| 374 | Equity, Diversity, and Inclusion (EDI) | BIPOC, Diversity, Equity, Grants, Inclusion, Mentoring, Research, School Climate, Social Justice | In this episode of Black Men in School Psychology, school psychology professor Isaac Woods shares his experiences teaching undergraduate psychology students, a grant he's working on to expose students in HBCUs to school psychology, and his passion for continued state-level advocacy around issues impacting today's students. He discusses the challenge of showing up as a mentor for his students while also balancing his own workload. He also reflects on graduate programs improving school climate more broadly so that the burden doesn't always fall to faculty of color. |
|
| 373 | NASP Leadership, New and Noteworthy, Parents and Families, Research & Policy | Mental Health, Parents and Families, Social Media, Student Well-Being | NASP President, Peter Faustino, discusses the mental health crisis and how it is impacting young people, families, and communities every day. This episode features a conversation with Keris Myrick, Inseparable’s VP of Partnerships and Innovation. |
|
| 372 | Social Justice | BIPOC, Diversity, Equity, Inclusion, Leadership, Professional Development, Racism, Research, School Climate, Social Justice | In this episode of Black Men in School Psychology, first-year school psychologist David Ifediba shares his journey through grad school, balancing work as a real estate agent and substitute teacher. He reflects on wishing he'd attended an HBCU, overcoming burnout, and the support he received from faculty. David also highlights staying connected with other Black men and the importance of recruiting Black school psychologists throughout the professional pipeline. |
|
| 371 | Equity, Diversity, and Inclusion (EDI), New and Noteworthy, Social Justice | BIPOC, Diversity, Equity, Grants, Inclusion, Leadership, Mentoring, Racism, Research, School Climate, Social Justice | In this episode of Black Men in School Psychology, school psychology professor Kamontá Heidelburg speaks about forming his identity outside of work and cultivating new hobbies, like becoming a plant dad. He shares his passion for mentorship, both as a mentor and a mentee, remarking on how his past mentors continue to connect him with opportunities even now. Working in a research-intensive institution, he speaks about the importance of intentional representation of marginalized groups in research to aid culturally responsive practice. |
|
| 370 | NASP Leadership, New and Noteworthy, Parents and Families, Research & Policy | Leadership, Mental Health, School Climate, Well-Being | NASP President, Peter Faustino, discusses the importance of youth empowerment and how school psychologists can leverage it in support of student mental health. This episode features a conversation with Claudia-Santi F. Fernandes, the Director of Research + Evaluation for the Born This Way Foundation. |
|
| 366 | NASP Leadership, New and Noteworthy, Parents and Families, Research & Policy | Advocacy, Leadership, School Climate, Social and Emotional Learning (SEL) | NASP President, Peter Faustino, discusses the national landscape surrounding Social Emotional Learning with CASEL's Vice President of Policy, Lakeisha Steele. In their conversation, Lakeisha shares what school psychologists can do to promote the value of Social Emotional Learning even in areas where there is opposition to its inclusion in school curriculum. |
|
| 365 | NASP Dialogues, NASP Leadership, New and Noteworthy | | Past President Celeste Malone shares her pathway to NASP leadership and describes her experiences being NASP President. |
|
| 364 | Research & Policy | | In this episode, Kristin Rush, Western Regional Representative of the NASP Government and Professional Relations Committee (GPR), is joined by NASP's Director of Professional Standards Eric Rossen to discuss the benefits of an Interstate Compact for School Psychologists. |
|
| 363 | NASP Convention | | Surveys continue to indicate that practitioners allocate the bulk of their time to clinical assessment and related activities. |
|
| 362 | NASP Convention | | Dialectical behavior therapy (DBT) teaches adolescents to manage difficult emotions and build positive relationships. Learn how to strengthen DBT skills with adolescents in schools at the individual, classroom, and school-wide levels. |
|
| 361 | NASP Convention | | This podcast will discuss asset-oriented, culturally responsive supports needed to build and sustain welcoming learning environments with equitable educational opportunities for immigrant children through responsive interconnected multitiered systems of support. |
|
| 360 | NASP Convention | | This podcast provides practical guidance in meeting the need for specialized services in rural communities. Discussions include the use of teleassessments, translators, and specialized assessments based on resources and needs. |
|
| 359 | NASP Convention | | This podcast deals with how we’re integrating mental health and school safety within the school environment. Why is it important and do we see a broader shift now in education to this more holistic well-being, which could even argue was where we started off in early services. Looking at the whole child and not just the reading writing in math. |
|
| 358 | Research & Policy | | In this episode, Dr. Kari Oyen, NASP Government and Professional Relations Committee (GPR) Chair, is joined by GPR committee members Dr. Meaghan Medley and Kristin Rush, to discuss strategies for successful state level advocacy. |
|
| 357 | NASP Convention | | As conversations about social and emotional learning (SEL) grow, join CASEL to better understand what it is, why it is critical in this moment, and how you can advance it in your communities. |
|
| 356 | NASP Convention | | For 25 years, Jason has made extensive contributions to the students and schools he has served and to the profession of school psychology through his volunteer leadership at the local, state, and national levels. |
|
| 355 | NASP Convention | | In this podcast, we'll discuss how school psychologists can integrate social-emotional learning (SEL) into school safety initiatives. We'll explore the role of upstream prevention, identify school safety needs, and build a plan to address them with SEL. We'll also identify some programs and resources to implement in schools. |
|
| 354 | NASP Convention | | Kristine Peters discusses Appoquinimink School District - Delaware |
|
| 353 | NASP Convention | | School psychologist, Antoinette Miranda will examine the journey to infuse diversity, equity, inclusion, and social justice (DEIJ) in school psychology practice through the lens of nearly 4 decades. |
|
| 352 | NASP Convention | | The very nature of school psychologists’ work presents real risk for secondary traumatic stress and burnout. This podcast examines these concepts and explore strategies to mitigate their harmful effects. |
|
| 351 | NASP Convention | | In this podcast, we'll explore the importance of understanding historical and intergenerational trauma when working with Indigenous youth. We'll discuss how this trauma can impact students' behavior and how to work effectively with families and communities. We'll also begin to develop culturally adapted interventions with Indigenous youth. Finally, we'll discuss the importance of repositioning our approach to relationships in consultation, assessment, and intervention with Indigenous youth and communities. |
|
| 350 | NASP Convention | | This podcast reviews the relevance and application of DSM-5-TR diagnoses to the work of the school psychologist. It includes review of updates in the 2022 publication of DSM-5 text revisions. |
|
