Upcoming Events

    • 12/21/2020
    • 8:00 AM
    • 12/01/2021
    • 1:00 PM
    • A Zoom link will be provided after registration.
    Register

    Registration is now open!  

    Free for members and only $10 for non-members. 


    Unable to attend the live broadcast?  Register to watch the recording and still earn SCECHs at your own convenience.  A zoom link to the recording will be sent to you shortly after the live broadcast.  

    This session will focus on positioning school psychology within a social justice framework. The history of, and need for, socially just practices in school psychology will be outlined. Drawing from the Transtheoretical Model of Behavior Change, this presentation will offer specific strategies for facilitating movement towards a fully integrated social justice orientation within the field. These strategies will include but are not limited to, self-reflection, advocacy, and empowering students and colleagues.

    At the end of this session, participants will be able to:

    • Describe a social justice framework for school psychology practice
    • Compare and contrast culturally responsive practice and socially just practice
    • Develop an individual social justice plan to identify actions needed to help progress on their social justice journey and enhance their ability to engage in social justice advocacy

    Celeste Malone, PhD, MS, is an associate professor and coordinator of the school psychology program at Howard University. She received her PhD in school psychology from Temple University and completed a postdoctoral fellowship in child clinical and pediatric psychology at the Johns Hopkins University School of Medicine. Prior to obtaining her doctorate, Dr. Malone received her master’s in school counseling from Johns Hopkins University. Her primary research interest relates to multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, Dr. Malone focuses on multicultural competence, the ability to work effectively with diverse populations through the application of cultural knowledge and to demonstrate awareness of and sensitivity to cultural issues. The overarching themes of her research are as follows: 1) development of multicultural competence through education and training, 2) diversification of the profession, and 3) the relationship between culturally competent practice and PK-12 student outcomes. Related to her interest in professional issues in school psychology, Dr. Malone has continuously held leadership positions in psychology professional associations. She currently serves on the National Association of School Psychologists (NASP) Board of Directors as the strategic liaison for the social justice strategic goal. In that capacity, Dr. Malone works closely with NASP boards and committees to develop and implement programs and activities to address social justice issues in school psychology and education. Additionally, Dr. Malone is an elected member of the American Psychological Association (APA) Board of Educational Affairs, the governance group which develops policies for education and training in psychology.


    • 04/19/2021
    • 10:00 AM
    • 04/04/2022
    • 12:00 PM
    • A recording will be sent after the live event
    • 267
    Register

    Unable to attend the live broadcast?  Register to watch the recording and still earn SCECHs at your own convenience.  A zoom link to the recording will be sent to you shortly after the live broadcast. 

    Improving School Psychological Service Delivery Using the NASP Practice Model

    Free for members and only $10 for non-members

    This presentation is for the previously recorded version.

    SCECHs will be offered.  Please review the required documents for SCECHs

    This presentation will cover the updated 2020 Standards from the Model for Comprehensive and Integrated School Psychological Services (the Practice Model).  This will include a discussion of the differences between the previous standards and the updated standards, strategies for working toward the implementation of the model, and the connection between the comprehensive role of school psychologists and student outcomes.  The Excellence in School Psychology Services (ESPS) recognition program and its benefit to school psychologists and their districts will be overviewed as well.  #ItsWhatWeDo

    Learning Objectives: 

    - Attendees will have an understanding of the NASP Practice Model

    - Psychologists will have a higher awareness of the connection of the comprehensive role of school psychologists to student outcomes.  

    - Attendees will be aware of multiple strategies for working towards implementation of the model in their district.

    - Attendees will have knowledge of the Excellence in School Psychology Services (ESPS) recognition program, including its requirements and how it can be used to develop, maintain, and recognize services within a district. 

    Speaker: Sara L. England, Ed.S., NCSP studied Psychology and Elementary Education at Manchester College.  She received her Master of Arts (MA) degree in School Psychology in 2000 and her Education Specialist (Ed.S.) degree in 2002 from Ball State University in Muncie, Indiana.  Upon graduation, she worked for sixteen years as a school psychologist for the North Central Indiana Special Education Cooperative based in North Central Indiana.   She has worked for the Lewis Cass ISD in Cassopolis, Michigan for the past two and a half years.  Ms. England has taught several undergraduate courses in psychology and assessment.  She was involved in the Indiana Association of School Psychologists as Spring Conference Chair, Fall Conference Chair, President, and Co-Chair of the Advocacy and Collaboration Committee.  She has served on the Michigan Association of School Psychologist’s board as Region V’s Alternate Director and is currently Treasurer-Elect.  She has served on the National Association of School Psychologist’s Practice Model Committee for the past several years.  


