At the June Governing Board meeting in Peoria, Dr. Richard Harley passed the gavel to me and I officially became President of the Illinois School Psychologists Association. I consider it a great honor to have been selected by my peers to lead this organization. First and foremost, I need

to recognize several of our leaders. I want to thank Dr. Harley for his great year of leadership and look forward to continuing to collaborate with him as he continues to serve ISPA as Past President. I also look forward to working with our new President-Elect, Jen Schultz, as she injects additional energy and new ideas into our leadership. Additionally, Dr. Kathy Loomos-Ostry has just completed her three-year presidential commitment. As an organization, ISPA has made great strides under her leadership.

In the upcoming year, I look forward to a variety of developments within ISPA. The most visible of these is that ISPA is set to launch a new, much more user-friendly website in mid-July to early August. Our Technology Co-Chairs, Mike Grenda and Kurt Wagner, have been working tirelessly in this endeavor. The new website should be much easier to navigate and find available information. In addition, the new website will allow us to easily add additional resources and links as new trends develop within the field.

While ISPA has always had a strong Governmental Affairs Committee, we are continuing to increase its focus and strength. Co-Chairs Don Sibley and Shanna Davis have worked tirelessly with our lobbyist, Dick Lockhart, as we saw an unprecedented number of bills being presented to the Illinois House and Senate that would potentially make changes to the school code. Several of these bills are not considered to be in the best interests of children or school psychologists. ISPA members have undoubtedly seen many “Legislative Alert” emails asking you to contact your State Representatives. As school psychologists, we all advocate tirelessly for the children we serve. However, it appears that many of us do not advocate for our own profession, which will impact the role we play as well as our own employment. In my 15 years in the field, this is the first year in which I know several high quality school psychologists who have had their positions cut and are still looking for work as the school year is starting. Therefore, ISPA will continue to work on ways to make members more aware of issues that are arising as well as attempting to mobilize a greater percentage of our membership to advocate for our profession. In the near future, we will be sending a brief survey to members to gather data about how many of our members become involved in contacting their representatives and how we can provide additional support and guidance for ISPA members to advocate with local and national legislators.

As we move forward this year, my Convention theme is “Broader Vision, Greater Clarity.” We have seen

Presidential PerspectiveJim Wilczynski, ISPA President

:: Presidential Perspective

:: Editor’s Note: Like and Respect

:: Book Review: Demystifying the School Psychology Internship

:: F.A.A.C.E. IT: The Psyche of the At-Risk Student

:: Enhancing School-Based Support Groups

:: A School Psychologist in Paradise: Part 2

:: 15th Annual Intern Supervision Workshop Illinois State University

:: Psych-Outs: His AIM is True

:: The School Neuropsychologist: Grand Rounds and The Neurodevelopmental Model of Evaluation and Service

:: Region 11 Gang Prevention and Intervention Workshop

:: Reading Past the Bad News

:: Bilingual/Bicultural Workgroup: Inspiration Cafe

:: Dates to Remember

Vol. 35 No. 1 :: August 2013

continued on page 3

Jim Wilczynski, ISPA President2013 – 2014

Dear Members,

I hope that everyone has had some time to relax, recharge, and connect more intimately with what is important in life.

About this time last year, I was attempting to cull material for last August’s issue and came across a well-regarded list of tips for early career school psychologists on the NASP Early Career Community board. I was just about ready to ask permission to reprint it when I came to one item that I just couldn’t quite get past: the brief adage “It’s more important to be respected than to be liked.”

It’s certainly a popular maxim, having heard it drummed into my head in grad school and by both practicum and internship supervisors. And I understand ostensibly what it’s trying to communicate. But I find it overly reductive to the point of being … well, wrong.

It goes without saying that the top priority as a working school psychologist, just as it is in any profession, is to get the job done. But I think being respected and being liked go hand in hand to the point where it’s nearly impossible to have one without the other.

As both an early career school psychologist and a more experienced psychologist, getting the job done well is the easiest and quickest way to be liked. Being “Good Time Charlie” or “Charlotte” at happy hour or actively ducking differences of professional opinion and/or not advocating for what you think is the best course of action only creates a superficial “tolerance” of you. If someone can’t pull his or her weight professionally, from a knowledge base standpoint, an execution standpoint, or both, can you really genuinely like someone in a gestalt sense if you don’t like working with him/her?

At the same time, having a fabulous knowledge base, strong analytical skills, and a tremendous work ethic may get the job done well to an extent, but the overall effect is

continued on page 3

Official Publication of theIllinois School Psychologists AssociationSchool Psychology in Illinois (SPII) is published quarterly for the ben-efit of ISPA members. Views expressed in the newsletter do not necessarily reflect the position of ISPA’s Governing Board. Letters, comments and articles are welcome and should be submitted to the Editor. Material will be reviewed by the Editor for its appropriate-ness for inclusion in the newsletter. No unsigned material will be published. Material submitted for publication may be edited to con-form to space and format limitations and to improve clarity without permission of authors. Expressions of opinion may be edited only with the author’s consent. Editors of state school psychology asso-ciation newsletters and editors of NASP publications are authorized to reproduce uncopyrighted articles in SPII, provided that the author and SPII are credited. Editors are expected to note for their readers any modifications of reprinted SPII articles.

Editor: Tristan Harter, NCSPISPANewsletter@gmail.com

Editor Emerita: Breeda McGrath

Past Editors:Christy Budt Jeanette Quirk Charles Saltzman Mark Swerdlik

Contributors:Shawn Jamehdor Brian Lazzaro Charles Saltzman Dennis Simon Bill Turton Kurt Wagner

Art Director:Michelle Hansen, shellers02@gmail.com

Printer:Marcus Press, marcuspress@mac.com

Deadlines for receipt of material by the Editor• February 10 • April 30 • July 10 • November 10

Submissions:Please submit articles and advertisements as email attachments in Word or PDF format to the editor at: ISPANewsletter@gmail.comISPA Website: www.ilispa.org

3

Presidential Perspectivecontinued from page 1

many changes in education in the last decade for school psychologists as well as changes in our roles. I hope we can carry this theme with us throughout the year in an effort to continue to clarify and define our roles and continue to market ourselves as leaders and innovators within our schools. We have a strong lineup of nationally recognized speakers for our Fall Conference, which will be in Schaumburg October 3-4. Information will be coming out soon. I look forward to seeing many of you at the Conference. For now, though, let us all enjoy some time to relax and recharge our batteries and hopefully live by Zac Brown’s words in that your only worry in the world is whether the tide is going to reach your chair. I will do my best to lead by example in this regard. Happy summer to all.

Photo courtesy Richard Harley

2012-2013 ISPA President Richard Harley officially passes the gavel to incoming President Jim Wilczynski at the June 29 Governing Board Meeting.

Photo courtesy Ellen Weinstein

Fomer Region 9 Director and Veteran Governing Board member Gary Tolman and ISPA Treasurer Ellen Weinstein attended the NASP Public Policy Institute in Washington, DC in July to gain information to inform professional advocacy.

muted, undermined, and even hindered, if one does not treat his or her colleagues with respect and a general sense of basic humanity. Some of the sharpest professionals can sometimes be egotistical, bossy, disrespectful, and leave you more than a bit cold. When dealing with such people, it may be easy to respect their knowledge, but their demeanors make it exceedingly difficult to respect them in a global sense. Additionally, in a profession dealing with the best interests of people, can one truly trust the judgment of one that struggles to deal with the people in his/her community?

In a professional learning committee, we are theoretically all experts in our particular fields. I don’t know more about teaching than a teacher, more about social work than a social worker, more about administration than a principal or assistant principal, and more about student health services than a nurse, just to name a few. And hopefully, they don’t know more about school psychology than I do. Additionally, as professionals we all have a particular work agenda and sometimes those intersect and/or collide, such as a psychologist’s evaluation with a teacher’s test preparation that day in class. When these are given equal weight by two professionals viewing each other as equals, it’s time to use those people skills and compromise. Disagreements will happen, be they in IEP meetings, in consultation, in direct orders, you name it. But when one can respectfully disagree with colleagues and parents rather than attempt to steamroll them, everything stays professional. Believe it or not, it’s generally easier to work well with your colleagues than to not. I’m often asked why I frequently smile at work and will often say, “It’s a great day to be working with students,” but my other answer is that frowning uses more muscles and gives me a headache.

