Workshops (Las Vegas, Nevada)

  • Monday, July 24, 2017
  • Building Capacity to Prevent and Reduce Bullying (WS01ML)
    Monday, July 24, 8:30 AM — 11:45 AM

    This workshop will provide participants with a definition of bullying (including cyberbullying) and resources to develop a district-wide bullying prevention program. It will review the current federal guidelines for schools to respond to bullying, provide suggestions for school disciplinary procedures that incorporate a PBIS model, give examples on how to collect information about bullying occurrences, and provide information on how to select a bullying prevention curriculum for your school. The workshop will conclude with the analysis of different types of school-based bullying prevention programs.

    Learner Objectives:
    This session will help participants

    1. analyze how different definitions of bullying impact how bullying is perceived in school settings,
    2. apply elements of the change process into the development of a district-wide bullying prevention program, and
    3. analyze the strengths and limitations of different bullying prevention programs to determine a program that works best in their schools.

    CPD: 3

    Helping Students With Anger-Associated Conduct Problems (WS02ML)
    Monday, July 24, 8:30 AM — 11:45 AM

    * This session is repeated on Tuesday, July 25 at 8:30 AM (WS10TL)

    The needs of students with reactive-aggressive bullying or flare-up verbal/physical aggression are difficult to meet with traditional discipline strategies or insight-centered counseling. This workshop will provide attendees with background, treatment suggestions, and demonstrations that will inform their direct interventions with students experiencing such anger-related problem behavior in the school setting. Cognitive–behavioral skills training procedures for both individuals and small groups will be addressed, and issues specifically relevant to using the school environment effectively in behavior change will be emphasized. Focus will be on students 10–18 years of age. Additional free online video and counseling materials will be made available.

    Learner Objectives:
    This session will help participants

    1. understand the major individual, family, and school risk factors for the development and maintenance of reactive aggression;
    2. describe a three-stage problem-solving process for interviewing and developing skills with individual students; and
    3. describe a set of procedures for small-group skills training with both younger and older students.

    Speakers: Jim Larson, PhD

    CPD: 3

    CBT and Trauma-Informed Care: New Frontiers for the School Psychologist (WS03ML)
    Monday, July 24, 8:30 AM — 11:45 AM
    This workshop begins with the foundation of mental health concerns in the classroom that has led to trauma-focused services as a core aspect of understanding the emotional manifestation and the therapeutic response. Cognitive–behavioral therapy (CBT) offers opportunities to intervene to positively impact school-age youth. It offers the use of mindfulness with school-age youth and addresses how these strategies are used during crisis intervention and as trauma-informed care. It also examines strategies to promote resilience.


    Learner Objectives:
    This session will help participants

    1. describe the mental health concerns that school-age youth experience;

    2. gain an understanding of the research supporting the use of mindfulness with school-age youth;

    3. learn about a three-tiered, school-based mindfulness model addressing prevention, early intervention, and targeted services; and

    4. make use of these practical school-based mindfulness techniques, resiliency building strategies, and interventions designed to support trauma-exposed youth.

    CPD: 3

    Power of One: Connecting With Students, Making a Difference (WS04ML)
    Monday, July 24, 8:30 AM — 11:45 AM
    This inspirational presentation will focus on the crucial connections that school psychologists often make with students, which result in transformative experiences in students' lives. Focusing on the themes of “small steps change lives” and “creating caring connections,” participants will be challenged to consider opportunities within their professional practice to effect change within children and youth.


    Learner Objectives:
    This session will help participants

    1. reflect on their relationships with students and the meaningful and powerful nature of their work,
    2. develop methods to connect with students through interpersonal relationships to effect change, and
    3. identify NASP resources which support their professional practice.

    Speakers: John Kelly, PhD

    CPD: 3

    The Assessment of Emotional Disturbance: Linking Conception to Identification (WS05ML)
    Monday, July 24, 1:00 PM — 4:15 PM
    The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) eligibility criteria for emotional disturbance (ED) continues to require the presence of a “condition” that results in one or more of five ED characteristics. The workshop will explore what these conditions are and are not (i.e., it will examine the “social maladjustment” exclusion). From this workshop, participants will gain a more complete understanding of ED eligibility criteria and are anticipated in improve their ability to conduct ED eligibility evaluations.


