The Future of School Psychology: Online Learning Modules MODULE I INTRODUCTION: THE FUTURE OF SCHOOL PSYCHOLOGY

The Future of The Future of School Psychology:School Psychology: Online Learning ModulesOnline Learning Modules

MODULE I MODULE I INTRODUCTION: INTRODUCTION: THE FUTURE OF THE FUTURE OF

SCHOOL SCHOOL PSYCHOLOGYPSYCHOLOGY

Developed byDeveloped by

Patti L. HarrisonPatti L. Harrison The University of Alabama The University of Alabama

Jack CummingsJack CummingsIndiana UniversityIndiana University

Advisory BoardAdvisory BoardRachel Brown-Chidsey, University of Southern MaineRachel Brown-Chidsey, University of Southern MaineSandra Christenson, University of MinnesotaSandra Christenson, University of MinnesotaMichael Curtis, University of South FloridaMichael Curtis, University of South FloridaPeg Dawson, Seacoast Mental Health Center, New Peg Dawson, Seacoast Mental Health Center, New HampshireHampshireJohn Desrochers, New Canaan Public Schools, John Desrochers, New Canaan Public Schools, ConnecticutConnecticutSissy Hatzichristou, University of Athens, GreeceSissy Hatzichristou, University of Athens, GreeceCathy Lines, Cherry Creek Schools, ColoradoCathy Lines, Cherry Creek Schools, ColoradoJoAnne Morgan, Graduate Student, University of JoAnne Morgan, Graduate Student, University of MassachusettsMassachusettsDiane Smallwood, Philadelphia College of Osteopathic Diane Smallwood, Philadelphia College of Osteopathic MedicineMedicineGary Stoner, University of MassachusettsGary Stoner, University of MassachusettsChris Willis, Newport County Regional Special Chris Willis, Newport County Regional Special Education, Rhode IslandEducation, Rhode Island

Important NoticesImportant NoticesThe online learning modules were adapted from materials developed for and resulting from the The online learning modules were adapted from materials developed for and resulting from the 2002 Conference on the Future of School Psychology. Complete conference materials are available 2002 Conference on the Future of School Psychology. Complete conference materials are available on the conference Internet site (http://education.indiana.edu/~futures/ ). The futures conference was on the conference Internet site (http://education.indiana.edu/~futures/ ). The futures conference was co-sponsored by National Association of School Psychologists, American Psychological Association co-sponsored by National Association of School Psychologists, American Psychological Association Division 16, Society for the Study of School Psychology, Council of Directors of School Psychology Division 16, Society for the Study of School Psychology, Council of Directors of School Psychology Programs, Trainers of School Psychologists, American Academy of School Psychology, American Programs, Trainers of School Psychologists, American Academy of School Psychology, American Board of School Psychology, and International School Psychology Association. Board of School Psychology, and International School Psychology Association. The online learning module materials have been made available The online learning module materials have been made available free of chargefree of charge to the public. The to the public. The materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. However, the integrity of the content must be maintained and proper credit must be given (Harrison, However, the integrity of the content must be maintained and proper credit must be given (Harrison, P.L., & Cummings, J. P.L., & Cummings, J. The future of school psychology online learning modules,The future of school psychology online learning modules, http://education.indiana.edu/~futures/resources.html)http://education.indiana.edu/~futures/resources.html)While every effort was made to present accurate and reliable information on the learning modules While every effort was made to present accurate and reliable information on the learning modules and futures website, the module developers or sponsoring associations do not endorse, approve or and futures website, the module developers or sponsoring associations do not endorse, approve or certify such information, nor do they guarantee the accuracy, completeness, efficacy, timeliness, or certify such information, nor do they guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of such information. Use of such information is voluntary and reliance on it correct sequencing of such information. Use of such information is voluntary and reliance on it should only be undertaken after an independent review of its accuracy, completeness, efficacy, and should only be undertaken after an independent review of its accuracy, completeness, efficacy, and timeliness. Reference to any specific commercial product, process or service by trade name, timeliness. Reference to any specific commercial product, process or service by trade name, trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement, trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement, recommendation or favoring.recommendation or favoring.At certain places in the materials, live "links" to other Internet addresses can be accessed. Such At certain places in the materials, live "links" to other Internet addresses can be accessed. Such external Internet addresses contain information created, published, maintained, or otherwise posted external Internet addresses contain information created, published, maintained, or otherwise posted by institutions or organizations. The futures conference co-sponsors or the developers of the by institutions or organizations. The futures conference co-sponsors or the developers of the futures learning modules do not endorse, approve, certify, or control these external Internet futures learning modules do not endorse, approve, certify, or control these external Internet addresses, and do not guarantee the accuracy, completeness, efficacy, timeliness, or correct addresses, and do not guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information located at such addresses. Use of any information obtained from sequencing of the information located at such addresses. Use of any information obtained from such addresses is voluntary and reliance on it should only be undertaken after an independent such addresses is voluntary and reliance on it should only be undertaken after an independent review of its accuracy, completeness, efficacy, and timeliness. Users of materials on these external review of its accuracy, completeness, efficacy, and timeliness. Users of materials on these external Internet addresses must adhere to copyrights and other special instructionsInternet addresses must adhere to copyrights and other special instructions and requirements of and requirements of these websites.these websites.