Admittedly, as I am fond of saying both in and out of these pages, one cannot actually make anyone do anything. You do the best you can and whether people like and respect you is really up to them. But one need not choose between being liked and respected because they’re a package deal. Sometimes you really can have it all.

Thanks for all you do,Tristan

PS: It is worth noting that this year’s list of early career advice, compiled from solicited Facebook feedback from professionals and posted too late to be included in this issue, is fabulous. Check it out!

Editor’s Notecontinued from page 2

4

Book ReviewDemystifying the School Psychology Internship: A Dynamic Guide for Interns and Supervisors.Daniel S. Newman, Routledge, New York and London (2013)Reviewed by Brenda J. Huber, PhD, ABPP, Illinois School Psychology Internship Consortium

Having spent ten-plus years developing and coordinating an APA-accredited internship consortium for School Psychology doctoral students, I was eager to get my hands on a copy of Danny Newman’s book, Demystifying the School Psychology Internship: A Dynamic Guide for Interns and Supervisors, published this past January. Fortunately, the paperback copy was only $50.

I was enthused about this book’s publication for several reasons. First, it is a book specifically devoted to the internship process for School Psychology; so often, because School Psychology interns represent a small fraction of students completing Psychology training as well as students completing training in schools, we must borrow from other disciplines. Second, I admired the author’s intention to provide a resource appropriate for two distinct audiences, both internship supervisors and their interns. And third, I believe there really has been a need for a guidebook to address the complex interaction of variables that comprises what is often the most pivotal experience shaping the subsequent role, function, identity and practice of early career school psychologists.

At present, the diversity of experiences of supervisors and interns mutually committed to a year of internship training is matched only by the number of pairs. This publication goes a long way toward creating a mutual set of expectations. Its presentation is developmental, such that the early chapters would be most relevant to the reader beginning or having just secured an internship position, while the latter chapters prepare the reader for exiting the experience and pursuing employment. For example, the introduction gives both an overview of both the book as well as the internship experience. Some of the information involves requirements and policies that arguably may be more germane to the role of the supervisor than the intern. However, the author creates a shared understanding of the expectations that professional organizations and regulating bodies have for this culminating experience.

Interspersed throughout are tables that pull together a visual representation of details articulated in the narrative; many of these will likely find their way into handouts for intern orientation all across

the country. In fact, about a quarter into the book, I thought to myself, “I can’t imagine being the university instructor for internship without requiring this text for the course.” Much of what the reader will find in the book is integrated into the cumulative, sequential curriculum one can expect in an accredited doctoral internship program; however, if I were a special education director or coordinator of school psychology services in a district or cooperative independently taking on specialist interns, I would make this book available to all supervising psychologists. In fact, for a first-time supervisor, I think the text could be a critical factor in predicting a successful experience for both supervisor and supervisee. One of its strengths is that the content is punctuated by vignettes of real-life experiences of Dr. Newman and his trainees. These examples scaffold the reader from a simple understanding of concepts to the possibility of recognizing and applying them in the training setting. In addition, the reader will find many practical and concrete suggestions in the chapters as well as an appendix full of tools some of which are also available in electronic format on the companion EResources website.

After illustrating big ideas for internship planning and strategies for smooth entry into the internship site, the author moves into the core of the book which encourages a number of ways for interns and supervisors to be proactive as they focus on developing breadth, depth, and professional competence, all the while acknowledging and managing the personal and emotional nature of training in a helping field. Although the book contains a well-written chapter on the nuts-and-bolts of supervision, it should not be mistaken for a book on supervision. Similar to the other chapters, the author is comprehensive and thorough in his references to the relevant existing

continued on page 5

5

Help Kids Change Their Own BehaviorThe MotivAider® is an ingeniously simple electronic device that was designedfrom scratch to help people of all ages change their own behavior and habits.

Invented by a clinical psychologist, the MotivAider works privately andautomatically. It uses a self-repeating signal - a silent pulsing vibration - tokeep its user’s attention focused on making virtually any desired change inbehavior.

A remarkably versatile and cost-effective tool, the MotivAider has beenused in schools for over twenty years. It’s helped children make an extremelywide range of behavior changes that include improving attention, reducingaggression, increasing socialization, improving speech, eliminating troublesomehabits like thumb-sucking and teeth-grinding, and preventing bowel and bladderaccidents.

The MotivAider also helps teachers and parents be more effective.It can automatically and privately prompt adults to monitor a particular aspectof a child’s behavior and/or to consistently respond in a specific constructive way.________________________________________________________________

Learn more at http://HelpKidsChange.com________________________________________________________________

Behavioral Dynamics, Inc.P.O. Box 66Thief River Falls, MN 56701Phone: 1-800-356-1506Fax: 651-967-0021Email: info@habitchange.com

Sends signals at regularor random intervals

Adjustable signalstrength and duration

Proven effectiveness 3 year warranty Free lifetime support

literature, and the reader who is interested can follow the path of citations to the wider “how to” world of supervision.

The last part of the book is actually a book within a book. It deals with the often overlooked fact that, while the internship training year is typically the last year of graduate training and expected to be the focus of one’s time and energy, running parallel, is a year-long “job hunt.” Even while the interns are becoming acquainted with the school district’s culture and systems, they are simultaneously preoccupied with their impending departure. By including this section in a guidebook for internship, the author brings this pursuit out of the shadows and acknowledges it as a part of the capstone experience. The author lays out a timeline and provides sample curriculum vitae, cover letters, and so on. My favorite resource in this section was

Book Reviewcontinued from page 4

quasi-interactive practice clips available on the companion website containing digital interviewers engaging the student in commonly asked questions. While one might conclude that this chapter is primarily intended for the intern, there are pointers for writing letters of reference and an example letter that could well be extremely helpful for supervisors new to this task.

In the preface, Dr. Newman articulates the two purposes of the text. The first is to “provide interns and supervisors with things they can do (i.e., actions) to promote a high quality internship experience.” The second is to “demystify what tends to be a mysterious and often anxiety-providing process for school psychology students.” I would add that the book does the same for supervisors. Simply put, the author accomplished what he set out to do, and, in so doing, has made an important contribution to the field.

6

F.A.A.C.E. IT: The Psyche of the At-Risk StudentBy Angela Taylor, RTI Counselor, Homewood Flossmoor High SchoolTrying to understand the at-risk student can be perplexing both to parents who are trying to connect with their child and to educators who are trying to discern the most appropriate way to motivate the child. I consult with parents and teachers who often ask me, “How do I help this child?” In trying to come up with an answer to this broad question, I discovered that the best way to genuinely help a person is to get to understand the psychology behind their actions. So, in my attempt to prescribe interventions and to support students, parents, and teachers, I unconsciously began using naturalistic observation as a tool to gain a deeper awareness about who each student is as a unique being. In essence, I carefully observed the words, actions, body language, and social interactions of students. The outcome of this process was the psyche of the at-risk student, the ability to examine who the at-risk student is from the inside out to determine her or his F.A.A.C.E.

WHO AM I?

Firsts1. You may not notice me the first day of school, but within the first month of school you will definitely know more about who I am.

• At-risk students often try to blend in with their peers, but because of their undeveloped social/ emotional functioning and difficulties with transitions and adjustments to academic demands, they are not able to go unnoticed.

2. First impressions are everything to me.• At-risk students often decide within the first 5 minutes of meeting someone whether or not they like a person. Their judgments are emotional-based rather than fact-based (i.e., “I do not like Ms. Taylor because of the way she looked at me” compared to “I do not like Ms. Taylor because she was late for our appointment”).

Actions3. When it comes to getting things done, I do not exhibit a sense of urgency. In fact, I avoid most homework assignments, especially those that appear overwhelming and challenging.

• At-risk students often struggle to meet deadlines because of their lack of planning and organization. Students do not realize that due dates are closer than they appear.

4. You may see me as an attention seeking student . . . or maybe not.

• The attention seeking students and withdrawn/isolated students both make their presence known, but in very distinct ways. Attention seeking students and withdrawn/isolated students both overtly show the teacher who they are by their extreme ways of communicating. Meaning, attention seeking students have a strong desire for the teacher to know who they are upon their entrance into the room, whereas withdrawn/isolated students have a strong desire to make themselves invisible amongst a group.

