Download Module I Powerpoint - Indiana University Bloomington

The Future of
School Psychology:
Online Learning Modules
MODULE I
INTRODUCTION:
THE FUTURE OF
SCHOOL
PSYCHOLOGY
Developed by
Patti L. Harrison
The University of Alabama
Jack Cummings
Indiana University
Advisory Board
Rachel Brown-Chidsey, University of Southern Maine
Sandra Christenson, University of Minnesota
Michael Curtis, University of South Florida
Peg Dawson, Seacoast Mental Health Center, New
Hampshire
John Desrochers, New Canaan Public Schools,
Connecticut
Sissy Hatzichristou, University of Athens, Greece
Cathy Lines, Cherry Creek Schools, Colorado
JoAnne Morgan, Graduate Student, University of
Massachusetts
Diane Smallwood, Philadelphia College of Osteopathic
Medicine
Gary Stoner, University of Massachusetts
Chris Willis, Newport County Regional Special
Education, Rhode Island
Important Notices
The online learning modules were adapted from materials developed for and resulting from the 2002
Conference on the Future of School Psychology. Complete conference materials are available on
the conference Internet site (http://education.indiana.edu/~futures/ ). The futures conference was cosponsored by 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, and International School Psychology Association.
The online learning module materials have been made available free of charge to the public. The
materials may be adapted, reproduced, reprinted, or linked to websites without specific permission.
However, the integrity of the content must be maintained and proper credit must be given (Harrison,
P.L., & Cummings, J. The future of school psychology online learning modules,
http://education.indiana.edu/~futures/resources.html)
While every effort was made to present accurate and reliable information on the learning modules
and futures website, the module developers or sponsoring associations do not endorse, approve or
certify such information, nor do they guarantee the accuracy, completeness, efficacy, timeliness, or
correct sequencing of such information. Use of such information is voluntary and reliance on it
should only be undertaken after an independent review of its accuracy, completeness, efficacy, and
timeliness. Reference to any specific commercial product, process or service by trade name,
trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement,
recommendation or favoring.
At certain places in the materials, live "links" to other Internet addresses can be accessed. Such
external Internet addresses contain information created, published, maintained, or otherwise posted
by institutions or organizations. The futures conference co-sponsors or the developers of the futures
learning modules do not endorse, approve, certify, or control these external Internet addresses, and
do not guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of the
information located at such addresses. Use of any information obtained from such addresses is
voluntary and reliance on it should only be undertaken after an independent review of its accuracy,
completeness, efficacy, and timeliness. Users of materials on these external Internet addresses
must adhere to copyrights and other special instructions and requirements of these websites.
MODULE I:
INTRODUCTION: THE
FUTURE OF SCHOOL
PSYCHOLOGY
PURPOSE AND
OVERVIEW
The purpose of Module I is to provide background
information about the current status of school
psychology and to examine the need for planning in
order to effectively meet the needs of children, families
and schools.
The goals of the 2002 Conference on the Future of
School Psychology will serve as a context within which
to reflect on potential future directions.
Additionally, Module I presents values, assumptions, and
key principles that will guide your evaluation and
strategies, as needed for your completion of Modules IIVI.
Framework for the
November 2002 Conference on
the Future of School Psychology
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.
Futures Conference Goals:
Achieve consensus on current and future
personnel demands for school psychologists
and our profession's ability to meet those
demands.
Conceptualize the practice of school
psychology in the face of diminishing numbers
of professionals but increasing demand for
services.
Develop an agenda for using the resources
available to maximize the benefits to the
children, families, and schools that we serve.
Values and Assumptions
1. The focus of the learning modules is on current
and future needs of children, families, and
schools and the capacity of school psychology
to provide services to meet those needs. The
focus is not simply on advancing the field of
school psychology or protecting the jobs of
school psychologists.
2. Diversity—of the clients we serve, of school
psychologists, of other professionals—will be
celebrated and respected at all times.
3. School psychology is faced with a national personnel
shortage, with some parts of the country impacted
more than others. However, the shortage cannot be
addressed adequately by simply recruiting more
individuals to the profession. We must consider
alternatives to, and possible restructuring of our
service delivery practices, in order to plan for the
shortage and ensure that adequate services will be
provided to children, families, and schools.
4. In order to maximize our future services to benefit
children, families, and schools, we recognize that we
must consider all aspects of school psychology,
including pre-service graduate training; services
provided by individual school psychologists and
school psychological services units; the
organizational components of school and community
agencies; public advocacy at the local, state, and
national levels; etc.
5. Users of these learning modules are encouraged to
be innovative—to go beyond the “tried and true” of
their typical school psychology practice.
6. The learning modules provide many opportunities for
discussion (if they are being used in graduate
classes, inservice activities, or other groups) or
individual reflection (if being used in individual selfstudy or independent learning) and are structured
and organized to focus on outcomes and actions.
However, it is important that the learning modules
be viewed as much more than an opportunity for
talk, interaction, or self-reflection. It is hoped that
the modules will lead to the actual implementation
of action plans for change at the individual, local,
state, or national levels.
