NASP 2012 Summer Conferences
Minneapolis, MN July 23–25
Leigh Armistead, EdD, NCSP, is a school psychologist who earned his Specialist in School Psychology degree at Winthrop University and his doctorate at Indiana University of Pennsylvania. He practiced in the Charlotte-Mecklenburg School District in North Carolina for 14 years before joining the faculty of Winthrop University's school psychology program in 2004. Dr. Armistead's professional interests include school psychologists' career development, ethical and professional practices, positive behavior support programs, and the use of technology in school psychology. For several years, Dr. Armistead served as the Southeast Region representative on the NASP Ethical and Professional Practices Committee and chaired the NASP Professional Growth Committee. He is currently the chair of the NASP Ethical and Professional Practices Committee. Dr. Armistead served as a member of the writing group for the 2010 revision of NASP's professional standards and is now actively engaged in professional development regarding those standards.
George Bear, PhD, is a professor in the school psychology program at the University of Delaware. He worked as a school psychologist for 7 years in Iowa and Virginia and continues to work 1 day weekly in a private school. His primary areas of research are school discipline, school climate, and children's social, emotional, and moral development. Dr. Bear serves on the editorial boards of the School Psychology Review, School Psychology Quarterly, Journal of Educational and Psychological Consultation, and Journal of School Violence. In addition to over 70 journal articles and book chapters, he has authored or coauthored 7 books, including School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Behavior (2010).
Ray W. Christner, PsyD, NCSP, is CEO/Clinical Director of Cognitive Health Solution, LLC in Hanover, Pennsylvania. He is also an adjunct faculty member for Philadelphia College of Osteopathic Medicine (PCOM). He is trained as both a school and clinical psychologist. He has published and presented extensively on the use of cognitive–behavior therapy (CBT) in schools.
Robin S. Codding is an associate professor of school psychology at the University of Massachusetts-Boston. She received her doctorate in school psychology from Syracuse University and recently became certified as a behavior analyst. Dr. Codding has over 30 publications and was the 2010 corecipient of APA Division 16's Lighter Witmer early career scholar award for her research on assessment and intervention in the area of mathematics. Dr. Codding has provided over 50 local and national presentations and workshops related to interventions and multitiered service delivery. She currently serves as an associate editor for the Journal of School Psychology and is on the editorial board of School Psychology Quarterly, School Psychology Review, and Journal of Behavioral Education. Dr. Codding also has experience as a behavioral and educational consultant through her work with the May Institute.
Michelle Hosp, PhD, NCSP is a nationally known trainer and speaker on problem-solving and the use of progress monitoring data. Her background is in school psychology and special education. She has published articles, conducted workshops both at the state and national levels, and is coauthor of the book, The ABCs of CBM. She is a trainer with the National Center on Response to Intervention and is currently employed by the Iowa Department of Education as a consultant for data-based decision making and program monitoring.
Joshua M. Langberg, PhD, is an assistant professor in the Department of Psychology at Virginia Commonwealth University and at the Cincinnati Children's Hospital Medical Center (CCHMC). He received his doctorate in clinical psychology from the University of South Carolina. He completed a clinical internship at Duke University Medical Center and a postdoctoral fellowship at CCHMC. Dr. Langberg's research and professional interests are focused on improving the academic and behavioral performance of children and adolescents with ADHD. His research is supported by the National Institutes of Health and U.S. Department of Education. Dr. Langberg developed, evaluated, and recently published the Homework, Organization, and Planning Skills (HOPS) intervention for use by school mental health providers.
Kathleen M. Minke, PhD, NCSP, holds degrees in school psychology from James Madison University (EdS, 1984) and Indiana University, (PhD, 1991). She worked as a practitioner in Virginia, Indiana, and Maryland in birth–3, K–12, hospital, and private practice settings. Since 1991, she has been a professor in the school psychology program at the University of Delaware, where her interests include counseling, family–school collaboration, and social–emotional assessment. She is a licensed psychologist and serves as a consultant to Delaware's positive behavior supports initiative. Dr. Minke served as 2010–2011 president of the National Association of School Psychologists.
John J. Murphy is a professor of psychology and counseling at the University of Central Arkansas, and is an author and trainer in brief, strength-based approaches with children, adolescents, families, and school problems. He taught high school before receiving a PhD in school psychology from the University of Cincinnati, and completed postdoctoral training in family therapy at the Dayton (OH) Institute of Family Therapy. Dr. Murphy spent 13 years as a full-time school psychologist in Covington (KY) Public Schools, and continues to work regularly with students, teachers, parents, and school administrators. He was named by the National Association of School Psychologists as one of the top five school psychologists in the United States in 1993, and received the American School Counselor Association (ASCA) Writer of the Year Award for his book, Solution-Focused Counseling in Middle and High Schools (recently expanded to include preschool and elementary students in the new 2008 edition, Solution-Focused Counseling in Schools). He also coauthored Brief Intervention for School Problems. Dr. Murphy's therapeutic work is featured in several contemporary venues, including Fast Company and the New York Times bestseller Switch: How to Change When Change Is Hard, as well as the acclaimed videotape series, Child Therapy With the Experts. Dr. Murphy has provided training and consultation to thousands of mental health professionals, teachers, parents, and others throughout the United States and overseas.