LIVES IN THE BALANCE EXISTS TO ERADICATE THE MISTREATMENT OF OUR MOST VULNERABLE
KIDS.
WHY WE’RE HERE
Lives in the Balance advocates against punitive, exclusionary disciplinary practices in schools, families, and treatment facilities, and advocates for interventions that are effective, compassionate, proactive, and collaborative, including the model we disseminate, Collaborative & Proactive Solutions (CPS). We provide vast, free resources on the CPS model on this website, and provide training on the model globally.
We do not endorse or associate ourselves with organizations that profit from teaching caregivers how to restrain or seclude children in the name of “crisis prevention” or that rely on adult-imposed consequences to incentivize children to behave adaptively.
We’re driving the paradigm shift all over the world. We invite you to become part of the effort.
MEET THE TEAM
Lives in the Balance staff members are passionate about kids, devoted to our values and mission, and energized to change things for the better. No slackers in this crowd…
Ross is the originator of the Collaborative & Proactive Solutions (CPS) model, as described in his influential books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings. He served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Professor in the Department of Psychology at Virginia Tech and in the Faculty of Science at The University of Technology Sydney in Australia.
Liz previously worked as an assistant director of an adoption agency, a career counselor, a rehabilitation counselor, and an advertising executive in New York City. She oversees conference planning, workshops, trainings, and finances at Lives in the Balance.
Email: liz@livesinthebalance.org
Email: liz@livesinthebalance.org
Kim has previously managed the clinical departments of two organizations serving youth and families in residential facilities. Kim is tirelessly devoted to ensuring that caregivers receive the support and resources they need in parenting and working with kids with social, emotional, and behavioral challenges.
Email: kimhopkinsbetts@livesinthebalance.org
Email: kimhopkinsbetts@livesinthebalance.org
Before joining Lives in the Balance, Marissa Thompson served as a school psychologist, co-principal, and program specialist in charter schools in San Diego. Holding an Ed.S. and MA from Tufts University, Marissa is passionate about building neurodiversity-affirming school-based mental health services and inclusive school environments for students with disabilities and behavior challenges. Marissa believes that every child -- and every parent -- deserves to feel that they belong in their school community. Email: marissa@livesinthebalance.org
Cynthia has worked as a psychoeducator in an organization dedicated to treating the most severe and persistent childhood behavioral disorders in the health care system. She trains schools, facilities, and other providers in the model. Email: cynthiagraton@livesinthebalance.org
Before joining Lives in the Balance, Ben practiced as an attorney for Disability Rights Maine, where he advocated for the rights of children and for systemic change. He has represented hundreds of children with disabilities and their families in pursuit of safer, better lives, and brings his vast experience to Lives in the Balance to promote legal initiatives on behalf of children and families on a national and international scale.
Email: benjones@livesinthebalance.org
Email: benjones@livesinthebalance.org
Margot Margarones has worked in the government, education, and nonprofit sectors to develop strategic partnerships that support collaborative programming in diversity, equity, and inclusion. Her most recent position, prior to joining Lives in the Balance, was with the University of Maine system. In her spare time Margot enjoys meeting new people, traveling, and spending time at the beach.
Michelle has been a Lives in the Balance trainer and certified provider in Collaborative & Proactive Solutions for the past 12 years. For the past 40 years, she has worked in various fields, including child welfare, youth justice, children's mental health, education, and the women's anti-violence sector. She is also on the faculty at Fleming College in Ontario, Canada.
Sammi is a student at New York University Gallatin School of Individualized Studies, concentrating in criminology through the biopsychosocial lens. She is passionate about criminal justice, mental health awareness, and healthy communication. Sammi believes in a proactive, holistic, and non-judgmental approach to care.
Anna Cait has worked in education, child welfare, and advocacy for the past ten years with a particular focus on underserved and historically marginalized communities. She is passionate about promoting strategies and interventions to all people who care about children that are practical, equitable, and effective. Anna Cait holds a PhD in School Psychology and Masters of Education in Bilingual Psychological Services from Fordham University.
Sara has managed the communications and social media for several nonprofits. Before that, she was a journalist for over a decade. She lives in the North Shore area of Massachusetts with her husband.
