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The Future of
School Psychology:
A NASP Town Hall
Meeting
NASP Convention
April 2003
Toronto
Overview of the School
Psychology Future’s
Conference
Pat Harrison
Position: School Psychology Faculty Member
The University of Alabama
Tuscaloosa, AL
Future’s Conference: On-Site Participant and
Conference Co-Chair
Conference Framework
It has been over 20 years since last
future’s conference.
School psychology has undergone
tremendous growth.
Current and future personnel
shortages threaten our capacity to
meet the needs of children in schools.
Needs and pressures facing children,
families, and schools are greater than
ever.
Conference Goals:
Achieve consensus on current and future
demands for school psychology and how
we can meet those demands.
Conceptualize the practice of school
psychology in the face of diminishing
numbers and increasing need for
services.
Develop an agenda to use the resources
we have to maximize the benefits to
children, families, and schools.
Conference Sponsors
National Association of School Psychologists
American Psychological Association, Division 16
Society for the Study of School Psychology
Council of Directors of School Psychology
Programs
Trainers of School Psychologists
American Academy of School Psychology
American Board of School Psychology
International School Psychology Association
In collaboration with the Indiana UniversityBloomington, School of Education
Electronic Communication
The Internet allowed integration of
conference activities from onsite
in Indianapolis AND remote
groups and individuals across the
country.
Conference Internet Site:
Webcasts of all conference presentations
PowerPoints
E-Forum
Outcomes of Conference Activities
Resources and reading materials
CPD—Informal Self Study Information
Peg Dawson
November 15, 2002
Sandra Christenson
November 15, 2002
Deborah Crockett
November 15, 2002
Conference Organization:
About 70 school psychologists participated
on-site, including school psychology
practitioners, trainers, and graduate
students.
30 remote group sites with 667 participants
Plus hundreds of individuals
Viewed webcasts of conference speeches
Posted comments on the E-Forum
…. Thus, a multi-site conference
On-Site Participants in Indianapolis
Kent State University
Oklahoma State University
Northern Illinois University
The following critical
issues formed a
foundation for all
conference
activities:
GUIDING PRINCIPLES ACROSS ALL
OUTCOMES FOR CHILDREN,
FAMILIES, AND SCHOOLS
Currently, and for the foreseeable future, we are faced
with a shortage of school psychologists that threatens
our capacity to meet the needs of children in schools.
While the profession must increase efforts to recruit
and retain professionals in our field, such strategies
alone will be insufficient and inadequate to increase
our capacity to meet the imminent needs of children,
families, and schools. As a result, changes in school
psychology practices and service delivery will be
required to use the resources we have to maximize
the benefits to the children and schools that we serve.
Prevention and early intervention will be necessary to
achieve positive outcomes for children, families, and
schools.
Evidence-based practices will be necessary to achieve
positive outcomes for children, families, and schools.
In order to be effective, school psychological services
must demonstrate respect for and understanding of
diversity factors for children, families and schools,
including factors related to cultural, individual, and role
differences (e.g., age, gender or gender identity,
cognitive capabilities, developmental level, race,
ethnicity, culture, national origin, religion, sexual
orientation, disability, language, and socioeconomic
status).
ISSUES/OUTCOMES FOR
CHILDREN
Improved academic competence and
school success for all children
Improved social-emotional functioning for
all children
ISSUES/OUTCOMES FOR
FAMILIES
Improved parenting skills and increased
ability of families to support students
Enhanced family-school partnerships and
parental involvement in schools
ISSUES/OUTCOMES FOR
SCHOOLS
More effective education and instruction
for all learners
Increased child and family services in
schools that promote health and mental
health and are integrated with community
services
Conference Breakout Sessions
The conference followed a problemsolving model, with activities
conducted within groups prior to the
conference, as well as during the
conference.
Problem-Solving Steps:
Define critical issues (pre-conference)
Identify threats and opportunities (conference)
Brainstorm solutions/strategies (conference)
Identify the most promising solutions and
strategies (conference)
5. Develop action plans, specifying strategies
and specific activities (began at conference
and will continue post-conference)
6. Implement action plan (post-conference)
7. Evaluate outcomes (post conference)
1.
2.
3.
4.
