President's Special Strands
Sessions within the two 2012 NASP President's Special Strands will be presented to help carry the convention theme throughout the week. These strands will include featured sessions as well as a number of sessions selected from the proposals accepted for presentation via the NASP 2012 Annual Convention Call for Presentation Proposals Review System.
Universal Prevention to Support the Emotional Needs of Our Nation's Youth
As a society, we must do more to support the emotional well-being of our nation's youth. Though the IQs of children have increased by approximately one third of a point each year, the emotional well-being of children has suffered in past decades. One out of five children needs mental health intervention of some nature to succeed in school. Both anxiety and depression in young people have increased. Within the past two decades, we have witnessed targeted school shootings which may be heard as a clarion call that warn us that our nation's youth are in trouble. The purpose of this strand is to focus on universal prevention approaches that have shown promise in supporting the whole child. Topics will include bullying prevention, social–emotional learning/character education, suicide prevention, support for military families, and school-wide positive behavior supports and interventions that improve the climate of the entire school.
FS03: Social–Emotional Learning: Preparing Students for Tests of Life, Not a Life of Tests
Wednesday, February 22, 2:30–3:50 p.m.
To guide schools toward effective prevention and intervention around problem behaviors and academic success for all, school psychologists must focus on creating school climates that are safe, challenging, caring, supportive, and respectful. Addressing bullying allows school psychologists to place students' social–emotional and character development at the center of schools' concerns.
Presenter: Maurice J. Elias, PhD, Rutgers University, Piscataway, NJ
FS04: Creating Safe Schools 101
Thursday, February 23, 10:00–11:20 a.m.
Students can't learn if they don't feel safe—period. In this presentation, Kevin Jennings will address how to create safe school climates that promote academic achievement and personal growth for all of our students. Drawing on his lifelong work as an educator, policy leader, and advocate on behalf of the safety and well-being of America's children and youth, Kevin will discuss the issues facing students and the challenges facing educators in providing the appropriate services and safeguards. He will bring to this discussion the lens of leadership on bullying prevention at the national level during his tenure as Assistant Secretary of Education and Director of the Office of Safe and Drug Free Schools.
Presenter: Kevin Jennings, Be the Change, Boston, MA
FS06: Safeguarding Our Youth: Promoting Emotional Well-Being and Resilience Through Crisis Intervention
Friday, February 24, 11:00 a.m.–12:20 p.m.
Many of our youth have experienced tragedy and loss, and NASP has provided nationwide leadership in crisis prevention and response. This presentation will outline key prevention and intervention procedures to promote emotional well-being and resilience. Protective factors for children that have been identified by the World Health Organization will be outlined.
Presenter: Scott Poland, EdD, NCSP, Nova Southeastern University, Fort Lauderdale, FL
MS086: Techniques for Successful Data Collection: Tracking Behavioral Social Emotional Interventions
Thursday, February 23, 4:00–5:50 p.m.
This presentation will identify ways to make data collection of behavior, emotional, and social skills by classroom professionals easier and more accepted. In the context of Professional Learning Communities and consultative problem-solving teams, participants will identify the role data plays in planning, monitoring, and evaluating interventions targeting behavior, emotional, and social skills. Methods of presenting and adapting data collection for the classroom teacher or paraprofessional will be provided.
Presenter: Jennifer E. McPoyle-Callahan, South Middleton School District, Boiling Springs, PA
MS228: Addressing Social Emotional Learning Through RTI Within Early Childhood Settings
Tuesday, February 21, 4:00–5:50 p.m.
This presentation describes outcomes of a three-year process addressing social emotional learning through Response to Intervention (RtI) and Professional Learning Communities (PLCs) in a district early childhood Program (ECP). Participants will learn to address social emotional learning and gain an understanding of various data collection methods. A proposed model, preliminary outcomes, assessments, interventions, and next steps will be discussed.
Presenter: Melissa A. Brown, Glenview School District 34, Glenview, IL
SY002: School Psychologists Role in Social-Emotional Learning Within an RTI Context
Wednesday, February 22, 4:00–5:20 p.m.
