Schedule of Live Sessions via Internet from Indianapolis
(All times on THIS page are Eastern Standard)

November 14

3:00-4:00 PM

Michael Curtis, Ph.D., a Past-President of NASP and noted researcher on professional issues in school psychology. Dr. Curtis will provide data on personnel shortages in school psychology in relation to training and practice and outline possible effects of these shortages on the field and on services to children. (Introduction by Peg Dawson, PhD.)

Background Reading

Archived Webcast Link

PowerPoint Presentation
Transcript

 

7:30-8:30 PM

Robert Sternberg, Ph.D., President of APA and noted researcher on schools and education. He will provide a context for school psychology's role in addressing the needs of children, families, and schools and outline ideas on the needs and issues facing schools. (Introduction by Jack Cummings, PhD.)

Background Reading

Archived Webcast Link

PowerPoint Presentation

Transcript

 

November 15

10:30-11:30 AM

Deborah Crockett, Ph.D., a Past-President of NASP and experienced practitioner. She has been asked to outline critical issues children will face in the 21st century and to propose roles for school psychology, given the constraints of the personnel shortage(Introduction by Susan Gorin)

Background Reading

Archived Webcast Link

PowerPoint Presentation

Transcript

 

12:45-1:45 PM

Sandra Christenson, Ph.D., noted researcher on the link between families and schools in meeting the needs of children. She will outline critical issues facing children in the 21st century, with particular emphases on the role of parents in meeting the learning and mental health needs of children. ( Introduction by Ron Palomares, PhD.)

Background Reading

Archived Webcast Link

PowerPoint Presentation
Transcript

November 16

10:00-11:00 AM

Panel Discussion , From Chaos Comes Resolutions. (Introduction by Pat Harrison, PhD.)
Archived Webcast Link
PowerPoint Information:

Reflections on the Futures Conference from the Perspective of a School Psychology Educator –Joel Meyers
Practitioner's: To Change or Not To Change
– Jennifer Kitson
From Chaos Come Resolutions: Student Perspective
– Gena N. Ehrhardt
From Chaos to Resolutions: Transnational Perspective
– Chryse Hatzichristou

4:00-6:00 PM

Panel Discussion , Integrative Session to Review Implementation Steps.(Coordinated by Rick Short, PhD.)
Archived Webcast Links
Presenters:

• Diane Smallwood, "Action plans for children's issues: Improved social-emotional functioning for all children
• Rachel Brown-Chidsey, "Action plans for children's issues: Improved academic competence and school success for all children"
• Lisa Bischoff, "Action plans for family issues: Enhanced family-school partnerships and parental involvement in schools
• Briley Proctor, Andrea Canter, Beth Harn, "Action plans for school issues: More effective education and instruction for all learners"
• Ron Davis and Steve DeMers, "Increased child and family services in schools that promote health and mental health and are integrated with community services"

*** NOTE: The interviewer during the "Questions and Answers" that followed each of the above six sessions was Pat Harrison, Ph.D.

September 19

3:00-4:00 pm

Thomas Kratochwill (Introduction by Jack Cummings, Ph.D.)
Background Readings
Archived WebCast
PowerPoint Information

 

