We have three exciting training initiatives that we are proud to offer you this year:
The BeWell Professional Development Series
Click for a full copy of the BeWELL Initiative PD Brochure 2023-2024
The School Based Mental Health Series
For a full copy of the SGMHS training brochure click here.
And now...a NEW special
Weeknight Professional Development Series
(scroll to the bottom for details)
The BeWELL Initiative - is a Professional Development Training Series brought to educators in New Jersey by the New Jersey Association of School Psychologists (NJASP), Kean University and Belleville Public Schools. This project is being funded through a United States Department of Education - Mental Health Service Professional Demonstration Grant which serves to expand school-based mental health services in high-need local educational agencies. This professional development training series will focus on increasing restorative and research-based practices in the areas of (1) Clinical Application, (2) Special Education, (3) Diversity and Inclusion, and (4) Special Topics
Beyond Box Checking: Intention & Implementation for Change
September 15, 2023
This presentation will focus on identifying several sources of motivation that can fuel us to engage in equity work throughout the school year. We will learn holistic and practical methods of integrating this learning into our professional practice. We will also familiarize ourselves with school-wide action planning templates that can increase buy-in and action beyond just the school based mental health team.
Session Objectives
- To identify several sources of motivation that can fuel us to engage in equity work throughout this school year
- To learn holistic and practical methods of integrating this learning into our professional practice
- To familiarize ourselves with school-wide action planning templates that can increase buy-in and action beyond just the school-based mental health team
Carly McCollow, LMSW (She/Her) supports schools and organizations is healing harm and connecting around shared humanity. She coauthors the NJ State Bar Foundation's restorative justice workshops, and facilitates those and other antiracist and trauma-informed workshops in schools and districts across New Jersey. Carly currently coaches and facilitates facilitates through her practice Holding Space, provides clinical services through Liberation-Based Therapy, facilitates with Ampersands RJ, and lectures at Yale University.
Beyond Box Checking Powerpoint
Motivational Interviewing 101: Building Confidence and Hope
September 22, 2023
This workshop will provide an overview of the principles, core skills, spirit and the major tasks of motivational interviewing. Special attention will be given to building confidence and hope in clients.
Session Objectives
- To understand the principles of motivational interviewing
- Learning to build confidence and hope in clients through motivational interviewing
Dr. Milton A. Fuentes received his MA in psychology with a Latinx psychology focus from Montclair State University and his doctorate in clinical psychology from Rutgers University. He completed a pre-doctoral fellowship in clinical and community psychology at Yale University and secured post-doctoral training in epidemiology at Columbia University. He is the 2012 President of the National Latinx Psychological Association and was recently awarded fellow status in the American Psychological Association for his outstanding contributions in the field of psychology. Dr. Fuentes is also the recipient of the 2023 Society for the Teaching of Psychology Promoting Diversity, Equity, and Inclusion Award. Dr. Fuentes’ research and clinical interests are in the areas of Latinx, multicultural, and family psychology; program development; pedagogy; and motivational enhancement. He serves as a consultant to academic campuses, community-based agencies, and corporate clients, helping them center equity, diversity, and inclusion in their mission and strategic planning efforts. Dr. Fuentes is currently a professor in the psychology department at Montclair State University as well as a licensed psychologist in New Jersey and New York.
Motivational Interviewing 101 (powerpoint)
Building Psychological Flexibility for Empowered Students and Healthy Learning Communities with the ACT Matrix
October 6, 2023
This workshop will allow you to discover the power of the ACT Matrix, a visual representation of Acceptance and Commitment Training (ACT), in fostering psychological flexibility. Developed by Dr. Kevin Polk, this evidence-based approach engages individuals in values-based behaviors, leading to improved mental health and well-being. Join us in this in-service to learn how the ACT Matrix promotes social-emotional learning, empowers students, and cultivates a positive and supportive learning environment. We'll overcome obstacles and work towards common goals of living and learning together.
