Dr. William L. Bainbridge, Ph.D., FACFE, is a Forensic Education Expert with extensive experience in School Related Accidents, Incidents, Sexual Abuse, Sexual Assault, Sexual Harassment, College Athletics/Sports Injuries and Title IX compliance. He is court qualified in Schooling, Education Standards, Policies, and is considered to an Expert in over 35 states.
Dr. Bainbridge currently serves as President and CEO of the SchoolMatch® Institute and as a Distinguished Research Professor at The University of Dayton.
FROST ICED provides comprehensive program development, training, and litigation support services for Abuse, Threat, and Violence Recognition and Response in the workplace, schools, and communities.
Frost ICED trains clients and their staff about behaviors of concern, threat assessment, and management teams across disciplines, address how to build stronger connections, explore staff, client, and student perspectives, discuss target considerations, personal violence, harm towards others or self, mandated reporting issues, legal concerns, incident response considerations, and more. Along with Trusted Partner agencies, Frost ICED will layer in the strength of site assessments, security process reviews, internal and external safety evaluations, asset protection considerations, and much more.
Law Enforcement Training Courses:
Call Out to Lock-Up
Developing Evidence-Based Investigation
Intimate Partner Violence Investigations
Stalking and Strangulation Investigations
Homicide and Death Investigations
Interviewing and Interrogation
Sexual Abuse Investigations
School Violence Recognition and Response
Threat Assessment & Management
First Responders Diversity, Equity, Inclusion
Extreme Violence Survivors
Military Sexual and Domestic Abuse
Military / Workplace Violence
Site Assessments and Security Concerns
Rachael Frost, Master Inv. (ret.), CEO, is a VIOLENCE RECOGNITION & RESPONSE SPECIALIST with over 20 years of experience in law enforcement practices and procedures investigation, domestic violence-related persons' investigation and policies, grants, and program development.
TRAINING: Ms. Frost has offered training services across the United States for the military, corporations, law enforcement agencies, non-profits, multidisciplinary persons' crimes and advocacy response groups, and more. Her ACTION Academy provides expert trainers with direct experience who believe training should provide attendees with continual engagement to maximize interest and retention. Ms. Frost has received more than 1,500 hours of training in these areas and continually attends conferences and specialty classes, as well as reviews research, to ensure her content exhibits current best practices.
PROGRAM DEVELOPMENT and GRANTS: Rachael has obtained more than $4 million in grant funds for multidisciplinary programs across wide jurisdictions. She helps entities understand grant opportunities and develop successful applications for funding.
During the past several years, the 1995-1997 Centers for Disease Control and San Diego Kaiser Adverse Childhood Experiences study (ACEs) pioneered by Dr. Vincent Felitti has become a growing topic among those who work with survivors of trauma and abuse. If you are not familiar with the study, ACEs measured different impacts that childhood exposure to trauma(such as divorce, parent/mentor substance abuse, witnessing or experiencing physical or sexual abuse, etc.) can have on adults' future health…
Understanding domestic violence as an employer, family member, coworker, Human Resources professional, friend, law enforcement officer, teacher, and more, is extremely important so you can remain an active support person for a victim looking to leave an abusive situation.
As threat assessment professionals, corporations, schools, and agencies, how do we effectively address intimate partner violence when each story is different, and each ending may depend upon us? Let us explore four basic steps to creating a successful abuse recognition and response program for in person and virtual employees and clients.
Charles H. Heller, PhD, is a Clinical and Forensic Psychologist with over 35 years of experience in his field. Dr. Heller offers consultative expert evaluations to assess children and adults for intellectual, emotional, and mental abnormalities as defined by federal regulations. He is experienced in psychotherapy and psychological testing and provides psychological services to a broad spectrum of clients. Dr. Heller is currently on staff at Rutgers University Biomedical Health service, specializing in criminal behavior and risk assessment. He also serves as a forensic psychologist consultant for the Rockland County (NY) court evaluation service, where he has performed hundreds of child custody, as well as criminal competency and child abuse/neglect evaluations.