    • 05/17/2021
    • 2:00 PM
    • 05/01/2022
    • 1:00 PM
    • A Zoom link will be provided after registration.
    • 250
    Register

    Previously Recorded: Best Practices for School Psychologists in

    Meeting the Needs of LGBTQ+ Youth



    Free for members and only $10 for non-members

    2.0 SCECHs will be offered.

    This is for the pre-recorded version of the of the presentation.  You can earn SCECHs for watching this presentation at your convenience.  If you plan to watch the live version, please register here instead. 

    The climate of acceptance for LGBTQ+ individuals is slowly improving in Michigan and across the country but many schools remain unsafe for lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) youth. Educators have much work to do to make schools safe and affirming for all students, including LGBTQ+ youth. In particular, school psychologists are charged with upholding professional ethics and best practices to protect the dignity and rights of LGBTQ+ youth and ensure an equal educational opportunity.  MASP and NASP (National Association of School Psychologists) have long-standing commitments to advocacy efforts aimed at ensuring that schools are safe and inclusive learning environments for all students. Students who are LGBTQ+ are among schools’ most vulnerable youth, experiencing bullying and harassment at disproportionately high levels (Kosciw, Greytak, Palmer, & Boesen, 2014).  The victimization that occurs at school puts LGBTQ+ students at risk for negative mental health outcomes and reduced academic success.  School psychologists play an important role in turning around these negative trajectories by helping to foster a school climate that promotes acceptance of diversity and a positive learning environment for the total student population. Relevant resources will be identified and shared to assist school psychologists with the implementation of strategies to ensure a safe and supportive school environment for LGBTQ+ youth.  

    Learning Objectives:

    (1) This session will help participants to identify risk factors facing LGBTQ+ youth and how these impact mental health and school performance.

    (2) This session will empower participants to develop and utilize skills resources to address inclusivity, supportive practices, and the mental health needs of LGBTQ+ youth.

    (3) This session will help participants utilize the Michigan State Board of Education's Statement and Guidance on Safe and Supportive Learning Environments for Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students to promote best practices in meeting the needs of LGBTQ+ students.

    Presenter/facilitator Bios:

    • ·         Tracy Hobbs, NCSP:Tracy has been a school psychologist for 41 years and is currently serves as MASP's Membership Chair; he also serves on the NASP Board of Directors as the Strategic Liaison for Professional Development. Tracy is a trainer and educational consultant for the Michigan Department of Education’s LGBTQ+ Student Project, a member of NEA’s National Training Program on Safety, Bias, and GLBT Issues, and a nationally certified trainer for the Welcoming Schools program. For five years, Tracy was the faculty advisor for his high school’s GSA.  
    • ·         Michele Millhouse: Michele has worked as a school psychologist for seventeen years in the urban, suburban, and rural setting across all grade levels in two states (Michigan and Pennsylvania).  Michele earned an Ed.S. from Lehigh University and a B.S. in Special Education from Kent State University.  In addition to her work as a school psychologist, Michele has served as the MASP School Psychologist Shortage Committee Chair and has held the position of Region 13 Directors for the past two years.  Michele has participated in committees through the Michigan Department of Education related to supporting parents of children with special needs, diversity/equity in education, and mental health services during COVID-19.  Further, Michele participated in the creation of the Michigan Department of Education Return to School Mental Health Toolkit to support educators, students, and parents during COVID-19.  She also has served as a member of the School Based Mental Health Committee. This organization consists of board members from the Michigan School Counselor Association, the Michigan Association of School Psychologists, and the Michigan Association of School Social Workers.  As a board member of MASP Michele has assisted lawmakers in Michigan in legislation related to suicide prevention, threat assessment and the provision/expansion of mental health support in our state. 
    • ·         Sarah Kiperman, PhD, LP, NCSP, Registered Play Therapist:  Sarah is a school psychology assistant professor at Wayne State University’s College of Education and a behavioral consultant through Beaumont Health Group’s Human Development Center. She serves as the early career chair for the NASP LGBTQIA2 Committee, is the Director of the Project Support research team, and is a research affiliate of the Center for Research on School Safety, School Climate, and Classroom Management as well as the Center for Health and Community Impact.