| 349 | NASP Convention | | This podcast brings together two school-based child and adolescent psychiatrists to discuss current treatment and medication options for common psychiatric diagnoses observed in the school setting. |
|
| 348 | NASP Dialogues, NASP Leadership | Leadership | Past President Laurie Klose shares her pathway to NASP leadership and describes her experiences being NASP President. |
|
| 347 | NASP Dialogues, Research & Policy | | Drs Angela Mann, Byron McClure, and Antoinette Miranda share their advocacy journey and the importance of school psychologists being engaged at all levels of policymaking to promote equity in opportunity and access. |
|
| 345 | NASP Dialogues, NASP Leadership | Leadership | Past President Lisa Kelly-Vance shares her pathway to NASP leadership and describes experiences being NASP President. |
|
| 343 | NASP Dialogues, NASP Leadership | Leadership | Past President Leslie Paige shares her pathway to NASP leadership and describes experiences being NASP President. |
|
| 342 | NASP Dialogues, NASP Leadership | Leadership | Past President Wendy Price shares her pathway to NASP leadership and describes experiences being NASP President during the COVID-19 Pandemic. |
|
| 341 | Equity, Diversity, and Inclusion (EDI) | BIPOC, Diversity, Equity, Inclusion, Leadership, Self-Reflection | In this episode of the EDI podcast, host and NASP Director of Educational Practice, Sheila Desai is joined by three panelists to reflect on the goals and takeaways of the podcast series. |
|
| 337 | NASP Convention | | Since the 1970s, NASP has provided guidance to help school psychologists successfully negotiate the ethical and legal challenges of practice. Our “ethics journey” will be discussed, with a special eye toward the challenges of the future. |
|
| 336 | NASP Convention | | This podcast will provide instructions for incorporating executive skills into everyday classroom lessons and activities. |
|
| 335 | NASP Convention | | MTSS is now widely used in the United States, but with varying degrees of success. School psychologists are often lead implementers for the MTSS effort in schools because the resulting dataset can be used to identify, prevent, determine eligibility, and remediate specific learning disabilities. |
|
| 334 | NASP Convention | | To discuss and teach selected skills from the DBT STEPS-A curriculum as an upstream approach for reducing adolescent self-harming and suicidal behavior through emotion regulation, decision- making, and distress tolerance skills. With increased rates of adolescent suicide and self-harming behavior, proactive approaches at the universal level are needed to stem the flow of students who may experience emotionally dysregulated behaviors. |
|
| 333 | NASP Convention | | This podcast provides foundational restorative concepts addressing the need to shift the punitive discipline model, which leads to disproportionality, to an equity-based approach. With a call for return to in-person instruction, educators must be ready to address the increased disparities and rebuild social ties affected by ongoing and amplified traumas. |
|
| 332 | NASP Convention | | Developing leadership skills is essential to our success as school psychologists. This podcast will focus on school psychologists who have developed or led transformative initiatives and programs within schools. Listeners will learn how to implement change within themselves, their teams, and organizations. |
|
| 331 | NASP Convention | | Over the past three decades, psychosocial constructs such as cultural–ecological theory, stereotype threat, and theories of intelligence have been implicated in school functioning. This odcast will highlight research on hope, attitudes toward time, and ethnic–racial identities, and show how they are associated with academic and socioemotional functioning in adolescents. |
|
| 330 | NASP Convention | | The podcast explores how to establish a high-quality behavioral threat assessment and management (BTAM) program using a multidisciplinary team and best practices to address bias, equity, and disproportionality. Listeners will learn how BTAM is distinctly different from, yet complimentary to, special education policies and procedures. |
|
| 329 | NASP Convention | | School psychologists have an important role in developing social and emotional skills in young children. This podcast will focus on how we can provide these services for ages 3–8. |
|
| 328 | NASP Convention | | Math anxiety is an oft talked about but poorly understood construct. Little is known about how it develops or what instructional practices may exacerbate it. Better understanding math anxiety is critical for improving equitable opportunities and outcomes. |
|
| 324 | Equity, Diversity, and Inclusion (EDI) | Diversity, Social Justice | Episode 7 of the EDI podcast focuses on the history of cognitive assessment and its particular impact on individuals from minoritized backgrounds. |
|
| 323 | Parents and Families | Anxiety, Care for the Caregiver, Depression | Stressful times, link the pandemic, can raise the risk of anxiety and depression for parents and caregivers working to meet the needs of their families and jobs. School psychologist Katie Dockweiller shares brief information on how adults can recognize anxiety or depression in themselves, and outlines strategies for reducing stress and getting help.Recorded: August 2021 |
|
| 322 | Parents and Families | Anxiety, Back to School, Transition | The beginning of a new school year can be both exciting and stressful, particularly in times of uncertainty or significant change. School psychologist Katie Dockweiller shares brief information on how parents and caregivers can help their children, and themselves, navigate going to back to school prepared to adjust to the new schedules, learning expectations, and social routines. |
|
| 321 | NASP Dialogues, NASP Tech Talks | | Experts discuss how to use an evidence-based intervention to improve trainees’ consultation skills within an online discussion platform (i.e., Flipgrid). |
|
| 320 | Equity, Diversity, and Inclusion (EDI) | Diversity, Inclusion, Mentoring, School Climate, Social Justice | Episode 6 of the EDI podcast focuses on school psychology graduate programs and specifically on program culture and how these programs can become more inclusive. |
|
| 317 | Equity, Diversity, and Inclusion (EDI) | Diversity, Inclusion, Leadership, Professional Development, Racism, Research | A school psychology graduate student, faculty member, and practitioner discuss efforts to diversify the school psychology field, their respective professional leadership experiences, and recent research on diversity training initiatives. |
|
| 316 | Equity, Diversity, and Inclusion (EDI) | Diversity, Inclusion | A current school psychology practitioner and school psychology professor share what they have learned and experienced working in school settings and conducting research, and how their identities as women of color have shaped their work lives. |
|
| 315 | Equity, Diversity, and Inclusion (EDI) | | Hear from current school psychology students about the unique experiences and challenges they have had as individuals of minoritized backgrounds, and learn how graduate programs can become more supportive and inclusive environments. |
|
| 314 | NASP Dialogues, NASP Tech Talks | | Teleconsultation experts discuss findings from recent research studies and their applications. |
|
| 313 | NASP Dialogues, Research & Policy | | Dr. Julia Szarko, the 2021 School Psychologist of the Year, shares her personal passion for advocacy and provides good advice for individuals looking to impact policy in their communities. |
|