    Learner Objectives:
    This session will help participants

    1. increase their understanding of ED criteria,

    2. understand what is meant by the “conditions” that lead to ED’s five characteristics, and

    3. increase their ability to conduct ED eligibility evaluations.

    CPD: 3

    Acceptance and Commitment Therapy in the Schools (WS06ML)
    Monday, July 24, 1:00 PM — 4:15 PM
    This workshop will explore the current research available surrounding the use of mindfulness and acceptance, including ACT, with children and adolescents. Mindfulness and acceptance practices in the schools, including school-wide practice and intensive treatment, will be highlighted. Overviewing the mindfulness experience, interrupting and defusing persistent thought, cultivating self-awareness of values and committed action, and developing acceptance within students will be emphasized, including both conceptualization and practical skill.


    Learner Objectives:
    This session will help participants

    1. gain an understanding of the research supporting the use of mindfulness and acceptance practices with children and teens,

    2. learn strategies for both school-wide and targeted intervention services, and

    3. learn practical mindfulness and acceptance techniques and interventions to immediately begin using in their schools.

    CPD: 3

    A Piece to the Puzzle: Case Studies of CBT With Students on the Autism Spectrum (WS07ML)
    Monday, July 24, 1:00 PM — 4:15 PM
    One piece of helping students with autism spectrum disorders (ASD) navigate the various aspects of school and life is providing evidence-based mental health services, such as cognitive–behavior therapy (CBT). Learn how to use different modules of CBT in working with students on the autism spectrum through the presentation and discussion of several case studies.


    Learner Objectives:
    This session will help participants

    1. understand an approach of using CBT with ASD,

    2. apply CBT case conceptualization skills to specific cases,

    3. determine appropriate goals and objectives for interventions using CBT with ASD, and

    4. select CBT interventions to use with students on the autism spectrum.

    CPD: 3

    Supporting Transgender and Gender Diverse Students in Schools: From Policy to the Classroom (WS08ML)
    Monday, July 24, 1:00 PM — 4:15 PM

    * This session is repeated on Tuesday, July 25 at 8:30 AM (WS09TL)

    Transgender and gender diverse students face myriad challenges affecting their abilities to succeed at school. The purpose of this session is to augment the participant’s awareness of gender diversity—constructing a knowledge base pertaining gender identity, gender diversity, and the schools—and to increase their potential to work successfully with this population. Direct instruction, videos, and small and large group interactions will be employed to enhance participant learning.


    Learner Objectives:
    This session will help participants

    1. heighten their awareness of gender diversity in general,

    2. enhance or augment their knowledge base around gender diversity and the schools, and

    3. learn strategies they can employ to support and to advocate for gender diverse students.

    CPD: 3

  • Tuesday, July 25, 2017
  • Cognitive–Behavioral Therapy in the Schools: Initial Beginnings to Applied Practice (FDTL)
    Tuesday, July 25, 8:30 AM — 4:00 PM
    This presentation will cover cognitive–behavioral therapy (CBT) for internalizing and externalizing disorders. The following therapeutic treatments are will be covered: exposure/response prevention (E/RP) therapy, behavioral activation, cognitive restructuring, identifying physiological triggers, enhancing feeling vocabulary, relaxation training, and social skills training. Participants will learn core elements of CBT as well as how to apply them to treat children and adolescents in K–12 settings.


    Learner Objectives:
    This session will help participants

    1. identify key symptoms of internalizing and externalizing disorders,

    2. match CBT components to treating different disorders, and

    3. know when components of CBT are counter indicated for different disorders.

    CPD: 6

    Supporting Transgender and Gender Diverse Students in Schools: From Policy to the Classroom (WS09TL)
    Tuesday, July 25, 8:30 AM — 11:45 AM

    * This session is repeated on Monday, July 24 at 1:00 PM (WS08ML)

    Transgender and gender diverse students face myriad challenges affecting their abilities to succeed at school. The purpose of this session is to augment the participant’s awareness of gender diversity—constructing a knowledge base pertaining gender identity, gender diversity, and the schools—and to increase their potential to work successfully with this population. Direct instruction, videos, and small and large group interactions will be employed to enhance participant learning.