Purposes of the NASP Town
Hall Meeting:
Share the excitement and describe the
issues and action plans from the future's
conference
Seek your input and reaction about our
future
Describe: where we are, where are we
going, how we need input
Generate continued participation at the
national---as well as state and local---levels
Panel Presentation:
Critical Issues for the
Future of School
Psychology
Critical Issue: Personnel
Shortages in School
Psychology
Michael J. Curtis
Position: School Psychology Faculty Member
University of South Florida
Tampa, FL
Future’s Conference: On-Site Participant and
Keynote Presenter
Michael Curtis
November 14, 2002
Twenty or More Years
Experience
25
20
20.7
15
10
Percent
10.2
5
0
1989-90
1999-2000
Projected Retirements at 30
Years of Experience
for Total Field
Retirement
By
2010
Percentage Cumulative
Percentage
16.6
37.7
2015
15.2
52.9
2020
13.7
66.6
2025
17.1
83.7
Personnel Needs by Region
Greatest consistency between supply and
demand:
New England- CT, MA, ME, NH, RI, VT
Mid-Atlantic- NJ, NY, PA
Greatest discrepancy – Greatest Shortage:
East South Central- AL, KY, MS, TN
West South Central- AR, LA, OK, TX
(Lund, Reschly, & Martin, 1998)
Potential Implications of Shortage
Higher ratios: more time in special
education activities, less time in
intervention-based services
Lower standards for credentialing
Larger enrollments in training programs,
but with fewer faculty
Introduction/expansion of other
professional roles
More options for and interest by school
psychologists in alternative settings
Critical Issues about Diversity
Gena N. Ehrhardt-Padgett
Position: School Psychology Intern
Children's Resource Group
Indianapolis, IN
Future’s Conference: On-Site Participant
and Panel Presenter
Gena Ehrhardt-Padgett
November 16, 2002
Personal & Organizational Practices
Threats
Opportunities
Diversity is ignored.
Diversity is valued.
Monocultural
Diversity is an asset.
practices are
Training focuses on
promoted.
meeting dynamics of
Emphasis is placed
racism, sexism, etc.
on meeting majority
Problem solving is
culture’s needs.
creative, flexible, and
Believe that there is
accommodating.
only one way for
Sue, D.W., Carter, R.T., Casas, J.M., Fouad, N.A., Ivey, A.E., Jensen, M.,
doing things. LaFromboise, T., Manese, J.E., Ponterotto, J.G., & Vasquez-Nuttall, E. (1998)
Educational Issues
Minority families can be viewed by
schools as a problem rather than a
solution.
Evaluation methods of diverse linguistic
populations remain challenging.
Instructional practices are based primarily
on learning styles and values that affirm
the culture of majority students.
Recruitment and retention of
underrepresented populations in school
psychology programs is increasing.
(Benson, 1990; Baker, 1990; Fletcher & Cardona-Morale, 1990; Freed & Pena, 2002
Mental Health Issues
Practice of psychology primarily resides in
the office rather than in community.
Clinical work focuses on individuals rather
than groups.
Policies of a superordinate group dictate
therapeutic treatment.
Conventional therapy is oriented toward
remediation rather than prevention.
(Atkinson, Thompson, & Grant, 1993; Ivey, Ivey, & Simek-Morgan, 1997; Sue, 1995; Sue & Sue, 1999)
Critical Issues for Children
Robin Black-Vannoy
Position: School Psychology Student
Eastern Illinois University
Charleston, IL
Future’s Conference: On-Site Participant
Lack of After-School Supervision
Approximately 8 million children ages 5 to
14 regularly spend time without adult
supervision (Pardini, 2001).
According to U.S. Department of
Education, 63 percent of public schools
offered extended-day programs in 1998,
up from 13 percent in 1988 (Pardini,
2001).
Slow Learners
Slow learners make up 14% of
children nationwide (Shaw, 2003).
Over 70% of dropouts are slow
learners (Shaw, 2003).
Slow learners are disproportionately
incarcerated, drug addicted, and
pregnant as teens (Shaw, 2003).
War and Terrorism
Xenophobia can be heightened under a
terrorist threat and can become a social
and psychological danger.
(www.helping.apa.org/daily/terrorism.html)
Reactions of children may include:
- Anxiety, worry, fear, somatic complaints,
and changes in academic performance.
(www.helping.apa.org/daily/ptguidelines.html)
Critical Issues for Families
Brian Bartels
Position: Facilitator for School
Psychologists
Howard County Public Schools
Elliott City, MD
Future’s Conference: On-Site Participant
HOWARD COUNTY PUBLIC
SCHOOLS
ELLICOTT CITY, MD
45,000 Students
Ranked #1 in MD (9 of 11 years)
65 School Psychologists (1:700 ratio)
Broad role and progressive services
“Exemplary Mental Health Program”
ASCA Commendation for StandardsBased Counseling
Q: Enhance family involvement for what
purpose?