| 312 | Equity, Diversity, and Inclusion (EDI) | | This episode discusses the role of school psychologists in creating welcoming, affirming, and inclusive school environments. Founder and Executive Director of TransFamily Support Services, Kathy Moehlig, joins to share her experience as parent helping her child (Sam Moehlig) with intersecting identities get needed support. Sam Moehlig, current student at Palomar Community College in California, provides further insight into navigating life as a student with intersecting identities. Guest Amy Cannava, EdS, NCSP; explains related implications for school psychology practitioners, particularly as it pertains to the intersection of gender identity, sexual orientation, and disability. |
|
| 311 | Equity, Diversity, and Inclusion (EDI) | | This episode provides an introduction overview of the EDI podcast series and discusses the intergration of EDI work in different career stages. Also discussed is NASP's Antiracism Resolution featuring writing team cochairs Dave Shriberg, PhD, and Chavez Phelps, PhD, along with NASP President-Elect Celeste Malone, PhD, MS. |
|
| 346 | NASP Dialogues, Research & Policy | | In this first episode, Kari Oyen, cochair of the NASP GPR Committee, and Kelly Vaillancourt Strobach, NASP Director Policy and Advocacy, discuss the NASP Policy Platform and what NASP hopes to see from the Biden Administration. Future episodes will cover advocacy news, tips, and opportunities to make a difference. |
|
| 309 | | | These webinars/podcasts describe how to use NASP's ethical problem-solving process to respond to racism through different vignettes. This is vignette 1. |
|
| 308 | NASP Tech Talks | | Experts discuss issues related to equity and access to technology to support learners. |
|
| 307 | NASP Convention | | School psychologists are more frequently being called on to consult with teachers about students for whom Tier 2 interventions were not successful, and many of those consulting sessions end with, “I’ve already tried that.” This podcast will present an overview model to further analyze student reading and math problems in order to suggest interventions or modifications with a high likelihood for success. |
|
| 306 | NASP Convention | | Based on his own experience in foster care and that of his four adopted children, Rob Scheer launched Comfort Cases in 2013 to provide kids entering foster care with backpacks filled with desperately-needed personal items—and dignity. Comfort Cases has distributed over 85,000 cases to date and has been featured on the Today Show, Ellen, NBC Nightly News, and CNN. |
|
| 305 | NASP Convention | | Research in school discipline has consistently documented the lack of efficacy of suspension and expulsion as well as racial or ethnic, special education, and LGBTQ+ disparities in their use. Alternatives to suspension are being advocated across the country. Listeners will be exposed to evidence-supported alternatives to suspension or expulsion, which can be adapted to their local context. |
|
| 304 | NASP Convention | | In today’s world we must be prepared to respond to an armed assailant on school property. When conducting drills, schools can and should employ strategies to minimize potential physical and psychological harm. |
|
| 303 | NASP Convention | | At least once, every school psychologist hits the wall of too little time to do the work that matters. Inevitably we complain “Nothing really changes!” But much has changed and still is changing. |
|
| 302 | NASP Convention | | This podcast will introduce a model used at a local educational agency (LEA) for determining specific learning disability (SLD) eligibility using an MTSS framework. Listeners will learn how the critical elements of the MTSS framework are implemented for system-level prevention and how the framework is used to make special education entitlement decisions. |
|
| 301 | NASP Convention | | This podcast explores the role of school psychologists as disrupters of the school-to-prison pipeline. |
|
| 300 | NASP Convention | | This podcast outlines how NC School Psychology Association built a statewide advocacy infrastructure over an 8-year period. Participants will learn the beginning phases of problem solving for advocacy, annual advocacy events, and how to locate a lobbyist. |
|
| 299 | NASP Convention | | Advocacy is integral to the important work of school psychologists and state associations. School psychologists have an ethical obligation to advocate for practices and policies that advance and protect children and families that are served. Social media is a very powerful, yet underutilized, tool for advocacy. If used correctly, social media can help foster meaningful connections and transform the advocacy efforts of school psychologists into real change that can make a difference. |
|
| 298 | NASP Convention | | A review of the laws and regulations associated with the Individuals with Disabilities Education Act (IDEA) dispute resolution process and describe how to prepare to be a witness at a due process hearing. |
|
| 297 | | | This podcast will walk you through NASP's 2019 Hill Day talking points and everything from how to set up your meetings to what to do on the day of. |
|
| 295 | NASP Convention | | This discussion will delve into the impact of displacement on families and children, with a focus on immigrant and refugee youth, exploring the implementation of tiered programming with an emphasis on the concrete skills and actions associated with fostering positive youth development for long-term student success. |
|
| 294 | NASP Convention | | This podcast will focus on promoting resilience and well-being of diverse students in schools. Listeners will learn how activating culturally grounded protective factors can unlock the potential of historically marginalized learners. |
|
| 293 | NASP Convention | | Sleep problems are prevalent among children and often affect behavior and academic outcomes. Erin Ezell discusses how school psychologists can screen for sleep problems across each tier. |
|
| 292 | NASP Convention | | Adam Feinberg & Lindsay Fallon describe common research-based practices to address students’ attention-seeking and escape-maintained behaviors. |
|
| 291 | NASP Convention | | School-based motivational interviewing (SBMI) is a conversational style useful in counseling and consultation. In this podcast, listeners will learn open-ended questions, affirmations, reflections, and summaries to engage students, teachers, and parents and using change talk pertaining to the adoption of academic enabling skills and behavioral strategies. |
|
| 290 | NASP Convention | | This podcast will highlight research on conjoint behavioral consultation (CBC), a family–school partnership intervention that supports children by engaging families, strengthening family–school connections, and building parent and teacher competencies. |
|
| 289 | NASP Convention | | Young children need competencies and skill sets that are formed through interactions and relationships in their earliest years. This podcast will present an evidence-based family engagement intervention for supporting children and families as they prepare to begin school. |
|
| 288 | NASP Convention | | Blending academics, behavior, family engagement, community outreach, and trauma-informed care through the MTSS-B framework has benefited Laconia schools. Using the framework, schools are able to focus on the power of relationships with students, staff, and families to support resiliency in the face of ongoing home and community risk factors. |
|
| 287 | NASP Convention | | Additional Information: <a href='https://needs2.education.uconn.edu/'>https://needs2.education.uconn.edu/</a> |
|
| 286 | NASP Convention | | The Whole School Whole Community Whole Child (WSCC) model promotes integration of services to facilitate positive student outcomes across domains. Although coordinating practices makes intuitive sense, identifying best practices across social, emotional, behavioral, physical, and academic domains can be daunting, which highlights the need for practical guidance to support implementation choices. |