Areas of Specialization:
Bi-polar and other Depressive Disorders
Personality / Borderline Personality Disorders
Victims of Child Sexual Abuse
Alcohol and Drug Problems
Family / Marital Issues
Mental Health Issues
Organic and Brain Dysfunction
Agency Consultation - Dr. Heller also offers consultation to agencies to improve team effort and communication and reduce conflict. He facilitates executive and leadership committee meetings, goal setting, and staff training and clinical supervision of other therapists. Dr. Heller is a Forensic Consultant and custody evaluator for the Rockland County (NY) Department of Mental Health and a Child Custody evaluator for the Bergen Family Center, Court Services Program. He is a Consultant to agencies that include: outpatient and inpatient alcoholism and drug abuse treatment centers, schools, foster care agencies as well as a variety of group homes for emotionally handicapped, children with special needs, adolescents, developmentally delayed, and dual-diagnosed people.
Law Enforcement Personnel Consultation - Dr. Heller offer his services regarding treatment for alcohol and emotional problems as well as fitness for duty evaluations. Member of the Rockland County De-briefing team for police officers, firefighters and emergency medical technicians who have been involved in traumatic situations and the treatment of posttraumatic stress disorder. Serve as a clinician for the member assistance program of the New York City Patrolman's Benevolent Association. Serve as an EAP clinician for agents and staff of the U.S. Drug Enforcement Agency (DEA).
Speaking Engagements - Dr. Heller has delivered numerous professional speeches and seminars. His volunteer clinical supervisory and professional activities have been recognized by agencies he has helped.
Manhattan: (Mailing Address) Two Park Avenue, 20th Floor New York, NY 10016 Phone: 212-880-3789 - Alt. Phone: 845-354-0535 Fax: 845-354-1287
New Jersey: (Alternate Mailing Address) 140 East Ridgewood Avenue South Tower, Suite 415 Paramus, NJ 07652 Phone: 201-262-0331 Fax: 845-354-1287
Westchester County: (Not for Mail Service) 520 White Plains Road, Suite 500 Tarrytown, NY 10591 Phone: 845-354-0535 Fax: 845-354-1287
David Wolowitz, JD is an Education Law Attorney with 40 years of extensive experience advising schools on the current and past standard of care for protection of students from harm by other students, educators, and third parties.
Mr. Wolowitz regularly presents to national organizations, including the National Association of Independent Schools (NAIS) ,the Association of Boarding Schools (TABS), and the National Business Officers Association (NBOA). He has presented to international organizations, including the European Council of Independent Schools (ECIS) and the East Asia Regional Council of Overseas Schools (EARCOS).
In 2018, Mr. Wolowitz gave over 30 presentations and trainings in 10 states and advised international schools in Japan, Taiwan, Jordan, Italy, Spain, France and Liberia. He is the author of numerous articles relating to creating a safe school culture and is known for his practical approach to complex issues.
Mr. Wolowitz often serves as a consultant to schools and organizations, including K-12, sports clubs, camps, and churches experiencing critical incidents relating to misconduct which has harmed students. Consulting services include:
Coordinating and overseeing of third-party investigations
Advising administrators and boards on how to respond to complaints of misconduct responsibly, giving consideration to transparency, accountability, and equity
Conducting child safeguarding audits to help schools and their boards determine whether a school is meeting current standards of care for child protection
Recommending improvements for safer school cultures
Virginia Rhodes, EdD has over 35 years experience in Urban School District Policy, School Development, Administration and Teaching. Dr. Rhodes' specialties include persistently failing city schools, new school start-ups, intentional school design
District and individual school strategy for equity
Replacing factory model district & school structures with highly engaging models
Replacing punitive discipline with developmental systems
*STEM start-ups and environmental school design
Innovative teacher hiring, and teacher-led school models, including in districts with collective bargaining
Replacing toxic district or school culture with human-friendly models
Effective school security and safety--beyond electronics to the human side
Collaborating with community grassroots organizing partners
Background - Dr. Rhodes has provided consulting services to an international firm on certain aspects of U.S. public school practices prior to their exploration of a related market sector. She acted as a consultant to the University of Cincinnati Career Center assisting in the development of pre-service teacher hiring expectations. Dr. Rhodes was retained by Cincinnati Children’s Hospital Medical Center to co-investigate a study for mental health and achievement factors related to excessive student mobility.
