The Future of School Psychology: A NASP Town Hall Meeting

1. The Future of School Psychology: A NASP Town Hall Meeting NASP Convention April 2003 Toronto

3. 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

4. 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.

5. 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.

6. 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 University-Bloomington, School of Education

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

8. Conference Internet Site: • Webcasts of all conference presentations • PowerPoints • E-Forum • Outcomes of Conference Activities • Resources and reading materials  • CPD—Informal Self Study Information 

9. Peg Dawson November 15, 2002

10. Sandra Christenson November 15, 2002

11. Deborah Crockett November 15, 2002

12. 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

13. On-Site Participants in Indianapolis

14. Kent State University

15. Oklahoma State University

16. Northern Illinois University

17. The following critical issues formed a foundation for all conference activities:

18. 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.

19. 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).

20. ISSUES/OUTCOMES FOR CHILDREN • Improved academic competence and school success for all children • Improved social-emotional functioning for all children

21. ISSUES/OUTCOMES FOR FAMILIES • Improved parenting skills and increased ability of families to support students • Enhanced family-school partnerships and parental involvement in schools

22. 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

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

24. 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) • Develop action plans, specifying strategies and specific activities (began at conference and will continue post-conference) • Implement action plan (post-conference) • Evaluate outcomes (post conference)

25. 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

26. Panel Presentation: Critical Issues for the Future of School Psychology

27. 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

28. Michael Curtis November 14, 2002

29. Twenty or More Years Experience

30. Projected Retirements at 30 Years of Experience for Total Field

31. 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)

32. 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

33. 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

34. Gena Ehrhardt-Padgett November 16, 2002

35. Diversity is ignored. Monocultural practices are promoted. Emphasis is placed on meeting majority culture’s needs. Believe that there is only one way for doing things. Diversity is valued. Diversity is an asset. Training focuses on meeting dynamics of racism, sexism, etc. Problem solving is creative, flexible, and accommodating. Personal & Organizational PracticesThreats Opportunities Sue, D.W., Carter, R.T., Casas, J.M., Fouad, N.A., Ivey, A.E., Jensen, M., LaFromboise, T., Manese, J.E., Ponterotto, J.G., & Vasquez-Nuttall, E. (1998)

36. 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

37. 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)

38. Critical Issues for Children Robin Black-Vannoy Position: School Psychology Student Eastern Illinois University Charleston, IL Future’s Conference: On-Site Participant

39. 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).

40. 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).

41. 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)

42. Critical Issues for Families Brian Bartels Position: Facilitator for School Psychologists Howard County Public Schools Elliott City, MD Future’s Conference: On-Site Participant

43. HOWARD COUNTY PUBLIC SCHOOLSELLICOTT 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 Standards-Based Counseling

44. 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, socio-economic 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.

45. 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

46. 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

47. Jennifer Kitson November 16, 2002

48. 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

49. 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

50. 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