    • 09/30/2021
    • 10:00 AM
    • 09/30/2022
    • 12:00 PM
    • A Zoom link will be provided after registration
    • 449
    Register

    Previously recorded: Strategies for Successful Internship Supervision 

    Available till September 30th, 2022

    By: Meaghan C. Guiney, PhD, NCSP

    Only $10 for members and $20 for non-members

    Presentation Materials: 

    MASP Supervision Webinar (9-30-21).pdf

    Sample Contract for Supervision.docx

    Supervision Planning Interview.docx

    Tips for Providing Feedback.docx

    Self-Care Plan and Template.docx

    Participants may earn 2.0 SCECHs for attending the live event and completing the appropriate SCECH's survey within two weeks.  A link to a recorded version will be provided to all registered guests.  You may register and receive a link to the recording up to one year after the live event. Please note, the recording will not be available until two weeks after the event.  As a result, participants can not earn SCECH's for viewing the recorded version.  


    In this webinar, Meaghan C. Guiney, PhD, NCSP , will present “Strategies for Successful Internship Supervision.” This session will provide an overview of fundamental aspects of effective school psychology supervision and review strategies for planning and organizing a positive supervision experience. Particular attention will be paid to the role of the supervisor in promoting the development of self-care strategies to support a successful transition from internship to practice.


    Learning Objectives:

    1) Explain how an intentional contracting process can help to establish a positive supervision relationship,

    2) Identify at least three key questions to ask when planning a training experience,

    3) Describe two different strategies for providing feedback to interns, and

    4) Describe how intern supervisors can support the development of effective self care skills.


    Presenter/facilitator Bios:

    Meaghan C. Guiney, PhD, NCSP is an Assistant Professor in the School of Psychology and Counseling at Fairleigh Dickinson University in Teaneck, NJ, where she teaches courses on supervision in school psychology and serves as the Coordinator of Field Experiences. In that role she collaborates with field supervisors to support interns at both the specialist and doctoral levels. She is the author of The School Psychology Supervisor’s Toolkit, a practical guide to supervision in school psychology. Before entering academia, she practiced as a school psychologist in Westchester County, NY.


    • 10/19/2021
    • 1:00 PM
    • 10/18/2022
    • 3:00 PM
    • A Zoom link will be provided after registration
    • 410
    Register

    Previously Recorded - Ethics for School Psychologists: Challenges 

    and Opportunities

    Live-streamed October 19th, 2021 1:00 p.m.- 3:00 p.m.

    By: Laurie Klose, Ph.D - NASP President

    Only $10 for members and $20 for non-members

    This is a recorded version of the live webinar.  A link to a recorded version will be provided to all registered guests, including those who registered and attended the live version.  You may register and receive a link to the recording for up to one year after the live event. Please note, the recording will not be available until two weeks after the live event.  As a result, participants cannot earn SCECH's for viewing the recorded version.  

    SESSION DESCRIPTION: This session will focus on the ways the National Association of School Psychologists’ 2020 Principles for Professional Ethics address ethical responsibilities of school psychologists. Resources will be presented and utilized to take a problem-solving approach to resolving ethical dilemmas. Scenarios will be discussed that are relevant to practice in the current climate of crisis response related to the pandemic, the intersection of law, procedure and unspoken rules, and other related issues raised by practitioners throughout the state. Be prepared to participate, learn something new and take away tools to make your professional functioning more ethical and just.

    LEARNING OBJECTIVES:

    • Practice using a problem-solving model to address ethical issues.
    • Discuss and examine various sources of influence that can contribute to ethical dilemmas, particularly related to equity, access, social justice and anti-racist policies and actions.
    • Discuss accepted and evolving standards and principles pertaining to different scenarios in the current school and community environments.

    NASP DOMAINS:

    Domain 1: Data-Based Decision Making

    School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multitiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.

    Domain 2: Consultation and Collaboration

    School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.

    Domain 10: Legal, Ethical, and Professional Practice

    School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.

    About the presenter:

    Dr. Laurie McGarry Klose is the owner and CEO of RespectED, a consulting firm that provides services to schools and families. She has worked as a faculty member at Trinity University and Texas State University, including serving as the Director of Assessment for the Clinic for Autism Research, Evaluation and Support and University Assessment and Counseling Clinic. In addition, she worked as a campus and district-based school psychologist for 12 years in California, Massachusetts and Texas. Along with service on numerous state and national committees, Laurie’s leadership positions include President of Texas Association of School Psychologists, Texas Delegate to the National Association of School Psychologists, South Eastern Delegate Representative to the Board of Directors of NASP, and the Chair of the NASP Ethics and Professional Practices Board. Laurie is the 2021-22 President of National Association of School Psychologists.