7. To facilitate accomplishment of the activities in the
learning modules, whether in groups or by
individuals, a problem-solving process will be
used that is similar to the process used in the
2002 Futures Conference. The problem solving
model was selected because it is a familiar
model for most participants and is expected to
result in efficient and effective activities.
8. When conceptualizing strategies as part of
activities in the learning modules, users should
recognize the importance of resources that exist
beyond school psychology. Social workers,
counselors, other psychological specialties,
other professionals, paraprofessionals, etc.
represent important mental health resources. All
professions will be treated with respect for their
potential contributions to services for children.
9. You will be asked to read ideas generated by
participants in the 2002 Futures Conference. The
conference participants represented a wealth of
backgrounds, experiences, and viewpoints. The
diversity of participants was recognized as an
important contributor to the success of the
conference. Differences of opinion were expected
(and welcomed) at the conference, and will provide
you with important and diverse viewpoints as you
proceed through the learning modules. Similarly, if
you are participating in these learning modules in
groups (graduate classes, inservice sessions,
planning sessions, etc.), it is important that all
participants in your group—and their viewpoints—
be treated with courtesy and respect.
10. If you are participating in these learning modules in
groups, note that all participants are expected to
contribute equally to discussions, brainstorming,
and action planning. Participants will provide
others in their group with opportunities to contribute
to the discussion, will stay on task and focused on
the topic of discussions, and will not dominate the
discussions in their group. Group facilitators will
promote contributions from all participants, will
keep discussions from getting bogged down on
less relevant topics, and will prevent discussions
from being dominated by outspoken individuals in
the group.
11. Change is inevitable and departing from
the status quo naturally will generate
anxiety about the unknown. Although
the 2002 Futures Conference---and
these learning modules---focus on
improving services to children, families,
and schools, please recognize and be
sensitive to people’s responses and
feelings. We must anticipate the
predictable consequences of change.
MODULE I:
INTRODUCTION: THE
FUTURE OF SCHOOL
PSYCHOLOGY
RESOURCES FOR
READING AND REVIEW
Review list of readings and discuss
as applicable
–
–
–
–
–
Selected essays written by futures conference participants
(see Appendix A in this module)
Selected comments and categories essays written by futures
conference participants (see Appendix B in this module)
Brief summary of focus groups held prior to the conference
(see Appendix C in this module)
Key issues/outcomes identified by futures conference
participants (see Appendix D in this module)
Sheridan, S. M., & D’Amato, R. C., (2004). Partnering to chart
our futures: School Psychology Review and School
Psychology Quarterly Combined Issue on the Multisite
Conference on the Future of School Psychology. School
Psychology Review, 33, 7-11. If a NASP member, access
this article by linking to NASP website;
http://www.naspwebservices.org/. OR read the article
published concurrently in: School Psychology Quarterly,
2003, 18, 347-351.
– Harrison, P. L., Cummings, J. A., Dawson, M., Short, R.,
Gorin, S., Palomares, R., (2004). Responding to the
needs of children, families and schools: The 2002 multisite conference on the future of school psychology.
School Psychology Review, 33, 12-33. If a NASP
member, access this article by linking to NASP website;
http://www.naspwebservices.org/ . OR read the article in:
School Psychology Quarterly, 2003, 18, 358-388.
Personal reflections from conference participants
http://www.nasponline.org/publications/futuresCQ.html
Additional readings: Optional readings as applicable:
Discussion of Appendix D:
Guiding Principles and
Critical Issues/Outcomes
Identified by Onsite and
Remote Site Participants in
the 2002
School Psychology Futures
Conference
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).
Change will be facilitated by using
electronic tools for communication.
High quality resources may be
collaboratively developed and
disseminated.
CRITICAL ISSUES/OUTCOMES
Outcome 1: Improved academic competence
and school success for all children.
Academic outcomes include, for example,
improved academic achievement, readiness for
learning, literacy and reading skills, attendance
rates, test scores, graduation rates, occupational
success after school, etc.
Academic outcomes also include, for example,
decreased drop-out rates, referral for special
education, referral for early intervention, school
failure, grade retention, etc.
Outcome 2: Improved social-emotional
functioning for all children.
Social, emotional, and behavior outcomes
include, for example, improved social
competence, problem solving skills, coping
skills, social skills and other positive
behaviors, resilience, psychological well being
and safety, use of social-emotional learning
strategies, response to tragedy or crisis, etc.
Social, emotional, and behavioral outcomes
also include decreased disciplinary referrals,
school violence incidents, bullying incidents,
mental health problems, drug use,
delinquency, etc.
Outcome 3: Enhanced family-school partnerships
and parental involvement in schools.
Home-school outcomes include, for example,
increased home-school collaboration activities, rates
of parental involvement in children's education,
parental confidence and satisfaction in schools,
numbers of parents participating as partners with
schools, quality of home-school partnerships, numbers
of parent training programs, etc.