5. When I do not understand content in your class, I do not ask questions.

• Most of the time due to embarrassment. So my misbehavior is a deflection. I would rather you correct/focus on/redirect my misbehavior rather than my incompetence. In essence, I don’t want my peers to know that I don’t understand the content.

Affect6. I do not like school.

• At-risk students often do not favor school, because of their experiences (i.e., experiences related to their inability to personably connect with some adults and a low rate of success).

• At-risk students rarely experience success in the school, so the peak of their school day is socializing with friends, while the pit of their school day is . . . everything else.

7. I am reactive (not proactive) about improving my grades and academic performance.

• At-risk students often wait until they fail, and then they try to do something about it. Their reaction is to try to cram and get everything done. This tactic can cause students to become overwhelmed and ultimately continue the same snowball effect of missing assignment completion.

continued on page 7

7

8. You may not realize it (and I know my actions do not show it), but I really do care about my grades and my academic success.

• At-risk students usually have a strong desire to be successful. The problem is that they have not had enough success in school to make it a routine occurrence. At-risk students have become accustomed to hearing criticism instead of praise, so adults may sometimes assume that because they do not like school that they do not care about their success or their future. In some cases, students become resistant to showing us (adults) that they care because they may hold resentment about their encounters with the school system.

Common sense9. Can someone please tell me why I need to know this (i.e., quadratic equations, pH substance, etc.)? What does that have to do with working as a clerk at a grocery store or playing professional sports? According to Usher & Kober (2012), students have to see the value in completing the task. Oftentimes, they are trying to determine if the task is worth the effort and the relevance that the educational task will have on their everyday life.

• Essentially, at-risk students want to know the bottom line. They are not interested in process, therefore the more educators can make information applicable to them, the better students will respond.

Encouragement10. What do I want from you?

• At-risk students want to be encouraged. Educators should try to boost students’ motivation to improve. When at-risk students give you a little ... that means a LOT! • Advocacy when I am not sure how to speak up or ask questions for myself. At-risk students often assume that they are going to be told “no” and have gotten used to not speaking up for themselves (i.e., thinking that an assignment was graded incorrectly, but not being confident enough to bring it to a teacher’s attention). Educators should empower students on appropriate ways to be advocates.

ReferencesUsher, A. & Kober, N. (2012). Summary Paper - Student motivation:

An overlooked piece of school reform. Washington, DC: Center on Education Policy.

F.A.A.C.E. ITcontinued from page 6

For many years, a key role of school psychologists has been the provision of group counseling services to students. This intervention format has targeted students across the full continuum of service needs, ranging from students in the general population facing specific issues such as parental divorce, significant losses, test anxiety, or anger management, to dedicated IEP minutes for therapeutic services for students with social/emotional/behavioral issues served in special education.

Advantages and Challenges for Group Work in Schools

Several key advantages of group intervention formats contribute to their utility and popularity. Group work enables school psychologists to intervene with many students in a limited amount of time. Support groups present an opportunity for developing peer supports for those who may feel isolated in addressing their concerns. Successful groups can de-stigmatize psychological services because students understand that they are not alone in facing problems or stressors. Group formats are optimal settings for learning social and coping skills. Participants receive positive modeling from peers who may exhibit some skills they are striving to attain. Practicing interpersonal skills with peers in a structured group approximates the demands of classroom and other social settings. Rather than attempting to practice skills in an isolated office with a single adult, the group format moves the student closer to “point of performance” training which has been demonstrated to be the most effective method for generalization of social skills training (Pelham & Fabiano, 2008). Finally, groups can be designed to provide specific sequential curricula for social, coping, and problem-solving training and target specific therapeutic agendas.

Despite these many advantages, challenges often remain for the effective deployment of group counseling services in schools. The crunch of too many students requiring therapeutic services and too few psychologists available to deliver them sometimes leads

Enhancing School-Based Support Groups: Applications of Evidence-Based TreatmentsBy Dennis J. Simon, Ph.D., Contributing Editor

continued on page 8

8

to students being assigned to groups primarily as a tool for “meeting therapeutic service IEP minutes” requirements or, in the case of Tier 1 and 2 students, as a non-specific intervention that merely denotes that the school is vaguely attempting early intervention. If not properly designed and monitored, group participation may not address specific student needs or IEP goals in an effective way that can be evaluated for substantive progress. Poorly focused, open-ended support groups are unlikely to lead to student improvement in specific social, coping, and problem-solving skills that are the central focus of concern. Lacking focus, this style of group is less likely to achieve measurable outcomes; and too often, non-specific programming leads to the complaints from parents or teachers that this child has been in groups for years with limited progress or worse, appears to be negatively influenced by spending time with other troubled peers.

Focused Goals and Structured Curriculum Linked to Evidence-Based Interventions

To avoid these pitfalls, groups can be designed with specific structured formats and focused goals, utilizing methods and strategies with empirical support for their efficacy. In addition to group goals, individual student-specific goals are articulated with clear measurable targeted outcomes delineated. The therapeutic intervention literature informs practitioners that differential intervention protocols are required to remediate different social, emotional, or behavioral symptoms (Kendall, 2012; Weisz & Kazdin, 2010). This suggests that there can be clear benefits for organizing support groups around specific themes, i.e., depression management, and employing evidence-based intervention (EBI) strategies designed to treat specific psychological problems.

Contemporary EBI literature is largely centered on the application of cognitive behavioral therapy (CBT) and systemic interventions, i.e., empirically supported family therapy protocols that combine cognitive and behavioral strategies with structural family therapy interventions (Kendall, 2012). The psychoeducational foundations of CBT make it a good fit for applications in the school setting (Simon, 2010). If circumstances or logistics do not permit organizing groups to address specific symptom patterns, then general problem-solving and social and coping skills training curriculum within a CBT methodology can provide the general intervention framework and then be supplemented by individual work with students that focuses their group participation based on individual needs. For example, if a student is being treated for social anxiety, the individual therapy work can practice appropriate ways of responding to other group members’ self-disclosures and prepare him or her for a specific self-disclosure appropriate to the next group session’s agenda. In many cases, individual work focused on appropriate group participation does not have to require a full session. If the individual psychologist is not the group leader, the target individualized goal should

be shared with the group leader who will look for opportunities to prompt and support the student’s goal-directed participation and report back to the individual therapist. This collaboration maintains the focus on group participation and enables individual goals to be addressed within the framework of a generalized social, coping, and problem-solving training group.

Students with social, emotional, and behavioral IEP goals that are in part being addressed through group interventions frequently present with multiple problem areas to be addressed. In general, the more severe the manifestation of psychological issues that interfere with educational process, the more likely the child will present with complex co-morbidities requiring specific treatment interventions (Mash & Barkley, 2010). In these cases, the student might be assigned to a group that targets the highest priority symptom in need of remediation, e.g., primary assignment to an anger management group for a child whose temper outbursts repeatedly lead to consideration of exclusionary disciplinary responses. Alternatively, special education programs can organize groups around a specific empirically supported model of social, coping, and problem-solving skills training and utilize individual sessions either in the group focused methodology noted above or to address more complex issues that require individualization beyond the scope of a group format. Choosing a specific CBT framework for group training within special education makes it possible for classroom teachers to post “skills of the week,” support group goals in the context of classroom literature or other curriculum subjects, and prompt utilization of the skills taught in this week’s group. All of these strategies can dramatically boost generalization of skills by integrating social, coping, and problem-solving skills into the fabric of the curriculum.

Empirically Supported Programs and Resources

An exhaustive review of EBI group formats appropriate to educational settings is beyond the scope of this piece. However, examples of empirically supported programs either specifically designed for applications within schools or easily utilized within the schools illustrate that EBI protocols are readily available to address common problems encountered in schools.

Several anger management programs have documented efficacy. These include: Larson and Lochman’s Anger Coping Program and Think First (Larson & Lochman, 2012; Larson, 2005); Nelson III and Finch’s Keeping Your Cool (2008); and Glick and Gibbs’ (2012) revisions of Arnold Goldstein’s original Aggression Replacement Training program. The clinical foundations of these programs are consistent with CBT formulations relying upon social-cognitive processing theory, structured learning methods, and systematic coping skills training formats.

