Trainers of School Psychologists (TSP)

2019 Annual Conference

Hilton Downtown Atlanta

Monday, February 25. 2019

6:00-7:00 pm

Foyer of Crystal Ballroom, First Floor

Registration

6:45-7:00 pm

Crystal Ballroom

(First Floor)

Welcome

Sponsored by Western Psychological Services (WPS)

Gene Cash, TSP President – Nova Southeastern University

7:00-8:00 pm

Crystal Ballroom

(First Floor)

Jack Naglieri, Evening Keynote Presenter

Social Justice in Test Construction

The Myth of IQ: 100 Years of Misconception

Intelligence tests have been described as one of the most important contributions psychology has made to society. The tests we have today fall into two groups, traditional IQ includes tests like the Wechsler, Binet, Woodcock-Johnson, and Differential Ability Scales – all of which are based on the Army Mental Tests developed in 1917. Second generation intelligence tests have been more recently developed from a cognitive and neuropsychological perspectives (i.e., Kaufman Assessment Battery for Children and the Cognitive Assessment System). In this session myths about traditional IQ will be examined and the advantages of moving away from traditional IQ to second generation tests will be provided. We can do much better if we modernize.

8:00-10:00 pm

Crystal Ballroom

(First Floor)

Reception

Sponsored by Western Psychological Services (WPS)

NASP Continuing Professional Development (CPD) and APA Continuing Education (CE) Credits

Thanks to a co-sponsorship with the College of Psychology at Nova Southeastern University, CPDs and CEs will be available for qualified TSP programming.

Special thanks to our friends at Western Psychological Services (WPS), Pearson, and Psychological Assessment Resources (PAR), for their financial contributions to help support this year’s conference!

Trainers of School Psychologists (TSP)

2019 Annual Conference

Hilton Downtown Atlanta

Tuesday, February 26. 2019

8:00 am- Noon

Foyer of Crystal Ballroom (First Floor)

Registration

8:00 am -9:00 am

Crystal Ballroom

(First Floor)

Breakfast Served

Thank you to Pearson for their sponsorship of breakfast.

8:30 am -8:45 am

Crystal Ballroom

(First Floor)

Welcome

Sponsorship Update from Pearson

Gene Cash, TSP President – Nova Souteastern University

Daniella Maglione - Pearson Representative

8:45-11:45 pm

Crystal Ballroom

(First Floor)

Morning Keynote

Panelists from Majory Stoneman Douglas and Sandy Hooks

Karla Vazquez and Tom Brant, certified school psychologists, were first responders to the Sandy Hook shooting. Tom Brant is the current president of the Connecticut Association of School Psychologists and Karla Vazquez is a former president and the current Government and Professional Relations (GPR) chair.

Robyn Cassel is a graduate of Marjory Stoneman Douglas (MSD) High School and a Florida licensed psychologist who helped to organize the community response to the MSD shooting and who has provided therapy to several of the survivors and their families.

Jason Cunningham and daughter Adiah, a parent and student of Marjory Stoneman Douglas High School. Kathryn Leigh Posada is a teacher at MSD High School. Adiah and Kathryn are survivors of the shooting.

Joined by Expert Panelists

Phil Lazarus, Bill Pfohl, and Frank Zanere

11:45 pm-1:30 pm

Crystal Ballroom

(First Floor)

Lunch and Business meeting

Thank you to Riverside Assessment, LLC and TSP for their sponsorship of lunch.

• PearsonUpdate• PsychologicalAssessmentResources(PAR)Update• Pearson/TSPScholarshipPresentations• Awards• MHSUpdate

1:30 pm-4:30 pm Afternoon Sessions

School Violence Curriculum

1:30 pm-3:00 pm

Fourth Floor, Room 404

Integrating School Violence Curriculum Into Your Training Program

Steve Brock – California State University Sacramento

Rosario Pesce – Loyola University Chicago

Repeat Session

3:15-4:45 pm

Fourth Floor, Room 404

This session offers two general approaches to embedding NASP’s School Crisis Prevention and Intervention Curriculum (also known as the “PREPaRE” Curriculum) into pre-service graduate school psychology programs. The first approach, referred to as the “narrow approach” involves bringing the standardized curriculum into a program without major modifications. The second approach, referred to as the “broad approach” involves taking the PREPaRE Curriculum and expanding upon it to create a more inclusive graduate level class that addresses a broad range of school crisis prevention and intervention issues. Advantages and disadvantages of these two approaches will be discussed. Sample syllabi will be shared.

