The Future of The Future of School Psychology: School Psychology: A NASP Town Hall A NASP Town Hall

MeetingMeetingNASP ConventionNASP Convention

April 2003April 2003

TorontoToronto

Overview of the School Overview of the School Psychology Future’s Psychology Future’s

ConferenceConference

Pat HarrisonPat HarrisonPosition: School Psychology Faculty MemberPosition: School Psychology Faculty Member

The University of AlabamaThe University of Alabama

Tuscaloosa, ALTuscaloosa, AL

Future’s Conference: On-Site Participant and Future’s Conference: On-Site Participant and Conference Co-ChairConference Co-Chair

  

Conference FrameworkConference Framework

It has been over 20 years since last future’s It has been over 20 years since last future’s conference. conference. School psychology has undergone School psychology has undergone tremendous growth.tremendous growth.Current and future personnel shortages Current and future personnel shortages threaten our capacity to meet the needs of threaten our capacity to meet the needs of children in schools.children in schools.Needs and pressures facing children, Needs and pressures facing children, families, and schools are greater than ever.families, and schools are greater than ever.

Conference Goals:Conference Goals:

Achieve consensus on current and future Achieve consensus on current and future demands for school psychology and how we demands for school psychology and how we can meet those demands.can meet those demands.Conceptualize the practice of school Conceptualize the practice of school psychology in the face of diminishing psychology in the face of diminishing numbers and increasing need for services.numbers and increasing need for services.Develop an agenda to use the resources we Develop an agenda to use the resources we have to maximize the benefits to children, have to maximize the benefits to children, families, and schools.families, and schools.

  

Conference SponsorsConference SponsorsNational Association of School Psychologists National Association of School Psychologists American Psychological Association, Division 16 American Psychological Association, Division 16 Society for the Study of School Psychology Society for the Study of School Psychology Council of Directors of School Psychology Council of Directors of School Psychology ProgramsProgramsTrainers of School PsychologistsTrainers of School PsychologistsAmerican Academy of School Psychology American Academy of School Psychology American Board of School Psychology American Board of School Psychology International School Psychology Association International School Psychology Association In collaboration with the Indiana University-In collaboration with the Indiana University-Bloomington, School of EducationBloomington, School of Education

Electronic CommunicationElectronic Communication

The Internet allowed integration of The Internet allowed integration of conference activities from onsite conference activities from onsite in Indianapolis AND remote in Indianapolis AND remote groups and individuals across the groups and individuals across the country.country.

Conference Internet Site:Conference Internet Site:Webcasts of all conference presentationsWebcasts of all conference presentations

PowerPointsPowerPoints

E-ForumE-Forum

Outcomes of Conference ActivitiesOutcomes of Conference Activities

Resources and reading materials Resources and reading materials 

CPD—Informal Self Study Information CPD—Informal Self Study Information 

Peg Dawson Peg Dawson November 15, 2002 November 15, 2002

Sandra ChristensonSandra Christenson November 15, 2002 November 15, 2002

Deborah Crockett Deborah Crockett November 15, 2002 November 15, 2002

Conference Organization:Conference Organization:

About 70 school psychologists participated About 70 school psychologists participated on-site, including school psychology on-site, including school psychology practitioners, trainers, and graduate practitioners, trainers, and graduate students.students.30 remote group sites with 667 participants 30 remote group sites with 667 participants Plus hundreds of individualsPlus hundreds of individualsViewed webcasts of conference speechesViewed webcasts of conference speechesPosted comments on the E-ForumPosted comments on the E-Forum……. . Thus, a multi-site conferenceThus, a multi-site conference

On-Site Participants in IndianapolisOn-Site Participants in Indianapolis

Kent State UniversityKent State University

Oklahoma State UniversityOklahoma State University

Northern Illinois UniversityNorthern Illinois University  

  

The following critical The following critical issues formed a issues formed a foundation for all foundation for all

conference conference activities:activities:

GUIDING PRINCIPLES ACROSS ALL GUIDING PRINCIPLES ACROSS ALL OUTCOMES FOR CHILDREN, OUTCOMES FOR CHILDREN, FAMILIES, AND SCHOOLSFAMILIES, AND SCHOOLS

Currently, and for the foreseeable future, we are faced Currently, and for the foreseeable future, we are faced with a shortage of school psychologists that threatens with a shortage of school psychologists that threatens our capacity to meet the needs of children in schools. our capacity to meet the needs of children in schools. While the profession must increase efforts to recruit While the profession must increase efforts to recruit and retain professionals in our field, such strategies and retain professionals in our field, such strategies alone will be insufficient and inadequate to increase alone will be insufficient and inadequate to increase our capacity to meet the imminent needs of children, our capacity to meet the imminent needs of children, families, and schools. As a result, changes in school families, and schools. As a result, changes in school psychology practices and service delivery will be psychology practices and service delivery will be required to use the resources we have to maximize required to use the resources we have to maximize the benefits to the children and schools that we serve.the benefits to the children and schools that we serve.