Session Objectives
- Learn the basics elements of ACT
- Learn how flexible thinking can lead to positive change
- Understand how to apply this way of thinking to various settings and populations
Phil Tenaglia, a lifelong educator and certified ACT coach, has over 35 years of experience in K-12 education as a teacher, school psychologist, and crisis intervention specialist. He introduced Acceptance and Commitment Training (ACT) to education in 2009 and currently trains individuals, schools, and organizations in the ACT Matrix approach for mental health, social-emotional learning, and workplace wellness. Phil is also a family therapist and author of books on crisis intervention and applying the Matrix to coaching and organizations. Based in Langhorne, PA, he resides with his family.
Building Psychological Flexibility Powerpoint
Cognitive-Behavioral Therapy in School Settings
November 3, 2023
This workshop will cover the nuts and bolts of using cognitive-behavioral therapy (CBT) to address a range of mood and anxiety disorders in students. The workshop will focus on translating the use of CBT in school settings and reducing barriers to service delivery. Specific CBT components that will be covered include relaxation/self-calming techniques, cognitive restructuring, and behavioral exposures.
Session Objectives
- Understand the nuts and bolts of CBT
- Be able to apply CBT to various psychological conditions
Dr. Michael L. Sulkowski is an associate professor and Program Coordinator in the School Psychology Program at the University of Alabama. He is the co-author of Leadership for Safe Schools: The Three-Pillar Approach to Supporting the Mental Health of Students, Creating Safe Schools and Fostering Students’ Mental Health, and Cognitive Behavioral Therapy in K-12 Schools: A Practitioner’s Workbook, First and Second Editions. Dr. Sulkowski also has authored or co-authored over 50 peer-reviewed publications. 
Childhood Adversity and Resilience: Understanding the Latinx Childhood Experience of Today
November 17, 2023
This workshop will focus on understanding and defining Adverse Childhood Experiences (ACEs) and their relationship to race, ethnicity and socioeconomic status. Participants will become aware of cultural norms that serve as protective, resiliency based factors in the lives of Latinx children. Participants will be also be able charged to ensure that more adults who work with children and families know about ACEs, protective factors and are aware of available resources to provide needed support to our communities.
Session Objectives
- Understand what ACESs are and how they relate to race, ethnicity, and SES
- Be able to identify cultural norms and protective factors in Latinx children
- Be able to transfer this information to others who work with Latinx children
Dr. Yesenia Flores earned a Doctorate in School and Community Psychology from Hofstra University in Hempstead, NY. She is licensed in NY and NJ and also holds certifications as a School Counselor and School Psychologist. She received a post-doctoral certification in Family/Civil Forensic Psychology from Montclair State University. She has provided therapy in a variety of different settings including hospitals, schools, community clinics, long term rehabilitation centers, senior centers, and private group practices. Dr. Flores is experienced with a wide range of emotional and behavioral issues providing services for depression, parenting support, decreased self-esteem, anxiety, trouble concentrating, and in the implementation of interventions addressing academic and behavioral challenges. Her specialty is trauma-focused therapy with children and families.
How Can We Help This Kid
December 1, 2023
This professional development program focuses on proactive measures and dynamic solutions for helping troubled, at-risk students. Goals will include reducing expulsions, suspensions and substance misuse; improving student behavior, attitude and decision making skills; and strengthening student-educator and athlete-coach relationships
Session Objectives
- To understand the make up of and factors affecting at-risk students
- Be able to identify strategies to reduce expulsions, suspensions, and substance misuse
- To improve student behavior and strengthen student-staff relationships
Stephen Hill, J.D. is the founder of Speak Sobriety, young person in recovery, bestselling author, recovery coach, and a fierce attorney advocating for treatment over incarceration—is a renowned national speaker on substance use prevention & mental health with a truly inspiring comeback story that everyone must hear.
"Redfined: A Journey to Recovery"
Understanding and Supporting Transgender and Gender Diverse Students
December 15, 2023
This workshop is designed to provide the participant with increased awareness and knowledge about gender diversity and schools; family matters about raising a transgender child and navigating the education system in this regard will also be presented. Finally, specific strategies participants can employ to support transgender and gender diverse students will be highlighted. Learning will be supported through direct instruction, discussion, video presentation, and resources that can be employed to facilitate these processes.