|
| 285 | NASP Convention | | Self-care is a non-negotiable necessity. Listeners will identify their chronic stressors and learn mindfulness and self-care strategies to protect against burnout. |
|
| 284 | NASP Convention | | The need for school-based counseling supports for LGBTQ+ youth is evident in higher rates of unhappiness, drug use, school dropout, truancy, suicide, harassment, family discord, and reduced self-referral rates. This podcast is an overview of the session designed to empower school-based mental health staff to serve as advocates for LGBTQ+ youth, provide counseling support for students in Grades 6–12, and foster resiliency in at-risk students. |
|
| 283 | NASP Convention | | This podcast begins with lecture and discussion identifying the dangers and opportunities of social media use during crises. The effects of texting, blogs, microblogs, and image and video sharing will be examined. The podcast also will explore smartphone applications relevant to crisis intervention and identify technology that can support crisis communications. |
|
| 282 | NASP Convention | | This podcast begins with a lecture that discusses the aspects of suicide postvention that identify it as a special form of crisis intervention. These include contagion, clusters, bereavement, and social stigma. The role of development and culture are also explored. This podcast also reviews a 14-item school suicide postvention protocol. |
|
| 281 | New and Noteworthy | | In the inaugural episode of Roots to Leaves, Kari Oyen, Assistant Professor of School Psychology at the University of South Dakota and Central Regional Representative on NASP’s GDPR Committee, interviews Jean Ramage, a NASP legend who once served as NASP’s President and played a key role in developing the first strategic plan. In discussing past trends, Jean looks towards the future of the profession and discusses what we need to consider under the next renewal of IDEA and how we can address shortages. |
|
| 280 | School Psychology Review | | Guest School Psychology Review (SPR) editors, Jessika Bottiani, Catherine Bradshaw, and Anne Gregory discuss some of the key findings in their SPR Special Issue “Closing in on Discipline Disproportionality,”. They delve into the promising approaches and critical challenges to closing racial and ethnic gaps in schools’ use of exclusionary and punitive discipline practices. They emphasize the need to catalyze scientific rigor in the next generation of evidence-based interventions to close the discipline gap and why this matters to outcomes for students. |
|
| 279 | | | |
|
| 278 | Social Justice | | In this episode, guests discuss the current state of social justice training, practice and research as well as future directions for the field. |
|
| 277 | Social Justice | | This episode covers a range of school-related social justice issues occurring in diverse communities, addressing resistance to social justice advocacy efforts or practices, and engaging in challenging conversations related to privilege. |
|
| 276 | Social Justice | | This episode focuses on Indigenous Americans and covers some of the issues indigenous communities face in the United States, the role of colonial policies in displacement and cultural erasure, and resources that can help educators best support indigenous students and families. |
|
| 275 | Social Justice | | In this episode, podcast guests discuss important terminology, research, and aspects of school psychology practice that can assist educators in best serving LGBTQ+ students in educational settings. |
|
| 274 | Social Justice | | This episode focuses on school disciplinary policies that result in pathways to the juvenile justice system and poor educational outcomes. Guests also discuss the role school psychologists have in promoting culturally relevant preventative and responsive school-wide practices that are sensitive to a range of external factors that impact student behavior. |
|
| 273 | NASP Convention | | Mindfulness research suggests that cultivating a mindfulness practice is related to physical and mental health benefits for all ages and backgrounds. Specifically, mindfulness programs in schools can lead to improved attention, self-regulation, and empathy in children. This skill-based workshop will demonstrate activities to teach formal and informal mindfulness practice, including games and counseling strategies. Participants will learn to use the activities in schools with diverse populations, as well as to enhance their personal lives. |
|
| 271 | NASP Convention | | LGBTQ youth are often classified as a homogeneous group, but the diversity among and within them is more distinct than many people realize. The need for school-based counseling supports for LGBTQ youth is evident in higher rates of unhappiness, drug use, school dropout, truancy, suicide, harassment, family discord, and reduced self-referral rates. Despite the need and demand, little is available in terms of resources to use in a counseling format. This program is designed to empower school-based mental health staff to serve as advocates for LGBTQ youth, provide counseling support for students in grades 6–12, and encourage and foster resiliency in at-risk students. Participants will leave with the ability to effectively advocate for sexual minority and gender-diverse youth as well as implement an innovative counseling program within their own schools to support these students. |
|
| 270 | NASP Convention | | This session focuses on four things school psychologists can do to help schools prepare students for present and future social–emotional and academic challenges: identify focal skills and ensure generalization across tiers, identify core values and purpose, promote and assess positive school culture and climate, and create “schools of character” by building social–emotional competence. |
|
| 269 | NASP Convention | | This introduction to restorative practices provides participants with foundational restorative concepts that address the need to shift schools from a punitive disciplinary model to a restorative empowerment model. Disproportionate discipline of a select group of students has led to students being pushed out of schools, which leads to what is known as the school-to-prison pipeline. Restorative practices help all students feel that they belong as a vital member of the school community, where their voice and their humanity is valued. |
|
| 268 | NASP Convention | | In this session, participants will learn to apply new research findings for frequently monitoring the progress of struggling readers in kindergarten through second grade. Participants will learn state-of-the-art knowledge and skills on selecting ideal measures, setting goals, understanding when to adjust instruction, and on making data-based decisions to improve reading instruction.<br><br>For questions or additional information, please contact <a href="mailto:nathan.clemens@austin.utexas.edu">nathan.clemens@austin.utexas.edu</a>. |
|
| 267 | NASP Convention | | Screening data can be used to better inform schools about where to focus resources for children who demonstrate behavioral and emotional difficulties. This session will provide guidance on how to use universal behavior screening measures, procedures, and a decision-making framework to guide service delivery. |
|