A: Strengthen problem-solving, enhance
learning competencies, and accelerate
student achievement
HCPSS Goals:
Each child regardless of race, ethnicity, socioeconomic status, disability or gender, will
meet the rigorous performance standards that
have been established…. (by 2007)
Provide a safe and nurturing school
environment that values our diversity and
commonality.
Impact on School Psychologists
Focus like a laser on student achievement
Focus on collaboration with families &
staff
Enhance problem solving across
home and school
Parents are informed; shared
decision-making
Foster bi-directional communications
Co-construct strengths, referral
concerns & intervention plans
Christenson, 2002
Critical Issues for Schools
Jennifer Kitson
Position: Technical Assistance Specialist
National Center for Mental Health
Promotion and Youth Violence
Prevention
Hays, KS
Future’s Conference: On-Site Participant,
Panel Presenter, and Group Facilitator
Jennifer Kitson
November 16, 2002
Issues for Schools
Utilization of Problem-Solving Model
General education intervention team to
implement problem-solving process
– Identify student needs
– Select interventions
– Develop design for progress monitoring
– Consult regarding implementation
– Provide staff development regarding
academic achievement, social/emotional
and behavior needs
Issues for Schools
School Reform & No Child Left Behind
School Improvement Process
– Consider curriculum standards and instructional
practices
– Consider impact of high stakes testing
– Complete data collection and management
– Identify improvement targets
– Plan improvement strategies & identify needed
resources
– Complete multiple assessments for evaluation
Issues for Schools
Health and Mental Health: Enhancement
and Integration
Comprehensive approach to school safety
– Consider school climate issues & mental
health needs
– Include parents, students and community
agencies
Utilize prevention and intervention programs
– needs assessment
– evidence-based approach
– staff training-support to implement programs
– monitoring and evaluation of programs
Audience Feedback and
Questions
How are these issues impacting
school psychology services in
your setting?
What are your questions for the
panel?
Panel Presentation:
Strategies for the
Future of School
Psychology
Strategies for Improving
Academic Competence and
School Success for All Children
Rachel Brown-Chidsey
Position: School Psychology Faculty Member
University of Southern Maine
Portland, ME
Future’s Conference: On-Site Participant,
Panel Presenter, and Group Facilitator
Rachel Brown-Chidsey
November 16, 2002
Improved Instructional Design
All graduates of
school psychology
programs are
knowledgeable about
effective instructional
design principles that
incorporate the
needs of diverse
learners (race,
ethnicity, SES,
language ability).
Conversations
between school
psychology trainers
and deans/others in
their Universities
about curricula
Early Intervention & Prevention
Application of
universal early
prevention and
intervention
programs which
emphasize
language, cognitive,
and social-emotional
development from
the context of
ethnicity, SES,
gender, and
language.
Identification and
dissemination of
relevant aspects of
state and Federal
policies (e.g., No Child
Left Behind, Early
Reading First)
Consideration of the
development of
training standards and
competencies for an
early prevention and
intervention subspecialty within school
psychology
Assessment Practices
Using assessment
practices which are
empirically linked to
strategies to improve
academic
performance, and that
those assessment
practices account for
the influence of
ethnicity, SES, gender,
and language on
learning outcomes.
Dissemination of
information about a
new model/criteria for
identification of
students with learning
disabilities
Collaboration on a
book which covers
non-categorical
assessment practices
that focus on
identification of
students’ instructional
needs
Multicultural Perspectives
Training school
psychologists to
think
multiculturally to
increase
academic
involvement,
relevance, and
motivation of
diverse children.
