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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.