School-Based Support Groupscontinued from page 7

continued on page 9

9

Specifically targeting early intervention for conduct and oppositional disorders, Webster-Stratton and her colleagues present over two decades of research support for the Incredible Years series of programs (Webster-Stratton & Reid, 2010). This multi-faceted intervention approach has modules for parents, teachers, and children. Greene and Ablon (2006) developed a collaborative problem-solving program that can be delivered in either individual or group formats. Shure’s (2007) I Can Problem Solve utilizes an interpersonal cognitive problem-solving paradigm for teaching problem-solving skills essential to adaptive behavioral and emotional management. Many students with conduct issues can benefit from structured social and coping skills training programs such as the popular Skillstreaming Series (McGinnis 2012a; 2012b).

Stark and his colleagues developed a group-based depression management program, ACTION, specifically for implementation within a school context (Stark, Schnoebelen, Simpson, Hargrave, Molnar, & Glen (2007). It targets elementary and middle school children. Mufson and her associates have developed group versions of their empirically supported Interpersonal Psychotherapy for Depressed Adolescents (IPT-A) program (Muson, Dorta, Moreau, & Weissman, 2004). The Adolescent Coping with Depression Course is another group intervention program targeting high school students (Clarke, Lewinsohn, & Hops, 1990).

Kendall and Hedkte’s (2006) Coping Cat program has received extensive research support for the effective remediation of anxiety in children. While originally designed for individual work, its core CBT strategies and techniques can be adapted to group formats. Chorpita’s (2007) Modular Cognitive-Behavioral Therapy provides a wide array of anxiety reduction strategies that can be helpful to children with diverse anxiety symptoms and thus can be integrated into group work. Specific exposure treatments do need to be individualized for each child. While this aspect of clinical work will be conducted in individual sessions, the group can provide peer support to support each member’s efforts for change and to assist in sustaining motivation.

White (2011) has developed systematic social skills training programs targeting students with symptoms of autism spectrum disorders. The challenge in regards to this target population has been to generalize learning to naturalistic settings. Group-based social skills instruction within a school setting provides unique opportunities to support generalization and applications of target social and coping skills. Close collaboration between the psychologist and other educators means that skills can be prompted, practiced, and monitored throughout the school day across a variety of natural settings.

Outcome Monitoring

Outcome monitoring of the impact of group participation on individual student goals is essential to ensure group effectiveness and to guide mid-course intervention modifications. For students served in special education, the behavioral benchmarks in their IEPs should be measurable and specifically addressed by the combination of group and individual intervention activities. A variety of brief symptom-specific rating scales that can be completed by students, parents, and/or teachers can be utilized for pre- and post-intervention progress monitoring (Mash & Barkley, 2010). Behavioral markers that indicate improvements in coping skills can be identified at the outset of group interventions and monitored for improvement on a routine schedule, e.g., increased social and classroom participation, improved work completion, reduced office referrals, etc. Clearly operationalized behavioral markers that are routinely collected not alone streamline progress monitoring but ensure that goals for natural setting improvements remain in clear focus.

All educators engaged in the systematic instruction of social, coping, and problem-solving skills need to be mindful of the extensive array of intermediate steps necessary to achieve behavioral change. Failure to monitor these intermediate steps can lead to unrealistic expectations and unnecessary discouragement by students, parents, and educators. Just as phonics is a precursor to reading passage comprehension and arithmetic to multiplication, it is important to conceptualize and monitor the sub-skills in psychoeducational skills training. Skill acquisition can be broken down into many small units of instruction and mastery. The developmental process of the acquisition of social and coping skills can be demonstrated in the following sequence:• Understand skill cognitively, knowing its components and circumstances for application. o Identify skill use in social stories and literature. o Demonstrate cognitive understanding through completion of written workbooks or similar assignments. • Demonstrate the skill within the structured learning group after modeling, then when prompted.• Target application of the skill in supervised natural school setting (classroom or peer settings) with direct adult support.• Initiate employment of the skill when it is prompted by a supervising adult.• Demonstrate natural and spontaneous utilization of the skill.

Qualitative survey data can provide important outcome information regarding progress that might be missed by targeted checklists as well as capturing subjective perceptions of participants and the key adults in their lives. In my experience, it is not uncommon for children to report significant impact from therapeutic interventions and relationships even when the therapist is frustrated with the slow pace of change or the presence of resistance to aspects of treatment.

School-Based Support Groupscontinued from page 8

continued on page 10

10

Transparent goals for group participation and activities ensure that groups are well-designed and specifically targeted. These targets direct the psychologist to examine the appropriate EBI to address student needs. Similar to other elements of the school’s curriculum, current group goals and targeted social, coping, and problem-solving skills can be routinely shared with parents and classroom teachers. This improves support for reinforcing the practice and generalization of skills in natural settings and garners increased adult support for student participation.

Summary

Group therapy interventions can be powerful, effective, and time-efficient strategies for assisting students of all ages with a variety of behavioral and emotional symptoms that impact their education. To ensure that these programs are being used effectively, it is necessary to structure them in line with empirically supported intervention protocols, closely monitor outcomes, and integrate individual and groups interventions as appropriate.

References

Chorpita, B. F. (2006). Modular cognitive-behavioral therapy for childhood anxiety disorders. New York: Guilford Press.

Clarke, G. N., Lewinsohn, P. M., & Hops, H. (1990). Instructor’s manual for the Adolescent Coping with Depression Course. Portland, OR: Kaiser Permanente Center for Health Research. (Available from www.kpchr.org/acwd/acwd.html)

Glick, B., & Gibbs, J. C. (2010). Aggression replacement training: A comprehensive intervention for aggressive youth (3rd ed.). Champaign, IL: Research Press.

Greene, R. W. & Ablon, J. S. (2006). Treating explosive kids: The collaborative problem-solving approach. New York: Guilford Press.

Kendall, P. C. (Ed.). (2012). Child and adolescent therapy: Cognitive-behavioral procedures (4th ed.). New York: Guilford Press.

Kendall, P. C., & Hedkte, K. A. (2006). The coping cat workbook (2nd ed.). Ardmore, PA: Workbook Publishing.

Larson, J. (2005). Think first: Addressing aggressive behavior in secondary schools. New York: Guilford Press.

Larson, J., & Lochman, J. E. (2010). Helping school children cope with anger: A cognitive- behavioral intervention (2nd ed.). New York: Guilford Press.

Mash, E. J., & Barkley, R. A. (Eds.). (2010). Assessment of childhood disorders (4th ed). New York: Guilford Press.

McGinnis, E. (2012a). Skillstreaming the adolescent: A guide for teaching

prosocial skills (3rd ed.). Champaign, IL: Research Press.

McGinnis, E. (2012b). Skillstreaming the elementary child: A guide for teaching prosocial skills (3rd ed.). Champaign, IL: Research Press.

Mufson, L., Dorta, K. P., Moreau, D., & Weissman, M. M. (2011). Interpersonal psychotherapy for depressed adolescents (2nd ed.). New York: Guilford Press.

Nelson III, W. M., & Finch, A. J. (2008). Keeping your cool: The anger management workbook (2nd ed.). Ardmore, PA: Workbook Publishing.

Pelham, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatment for Attention deficit/hyperactivity disorder: An update. Journal of Clinical Child and Adolescent Psychology, 37(1), 185-214.

Shure, M. B. (2007). I can problem solve: An interpersonal cognitive problem-solving program. Champaign, IL: Research Press.

Simon, D. J. (2010). Mental health work: An essential role for school psychologists. School Psychology in Illinois, 31(4), 15-17.

Stark, K. D., Schnoebelen, S., Simpson, J., Hargrave, J., Molnar, J., & Glen, R. (2007). Treating depressed youth: Therapist manual for ‘ACTION’. Ardmore, PA: Workbook Publishing.

Webster-Stratton, C., & Reid, M. J. (2010). Incredible years parents, teachers, and Children training series: A multifaceted treatment approach for young children. In J. R. Weisz, & A. E. Kazdin, (Eds.). (2010). Evidence-based psychotherapies for children and adolescents (2nd ed.) (pp. 194-210). New York: Guilford Press.

Weisz, J. R., & Kazdin, A. E. (Eds.). (2010). Evidence-based psychotherapies for children and adolescents (2nd ed.). New York: Guilford Press.

White, S. W. (2011). Social skills training for children with Asperger syndrome and high-functioning autism. New York: Guilford Press.

School-Based Support Groupscontinued from page 9

11

A School Psychologist in Paradise: Part 2By Peter Wolinsky, NCSPReprinted with permission from MASP Matters (Maine), Spring 2013.