Parenting outcomes include, for example, improved
parenting skills to promote healthy development of
children, availability of educational and psychological
resources for development of healthy families, parent
knowledge of children's abilities and disabilities, etc.
Outcome 4: More effective education and instruction for all
learners.
Outcome 4 emphasizes systemic, instructional outcomes
related to the many diverse school practices that impact
learning and development of children, including those of all
backgrounds and capabilities, in general or special education,
or experiencing risk factors. The outcomes are important for all
schools, regardless of their demographic characteristics and
resources.
Instructional outcomes include, for example, increased quality
in all instructional practices, use of early identification and
prevention programs, availability of programs and resources to
meet the needs of all students including those with learning
difficulties or unique needs, knowledge and use of proven
teaching strategies, continuous monitoring and evaluation of
services, use of objective achievement measures with direct
links to effective instruction, diagnostic and instructional validity
in general and special education decision-making, practices by
all school personnel that address the range of backgrounds
and capabilities children and families, etc.
Outcome 5: Increased child and family services in schools that
promote health and mental health and are integrated with
community services
Outcome 5 emphasizes systemic, health and mental health
outcomes related to the many diverse practices that impact
children and families, including those of all backgrounds and
capabilities, in general or special education, or experiencing risk
factors. The outcomes are important for all schools and
communities, regardless of their demographic characteristics and
resources.
Outcomes related to health and mental heath services in schools
include, for example, greater child and family access to quality
comprehensive health and mental health services through the
public schools, availability of services beyond the school day,
interagency collaboration in family-centered health and mental
health services across school and community agencies, increased
number and quality of prevention and intervention services,
increased services to support needs of children and families of
diverse backgrounds, preventive and proactive interventions that
promote healthy development of children and families, expanded
programs that integrate health/mental health with school safety,
increased focus on safe and caring climates in schools and
communities, increased use of proven practices, etc.
MODULE I:
INTRODUCTION: THE
FUTURE OF SCHOOL
PSYCHOLOGY
QUESTIONS FOR GROUP
DISCUSSION OR
INDIVIDUAL REFLECTION
FOCUS QUESTIONS
Focus questions are similar to
those used in focus groups
prior to the 2002 Futures
Conference; these brief
questions promote an initial
orientation and consideration
of the topic.
a. In ten words or less,
define a school
psychologist?
Click to access a form for recording and displaying responses to focus
questions.
b. What three strengths
do school psychologists
have?
Click to access a form for recording and displaying responses to focus
questions.
c. What three weaknesses
do school psychologists
have?
Click to access a form for recording and displaying responses to focus
questions.
d. How can school psychology attract
more professionals to the field?
Click to access a form for recording and displaying responses to focus
questions.
e. How can school
psychologists meet
service demands despite
diminishing numbers in
our profession?
Click to access a form for recording and displaying responses to focus
questions.
f. How can graduate education in
school psychology respond to
the personnel shortage in our
profession? How can inservice
training by school systems,
professional associations, etc,
respond to the personnel
shortage in our profession?
Click to access a form for recording and displaying responses to focus
questions.
TARGET QUESTIONS
The more comprehensive target
questions require your
consideration of specific issues
and findings from background
readings and your application
of the issues to your own
setting.
a. From the sample essays, analysis of
essays, or focus groups (See
Appendices A, B, and C), which
comment or comments did you find to be
most relevant to your own perception of
the needs of the profession? How do the
needs identified on the national level
relate to the local provision of
psychological services?
Click to access a form for recording and displaying responses to target
questions.
b. The futures conference focused on
school psychology services for
children, families, and schools. Why is
it important for school psychology to
consider all three (children, families,
and schools)?
Click to access a form for recording and displaying responses to target
questions.
c. A major principle of the futures
conference was “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.” How does diversity
impact children, families, and schools in
your setting? How can school psychology
respond most effectively to diversity?
Click to access a form for recording and displaying responses to target
questions.
d. The participants in the 2002 futures
conference identified five critical
issues/outcomes on which to focus
their national planning activities (see
Appendix D later in this module). In
your opinion, which one or more of
the critical issues/outcomes has
increased in importance since the
2002 conference? Why?
Click to access a form for recording and displaying responses to target
questions.
e. A “problem-solving model” was used
to guide the conference, as well as
organize these learning modules.
What are advantages of problemsolving models for analysis and
planning? What are examples of
applications of the model in school
psychology practice?
Click to access a form for recording and displaying responses to target
questions.
f. Kratochwill supports “evidence-based“,
or scientifically-based, practice as an
important component of the future of
school psychology. What resources
are needed to promote more evidencebased practice by school
psychologists?
Click to access a form for recording and displaying responses to target
questions.
g. The following learning modules will ask
you to identify and analyze issues,
strategies, and activities related to school
psychology practice. At what level will you
focus your target goals as you progress
through the modules: your own individual
service delivery goals, local school district
goals, state goals, or national goals? How
will you integrate your individual, local, or
state goals with a national agenda for
school psychology? Click to access a form for recording and
displaying responses to target questions.