| 266 | NASP Convention | | This session will focus on the LA street gangs and their influence on gang culture. The presenter will discuss topics such as gang structure, language, motivation, hand signs, bravado, gangbanging, influence, the difference between Black and Hispanic gangs, lifestyle, denial, enabling, cultural icons, gang violence and retaliation, intimidation, and bullying. Mentorship of gang members, mentorship in the community, media perception of gang members, police and probation perception, and street perception. |
|
| 265 | NASP Convention | | Next Steps: Ensuring Seamless Recovery and Reunification Procedures
This session will examine best practices and current reunification models to prepare schools to successfully reunite students and parents after a crisis. The session will cover specific considerations for and details of planning and preparation, along with lessons learned based on actual school crisis events. Participants will receive specific planning forms and tools to help facilitate effective reunification. |
|
| 264 | NASP Convention | | This session will summarize empirical findings regarding the importance of school-based prevention of behavioral and mental health problems. The presentation will address issues specifically related to implementation supports, tiered interventions, and integrating programs. The science of prevention will be discussed relative to the framework of behavioral mental health. |
|
| 263 | School Psychology Review | | Bullying victimization is typically thought of as between peers but what if teachers join in on the bullying? Ms. Datta discusses how often this occurs and offers suggestions on how these findings can be used in the schools and how she is following up on these findings. |
|
| 262 | School Psychology Review | | Bullying victimization occurs online and in-person. Drs. Demaray and Jenkins outline how the two overlap and the impact on students social-emotional functioning. They go on to highlight how these findings can be used in the schools and what they are researching going forward. |
|
| 261 | Social Justice | | In this episode, participants provide insights and suggestions on how school psychologists can address bullying through a social justice lens. |
|
| 258 | Social Justice | | This episode explains White privilege, related key concepts, and the implications for school psychology practice. |
|
| 257 | Social Justice | | This episode explores the definition of social justice, how the social justice lens is utilized in various roles, and why social justice matters to school psychologists. Podcast participants also discuss what social justice means to them personally and where they think the work of the field should go next within a social justice framework. |
|
| 256 | NASP Convention | | The podcast targets strategies for managing severe problem behavior in the school setting across grade levels. Strategies will be rooted in applied behavioral analysis with specific focus on functional analysis and on antecedent and consequent-based interventions. Although the session will discuss Tier 1 and 2 strategies, the focus will be on Tier 3–based strategies. This featured Mini-Skills Session is invited by the Convention Committee. |
|
| 255 | NASP Convention | | This workshop will teach skills in consumer-responsive assessment reporting, both written and oral. Participants will learn guiding principles and recommended practices that effectively address the needs of students, parents, and teachers. Skill development will emphasize (a) reports that are written in everyday language, integrate varied sources of information, and apply to everyday functioning; and (b) oral feedback that is presented clearly and empathetically and is embedded in a reciprocal dialogue. Specific examples will be provided. |
|
| 254 | NASP Convention | | The presenter will share how underachieving occurs—that is, when people have a significant gap between their abilities and what they achieve. In this interactive session, she will discuss the four types of underachievers, talk about the importance of executive function skills, explore the characteristics and causes of underachieving, and present effective solutions that can reverse this problem. “To open the doors of ‘untapped potential,’ you need to have the right keys.” |
|
| 253 | NASP Convention | | Education data and research findings are known for being cumbersome to use and easy to misunderstand. …but they don’t have to be. This session will help participants turn data into something they can easily use and communicate to others. The lecture will be accompanied by hands-on tasks and audience participation. This session is sponsored by the Convention Committee and the Society for the Study of School Psychology (SSSP). |
|
| 252 | NASP Convention | | This podcast will present strategies to assist participants in preparing for the School Psychology Praxis Exam. the Presentation will include methods, materials, and strategies for exam preparation. |
|
| 251 | NASP Convention | | School psychologists will learn the steps they can take to transform their position to a broad-based role within MTSS with the support of district and school leaders. What services do stakeholders (teachers, administrators, parents) expect from school psychologists—across ALL tiers—and what supports will be needed to ensure successful transition to a new service delivery model (e.g., professional development, peer support and supervision, and new evaluation systems)? This featured Mini-Skills Session is invited by the Convention Committee. |
|
| 250 | NASP Convention | | This podcast will cover ways that school psychologists can achieve an adequate work–life balance to prevent burnout, compassion fatigue, and maladaptive functioning. |
|
| 249 | NASP Convention | | To dream the impossible dream, to reach for the unreachable star—this presentation will describe one school psychologist’s personal and professional quest, underpinned by a quixotic passion for acceptance, fairness, and equity. The presenter will use the Legends Address to describe his career—from attending one-room schoolhouses in rural Michigan to obtaining a doctorate, co-founding and editing a professional journal, and publishing tests and materials used in schools internationally—including its focus on equitable assessment practices and the extent to which serendipity has influenced his life. Through this address, he will encourage others to dream, and follow, their “impossible dream.” |
|
| 248 | NASP Convention | | This session is intended to empower attendees to support refugee students and their families as they navigate the challenges of adjusting to life in receiving countries following the stressful and potentially traumatic experience of emigrating from home countries. The session will consist of a panel presentation, and facilitated discussion amongst panelists and attendees.. This session is sponsored by the Convention Committee. |
|
| 247 | NASP Convention | | Tools, such as NASP Practice Model, will be presented as a means of data collection and service delivery. Psychological services data can be used to advocate for essential student services. |
|
| 245 | NASP Convention | | Given the need for preventing and intervening in social–emotional issues in school, this mini-skills session provides attendees with information and resources to implement a social–emotional screening process in secondary schools. Presenters will review a universal screening measure (Connections Survey), including administration instructions, steps for decision making, and how to build buy-in. This featured Mini-Skills Session is invited by the Convention Committee. |
|
| 244 | NASP Convention | | This mini-skills session will provide participants with an understanding of privilege and poverty in the context of power systems such as schools and their detrimental effect on academic achievement and discipline practices. Strategies that embrace socially just practice will be provided, with opportunities for interactive engagement during the session. This featured Mini-Skills Session is invited by the Convention Committee. |