We will highlight how assessment of social-emotional competence is critical to the school psychologist's role described in NASP's Model for Comprehensive and Integrated Services. A review of strength-based scales for social-emotional learning is provided and research on tools for universal screening, assessment, ongoing progress monitoring, and instructional planning will be discussed within an RTI context. Participants will learn how social-emotional skills can be assessed at all three Tiers and utilized within a comprehensive service model.
Presenter: Jack A. Naglieri, PhD, George Mason University, Fairfax, VA
MS017: Fostering the Academic and Emotional Growth of English Language Learners
Thursday, February 23, 8:00–9:50 a.m.
This mini-skills workshop will provide hands-on experience with strategies for fostering academic and emotional growth in ELLs. Participants will explore various strategies for differentiating instruction and for providing additional emotional support.
Presenter: Graciela Elizalde-Utnick, Brooklyn College, CUNY, Brooklyn, NY
Related Sessions and Workshops
SS29: Reaching out to Commercially Sexually Exploited Youth
Tuesday February 21, 1:00–2:20 p.m.
SS24: A Decade At War: The Toll on Our Children
Thursday, February 23, 8:30–9:50 a.m.
WS42: Prevention and Intervention With Relational Aggression
Thursday, February 23, 4:30–7:30 p.m.
MS047: Addressing Emotional Issues in Traumatized Children Within the RTI Model
Thursday, February 23, 8:00–9:50 a.m.
SY003: CBT in Schools: Advancements in Promoting Emotional Well-Being in Children
Tuesday, February 21, 2:30–3:50 p.m.
PA026: Social Emotional Learning: A Study of Implementation Process in Illinois
Friday, February 24, 11:00–11:50 a.m.
WS53: Safer, Saner Elementary Schools: Improving Behavior and Climate Using Restorative Practices
Friday, February 21, 8:30–11:30 a.m.
Providing School Psychological Services in Large Urban School Districts: What Works
Every year, NASP holds its annual convention in a major urban center like Philadelphia. While we always give back to our hosts in some way, we rarely focus on the systemic needs of schools in these communities. Large urban school districts have unique challenges in educating their students. Highly concentrated rates of poverty, crime, violence, and family dysfunction provide the context for many children and youth coming to class each day. Additionally, significant populations of immigrant and culturally, ethnically, and linguistically diverse students contribute to the mosaic of needs that schools must be equipped to meet. The economic recession, as is true for many districts, has increased rates of both poverty and homelessness, while resources have been trimmed. This strand will offer insights into school psychologists' successful approaches to addressing these concerns. Presenters will discuss the practical issues involved (e.g., transportation, record keeping, mobility, Medicaid reimbursement, linking youth to mental health treatment, supervising a large number of practitioners, and more). Participants will have the opportunity to learn from and become part of a community of administrators, supervisors, and practitioners concerned with school psychology practice at the heart of the nation's most challenging—and urgent—effort to help ALL children succeed in school and life.
FS01: NASP Distinguished Lecture: Enhancing the Emotional Well-Being of our Nation's Urban Youth
Tuesday, February 21, 11:00–11:50 a.m.
The Distinguished Lecture, part of the NASP President's Special Strand on Urban School Psychology, will feature the 2010 convention keynote speaker Salome Thomas-EL, an urban school principal, author, and national consultant. Principal Thomas-EL will discuss the many physical, cognitive, social, emotional, and environmental changes which cause stress, and how coping can prove to be difficult for students in struggling families and communities. These students make bad choices and life-altering decisions, in many cases, because they do not possess the self-efficacy beliefs or emotional stability that they need to succeed in school and life. Principal Thomas-EL believes that self-efficacy is not about teaching students to be successful, but teaching them how to be resilient when they are not successful.
Presenter: Salome Thomas-EL, Philadelphia, PA
FS05: NASP Legends in School Psychology Address: School Psychologists” Role in Effective Education for All
Thursday, February 23, 2:00–2:50 p.m.