Editor’s Note: MASP member Peter Wolinsky was Head of School at the Breakwater School in Portland (Maine) from 1989-2001. He worked as a school psychologist in the Gorham Public Schools for six years (2002-2008) before taking a job in Anguilla. He remained there two school years before returning to the States in the summer of 2010. He has been working in RSU 5 (Freeport area) since his return. This is the second of two installments about his adventure in the Caribbean. - Rachel Belanger, MASP Matters Editor

Year Two

Shortly after we arrived in Anguilla, the great recession hit the island like a tsunami. All major construction projects stopped, tourism slowed significantly, and for the first time in many years, Anguillans were not able to find work. Crime rates, especially robberies, increased. Funding for education programs was put on hold. At the start of my second and final year, I knew that I was spreading myself too thin. I had lost track of my early vow to take it slow, set reachable goals, and work within the skill set of the teachers and administrators. It had become quite clear that developing an IEP for a student with an apparent language-based learning disability was fruitless when there was no specialized curriculum available and no one trained to teach learning disabled students. I decided that for the second year I would focus on two areas of personal passion and Anguillan need: literacy and corporal punishment.

Literacy

The literacy rate on Anguilla had improved over the past 20 years. However, data from the government’s standardized testing indicated that the majority of sixth grade students were reading below grade level when compared with other Caribbean nations. These results had not changed over the past two years. While the Education officers acknowledged this problem, there was not a specific plan for improving the literacy skills of students, due in large part to the lack of resources. I also felt, based upon the testing I had done with students at various grade levels, that even those students who were at grade level were not reading fluently. Working closely with the Chief Education Officer and the Education Officer for Multi-Professional Support Systems, I received support to gather accurate data on the reading fluency rates of all the students in kindergarten through second grade.

I based my efforts on work that I had done in the Gorham public schools in 2004, under the supervision of Rachel Brown Chidsey. I trained a cadre of Anguillan teachers and assistant teachers to administer one-

minute oral reading probes to the students. I tabulated the data over a two-year period and presented a summary of the data to the CEO and the Permanent Secretary for Education. The results were troubling. The first and second grade students were not fluent readers. The average second grader was reading 57 words per minute with 6 errors. The only comparison numbers I could offer were from the United States, where the Read Naturally data indicated that the average second grader read 89 words per minute. I encouraged the primary school principals to use the data to identify the lowest performing students and offer them intensive reading instruction. It became clear that any effort to improve reading rates was going to require more trained teachers and more money.

Another aspect of my year two transition was a shift in the focus of my articles in the Anguillian, the “national” weekly newspaper. I had begun with “how-to” and informational articles on education and child development. I now became much more direct and editorial in my articles. I wrote specifically of the low literacy rate and its potential impact on the children and the economy, and included not only the data, but also direct steps that could be taken to improve children’s reading skills. I tried to raise this issue to a national discussion. Was I effective? In May 2010, the Education Department held an open forum to discuss issues in primary school education. The meeting was advertised on the radio and in the paper, and I wrote an article specifically encouraging parents to participate and share their concerns about literacy. The

Photo courtesy MASP Matters

continued on page 12

12

Eventually, the Education Bill was drafted authorizing corporal punishment, but a short clause was added that allowed the Minister of Education to abolish corporal punishment in the future. Ambiguous? In June, three weeks after the forum on primary school education and literacy drew just five participants, another public forum was held to discuss the Education Bill. Keep in mind that this bill was 140 pages long and covered every aspect of education in Anguilla. That evening, I estimated a crowd of 130 people squeezed into the auditorium, with plenty more standing in the hallway and who knows how many listening in on the radio. The only topic that the people came to discuss was the “potential” abolishment of corporal punishment in schools. I counted three people who spoke in favor of the bill. Most everyone else was irate that the Education department would even consider this possibility. Interestingly, the most ardent advocates of corporal punishment were the church leaders, and their voices were powerful in Anguilla.

Heading Home

It was a difficult decision whether to stay on in Anguilla or return to the States. It was clear that it would take many years before I would see many of my projects through to completion. I had to admit that I was feeling frustrated by the pace of change in spite of my resolution to be patient. It was a great strain to be away from my family for so much of the year, and it was becoming too much of a logistical problem to arrange time for my wife to make the trip. In addition, we were both dealing with elderly parents. These were among the many issues that led to our decision to return home after two years.

We are often asked if we would do it again. Absolutely! It was a life-altering experience. I personally learned more in those two years than I could ever have imagined. I experienced my first hurricane – a Category 3 storm named Omar. My landlord told me not to worry. Category 3 storms are so mild that “women walk in them.” We were in Anguilla when Obama won the presidency and the island erupted in celebration. We were there the next year to witness and compare the Anguillan election process, about which I could write another entire article; over 80 percent of the electorate went to the polls. We swam with sea turtles and learned how to quickly herd a family of goats out of the yard. I learned how much I love the four seasons. We experienced the great warmth of the Anguillan people, and I became addicted to barbecued ribs and Johnnycakes. We made new friends and came to understand the great challenges Anguilla faces in the 21st century.

continued on page 13

A School Psychologist in Paradise: Part 2continued from page 11meeting was also broadcast live on one of the national radio stations, and I can only hope some people tuned in, for only five parents showed up in person.

Corporal Punishment

Corporal punishment was a much more passionate topic for the people of Anguilla. It is a well-ingrained practice, a longstanding part of the culture. We saw children being “lashed” in stores, at the beach, and on their way to church. Spare the rod and spoil the child was a literal dictum. I wrote a number of articles in the paper about corporal punishment and tried to offer alternatives. It is fair to say that I did not have a receptive audience. Indeed, most Anguillans I spoke to felt that the increase in youth violence, drug use, and disrespect toward adults were directly related to parents who did not discipline (lash) their children enough. As I wrote to my friends at home, the chance of eliminating lashing on the island was “as likely as forming an Anguillan curling team.”

Corporal punishment was also allowed and frequently administered in school. The Education Bill contained a whole section on corporal punishment. I only saw it implemented on one occasion, but I do think school folks were careful to avoid lashing when I was present. I can tell you for certain that each principal had a belt stored within easy reach, and there were no Chapter 33 regulations in place. When I chaired the Committee on School Violence, I interviewed many high school students who were very articulate in sharing how demeaning it felt to be lashed in front of their peers. Was there a way to eliminate the practice in school? Was I being culturally naive?

I found an opportunity to address this issue when the Education Bill came up for reauthorization. The new bill included a number of revisions, but the section on corporal punishment was essentially the same. The practice was legal, but was only to be administered by principals or other designated school employees. At one of the bi-weekly Education Department meetings, we were asked to review the bill and offer input. No one mentioned the section on corporal punishment. Cultural sensitivity or not, I felt I needed to make a stand. It was clearly an area where the education officials were torn; most did not believe corporal punishment was an appropriate practice, and they didn’t want their own children lashed at school. They also knew that most Anguillans strongly believed in corporal punishment. I met with the British Governor to discuss the Education Bill. He said that if the revised Education Bill authorized corporal punishment, he would not sign it since it would violate the United Nations Conventions on the Rights of the Child. In particular, this treaty, which was signed by Britain, states that it is ‘the obligation of all States’ parties to move quickly to prohibit and eliminate all corporal punishment and all other cruel or degrading forms of punishment of children.”

