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2009 NASP Summer Conference - Albuquerque, NM

Concurrent Breakout Sessions

(Tuesday afternoon, repeated Wednesday morning— 3 hours each)

Tuesday, July 21, 1:30–4:45 p.m. and Wednesday, July 22, 8:30–11:45 a.m.

Cultural Consideration in School Crisis Response

Deborah Peek Crockett, PhD, NCSP, School Psychologist, Fayette County, GA; Shirley Pitts, MS, NCSP, Chicago Public Schools, IL

School psychologists often serve a crucial role as lead members or team participants in school-based critical incident response teams. Participants in this workshop will deepen their understanding of the impact of trauma on children, adolescents, parents, and school staff members, especially those from ethnic and language minority groups. Common responses to trauma will be highlighted along with general intervention strategies that can be used to intervene effectively across a wide variety of crisis situations. Particular emphasis will be placed on the influences of culture in responses to traumatic events. Workshop content also will identify key features of effective trauma response plans that can be used in schools with a diverse student and staff population.

Multicultural Consultation and Communication in Diverse Schools: Building Capacity and Cultural Competence

Colette L. Ingraham, PhD, NCSP, San Diego State University, CA

How can we build bridges and collaborate across our diversity? This workshop teaches participants tools for effective consultation and communication in diverse schools. Special focus on consultee-centered consultation with teachers will give school psychologists tools for supporting teachers in building their capacity to serve diverse students. The presenter will summarize key concepts and research, share practical strategies, and use modeling, real case studies, and handouts to guide participants in bridging across differences. Participants will learn tools to (a) apply components of multicultural consultation in their school psychology practice, (b) identify communication models and styles prevalent in diverse schools, and (c) collaborate and bridge across cultural and communication differences to develop effective prevention and interventions. School psychologists of all skill levels will benefit from this workshop.

Utilizing RTI With English Language Learners

Seth Aldrich, PhD, School Psychologist, Tully, NY

RTI provides a framework that can be extremely helpful for assessing and understanding students’ needs, as well as differentiating instruction and prioritizing the finite services and resources that exist in schools. The intent of this workshop is to provide school psychologists (as well as teachers, support staff, school administrators, and instructors in schools of education) with a multitiered framework for addressing the academic, social, emotional, and behavioral needs of English language learners (ELLs) within the context of the Response to Intervention (RTI) process. Participants will learn to apply RTI elements such as universal screenings for prioritizing students’ needs, problem solving procedures, timely supports through a multitiered model, and formative evaluation of outcomes especially for ELLs. It will empower school psychologists to develop resources and take on important roles to support all students, including ELLs.

Multicultural Intentionality Through the Counseling Process

Janine M. Jones, PhD, NCSP, University of Washington, Seattle

This workshop highlights several essential skills for providing culturally relevant counseling services with children and adolescents in school settings. The presenter will model the process of increasing cultural self-awareness, increasing cultural literacy, and weaving cultural variables into all phases of the counseling process through using “multicultural intentionality” techniques. This hands-on workshop includes vignettes and case examples to show subtle nuances that may not be obvious to the clinician and offers practical ways to address culturally related content. Through participation in this workshop, school psychologists will enhance their ability to create a therapeutic environment that is conducive to cross-cultural counseling and subsequently increase treatment effectiveness.