Prevention and early intervention will be necessary to Prevention and early intervention will be necessary to achieve positive outcomes for children, families, and achieve positive outcomes for children, families, and schools.schools.Evidence-based practices will be necessary to achieve Evidence-based practices will be necessary to achieve positive outcomes for children, families, and schools.positive outcomes for children, families, and schools.In order to be effective, school psychological services In order to be effective, school psychological services must demonstrate respect for and understanding of must demonstrate respect for and understanding of diversity factors for children, families and schools, diversity factors for children, families and schools, including factors related to cultural, individual, and role including factors related to cultural, individual, and role differences (e.g., age, gender or gender identity, differences (e.g., age, gender or gender identity, cognitive capabilities, developmental level, race, cognitive capabilities, developmental level, race, ethnicity, culture, national origin, religion, sexual ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic orientation, disability, language, and socioeconomic status).status).

ISSUES/OUTCOMES FOR ISSUES/OUTCOMES FOR CHILDRENCHILDREN

Improved academic competence and Improved academic competence and school success for all childrenschool success for all children

  

Improved social-emotional functioning for Improved social-emotional functioning for all childrenall children

ISSUES/OUTCOMES FOR ISSUES/OUTCOMES FOR FAMILIESFAMILIES

Improved parenting skills and increased Improved parenting skills and increased ability of families to support students ability of families to support students

Enhanced family-school partnerships and Enhanced family-school partnerships and parental involvement in schoolsparental involvement in schools

ISSUES/OUTCOMES FOR ISSUES/OUTCOMES FOR SCHOOLSSCHOOLS

More effective education and instruction More effective education and instruction for all learnersfor all learners

Increased child and family services in Increased child and family services in schools that promote health and mental schools that promote health and mental health and are integrated with community health and are integrated with community servicesservices

  Conference Breakout SessionsConference Breakout Sessions

The conference followed a The conference followed a problem-problem-solving modelsolving model, with activities , with activities conducted within groups prior to the conducted within groups prior to the conference, as well as during the conference, as well as during the conference.conference.

Problem-Solving Steps:Problem-Solving Steps:1.1. Define critical issues (pre-conference)Define critical issues (pre-conference)2.2. Identify threats and opportunities (conference)Identify threats and opportunities (conference)3.3. Brainstorm solutions/strategies (conference)Brainstorm solutions/strategies (conference)4.4. Identify the most promising solutions and Identify the most promising solutions and

strategies (conference)strategies (conference)5.5. Develop action plans, specifying strategies Develop action plans, specifying strategies

and specific activities (began at conference and specific activities (began at conference and will continue post-conference)and will continue post-conference)

6.6. Implement action plan (post-conference)Implement action plan (post-conference)7.7. Evaluate outcomes (post conference) Evaluate outcomes (post conference)

  

Purposes of the NASP Town Purposes of the NASP Town Hall Meeting:Hall Meeting:

Share the excitementShare the excitement and describe the issues and describe the issues and action plans from the future's and action plans from the future's conferenceconference

Seek your inputSeek your input and reaction about our future and reaction about our future

DescribeDescribe: where we are, where are we going, : where we are, where are we going, how we need inputhow we need input

Generate continued participationGenerate continued participation at the at the national---as well as state and local----levelsnational---as well as state and local----levels

Panel Presentation: Panel Presentation: Critical Issues for the Critical Issues for the

Future of School Future of School PsychologyPsychology

Critical Issue: Personnel Critical Issue: Personnel Shortages in School Shortages in School

PsychologyPsychology  

Michael J. CurtisMichael J. CurtisPosition: School Psychology Faculty MemberPosition: School Psychology Faculty Member

University of South FloridaUniversity of South FloridaTampa, FLTampa, FL

Future’s Conference: On-Site Participant and Future’s Conference: On-Site Participant and Keynote PresenterKeynote Presenter

Michael Curtis Michael Curtis November 14, 2002 November 14, 2002

Twenty or More Years Twenty or More Years ExperienceExperience

10.2

20.7

0

5

10

15

20

25

1989-90 1999-2000

Percent

Projected Retirements at 30 Projected Retirements at 30 Years of Experience Years of Experience

for Total Fieldfor Total Field

RetirementRetirement

ByBy

PercentagePercentage CumulativeCumulative

PercentagePercentage

20102010 16.616.6 37.737.7

20152015 15.215.2 52.952.9

20202020 13.713.7 66.666.6

20252025 17.117.1 83.783.7

Personnel Needs by RegionPersonnel Needs by Region

Greatest consistency between supply and Greatest consistency between supply and demand:demand:New England-New England- CT, MA, ME, NH, RI, VT CT, MA, ME, NH, RI, VTMid-Atlantic- Mid-Atlantic- NJ, NY, PANJ, NY, PA

Greatest discrepancy – Greatest Shortage:Greatest discrepancy – Greatest Shortage:East South Central-East South Central- AL, KY, MS, TN AL, KY, MS, TNWest South Central-West South Central- AR, LA, OK, TX AR, LA, OK, TX

(Lund, Reschly, & Martin, 1998)(Lund, Reschly, & Martin, 1998)

Potential Implications of ShortagePotential Implications of Shortage

Higher ratios: more time in special Higher ratios: more time in special education activities, less education activities, less time in time in intervention-based servicesintervention-based services

Lower standards for credentialingLower standards for credentialing

Larger enrollments in training programs, Larger enrollments in training programs, but with fewer facultybut with fewer faculty