|
| 243 | NASP Convention | | School resource officers (SROs) and school psychologists both play critical roles in establishing safety. However, legal guidelines are often misinterpreted, collaborative barriers exist, and/or their expertise is not used efficiently or effectively. This session will clarify the laws pertaining to collaboration and information sharing, outline how to establish effective collaboration to promote systems change, and provide alternatives to suspension strategies to improve the behavior and mental health of children. This session is sponsored by the Convention Committee. |
|
| 242 | NASP Convention | | Executive functioning (EF) has become a near catch-all phrase for many higher cognitive skills. This session will focus on understanding what is and what is not EF and how the brain functions as a dynamic and interdependent systemic network. |
|
| 239 | School Psychology Review | | |
|
| 222 | | | Knowing what to do when students are experiencing grief and bereavement can be a challenge for school psychologists. Dr. Brown and Dr. Jimerson give ideas of how to effectively intervene with these students and how to track their progress over time. |
|
| 220 | | | |
|
| 208 | | | Participants share the key successes, learning experiences, and challenges they encountered working to implement a behavioral health model in an urban school district that enhanced partnerships with universities, hospitals, and community mental health agencies. |
|
| 209 | | | The need for providing trauma-informed care in schools has become an increasingly prominent issue. This podcast provides information on how to implement and evaluate the impact of continuing professional development (CPD) training aimed at creating consensus for and commitment to trauma-informed approaches in schools. |
|
| 210 | | | With their unique training and familiarity with symptom-based assessments and school-based management interventions, school psychologists are well-positioned to support the return of students to school following a concussion. Listen to this discussion of the key skills school-based professionals can develop to be as effective as possible in this role. |
|
| 211 | | | Learn about the construct of burnout, including risk and protective factors, the context in which burnout research has evolved, how to identify their own risk and protective factors of burnout, to lead professional development in their schools, and set incremental personal and systems-change goals. |
|
| 212 | | | One of the most commonly overlooked factors within MTSS, implementation integrity can have a huge impact on the system's success. Participants in this podcast discuss the signifigance of and leadership roles for school psychologists in ensuring the itegrity of MTSS implementation. |
|
| 213 | | | For school psychologists, the increasing focus of SEL curricula on emotion regulation skills means that they must be able to match the level of services to the needsof the student. Learn about a continuum of possible services ranging from the universal level to those specifically targeted at emotional and beahvioral disorders or difficulties. |
|
| 214 | | | This podcast features NASP's 2016 Lifetime Achievement Award winner James Ysseldyke, Professor Emeritus in the Department of Educational Psychology at the University of Minnesota. James has dedicated over 40 years educating school psychologists and researchers. |
|
| 215 | | | While many school psychologists have never had formal training in the supervision of trainees, they will likely find themselves serving in this role at some point. This podcast explores tools and communication strategies to help supervisors build strong working alliances with their supervisees, evaluate performance, address supervisee problems of professional competence, and provide culturally responsive supervision. |
|
| 216 | | | Patti L. Harrison revisits the contributions school psychology has made to the knowledge base of research and publications in psychology and education, our strong standards for credentialing and graduate preparation, and our leadership in legislative and advocacy activities, and examines these accomplishments as a foundation for future achievements. |
|
| 217 | | | In this podcast, Peg Dawson provides an overview of 11 executive skills critical for school success and discusses a developmental framework for understanding how these skills emerge and grow throughout childhood and into early adulthood. |
|
| 218 | | | Participants describe the experiences of a medim-sized schooldistrict in a rural and suburban setting in utilizing a RTI data method to indentify whether a student has a specific learning disability (SLD). |
|
| 219 | | | In seeking to create a positive and welcoming school climate, one of the central factors that must be addressed is the school's disciplinary policies, and the implemntation of positive behavioral support alternatives. This podcast explores strategies for consciously constructing an inviting school climate, identifying central values, improving interpersonal relationships, enhancing school connectedness, building effective organizational structures, and establishing data-based decision-making processes. |
|
| 207 | NASP Dialogues | | Students who speak a primary language other English face a unique set of challenges upon school entry. Laurie Walz, who supervises the bilingual school psychologists who serve this population in the Clark County School District, discusses these challenges, and how school psychologists can support these students. |
|
| 206 | NASP Dialogues | | For children with autism spectrum disorders, early identification and intervention is extremely important. Dr. Keri Altig discusses the behavioral signs and symptoms, as well as the school psychologist’s role in the identification of autism. |
|
| 205 | NASP Dialogues | | As compared to the discrepancy model, response to intervention (RTI) can provide school psychologists with a less disjointed assessment practice. Bob Weires discusses the benefits of the RTI model and his own experiences with its implementation. |
|
| 204 | NASP Dialogues | | The NASP Practice Model defines domains of practice within which school psychologists are uniquely qualified to operate, as well as organizational principles for service delivery that reflect and link to the broader organizational principles of effective schools. In this podcast, Pete Reynolds discusses the practice model and its significance for the profession of school psychology. |
|
| 203 | NASP Dialogues | | School psychologists play a variety of roles in a response to intervention (RTI) system. Melody Thompson discusses these roles, the RTI system itself, as well as the importance of and strategies to accomplish its implementation. |
|
| 202 | NASP Dialogues | | Kathy Konold, discusses the shortcomings of traditional disciplinary methods, the need for PBIS in schools, and strategies for its implementation |
|
| 186 | NASP Convention, NASP Dialogues | | Joe Prus discusses his career as a school psychologist, graduate educator, and NASP leader, as well as how the profession has changed over the years. |
|
| 187 | NASP Convention, NASP Dialogues | | Transgender and gender diverse students face a unique set of challenges. School psychologists can take a lead role as allies and advocates to ensure schools provide the right supports to ensure these students' success. |
|
| 188 | NASP Convention, NASP Dialogues | | A new diagnosis in the DSM-5, Disruptive Modd Dysregulation Disorder (DMDD) was introduced to address the challenges regarding the diagnosis of bipolar disorder in youth. Shelley Hart examines diagnostic criteria, the relationship between bipolar disorder and DMDD, current research, and potential interventions and strategies. |