MODULE I: MODULE I: INTRODUCTION: THE INTRODUCTION: THE FUTURE OF SCHOOL FUTURE OF SCHOOL

PSYCHOLOGYPSYCHOLOGY

PURPOSE AND PURPOSE AND OVERVIEWOVERVIEW

The purpose of Module I is to provide background The purpose of Module I is to provide background information about the current status of school information about the current status of school psychology and to examine the need for planning in psychology and to examine the need for planning in order to effectively meet the needs of children, families order to effectively meet the needs of children, families and schools. and schools. The goals of the 2002 Conference on the Future of The goals of the 2002 Conference on the Future of School Psychology will serve as a context within which to School Psychology will serve as a context within which to reflect on potential future directions. reflect on potential future directions. Additionally, Module I presents values, assumptions, and Additionally, Module I presents values, assumptions, and key principles that will guide your evaluation and key principles that will guide your evaluation and strategies, as needed for your completion of Modules II-strategies, as needed for your completion of Modules II-VI.VI.

Framework for the Framework for the November 2002 Conference on November 2002 Conference on the Future of School Psychologythe Future of School Psychology

It has been over 20 years since last future’s It has been over 20 years since last future’s conference. conference. School psychology has undergone tremendous School psychology has undergone tremendous growth.growth.Current and future personnel shortages threaten Current and future personnel shortages threaten our capacity to meet the needs of children in our capacity to meet the needs of children in schools.schools.Needs and pressures facing children, families, and Needs and pressures facing children, families, and schools are greater than ever.schools are greater than ever.

Futures Conference GoalsFutures Conference Goals:: Achieve consensus on current and future Achieve consensus on current and future

personnel demands for school psychologists and personnel demands for school psychologists and our profession's ability to meet those demands.our profession's ability to meet those demands.

Conceptualize the practice of school psychology Conceptualize the practice of school psychology in the face of diminishing numbers of in the face of diminishing numbers of professionals but increasing demand for professionals but increasing demand for services. services.

Develop an agenda for using the resources Develop an agenda for using the resources available to maximize the benefits to the available to maximize the benefits to the children, families, and schools that we serve.children, families, and schools that we serve.

Values and Assumptions Values and Assumptions 1. The focus of the learning modules is on current 1. The focus of the learning modules is on current

and future needs of children, families, and and future needs of children, families, and schools and the capacity of school psychology schools and the capacity of school psychology to provide services to meet those needs. The to provide services to meet those needs. The focus is not simply on advancing the field of focus is not simply on advancing the field of school psychology or protecting the jobs of school psychology or protecting the jobs of school psychologists.school psychologists.

2. Diversity—of the clients we serve, of school 2. Diversity—of the clients we serve, of school psychologists, of other professionals—will be psychologists, of other professionals—will be celebrated and respected at all times.celebrated and respected at all times.

3. School psychology is faced with a national personnel 3. School psychology is faced with a national personnel shortage, with some parts of the country impacted shortage, with some parts of the country impacted more than others. However, the shortage cannot be more than others. However, the shortage cannot be addressed adequately by simply recruiting more addressed adequately by simply recruiting more individuals to the profession. We must consider individuals to the profession. We must consider alternatives to, and possible restructuring of our alternatives to, and possible restructuring of our service delivery practices, in order to plan for the service delivery practices, in order to plan for the shortage and ensure that adequate services will be shortage and ensure that adequate services will be provided to children, families, and schools.provided to children, families, and schools.