    Learner Objectives:
    This session will help participants

    1. heighten their awareness of gender diversity in general,

    2. enhance or augment their knowledge base around gender diversity and the schools, and

    3. learn strategies they can employ to support and to advocate for gender diverse students.

    CPD: 3

    Helping Students With Anger-Associated Conduct Problems (WS10TL)
    Tuesday, July 25, 8:30 AM — 11:45 AM

    * This session is repeated on Monday, July 24 at 8:30 AM (WS02ML)

    The needs of students with reactive-aggressive bullying or flare-up verbal/physical aggression are difficult to meet with traditional discipline strategies or insight-centered counseling. This workshop will provide attendees with background, treatment suggestions, and demonstrations that will inform their direct interventions with students experiencing such anger-related problem behavior in the school setting. Cognitive–behavioral skills training procedures for both individuals and small groups will be addressed, and issues specifically relevant to using the school environment effectively in behavior change will be emphasized. Focus will be on students 10–18 years of age. Additional free online video and counseling materials will be made available.


    Learner Objectives:
    This session will help participants

    1. understand the major individual, family, and school risk factors for the development and maintenance of reactive aggression;

    2. describe a three-stage problem-solving process for interviewing and developing skills with individual students; and

    3. describe a set of procedures for small-group skills training with both younger and older students.

    Speakers: Jim Larson, PhD

    CPD: 3

    Overcoming Roadblocks: Case Studies of CBT With Challenging Students (WS11TL)
    Tuesday, July 25, 8:30 AM — 11:45 AM
    Students with social–emotional difficulties can present a challenge for school psychologists and staff. By working through specific case examples, participants will learn ways to use cognitive–behavior therapy (CBT) case conceptualization and interventions to overcome roadblocks and to enhance outcomes of students.


    Learner Objectives:
    This session will help participants

    1. apply a CBT case conceptualization to specific cases,

    2. determine appropriate goals and objectives for interventions using CBT, and

    3. select CBT interventions to use with challenging cases.

    CPD: 3

    Mastering the Art of Culturally Responsive Interviewing (WS12TL)
    Tuesday, July 25, 1:00 PM — 4:15 PM

    * This session is repeated on Wednesday, July 26 at 8:30 AM (WS15WL)

    The purpose of this workshop is to present culturally responsive techniques. The culturally responsive interview approach is designed to assist in moving beyond basic demographic information and surface culture of the child/family to a deeper understanding of hidden cultural values. Through didactic instruction, video demonstrations, and practice role plays, participants will learn how to complete culturally responsive interviews in order to develop comprehensive culturally validated sociocultural histories.


    Learner Objectives:
    This session will help participants

    1. learn cultural constructs that should be explored as part of formulating a sociocultural history,

    2. observe and practice delivering sensitive interview questions to increase familiarity with culturally relevant material,

    3. integrate culturally responsive interview questions to determine strengths and assets of families, and

    4. integrate cultural content into psychoeducational assessment as part of a comprehensive sociocultural history.

    CPD: 3

    Empowering Today's Youth: One Regulatory Skill at a Time (WS13TL)
    Tuesday, July 25, 1:00 PM — 4:15 PM

    * This session is repeated on Wednesday, July 26 at 1:00 PM (WS21WL)

    Almost all students will encounter several challenges as they progress from elementary to secondary school. This workshop shines a spotlight on the role of self-regulated learning (SRL) and motivation skills in helping students overcome these challenges. In addition to providing a brief foundation in SRL theory and research, the presenter will provide interactive experiences that underscore the most critical SRL skills that school psychologists and teachers need to consider as they work with youth who display negative patterns of strategic and motivated behaviors. Specific recommendations and applications of SRL interventions to school contexts will be emphasized.


    Learner Objectives:
    This session will help participants

    1. analyze and conceptualize cases from a self-regulated learning (SRL) framework,

    2. communicate more effectively with parents and teachers regarding students’ self-regulatory SRL skills, and

    3. develop skills needed to infuse SRL and motivation principles into their intervention activities with students.

