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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?