Pat Harrison Jack CummingsPat Harrison Jack CummingsSusan Gorin Ron PalomaresSusan Gorin Ron Palomares

Shane Jimerson Beth Doll Shane Jimerson Beth Doll

APA Annual Convention APA Annual Convention Toronto, ONToronto, ONAugust 2003August 2003

School Psychology School Psychology Futures Conference Futures Conference

Brief BackgroundBrief Background

Next Steps FYI and InvolvementNext Steps FYI and Involvement—You Are Cordially Invited —You Are Cordially Invited

Basic Principles to Guide Our FutureBasic Principles to Guide Our Future

Currently, and for the foreseeable future, Currently, and for the foreseeable future, we are faced with a shortage of school we are faced with a shortage of school psychologists that threatens our capacity to psychologists that threatens our capacity to meet the needs of children in schools. meet the needs of children in schools.

While the profession must increase efforts While the profession must increase efforts to recruit and retain professionals in our to recruit and retain professionals in our field, such strategies alone will be field, such strategies alone will be insufficient and inadequate to increase our insufficient and inadequate to increase our capacity to meet the imminent needs of capacity to meet the imminent needs of children, families, and schools. children, families, and schools.

Principles (cont)Principles (cont)

As a result, changes in school psychology As a result, changes in school psychology practices and service delivery will be practices and service delivery will be required to use the resources we have to required to use the resources we have to maximize the benefits to the children and maximize the benefits to the children and schools that we serve.schools that we serve.

Prevention and early intervention will be Prevention and early intervention will be necessary to achieve positive outcomes necessary to achieve positive outcomes for children, families, and schools.for children, families, and schools.

Principles (cont.)Principles (cont.)

Evidence-based practices will be Evidence-based practices will be necessary to achieve positive outcomes necessary to achieve positive outcomes for children, families, and schools.for children, families, and schools.

In order to be effective, school In order to be effective, school psychological services must demonstrate psychological services must demonstrate respect for and understanding of diversity respect for and understanding of diversity factors for children, families and schools, factors for children, families and schools, including factors related to cultural, including factors related to cultural, individual, and role differences.individual, and role differences.

Principles (cont.)Principles (cont.)

Change will be facilitated by using Change will be facilitated by using electronic tools for communication. High electronic tools for communication. High quality resources may be collaboratively quality resources may be collaboratively developed and disseminated.developed and disseminated.

Problem-Solving ModelProblem-Solving Model

At the core of Futures planning during 2002 At the core of Futures planning during 2002 conference as well as in follow-up conference as well as in follow-up activitiesactivities

Problem-Solving Model Problem-Solving Model (cont.)(cont.)

Define critical issues and desired Define critical issues and desired outcomesoutcomes

Identify threats/opportunities Identify threats/opportunities

Brainstorm solutions/strategiesBrainstorm solutions/strategies

Problem-Solving Model Problem-Solving Model (cont.)(cont.)

Develop action plans Develop action plans

Implement action plansImplement action plans

Evaluate outcomes Evaluate outcomes

Fifteen Priority Goals Form a Fifteen Priority Goals Form a National Agenda for School National Agenda for School

PsychologyPsychology

Ron PalomaresRon Palomares

Priority Goal:Priority Goal: Improved academic competence Improved academic competence

and school success for all childrenand school success for all children

Advocacy and Public PolicyAdvocacy and Public Policy: Advocate for : Advocate for universal early prevention and intervention universal early prevention and intervention programs that emphasize language, programs that emphasize language, cognitive, and social-emotional cognitive, and social-emotional development and are placed in the context development and are placed in the context of ethnicity, gender, SES, gender, and of ethnicity, gender, SES, gender, and language.language.

Improved academic competenceImproved academic competence (cont.)(cont.)