4. In order to maximize our future services to benefit 4. In order to maximize our future services to benefit children, families, and schools, we recognize that we children, families, and schools, we recognize that we must consider all aspects of school psychology, must consider all aspects of school psychology, including pre-service graduate training; services including pre-service graduate training; services provided by individual school psychologists and provided by individual school psychologists and school psychological services units; the school psychological services units; the organizational components of school and community organizational components of school and community agencies; public advocacy at the local, state, and agencies; public advocacy at the local, state, and national levels; etc.national levels; etc.

5. Users of these learning modules are encouraged to 5. Users of these learning modules are encouraged to be innovative—to go beyond the “tried and true” of be innovative—to go beyond the “tried and true” of their typical school psychology practice.their typical school psychology practice.

6. The learning modules provide many opportunities for 6. The learning modules provide many opportunities for discussion (if they are being used in graduate discussion (if they are being used in graduate classes, inservice activities, or other groups) or classes, inservice activities, or other groups) or individual reflection (if being used in individual self-individual reflection (if being used in individual self-study or independent learning) and are structured study or independent learning) and are structured and organized to focus on outcomes and actions. and organized to focus on outcomes and actions. However, it is important that the learning modules However, it is important that the learning modules be viewed as much more than an opportunity for be viewed as much more than an opportunity for talk, interaction, or self-reflection. It is hoped that talk, interaction, or self-reflection. It is hoped that the modules will lead to the actual implementation the modules will lead to the actual implementation of action plans for change at the individual, local, of action plans for change at the individual, local, state, or national levels.state, or national levels.

7. To facilitate accomplishment of the activities in 7. To facilitate accomplishment of the activities in the learning modules, whether in groups or by the learning modules, whether in groups or by individuals, a problem-solving process will be individuals, a problem-solving process will be used that is similar to the process used in the used that is similar to the process used in the 2002 Futures Conference. The problem solving 2002 Futures Conference. The problem solving model was selected because it is a familiar model was selected because it is a familiar model for most participants and is expected to model for most participants and is expected to result in efficient and effective activities.result in efficient and effective activities.

8. When conceptualizing strategies as part of 8. When conceptualizing strategies as part of activities in the learning modules, users should activities in the learning modules, users should recognize the importance of resources that exist recognize the importance of resources that exist beyond school psychology. Social workers, beyond school psychology. Social workers, counselors, other psychological specialties, counselors, other psychological specialties, other professionals, paraprofessionals, etc. other professionals, paraprofessionals, etc. represent important mental health resources. represent important mental health resources. All professions will be treated with respect for All professions will be treated with respect for their potential contributions to services for their potential contributions to services for children.children.

9. You will be asked to read ideas generated by 9. You will be asked to read ideas generated by participants in the 2002 Futures Conference. The participants in the 2002 Futures Conference. The conference participants represented a wealth of conference participants represented a wealth of backgrounds, experiences, and viewpoints. The backgrounds, experiences, and viewpoints. The diversity of participants was recognized as an diversity of participants was recognized as an important contributor to the success of the important contributor to the success of the conference. Differences of opinion were expected conference. Differences of opinion were expected (and welcomed) at the conference, and will provide (and welcomed) at the conference, and will provide you with important and diverse viewpoints as you you with important and diverse viewpoints as you proceed through the learning modules. Similarly, if proceed through the learning modules. Similarly, if you are participating in these learning modules in you are participating in these learning modules in groups (graduate classes, inservice sessions, groups (graduate classes, inservice sessions, planning sessions, etc.), it is important that all planning sessions, etc.), it is important that all participants in your group—and their viewpoints— participants in your group—and their viewpoints— be treated with courtesy and respect.be treated with courtesy and respect.