Introduction/expansion of other Introduction/expansion of other professional rolesprofessional roles

More options for and interest by school More options for and interest by school psychologists in alternative settingspsychologists in alternative settings

Critical Issues about Diversity Critical Issues about Diversity

Gena N. Ehrhardt-PadgettGena N. Ehrhardt-PadgettPosition: School Psychology InternPosition: School Psychology Intern

Children's Resource GroupChildren's Resource Group

Indianapolis, INIndianapolis, IN

  Future’s Conference: On-Site Participant Future’s Conference: On-Site Participant and Panel Presenterand Panel Presenter

  

Gena Ehrhardt-PadgettGena Ehrhardt-Padgett November 16, 2002 November 16, 2002

Personal & Organizational PracticesPersonal & Organizational Practices Threats OpportunitiesThreats Opportunities

Diversity is ignored.Diversity is ignored.

Monocultural Monocultural practices are practices are promoted.promoted.

Emphasis is placed Emphasis is placed on meeting majority on meeting majority culture’s needs.culture’s needs.

Believe that there is Believe that there is only one way for only one way for doing things.doing things.

Diversity is valued.Diversity is valued.

Diversity is an asset.Diversity is an asset.

Training focuses on Training focuses on meeting dynamics of meeting dynamics of racism, sexism, etc.racism, sexism, etc.

Problem solving is Problem solving is creative, flexible, and creative, flexible, and accommodating.accommodating.

Sue, D.W., Carter, R.T., Casas, J.M., Fouad, N.A., Ivey, A.E., Jensen, M.,

LaFromboise, T., Manese, J.E., Ponterotto, J.G., & Vasquez-Nuttall, E. (1998)

Educational IssuesEducational IssuesMinority families can be viewed by schools Minority families can be viewed by schools as a problem rather than a solution.as a problem rather than a solution.Evaluation methods of diverse linguistic Evaluation methods of diverse linguistic populations remain challenging.populations remain challenging.Instructional practices are based primarily Instructional practices are based primarily on learning styles and values that affirm on learning styles and values that affirm the culture of majority students. the culture of majority students. Recruitment and retention of Recruitment and retention of underrepresented populations in school underrepresented populations in school psychology programs is increasing.psychology programs is increasing.

(Benson, 1990; Baker, 1990; Fletcher & Cardona-Morale, 1990; Freed & Pena, 2002(Benson, 1990; Baker, 1990; Fletcher & Cardona-Morale, 1990; Freed & Pena, 2002

Mental Health IssuesMental Health IssuesPractice of psychology primarily resides in Practice of psychology primarily resides in the office rather than in community. the office rather than in community. Clinical work focuses on individuals rather Clinical work focuses on individuals rather than groups.than groups.Policies of a superordinate group dictate Policies of a superordinate group dictate therapeutic treatment.therapeutic treatment.Conventional therapy is oriented toward Conventional therapy is oriented toward remediation rather than prevention.remediation rather than prevention.

(Atkinson, Thompson, & Grant, 1993; Ivey, Ivey, & Simek-Morgan, 1997; Sue, 1995; Sue & Sue, 1999)(Atkinson, Thompson, & Grant, 1993; Ivey, Ivey, & Simek-Morgan, 1997; Sue, 1995; Sue & Sue, 1999)

Critical Issues for ChildrenCritical Issues for Children

Robin Black-VannoyRobin Black-VannoyPosition: School Psychology StudentPosition: School Psychology Student

Eastern Illinois UniversityEastern Illinois University

Charleston, ILCharleston, IL

Future’s Conference: On-Site ParticipantFuture’s Conference: On-Site Participant

Lack of After-School SupervisionLack of After-School SupervisionApproximately 8 million children ages 5 to Approximately 8 million children ages 5 to 14 regularly spend time without adult 14 regularly spend time without adult supervision (Pardini, 2001). supervision (Pardini, 2001).

According to U.S. Department of According to U.S. Department of Education, 63 percent of public schools Education, 63 percent of public schools offered extended-day programs in 1998, offered extended-day programs in 1998, up from 13 percent in 1988 (Pardini, up from 13 percent in 1988 (Pardini, 2001). 2001).

Slow LearnersSlow Learners

Slow learners make up 14% of Slow learners make up 14% of children nationwide (Shaw, 2003).children nationwide (Shaw, 2003).

Over 70% of dropouts are slow Over 70% of dropouts are slow learners (Shaw, 2003).learners (Shaw, 2003).

Slow learners are disproportionately Slow learners are disproportionately incarcerated, drug addicted, and incarcerated, drug addicted, and pregnant as teens (Shaw, 2003).pregnant as teens (Shaw, 2003).