Practice:Practice: Ensure that assessment practices of Ensure that assessment practices of school psychologists are empirically linked to school psychologists are empirically linked to strategies to improve academic performance, strategies to improve academic performance, and that those assessment practices account and that those assessment practices account for the influence of ethnicity, SES, gender, and for the influence of ethnicity, SES, gender, and language on learning outcomes.language on learning outcomes.

In-service TrainingIn-service Training:: Develop and implement in- Develop and implement in-service training for school psychologists related service training for school psychologists related to universal early prevention and intervention to universal early prevention and intervention programs.programs.

Priority Goal: Priority Goal: Improved social-emotional Improved social-emotional functioning for all childrenfunctioning for all children

Advocacy and Public PolicyAdvocacy and Public Policy:: Promote the Promote the availability of a comprehensive range of availability of a comprehensive range of services, from supportive and inclusive services, from supportive and inclusive placements through interim alternative placements through interim alternative placements for students with severe placements for students with severe emotional and behavioral disordersemotional and behavioral disorders

Improved social-emotional functioningImproved social-emotional functioning (cont.)(cont.)

Collaboration and CommunicationCollaboration and Communication:: Educate all stakeholders about the Educate all stakeholders about the importance of social-emotional importance of social-emotional competence for children.competence for children.

PracticePractice:: Ensure that school psychologists Ensure that school psychologists develop a systematic plan in all schools to develop a systematic plan in all schools to reduce social-emotional barriers to reduce social-emotional barriers to learning.learning.

Priority Goal: Priority Goal: Enhanced family school partnerships Enhanced family school partnerships and parental involvement in schoolsand parental involvement in schools

Research and Knowledge BaseResearch and Knowledge Base:: Identify Identify evidence-based models of effective family-evidence-based models of effective family-school partnerships.school partnerships.

Family school partnerships (cont.)Family school partnerships (cont.)

PracticePractice:: Ensure that school psychologists Ensure that school psychologists engage in activities to change the culture engage in activities to change the culture of schooling to ensure that families are of schooling to ensure that families are integral partners in the educational integral partners in the educational process of children.process of children.Pre-service TrainingPre-service Training:: Change pre-service Change pre-service education and training of school education and training of school psychologist candidates to infuse a focus psychologist candidates to infuse a focus on families as integral partners in the on families as integral partners in the educational process.educational process.

Priority Goal : Priority Goal : More effective education and More effective education and

instruction for all learnersinstruction for all learners

Research and Knowledge BaseResearch and Knowledge Base:: Identify key Identify key components of effective instruction of all components of effective instruction of all learners, including evidence-based approaches learners, including evidence-based approaches to prevention and early intervention for learning to prevention and early intervention for learning problems.problems.

In-service TrainingIn-service Training:: Provide in-service training Provide in-service training for school psychologists in the use of a data-for school psychologists in the use of a data-based problem solving model to implement based problem solving model to implement evidence-based instruction and interventions. evidence-based instruction and interventions.

More effective education More effective education (cont.)(cont.)

Pre-service/Inservice TrainingPre-service/Inservice Training:: Implement Implement a national pre-service and in-service a national pre-service and in-service training initiative for school psychologists training initiative for school psychologists regarding effective instruction. regarding effective instruction.

Priority Goal: Priority Goal: Increased child and family services Increased child and family services in schools that promote health and in schools that promote health and mental health and are integrated mental health and are integrated

with community serviceswith community servicesPracticePractice:: Define and promote population-based Define and promote population-based service delivery in schools and school psychology.service delivery in schools and school psychology.

In-service TrainingIn-service Training:: Prepare current practitioners to Prepare current practitioners to implement a public health model of school psychology.implement a public health model of school psychology.

Pre-service TrainingPre-service Training:: Prepare future practitioners to Prepare future practitioners to implement a public health model of school psychology. implement a public health model of school psychology.

Action Plans from the Action Plans from the Conference Are Being Refined Conference Are Being Refined and Implemented Nationally.and Implemented Nationally.