10. If you are participating in these learning modules in 10. If you are participating in these learning modules in groups, note that all participants are expected to groups, note that all participants are expected to contribute equally to discussions, brainstorming, contribute equally to discussions, brainstorming, and action planning. Participants will provide and action planning. Participants will provide others in their group with opportunities to contribute others in their group with opportunities to contribute to the discussion, will stay on task and focused on to the discussion, will stay on task and focused on the topic of discussions, and will not dominate the the topic of discussions, and will not dominate the discussions in their group. Group facilitators will discussions in their group. Group facilitators will promote contributions from all participants, will promote contributions from all participants, will keep discussions from getting bogged down on keep discussions from getting bogged down on less relevant topics, and will prevent discussions less relevant topics, and will prevent discussions from being dominated by outspoken individuals in from being dominated by outspoken individuals in the group. the group.

11. Change is inevitable and departing from 11. Change is inevitable and departing from the status quo naturally will generate the status quo naturally will generate anxiety about the unknown. Although anxiety about the unknown. Although the 2002 Futures Conference---and the 2002 Futures Conference---and these learning modules---focus on these learning modules---focus on improving services to children, families, improving services to children, families, and schools, please recognize and be and schools, please recognize and be sensitive to people’s responses and sensitive to people’s responses and feelings. We must anticipate the feelings. We must anticipate the predictable consequences of change.predictable consequences of change.



RESOURCES FOR RESOURCES FOR READING AND REVIEWREADING AND REVIEW

Review list of readings and discuss Review list of readings and discuss as applicableas applicable

– Selected essays written by futures conference participants Selected essays written by futures conference participants (see Appendix A in this module) (see Appendix A in this module)

– Selected comments and categories essays written by futures Selected comments and categories essays written by futures conference participants (see Appendix B in this module) conference participants (see Appendix B in this module)

– Brief summary of focus groups held prior to the conference Brief summary of focus groups held prior to the conference (see Appendix C in this module) (see Appendix C in this module)

– Key issues/outcomes identified by futures conference Key issues/outcomes identified by futures conference participants (see Appendix D in this module)participants (see Appendix D in this module)

– Sheridan, S. M., & D’Amato, R. C., (2004). Partnering to Sheridan, S. M., & D’Amato, R. C., (2004). Partnering to chart our futures: School Psychology Review and School chart our futures: School Psychology Review and School Psychology Quarterly Combined Issue on the Multisite Psychology Quarterly Combined Issue on the Multisite Conference on the Future of School Psychology. Conference on the Future of School Psychology. School School Psychology ReviewPsychology Review, 33, 7-11. If a NASP member, access , 33, 7-11. If a NASP member, access this article by linking to NASP website; this article by linking to NASP website; http://http://www.naspwebservices.orgwww.naspwebservices.org//. OR read the article published . OR read the article published concurrently in: concurrently in: School Psychology QuarterlySchool Psychology Quarterly, 2003, 18, 347-, 2003, 18, 347-351. 351.

– Harrison, P. L., Cummings, J. A., Dawson, M., Short, R., Harrison, P. L., Cummings, J. A., Dawson, M., Short, R., Gorin, S., Palomares, R., (2004). Responding to the Gorin, S., Palomares, R., (2004). Responding to the needs of children, families and schools: The 2002 multi-needs of children, families and schools: The 2002 multi-site conference on the future of school psychology. site conference on the future of school psychology. School Psychology ReviewSchool Psychology Review, 33, 12-33. If a NASP , 33, 12-33. If a NASP member, access this article by linking to NASP website; member, access this article by linking to NASP website; http://www.naspwebservices.org/ . OR read the article in: http://www.naspwebservices.org/ . OR read the article in: School Psychology QuarterlySchool Psychology Quarterly, 2003, 18, 358-388. , 2003, 18, 358-388.

Personal reflections from conference participants Personal reflections from conference participants http://www.nasponline.org/publications/futuresCQ.htmlhttp://www.nasponline.org/publications/futuresCQ.html

Additional readings: Optional readings as applicable:Additional readings: Optional readings as applicable:

Discussion of Appendix D: Discussion of Appendix D: Guiding Principles and Guiding Principles and

Critical Issues/Outcomes Critical Issues/Outcomes Identified by Onsite and Identified by Onsite and

Remote Site Participants in Remote Site Participants in the 2002 the 2002

School Psychology Futures School Psychology Futures ConferenceConference

GUIDING PRINCIPLES ACROSS ALL GUIDING PRINCIPLES ACROSS ALL OUTCOMES FOR CHILDREN, OUTCOMES FOR CHILDREN, FAMILIES, AND SCHOOLSFAMILIES, AND SCHOOLS