War and TerrorismWar and Terrorism

Xenophobia can be heightened under a Xenophobia can be heightened under a terrorist threat and can become a social terrorist threat and can become a social and psychological danger. and psychological danger. (www.helping.apa.org/daily/terrorism.html)(www.helping.apa.org/daily/terrorism.html)

Reactions of children may include:Reactions of children may include:-- Anxiety, worry, fear, somatic complaints, Anxiety, worry, fear, somatic complaints,

and changes in academic performance. and changes in academic performance. (www.helping.apa.org/daily/ptguidelines.html)(www.helping.apa.org/daily/ptguidelines.html)

Critical Issues for FamiliesCritical Issues for Families

Brian BartelsBrian BartelsPosition: Facilitator for School Position: Facilitator for School

Psychologists Psychologists

Howard County Public Schools Howard County Public Schools Elliott City, MDElliott City, MD

Future’s Conference: On-Site ParticipantFuture’s Conference: On-Site Participant

HOWARD COUNTY PUBLIC HOWARD COUNTY PUBLIC SCHOOLSSCHOOLS

ELLICOTT CITY, MDELLICOTT CITY, MD 45,000 Students45,000 Students

Ranked #1 in MD (9 of 11 years)Ranked #1 in MD (9 of 11 years)

65 School Psychologists (1:700 ratio)65 School Psychologists (1:700 ratio)

Broad role and progressive servicesBroad role and progressive services

“ “Exemplary Mental Health Program”Exemplary Mental Health Program”

ASCA Commendation for Standards-ASCA Commendation for Standards-Based CounselingBased Counseling

Q:Q: Enhance family involvement for what Enhance family involvement for what purpose?purpose?A:A: Strengthen Strengthen problem-solving, enhance problem-solving, enhance learning competencies, and accelerate learning competencies, and accelerate student achievementstudent achievement

HCPSS Goals:HCPSS Goals:Each child regardless of race, ethnicity, Each child regardless of race, ethnicity, socio-economic status, disability or gender, socio-economic status, disability or gender, will meet the rigorous performance standards will meet the rigorous performance standards that have been established…. (by 2007)that have been established…. (by 2007)Provide a safe and nurturing school Provide a safe and nurturing school environment that values our diversity and environment that values our diversity and commonality.commonality.

Impact on School PsychologistsImpact on School PsychologistsFocus like a laser on student achievementFocus like a laser on student achievementFocus on collaboration with families & staffFocus on collaboration with families & staff

Enhance problem solving across home Enhance problem solving across home and school and school Parents are informed; shared decision-Parents are informed; shared decision-makingmakingFoster bi-directional communicationsFoster bi-directional communicationsCo-construct strengths, referral Co-construct strengths, referral concerns & intervention plansconcerns & intervention plans

Christenson, 2002Christenson, 2002

Critical Issues for SchoolsCritical Issues for Schools

Jennifer KitsonJennifer KitsonPosition: Technical Assistance Specialist Position: Technical Assistance Specialist

National Center for Mental Health National Center for Mental Health Promotion and Youth Violence PreventionPromotion and Youth Violence Prevention

Hays, KSHays, KS  Future’s Conference: On-Site Participant, Future’s Conference: On-Site Participant,

Panel Presenter, and Group FacilitatorPanel Presenter, and Group Facilitator  

Jennifer KitsonJennifer KitsonNovember 16, 2002November 16, 2002

Issues for SchoolsIssues for Schools

Utilization of Problem-Solving ModelUtilization of Problem-Solving Model

General education intervention team to General education intervention team to implement problem-solving processimplement problem-solving process

– Identify student needsIdentify student needs– Select interventionsSelect interventions– Develop design for progress monitoringDevelop design for progress monitoring– Consult regarding implementationConsult regarding implementation– Provide staff development regarding Provide staff development regarding

academic achievement, social/emotional academic achievement, social/emotional and behavior needsand behavior needs

Issues for SchoolsIssues for Schools

School Reform & No Child Left BehindSchool Reform & No Child Left Behind

School Improvement ProcessSchool Improvement Process– Consider curriculum standards and instructional Consider curriculum standards and instructional

practicespractices– Consider impact of high stakes testingConsider impact of high stakes testing– Complete data collection and managementComplete data collection and management– Identify improvement targetsIdentify improvement targets– Plan improvement strategies & identify needed Plan improvement strategies & identify needed

resourcesresources– Complete multiple assessments for evaluationComplete multiple assessments for evaluation

Issues for SchoolsIssues for SchoolsHealth and Mental Health: Enhancement Health and Mental Health: Enhancement

and Integrationand IntegrationComprehensive approach to school safetyComprehensive approach to school safety– Consider school climate issues & mental Consider school climate issues & mental

health needshealth needs– Include parents, students and community Include parents, students and community

agenciesagenciesUtilize prevention and intervention programs Utilize prevention and intervention programs – needs assessmentneeds assessment– evidence-based approachevidence-based approach– staff training-support to implement programsstaff training-support to implement programs– monitoring and evaluation of programsmonitoring and evaluation of programs

Audience Feedback and Audience Feedback and Questions Questions

How are these issues impacting How are these issues impacting school psychology services in school psychology services in your setting?your setting?

What are your questions for the What are your questions for the panel? panel? 

