Theme: Advocacy
Vision & Goals
"If I am not for myself, who will be for me? But if I am only for myself who am I? If not now, when?" -Ethics of Our Fathers
Advocacy is a critical skill to influence and create change for the future of our nation's children. All too
often, advocacy may be interpreted as self-promotion and our profession may not be as active and vocal as other professions. School psychology and school psychologists need to further develop effective advocacy strategies to support our children and youth, to enhance the profession, and to incorporate evidence-based assessment and treatment in schools.
The presentation will focus on:
- How do we advocate and promote healthy schools and classroom climates?
- What is educational advocacy and what tools are needed to promote the effective education of all children?
- How do we advocate for the profession of school psychology?
- How do we educate for advocacy on both the university and practitioner level?
- How do you support, advocate for, and implement evidence-based practices?
- What are some examples of effective advocacy at the local level?
The broad conference goals to create our future for advocacy by and for school psychologists include:
- Define advocacy by and for school psychologists.
- Identify local, state/provincial, national, and/or international strengths that will promote development of advocacy by and for school psychologists.
- Identify local, state/provincial, national, and/or international challenges that will inhibit development of advocacy by and for school psychologists.
- Identify resources in existing structures (e.g., professional organizations, local and state education agencies, research, graduate programs) that will support advocacy by and for school psychologists.
- Identify systems-level and individual opportunities to research, promote, and demonstrate advocacy by and for school psychologists.
Archived Webinar (November 10, 2012)
Keynote Speaker
Featured Speakers
Panel Presenters
- Elizabeth A'Vant, MA
Initiating School Climate Improvement in an Urban District
- Katie Eklund, PhD
What Happened to My Test Kit? One School Psychologist's Experience in Utilizing 10 Domains of Practice
- John Kelly, PhD
Advocating for the Inclusion of Students with Special Needs in Inter-scholastic Sports
Continuing Professional Development (CPD) Credits
Background Readings
The fiollowing background readings are listed for your convenience. Please choose, review, and read the ones that will benefit you most. You are not required to read them all.
- Quick Reads
- Forman, S.G., Olin, S.S., Hoagwood, K.E., Crowe, M., & Saka, N. (2009). Evidence-based interventions in schools: Developers' views of implementation barriers and facilitators. School Mental Health, 1, 26-36.
- Heinowitz, Brown, Lansam, Arcidiancono, Baker, Badaan, Zlatki and Cash (2012). Identifying Perceived Personal Barriers to Public Policy Advocacy Within Psychology. Professional Psychology: Research and Practice, 43, 372-378.
- NASP Advocacy
- Nastasi, B. K. International School Psychology Curriculum - A child rights for school psychologists curriculum.
- Toward Next Steps in School Improvement: Addressing Barriers to Learning and Teaching (pdf)
- UCLA Center for Mental Health in Schools
- In Depth
- Frameworks for Systemic Transformation of Student and Learning Support (pdf)
- Prilleltensky, I. (2012). Wellness as Fairness. American Journal of Community Psychology, 49, 1-2.
- Shriberg, D., Bonner, M., Sarr, B., Walker, A., Hyland, M., & Chester, C. (2008). Social Justice through a School Psychology Lens: Definition and Applications. School Psychology Review, 37, 453-468.
Action Planning Resources
Futures Conference Action Planning Handbook
Needs Assessment Data
National/International Resources
Blank Action Plan Template
Dr. John Lochman
Advocacy by School Psychologists: A Focus on Evidence-Based Practices
Description
This presentation will focus on enhancing advocacy knowledge and skills, with a focus on national, state and local policies and procedures for dissemination of evidence-based prevention and treatment practices in schools. Advocacy efforts can be directed at addressing barriers that interfere with the dissemination of evidence-based practices (EBP) for children and families. Barriers can include: organizational structures in schools, perceived burden of EBP by practitioners and families, inadequate training, and lack of coordinated multidisciplinary care.
Attendees will learn school psychologists' advocacy and public policy roles for effective school programs for students and families.
Presenter Bio
John E. Lochman, PhD, ABPP is Professor and Doddridge Saxon Chairholder in Clinical Psychology at The University of Alabama, where he also directs the Center for Prevention of Youth Problem Behavior. The school-based and community-based prevention programs he has examined (Anger Coping Program, Coping Power Program, Fast Track Program) use cognitive-behavioral, social problem-solving and social skill training approaches with children, and behavioral parent training with parents. He is the incoming President of the Society for Child and Family Policy and Practice (Division 37 of APA).