Currently, and for the foreseeable future, we are faced Currently, and for the foreseeable future, we are faced with a shortage of school psychologists that threatens with a shortage of school psychologists that threatens our capacity to meet the needs of children in schools.our capacity to meet the needs of children in schools.While the profession must increase efforts to recruit While the profession must increase efforts to recruit and retain professionals in our field, such strategies and retain professionals in our field, such strategies alone will be insufficient and inadequate to increase alone will be insufficient and inadequate to increase our capacity to meet the imminent needs of children, our capacity to meet the imminent needs of children, families, and schools. families, and schools. As a result, changes in school psychology practices As a result, changes in school psychology practices and service delivery will be required to use the and service delivery will be required to use the resources we have to maximize the benefits to the resources we have to maximize the benefits to the children and schools that we serve.children and schools that we serve.

Prevention and early intervention will be necessary to achieve Prevention and early intervention will be necessary to achieve positive outcomes for children, families, and schools.positive outcomes for children, families, and schools.Evidence-based practices will be necessary to achieve positive Evidence-based practices will be necessary to achieve positive outcomes for children, families, and schools.outcomes for children, families, and schools.In order to be effective, school psychological services must In order to be effective, school psychological services must demonstrate respect for and understanding of diversity factors demonstrate respect for and understanding of diversity factors for children, families and schools, including factors related to for children, families and schools, including factors related to cultural, individual, and role differences (e.g., age, gender or cultural, individual, and role differences (e.g., age, gender or gender identity, cognitive capabilities, developmental level, race, gender identity, cognitive capabilities, developmental level, race, ethnicity, culture, national origin, religion, sexual orientation, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status). disability, language, and socioeconomic status).

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

CRITICAL ISSUES/OUTCOMESCRITICAL ISSUES/OUTCOMESOutcome 1: Improved academic competence Outcome 1: Improved academic competence

and school success for all children. and school success for all children. Academic outcomes include, for example, Academic outcomes include, for example, improved academic achievement, readiness for improved academic achievement, readiness for learning, literacy and reading skills, attendance learning, literacy and reading skills, attendance rates, test scores, graduation rates, occupational rates, test scores, graduation rates, occupational success after school, etc. success after school, etc. Academic outcomes also include, for example, Academic outcomes also include, for example, decreased drop-out rates, referral for special decreased drop-out rates, referral for special education, referral for early intervention, school education, referral for early intervention, school failure, grade retention, etc. failure, grade retention, etc.

Outcome 2: Improved social-emotional Outcome 2: Improved social-emotional functioning for all children. functioning for all children. Social, emotional, and behavior outcomes Social, emotional, and behavior outcomes include, for example, improved social include, for example, improved social competence, problem solving skills, coping competence, problem solving skills, coping skills, social skills and other positive skills, social skills and other positive behaviors, resilience, psychological well being behaviors, resilience, psychological well being and safety, use of social-emotional learning and safety, use of social-emotional learning strategies, response to tragedy or crisis, etc. strategies, response to tragedy or crisis, etc. Social, emotional, and behavioral outcomes Social, emotional, and behavioral outcomes also include decreased disciplinary referrals, also include decreased disciplinary referrals, school violence incidents, bullying incidents, school violence incidents, bullying incidents, mental health problems, drug use, mental health problems, drug use, delinquency, etc.delinquency, etc.

Outcome 3: Enhanced family-school partnerships Outcome 3: Enhanced family-school partnerships and parental involvement in schools.and parental involvement in schools.

Home-school outcomes include, for example, Home-school outcomes include, for example, increased home-school collaboration activities, rates increased home-school collaboration activities, rates of parental involvement in children's education, of parental involvement in children's education, parental confidence and satisfaction in schools, parental confidence and satisfaction in schools, numbers of parents participating as partners with numbers of parents participating as partners with schools, quality of home-school partnerships, numbers schools, quality of home-school partnerships, numbers of parent training programs, etc. of parent training programs, etc.

Parenting outcomes include, for example, improved Parenting outcomes include, for example, improved parenting skills to promote healthy development of parenting skills to promote healthy development of children, availability of educational and psychological children, availability of educational and psychological resources for development of healthy families, parent resources for development of healthy families, parent knowledge of children's abilities and disabilities, etc.knowledge of children's abilities and disabilities, etc.