Accrediation and Standards Panel

1:30 pm-3:00 pm

Fourth Floor, Rooms 401-402

(Session 1: 1:30-3:00 pm) Natalie Politikos – University of Hartford

Specialist Level Programs Lori Unruh – Western Carolina Univ.

NASP Standards are currently being revised and revisions will affect all facets of our profession including the practice model, ethics, credentialing, graduate preparation, etc. Highlights of standards revisions will be presented. Furthermore, the session will focus on the NASP Accreditation process and will highlight NASP’s relationship with CAEP as it relates to accreditation. Presenters will focus on NASP accreditation at the specialist level.

3:15-4:45 pm

Fourth Floor, Rooms 401-402

(Session 2: 3:15-4:45 pm)

Doctoral Level Programs

Cathi Grus – Deputy Executive Director at American Psychological Association

Carlen Henington – Mississippi State University

Dr. Grus will review the work and recommendations of the BEA Task Force to Develop a Blueprint for APA Accreditation of Masters’ Programs in Health Service Psychology. First, a brief history of events leading to this decision and the opportunities/challenges associated with APA accreditation of masters’ program in education and training in health service psychology will be provided. This will be followed by the recommendations made by the task force consistent with its charge: (a) delineating the scope of accreditation for training at the master’s level as contrasted with APA’s the current scope at the doctoral level, (b) identifying and prioritizing possible pathways for APA to establish accreditation of master’s programs in psychology, and (c) Identifying the necessary expertise to comprise the accreditation decision making body. Proposed next steps will be addressed.

Dr. Henington will provide an update on the activities of the CoA including the number of reviews completed at doctoral, internship, and post-doctoral level; important meeting dates; recent policy updates; recent Implementing Regulations; and the new accreditation consultation training program. This will be followed by a review of the most common reporting requirements for programs and encouragement of participants to become site visitors.

Teaching: Student Mental Health

1:30 pm-3:00 pm

Fourth Floor, Room 405

Responding effectively to mental health of graduate students

Beth Doll – University of Nebraska- Lincoln

Repeat session:

3:15-4:45pm

Fourth Floor, Room 405

One out of every five adults struggles with a diagnosable mental disorder, and so we should expect that some of our graduate students will experience significant mental health needs while in our programs. This talk will discuss some time tested strategies for balancing the needs of the graduate student, the integrity of the school psychology training that they receive, and the responsibilities of faculty members as gatekeepers, mentors, teachers, and institutional representatives of the university.

Social Justice

1:30 pm-3:00 pm

Fourth Floor, Room 406

Creating Inclusive Classrooms: Moving Beyond Cursory Curriculum Development

Stacy Williams – Marist College

Repeat session:

3:15-4:45pm

Fourth Floor, Room 406

External forces drive diversity and inclusion objectives on college campuses. Trainers are tasked with including diversity-learning objectives in their syllabus that may be aligned with accrediting bodies, university objectives or professional organizations’ mission statement. These objectives may be cursory at best. Hence, trainers continue to struggle with linking objectives to course content, class activities, and assessment. The following presentation will challenge trainers to move beyond cosmetic to transformational course development by focusing on three key areas: awareness development, course content, and classroom management skills (i.e., process skills). Participants are encouraged to bring sample syllabi to this session.

3:00-3:15 pm Break

3:15-4:45 pm Break-Out Sessions (Repeat from Above)

5:30 pm-8:00 pm

Crystal Ballroom

(First Floor)

Reception

Thank you to PAR for their sponsorship.

6:00 pm -7:30 pm

Crystal Ballroom

(First Floor)

Poster Session

Thank you to PAR for their sponsorship.

NASP Continuing Professional Development (CPD) and APA Continuing Education (CE) Credits

Thanks to a co-sponsorship with the College of Psychology at Nova Southeastern University, CPDs and CEs will be available for qualified TSP programming.

Special thanks to our friends at Western Psychological Services (WPS), Pearson, Riverside Insights, MHS Assessments, and Psychological Assessment Resources (PAR), for their financial contributions to help support this

year’s conference!