President’s Strands

School psychologists, in collaboration with families and with other school and community professionals, play a critical role in helping schools and districts create safe and supportive learning environments that help all students achieve their fullest potential. The Presidential theme- Engaging Hearts and Minds- provides an umbrella concept to describe how school psychologists can use their skills when working with students, colleagues, communities, and for ourselves, to create opportunities for enhancing educational experiences for all.

Strand 1: Engaging the Hearts of Students, Families, Colleagues, and Ourselves
When school psychologists work to engage the hearts of students, families, colleagues, and ourselves, we acknowledge that schooling is an opportunity for growth for those who participate in it, in whatever form. Our ethical and professional standards speak to our role regarding student engagement and creating learning environments. We demonstrate compassion for those who provide educational experiences and those who receive these services. As we work to understand student learning, we examine all aspects of the student's educational experience- including what the student brings to the situation and what the learning environment creates. Creating and supporting learning environments is an important part of the practice of school psychology. To engage hearts, we can engage in practices that address systemic racism, engage in practices that address explicit and implicit bias, engage in practice that challenges disproportionality in educational systems, and advocate for social justice in our schools and communities.

  • FS006: Social Justice & Equity—It's More Than a Checkbox
  • DS005: Wounds of Colonial and Racial Trauma
  • MS002: Prioritizing Self-Care: Promoting Well-Being for School Psychologists
  • MS096: Inequity in Equity Work: Reclaiming Empowerment and Resilience as Practitioners
  • PA471: Addressing School Engagement: Implementation of Restorative Justice Practices Examined
  • PC064: Reassessing Behavior Assessment and Interventions From a Culturally Humble Perspective
  • PO102: Closing the Discipline Gap Through Culturally Competent Pre-Service Teacher Training

Strand 2: Engaging the Minds of Students, Families, Colleagues, and Ourselves
When school psychologists engage their own minds, either by increasing their professional knowledge or expanding their service delivery, they create opportunities for engaging the minds of others. Through consultation and collaboration, we can help others understand how their own behaviors and interactions impact the learning and well-being and development of all students. School psychologists evaluate, support and utilize interventions to support engagement in learning. School psychologists engage in evidence-based practices that contribute data for decision making for individuals and systems. School psychologists engage the minds of colleagues by providing and analyzing information to be used to advocate for improved services, resources, structures, professional development. In addition, school psychologists support accountability by collecting and analyzing data and providing information to key stakeholders for ongoing improvement.

  • FS002: NASP Distinguished Lecture: Psychosocial Constructs and Adaptive Functioning—Examples From Culture and Time
  • DS007: Practice Update: How to Use MTSS for Better Results
  • MS027: Assessing Reasoning and Problem Solving in Culturally Diverse Children
  • MS126: Can We Do This: Assessing Your School's MTSS Structure
  • PA100: The Relationship Between MTSS and Implementation Science
  • PC027: Increasing School Psychologists’ Involvement in Systems-Level Consultation and Activities
  • PO175: Strength-Based Assessment in School Psychological Practice

Meet the NASP President

Dr. Laurie McGarry Klose is the owner and CEO of RespectED, a consulting firm that provides services to schools and families. She has worked as a faculty member at Trinity University and Texas State University, including serving as the Director of Assessment for the Clinic for Autism Research, Evaluation, and Support and University Assessment and Counseling Clinic. In addition, she worked as a campus and district-based school psychologist for 12 years in California, Massachusetts, and Texas. Along with service on numerous state and national committees, Laurie's leadership positions include President of the Texas Association of School Psychologists, Texas Delegate to the National Association of School Psychologists, South Eastern Delegate Representative to the Board of Directors of NASP, and the Chair of the NASP Ethics and Professional Practices Board. Laurie is the 2021-2022 President of the National Association of School Psychologists.

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