Examination of
current and
appropriate
cultural models for
pre-service and inservice training
Continuation of an
open dialogue on
multicultural
perspectives
Strategies for Improving SocialEmotional Functioning for All
Children
Diane Smallwood
Current Position: NASP President
Future’s Conference: On-Site Participant,
Panel Presenter, and Group Facilitator
Diane Smallwood
November 16, 2002
Key Points
Safe and supportive school environments
Early intervention
Academic supports
Cultural affirmation
Individual services
Evidence-based approaches
Universal Level—Building a
strong school-wide foundation
Components:
 Systemic plan in place in all schools that
includes collaborative approaches to plan,
implement, and evaluate culturally-affirming
evidence-based interventions to improve
school climate and increase social and
academic competencies for all children
 Follow-up with practitioners re: use of EBI’s
and EBP’s
 Personnel preparation
 Safe schools infrastructure—policies,
procedures
Selective Level--Intervening
early with students at risk for
learning and behavior problems
Components:
 Comprehensive plan for screening;
assessment of individual, group, and
system needs; progress monitoring,
data analysis
 Continuum of support services
 Treatment integrity
 Personnel preparation
 Family partnerships
Indicated Level—Providing intensive
intervention for the most disruptive
students
Components:
 Interagency resources & collaboration
 Crisis intervention/suicide prevention
 Best practices—supported inclusive placements
as well as interim alternative placements
 Family partnerships
 Support, supervision for school psych’s & other staff
 Personnel preparation
 Use of EBI’s (including plan for progress monitoring)
appropriate to diagnostic considerations
 Collaborative treatment teams
Strategies for Enhancing FamilySchool Partnerships and
Increasing the Ability of Families
to Support Students
Sandra Crosson
Position: School Psychologist, Dover NH
Future’s Conference: Remote Site Coordinator
STRATEGIES FOR ENHANCING
FAMILY-SCHOOL PARTNERSHIPS
THREATS
Our schedules are not
family friendly
Lack of family system
training
Community view of
school as education,
not social work
OPPORTUNITIES
Parents value our
assistance
Our expertise in
collaborative
problem solving
Mandate for
parental
involvement in IDEA
STRATEGIES/SOLUTIONS
Increase flexibility in scheduling contacts and
interaction with parents
Increase parent voice at meetings
Help teachers create an inviting atmosphere
Match consultation to family values, culture,
beliefs, and strengths
Provide parent education through dynamic and
entertaining presentations or eye-catching
handouts
ACTION PLANS
MAKE CULTURAL COMPETENCE THE
TOPIC OF THE WINTER CONFERENCE
CREATE A VIDEO DEMONSTRATING
EFFECTIVE PARENT MEETINGS
SOLICIT ARTICLES ABOUT CULTURE
AND FAMILY PERSPECTIVE FROM
LOCAL “EXPERTS” AND CULTURAL
GROUPS
CREATE A BROCHURE OR “FACT
SHEET” ON CULTURALLY COMPETENT
PRACTICES
Strategies for Providing More
Effective Education and
Instruction for All Learners
Briley Proctor
Position: School Psychology Faculty Member
Florida State University
Tallahassee, FL
Future’s Conference: On-Site Participant,
Panel Presenter, and Group Facilitator
Briley Proctor
November 16, 2002
Three General “Themes”
that Emerged as Strategies
#1 School Psychologists need more
training in effective instruction and
proven means of remediation
#2 Once the knowledge & skill base
has been established, school
psychologists need to assist in
implementing evidence based
instruction and interventions via the
problem-solving service delivery
model.
#3 We then need to get the word
out to others (e.g., teachers,
administrators, parents, policymakers) that we can contribute to
more effective instruction and
learning for all learners.
Strategies for Increasing
Child/Family Services in Schools
that Promote Health and Mental
Health and Are Integrated with
Community Services
Stephen T. DeMers
Position: School Psychology Faculty Member
University of Kentucky
Lexington, KY
Future’s Conference: On-Site Participant, Panel
Presenter, and Group Facilitator
Stephen T. DeMers
November 16, 2002
PARADIGM SHIFT
School Psychology will shift from a
predominantly clinical model to a public
health model of service delivery.
A public health model emphasizes
• identification of risk factors
• prevention oriented systemic
interventions, and
• research based development of
model services
Strategies to Achieve Paradigm
Shift
Use epidemiological approach to identify unmet
health and mental health needs and common risk
factors
Identify successful programs that integrate school
and community based services into web of service
with multiple entry points (No Wrong Door)
Promote implementation of critical elements of
model programs at building, district and state level
that feature school psychologists as the central
coordinator for integrated school based services
Specific Steps to Paradigm Shift
Develop a Public Health Orientation and Identify the
Critical Elements of Model Programs
Appoint Task Force to Develop Rationale for
Develop Research Agenda to Guide Development of
Effective and Successful Programs
Offer Pre-Service & In-Service Training Emphasizing
Public Health Model of Service
Develop Advocacy Effort including Public Education,
Interdisciplinary Collaboration, Grant Funding, and
Legislative Initiatives
Appoint Community Multidisciplinary Teams
including Juvenile Justice, Mental Health, Health
Care, Social Service and Education Personnel
Perspectives From a Future
School Psychologist: What
Strategies Should We Use to
Approach the Future?
