Marisa Printz

Accomplished and reputable behavioral health administrator recognized for leveraging strengths and opportunities to develop solutions solving operational, workflow, and/or technical problems within the workplace. Highly organized, detail-oriented professional skilled in directing high-performing teams to achieve successful outcomes.

• Well-known, reputable, and networked Berks County professional with 30 + years of experience in human services
• Berks County CASSP Board Member since 2016
• Northeast CSP Co-Chair since 2024
• Acquisition of PA State Social Work License in 2007 (SW125556)
• Author and execution manager of a robust Quality Management Plan within a human services provider agency in 2013
• Implementation manager for electronic medical records (EMR) system (2011-2015)
• Direct practitioner of clinical services with individuals in a variety of social service settings (Residential, Behavioral Health, Hospice, Domestic Violence & Foster Care/Adoption)
• Oversight of a Counseling Department's operations, inclusive of a 9-million-dollar annual budget, spanning over 20 licensed sites across the state of PA, with approximately 400 total staff, and a continuum of Behavioral Health Services ranging from Outpatient to CRR Host Home
• Maintained managerial and/or executive level leadership employment positions since 2009
• Avid advocate with a strong belief in recovery, resiliency, and the potential for change
• Familiarity of resources in Berks County, neighboring counties, and the North Central Region of PA
• Expansive knowledge of behavioral health programming, licensure, and service delivery standards
• Understanding of county mental health systems and governing bodies such as CMS, DHS, OMHSAS, HIPAA, PA Code, Managed Care Organizations & CFR Title 42

• Motivated, compassionate leader who communicates & elicits input/feedback from team members regularly
• Comfortable and adaptable to independent and/or teamwork settings as well as remote versus office based work locale
• Dedication to professional and personal growth
• Working knowledge of Office applications, web/cloud-based applications, and telework platforms
• Possession of organizational and time management skills
• Mother of three who enjoys baking, Philly sports spectating, being actively involved with my children, reading and listening to music

• Undergraduate Research Assistant, Friendship Group Facilitator, FAST Track Program, Penn State University, 1991, 1993, Fast Track is a comprehensive intervention project designed to look at how children develop across their lives by providing academic tutoring and lessons in developing social skills and regulating their behaviors. Selection began when the participants entered kindergarten and children were placed either in the intervention group or the control group. The intervention was guided by a developmental theory stating the interaction of multiple influences on the development of behavior. There can be multiple stressors and influences on children and families that increase their risk levels. In such contexts, some families that experience marital conflict and instability can cause inconsistent and ineffective parenting. These children can sometimes enter school poorly prepared for the social, emotional, and cognitive demands of this setting. Often the child will then attend a school with a high number of other children who are similarly unprepared and are negatively influenced by disruptive classroom situations and punitive teacher practices. Over time, children in these circumstances tend to demonstrate particular behaviors, are rejected by families and peers, and tend to receive less support from teachers, further increasing aggressive exchanges and academic difficulties. As youth get older, their risk for these behaviors increase due to peer influences, academic difficulties, and their personal identity development. The Fast Track project is thus based on the hypothesis that improving child competencies, parenting effectiveness, school context and school-home communications will, over time, contribute to preventing certain behaviors across the period from early childhood through adolescence.
• Undergraduate Research Assistant, Emotional Competence and Aggressive Behavior in School-Age Children, The Pennsylvania State University, 1993, 1994, Examined emotional competence in 87 children, aged 7-10 years, was measured, who varied with respect to reports of aggressive behavior to determine whether individual differences in emotional competence characterize children with higher levels of aggressive behavior. Emotional competence was assessed during a 1-hr lab visit that included (a) an observational period consisting of a modified disappointment paradigm, (b) assessment of cognitive and language abilities, and (c) 2 structured emotion interviews. Children with higher levels of aggressive behavior exhibited more intense and frequent expressions of anger, both as reported by mothers and as observed during the disappointment paradigm. Less sophisticated ability to identify the causes of emotion also characterized children with higher levels of aggressive behavior. Gender moderated the relation between aggressive behavior and type of emotion identified such that reports of happiness (in response to receiving a disappointing prize) were associated with lower levels of reported aggressive behavior for boys. The value of assessing children's emotional competence in the context of an emotionally arousing situation is suggested by these findings.