NASP 2009 Annual Convention

Educational Sessions - Featured Sessions

Attendees must wear a name badge for admittance to all convention sessions.

The New Norm-Military School Children, Deployments, and After (FS01)

2:00–3:20 p.m., Wednesday, February 25

Sharon W. Cooper, MD, FAAP, University of North Carolina Chapel Hill School of Medicine

This presentation will provide a thorough description of the numerous stresses experienced by children who are growing up in military families. There will be a specific emphasis on the challenges for children who are in kinship care with a deployed single parent, children who develop pathologic coping mechanisms to the life of a military family, and strategies that can be advanced to assist this important and often overlooked part of our society.

Sharon W. Cooper, MD, FAAP, is a Developmental & Forensic Pediatrician at Fort Bragg, North Carolina, the largest Army installation in the world and a retired colonel who has cared for military patients for more than 3 decades. She serves on the faculty of the University of North Carolina Chapel Hill School of Medicine.

Risk and Resilience in Children (FS02)

8:30–9:20 a.m., Thursday, February 26

Jerome M. Sattler, PhD, Psychology Department, San Diego State University, CA

This presentation will address two main themes. First, it considers risk factors that lead children to become vulnerable to psychological or physical difficulties during their developmental years. Second, it considers protective factors that enable children to cope successfully with risk factors (i.e., children's resilience). Children's vulnerability is governed by the interaction between the severity of risk factors they face and the level of protective factors available to them. To increase children's chances of developing their potentials, our society must reduce risk factors and increase protective factors.

Jerome M. Sattler, PhD, is a Diplomate in Clinical Psychology. He received the Senior Scientist Award from the APA Division of School Psychology and an honorary Doctorate of Sciences from Central Missouri State University. APA also awarded him the Gold Medal Award for Life Achievement in the Application of Psychology in 2005.

NASP Legends in School Psychology Address: When Politics Trumps Science-Generalizations From a Career of Research on Assessment, Decision-Making, and Public Policy (FS03)

9:30–10:20 a.m., Thursday, February 26

James Ysseldyke, PhD, NCSP, Birkmaier Professor of Educational Leadership, University of Minnesota, Minneapolis

Perhaps one of school psychology’s greatest “Difference Makers”, Dr. James Ysseldyke has been educating school psychologists and researchers for more than 35 years. His research and writing have focused on enhancing the competence of individual students and enhancing the capacity of systems to meet student’s needs. Dr. Ysseldyke has directed two major research centers and multiple research projects focused on assessment and the use of assessment information to make decisions about students. He will summarize major findings from 35 years of research and discuss implications for policy and practice. Anticipated future directions also will be discussed.

James Ysseldyke, PhD is Birkmaier Professor of Educational Leadership in the School Psychology Program at the University of Minnesota. He earned his PhD at the University of Illinois in 1971 and has had a distinguished career as a scholar and trainer. He has received many professional honors, including from NASP, APA, and CEC. Dr. Ysseldyke has published extensively, including highly influential work in the education of students with learning disabilities, high-stakes testing, and school psychology standards. He chaired the task forces that produced the three Blueprints on the Future of Training and Practice in School Psychology.

How Early Intervening Transforms Practice: Equity as an Education Imperative (FS04) [D]

10:30–11:50 a.m., Thursday, February 26

Elizabeth Kozleski, EdD; Amanda Sullivan, MA, PhD candidate; and Kathleen King, MEd, C.A.G.S., PhD candidate, Arizona State University, Tempe

This presentation will address culturally responsive practice and the importance of early intervening in Response to Intervention and the field of school psychology generally. As our nation’s student population becomes increasingly culturally and linguistically diverse, school psychologists must be prepared with the knowledge and skills necessary to provide high-quality services to all students. Culturally responsive services and interventions are particularly critical for students who experience difficulties in schools and in ensuring equitable opportunities to learn. Related research and resources will be shared, include practical suggestions for embracing and promoting such practices in schools, with time allotted for audience participation.

Elizabeth B. Kozleski, EdD, Professor at Arizona State University, holds the UNESCO Chair for International Inclusive Education Research. Currently, she directs the National Center for Culturally Responsive Educational Systems (NCCRESt), the National Institute for Urban School Improvement (NIUSI), and NIUSI-LeadScape. Her research focuses on equity and systems change.