Session Objectives
- To enhance participants’ awareness of gender identity and gender diversity matters in schools from multiple perspectives
- To introduce tools participants can use not only to assess a system’s readiness to accommodate transgender and gender diverse students but to determine the support and transition needs of individual gender diverse youth
- To highlight strategies participants can employ to support transgender and gender diverse students and to improve school climates as they pertain to gender diversity.
Todd A. Savage, Ph.D., NCSP is a professor in the school psychology program at the University of Wisconsin-River Falls (UWRF); he is also a past president of the National Association of School Psychologists (NASP). Dr. Savage’s scholarly research interests include culturally-responsive practice; social justice; lesbian, gay, bisexual, and transgender issues in education; and school safety and crisis prevention, preparedness, and intervention. To date, he has facilitated or co-facilitated over 100 professional development sessions for school and mental health personnel related to gender diversity.
Solution Focused Counseling in Schools
January 12, 2024
This session describes practical strategies of solution-focused counseling. Participants will learn techniques for quickly identifying students’ best hopes from counseling, asking questions that elicit students’ strengths and resources, monitoring progress in practical ways, and responding to so-called resistant students and caregivers in ways that engage their investment and motivation.
Session Objectives
- Explain what solution-focused counseling is and how it works
- Be able to identify student goals, strengths, and resources quickly and efficiently
- Understand how to deal with resistance and engage students and caregivers
Dr. John Murphy is a School Psychologist, Psychotherapist, and Professor Emeritus of Psychology & Counseling at the University of Central Arkansas. He has worked as a high school teacher, school psychologist, therapist, and consultant. He is a practitioner, author, and trainer of strengths-based/solution-focused practice with young people, families, and schools. He continues to provide therapy and consultation services to schools, agencies, and persons of all ages. Dr. Murphy consults and teaches throughout the world for professional associations, mental health agencies, universities, school systems, and lay audiences.
Zoom Presentation Link - passcode=6$da.K*U
Bullying Prevention and Intervention:
Realistic Strategies for School Personnel
February 9, 2024
This session will focus on recognizing the complexity, scope, and effects of bullying behaviors, developing a framework for understanding it and some practical strategies for reducing bullying in schools.
Session Objectives
- Be able to recognize the complexity of bullying behaviors using a social-ecological framework
- Understand the scope and consequences of bullying across the years
- Learn the best practices for evaluating bullying and improving school climate to reduce these behaviors
Dr. Susan M. Swearer is the Willa Cather Professor and Chair of the Department of Educational Psychology and Professor of School Psychology at the University of Nebraska–Lincoln. She is a licensed psychologist, co-director of the Bullying Research Network and director of the Nebraska Bullying Prevention and Intervention Initiative. She received her B.A. in Psychology from Swarthmore College in Swarthmore, PA, her M.S. in Special Education from the Pennsylvania State University in State College, PA, and her Ph.D. in School Psychology from the University of Texas at Austin in Austin, TX. She completed an APA-approved internship with the Nebraska Internship Consortium in Professional Psychology at Boys Town in Omaha, NE.
Bullying Prevention Powerpoint
Understanding and Using PSW and the Simple View of Reading Frameworks
to Foster Collaboration in the Identification of Dyslexia, SLI, & SLD
February 23, 2024
This will be part one of a two part series focusing on how to foster effective and efficient collaborative evaluations amongst educational service providers. Part one will offer more of a broad overview of PSW using CHC theory. Part two will focus on organizing a collaborative assessment.
Session Objectives
- Be able to understand what PSW is and the various different PSW approaches
- Understand how assessment of learning issues has evolved
- Understand CHC Theory and using PSW for assessment
Dr. Andrew Shanock is a Professor of School Psychology at the College of Saint Rose in Albany, NY. Dr. Shanock specializes in educational assessment. He has been a featured speaker at the national and state level for a variety of educational professionals, including school psychologists, speech language pathologists, and administrators. He consults with school districts around the country to promote issues such as collaborative assessment, Response to Intervention, and instructional support team building. Dr. Shanock’s presentations are informative, entertaining, and interactive.