13

A School Psychologist in Paradise: Part 2continued from page 12

Last year, an Anguillan returned from schooling in England to become the island’s Educational Psychologist. The Education Bill is still awaiting a final vote, held up in large part due to the controversy surrounding corporal punishment. The Education Department hired a literacy specialist whose role is to train teachers to improve and expand literacy instruction. The Anguillan economy is still struggling, but some new resort construction is being planned. I have heard that the crime rate among Anguillans has risen. The beaches are still the most gorgeous in the world. I sometimes question how much I actually do love the four seasons in New England when it is five degrees outside and I have to scrape the ice of my car windows, but for now I have to head out to whittle away at that backlog of evaluations. Photo courtesy MASP Matters

15th Annual Intern Supervision Workshop Illinois State University – Bone Student Center Scheduled for Friday, September 27, 2013By Ruth Kelly, Western Illinois UniversityThe Illinois School Psychologists Association, in conjunction with the Directors of University School Psychology Programs and Illinois State University Graduate Association of School Psychology, are proud to announce the 15th Annual Intern Supervision Workshop at Illinois State University from 9 am to 2:30 pm on September 27, 2013. The event this year will follow a format similar to previous events with a panel discussion to open the event for all participants followed by three breakout sessions in the morning and early afternoon. For this year’s event, the opening activity will be a panel composed of school psychologists and administrators who will discuss the “Future of School Psychology.” Professional practice issues that will be explored include: panelists’ current roles and how your training as a school psychologist prepared you for this position; how does your professional role match the NASP practice model; what advice do you have for school psychologists to shape their role in the schools; and what advice do you have for current interns to be self-advocates to better prepare them for the future. Current topics in schools that could be addressed include: what do school psychologists need to know about the Common Core standards; what can we do about schools’ tendency to separate social-emotional learning needs and academic progress; and more pragmatically, how can school psychologists in Illinois maximize ISBE’s growing focus on Adelman

and CASEL materials in the context of school reform? Audience members will also be asked to submit questions to the panel for a lively discussion. The breakout sessions will be topics of interest to interns, supervisors or both interns & supervisors. Some of the topics include: navigating the political waters of your school; getting certified and maintaining continuing education credits; promoting positive self-care; interviewing tips for interns; putting supervision together; developing leadership skills; understanding our role in implementing Common Core standards; and improving consultation skills. The Planning Committee for the event encourages all current supervisors or school psychologists interested in learning more about supervision to attend the event. The university training programs require all interns to attend as part of their internship responsibilities. Registration for the event is free, since ISPA generously provides financial support for the event. You are required to register by September 19, 2013 on the ISPA website. Registration will be available online this summer at the ISPA website. If you have any questions about the event, please contact Ruth Kelly at: rm-kelly1@wiu.edu.

14

Coming Soon!

A S S E S S M E N T S

Multi-Health Systems Inc. USA Tel: 1.800.456.3003 / CAN Tel: 1.800.268.6011 www.mhs.com • customerservice@mhs.com

15

Psych-OutsHis AIM is TrueBy Tristan Harter, SPII Editor

break rules on his own time, but not mine. (Lest I sound negligent, my standard protocol I tell students is that outside of harming themselves or others, which I will report, their choices are theirs. Just as long as they are prepared for the consequences). At the end of his final session, he requested a few extra mini-candies, which after putting an intellectually and emotionally complex and regularly disengaged student through the assessment ringer, seemed fair enough. So of course he tried to go next door and distribute them, without success. With a tip of the cap, I congratulated him on managing to put one over on me. And if you think I’m above pranking students that show they can take it, or at the very least giving epically deadpan reactions to some of their statements, think again.

Now I’m not at the forefront of middle school slang, nor should I be as a 30-something, outside of what I pick up from my students. But I am decently creative and can be prone to colorful language outside of the school environment, so for the following 24 hours, I racked my brain to figure out exactly what A.I.M. might stand for in an inappropriate context. Much like The Grinch, I puzzled and puzzled until my puzzler was sore. And needless to say I won’t print any of my conjectures, but none of them really stood out as catchy slang-worthy. Though to be fair, in adult slang, I will likely never understand the popularity of “Welp” to the point that it’s become a pet peeve. Apparently, people on the Internet really like dog birth?

So lo and behold, a few days later, I was happening by the hallway of the same class and found the same student asking his classmates about AIM and trading handles. After all that brain energy expended, he really was talking about AOL Instant Messenger after all; it was 100% above board.

3-plus years later, it’s served as a good reminder to not only continue to source what students tell me, but a little open-mindedness bordering on naiveté is still the way to go, at least until you get to know someone. When a student told me one of his favorite pastimes was listening to Mozart, he burst into laughter as I began to write it down, and asked, “Did you really believe that?” I responded, “I kinda have to. It wouldn’t have been my first choice, but I don’t know you well enough to make assumptions.” And do we ever really know anyone well enough to make assumptions? After all, sometimes a cigar is really just AOL Instant Messenger.

Before I tell a short story, that since I’m telling it will probably result in a long story, I’d like to again mention that although I’ve written the first two, “Psych-Outs” is not my column. I already have my own space in which to bloviate. So again, I highly encourage everyone to send in their own good-naturedly humorous professional tales. No lie, it’s the easiest thing to write by far.

This is another internship story from my time at The Skokie School in Winnetka, but it’s not one of those uniquely “Winnetka stories.” And fear not, I have more than enough tales from my other service learning, practicum, and professional sites if a lack of “Psych-Outs” submissions points me in that direction.

One day, sometime in the middle of the year, I was walking down the hall towards the teachers’ workroom, probably to check my email, since I didn’t have an Internet connection in my office, or maybe to get coffee, and I happened by a bunch of 6th graders working on group projects out in the hallway. As I passed, one particular 6th grade boy asked me, “Hey, do you have AIM?” I paused briefly and answered, “Yes, but I’m not allowed to tell you what it is.” (I probably haven’t used AOL Instant Messenger since my internship year, and I’m not a tech guy so I don’t know if people still use it at all. But at the time, I was truthful).

Now this was not a student I knew particularly well, but he was quite an interesting guy, about whom I had heard enough chatter to fill several notebooks. I had actually sat in on his MDC near the beginning of the year as a demo in how said meetings worked at that particular school before I had my first. The student was reported to demonstrate extensive emotional behavioral needs and had a 1:1 aide to keep him focused and calm most of the day (bless you, Winnetka resources; I miss you). He could definitely present as more “mature” than his peers, both physically and in his comments.

So with that in mind, I quickly figured he was playing a trick on me, an unknown quasi-staffer. It pretty much goes with the territory. By the law of averages, students “get me” once or twice a year. Most recently, last spring, a 7th grader had asked me in mid-session if he could distribute candy from my assessment reward stash to the in-school disciplinary room next door. I said we couldn’t. He replied, “Come on, Mr. Harter. Let’s break some rules.” I said that he was free to

16

continued on page 17

The School NeuropsychologistGrand Rounds and The Neurodevelopmental Model of Evaluation and ServiceBy William Turton, Psy.D., ABSNP, The Chicago School of Professional Psychology

artificial, but then I am just beginning to be exposed to the model and am trying to be open to a new way of looking at the CHC model.

The second new approach I am much more excited about, as it is being developed by Dr. Elaine Fletcher-Janzen with support from staff and students at TCS. The model is based on Lurian theory and is developmental in nature. It is being called “The Neurodevelopmental Model of Evaluation and Service.” It is a comprehensive model developed because of:

• Increase in medically complex cases due to shorter hospital stays, medical advances in TBI, cancer and other chronic illnesses; increases in survival rates of premature and low-birth weight children• Adoption of cognitive strengths & weaknesses model of learning disability determination reflecting Federal Law and “neurodevelopmental” origin of SLD• Regardless of method of evaluation or service, the focus is now on outcomes assessment…

The structure of the comprehensive evaluation includes: • History: Cultural, familial, medical and academic contexts • Assessment of: Sensory, attention and perceptual (Block 1); Integrative integrity of information processes (Block 2); and Executive control and output (Block 3)• Design and implementation of intervention• Design and implementation of outcome evaluation• Evaluation of Quality of Life

The areas of Cognitive Process Evaluation are:• Auditory processes• Visual processes• Motor/Kinesthetic processes• Language• Attention/Executive Functions• Memory• Social/Emotional

The areas of Cognitive Product Evaluation are:• Reading• Math

Since the last time I wrote this column, a number of exciting things have happened in the field of School Neuropsychology (SNP). The first cohort of future SNPs has completed their first year of doctoral training at The Chicago School (TCS). A year-long series of Grand Rounds – month-long series of discussions with field practioners – were held with school psychologists in Chicago’s south suburbs. These discussions involved exposure to many of the specialized tests and their use to evaluate potential process, academic, social, and behavior deficits with a slant toward understanding from a neuropsychological perspective. These workshops were well received by the practioners and will continue next year. With space considerations, other practioners are welcome to attend if prior arrangements are made by contacting me at: wturton@thechicagoschool.edu.

What we are finding is much frustration developing with RTI becoming the sole evaluation technique in many districts with the “why” and “how” being left out in favor of “what we have” interventions that will be used regardless of need. More and more frustration is being expressed on how RTI is becoming a “Watch Them Fail” approach as districts put in mandatory timelines that have to be met before new interventions can be implemented, even when it is obvious they are needed. Also, it appears that there are an increasing number of students being “housed” in programs where they are not making progress equal to students not receiving intervention and are not being assessed to find out why unless there is parent involvement pushing for formal assessment beyond CBMs and other district testing. As a result of the Grand Rounds, with the information gained from more in-depth diagnostics and understanding of brain function, the design of interventions becomes stronger. The emphasis in the Grand Rounds is on practicality.

