task Force, and two additional task forces to study distance education and virtual delivery of school psychology services.
Dr. Reeves has been awarded the National Association of School Psychologists Presidential Award in 2006, 2012, and 2018 and the NASP Crisis Interest Group Award for Excellence in 2007 and 2011. She was a 2007 national finalist for the Joseph E. Zins "Purpose" Award for Early Career Practitioners in Social Emotional Learning; in 2006 awarded Golden Heart Award, presented by Cherry Creek School District Parent Special Education Advisory Council; and received the University of Denver, College of Education Leadership in Learning Alumni Award in 2006. She has received numerous other awards throughout her career in addition to serving elected terms on the NASP Board of Directors as a NASP Delegate, Regional Representative, and NASP President. She is also member of the American Psychological Association, Colorado Society of School Psychologists, and Association of Threat Assessment Professionals (ATAP).