Vision & Goals

In Creating our Future(s), it is paramount to consider critical skills and fundamental bases of knowledge required for competent practice. In our multi-faceted, multi-directional profession, how do we meet the academic and social-emotional needs of children who face ever-changing challenges? How do we flex and adapt our skills to prepare for the future of school psychology?

Is this vision for our future, we must consider the critical skills needed for school psychologists to:

• Bolster academic, behavioral, and social-emotional instruction in the realm of school accountability.
• Support schools and children in crisis and children facing trauma to address academic, behavioral, and social-emotional needs.
• Develop collaboration and consultation skills needed to team effectively with professionals and parents locally, nationally, and across the globe.
• Build skills to advocate and prepare for school-based mental health services, such as social-emotional learning and group/individual counseling in schools.
• Promote practice that is culturally competent across realms of academic and social behavior.
• Provide supervision and foster supervision skills needed to prepare school psychologists for effective practice.
• Influence effective local, state, national, and international systems-level change.
• Build the technology competence required to support all of our critical skills, such as connectivity for collaboration and global access.

The broad conference goals to create our future for critical skills needed by school psychologists include:

1. Define critical skills needed by school psychologists.
2. Identify local, state, national, and global strengths that will promote professional development of critical skills needed by school psychologists.
3. Identify local, state, national, and global challenges that will inhibit professional development of critical skills needed by school psychologists.
4. Identify resources in existing structures (e.g., professional organizations, local and state education agencies, research, graduate programs) that will support professional development of critical skills needed by school psychologists.
5. Identify systems-level and individual opportunities to research, promote, and demonstrate critical skills needed by school psychologists.

Archived Webinar (October 26, 2012)

• Adobe Connect Archive
• Powerpoints from the presentations (pdf)
• Evaluation Form

Keynote Speaker

• Roger Weissberg, PhD

Featured Speaker

• Beth Doll, PhD
  Making Schools Where Children Thrive

Panel Presenters

• Jürg Forster, PhD
  Involving Parents
• Clifford V. Hatt, EdD
  Implementing Social/Emotional Learning Strategies in a School-based Mental Health Program
• Misty Lay, PsyS
  Building Capacity to Promote Student Success through Consultation and Collaboration

Continuing Professional Development (CPD) Credits

• For Group Sites
• For Individual Attendees

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.

General

• Quick reads
• National Association of School Psychologists. (2010). Model for comprehensive and integrated school psychological services. Bethesda, MD: Author.
• Connecticut State Department of Education. (2004). Guidelines for the practice of school psychology. Hartford, CT: Author.
• Lay, M. (2008). School, students benefit from assistance of school psychologists. Kentucky Teacher. Lay, M. (2010). Securing a place at the table: School psychologists as educational leaders. NASP Communiqué, 39 (3).
• In Depth
• Lionetti, T.M., Snyder, E.P., & Christner, R.W. (Eds.). (2010). A Practical Guide to Developing Competencies in School Psychology. New York: Springer Publishing.

Instruction & Accountability

• Quick Reads
• Kaufman, A. K. & Blewett, E. (2012). When good enough is no longer good enough: How the high stakes nature of the No Child Left Behind Act supplanted the Rowley definition of a Free Appropriate Public Education. Journal of Law and Education, 41, 5-23.
• Wei, X. (2012). Are more stringent NCLB state accountability systems associated with better student outcomes? An analysis of NAEP results across states. Educational Policy, 26, 268-308. DOI: 10.1177/0895904810386588
• Minke, K. M. (2011). President's message. Performance evaluation and accountability: Are you at the table? Communiqué Online, 39(6).

Crisis

• Quick Reads
• Reeves, M. A., & Brock, S. E. (2009). Reflections on implementation of the PREPaRE crisis prevention and intervention curriculum. Communiqué Online, 37(5).
• Reeves, M. A., Brock, S. E., & Cowan, K. C. (2008). Managing school crises: More than just response. Principal Leadership, 8(9), 10-14.
• In Depth
• Center for School Mental Health Assistance. (2002). Crisis intervention: A guide for school-based clinicians.

Collaboration & Consultation

• Quick Reads
• Center for Mental Health in Schools at UCLA. (2007). School-Based Client Consultation, Referral, and Management of Care. Los Angeles, CA: Author.
• Gutkin, T. B. (2012). Ecological psychology: Replacing the medical model paradigm for school-based psychological and Psychoeducational services. Journal of Educational and Psychological Consultation, 22, 1-20. DOI: 10.1080/10474412.2011.649652

School-based Mental Health

• Quick Reads
• Collaborative for Academic, Social, and Emotional Learning (CASEL)
• Doll, B., Spies, R., & Champion, A. (2012). Contributions of ecological school mental health services to students' academic success. Journal of Educational and Psychological Consultation, 22, 44-61.
• Dwyer, K., & Van Buren, E. (2010). School mental health: Prevention at all levels. In B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science (pp. 45-69). New York: Routledge.
• Lazarus, P.J. & Sulkowski, M.L. (2011).  The emotional well-being of our nation's youth and the promise of social–emotional learning. NASP Communique, 40 (2), (October, 2011).
• Vernberg, E. M., Roberts, E. M., Randall, C. J., Biggs, B. K., Nyre, J.E., & Jacobs, A. K. (2006). Intensive mental health services for children with serious emotional disturbances through a school-based, community-oriented program. Clinical Child Psychology and Psychiatry, 11(3), 417–430.
• In Depth
  • Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-family partnership strategies to enhance children’s social, emotional, and academic growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.
  • Jennings, P.A. & Greenberg, M.T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes.  Review of Educational Research, 79, 491-525.

Cultural Competence

• Quick Reads
• Williams, J. M. & Greenleaf, A. T. (2012). Ecological psychology: Potential contributions to social justice and advocacy in school settings. Journal of Educational and Psychological Consultation, 22, 141-157. DOI:10.1080/10474412.2011.649653
• European Federation of Psychologists Associations. (2010). Position Paper on Psychologists in the Educational System and their Contribution to Life Long Learning.

Supervision

• Quick Reads
• National Association of School Psychologists. (2011). Supervision in school psychology (Position Statement). Bethesda, MD: Author.
• Fischetti, B.A., Petry, B., & Kouvel Munch, J. (May, 2012). Communicating effectively to obtain supervision of professional practice. NASP Communiqué, 40(7),1, 14-16.
• In Depth
• Harvey, V., & Struzziero, J. (2008). Professional development and supervision of school psychologists. Thousand Oaks, CA: Corwin Press and the National Association of School Psychologists.

Systems-level Change

• Quick Reads
• Meyers, A. B., Meyers, J., Graybill, E. C., Proctor, S. L., & Huddleston, L. (2012). Ecological approaches to organizational consultation and systems change in educational settings. Journal of Educational and Psychological Consultation, 22, 106-124.

Technology

• Quick Reads
• Loveland, T. (2012). Professional development plans for technology education: Accountability-based applications at the secondary and post-secondary level. Technology and Engineering Teacher, 71, 26-31.
• Online Resources
• 20 Technology Skills Every Educator Should Have

Action Planning Resources

Futures Conference Action Planning Handbook

• PDF version - Best Choice! - Viewing & Printing
• ONLINE VIDEO - How to Use the Handbook (4:00)
• WORD version

Needs Assessment Data

• PDF version - Focus Group & NING data
• PDF version - Survey Monkey data

National/International Resources

• PDF version - Best Choice! - Viewing & Printing
• DOCX version - For Editing

Blank Action Plan Template

• PDF version - Best Choice! - Viewing & Printing