Another exciting thing happening is that there are two major models of SNP assessment and intervention being developed and researched at this time. The existing model, as developed primarily by Dr. Dan Miller and used by the American Board of School Neuropsychologists (ABSNP), has been modified by Dr. Miller in his new edition of Essentials of School Neuropsychological Assessment (2013). In his adapted model, he is attempting to integrate the Luria model (1974) and the CHC model, as recently modified by Flanagan, Ortiz & Alfonzo (2013) in their new edition of Essentials of the Cross Battery Approach. I personally am having a hard time accepting this model as I have been trained in the Luria model, which I have used for the past 30 years. The Luria model is based solely on brain-behavior functioning. Dr. Miller is attempting to integrate the CHC model, which is based on statistical factor analysis, with brain functioning, which appears to me to be somewhat

17

• Written Expression • Social relationships

Each of the areas begins with consideration of Block 1 skills in each of the areas, as this is a neurodevelopmental model recognizing that skills develop normally in a progression of basic skills to more complex skills. We need to be aware of the basic processing building blocks and their progression from Block 1 (sensory, attention, perceptual) to Block 2 (integrative integrity of information processes) to Block 3 (executive control and output) in order to truly understand how a student is processing information and to delineate strengths and weaknesses. With this specific information about processing and its results, we are able to design more individualized interventions with the understanding that monitoring is required as well as continued consultation in many cases to insure outcomes both short-term and long-term. One exciting aspect of this model is its consideration of long-term outcomes looking at Quality of Life, which has been missing in “American Models of Education/Special Education.” This is a central aspect of the World Health Organization (WHO) Comprehensive Evaluation of Disability and should be integrated into our models of education. Another concern

is that if a student is not making the progress expected, that needed reassessment will occur as needed so we are not just “housing” students.

This model has been easily grasped by our Doctoral students and we have been pleasantly surprised to see how our 1st and 2nd year Ed.S. students are able to understand the basic concepts and use of the model. We are going to be looking for feedback from field supervisors of our students to see if the model is being practically used in the districts. There should be a number of workshops involving the model during this coming year. We will be using it in our monthly Grand Rounds more extensively than we did last year. Again, we will be looking for interest and feedback regarding our new model.

References

Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2013). Essentials of cross-battery approach (3rd ed.). Hoboken, NJ: John Wiley & Sons.

Luria, A. R. (1973). The working brain: An introduction to neuropsychology. New York: Basic Books.

Miller, D. C. (2013). Essentials of school neuropsychological assessment (2nd ed.). Hoboken, NJ: John Wiley & Sons.

The School Neuropsychologistcontinued from page 16

Region 11 Workshop on Gang Prevention and InterventionOn Saturday, June 8th, Region 11 Director Katherine Townsend hosted a community-based Gang Prevention and Intervention Workshop for school personnel. The workshop, located at the Bethune Library on Chicago’s West Side, featured five speakers – two school psychologists and three employees of CeaseFire Cicero, a community organization devoted to violence prevention.

Leading off the workshop, former Cicero Youth Task Force leader and Morton school psychologist Ross Pesce detailed his work creating and running a gang intervention program at Morton that partnered with community officers and resources in the Cicero and Berwyn communities. Next, Meghan Meyer, a current school psychologist at the Morton Freshman Center, discussed her efforts in getting the program restarted and the positive effects it has had on many of its participants. Finally, the CeaseFire Cicero workers, Pablo Galvez, Ana Barajas, and Espi Burgos, all former gang members, discussed their time spent in gangs, how they got out of gangs, and their current roles in the community. According to all the speakers, CeaseFire has a strong and well-respected presence. The audience appeared well-engaged and had several questions for the speakers at the end. As with all ISPA-sponsored activities, NASP-approved CPDUs were provided. – Tristan Harter

Photo courtesy Katherine Townsend

Ross Pesce describes the gang intervention program he started during his time at Morton.

See More Pictures on Page 18

18

Photo courtesy Tristan Harter

Current Morton Freshman Center school psychologist Meghan Meyer discusses her efforts to restart the gang intervention program.

Photo courtesy Katherine Townsend

CeaseFire Cicero’s Pablo Galvez describes his time in a gang and his current work to prevent violence.

Photo courtesy Katherine Townsend

CeaseFire Cicero’s Ana Barajas tells her story of gang membership and about how she counsels girls in Cicero.

Photo courtesy Katherine Townsend

CeaseFire Cicero’s Espi Burgos discusses his previous high status in a gang, how he walked away from it, and how he intervenes in community disputes.

Photo courtesy Katherine Townsend

Meghan Meyer, Ana Barajas, and Ross Pesce participate in the panel discussion, taking questions from the audience after the presentation.

Region 11 Workshop on Gang Prevention and Intervention

19

Reading Past the Bad NewsBy Charles Saltzman, Contributing Editor

‘tame’? It means to establish ties. If you want a friend, tame me.” * * * “If you tame me, then we shall need each other.” What must I do to have you tame me? asked the Little Prince. You must be very patient. * * * Sit a little closer to me every day.

The fox, on parting, gives the Little Prince a secret: “It is only with the heart that one can see rightly; what is essential is invisible to the eye” (pp. 66-70).

The cryptic message here may be that many of the world’s leaders have lost sight of what is truly important in life and that by being mindful of nature and of the younger generations, we may eventually find our way out of the mess we’re in.

I was about to send this brief piece to our Editor when I read on the New York Times Op-Ed page of May 20, 2013, a column by the conservative intellectual David Brooks. Brooks comments on a set of recent studies of language usage now made available by accessing the database through Google, which includes 5.2 million books published between 1500 and 2008.

One study showed that between 1960 and 2008, individualistic words and phrases increasingly overshadowed communal words and phrases. Another study found that general moral terms like “virtue,” “decency, and “conscience” were used less frequently during the 20th century. Words associated with moral excellence, like “honesty,” “patience” and “compassion” were used much less frequently. Usage of compassion words like “kindness” and “helpfulness” dropped by 56 percent.

Brooks attempts to link causally shifts in language usage to shifts in the social-cultural ethos of our nation, including that “these gradual shifts in language reflect tectonic shifts in culture. We write less about community bonds and obligations because they are less central to our lives.” I think Brooks has it right. Even if we don’t like things as they are, there is some consolation feeling that we are seeing them rightly.

References

Brooks, D. (2013, May 20). What our words tell us. The New York Times, p. A21.

De Saint-Exupery, A. (1943). The little prince. New York: Harcourt, Brace & World.

Education Week (2013, May 13). Webcomment of the week. P. 27.

Quindlen, A. (2013). Lots of candles, plenty of cake. New York: Random House Trade Paperbacks.

Some days are better than others when it comes to the character of the news. Sunday, May 12, 2013, was, however, a real downer. The New York Times’ front page bore the following headlines: “Review Ordered of 50 Brooklyn Murder Cases,” “GOP Delays on Nominees Raise Tensions,” and “Some Countries Lobby for More in Race for Visa.”

Also, in this edition one finds: “Three Arrested in Plot to Bomb Egyptian Cities and Embassies,” “Man Takes Hostages in Trenton,” “Car Bombers Kill Dozens in Center of Turkish Town Near the Syrian Border,” “Death Toll in Bangladesh Passes 1,100,” and “Paramedic Denies Role in Deadly Texas Blast.”

I recalled too that for months the Times had been reporting that the gridlocked United States Congress appears to be reluctant to devote itself to the nation’s important problems. Sad and shameful!

I set the paper aside and turned next to the recently arrived Education Week. The cover of the May 8th issue bore the headline, “Rift Over the Direction of Education Policy in U.S.” Other smaller headlines read: “Diversity at Issue in Teacher Selection,” and “Online Testing Suffers Setbacks in Multiple States.” The backpage Commentary piece was titled, “The Plight of the Teachers Union.” In the pages between the front and back covers, one found: “States Faulted on Pre-School Spending Levels,” “States On-Line Testing Prompt Common Core Concerns,” and “NAEP Economic Results Highlight Proficiency Gaps.” Briefer articles included: “Chicago Students Skip State Test in Protest” and “California Neglecting ELLS, ACLU Lawsuit Claims.” The Webcomment of the week came from a retired teacher who writes, “We all wish that the impoverished child with untreated asthma and 50 absences could succeed as much as the privileged child, but common sense and research tells us that this is not so” (p. 27).