    CPD: 3

    Beyond Peer Mediation: Developing and Implementing Effective Peer Counseling Programs (WS14TL)
    Tuesday, July 25, 1:00 PM — 4:15 PM
    Peer counseling (PC) programs have been widely publicized as a way to support students who experience emotional and academic challenges. Effective peer counseling programs can move beyond simple conflict resolution teams toward a group of students that influence campus well-being and provide direct support for students in emotional distress. PC programs, when designed incorrectly, can pose risk to both the students and staff involved. Robust PC programs which properly train and supervise the students involved will develop a group of student leaders who change the culture of a campus and who effectively identify students in need of support.


    Learner Objectives:
    This session will help participants

    1. understand the essential program components needed to develop and train a team of peer counselors,

    2. identify the risks involved with school-based peer counseling programs and how to mitigate these challenges, and

    3. leave with a syllabus and framework for developing a functioning peer counseling course appropriate for middle and high school campuses.

    Speakers: Rob Coad

    CPD: 3

  • Wednesday, July 26, 2017
  • Mastering the Art of Culturally Responsive Interviewing (WS15WL)
    Wednesday, July 26, 8:30 AM — 11:45 AM

    * This session is repeated on Tuesday, July 25 at 1:00 PM (WS12TL)

    The purpose of this workshop is to present culturally responsive techniques. The culturally responsive interview approach is designed to assist in moving beyond basic demographic information and surface culture of the child/family to a deeper understanding of hidden cultural values. Through didactic instruction, video demonstrations, and practice role plays, participants will learn how to complete culturally responsive interviews in order to develop comprehensive culturally validated sociocultural histories.


    Learner Objectives:
    This session will help participants

    1. learn cultural constructs that should be explored as part of formulating a sociocultural history,

    2. observe and practice delivering sensitive interview questions to increase familiarity with culturally relevant material,

    3. integrate culturally responsive interview questions to determine strengths and assets of families, and

    4. integrate cultural content into psychoeducational assessment as part of a comprehensive sociocultural history.

    CPD: 3

    Making Ethical Decisions in Challenging Situations (WS16WL)
    Wednesday, July 26, 8:30 AM — 11:45 AM
    This session covers common ethics-related concerns faced by school psychologists and includes a discussion of how most school psychologists decide to handle ethical dilemmas. The presentation also addresses the NASP Principles for Professional Ethics, as well as best practices in approaching and solving ethical dilemmas in school psychology. The session will also include discussion of ethical case studies and practice using the problem-solving model promoted by NASP's Ethical and Professional Practices Committee.


    Learner Objectives:
    This session will help participants

    1. develop an understanding of the need for learning and using an ethical problem solving process,

    2. develop an understanding of the most common ethics-related concerns reported by school psychologists,

    3. develop an understanding of four broad ethical principles which will serve as a framework for all other principles,

    4. develop strategies for confronting a colleague about ethically questionable practices, and

    5. develop an understanding of one commonly used problem-solving model.

    CPD: 3

    School Psychologists as Advocates in Preventing and Responding to Exclusionary Discipline in Schools (WS17WL)
    Wednesday, July 26, 8:30 AM — 11:45 AM
    Participants will gain knowledge about the school discipline literature and the historical context surrounding the use of suspension and expulsion and concomitant racial/ethnic and special education disparities. Situated from an equity lens, evidence-supported behavioral and restorative prevention and interventions practices will be featured and practiced. The ways in which system-wide factors may contribute to discipline inequities (e.g., implicit bias) will be incorporated into the discussion. The advocacy role of the school psychologist in implementing effective and just discipline practices in their schools and in serving as a key state advocate in discipline legislative reform will be discussed.


    Learner Objectives:
    This session will help participants

    1. gain knowledge about the school discipline literature base, particularly the longstanding racial/ethnic and special education disparities in suspension and expulsion;

    2. learn about and practice evidence-supported behavioral and discipline practices that prevent and address behavioral concerns as alternatives to suspension and expulsion; and

    3. learn ways to advocate with other professionals in legislative efforts and for equity in school discipline at the school, local, and state levels through one’s role as a school psychologist.

    CPD: 3

    Peer to Peer: A Framework for Advancing Professional Practices (WS18WL)
    Wednesday, July 26, 8:30 AM — 11:45 AM
    School psychologists provide an invaluable resource to schools through consultation and collaboration as they relate to improving systems and enhancing students' academic learning and mental and behavioral health. Oftentimes, however, school psychologists have limited opportunities to engage in direct consultation and collaboration with one another. This workshop will explore various consultative models and their relevance to school psychology practice, and it will provide practical solutions for improving professional practice through direct peer to peer consultation. Strategies for developing and implementing a consultative model will be explored at the local, district, and regional levels.


