NASP is pleased to present these virtual posters presentations. These posters have been selected for their quality and offer a new way to engage with the latest exciting School Psychological research.
Current Group: September 2023
Student Stress, Internalizing Problems, and Social Support During COVID-19
Students’ well-being plays a major role in the quality of their academic outcomes and the COVID-19 pandemic has amplified risk factors for student well-being due to social isolation. This poster presents the results of a cross sectional study that investigated the associations among 4th to 12th grade students’ perceptions of COVID-19 related stress, social support, and internalizing problems and how these perceptions differ across grade levels. Implications for schools, educators, students, and parents will be discussed.
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Teachers' Experiences Supporting Trauma-Affected Students in Rural Elementary Schools
Youth in rural areas experience high rates of trauma exposure, yet very few studies have explored specific mental health interventions for this population (James et al., 2017). Schools have long been identified as an ideal location to provide mental health supports (Rones & Hoagwood, 2000), and trauma-specific supports have been shown as an effective treatment for a range of trauma-related symptoms within the school setting (Nadeem et al., 2011). Trauma-informed practices acknowledge the impact that trauma may have on students and teachers and, in turn, uses that knowledge to guide policy and practice to increase the resilience and well-being of all school members. Teachers are vital to the implementation of trauma-informed practices within the school, yet their role in promoting universal trauma-informed practices remains unclear. This study used a mixed-methods, convergent design (Creswell & Zhang, 2009) to better understand teachers’ experiences supporting trauma-affected within rural elementary schools in Alaska. This poster focuses on the qualitative data in which semi-structured interviews were conducted with rural elementary school teachers (N=6). Thematic analysis performed on the interview transcripts identified four overarching themes and 16 subthemes.
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Fading a Self-Management Intervention for Students With Emotional–Behavioral Disorders
Students with Emotional Behavioral Disorders (EBD) exhibit behaviors that interfere with their ability to access academic instruction. Self-management (SM) interventions can be effective and resource-efficient interventions to promote positive behavior in students with EBD (Howard et al., 2020). This study examined the effectiveness of fading a self-management package using a multiple-treatment reversal/withdrawal A-B-A-B-C design. Key findings and implications include the following: (1) Self-management interventions can promote positive behavior in students with EBD; (2) Students with EBD can successfully implement self-management interventions independently with scaffolding; and (3) Technology-based self-monitoring interventions were feasible and socially acceptable to teachers and students.
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Exploring Emotional Expression and Regulation in Children and Its Relation to Gender
Despite society's progress toward gender equality, there are still questions about how and why genders differ in emotional expression. Is it socio-cultural and biological in nature? If so, how much from one or the other affects children’s emotional expression and how they regulate themselves? As a result, a literature review was conducted to assist professionals in understanding how to help young children and their parents understand how children experience and regulate emotion.
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Academic Socialization: Key Motivators for High School Parent Engagement
Parent engagement has been linked to increased academic achievement, high school completion rates, social/emotional well-being, and many other benefits. Academic socialization is a form of parent engagement where parents communicate the importance of education and plans for the future with their child. This study examined which motivators (i.e., personal motivators, parent perceptions of invitations or demands, or parental resources) predict differences in academic socialization among high school parents. Parents were also asked to describe what their school does well, barriers, and their needs. Parental perceptions of invitations or demands were most influential, followed by parental resources, indicating areas of focus.
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Supporting College Students With Autism: How School Psychologists Can Help
Students with ASD attend college at higher rates each year. Therefore, there is an increased need for university faculty and staff to accommodate their academic, social, behavioral, and emotional needs. School psychologists are routinely trained in assessment, consultation, behavior management, and counseling, which makes them well-suited to provide additional support to these transitioning students. Specifically, school psychologists could collaborate with the institution as well as the student and their family, help ensure equitable practices for diverse populations regarding college applications and accommodations, and advocate for the use of academic as well as mental and behavioral supports.
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Understanding Belonging to Aid Female BIPOC Students
Female students who are Black, Indigenous, and People of Color (BIPOC) at predominantly white institutions (PWIs) face varying nuances attending PWIs that their white counterparts do not face (Museus et al., 2018). When BIPOC students feel a sense of community from their campus, they become more engaged and have higher academic achievement (Hunn, 2014; Hurtado & Carter, 1997; 2018; Nunn, 2021; Strayhorn, 2019). Given the findings about female BIPOC belonging at PWIs, educators can better prepare female BIPOC students by creating environments where mentor-student relationships are fostered, microaggressions are lessened, and the larger community campus values female BIPOC students.
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The Post-Covid Impact on The School Psychology Trainer Shortage
Universally the field of school psychology is continuously understaffed. This understaffing hinders school psychologists’ ability to offer their distinctive and unique services to meet the increased mental, physical, academic and emotional needs brought on by Covid-19. This shortage is exacerbated by a shortage of faculty in graduate programs who train future school psychologists. The Post-Covid Impact on The School Psychology Trainer Shortage researches the current school psychology trainer shortage dilemma and observes the different recruitment strategies that are used. This research examines which characteristics of positions and programs are successful and which are unsuccessful.
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Recruiting Future School Psychologists: Impact of an Undergraduate Course
Over the course of a semester-long undergraduate school psychology course, students saw an increase in understanding about the field, roles, settings, and qualifications of school psychologists. Students felt the course aligned well with a social justice framework, but would like to see and hear more speakers from diverse backgrounds within the course. Most students are hearing about school psychology outside of university and academic contexts, highlighting the important role practitioners play in recruiting future school psychologists to the field through spreading awareness. Future school psychology undergraduate courses should further utilize practitioners in sharing their experiences from the field.
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Mental block? Barriers and facilitators to mental health service delivery
Interested in school mental health service delivery? Learn how school psychology colleagues perceive their involvement in school mental health, and how we can advocate for a broader role.
Following a need to support all of children’s needs in school settings, as well as the legal implications, school psychologists’ gain mental health responsibilities within their schools, but a variety of barriers are in place to providing those high-quality mental health services. The necessity for mental health services provided within schools and the implications that cultural and structural influences have on the roles and activities of school psychologists are explored. The current study examines interviews with practicing school psychologists on their current involvement in providing mental health supports within their schools, and how they were able to obtain that role.
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