    • 11/08/2021
    • 1:00 PM
    • 11/08/2022
    • 3:00 PM
    • A Zoom link will be provided after registration
    • 434
    Register

    Previously Recorded: School Psychologists as Systems Change Leaders

    Live-streamed November 8th, 2021 1:00 p.m.- 3:00 p.m.

    By: Tyler Kitson Ed.S., NCSP and Hiral Vekarka Ed.S., NCSP

    Only $10 for members and $20 for non-members


    Participants may earn 2.0 SCECHs for attending the live event and completing the appropriate SCECH's survey within two weeks.  A link to a recorded version will be provided to all registered guests.  You may register and receive a link to the recording up to one year after the live event. Please note, the recording will not be available until two weeks after the event.  As a result, participants can not earn SCECH's for viewing the recorded version.  

    Session description:  The purpose of this session is to provide information on best practices in leadership in order to support systems change. In addition, this session will cover information related to the NASP practice model and steps to integrate comprehensive services. 

    Learning objectives:

    • to gain a better understanding of leadership theories and skills
    • to learn how to utilize skills to align practices with the comprehensive role
    • to utilize skills outlined in current settings 

    About the presenters:

    Tyler Kitson, Ed.S, NCSP is a School Psychologist in the Olathe Public Schools and is a Nationally Certified School Psychologist (NCSP).  He has served as a member of the National Association of School Psychologists (NASP) Practice Model Committee since 2015 and currently serves as the Chair of the committee.   He additionally serves as the Northeast Region representative on the Kansas Association of School Psychologists (KASP) board.  In the Olathe Public Schools, he is a part of the school psychologist strategic planning committee, which strives to align the role of the school psychologist with the NASP Practice Model as well as develop a strategic plan for areas of improvement.  Tyler was awarded the 2020 NASP Presidential Award in recognition of exceptional service to children and school psychology.  He has also presented at the state and national level to further the profession of school psychology.

    Hiral Vekarka, Ed.S, NCSP is a School Psychologist in the Montgomery County Public Schools and is an MTSS consultant for Wake County Public School System.  Hiral has been the chair of the NASP Leadership Development Committee since 2016 and has participated in a variety of task forces within NASP to support the strategic plan of the association.  Hiral received the NASP Presidential Award in 2014 and 2019.  Hiral is a member of her state and local state association and serves on the Diversity and Social Justice committee. 


    • 11/18/2021
    • 2:00 PM
    • 10/18/2022
    • 3:00 PM
    • A Zoom link will be provided after registration
    • 476
    Register

    School Psychology:  A Career that Makes a Difference

    Live-streamed November 18th, 2021 2:00 p.m.- 3:00 p.m.

    By: Janna Aupperlee, Tracy Hobbs, Michele Millhouse

    Joe Sbar, and Shelbie Spear

    Free for all - No SCECH/CPD's will be available


    This event is intended for undergraduate students

    SESSION DESCRIPTION: Do you enjoy helping children with academic, emotional, and social skill concerns?  Do you like to collaborate with others to promote positive outcomes for students?  If so, the field of School Psychology may be an exciting career opportunity for you.  The Michigan Association of School Psychologists (MASP) is hosting a School Psychology webinar.  This will provide an overview of the field of School Psychology with professors from the field and School Psychologists who have worked in a variety of settings.  The webinar will also include a discussion panel with the Michigan School Psychologist of the Year and a School Psychology graduate student.  

    About the presenters:

    Jana Aupperlee:

    Jana is a Nationally Certified School Psychologist, a Licensed Psychologist in Michigan, and a Health Service Psychologist. She is Coordinator of the EdS Program in School Psychology at Michigan State University and the Training Co-Director of the Mid-Michigan Psychology Internship Consortium. She teaches a variety of school and practice-based courses and collaborates with local school psychologists in the supervision of practicum students.

    Tracy Hobbs, NCSP:

    Tracy has been a school psychologist for 42 years and currently serves as MASP's Membership Chair; he also serves on the NASP Board of Directors as the Strategic Liaison for Professional Development. Tracy spent the first 30 years of his career employed by the Lake Orion Community Schools, and since "retiring" in 2010, has provided long-term substitute services for several school districts across the state. Tracy lives in Lake Ann and most recently worked for the Traverse Bay Area Intermediate School District.