Panel Presentation: Panel Presentation: Strategies for the Strategies for the Future of School Future of School

Psychology Psychology

Strategies for Improving Strategies for Improving Academic Competence and Academic Competence and

School Success for All ChildrenSchool Success for All Children

Rachel Brown-ChidseyRachel Brown-ChidseyPosition: School Psychology Faculty MemberPosition: School Psychology Faculty Member

University of Southern MaineUniversity of Southern MainePortland, MEPortland, ME

Future’s Conference: On-Site Participant, Future’s Conference: On-Site Participant, Panel Presenter, and Group FacilitatorPanel Presenter, and Group Facilitator

  

Rachel Brown-ChidseyRachel Brown-Chidsey November 16, 2002 November 16, 2002

Improved Instructional DesignImproved Instructional DesignAll graduates of All graduates of school psychology school psychology programs are programs are knowledgeable about knowledgeable about effective instructional effective instructional design principles that design principles that incorporate the incorporate the needs of diverse needs of diverse learners (race, learners (race, ethnicity, SES, ethnicity, SES, language ability).language ability).

Conversations Conversations between school between school psychology trainers psychology trainers and deans/others in and deans/others in their Universities their Universities about curriculaabout curricula

Early Intervention & PreventionEarly Intervention & Prevention

Application of Application of universal early universal early prevention and prevention and intervention intervention programs which programs which emphasize emphasize language, cognitive, language, cognitive, and social-emotional and social-emotional development from development from the context of the context of ethnicity, SES, ethnicity, SES, gender, and gender, and language.language.

Identification and Identification and dissemination of dissemination of relevant aspects of relevant aspects of state and Federal state and Federal policies (e.g., policies (e.g., No Child No Child Left Behind, Early Left Behind, Early Reading FirstReading First))Consideration of the Consideration of the development of development of training standards and training standards and competencies for an competencies for an early prevention and early prevention and intervention sub-intervention sub-specialty within school specialty within school psychologypsychology

Assessment PracticesAssessment Practices

Using assessment Using assessment practices which are practices which are empirically linked to empirically linked to strategies to improve strategies to improve academic academic performance, and that performance, and that those assessment those assessment practices account for practices account for the influence of the influence of ethnicity, SES, gender, ethnicity, SES, gender, and language on and language on learning outcomes.learning outcomes.

Dissemination of Dissemination of information about a information about a new model/criteria for new model/criteria for identification of identification of students with learning students with learning disabilitiesdisabilitiesCollaboration on a Collaboration on a book which covers book which covers non-categorical non-categorical assessment practices assessment practices that focus on that focus on identification of identification of students’ instructional students’ instructional needsneeds

Multicultural PerspectivesMulticultural PerspectivesTraining school Training school psychologists to psychologists to think think multiculturally to multiculturally to increase increase academic academic involvement, involvement, relevance, and relevance, and motivation of motivation of diverse children.diverse children.

Examination of Examination of current and current and appropriate appropriate cultural models for cultural models for pre-service and in-pre-service and in-service trainingservice training

Continuation of an Continuation of an open dialogue on open dialogue on multicultural multicultural perspectivesperspectives

Strategies for Improving Social-Strategies for Improving Social-Emotional Functioning for All Emotional Functioning for All

ChildrenChildren

Diane SmallwoodDiane Smallwood

Current Position: NASP PresidentCurrent Position: NASP President

Future’s Conference: On-Site Participant, Future’s Conference: On-Site Participant, Panel Presenter, and Group FacilitatorPanel Presenter, and Group Facilitator

  

Diane SmallwoodDiane Smallwood

November 16, 2002November 16, 2002

Key PointsKey Points

Safe and supportive school environmentsSafe and supportive school environments

Early interventionEarly intervention

Academic supportsAcademic supports

Cultural affirmationCultural affirmation

Individual servicesIndividual services

Evidence-based approachesEvidence-based approaches

Universal Level—Building a Universal Level—Building a strong school-wide foundationstrong school-wide foundation

Components:Components: Systemic plan in place in all schools that Systemic plan in place in all schools that

includes collaborative approaches to plan, includes collaborative approaches to plan, implement, and evaluate culturally-affirming implement, and evaluate culturally-affirming evidence-based interventions to improve school evidence-based interventions to improve school climate and increase social and academic climate and increase social and academic competencies for all childrencompetencies for all children

Follow-up with practitioners re: use of EBI’s and Follow-up with practitioners re: use of EBI’s and EBP’sEBP’s

Personnel preparationPersonnel preparation Safe schools infrastructure—policies, proceduresSafe schools infrastructure—policies, procedures

Selective Level--InterveningSelective Level--Interveningearly with students at risk for early with students at risk for

learning and behavior problemslearning and behavior problemsComponents:Components:Comprehensive plan for screening; Comprehensive plan for screening;

assessment of individual, group, and assessment of individual, group, and system needs; progress monitoring, system needs; progress monitoring, data analysisdata analysis

Continuum of support servicesContinuum of support servicesTreatment integrityTreatment integrityPersonnel preparationPersonnel preparationFamily partnershipsFamily partnerships

Indicated Level—Providing intensive Indicated Level—Providing intensive intervention for the most disruptive intervention for the most disruptive

studentsstudentsComponents:Components: Interagency resources & collaborationInteragency resources & collaboration Crisis intervention/suicide preventionCrisis intervention/suicide prevention Best practices—supported inclusive placementsBest practices—supported inclusive placements

as well as interim alternative placementsas well as interim alternative placements Family partnershipsFamily partnerships Support, supervision for school psych’s & other staffSupport, supervision for school psych’s & other staff Personnel preparationPersonnel preparation Use of EBI’s (including plan for progress monitoring) Use of EBI’s (including plan for progress monitoring)

appropriate to diagnostic considerationsappropriate to diagnostic considerations Collaborative treatment teamsCollaborative treatment teams