|
| 189 | NASP Convention, NASP Dialogues | | NASP's 2015 School Psychologist of the Year award recipient Pam Agan-Smith discusses her career in Greenville Central School District, the impact her leadership and innovation has had, and the valuable lessons she's learned in over 30 years of service in the field of school psychology. |
|
| 190 | NASP Convention, NASP Dialogues | | Youth transitioning from restrictive placements to traditional school settings present with behavioral and educational challenges that often result in school dropout or failure. Alex Trout discusses the challenges faced by reintegrating youth, the development of the On The Way Home program, preliminary effects on placement and school stability, and strategies for successful school reintegration. |
|
| 191 | NASP Convention, NASP Dialogues | | Mindfulness-based strategies are a new type of intervention for addressing various problems and promoting the well-being of students and caregivers in schools. Participants discuss the importance of this type of intervention and review findings from a meta-analysis that systematically evaluated the goodness of mindfulness-based interventions for both youth and their caregivers. |
|
| 192 | NASP Convention, NASP Dialogues | | T. Chris Riley-Tillman disccusses the new National Center on Intensive Intervention, which was developed to extend the work of the National Center for RTI to students who do not respond to Tier 1 or 2 interventions. |
|
| 193 | NASP Convention, NASP Dialogues | | There is a great deal of opinion, hearsay, and myths circulating regarding the Affordable Care Act, as well as its impact to the role of school psychologists. In this discussion, participants, Katie Eklund, Kelly Vaillancourt, & John Kelly examine the real implications this legislation has for practitioners in the school setting. |
|
| 194 | NASP Convention, NASP Dialogues | | Universal screening provides early identification of students who may require intervention and supports. This discussion examines how universal screening can examine a broad range of behaviors to inform interventions for behavorial and emotional concerns in the school setting. |
|
| 195 | NASP Convention, NASP Dialogues | | Schools can help create a protective peer ecology in which all students are socially successful, involved with reducing bullying, and buffered from the negative effects of bullying. Participants discuss a data-based problem-solving model to systematically assess and strengthen the peer ecology, so that it is protective for all students in diverse schools. |
|
| 196 | NASP Convention, NASP Dialogues | | Participants discuss a study that evaluated the social validity and effectiveness of a social and emotional learning (SEL) parent-training program for Latino populations, and its implications for practice. |
|
| 197 | NASP Convention, NASP Dialogues | | John Sommers-Flanagan discusses strategies and techniques to help students in tough situations who exhibit challenging behavioral problems. |
|
| 198 | NASP Convention, NASP Dialogues | | This session dicusses the experiences of participants of the Born brave Bus Tour along with mental health help-seeking preferences (i.e., online, phone, or face-to-face). |
|
| 199 | NASP Convention, NASP Dialogues | | This session reviews numerous apps for smartphones, Internet services, and various Internet sites, and discusses how to use them in an ethical and secure manner to increase practice knowledge and effectiveness. |
|
| 200 | NASP Convention, NASP Dialogues | | Students of color are disproportionally identified for special education under the category of emeotional disturbance. This session discusses how school psychologists can make disability determination decisions using culturally responsive assessment practices, including addressing culture in interviews and analyzing cultural factors in the context of eligibility criteria. |
|
| 201 | NASP Convention, NASP Dialogues | | School safety expert Dewey Cornell discusses the need for school psychologists to share the seemingly secret evidence that schools are much safer than commonly believed and that school violence, ranging from bullying to shootings, can be prevented. |
|
| 185 | NASP Dialogues | | |
|
| 184 | NASP Convention, NASP Dialogues | | NASP's 2014 School Psychologist of the Year award recipient Terry Malony discusses her career, experiences and the field of school psychology. |
|
| 183 | NASP Convention, NASP Dialogues | | NASP's 2014 Lifetime Achievement Award recipient Mark Swerdlik and Legends of School Psychology recipient Peg Dawson discuss their careers, experiences, and the field of school psychology. |
|
| 182 | NASP Convention, NASP Dialogues | | Laurie Ford discusses the importance of and strategies for effectively communicating the results of the assessments to teachers, parents, and students. |
|
| 181 | NASP Convention, NASP Dialogues | | A discussion of how social media outlets can be used to influence individuals at the school level. The discussion includes strategies to incorporate social media into a crisis response using the PREP<u>a</u>RE model. |
|
| 180 | NASP Convention, NASP Dialogues | | An overview of the expression, risk factors, and prevalence of child-adolescent post-traumatic stress disorder (PTSD) and the role of the school psychologist in diagnosis and treatment. |
|
| 179 | NASP Convention, NASP Dialogues | | Practical advice to help school psychologists collaborate with educators and families to support grieving students. |
|
| 178 | NASP Convention, NASP Dialogues | | This dialogue provides an overview of available technologies and effective methods to conduct a basic video self-modeling (VSM) intervention. |
|
| 177 | NASP Convention, NASP Dialogues | | A discussion of a client-centered, goal-oriented cousneling approach to elicit intrinsic motivation from the patient. |
|
| 176 | NASP Convention, NASP Dialogues | | An examination of the school psychologist’s role in developing school policies on restraint and seclusion. |
|
| 175 | School Psychology Forum | | |
|
| 174 | | | The 2014 NASP Convention Events that are geared toward a graduate student audience are briefly described for those who wish to attend the student-centered sessions. Please note that the Student Day at the Hill event is sold out, and be sure to check your final convention program for possible changes to the dates and times for each activity. |
|
| 173 | School Psychology Forum | | |
|
| 172 | School Psychology Forum | | |
|
| 171 | School Psychology Forum | | |
|
| 170 | NASP Graduate Students | | NASP President Sally Baas discusses her path to school psychology, this years convention, and the year's theme. |
|
| 169 | School Psychology Forum | | |
|
| 168 | School Psychology Forum | | |
|
| 167 | NASP Graduate Students, NASP Handouts | | This podcast follows the fact sheet entitled A Career in School Psychology, available through the NASP website, describing how future school psychologists can design their professional development to align with their career goals. |
|
| 150 | NASP Convention | | |
|
| 151 | NASP Convention | | |
|
| 152 | NASP Convention | | |
|
| 153 | NASP Convention | | |
|
| 154 | NASP Convention | | |
|
| 155 | NASP Convention | | |
|
| 156 | NASP Convention | | |
|
| 157 | NASP Convention | | |
|
| 158 | NASP Convention | | |
|
| 159 | NASP Convention | | |
|
| 160 | NASP Convention | | |
|
| 161 | NASP Convention | | |
|
| 162 | NASP Convention | | |
|
| 163 | NASP Convention | | |
|
| 128 | School Psychology Forum | | |
|
| 129 | School Psychology Forum | | |
|
| 130 | School Psychology Forum | | |
|