This session will address the efforts school psychologists and NASP have made over the past half century in equalizing effective education for all children, particularly those from neglected ethnic and economic groups and the long necessary journey ahead to reach equality. The presenter will discuss ways school psychology can address the challenges and opportunities for providing educational equality through individual practices and professional policies.
Presenter: Kevin P. Dwyer, MA, NCSP, Retired, Bethesda, MD
FS07: Moving From a Failing to an Achieving School District: How Learning Supports Helped Reach Struggling Students
Friday, February 24, 3:00–4:20 p.m.
This session will demonstrate how Upper Darby, an urban school district identified for corrective action, is improving student achievement through an infusion of educational reforms. These reforms (which include using RTII problem-solving teams and seeing student performance through multiple lenses, such as Pennsylvania's DOE-approved growth model) have proven highly effective for all students, including those who are highly mobile, English Language Learners, and/or struggling with poverty. They also have created a more prominent role for the school psychologist's data-analysis skills. Participants will gain an understanding of how state-level goals and initiatives translate to the district, school, and individual student levels.
Presenters: Dan McGarry, Julie James, Deborah Fineberg, and Brenda Kabler, Upper Darby School District, PA; Amy Smith, Department of Education, PA
MS088: Creating a Multi-Tiered Service Delivery Model in an Urban District
Thursday, February 23, 2:00–3:50 p.m.
This mini-skills session will detail one low-income, urban school district's process in implementing a multi-tiered service delivery model, specifically focusing on the tertiary level. Participants will learn specifically about the role of the school psychologist in the development of the tertiary level of support for academics and behavior. Examples of implementation and data tracking tools will be given so that attendees may adopt a similar system in their districts.
Presenter: Kathryn F. Sherry, Waukegan School District 60, Waukegan, IL
SY07: Successes and Challenges of RTI in the Urban Settings
Friday, February 24, 4:00–5:20 p.m.
The successes and challenges of RTI implementation in three different sized urban school settings will be presented — Brown International, a turn-around school within Denver, a district wide effort in the Upper Darby School District, a small urban setting just outside Philadelphia, and a district wide implementation in Los Angeles Unified School District, one of the largest districts in the United States. The panel will conclude with a cross-presenter discussion.
Presenter: Edward Shapiro, NCSP, Lehigh University, Bethlehem, PA
PA478: Character Education Effects on Behavioral Outcomes in Urban Settings
Friday, February 24, 12:00–12:50 p.m.
Despite its importance to overall education, character education programs often lack empirical and theoretical support. The current study empirically-examined the Smart Character Choices (SCC) program on classroom behavioral outcomes in urban settings. Results indicate the relative effect of the SCC program compared to other important factors on classroom behavior. Participants will learn about current research in character education, behavioral outcomes when implementing the program, and directions for future research.
Presenter: David C. Parker, University of Minnesota, Minneapolis
PA619: Perception of Poverty in Urban At-Risk Youth
Wednesday, February 22, 9:30–10:20 a.m.
This presentation will describe a sample of urban impoverished youth who, when compared to non- impoverished peers, reported a lower incidence of alcohol and drug use as well as higher engagement across emotional, cognitive, and behavioral domains. Characteristics of resilient children will be discussed as well as recommendations for fostering the development of resilient processes in urban youth.
Presenter: Melissa Hernandez, University of Wisconsin, Milwaukee
Related Sessions and Meetings
PA330: Acceptance-Based Group Treatment for Externalizing Behaviors in an Urban School
Tuesday, February 21, 3:00–3:50 p.m.
PA025: Perceptions of Academic and Social Support Among Urban Youth
Thursday, February 23, 9:00–9:50 a.m.
IG19: Urban School Psychology Interest Group Networking Session
Wednesday, February 22, 8:00–9:50 a.m.
IG02: Social Justice Interest Group Networking Session
Wednesday, February 22, 2:30–3:50 p.m.
SY033: Developing Measures in Urban Settings Through Participatory Action Research
Friday, February 24, 8:30–9:50 a.m.
PA281: Expanding on an Ecological Model of Urban School Psychology
Friday, February 24, 10:00–10:50 a.m.