Amanda Sullivan, MA, an Equity Alliance Evaluation Coordinator, researches equity in education and school psychology practice, with particular attention to minority disproportionality in special education and the impact of RTI on identification practices for diverse students. She is currently exploring state language policy and its impact on practice.

Kathleen King, MEd, an experienced school psychologist, leads the professional learning work at NCCRESt and NIUSI-LeadScape. She has been engaged in the national discourse on culturally responsive RTI. She is currently exploring how concepts of difference impact students who are culturally and linguistically diverse and their opportunities for post-secondary education.

Multicultural Challenges and Evidence-Based Solutions for School Psychologists (FS05) [D]

1:30–2:50 p.m., Thursday, February 26

Thomas M. Achenbach, PhD, Department of Psychiatry, University of Vermont, Burlington
Leslie A. Rescorla, PhD, Department of Psychology, Bryn Mawr College, PA

School psychologists must be equipped to work with students from many different backgrounds. Today’s students include numerous immigrants and refugees, as well as native-born students from diverse backgrounds. Drs. Achenbach and Rescorla will delineate challenges for assessing behavioral, emotional, and social problems among today’s very diverse students. They will then present findings from many societies that provide foundations for evidence-based assessment of students’ functioning in relation to multicultural norms. Practical applications of multicultural assessment will be demonstrated with cases of students from different backgrounds who present different kinds of challenges.

Thomas M. Achenbach, PhD, is Professor of Psychiatry and Psychology, and President, Research Center for Children, Youth, and Families, University of Vermont. Has authored 250 publications and has given 250 invited presentations in 30 countries. Achenbach assessment instruments are translated into 85 languages; 6500 publications report their use in 75 societies.

Leslie A. Rescorla, PhD, is Psychology Professor and Director, Child Study Institute, Bryn Mawr College; licensed and school-certified psychologist; research focused on language delay, assessment of behavioral/emotional problems, and longitudinal patterns of academic achievement; has given invited presentations in many countries regarding empirically based assessment of behavioral/emotional problems.

NASP Distinguished Lecture: Effective Professionals and Resilient, Motivated Learners (FS06)

9:30–10:50 a.m., Friday, February 27

Robert Brooks, PhD, Harvard Medical School, Boston, MA

This presentation will examine factors that contribute to the creation of “motivating environments” in schools. The mindsets of professionals who promote and students who thrive in such settings will be highlighted. Specific interventions that can be applied by school psychologists for nurturing motivation, learning, and resilience in all members of the school community will be described.

Robert Brooks, PhD, a psychologist on the faculty of Harvard Medical School, has lectured and written extensively about the themes of school climate, education, motivation, self-discipline, parenting, and resilience. Dr. Brooks is one of today's leading speakers on these issues and during the past 30 years, has presented nationally and internationally to thousands of parents, educators, mental health professionals, and business people with a message based on encouragement, hope, and resilience. He is renowned for the warmth and humor he uses to bring his insights and anecdotes to life. Among his books he is the author of The Self-Esteem Teacher and co-author of Raising Resilient Children and The Power of Resilience.

Ethics Update: Continuing Challenges, Emerging Issues, and Future Directions (FS07)

11:00 a.m.–12:20 p.m., Friday, February 27

Susan Jacob, PhD, School Psychology Program, Central Michigan University, Mount Pleasant

This presentation provides an update on ethics for school psychology practitioners. A brief historical perspective on the development of NASP’s Principles for Professional Ethics provides the backdrop for identifying suggested future code revisions. A set of broad ethical principles and corollary standards for school-based practice are identified. Continuing and emerging ethical challenges are discussed including parent access to test protocols, electronic transmission and storage of school psychological records, and the school psychologist’s autonomy in writing reports and recommendations, among others.

Susan Jacob, PhD, is professor and faculty in the School Psychology Program at Central Michigan University. She is lead author of Ethics and Law for School Psychologists, now in its fifth edition (2007), and serves as Co-Chair of NASP’s Ethical and Professional Practices Committee.