Strategies for Enhancing Family-Strategies for Enhancing Family-School Partnerships and School Partnerships and

Increasing the Ability of Families Increasing the Ability of Families to Support Studentsto Support Students

Sandra CrossonSandra CrossonPosition: School Psychologist, Dover NHPosition: School Psychologist, Dover NH

Future’s Conference: Remote Site CoordinatorFuture’s Conference: Remote Site Coordinator

STRATEGIES FOR ENHANCING STRATEGIES FOR ENHANCING FAMILY-SCHOOL FAMILY-SCHOOL PARTNERSHIPS PARTNERSHIPS

THREATSTHREATSOur schedules are not Our schedules are not family friendlyfamily friendly

Lack of family system Lack of family system trainingtraining

Community view of Community view of school as education, school as education, not social worknot social work

OPPORTUNITIESOPPORTUNITIESParents value our Parents value our assistanceassistanceOur expertise in Our expertise in collaborative collaborative problem solvingproblem solvingMandate for Mandate for parental parental involvement in IDEAinvolvement in IDEA

STRATEGIES/SOLUTIONSSTRATEGIES/SOLUTIONS

Increase flexibility in scheduling contacts and Increase flexibility in scheduling contacts and interaction with parentsinteraction with parents

Increase parent voice at meetingsIncrease parent voice at meetings

Help teachers create an inviting atmosphereHelp teachers create an inviting atmosphere

Match consultation to family values, culture, Match consultation to family values, culture, beliefs, and strengthsbeliefs, and strengths

Provide parent education through dynamic and Provide parent education through dynamic and entertaining presentations or eye-catching entertaining presentations or eye-catching handoutshandouts

ACTION PLANSACTION PLANSMAKEMAKE CULTURAL COMPETENCE THE CULTURAL COMPETENCE THE

TOPIC OF THE WINTER CONFERENCETOPIC OF THE WINTER CONFERENCECREATE A VIDEO DEMONSTRATING CREATE A VIDEO DEMONSTRATING

EFFECTIVE PARENT MEETINGSEFFECTIVE PARENT MEETINGSSOLICIT ARTICLES ABOUT CULTURE AND SOLICIT ARTICLES ABOUT CULTURE AND

FAMILY PERSPECTIVE FROM LOCAL FAMILY PERSPECTIVE FROM LOCAL “EXPERTS” AND CULTURAL GROUPS“EXPERTS” AND CULTURAL GROUPS

CREATE A BROCHURE OR “FACT SHEET” CREATE A BROCHURE OR “FACT SHEET” ON CULTURALLY COMPETENT ON CULTURALLY COMPETENT PRACTICESPRACTICES

Strategies for Providing More Strategies for Providing More Effective Education and Effective Education and

Instruction for All LearnersInstruction for All Learners

Briley ProctorBriley ProctorPosition: School Psychology Faculty MemberPosition: School Psychology Faculty Member

Florida State UniversityFlorida State UniversityTallahassee, FLTallahassee, FL

Future’s Conference: On-Site Participant, Future’s Conference: On-Site Participant, Panel Presenter, and Group FacilitatorPanel Presenter, and Group Facilitator

Briley ProctorBriley Proctor November 16, 2002 November 16, 2002

Three General “Themes” Three General “Themes” that Emerged as Strategiesthat Emerged as Strategies

#1 School Psychologists need more #1 School Psychologists need more trainingtraining in effective instruction and in effective instruction and

proven means of remediationproven means of remediation

#2 Once the knowledge & skill base #2 Once the knowledge & skill base has been established, school has been established, school psychologists need to assist in psychologists need to assist in implementing evidence based implementing evidence based instruction and interventions via the instruction and interventions via the problem-solving service delivery problem-solving service delivery model.model.

##3 We then need to 3 We then need to get the word get the word outout to others (e.g., teachers, to others (e.g., teachers, administrators, parents, policy-administrators, parents, policy-makers) that we can contribute to makers) that we can contribute to more effective instruction and more effective instruction and learning for all learners. learning for all learners.

Strategies for Increasing Strategies for Increasing Child/Family Services in Schools Child/Family Services in Schools that Promote Health and Mental that Promote Health and Mental Health and Are Integrated with Health and Are Integrated with

Community ServicesCommunity ServicesStephen T. DeMersStephen T. DeMers

Position: School Psychology Faculty MemberPosition: School Psychology Faculty MemberUniversity of KentuckyUniversity of Kentucky

Lexington, KYLexington, KYFuture’s Conference: On-Site Participant, Panel Presenter, Future’s Conference: On-Site Participant, Panel Presenter,

and Group Facilitatorand Group Facilitator

Stephen T. DeMersStephen T. DeMers November 16, 2002 November 16, 2002

PARADIGM SHIFTPARADIGM SHIFT

School Psychology will shift from a School Psychology will shift from a predominantly clinical model to a predominantly clinical model to a public public health modelhealth model of service delivery. of service delivery. A public health model emphasizesA public health model emphasizes

