Schenike Massie-Lambert, Ph.D.
Children’s Center for Resilience & Trauma Recovery
Schenike Massie-Lambert,Ph.D. Program Coordinator is currently the Program Coordinator and Project Director of the Rutgers Children’s Center for Resilience and Trauma Recovery, which is a SAMHSA funded Category III Trauma Training and Services Center. As Program Coordinator for the CCRTR, Dr. Massie-Lambert leads a five-year program aimed at infusing trauma-informed care into clinical practice for New Jersey providers serving families of children that are impacted by complex trauma. Dr. Massie-Lambert coordinates the delivery of Question Persuade and Refer (QPR) youth suicide prevention program as well as Youth Mental Health First Aid to law enforcement, faith leaders, and school personnel in NJ with the center’s current Mental Health Awareness Training award. Additionally, she is also responsible for providing ARC and ARC-Grow training and ongoing consultation across Rutgers departments and within the New Jersey Children’s System of Care (CSOC) provider registry.
Dr. Massie-Lambert is also the Co-chair of Rutgers UBHC’s Diversity, Equity, and Inclusion committee and a member of the Rutgers Biomedical and Health Sciences Diversity Leadership Council’s training workgroup. She is a clinical psychologist and has extensive clinical training working with children and families impacted by trauma. Dr. Massie-Lambert is a member of the Rutgers University Behavioral Health Care Psychology Doctoral Internship Training Committee and is the primary supervisor of the doctoral intern each year rotating in the Children’s Center for Resilience & Trauma Recovery.
Prior to her appointment at the CCRTR, Dr. Massie-Lambert worked within the Rutgers Health School and Community based programs. As a clinician in the public-school setting, she was responsible for response to psychiatric emergencies, screening assessments, community outreach, and proving individual, family, and group therapy to families that were culturally and socioeconomically diverse. During her tenure in the school programs, Dr. Massie-Lambert provided consultation to school administration that included: needs assessments and coordinating professional development around the topics of trauma informed classrooms, mental health awareness, strategies for intervention/de-escalation, caregiver support and management of challenging behaviors.
Dr. Massie-Lambert completed her undergraduate education at Fairleigh Dickinson University, where she earned a combined BA/MA degree in theoretical psychology in May 2009. In 2013 she was a doctoral level intern at NJ’s Veteran’s Healthcare System where she received extensive training and supervision in implementing prolonged exposure therapy and cognitive processing therapy. She then completed her graduate studies at Adelphi University’s Derner Institute where she was trained in relational and interpersonal therapies, and earned a doctorate in clinical psychology in May 2014. In 2014, Dr. Massie-Lambert received a certificate in post-traumatic stress management and psychological first aid. In 2019, Dr. Massie-Lambert became a certified National Trainer for both Question, Persuade, Refer (QPR) suicide prevention program and Youth Mental Health First Aid. Also, worth noting is that she recently became a National Trainer in Psychological First Aid in December 2020. Over the course of her training and career Dr. Massie-Lambert has worked in various settings both providing direct care and serving as an advocate for equitable mental health supports. She is passionate about increasing mental health awareness and working with historically underrepresented populations.
Michelle H Pigott, M.A.
Training & Consultation Specialist
Michelle H. Pigott, M.A. is a Training & Consultation Specialist at Rutgers Children’s Center for Resilience and Trauma Recovery (CCRTR) under the Behavioral Research and Training Institute. In her role, Michelle provides training and consultation in gatekeeper training such as Question Persuade and Refer (QPR), Youth Mental Health First Aid, and strategies for creating trauma informed systems.
In addition to her position at Rutgers, Michelle is a doctoral candidate in the Child & Adolescent Emphasis at Adler University. Michelle was trained in Cognitive Behavioral Therapy and Family Systems Theory. Michelle completed her doctoral internship in health service psychology at Rutgers Biomedical & Health Services- University Behavioral Health Care in August 2020. During her internship Michelle provided clinical services to adolescents and families through the Edison School Based Program which included individual, family and group therapy. In her role as intern at CCRTR, Michelle was provided with additional training in evidence informed approaches to trauma including Attachment, Self- Regulation, and Competency (ARC), ARC- Grow- A Caregiver Skill Building Intervention, as well as Youth Mental Health First Aid. Michelle also developed and presented on specialized topics impacting children and families along with writing monthly articles for the CCRTR website.
Having received a Master of Arts degree from Adelphi University’s Institute of Advanced Psychological Studies, and her Bachelor’s Degree in psychology from Hampton University, Michelle has over a decade of experience in the Health Services Field. She has worked in the non-profit sector as a program coordinator, program supervisor, and case manager. In addition to her career in the non-profit sector, Michelle was also an adjunct instructor at The College of New Rochelle teaching courses on the undergraduate level in abnormal, educational, and child psychology. Her clinical experience includes working with individuals, children, and families with a variety of pervasive behavioral and emotional needs. She has engaged with research that explores the importance of mentoring, accessing health care, racial socialization, as well as child and maternal health. Michelle is passionate about advocacy and social justice as well as the impact that psychological research has on communities of color, and in particular children, education and the healthcare system.