Onsite Schedule for Indianapolis

Thursday, September 19, 2002
3:00-4:00	Thomas Kratochwill, Ph.D., Chair of the SSSP/Division 16 Task Force on Evidence-Based Interventions and distinguished researcher, will address research and practice integration.
Thursday, November 14, 2002
3:00-3:15	Orientation to overall conference mission, outline schedule, review use of electronic forum that will be used throughout the conference www.indiana.edu/~futures/
3:15-4:00	Michael Curtis, Ph.D., Former President of the National Association of School Psychologists and noted researcher on professional issues in school psychology. The goals of Dr. Curtis' presentation are to: --provide data on personnel shortages in school psychology in relation to practice and training; --outline possible effects of these shortages on the field and on services to children, families, and schools; --describe implications.
4:00-4:15	Break
4:15-5:00	Assemble in small groups. Small groups of 8-10 participants define and clarify the problem of shortages in school psychology, including causes, related factors, and effects. The discussion should incorporate the remarks of the speaker while broadly integrating how school psychologists, and shortages thereof, impact needs of children, families, and schools. The product of this session should be a clear specification of the school psychology shortage in the context of modern schools. For the remote sites, the discussion can use the national data to consider the local situation in surrounding school districts. A recorder for each group will take notes with a brief report subsequently posted in an electronic forum.
5:00-5:30	Break - except for the recorder who will use the time to post the group summary in the electronic forum.
5:30-6:00	Group summaries will be available instantly from Indianapolis and all remote groups. Literally seconds after the group recorder posts the summary in the electronic forum, it will be there for all participants to see. The half hour between 5:30 and 6:00 will be allocated to review of summaries posted by the various small groups. The goal of the session will be to analyze the perspectives contained in the group summaries. It will provide each group an opportunity to compare their views with others but also to enlarge their thinking building on the insights of others. It will be an opportunity to expand the thinking of the small group. --Issues facing children, families, and schools in the modern era. --Role changes for school psychologist in the context of less favorable psychologist to student ratios. --Impacts of and solutions for the school psychology shortage in relation to dealing with needs of children and families and their schools. The use of the electronic forum will allow goal-oriented, continuous, and engaged communication among groups. The energy from the discussions should continue into the dinner session, where informal conversations may follow-up content from all the previous sessions.
6:00-7:30	Dinner
7:30-8:30	Robert Sternberg, Ph.D., President of the American Psychological Association and noted researcher on schools and education. The goals of Dr. Sternberg's presentation are to: --a context for school psychology's role in addressing the needs of children, families, and schools; --address schools as a primary delivery site for psychological services; and --outline ideas on needs and issues facing schools in this decade and, perhaps, this century.
Friday, November 15, 2002
10:30-11:15	Deborah Crockett, Ph.D., Former President of NASP. The goals of Dr. Crockett's presentation are to: --outline critical issues, beyond academic failure and special education, that children face, or will face, in the 2000s; and --propose roles for school psychologists to address these issues
11:15-12:00	Small group focus sessions to discuss and further integrate the issues of children and their needs into groups' ideas on school psychology and the changing environment. The product of this session should build on the previous sessions, while recognizing the context of school psychologist shortages. Specific attention should b given to the definition and specification of school psychology in the context of critical issues facing children and their schools.
12:00-12:45	Lunch. Groups should be seated together and continue their discussion. During the lunch, workers (that is, we) will need to generate a cleaned-up set of information from the morning sessions to serve as the basis for the afternoon.
12:45-1:30	Sandra Christenson, Ph.D. The goals of Dr. Christenson's presentation are to: --outline critical issues that families face in relation to schools and children, with attention to the roles of parents in promoting education; and --propose roles for school psychology, within constraints of the shortage, to address these issues
1:40-2:15	Small group focus sessions to discuss and integrate further the issues of families, their needs, and their relations with schools into groups' ideas on school psychology and the changing environment. The product of this session should build on the previous sessions, to include definition and specification of school psychology in the context of critical issues facing children, families, and their schools.
2:15-2:30	Break.
2:30-4:00	Session tailored to the needs of the local site This is a time for addressing the most important issues that Integration session to generate a final statement, with accompanying specification, of --issues facing children, families, and schools in the modern era --roles for school psychology in addressing these issueF9FD"> Presentation/consensus on issues to address. If we've done our work well, we should be able to time this session very closely so that the group(s) feel pretty good about having come to the meeting prepared, shared and discussed, and come to consensus. Along with the supporting reasoning and documents, this consensus becomes the central part of our fledgling agenda.
5:00-9:00	Time may be assigned to activities specific to the needs of the remote site.
Saturday, November 16, 2002
9:00-10:00	Small groups review products developed on Thursday and Friday. Each group should evaluate and prioritize strategies to accomplish the missions they have concentrated on during the previous two days. Again, these should be relatively scholarly and, as much as possible, interactive in that one group may build on the work of another. The product of this session should be a reasoned draft from each group of steps/dimensions/strategies/initiatives to address issues.
10:00-10:15	Break.
10:00-11:00	Panel discussion: From Chaos Comes Resolution(s)
11:00-12:00	Work session
12:00-1:00	Lunch.
1:00-4:00	Time allocated for local collaborative planning. Identification of specific plans with carefully articulated steps for implementation
4:00-5:00	Summative statements, concluding comments, and operational steps for ensuring the practice of school psychology will meet the future needs of children.