OUR BOARD OF DIRECTORS
Lives in the Balance is really fortunate to have a devoted group of parents, educators, and professionals guiding and overseeing its efforts.
Lori serves as the Director of Finance and Administration for the University of New England College of Osteopathic Medicine, and prior to moving to Maine, worked in nonprofit management in New York City. She has an MBA from the Wirtschaftsuniverstät Wien and an IMBA from the University of South Carolina.
Pam has worked for the Rockland County (NY) Board of Cooperative Educational Services for the past 24 years, holding positions as an Assistant Principal, Staff Development Trainer, and most recently Principal of CBI-TECH High School.
Jenn worked with youth as a clinical social work therapist prior to becoming the Chief Operating Officer for North Dakota’s largest independent psychiatric and substance use treatment facility. Jenn is currently completing her PhD in Education while serving as the Program Director for the North Dakota Pediatric Mental Health Access program and working at the Center for BioBehavioral Research at Sanford Research.
Laura is a psychologist and Clinical Associate Professor in the Department of Psychiatry at the Carver College of Medicine at the University of Iowa. She oversaw implementation of the CPS model in her prior position at Shodair Children's Hospital, a residential and inpatient facility for children and adolescents in Helena, Montana.
Christina has her Master's in Counseling Psychology from Gonzaga University and has served as a leader in higher education. She is on the steering committee for the Beachwood Neurodiversity Family Network and advocates for education reform at the local, state and national levels. Christina has two children, one of whom she homeschools.
Michael is a principal at Bracebridge Capital, a fixed income hedge fund based in Boston. He earned his M.A. and Ph.D., both in Economics, from Harvard University. Michael sits on the board of the Stanford Institute for Economic Policy Research.
HIGHER ED ADVISORY BOARD
Lives in the Balance takes pride in basing its efforts on the latest science and on models of care that are empirically supported. Our Scientific Advisory Committee helps us stay on track and guides our research.
Bryan taught in K-12 schools in NH for more than a decade and has spent more than 20 years working with schools, families, and students that have been disadvantaged by, and disillusioned with, traditional methods of education. Following his doctoral studies at Harvard Graduate School of Education, Bryan has been working in teacher preparation and is currently Teaching Faculty at Plymouth State University’s Elementary Education and Youth Development program. He also works closely with partner schools, helping them adopt more equitable and inclusive practices (including CPS).
Jennifer Engelland-Schultz, Ph.D., is an Assistant Professor in School Psychology at National Louis University in Wheeling, IL. Jennifer is passionate about providing effective social, emotional, behavioral, and mental health services to students and families within a multi-tiered system of supports (MTSS), advocating for racial and social justice, promoting equity in the schools, and creating family-school-community partnerships. Jennifer is committed to creating safe, supportive, and culturally responsive learning environments that meet the needs of all students and families.
Elaine Fournier is an Assistant Professor in the Faculty of Education at Western University in Ontario Canada. She has been an educator for more than 30 years and is as passionate today about inclusive education as she was when she stepped through the doors of her first classroom.
Meagan graduated from San Diego State University with a Bachelor of Arts degree in Creative Writing followed by Peace Corps service teaching English in the Republic of Uzbekistan. She subsequently earned a Master of Public Administration degree in Public and Nonprofit Management from New York University. Meagan’s professional experience in higher education spans nine years and includes Middlesex Community College Foundation in Bedford, MA, Lone Star College Foundation in the Woodlands, TX, and Lone Star College-Kingwood in Houston, TX. She is an Army veteran and parent of a challenging child.
Dan is an Associate Professor in the Education Specialist (EdS) School Psychology graduate program at the University of Wisconsin-La Crosse since 2014, Dan Hyson previously served as a practicing school psychologist and data coach in the Minnesota K-12 schools for 13 years. He is a Lives in the Balance Certified Provider of Collaborative and Proactive Solutions (CPS) and has used the model in his direct service work with K-12 students, facilitated book studies with and presented workshops to K-12 educators, and taught his graduate students about and coached them in using the model in their field experiences as part of their training to be school psychologists.