    Learner Objectives:
    This session will help participants

    1. describe the role of peer to peer consultation as it relates to the NASP Practice Model,

    2. identify various consultation models and describe their relevance to improving professional practice, and

    3. design consultation models for use in their individual building, district, or region.

    CPD: 3

    Be the Change: Transforming Your Schools Into the Schools You Want for Kids (WS19WL)
    Wednesday, July 26, 1:00 PM — 4:15 PM
    School psychologists have myriad opportunities to help children and youth thrive. Equally important is the work we do to help schools become healthy places of learning. By devoting focused attention to how our schools operate, we can prevent many problems from happening and can promote positive environments where teachers and students flourish. This foundational work can yield dividends in staff morale, school safety, learning, and mental and behavioral health. In this session, attendees will explore how exhilarating the work can be when school psychologists decide to become forces for positive change.


    Learner Objectives:
    This session will help participants

    1. explore how to embrace opportunities, big and small, to create lasting changes in their schools that will promote improved academic and social outcomes for all students;

    2. consider practical methods for building a consultative role that enables them to wield a positive influence on school policies, climate, instruction, teacher morale, and student safety; and

    3. begin conceptualizing a realistic action plan that will start the transformation process in their schools, with help from shared examples and NASP resources.

    CPD: 3

    Supporting Military Connected Youth Along a Multitiered Continuum (WS20WL)
    Wednesday, July 26, 1:00 PM — 4:15 PM
    School psychologists are instrumental in supporting needs of military-connected youth and their families within a strengths-based, multitiered system of supports (MTSS). This workshop is designed to provide a practical and evidence-based framework for using data to support the needs of military-connected youth in schools and across transitions. The workshop will conclude by providing participants an opportunity to develop an action plan to support their use of data with military-connected youth within an MTSS model.


    Learner Objectives:
    This session will help participants

    1. learn how to collect and track academic, behavioral, and social–emotional data within an MTSS model for military-connected youth within schools and across school transitions;

    2. learn how to use data to inform the development of interventions to support military-connected youth across tiers within an MTSS model; and

    3. develop an action plan to facilitate the development and implementation of a data collection system for military-connected youth within their school(s).

    CPD: 3

    Empowering Today's Youth: One Regulatory Skill at a Time (WS21WL)
    Wednesday, July 26, 1:00 PM — 4:15 PM

    * This session is repeated on Tuesday, July 25 at 1:00 PM (WS13TL)

    Almost all students will encounter several challenges as they progress from elementary to secondary school. This workshop shines a spotlight on the role of self-regulated learning (SRL) and motivation skills in helping students overcome these challenges. In addition to providing a brief foundation in SRL theory and research, the presenter will provide interactive experiences that underscore the most critical SRL skills that school psychologists and teachers need to consider as they work with youth who display negative patterns of strategic and motivated behaviors. Specific recommendations and applications of SRL interventions to school contexts will be emphasized.


    Learner Objectives:
    This session will help participants

    1. analyze and conceptualize cases from a self-regulated learning (SRL) framework,

    2. communicate more effectively with parents and teachers regarding students’ self-regulatory SRL skills, and

    3. develop skills needed to infuse SRL and motivation principles into their intervention activities with students.

    CPD: 3

    The Provision of School-Based Mental Health Services Within a Multitiered Systems of Support Framework (WS22WL)
    Wednesday, July 26, 1:00 PM — 4:15 PM
    School psychologists are uniquely positioned in schools to facilitate the development, delivery, and monitoring of prompt, effective, and culturally responsive mental and behavioral health services of prevention and intervention. This presentation will introduce the participants to a multitiered systems of support (MTSS) framework for providing mental health services in schools. Specific intervention strategies and the role of the school psychologist in implementing these strategies will be discussed.


    Learner Objectives:
    This session will help participants

    1. understand the MTSS framework and how this applies to the provision of mental health services in school;

    2. identify their role at different tiers or levels within this framework; and

    3. identify specific interventions at the different tiers, which can be applied within their school setting.