Zoom Presentation Link - passcode E9iZuu^V
Zoo
Understanding and Using PSW and the Simple View of Reading Frameworks
to Foster Collaboration in the Identification of Dyslexia, SLI, & SLD
March 8, 2024
This will be part two of a two part series focusing on how to foster effective and efficient collaborative evaluations amongst educational service providers. Part one will offer more of a broad overview of PSW using CHC theory. Part two will focus on organizing a collaborative assessment.
Session Objectives
- Be able to understand what PSW is and the various different PSW approaches
- Understand how assessment of learning issues has evolved
- Understand CHC Theory and using PSW for assessment
Dr. Andrew Shanock is a Professor of School Psychology at the College of Saint Rose in Albany, NY. Dr. Shanock specializes in educational assessment. He has been a featured speaker at the national and state level for a variety of educational professionals, including school psychologists, speech language pathologists, and administrators. He consults with school districts around the country to promote issues such as collaborative assessment, Response to Intervention, and instructional support team building. Dr. Shanock’s presentations are informative, entertaining, and interactive.
Zoom Presentation Link - passcode cP7=z=Cy
Social Justice Is About Privilege, Implicit Bias, and Intersectionality
March 22, 2024
This workshop is for those who might be new to thinking about social justice and its relationship to achieving equitable outcomes in schools, a common question is, “Where do I begin?” This session explores three foundational constructs for understanding social justice: privilege, implicit bias, and intersectionality. Additionally, it discusses the importance of individuals engaging in self-reflection to become more aware of how these concepts can negatively affect their professional practice. Although educators are committed to serving children, families, schools, and communities, based on our own intersecting identities and lived experiences, we also have different histories with racism, prejudice, discrimination, inequity, and systems of power and privilege that affect how we view the world (NASP, 2016). Allowing ourselves the time and space to think critically about, and perhaps wrestle with, these constructs is a necessary first step in promoting equitable outcomes in our respective settings.
Session Objectives
- Explain how privilege, implicit bias, and intersectionality are related to social justice and achieving equitable outcomes for children.
- Explain the negative effects of implicit bias on children in educational settings.
- Explain the importance of educators self-reflecting on their intersecting identities, including their privileges and implicit biases, to continually become more responsive to the needs of their students, families, schools, and communities.
Charles A. Barrett, PhD, NCSP, a district-level administrator in Virginia, practiced as a school psychologist for 13 years at the elementary and secondary levels. He serves as an adjunct lecturer at several universities, where he is actively involved in the training and development of future school psychologists. Dr. Barrett was named School Psychologist of the Year by the Virginia Academy of School Psychologists and received the Rookie of the Year Award from the National Association of School Psychologists (NASP). His past leadership positions within NASP include co-chair of the Social Justice Task Force and African American Subcommittee, chair of the Multicultural Affairs and Social Justice Committees, and Virginia Delegate to the NASP Leadership Assembly. Dr. Barrett serves on the editorial boards of School Psychology Review and School Psychology. He is a frequent speaker and workshop presenter for educators, families, and community organizations. His website is www.charlesbarrett.org.
“Young Man, You Get Out of Here” Historical Perspectives on School
Discipline Policies
April 12, 2024
Using the story of the origins of the New York City Schools' suspension policy, participants will examine the ideas, policies, and practices informing contemporary disciplinary policies
Session Objectives
- Participants will be able to consider the complicated and often contradictory roles teachers, administrators, and policy makers are asked to play in implementing exclusionary and punitive disciplinary policies.
- Participants will be able to understand the origins, functions and limitations of harmful disciplinary practices and why these practices impact students of color disproportionately.
Rachel Lissy, Ph.D. is consultant, coach and capacity builder with more than two decades of experience working with schools, community based organizations and educators. She is currently the Assistant Director of the Center for Shared Society at JCRC-NY where she directs the New York Jewish Coalition for Criminal Justice Reform and the Bridges-NY Fellowship for civic leaders in NYC. Prior to this role, Rachel was the Senior Program Officer at Ramapo for Children providing capacity building for schools, districts, networks and youth-centered organizations focused on creating inclusive and equitable communities. She has a Phd in Social and Cultural Studies from the University of California at Berkeley and a Masters in Policy, Organization and Leadership Studies from the Stanford University School of Education. She was a consultant on the New York Times and Serial Productions podcast Nice White Parents and for This American Life. Along with her first-hand experience supporting and learning from young people she also brings historical and organizational perspectives to her work with schools, community based organizations and residential programs.