It was a series of reminders of widespread mistrust, suffering and violence. Setting both publications aside, I turned to Anna Quindlen’s (2013) memoir for some wise and caring observations about her life and ours, a ray of sunshine shining on an otherwise dark landscape. Early in the book I found, “There comes that moment when we finally know what matters and, perhaps more important, what doesn’t, when we see that all the life lessons come not from what we had but from whom we loved and from the failures, perhaps, more than the successes” (p. 4).

Quindlen’s observations notwithstanding, I still needed more. Too few people seem to know what is truly important. I searched for and found a copy of The Little Prince (1943) by Antoine De Saint-Exupery, where I found again the following enchanting conversation between the fox and the Little Prince (pp. 66-70), which I excerpt briefly here. The Little Prince, you recall, is a traveler from a distant planet. The Little Prince asks the fox: “What does it mean

20

Bilingual/Bicultural WorkgroupBilingual/Bicultural Workgroup Volunteers at Inspiration Cafe Soup KitchenBy Lynae Maciel

On Thursday, June 20th, three members of the Bilingual/Bicultural Workgroup volunteered at Inspiration Café, a soup kitchen located at 4554 N. Broadway in the Uptown neighborhood of Chicago. Rosalinda Barragan (Workgroup Co-Chair), Veronica Magaña, and I paired with Emmanuel Congregants to prepare meals for an estimated 50-60 homeless people. We prepared hamburger and cheeseburger patties, oven-baked chicken, and chopped various vegetables. Rena Jimenez, a fellow workgroup member, donated and prepared a tray of Mexican-style rice. Individuals received restaurant-style meals and the dinner menu consisted of: baked chicken, hamburger/cheeseburger, mashed potatoes and gravy, Mexican-style rice, glazed carrots, mixed salad, and ice cream.

We worked together to prepare the food. Other volunteers and I took orders as Veronica and Rosalinda, with the help of the chefs, prepared the plates. We were able to offer meals to a very thankful group of Inspiration Cafe participants. Overall, it was a great experience and we look forward to volunteering in the near future.

Photo courtesy Rosalinda Barragan

Veronica Magaña, Rosalinda Barragan, and Lynae Maciel (left to right) work over a hot stove, literally, at Inspiration Café.

Photo courtesy Rosalinda Barragan

Veronica Magaña chops mushrooms as part of a meal that served between 50-60 homeless Chicago residents.

Photo courtesy Rosalinda Barragan

Lynae Maciel forms hamburger patties to help feed homeless people in Chicago’s Uptown neighborhood.

21

ATTENTION SCHOOL PSYCHOLOGISTS WHO ARE CURRENTLY SUPERVISING OR PLAN TO

SUPERVISE AN INTERN OR PRACTICUM STUDENT

Would you be interested in enrolling in a supervision course to learn skills related to supervising school psychology practicum students and/or interns? If so, please read on and respond to the brief questions at the end of this announcement.

Target Audience: School psychology practitioners currently supervising or interested in supervising school psychology interns and/or practicum students.

Title of Course: Clinical Supervision of School Psychology Trainees

Lead Instructors: Mark E. Swerdlik, Ph.D., ABPP, Professor of Psychology and Coordinator, Graduate Programs in School Psychology at Illinois State University; Tracy Cruise, Ph.D., Professor of Psychology and faculty member of the Clinical and School Psychology graduate programs at Western Illinois University; Danny Newman, Ph.D., Assistant Professor of Psychology, National Louis University; and Dennis J. Simon, Ph.D., Former Director of NSSEO Timber Ridge/Westbrook Therapeutic Day School and Adjunct Faculty Loyola University. Guest lecturers may include faculty from other Illinois school psychology graduate programs and experienced field supervisors.

University Credit or CPDUs: You may elect to take this course for one hour of university credit through Illinois State University. The tuition would be approximately $345 (plus a $40 application fee if you never have applied for graduate courses at ISU) and/or for 15 hours of Continuing Professional Development Units through ISU (a NASP Approved CPDU provider). CPDU’s are at NO COST to you.

Course will include 15 contact hours scheduled on the following dates:

Friday, September 27th, 8:30-2:30 (including one hour lunch), during the scheduled 2013 intern/intern supervisor conference at Bone Student Center on the campus of Illinois State University

Thursday, January 30, 2014, 8:30-2:30 (including one hour lunch), during the 2014 ISPA Conference at the Springfield Hilton in Springfield, IL.

Five hours of arranged online metasupervision/discussion.

Total Contact Hours: 15

Textbook: Harvey, V. S., & Struzziero, J. A. (2008). Professional development and supervision of school psychologists: From intern to expert (2nd ed.). Thousand Oaks, CA: Corwin Press. (cost of approximately $33 paperback). Each participant must purchase a textbook. Lower prices may be available on the internet.

Topics include the following: I. Introduction to School Psychology Specific Supervision Roles and Responsibilities of the Supervisor Providing Clinical Supervision II. The Supervisory Relationship including Establishing Trust, Contracting, and Developing an Internship Plan.III. Multiple Methods of SupervisionIV. Case Conceptualization V. The Developmental/Ecological/Problem-solving Model of SupervisionVI. Becoming a Multiculturally Competent Supervisor VII. Ethical Issues in Supervision VIII. Legal Issues in Supervision and Risk Management Strategies IX. Managing Crisis Situations X. Evaluation in Supervision and Working Effectively with Your Trainee’s University Program XI. Becoming an Effective Supervisor

If you would be interested in enrolling in this clinical supervision course either for university credit or CPDUs, please e-mail Tracy Cruise at tk-cruise@wiu.edu. Please also indicate whether you are interested in enrolling for university credit at a cost of approximately 345 (plus $40 application fee if you have never applied to ISU for graduate courses) and/or for only CPDUs at NO COST to you.

At this time, we are only trying to get an indication of interest. If there is enough interest, we will request a formal registration on the ISPA website for the Fall ISPA Intern Supervision Workshop.

We look forward to hearing from you.

Mark Swerdlik Tracy CruiseDanny NewmanDennis Simon

Dates to Remember

AdvertisementsSPII accepts advertisements of professional materials from commercial publishers or private individuals, at rates established by the Governing Board. The amount of space allotted to paid advertising shall be limited to no more than 20% of the total newsletter text for any single issue, and requests will be accepted on a first-come, first-serve basis. The Editor shall review each ad and determine its acceptability for publication, based upon the reputation of the advertiser, potential value of the product to school psychologists and general appropriateness for publication. Advertising shall not constitute endorsement by the Association, and each ad will be clearly marked as a paid advertisement. Announcements of school psychology position openings appear at the website free of charge. Contact the Job Placement Chair or Administrative Assistant. Announcements of workshops presented by ISPA members are published free of charge. Announcements of workshops presented by non-members will be considered paid advertisements, subject to the policies above, at non-member rates. Advertisements, workshop announcements and position openings should be submitted to the Editor in accordance with the deadlines noted above. Payment is to made by check payable to ISPA, and payment must be received before the newsletter is posted to the website.

Advertising rates are as follows: Members Non-Members Members Non-Members Up to 5 lines, 1 column width $20 $25 Half page $60 $100 Quarter page $40 $50 Full page $80 $200

Illinois School Psychologists AssociationP.O. Box 664Wheaton, IL 60187-0664

PRESORTED STDU.S. POSTAGE

PAIDCAROL STREAM, IL

PERMIT 1508

ISPA’s Annual Convention takes place Thursday-Saturday, January 30-February 1, 2014 at the Hilton Springfield in Springfield, IL. More information to come.

The 2014 NASP Annual Convention takes place February 18-21, 2014 in Washington, DC. DC area recommendations will be available in the Fall issue of SPII.

ISPA’s Fall Conference takes place Thursday-Friday, October 3-4 at the Marriott Chicago Schaumburg in Schaumburg. More information upcoming as the lineup takes shape.

The official School Psychology Awareness Week is November 11-15. Make plans to remind the world you exist and what you actually do. Resources are available at: http://www.nasponline.org/communications/spaw/2013/index.aspx. Perhaps a week closer to when districts make their budgets would be helpful.