Domestic Violence: Why Do We Hurt the Ones We Love? (FS08)

2:00–3:20 p.m., Friday, February 27

Lenore Walker, PhD, Professor, Nova Southeastern University, Fort Lauderdale-Davie, FL

Domestic Violence (DV) or Intimate Partner Violence (IPV) includes actual or threatened physical or sexual violence, or psychological and emotional abuse, directed toward a spouse, ex-spouse, current or former boyfriend or girlfriend, or current or former dating partner. DV is a widespread problem that occurs among all ages, genders, races, educational backgrounds, cultures, religions, sexual orientations, and socioeconomic groups. It is the single largest cause of injury to women between the ages of 15 and 44 in the United States, more common than muggings, car accidents, and rapes combined. This presentation will discuss the scope, causes, effects, and effective responses to DV, including what school mental health professionals can do support students affected by this damaging behavior.

Lenore Walker, EdD, ABPP is a professor and coordinator of the forensic psychology concentration at Nova Southeastern University’s Center for Psychological Studies. She has written 14 books and more than 50 book chapters and articles in the area of domestic violence, child abuse, and women’s issues in therapy since her first book, The Battered Woman, was published in 1979. She is director of the Domestic Violence Institute that has 13 affiliate centers around the world providing education and training, research, and public policy initiatives. She was chair of the APA Presidential Task Force on Violence and the Family, and continues as an advisor to the violence prevention efforts.

President's Special Strands

Take Steps to Make a Difference

(Several sessions will be presented within each strand. Check back later for additional information.)

Making a Difference for Children With Autism

Autistic spectrum disorders are exploding in prevalence in the United States, and the reasons are under intense investigation. Although autism has traditionally been considered a low incidence disorder, that perception is changing rapidly based on the data and a broader understanding of the constellation of symptoms. The autism rate currently is estimated to be one in every 150 live births. Media interest in the disorders, public demand for answers, and better diagnostic tools recently resulted in the American Academy of Pediatrics issuing a recommendation that all children be screened for autistic spectrum disorders no later than 24 months of age.

Despite the increase in diagnosed cases of autistic spectrum disorders, relatively little is known about the cause(s) and possible preventive factors. Accurate diagnosis often can be problematic, although more and better approaches are being developed rapidly. Intervention strategies for both academic and behavioral challenges associated with the disorders are numerous. Many have substantial research data with which they can be evaluated, while others are not evidence-based at all. Clearly, however, early intervention which is evidence-based shows promise for ameliorating the effects of the disorders. While many risk factors have been identified, prevention efforts have, so far, proved elusive. Sessions in this strand will explore the challenges in prevention and diagnosis as well as evidence-based intervention strategies for educators and parents.

This presidential strand is a collaborative effort between Division 16 of the American Psychological Association (APA) and the National Association of School Psychologists (NASP). The cooperation between NASP and Division 16 is designed to further the goal of fostering the relationship between the two entities and to provide a broader diversity of presentations and perspectives on the topic of autism.

Making a Difference for Children With Eating Disorders and Childhood Obesity

Eating disorders affect and undermine the health of more Americans than any other category of illness. Most of the research on eating disorders has focused on Anorexia and Bulimia Nervosa, mental illnesses which not only undermine health, but which also can kill. Society, the media, and the entertainment industry as a whole emphasize the importance of staying thin, almost in obsessional proportions. Despite the emphasis on weight control, however, being overweight has become epidemic and can be just as deadly.

Possibly the greatest public health problem in the United States at present is obesity, considered predominately a behavioral health disorder. Over half of all Americans are overweight, and the health of at least one in five is detrimentally affected by obesity. Children are particularly vulnerable to and at risk for the physical, behavioral, and academic problems associated with excessive weight, including diabetes, heart disease, school failure, bullying, and mental health issues, making obesity a critical issue for school psychologists and other mental health professionals. Strand presenters will discuss the latest research and how school psychologists can help parents and schools prevent and intervene with disordered eating problems.

This presidential strand, which is also a collaborative effort between Division 16 of APA and NASP, focuses on eating disorders broadly, with a special emphasis upon childhood obesity.