Cognitive-Behavioral Therapy in School Settings

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

1. Understand the nuts and bolts of CBT
2. 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. 

CBT Workshop Powerpoint

Zoom Presentation Link

Childhood Adversity and Resilience: Understanding the Latinx Childhood Experience of Today

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

1. Understand what ACESs are and how they relate to race, ethnicity, and SES
2. Be able to identify cultural norms and protective factors in Latinx children
3. 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.

Latinx Childhood Presentation

Zoom Presentation Link

How Can We Help This Kid

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

1. To understand the make up of and factors affecting at-risk students
2. Be able to identify strategies to reduce expulsions, suspensions, and substance misuse
3. 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"

Zoom Presentation Link - passcode 9k#fEygp

 

Understanding and Supporting Transgender and Gender Diverse Students

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

1. To enhance participants’ awareness of gender identity and gender diversity matters in schools from multiple perspectives
2. 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
3. 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.

Presentation Power Point

Zoom Presentation Link

Solution Focused Counseling in Schools

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

1. Explain what solution-focused counseling is and how it works
2. Be able to identify student goals, strengths, and resources quickly and efficiently
3. 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.

Power Point #1

Additional Materials

Zoom Presentation Link - passcode=6$da.K*U

Bullying Prevention and Intervention:

Realistic Strategies for School Personnel

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

1. Be able to recognize the complexity of bullying behaviors using a social-ecological framework
2. Understand the scope and consequences of bullying across the years
3. 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

Zoom Presentation Link

Understanding and Using PSW and the Simple View of Reading Frameworks

to Foster Collaboration in the Identification of Dyslexia, SLI, & SLD

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

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.

SLD Powerpoint #1

Zoom Presentation Link - passcode: E9iZuu^V

Understanding and Using PSW and the Simple View of Reading Frameworks

to Foster Collaboration in the Identification of Dyslexia, SLI, & SLD

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

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.

SLD Powerpoint #2

Zoom Presentation Link - passcode:  cP7=z=Cy

Social Justice Is About Privilege, Implicit Bias, and Intersectionality

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

1. Explain how privilege, implicit bias, and intersectionality are related to social justice and achieving equitable outcomes for children.
2. Explain the negative effects of implicit bias on children in educational settings.
3. 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.   

Social Justice Power Point

Zoom Presentation Link - Passcode: %3A%203.&dsugK

“Young Man, You Get Out of Here” Historical Perspectives on School

Discipline Policies

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

1. 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.
2. 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.

Discipline Policies Power Point

Zoom Presentation Link - Passcode%3A%20xj3R%24s66

Reducing Suicidal and Violent Behavior

(part one)

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

1. Understand different mental health conditions and causes of suicidal ideation related to violent behavior
2. Understand the school's role in screening, assessment, prevention, and intervention
3. 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.

Zoom Presentation - passcode: 6hwBb%2c

Presentation Powerpoint

Compassion Care: Moving Beyond Student-Focused Care

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

1. Understand what self-care is and how to develop an effective plan
2. 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.

Presentation Powerpoint

Zoom Presentation 

(download and view with media player)

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

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:

• Identify the key benefits of journaling, its different forms, barriers, and how to obtain buy-in 

• Understand multiple journaling styles with their strengths and weaknesses

• 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.

Journaling 102.pdf

10 Affirmations  (need a media player to view)

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Working with Parents and Caregivers in Schools

with Linda Raffaele-Mendes

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:

• Become familiar with the idea of whole school mental health initiatives 

• Gain familiarity data gathering at the different tiers and the impact of cultural differences

• 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

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:

• Understand the fundamental elements of a trauma-informed approach 

• Understand what the school psychologist’s role in developing a student’s SEL character across the tiers 

• 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).

Presentation Link (part one)

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