Reducing Suicidal and Violent Behavior
(part one)
April 24, 2024
In part one we will explore the different mental health factors behind student suicidal behavior, ways schools can screen and assess mental health concerns before they reach a crisis, and current programs that are being used for intervention. In part two (held in fall 2024), we will discuss specific counseling methods to use with students who have displayed or been screened for these behaviors.
Session Objectives
- Understand different mental health conditions and causes of suicidal ideation related to violent behavior
- Understand the school's role in screening, assessment, prevention, and intervention
- Understanding and applying evidenced-based counseling approaches (part two) and working with families and outside services
Dr. Dale Starcher, Ph.D. is a school psychologist and licensed psychotherapist. As an administrator for 18 years at a private special needs school for students with mental health struggles he developed or directed a range of therapeutic programs: PBIS, individual and group counseling program for all students, two ASD classrooms, SEL for elementary students, reintegration program for traumatic brain injury, and afterschool program for DDD, and was the head of the crisis intervention team. Dale is currently Director for the Center for Stress Control, a mental health clinic. He is trained across a wide range of treatment modalities. He is author of Mindfulness-Based Counseling for Self-Regulation. He is currently chair of the Professional Development Committee for NJASP which responsible for hosting this BeWell training initiative, and an adjunct professor at Rider University.
Compassion Care: Moving Beyond Student-Focused Care
May 10, 2024
This session will focus on learning and applying evidenced-based approaches to develop a self-care plan, including values identification, willingness to accept unpleasant inner experiences, and taking action that will move toward a chosen direction.
Session Objectives
- Understand what self-care is and how to develop an effective plan
- Understand how one's values and experiences impact self-care
Michael Selbst, Ph.D., BCBA-D is the Executive Director of Behavior Therapy Associates in Somerset, New Jersey. He is a Licensed Psychologist in New Jersey and Pennsylvania, Certified School Psychologist, and Board Certified Behavior Analyst at the Doctoral level. Dr. Selbst earned his undergraduate degree with honors in Psychology at the University of Delaware, and he was awarded a University Fellowship to Temple University, where he attained his Master’s in Education and Ph.D. in School Psychology. He has expertise in the evaluation and treatment of clients who presents with symptoms of anxiety, depression, ADHD, autism spectrum disorder, obsessive compulsive disorder, mood disorders, oppositional defiant disorder, social skills deficits, learning disabilities, as well as family and relationship issues, parent training, and co-parenting. He has extensive experience working with preschool aged children through adults, including expertise helping individuals working through significant life changes and transitions. He has led numerous workshops, including at local, statewide, national and international conferences and is co-author of the Behavior Problems Resource Kit: Forms and Procedures for Identification, Measurement and Intervention and the social skills curriculum, POWER-Solving®: Stepping Stones to Solving Life’s Everyday Social Problems, and the book chapter “Acceptance and Commitment Therapy” in A. G. Dempsey’s (Ed.) book, Pediatric health conditions in schools: a clinician’s guide for working with children, families, and educators. Dr. Selbst’s professional interests and approaches include Acceptance and Commitment Therapy/Training (ACT), Cognitive Behavior Therapy, and applying Behavior Analysis in his work with individuals, families, and organizations. He assists clients to increase their psychological flexibility, making meaningful steps toward who and what is important to them.
The Professional Development Training Institute is able to offer several other FREE trainings along with monthly supervision for those looking to expand their mental health skills for use with students.
Reflective and Expressive Journaling
with Kay Kamienski
October 12th, 2023 (part one)
January 25th, 2024 (part two)
February 29th, 2024 (part three)
This course focuses on the scientific findings behind journaling as a form of narrative therapy. In part one we will focus on the why of journaling and learn several different types. Parts two and three will go much deeper in understanding the use of journaling for personal growth. We will use a combination of different exercises and prompts to help students identify their personal strengths, values, opportunities for growth, and process traumatic events.