Outcome 4: More effective education and instruction for all Outcome 4: More effective education and instruction for all learners. learners. Outcome 4 emphasizes systemic, instructional outcomes Outcome 4 emphasizes systemic, instructional outcomes related to the many diverse school practices that impact related to the many diverse school practices that impact learning and development of children, including those of all learning and development of children, including those of all backgrounds and capabilities, in general or special education, backgrounds and capabilities, in general or special education, or experiencing risk factors. The outcomes are important for all or experiencing risk factors. The outcomes are important for all schools, regardless of their demographic characteristics and schools, regardless of their demographic characteristics and resources.resources.Instructional outcomes include, for example, increased quality Instructional outcomes include, for example, increased quality in all instructional practices, use of early identification and in all instructional practices, use of early identification and prevention programs, availability of programs and resources to prevention programs, availability of programs and resources to meet the needs of all students including those with learning meet the needs of all students including those with learning difficulties or unique needs, knowledge and use of proven difficulties or unique needs, knowledge and use of proven teaching strategies, continuous monitoring and evaluation of teaching strategies, continuous monitoring and evaluation of services, use of objective achievement measures with direct services, use of objective achievement measures with direct links to effective instruction, diagnostic and instructional validity links to effective instruction, diagnostic and instructional validity in general and special education decision-making, practices by in general and special education decision-making, practices by all school personnel that address the range of backgrounds all school personnel that address the range of backgrounds and capabilities children and families, etc. and capabilities children and families, etc.

Outcome 5: Increased child and family services in schools that Outcome 5: Increased child and family services in schools that promote health and mental health and are integrated with promote health and mental health and are integrated with community servicescommunity servicesOutcome 5 emphasizes systemic, health and mental health Outcome 5 emphasizes systemic, health and mental health outcomes related to the many diverse practices that impact outcomes related to the many diverse practices that impact children and families, including those of all backgrounds and children and families, including those of all backgrounds and capabilities, in general or special education, or experiencing risk capabilities, in general or special education, or experiencing risk factors. The outcomes are important for all schools and factors. The outcomes are important for all schools and communities, regardless of their demographic characteristics and communities, regardless of their demographic characteristics and resources.resources.Outcomes related to health and mental heath services in schools Outcomes related to health and mental heath services in schools include, for example, greater child and family access to quality include, for example, greater child and family access to quality comprehensive health and mental health services through the comprehensive health and mental health services through the public schools, availability of services beyond the school day, public schools, availability of services beyond the school day, interagency collaboration in family-centered health and mental interagency collaboration in family-centered health and mental health services across school and community agencies, increased health services across school and community agencies, increased number and quality of prevention and intervention services, number and quality of prevention and intervention services, increased services to support needs of children and families of increased services to support needs of children and families of diverse backgrounds, preventive and proactive interventions that diverse backgrounds, preventive and proactive interventions that promote healthy development of children and families, expanded promote healthy development of children and families, expanded programs that integrate health/mental health with school safety, programs that integrate health/mental health with school safety, increased focus on safe and caring climates in schools and increased focus on safe and caring climates in schools and communities, increased use of proven practices, etc. communities, increased use of proven practices, etc.



QUESTIONS FOR GROUP QUESTIONS FOR GROUP DISCUSSION OR DISCUSSION OR

INDIVIDUAL REFLECTIONINDIVIDUAL REFLECTION

FOCUS QUESTIONSFOCUS QUESTIONS

Focus questionsFocus questions are similar to are similar to those used in focus groups those used in focus groups prior to the 2002 Futures prior to the 2002 Futures Conference; these brief Conference; these brief questions promote an initial questions promote an initial orientation and consideration orientation and consideration of the topic. of the topic.

a.a. In ten words or less, In ten words or less, define a school define a school psychologist? psychologist?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus

questions.questions. Focus Questions

b. What three strengths b. What three strengths do school psychologists do school psychologists have?have?

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questions.questions.

Focus Questions

c. What three weaknesses c. What three weaknesses do school psychologists do school psychologists have?have?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions.questions.

Focus Questions

d. How can school psychology attract more d. How can school psychology attract more professionals to the field?professionals to the field?