• identification of risk factorsidentification of risk factors• prevention oriented systemic prevention oriented systemic interventions, andinterventions, and• research based development of research based development of model servicesmodel services

Strategies to Achieve Paradigm Strategies to Achieve Paradigm Shift Shift

Use epidemiological approach to identify unmet Use epidemiological approach to identify unmet health and mental health needs and common risk health and mental health needs and common risk factorsfactors

Identify successful programs that integrate school Identify successful programs that integrate school and community based services into web of service and community based services into web of service with multiple entry points (No Wrong Door)with multiple entry points (No Wrong Door)

Promote implementation of critical elements of Promote implementation of critical elements of model programs at building, district and state level model programs at building, district and state level that feature school psychologists as the central that feature school psychologists as the central coordinator for integrated school based servicescoordinator for integrated school based services

Specific Steps to Paradigm ShiftSpecific Steps to Paradigm Shift

Develop a Public Health Orientation and Identify the Develop a Public Health Orientation and Identify the Critical Elements of Model ProgramsCritical Elements of Model ProgramsAppoint Task Force to Develop Rationale for Appoint Task Force to Develop Rationale for Develop Research Agenda to Guide Development of Develop Research Agenda to Guide Development of Effective and Successful ProgramsEffective and Successful ProgramsOffer Pre-Service & In-Service Training Emphasizing Offer Pre-Service & In-Service Training Emphasizing Public Health Model of ServicePublic Health Model of ServiceDevelop Advocacy Effort including Public Education, Develop Advocacy Effort including Public Education, Interdisciplinary Collaboration, Grant Funding, and Interdisciplinary Collaboration, Grant Funding, and Legislative Initiatives Legislative Initiatives Appoint Community Multidisciplinary Teams Appoint Community Multidisciplinary Teams including Juvenile Justice, Mental Health, Health including Juvenile Justice, Mental Health, Health Care, Social Service and Education PersonnelCare, Social Service and Education Personnel

Perspectives From a Future Perspectives From a Future School Psychologist: What School Psychologist: What

Strategies Should We Use to Strategies Should We Use to Approach the Future?Approach the Future?

Leesa V. HuangLeesa V. HuangPosition: School Psychology StudentPosition: School Psychology Student

University of Northern ColoradoUniversity of Northern ColoradoGreeley, COGreeley, CO

Future’s Conference: Remote Site ParticipantFuture’s Conference: Remote Site Participant

Professional RoleProfessional Role

Maintain an assessment for intervention Maintain an assessment for intervention focusfocus

““Give psychology away” (Albee, 1969)Give psychology away” (Albee, 1969)

– ConsultantConsultant

– CollaboratorCollaborator

– CoordinatorCoordinator

– Program EvaluatorProgram Evaluator

Bridging Research and PracticeBridging Research and Practice

Learning where funding resources are Learning where funding resources are

Collaboration between university training Collaboration between university training programs and schoolprograms and school

Let practice also influence researchLet practice also influence research

Audience Feedback and Audience Feedback and QuestionsQuestions

·· How are these issues impacting How are these issues impacting school psychology services in school psychology services in your setting?your setting?

··              

What are your questions for the What are your questions for the panel?panel?

What Next? What Next?

Peg DawsonPeg DawsonPosition: PsychologistPosition: Psychologist

Seacoast Mental Health CenterSeacoast Mental Health Center

Portsmouth, NHPortsmouth, NH

Future’s Conference: On-Site Participant Future’s Conference: On-Site Participant and Conference Co-Chairand Conference Co-Chair

Some initial conclusions: Some initial conclusions: A context of A context of predicted shortagespredicted shortages in school in school psychologists and school psychology psychologists and school psychology educatorseducatorsFocus on Focus on evidence-based interventionsevidence-based interventions with with a recognition of thea recognition of the critical nature of critical nature of promoting early literacypromoting early literacy Reduced emphasis on traditional individual Reduced emphasis on traditional individual assessmentassessment, more emphasis on assessment , more emphasis on assessment linked to intervention and accountability, and linked to intervention and accountability, and an openness to eliminating the discrepancy an openness to eliminating the discrepancy approach to LD eligibility  approach to LD eligibility  

Greater focus on Greater focus on intervention and preventionintervention and prevention; ; Promotion of health with attention to subjective Promotion of health with attention to subjective well-beingwell-beingA sharper A sharper focus on familiesfocus on families and their potential and their potential contributions via partnerships to boosting contributions via partnerships to boosting academic achievement and social-emotional academic achievement and social-emotional well-being well-being Recognition of the Recognition of the need for action researchneed for action research and and more broadly qualitative inquiry more broadly qualitative inquiry Greater emphasis on Greater emphasis on systems level functioningsystems level functioning by incorporating public health approaches by incorporating public health approaches Reliance on Reliance on collaboration across professionscollaboration across professions (counseling, social work) and across specialties (counseling, social work) and across specialties of psychology (clinical, health, counseling) of psychology (clinical, health, counseling)

  

TechnologyTechnology as a tool for dissemination and as a tool for dissemination and communicationcommunicationIncreased emphasis on the importance of Increased emphasis on the importance of diversity factorsdiversity factors for children, families and for children, families and schools. schools. Need for changes in Need for changes in pre-service trainingpre-service training of of school psychologists, need for school psychologists, need for re-trainingre-training of of practicing school psychologists, and need for practicing school psychologists, and need for innovative methods for providing preservice and innovative methods for providing preservice and inservice training.inservice training.

