Pamala Trivedi, PhD, NCSP nationally certified school psychologist Developmental team members:

1. Pamala Trivedi, PhD, NCSP nationally certified school psychologist Developmental team members: Diane Jacobstein, PhD; Janet Thomas, MEd, OTR/L; Keri Linas, PhD, PsyD; Emma Kupferman, LISW; Tamara Perez, MSW; Natalie Solomon, CCC-SLP; Chastity Lewis, BA

2. Relevant activities of a school psychologist • Provide direct and indirect services to address student needs and improve school and district-wide support systems (NASP: National Association for School Psychologists, 2003) • Core Activities: • Consultation • Evaluation • Intervention • Prevention • Research and Planning • Response to Intervention Framework (RTI) • The stance of a research practitioner • My work in Seattle area public schools with K-6 populations

3. My training as a school psychologist & researcher • Work as an assistant preschool teacher • University-based training in • a College of Education • Masters-level: Training + • experience in direct, school-based interventions based on classic and operant theories of learning + cognitive behavioral therapy • Masters-level: Coursework and practica in school-based consultation • Doctoral training: core competencies in multicultural education, child development + educational leadership and policy studies, teaching in a Teacher Education Program • Dissertation work: Intense training and practice in ethnographic methods of long term observation, longitudinal interviewing, and contextualized interpretation of data

4. Models/Definitions from School Psychology: • Conjoint Behavioral Consultation (CBC: Sheridan, Kratochwill, & Bergan, 1996; Sheridan & Kratochwill, 2008) “a systematic, indirect form of service delivery in which parents and teachers are joined to work together to address the academic, social, or behavioral needs of an individual for whom both parties bear some responsibility. It is designed to engage parents and teachers in a collaborative problem-solving process with the assistance of a consultant, wherein the interconnections between home and school systems are considered crucially important.” (Sheridan & Kratochwill, 1992, p. 122)

5. Following work in K-12 settings • “chaos” of the preschool classroom • relevance of thinking about behavior in • terms of multiple domains • nature of work with related professionals- • need for transdisciplinary work • need to work on an ongoing basis with families • greater need for deep knowledge about contexts outside of school • multicultural issues could be more pronounced

6. Implementing evidence-informed practices • lack of an onsite, specific social-emotional curriculum • materials from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) • positive behavioral support • framework • collaborative problem • solving (Ross Greene) • interventions for children • with communication delays

7. Challenges in consultation • Level of comfort with adult mental health issues • Understanding a population of children exposed to multiple risk factors • Fostering the relationship between parents + teachers • Balancing child-focused consultation with • class-wide strategies • Embodying the consultative stance: • Cultural issues in communication styles

8. Reflections on the consultant role • Learning curve of consultant in working with vulnerable populations • Joining teachers in understanding unique stressors • Connecting parents + teachers with resources • Intense observation, modeling evidence-based practices, reflection with teachers + parents • Flexibility in consultation • Learning about the populations you serve

9. LEND Training Program: Leadership Education in Neurodevelopmental Disabilities: http://www.aucd.org/template/page.cfm?id=473 • Center on the Developing Child: http://developingchild.harvard.edu/ • Center on the Social and Emotional Foundations of Early Learning (CSEFEL): http://www.vanderbilt.edu/csefel • Zero to Three: http://www.zerotothree.org • National Early Childhood Technical Assistance Center NECTAC): http://www.nectac.org/ • Center for Collaborative Problem Solving: http://www.ccps.info/ • Association for Play Therapy (APT): http://www.a4pt.org/ • Trauma Focused Cognitive Behavioral Therapy (TF-CBT): http://tfcbt.musc.edu/

10. Question Review and Response 29