Examples of action plans are:Examples of action plans are:Develop resources (e.g., conferences, books, Develop resources (e.g., conferences, books, etc) that provide inservice and preservice etc) that provide inservice and preservice training for school psychologists to increase training for school psychologists to increase skills in problem-solving assessment and skills in problem-solving assessment and intervention.intervention.Identify key components of effective Identify key components of effective interventions for improving social-emotional-interventions for improving social-emotional-behavioral competence of all students, and behavioral competence of all students, and promote the use of evidence-based approaches promote the use of evidence-based approaches among school psychologists and interdisciplinary among school psychologists and interdisciplinary professionals to prevent social-emotional-professionals to prevent social-emotional-behavioral difficulties and to intervene behavioral difficulties and to intervene effectively.effectively.

Identify outcome-based literature that describes Identify outcome-based literature that describes processes and procedures related to family-school processes and procedures related to family-school partnership models.partnership models.Identify models of “best practice” related to family-Identify models of “best practice” related to family-school partnerships for use in training programs and school partnerships for use in training programs and practice settings.practice settings.Create a comprehensive model of problem-solving-Create a comprehensive model of problem-solving-based assessment and intervention practices that based assessment and intervention practices that takes into account the diverse array of ecological takes into account the diverse array of ecological variables that influence students’ likelihood of school variables that influence students’ likelihood of school successsuccessArticulate a public health model in school Articulate a public health model in school psychology, including basic tenets and a frameworkpsychology, including basic tenets and a frameworkIdentify school psychologists and school psychology Identify school psychologists and school psychology practice sites that are applying public health practice sites that are applying public health principles; analyze and identify common themes, principles; analyze and identify common themes, barriers, facilitatorbarriers, facilitator

Technology as a toolTechnology as a tool

Jack CummingsJack Cummings

Supporting attainment of Supporting attainment of priority goalspriority goals

COMMUNICATIONCOMMUNICATION

COMMUNICATIONCOMMUNICATION

– InternalInternalSchool Psychologist – School PsychologistSchool Psychologist – School Psychologist

– External External ParentsParents

StudentsStudents

TeachersTeachers

AdministratorsAdministrators

Internal Communication - Internal Communication - InformationInformation

Internal Communication - Internal Communication - DynamicDynamic

Internal Communication - Internal Communication - DynamicDynamic

www.indiana.edu/futures/www.indiana.edu/futures/

E-Forum – electronic E-Forum – electronic discussion forumdiscussion forum

Internal Communication - Internal Communication - DynamicDynamic

Live Webcasts – with interaction via emailLive Webcasts – with interaction via email

Online classes – USFOnline classes – USF

Collaborative classes - IUCollaborative classes - IU

External CommunicationExternal Communication

How do we enhance parent How do we enhance parent communication and family school communication and family school partnerships?partnerships?

– School District HomepageSchool District Homepage

Miami-Dade Psych ServicesMiami-Dade Psych Services

Traditional BarriersTraditional Barriers

HardwareHardware SoftwareSoftware Technical SkillsTechnical Skills Fear of UnknownFear of Unknown

WHAT NEXT?WHAT NEXT?

Susan GorinSusan Gorin

Continued collaborative Continued collaborative activities among associations activities among associations to implement a national to implement a national agenda and national action agenda and national action plans plans

Future PublicationsFuture Publications

School Psychology ReviewSchool Psychology Review and and School School Psychology QuarterlyPsychology Quarterly, joint issue, joint issuelinks to archived CQ articles that relate to links to archived CQ articles that relate to Priority GoalsPriority GoalsSpecial Issue on Psychologist Shortage– Special Issue on Psychologist Shortage– Psychology in the SchoolsPsychology in the SchoolsSpecial Issue on Futures and Consultation Special Issue on Futures and Consultation – – Journal of Educational and Journal of Educational and Psychological ConsultationPsychological Consultation

Integration of the Future’s Priority Integration of the Future’s Priority Goals with Other Associations: Goals with Other Associations:

Each Can Contribute to the Future’s Each Can Contribute to the Future’s Agenda Agenda

NASP President, Dan Miller, will include a NASP President, Dan Miller, will include a Futures Conference activity at each of the 5 Futures Conference activity at each of the 5 regional meetings NASP holds throughout regional meetings NASP holds throughout the country in the fall .the country in the fall .The priority goals relate well to the The priority goals relate well to the organization of NASP’s new strategic plan organization of NASP’s new strategic plan and the NASP and the NASP Blueprint.Blueprint.