Objectives for all three parts:
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Identify the key benefits of journaling, its different forms, barriers, and how to obtain buy-in
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Understand multiple journaling styles with their strengths and weaknesses
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Be able to understand how to use journaling as a reflective and therapeutic process
Bio
Kay Kamienski, MA holds a master’s degree in Curriculum and Instruction from the University of Denver. She also has a life-long passion for the learning and therapeutic benefits of journaling, which began as a young girl. She is a former teacher in the Denver Public Schools and workshop presenter. She incorporates cognitive approaches to learning with experiential-based learning that support the mental health of the students and helps make learning a more motivating and meaningful experience.
10 Affirmations (need a media player to view)
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Working with Parents and Caregivers in Schools
with Linda Raffaele-Mendes
November 2nd, 2023, 2023 (part one)
March 28th, 2024 (part two)
This is a 2 part series on involving parents and caregivers in mental health programming for students. Using the 3 tier intervetion model, part one will focus on introducing participants to ideas for involving parents and caregivers in mental health programming at the universal level (tier 1) Part two will focus on strategies and interventions parents can employ when a child is receiving Tier 2 or 3 mental health intervention services in school.
Objectives for both parts:
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Become familiar with the idea of whole school mental health initiatives
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Gain familiarity data gathering at the different tiers and the impact of cultural differences
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Learn and know how to apply various different strategies and macro and micro levels.
Bio
Linda Raffaele-Mendez holds a doctorate in School Psychology and is a licensed psychologist. She is an Associate Profession of the School Psychology Program at Fairleigh Dickinson Univeristy. Linda is author of Cognitive behavioral therapy in schools: A tiered approach to youth mental health. She is also author/co-author of 12 book chapters and 25 articles on a wide range of topics, ranging from working with parents, addressing disciplinary outcomes by gender, suspension, gender and education, sexual harassment, treatment of depressed children, and anger and self-regulation. Linda has participated in numerous funded and non-funded research projects related to school, parents, and community-based topics. She has presented at more than 70 peer-reviewed conferences. In her role as associate professor, she supervises dissertation students and teaches a wide range of courses in school psychology.
Involving Parents & Caregivers-part one
Zoom Presentation Link - passcode=k.00MqpH
Involving Parents & Caregivers-part two
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A Trauma Informed Approach to
Foserting Well-Being
With Maurice Elias
November 16th, 2023 (part one)
March 20th, 2024 (part two)
This course is intended to help individuals understand the impact of the traumatic experiences individuals often bring with them to school and how to foster well-being. Part one will focus on the school psychologist's role in addressing school climate and adult trauma. Part two will focus on the school psychologist's role in developing students' SEL and character across the tiers.
Objectives for both parts:
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Understand the fundamental elements of a trauma-informed approach
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Understand what the school psychologist’s role in developing a student’s SEL character across the tiers
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Understand what the school psychologist can do to build skills and how to work through alliances with academic subjects
Bio
Maurice Elias, is Professor in the Psychology Department and Rutgers University, Director of the Rutgers Social-Emotional and Character Development Lab (www.secdlab.org), and Co-Director of the Academy for SEL in Schools (SELinSchools.org). He also serves on the Leadership Teams of SEL4US and SEL4NJ. He is a Fellow in APA Divisions 16, 53, 12, 9, and 27 and is a licensed psychologist in NJ. He received the Joseph E. Zins Memorial Senior Scholar Award for Social-Emotional Learning from CASEL, the Sanford McDonnell Award for Lifetime Achievement in Character Education, and the Jane Bostrum Service to School Psychology Award. He has co-written Morning Classroom Conversations: Build Your Students’ Social-Emotional, Character and Communication Skills Every Day, Students Taking Action Together: 5 Teaching Techniques to Cultivate SEL, Civic Engagement, and a Healthy Democracy, and, for Tier 2 and 3, Boost Emotional Intelligence in Students: 30 Flexible Research-Based Lessons to Build EQ Skills, and Social-Emotional Learning Lab: A Comprehensive SEL Resource Kit (2021, with Victoria Poedubicky). For parents, he has written Emotionally Intelligent Parenting, Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children (www.researchpress.com), and The Joys & Oys of Parenting (Behrman House). He writes a blog on SECD for Edutopia (www.edutopia.org/profile/maurice-j-elias).