Leesa V. Huang
Position: School Psychology Student
University of Northern Colorado
Greeley, CO
Future’s Conference: Remote Site Participant
Professional Role
Maintain an assessment for intervention
focus
“Give psychology away” (Albee, 1969)
– Consultant
– Collaborator
– Coordinator
– Program Evaluator
Bridging Research and Practice
Learning where funding resources are
Collaboration between university training
programs and school
Let practice also influence research
Audience Feedback and
Questions
·
How are these issues impacting
school psychology services in
your setting?
·
What are your questions for the
panel?
What Next?
Peg Dawson
Position: Psychologist
Seacoast Mental Health Center
Portsmouth, NH
Future’s Conference: On-Site Participant
and Conference Co-Chair
Some initial conclusions:
A context of predicted shortages in school
psychologists and school psychology
educators
Focus on evidence-based interventions with a
recognition of the critical nature of promoting
early literacy
Reduced emphasis on traditional individual
assessment, more emphasis on assessment
linked to intervention and accountability, and
an openness to eliminating the discrepancy
approach to LD eligibility
Greater focus on intervention and prevention;
Promotion of health with attention to subjective
well-being
A sharper focus on families and their potential
contributions via partnerships to boosting
academic achievement and social-emotional
well-being
Recognition of the need for action research and
more broadly qualitative inquiry
Greater emphasis on systems level functioning
by incorporating public health approaches
Reliance on collaboration across professions
(counseling, social work) and across specialties
of psychology (clinical, health, counseling)
Technology as a tool for dissemination and
communication
Increased emphasis on the importance of
diversity factors for children, families and
schools.
Need for changes in pre-service training of
school psychologists, need for re-training of
practicing school psychologists, and need
for innovative methods for providing
preservice and inservice training.
Priority Goals:
Improved academic competence
and school success for all children
Advocacy and Public Policy: Advocate for
universal early prevention and intervention
programs that emphasize language,
cognitive, and social-emotional
development and are placed in the context
of ethnicity, gender, SES, gender, and
language.
continued
Practice: Ensure that assessment practices of
school psychologists are empirically linked to
strategies to improve academic performance,
and that those assessment practices account
for the influence of ethnicity, SES, gender, and
language on learning outcomes.
In-service Training: Develop and implement inservice training for school psychologists related
to universal early prevention and intervention
programs.
Priority Goals:
Improved social-emotional
functioning for all children
Advocacy and Public Policy: Promote the
availability of a comprehensive range of
services, from supportive and inclusive
placements through interim alternative
placements for students with severe
emotional and behavioral disorders
continued
Collaboration and Communication:
Educate all stakeholders about the
importance of social-emotional
competence for children.
Practice: Ensure that school psychologists
develop a systematic plan in all schools to
reduce social-emotional barriers to
learning.
Priority Goals:
Enhanced family school partnerships
and parental involvement in schools
Research and Knowledge Base: Identify
evidence-based models of effective familyschool partnerships.
Practice: Ensure that school psychologists
engage in activities to change the culture of
schooling to ensure that families are integral
partners in the educational process of children.
Pre-service Training: Change pre-service
education and training of school psychologist
candidates to infuse a focus on families as
integral partners in the educational process.
Priority Goals:
More effective education and
instruction for all learners
Research and Knowledge Base: Identify
key components of effective instruction of
all learners, including evidence-based
approaches to prevention and early
intervention for learning problems.
In-service Training: Provide in-service
training for school psychologists in the use
of a data-based problem solving model to
implement evidence-based instruction and
interventions.
continued
Pre-service/InserviceTraining: Implement a
national pre-service and in-service training
initiative for school psychologists
regarding effective instruction.
Priority Goals:
Increased child and family services
in schools that promote health and
mental health and are integrated
with community services
Practice: Define and promote population-based
service delivery in schools and school psychology.
In-service Training: Prepare current practitioners to
implement a public health model of school psychology.
Pre-service Training: Prepare future practitioners to
implement a public health model of school psychology.
WHAT NEXT?
Continued activities to develop a national
agenda and national action plans
Activities to bring state and local groups
on board
School Psychology Leadership
Roundtable of all national associations
Future’s Conference-Part 1A at NASP
Convention for continued action planning
Future’s Conference-Part 2
Journals, books, etc
What can national associations do
next?
What can state associations and local
groups do next?
What can school psychology training
programs do next?
What can individual school
psychologists do next?