| 131 | School Psychology Forum | | |
|
| 132 | School Psychology Forum | | |
|
| 133 | School Psychology Forum | | |
|
| 117 | School Psychology Forum | | |
|
| 127 | School Psychology Review | | |
|
| 116 | School Psychology Forum | | |
|
| 111 | School Psychology Forum | | |
|
| 49 | School Psychology Forum | | <p>An interview with Rebekah L. Hudock</p> |
|
| 50 | School Psychology Forum | | <p>An interview with Lisa M. Hagermoser Sanetti</p> |
|
| 114 | | | |
|
| 6 | NASP Dialogues | | |
|
| 7 | NASP Dialogues | | |
|
| 8 | NASP Dialogues | | |
|
| 9 | NASP Dialogues | | |
|
| 5 | NASP Dialogues | | |
|
| 48 | School Psychology Forum | | <p>An interview with Stephanie Cawthon</p> |
|
| 17 | School Psychology Forum | | <p>An interview with Amity Noltemeyer</p> |
|
| 97 | School Psychology Forum | | <p>An interview with David Shriberg</p> |
|
| 55 | School Psychology Forum | | <p>An interview with Yi Ding</p> |
|
| 42 | NASP Dialogues | | |
|
| 14 | School Psychology Forum | | |
|
| 118 | NASP Dialogues | | |
|
| 119 | NASP Dialogues | | |
|
| 120 | NASP Dialogues | | |
|
| 122 | NASP Dialogues | | |
|
| 123 | NASP Dialogues | | |
|
| 124 | NASP Dialogues | | |
|
| 125 | NASP Dialogues | | |
|
| 126 | NASP Dialogues | | |
|
| 32 | School Psychology Forum | | |
|
| 30 | NASP Dialogues | | <p>NASP author and convention presenter, Joshua Langberg, discusses the principles and strategies behind his new book, Homework, Organization and Planning Skills (HOPS) Interventions</p> |
|
| 16 | NASP Dialogues | | |
|
| 13 | NASP Handouts | | |
|
| 53 | NASP Handouts | | |
|
| 76 | NASP Dialogues | | <p>Learn tips for collaborating with medical professionals from experts Julie Herbstrith and Renee Tobin.</p> |
|
| 103 | NASP Dialogues | | <p>Listen to this great discussion of treatment integrity with Lisa Sanetti.</p> |
|
| 84 | NASP Dialogues | | <p>Learn tips for collaborating with medical professionals from NASP expert Steve Shaw.</p> |
|
| 110 | NASP Dialogues | | |
|
| 94 | NASP Dialogues | | <p>Listen to this great discussion of school discipline with George Bear.</p> |
|
| 98 | NASP Dialogues | | <p>Download this introduction to social justice and school psychology.</p> |
|
| 60 | NASP Dialogues | | <p>Listen to this terrific discussion of can't do/won't do assessment, including tips for implementation and strategies for success.<p> |
|
| 69 | NASP Dialogues | | <p>Listen to this new podcast on children's executive functioning, with tips and resources.</p> |
|
| 89 | NASP Dialogues | | <p>Download this exclusive interview with Paul McCabe and Steven Shaw, editors of Pediatric Disorders Series: Interventions for Educators.</p> |
|
| 33 | NASP Dialogues | | <p>Download this exclusive interview with Hill Walker and Mark Shinn, editors of Interventions for Achievement and Behavior Problems in a Three-Tier Model Including RTI.</p> |
|
| 34 | | | |
|
| 39 | | | |
|
| 40 | | | |
|
| 41 | | | |
|
| 19 | NASP Dialogues | | <p>Download this discussion of cultural and linguistic diversity (CLD) with NASP leader Carlos Guerrero and webmaster Dan Florell.</p> |
|
| 78 | NASP Dialogues | | |
|
| 38 | | | |
|
| 54 | NASP Dialogues | | <p>Download an interview with book authors Sawyer Hunley and Kathy McNamara.</p> |
|
| 18 | NASP Convention | | |
|
| 75 | NASP Handouts, Parents and Families | | |
|
| 37 | | | |
|
| 27 | Communique | | |
|
| 28 | Communique | | |
|
| 64 | NASP Dialogues | | |
|
| 79 | NASP Dialogues | | |
|
| 112 | | | |
|
| 101 | NASP Handouts | | |
|
| 31 | NASP Handouts, Parents and Families | | |
|
| 36 | | | |
|
| 15 | NASP Dialogues | | <p>For additional information, readers may also be interested in the University of Michigan's Institute for Social Research Program for Research on Black Americans (PRBA). Information can be retrieved from <a href="http://www.rcgd.isr.umich.edu/prba/">http://www.rcgd.isr.umich.edu/prba/</a>. This program is the preeminent program for the study of Black life in America. They have numerous publications on Black family life (i.e. Family Life in Black America Sage Publications, 1997; Mental Health in Black America Sage Publications, 1996; Life in Black America Sage Publications, 1991). In February 2001, the PRBA mounted a major national psychiatric epidemiologic investigation of mental disorders, The National Survey of American Life (NSAL). This study is the largest investigation of the mental health of African Americans and Caribbeans of African descent ever conducted. Data from the NSAL project permit for the first time the identification of differences between African Americans and blacks from the Caribbean.</p> |
|
| 113 | | | |
|
| 88 | NASP Dialogues | | |
|
| 35 | | | |
|
| 77 | | | |
|
| 58 | NASP Dialogues, Parents and Families | | |
|
| 62 | NASP Handouts | | |
|
| 57 | NASP Handouts | | |
|
| 61 | NASP Handouts | | |
|
| 73 | NASP Convention | | |
|
| 63 | NASP Convention | | |
|
| 72 | NASP Dialogues | | |
|
| 100 | NASP Dialogues | | |
|
| 90 | NASP Dialogues | | |
|
| 83 | NASP Dialogues | | |
|
| 102 | NASP Handouts | | |
|
| 66 | NASP Handouts | | |
|
| 26 | Communique | | |
|
| 82 | NASP Dialogues | | <p>For information about NASP's Native American workgroup, please contact <a href="mailto:vinachar04@yahoo.com">Elvina Charley</a>, Multicultural Affairs Committee Native American cochair.</p><p><em>The following books were cited by the participants during the podcast.</em></p><p>Bergstrom, A., Cleary, L. & Peacock, T. (2003). <em>The seventh generation: Native youth speak about finding the good path</em>. Charleston, WV: ERIC Clearinghouse of Rural Education and Small Schools.</p><p>Cleary, L. M., & Peacock, T. D. (1998). <em>Collected wisdom: American Indian education</em>. Boston: Allyn & Bacon.</p><p>Deloria, V., & Wildcat, D. R. (2001). <em>Power and place: Indian education in America</em>. Golden, CO: Fulcrum Publishing.</p><p>Duran, E. (2006). <em>Healing the soul wound: Counseling with American Indians and other Native Peoples</em>. New York, NY: Teachers College Press.</p><p>Wilson, J. (1999). <em>The earth shall weep: A history of Native America</em>. New York: Atlantic Monthly Press.</p><p>Witko, T., ed. (2006). <em>Mental health care for urban Indians: Clinical insights from Native practitioners.</em> Washington, DC: American Psychological Association.</p> |
|
| 95 | NASP Handouts | | |
|
| 25 | Communique | | |
|
| 96 | NASP Dialogues | | |
|
| 85 | How-To's and Tools | | |
|
| 24 | Communique | | |
|
| 93 | NASP Dialogues | | |
|
| 92 | NASP Dialogues | | |
|
| 67 | | | |
|
| 65 | NASP Dialogues | | |
|
| 4 | NASP Convention | | |
|
| 86 | NASP Dialogues | | |
|
| 71 | NASP Dialogues | | <p>Tom Fagan (former NASP president, current NASP historian, author of School Psychology: Past, Present, and Future) discusses the history of NASP.</p> |
|
| 70 | NASP Dialogues | | <p>Tom Fagan (former NASP president, current NASP historian, author of School Psychology: Past, Present, and Future) covers the history of school psychology.</p> |
|
| 3 | NASP Convention | | |
|
| 2 | NASP Convention | Accountability, Celiac Disease | |
|
| 59 | | | |
|
| 10 | NASP Convention | | |
|
| 11 | NASP Convention | | |
|
| 12 | NASP Convention | | |
|
| 108 | NASP Convention | | |
|
| 23 | Communique | | |
|
| 68 | | | |
|
| 80 | Parents and Families | | |
|
| 81 | NASP Dialogues | | |
|
| 47 | NASP Handouts | | |
|
| 51 | School Psychology Review | | |
|
| 52 | School Psychology Review | | |
|
| 22 | Communique | | |
|
| 46 | NASP Handouts | | |
|
| 20 | Communique | | |
|
| 21 | Communique | | |
|
| 56 | | | |
|
| 99 | NASP Dialogues | | <p>Join several of the recent School Psychologists of the Year in an inspirational discussion of strategies for success, working well with school administrators, and how graduate students can build their skills.</p> |
|