Peg Dawson led a session with state Peg Dawson led a session with state association presidents at NASP. John association presidents at NASP. John DeRoschers will coordinate state planning.DeRoschers will coordinate state planning.– New HampshireNew Hampshire– MarylandMaryland– etc.etc.

Division 16 – earlier this week devoted an Division 16 – earlier this week devoted an entire session to discussion of the Priority entire session to discussion of the Priority GoalsGoals

School Psychology Leadership School Psychology Leadership RoundtableRoundtable

Organizations will continue to work together to Organizations will continue to work together to

monitor progress on action plans generated monitor progress on action plans generated as a result of the Futures Conferenceas a result of the Futures Conference

communication about association activitiescommunication about association activities

possible collaboration on some projects. possible collaboration on some projects.

It appears that each of the elements of the Action Plans are dependent upon quality research and scholarship.

The future scholarship of participants of the 2003 School Psychology Research Collaboration Conference will be related to each of the 5 priority goals that emerged from the Futures Conference.

The SPRCC is an important mechanism to facilitate collaborative scholarship to complete the necessary research and establish the knowledge base for advocacy, public policy and practice.

Research, Scholarship, and the Future of School

PsychologyShane Jimerson

University of California – Santa Barbara

School Psychology Research Collaboration Conference April 7, 2003 - Toronto, Canada

Sponsored by: Society for the Study of School Psychology (SSSP)

National Association of School Psychologists (NASP)American Psychological Association (APA) -

Division 16 School PsychologyAmerican Psychological Association (APA) -

Education DirectorateElsevier Science, Inc. - ScienceDirect

SPRCC Importance & Background

Promoting professional relationships and collaborative research in the field of school psychology is valuable for the future of the profession

The SPRCC is envisioned as a mechanism to facilitate the efforts of early career scholars and general scholarship in the field of school psychology

Goals of the 2003 SPRCC

To enhance the research efforts and skills of early career researchers

To encourage collaboration among scholars

To facilitate multi-site research

To address complex and important problems relevant to education and the practice of school psychology

SPRCC Participants

Early Career Scholars

Catalyst Scholars

School District Colleagues

Graduate Student Affiliates

Aggression/ Violence/ Crisis

Assessment/ Cognitive/ Diversity

Reading Assessment/ Intervention / Literacy

Social/ Emotional/ Behavioral

School Systems/ Teachers/ Climate

2003 SPRCC Breakout Groups

2005School Psychology Research Collaboration Conference

Co-Chaired by Shane Jimerson and Amanda VanDerHeydenSponsored by:

Society for the Study of School Psychology (SSSP)National Association of School Psychologists (NASP)

American Psychological Association (APA) -Division 16 School Psychology

American Psychological Association (APA) - Education Directorate

Elsevier Science, Inc. - ScienceDirect

Beth Doll – University of NebraskaA personal response to the future

Why is the Future’s Conference like an elephant?

What happened to the shortage?Does technology tap at our door or

seep around it? Is our’s a Rocketeer vision of our

future?

WHAT NEXT?WHAT NEXT?Pat HarrisonPat Harrison

What can national associations do next?What can national associations do next?

What can state associations and local groups do What can state associations and local groups do next?next?

What can school psychology training programs What can school psychology training programs do next?do next?

  What can individual school psychologists do What can individual school psychologists do next?next?