As a consultant on AdvancedEd School Accreditation Teams, she has evaluated high school performance. Dr. Rhodes has researched and written numerous articles on school mobility, achievement, culture, and STEM (NSF). She has conducted numerous training workshops and spoken on urban school district policy and other related topics to various community groups and national educational organizations.
What does it take to improve science performance in an inner-city high school? Could a science "immersion" strategy change motivation and interest in science? How can we meet a key strategic goal of our urban district: "All students graduate and are prepared for postsecondary education, successful careers and productive citizenship."
Creative professionals in team-based work settings value work communications skills among their colleagues. As public schools create professional learning communities and experiment with teacher-led curriculum and program development, traditional interview processes may prove inadequate for these new collaborative environments. New and creative selection models may be needed to enable teacher or other professional teams to choose candidates with the 21st century skills needed for success. In public sector environments, work rules are often highly developed and professionals are entitled to interview. Qualifications, training, experience and seniority as determinants often get reduced to transfer rights using seniority as the main or only criteria. This trend detracts from creating a competitive environment in which to attract & retain a high-quality teaching staff. Solutions can be found within existing contract parameters, however, if the attributes necessary to teach 21st Century skills are actually required to be demonstrated, not just described, in the interview process.
Critical to a dynamic STEM school is a high level of instructional rigor. While this is true in all STEM schools, it is a particular challenge in those programs that serve populations inexperienced with high levels of rigor in their previous coursework.
Establishing a STEM High School (Science, Technology, Engineering, & Mathematics), and the Aiken Environmental, Ohio's first public environmental high school proved to be successful strategies to increase student engagement and raise standardized scores in science. High-poverty urban students from declining academic and disciplinary environments produced significant gains on science test results and credit attainment towards graduation. Using multiple overlapping rigor and SEL strategies, students experienced "science immersion," project-based learning, and a social-emotional curriculum that emphasized personal development and team/community-building skills.
Risk and Threat Analysis Management, LLC is a recognized leader providing Investigations, Security, Emergency Management, Executive Protection and Fire Safety consulting services. Their services have helped law firms, healthcare facilities, educational institutions and and individuals mitigate risk, and ensure regulatory compliance with Federal and State agencies.
Risk and Threat Analysis Management professionals possess years of investigative, executive protection, law enforcement, private security, fire safety and emergency management within project management experiences that guide clients as they manage threats around the world. They are prepared to provide proactive threat analysis, protection, consulting, investigations, and security training.
Emergency Management / Planning
Security Management / Planning
Fire Safety Management
Child Predator Protection
Infiltration / Red Cell Surveys
Principal, Alan J. Robinson, brings over 35 years of Security / Law Enforcement experience to the security, safety, fire safety, emergency management field. Mr. Robinson is a former Supervisor, Protection Services for Disney-ABC, Inc. in New York, where he coordinated the security of millions of dollars in equipment for both Reagan Presidential Inaugurations. While at Disney-ABC, he was credited with creating the first hostage negotiation training class after an incident at ABC News in Washington, D.C.
For the past 25 years, Mr. Robinson has been the Director of Protection and Security Services/Emergency Management for Atlantic Health System; a hospital system based in New Jersey where he manages: Public Safety and Security, Fire/Life Safety, Emergency Management, Investigations, and Special Events for a healthcare system that approximately 10 million square feet of physical plant and campus, spread throughout New Jersey.
Mr. Robinson directly and indirectly manages over one-hundred (100) security officers, investigators, fire safety officers, emergency management officers, and contract law enforcement officers. He has successfully navigated numerous external agency regulatory compliance surveys including those from the “Joint Commission,” State Department of Health, New Jersey Office of Homeland Security, and New Jersey Office of Counter-Terrorism.
Dr. Joseph S. Schwartzberg, is an Educational Consultant / Expert Witness who provides consultation and testimony on cases involving students with disabilities.
Dr. Schwartzberg was responsible for developing and administering legally compliant special education programs for the 14 districts of North San Diego County. For 13 years, he served as the Senior Director of the North Coastal Consortium for Special Education for the San Diego County Office of Education. For the 7 years prior, he was the Division Director for the Southern Westchester, NY, Board of Cooperative Educational Services (BOCES).