Trauma Informed Approach to Well-Being (part 1) - passcode @soz^G3*
Presentation Link (part two) - passcode !!46xY3V
Trauma Informed Approach to Well-Being (part 2)
You may also register for each training on the NJASP events page
This series is geared toward graduate students in the field of school psychology but is also
open to all practitoiners in the field.
Beyond the Test: Culturally Competent Real World Best Practices
with Dr. Joel Bocanegra
Wednesday February 21, 2024
5:30-6:15pm EST
This goal of this presentation is to briefly review best practices in assessment when it comes to: a) working with minoritized populations, b) some common hurdles to the implementation of those practices, and c) things that I have found from my experiences and research to help assuage some of the conflicts that can occur when best practice meets the real world.
Session Objectives
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Identify best practices in assessment when working with minoritized populations
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Be able to describe some common hurdles to the implementation of those practices
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Name a couple of strategies that may help to mitigate conflict when trying to implement best practices in the real world
Zoom Presentation Link - passcode=6PV^4D03
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Teacher Collaboration-from Referral to Intervention
with Dr. Jenn Gallup
Wednesday March 20, 2024
7:30pm-8:15pm EST
This presentation will cover important aspects of collaborating with the school psychologist to support students with disabilities to include more complex needs. Participants will cover collaborating on assessment, write up, observation, and eligibility and IEP meetings. Finally, participants will learn how to work with special education to identify and administer evidence-based practices with fidelity.
Session Objectives:
- Identify strategies to improve assessment collaboration
- Identify strategies to support collaboration on IEP and assessment write up, observation, and eligibility reports and meetings.
- Identify strategies to support collaboration with special education teacher to identify and administer evidence-based practices with fidelity.
Bio
Dr. Gallup is an associate professor of Special Education at Idaho State University. She has worked for more than a decade researching Autism and publishes in the area of secondary transitions and mental health. Dr. Gallup has developed a summer program Academy New and Exciting Transitions (NExT) which is a summer program that focuses on job exploration, self-regulation, and problem solving skills to help youth with disabilities prepare for life post-high school. Academy NExT is now in it's 8th year and has supported over 200 students with disabilities. She is passionate about supporting individuals with autism and their mental health challenges.
Zoom Presentation Link - passcode 9Pa2Ef
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Working with Culturally and Linguistically Diverse Students and Families
with Dr. Jessica Trindade
Tuesday April 16th, 2024
6:30pm-7:15pm EST
This session will serve to identify some of the myths about working with bilingual students and identifying some important considerations when a learning disability is suspected. Various considerations for the use of different assessments will be explored as well as how to work with families of bilingual students.
Session Objectives:
- Identify controversies revolving around bilingualism.
- Describe important factors when considering suspicion of a learning disability.
- Discuss considerations regarding assessments utilized to evaluate students and identify alternate options.
- Discuss CLD considerations in communicating with families regarding special education and/or mental health needs.
- Access to specific resources for CLD/immigrant/undocumented youth and families.
Bio
Dr. Trindade is a bilingual school psychologist who worked in the public-school setting for 10 years prior to joining Kean University as the Associate Director of Clinical Training and Lecturer in the Department of Advanced Studies in Psychology. In addition, she recently started a postdoctoral per diem position at Children’s Specialized Hospital. Dr. Trindade has been an active member of the New Jersey Association of School Psychologists since the beginning of her career, serving as Regional Delegate, President-Elect, and President. She has also remained engaged in the Government and Professional Relations Committee, with a focus on promoting research-based methods to identify specific learning disabilities in legislation. Dr. Trindade views research as an invaluable agent of change at the systemic level. Advocacy, policy and legislation, equitable assessment, classification methods for specific learning disabilities, reading intervention, parent training, and crisis management are primary areas of expertise
https://us02web.zoom.us/j/87041431666?pwd=WC9va1IzckNJTzE4RGlTN3ZVbmE5Zz09