  

Priority Goals:Priority Goals: Improved academic competence Improved academic competence

and school success for all childrenand school success for all children

Advocacy and Public PolicyAdvocacy and Public Policy: Advocate for : Advocate for universal early prevention and intervention universal early prevention and intervention programs that emphasize language, programs that emphasize language, cognitive, and social-emotional cognitive, and social-emotional development and are placed in the context development and are placed in the context of ethnicity, gender, SES, gender, and of ethnicity, gender, SES, gender, and language.language.

continuedcontinued

Practice:Practice: Ensure that assessment practices of Ensure that assessment practices of school psychologists are empirically linked to school psychologists are empirically linked to strategies to improve academic performance, strategies to improve academic performance, and that those assessment practices account and that those assessment practices account for the influence of ethnicity, SES, gender, and for the influence of ethnicity, SES, gender, and language on learning outcomes.language on learning outcomes.

In-service TrainingIn-service Training:: Develop and implement in- Develop and implement in-service training for school psychologists related service training for school psychologists related to universal early prevention and intervention to universal early prevention and intervention programs.programs.

Priority Goals: Priority Goals: Improved social-emotional Improved social-emotional functioning for all childrenfunctioning for all children

Advocacy and Public PolicyAdvocacy and Public Policy:: Promote the Promote the availability of a comprehensive range of availability of a comprehensive range of services, from supportive and inclusive services, from supportive and inclusive placements through interim alternative placements through interim alternative placements for students with severe placements for students with severe emotional and behavioral disordersemotional and behavioral disorders

continuedcontinued

Collaboration and CommunicationCollaboration and Communication:: Educate all stakeholders about the Educate all stakeholders about the importance of social-emotional importance of social-emotional competence for children.competence for children.

PracticePractice:: Ensure that school psychologists Ensure that school psychologists develop a systematic plan in all schools to develop a systematic plan in all schools to reduce social-emotional barriers to reduce social-emotional barriers to learning.learning.

Priority Goals: Priority Goals: Enhanced family school partnerships Enhanced family school partnerships and parental involvement in schoolsand parental involvement in schools

Research and Knowledge BaseResearch and Knowledge Base:: Identify Identify evidence-based models of effective family-evidence-based models of effective family-school partnerships.school partnerships.PracticePractice:: Ensure that school psychologists Ensure that school psychologists engage in activities to change the culture of engage in activities to change the culture of schooling to ensure that families are integral schooling to ensure that families are integral partners in the educational process of children.partners in the educational process of children.Pre-service TrainingPre-service Training:: Change pre-service Change pre-service education and training of school psychologist education and training of school psychologist candidates to infuse a focus on families as candidates to infuse a focus on families as integral partners in the educational process. integral partners in the educational process.

Priority Goals: Priority Goals: More effective education and More effective education and

instruction for all learnersinstruction for all learnersResearch and Knowledge BaseResearch and Knowledge Base:: Identify Identify key components of effective instruction of key components of effective instruction of all learners, including evidence-based all learners, including evidence-based approaches to prevention and early approaches to prevention and early intervention for learning problems.intervention for learning problems.In-service TrainingIn-service Training:: Provide in-service Provide in-service training for school psychologists in the use training for school psychologists in the use of a data-based problem solving model to of a data-based problem solving model to implement evidence-based instruction and implement evidence-based instruction and interventions. interventions.

continuedcontinued

Pre-service/InserviceTrainingPre-service/InserviceTraining:: Implement Implement a national pre-service and in-service a national pre-service and in-service training initiative for school psychologists training initiative for school psychologists regarding effective instruction. regarding effective instruction.

Priority Goals: Priority Goals: Increased child and family services Increased child and family services in schools that promote health and in schools that promote health and mental health and are integrated mental health and are integrated

with community serviceswith community servicesPracticePractice:: Define and promote population-based Define and promote population-based service delivery in schools and school psychology.service delivery in schools and school psychology.

In-service TrainingIn-service Training:: Prepare current practitioners to Prepare current practitioners to implement a public health model of school psychology.implement a public health model of school psychology.

Pre-service TrainingPre-service Training:: Prepare future practitioners to Prepare future practitioners to implement a public health model of school psychology. implement a public health model of school psychology.

WHAT NEXT?WHAT NEXT?

Continued activities to develop a national Continued activities to develop a national agenda and national action plans agenda and national action plans Activities to bring state and local groups Activities to bring state and local groups on boardon boardSchool Psychology Leadership School Psychology Leadership Roundtable of all national associationsRoundtable of all national associationsFuture’s Conference-Part 1A at NASP Future’s Conference-Part 1A at NASP Convention for continued action planningConvention for continued action planningFuture’s Conference-Part 2 Future’s Conference-Part 2 Journals, books, etcJournals, books, etc

What can national associations do What can national associations do next?next?

What can state associations and local What can state associations and local groups do next?groups do next?

What can school psychology training What can school psychology training programs do next?programs do next?

  What can individual school What can individual school psychologists do next? psychologists do next?