    Speakers: John Kelly, PhD

    CPD: 3

  • PREPaRE Workshops
  • Wednesday, July 26, 2017
  • PREPaRE Workshop 1: Crisis Prevention and Preparedness: Comprehensive School Safety Planning (PPO1WL)
    Wednesday, July 26, 8:30 a.m.–4:30 p.m.

    Provides a broad overview of the school safety and crisis teams’ roles and responsibilities, with a special emphasis on crisis prevention and preparedness.

    Speaker(s): Christina N. Conolly, PsyD, NCSP & Melissa A. Reeves, PhD, NCSP, LPC

    CPD: 6.5

    Note. The PREPaRE Workshop 1 is intentionally scheduled on Wednesday, July 26, to allow interested participants to register for PREPaRE Workshop 1, Training of Trainers, scheduled on Thursday, July 27.
  • Monday, July 24 & Tuesday, July 25, 2017
  • PREPaRE Workshop 2: Crisis Intervention and Recovery: The Roles of School-Based Mental Health Professionals (PPO2MTL)
    Monday, July 24, 8:30 a.m.–4:30 p.m.
    Tuesday, July 25, 8:30 a.m.–4:30 p.m.

    Provides a specific examination of the school-based mental health professionals’ roles and responsibilities, with a special emphasis on crisis intervention and recovery.

    Speaker(s): Christina N. Conolly, PsyD, NCSP, Franci Crepeau-Hobson, PhD, NCSP, & Todd A. Savage, PhD, NCSP

    CPD: 13

    Note. PREPaRE Workshop 2 participants interested in taking PREPaRE Workshop 2, Training of Trainers, (scheduled on Thursday afternoon, July 27, and all day Friday, July 28) can register for Summer Conference workshops on Wednesday, July 26, or take Wednesday to enjoy Las Vegas.
    * It is not required to complete the PREPaRE workshops in sequential order. You can complete PREPaRE Workshop 2 before taking PREPaRE Workshop 1. Attendees who have met prerequisite requirements will have the opportunity to complete a Training of Trainers (ToT) session and become a trainer in the PREPaRE curriculum. Trainers can offer workshops to train school staff and crisis team members to prepare for, respond to, and recover from a variety of crises in the school setting.
  • Thursday, July 27, 2017
  • PREPaRE Workshop 1, Training of Trainers (ToT): Crisis Prevention and Preparedness: Comprehensive School Safety Planning (TOT1THL)
    Thursday, July 27, 8:00 a.m.–2:00 p.m.

    Prerequisite: Completion of Workshop 1
    Provides workshop participants with the information and practice needed to become a PREPaRE trainer for Workshop 1: Crisis Prevention and Preparedness.

    Speaker(s): Stephen E. Brock, PhD, NCSP, LEP, Amanda B. Nickerson, PhD, Melissa A. Reeves, PhD, NCSP, LPC, & Scott A. Woitaszewski, PhD, NCSP

    CPD: 5

    Note. There is an intentional hour and a half overlap with PREPaRE Workshop 2 ToT to cover common logistical content. This does not represent a conflict and attendees are still able to attend both ToT workshops.
  • Thursday, July 27 & Friday, July 28, 2017
  • PREPaRE Workshop 2, Training of Trainers (ToT): Crisis Intervention and Recovery: The Roles of School-Based Mental Health Professionals (TOT2THFL)
    Thursday, July 27, 12:30–5:00 p.m.
    Friday, July 28, 8:00 a.m.–4:00 p.m.

    Prerequisite: Completion of Workshop 2
    Provides workshop participants with the information and practice needed to become a PREPaRE trainer for Workshop 2: Crisis intervention and Recovery

    Speaker(s): Stephen E. Brock, PhD, NCSP, LEP, Christina N. Conolly, PsyD, NCSP, Melissa A. Reeves, PhD, NCSP, LPC, & Scott A. Woitaszewski, PhD, NCSP

    CPD: 11

    Note. This workshop will last two days beginning on Thursday, from 12:30–5:00 p.m., and on Friday, from 8:00 a.m.–4:00 p.m. There is an intentional hour and a half overlap with PREPaRE Workshop 1 ToT to cover common logistical content. This does not represent a conflict and attendees are still able to attend both ToT workshops.