Click to access a form for recording and displaying responses to focus questions. Click to access a form for recording and displaying responses to focus questions.

Focus Questions

e. How can school e. How can school psychologists meet psychologists meet service demands despite service demands despite diminishing numbers in diminishing numbers in our profession?our profession?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions. questions.

Focus Questions

f. How can graduate education in f. How can graduate education in school psychology respond to school psychology respond to the personnel shortage in our the personnel shortage in our profession? How can inservice profession? How can inservice training by school systems, training by school systems, professional associations, etc, professional associations, etc, respond to the personnel respond to the personnel shortage in our profession?shortage in our profession?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions. questions.

Focus Questions

TARGET QUESTIONSTARGET QUESTIONS

The more comprehensive target The more comprehensive target questions require your questions require your consideration of specific issues consideration of specific issues and findings from background and findings from background readings and your application of readings and your application of the issues to your own setting.the issues to your own setting.

a.a. From the sample essays, analysis of From the sample essays, analysis of essays, or focus groups (See essays, or focus groups (See Appendices A, B, and C), which Appendices A, B, and C), which comment or comments did you find to be comment or comments did you find to be most relevant to your own perception of most relevant to your own perception of the needs of the profession? How do the the needs of the profession? How do the needs identified on the national level needs identified on the national level relate to the local provision of relate to the local provision of psychological services?psychological services?

Click to access a form for recording and displaying responses to target Click to access a form for recording and displaying responses to target questions.questions.

Target Questions

b. The futures conference focused on b. The futures conference focused on school psychology services for school psychology services for children, families, and schools. Why is children, families, and schools. Why is it important for school psychology to it important for school psychology to consider all three (children, families, consider all three (children, families, and schools)?and schools)?


Target Questions

c. A major principle of the futures c. A major principle of the futures conference was “In order to be effective, conference was “In order to be effective, school psychological services must school psychological services must demonstrate respect for and demonstrate respect for and understanding of diversity factors for understanding of diversity factors for children, families, and schools, including children, families, and schools, including factors related to cultural, individual, and factors related to cultural, individual, and role differences.” How does diversity role differences.” How does diversity impact children, families, and schools in impact children, families, and schools in your setting? How can school psychology your setting? How can school psychology respond most effectively to diversity?respond most effectively to diversity?


Target Questions

dd. The participants in the 2002 futures . The participants in the 2002 futures conference identified five critical conference identified five critical issues/outcomes on which to focus issues/outcomes on which to focus their national planning activities (see their national planning activities (see Appendix D later in this module). In Appendix D later in this module). In your opinion, which one or more of your opinion, which one or more of the critical issues/outcomes has the critical issues/outcomes has increased in importance since the increased in importance since the 2002 conference? Why?2002 conference? Why?


Target Questions

e. A “problem-solving model” was used e. A “problem-solving model” was used to guide the conference, as well as to guide the conference, as well as organize these learning modules. organize these learning modules. What are advantages of problem-What are advantages of problem-solving models for analysis and solving models for analysis and planning? What are examples of planning? What are examples of applications of the model in school applications of the model in school psychology practice?psychology practice?


Target Questions

ff. Kratochwill supports “evidence-based“, . Kratochwill supports “evidence-based“, or scientifically-based, practice as an or scientifically-based, practice as an important component of the future of important component of the future of school psychology. What resources school psychology. What resources are needed to promote more evidence-are needed to promote more evidence-based practice by school based practice by school psychologists?psychologists?


Target Questions

g. The following learning modules will ask you g. The following learning modules will ask you to identify and analyze issues, strategies, to identify and analyze issues, strategies, and activities related to school psychology and activities related to school psychology practice. At what level will you focus your practice. At what level will you focus your target goals as you progress through the target goals as you progress through the modules: your own individual service delivery modules: your own individual service delivery goals, local school district goals, state goals, goals, local school district goals, state goals, or national goals? How will you integrate or national goals? How will you integrate your individual, local, or state goals with a your individual, local, or state goals with a national agenda for school psychology? national agenda for school psychology? Click to Click to

access a form for recording and displaying responses to target questions.access a form for recording and displaying responses to target questions.

Target Questions

Documents

The Future of School Psychology: Online Learning Modules MODULE I INTRODUCTION: THE FUTURE OF SCHOOL PSYCHOLOGY