View Dr. Lochman's curriculum vita
Howard Adelman, PhD & Linda Taylor, PhD
Four Systemic Concerns that Will Shape the Future of School Psychology
Description
School psychology must move in new directions as part of a fundamental transformation in how schools address the many barriers to learning and teaching. As demonstrated by pioneering initiatives across the country, the core of new directions entails (1) reframing student and learning supports into a unified and comprehensive system at every school. Making this core a sustained reality requires (2) revamping policy for school improvement, (3) reworking operational infrastructures, and (4) supporting a sophisticated approach to systemic change.
Attendees will learn about new directions for school improvement to transform how schools address barriers to learning and teaching.
Presenter Bios
Howard Adelman, PhD is Professor of Psychology and Co-Director of the School Mental Health Project and National Center for Mental Health in Schools, University of California-Los Angeles. He is an internationally known expert in school mental health and has published widely on this topic.
View Howard Adelman's curriculum vita
Linda Taylor, PhD is Co-Director of the School Mental Health Project and National Center for Mental Health in Schools, University of California-Los Angeles. She is an internationally known expert in school mental health and has published widely on this topic.
View Linda Taylor's curriculum vita
John Kelly, PhD
Advocating for the Inclusion of Students with Special Needs in Inter-Scholastic Sports
Description
Students with special needs should be afforded the same opportunity as their peers without disabilities to participate in inter-scholastic sports. Beyond the physical health benefits of being active, research has demonstrated the positive impact of exercise on an individual's social and emotional adjustment. Unfortunately, children with disabilities are often not provided the opportunity to become part of a school team sport. This presentation will discuss opportunities for school psychologists to advocate for and become involved in athletics for students with challenges.
Attendees will learn about specific strategies, challenges, and resources needed to advocate with school districts for establishing athletic programs for students with special needs.
Presenter Bio
John Kelly, PhD is a school psychologist in the Commack School District, New York and the Project Director of Commack Coalition of Caring. He is the author of the NASP Position Statement on Bullying and has received the NASP School Psychologist of the Year award twice.
View John Kelly's curriculum vita
Elizabeth A'Vant, MA
Initiating School Climate Improvement in an Urban District
Description
In urban districts struggling with environmental stressors and state pressures to improve achievement, focusing on school climate may seem like a luxury. What will turn that perception around so it is understood that improving school climate is integral to achievement? This presentation focuses on concrete steps put forth by one district in its quest to impact school climate by way of enhancing and implementing the district's bullying and harassment policy and systemic implementation of school-wide positive behavior interventions and supports.
Attendees will learn specific strategies, challenges, and resources needed to advocate, initiate, and sustain school climate improvement.
Presenter Bio
Elizabeth Rose A'Vant, MA is a school psychologist in the Providence Public School District, RI and has practiced for 27 years. She has served as a school administrator, teacher, Co-Chair of the NASP Multicultural Affairs Committee, and received a NASP Presidential Award for her leadership.
View Elizabeth A'Vant's curriculum vita
Katie Eklund, PhD
What Happened to My Test Kit? One School Psychologist's Experience in Utilizing 10 Domains of Practice
Description
In the current educational climate, school psychologists are faced with budget cuts, personnel shortages, and reduced time to effectively perform their duties. Training programs do an excellent job of teaching professionals how to advocate for the children we serve; however many are not formally trained to advocate for an expanded role in service delivery. This session will describe strategies school psychologists can employ to identify how their work connects to improved outcomes for students and how to use this data to advocate for broad based services to students that include prevention, intervention, consultation, and meaningful assessment.
Attendees will learn specific strategies to effectively advocate for their role as a school psychologist and ideas on how to quantify the positive student outcomes associated with their work.
Presenter Bio
Katie Eklund, PhD is an Assistant Professor of School Psychology at the University of Arizona and recently was a school psychologist with Fountain Fort Carson School District in Colorado. Her scholarship focuses on social emotional learning and supports for military children, and she has a forthcoming chapter on suicide assessment in the Best Practices in School Crisis Prevention and Intervention published by NASP.
View Katie Eklund's curriculum vita
Word Version of the Handbook
Disclaimer
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