Litigation Support - Dr. Schwartzberg is experienced and skilled at deposition and trial testimony in state and federal court, broad knowledge and expertise in several areas, including but not limited to the following: matters related to the appropriate programming / services for children with disabilities, standards of care and school district responsibilities, child abuse and mandated reporter responsibilities,school safety, other agency services and responsibilities, plaintiff and defendant responsibilities, family court, civil court and administrative hearings, alternative dispute resolution.
Areas of Expertise:
Standards of Care
Other Agency Responsibilities
Appropriate Programming for Students with Disabilities
Stephen M. Raffle, M.D. is double Board-Certified in Psychiatry and Forensic Psychiatry. Dr. Raffle has over 49 years as a clinical and forensic psychiatrist offering his expert opinion in Federal and State jurisdictions nationwide. In addition to serving as an expert witness, Dr. Raffle consults to attorneys, judges, insurers, and to employers regarding Fitness for Duty and Risk of Violence (Threat) Assessment:
5000+ psychiatric assessments
Expert testimony in 700 depositions and trials
Successful clinical practice
The job of an expert witness is to educate a jury, judge, attorney, and trier of fact about the forensic psychiatrist's conclusions and how those opinions were derived in a manner well-reasoned, skillful, and easily understood by every person, not only another forensic psychiatrist. In short, an educator. Dr. Raffle’s experience as an educator extends well beyond a forensic venue, yet underpins the key to his ability to explain his opinions.
Prof. of Psychiatry, UCSF Medical School, 20 years
U.C. Hastings College of the Law postgraduate course "Trial and Appellate Advocacy" instructing seasoned attorneys about the direct and cross-examination of expert witnesses, with special focus on mental health experts and licensed medical professionals, Psychiatrists (MDs), Psychologists (LCSWs / MFTs), and physicians in other medical specialties, 11 years
Stephen M. Raffle, M.D. & Associates' expertise is well-established in forensic assessment in the areas of:
In order for a medical opinion to be admissible as evidence in civil, criminal and administrative cases, the basis of the opinion must fulfill either the Daubert Criteria or the Frye test, depending on the jurisdiction. The judge of the court rules on the admissibility of the expert opinion. The effect of Daubert has been to limit expert testimony to opinions which are based on a scientific foundation. Daubert specifies that adequate scientific support and method and a known error rate must exist. The testimony of a mental health expert rendering an opinion using criteria which does not meet Daubert standards is weakened by the implication that it is not based on "sound science." In some instances, for example, a mental health expert uses an approach where there are no peer-reviewed studies or methods, such as when psychologists compose their own neuropsychological test batteries. In most cases where an attorney is considering a "Daubert challenge," a contemporaneous and up-to-date literature search is indicated. Also, extensive case law presently exists as to specific issues. Being familiar with the Daubert criteria enhances effectiveness in challenging a mental health expert's opinion, whether on voir dire or cross examination. On direct examination, the strengths of an opinion reached under Daubert criteria become a "teaching moment" for the trier of fact, because it will be founded on the science of mental health assessment.
Undue influence occurs when the testator's freewill and freedom of choice in the disposition of the assets of his or her estate is replaced by the substituted judgment/wishes of another. This can apply to creating a will, codicil to amend a will, trust or other legal instrument.
The medical expert cannot express an opinion about the ultimate question to the trier of fact: how much is the plaintiff's emotional distress (emotional injury) worth in dollars? Yet when the question of these monetary damages is put to a jury, their deliberations are better-served if considered in the context of a Forensic Psychiatrist's knowledgeable findings and testimony.
My teacher and mentor, Dr. Bernard Diamond, pondered the question about the role of the psychiatric expert and other experts in the courtroom. My first public presentation was to the American Criminology Society on this topic, and it has continued to occupy my attention to the present
All psychiatric reports evaluate something, but not always the same thing. For example, eligibility for benefits, or fitness to do a job. To make sense of the report, the reader must determine what is being evaluated and how it is being done
In civil cases where emotional distress is alleged, it often occurs that the plaintiff’s attorney designates the treater as his expert. Usually the argument is that the plaintiff’s own therapist has spent many more hours with the plaintiff than the defense expert and therefore "knows" the plaintiff better. The treater often agrees with this reasoning