    Michele Millhouse: 

    Michele has worked as a school psychologist for seventeen years in the urban, suburban, and rural setting across all grade levels in two states (Michigan and Pennsylvania).  Michele earned an Ed.S. from Lehigh University and a B.S. in Special Education from Kent State University.  In addition to her work as a school psychologist, Michele has served as the MASP School Psychologist Shortage Committee Chair and has held the position of Region 13 Directors for the past two years.  Michele has participated in committees through the Michigan Department of Education related to supporting parents of children with special needs, diversity/equity in education, and mental health services during COVID-19.  Further, Michele participated in the creation of the Michigan Department of Education Return to School Mental Health Toolkit to support educators, students, and parents during COVID-19.  She also has served as a member of the School Based Mental Health Committee. This organization consists of board members from the Michigan School Counselor Association, the Michigan Association of School Psychologists, and the Michigan Association of School Social Workers.  As a board member of MASP Michele has assisted lawmakers in Michigan in legislation related to suicide prevention, threat assessment and the provision/expansion of mental health support in our state. 

    Joe Sbar:

    Joe Sbar is currently a school psychologist with the Eastern Upper Peninsula Intermediate School District in Sault Ste. Marie and throughout his career, has served as a clear example of service to children, families, schools, and the profession as both a practitioner and an advocate. His leadership has been evident through his work implementing multitiered system of supports (MTSS) through his participation as a member of the ISD-Level Regional MTSS Implementation Team and the Joseph K. Lumsden Anishnabe PSA District MTSS Implementation Team. Joe has provided leadership in the area of crisis response as the Lead Organizer of Eastern Upper Peninsula PREPaRE Crisis Response Team. Joe has also worked to address the critical shortage of school psychologists in Michigan by developing and providing presentations to undergraduate students to recruit future school psychologists to the field as well as by serving as a highly effective supervisor to school psychology interns.

    Shelbie Spear:

    Shelbie is a second year student in the Doctoral Program in School Psychology at Michigan State University. Shelbie’s current research centers teacher implementation of evidence-based practices for working with refugee youth and refugee youth’s perspectives on their experiences in schools and community-based programs. She received the Summer Research Development Fellowship in 2021 to pursue these interests. Shelbie currently serves on the Student Editorial Board for School Psychology Review, is the president of the Michigan State University chapter of the Student Affiliates in School Psychology, and is the co-chair of the Diversity, Equity, and Inclusion committee within the School Psychology program.


    • 12/16/2021
    • 9:00 AM - 12:00 PM
    • Zoom
    • 382
    Register

    Smart but Scattered: Improving Executive Skills to

    Promote School Success

    Live-streaming December 16th, 2021 9:00 a.m.- 12:00 p.m.

    By: Peg Dawson Ed.D. NCSP

    Only $10 for members and $20 for non-members

    Participants may earn 3.0 SCECHs (pending state approval) for attending the live event and completing the appropriate SCECH's survey within two weeks.  A link to a recorded version will be provided to all registered guests.  You may register and receive a link to the recording up to one year after the live event. Please note, the recording will not be available until two weeks after the event.  As a result, participants cannot earn SCECH's for viewing the recorded version.  

    Executive skills are task-oriented skills that underlie students’ ability to learn. Although seldom taught explicitly, the pandemic exposed “the hidden curriculum,” and it is now evident that students who are strong in these skills are more successful than those who aren't. This workshop will provide an introduction to executive skills, focusing on the skills that comprise the “Smart but Scattered” model. Intervention techniques targeting each of the 11 skills will be presented, followed by a discussion of three primary ways students with weak executive skills can be supported in the classroom.

    Learning Objectives: As a result of this workshop, participants will:

    • Be able to define 11 executive skills and learn practical classroom-based strategies to address executive skill challenges.
    • Learn how to make environmental modifications to support weak executive skills.
    • Learn how to design protocols for teaching executive skills.
    • Learn a process for designing a “student-centered” intervention targeting problem situations associated with executive skill challenges.

    Presenter Bio:

    Peg Dawson, Ed.D., NCSP, received her doctorate in school/child clinical psychology from the University of Virginia. She worked as a school psychologist for 16 years in Maine and New Hampshire, and for over 25 years has worked at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire, where she specializes in the assessment of children and adults with learning and attention disorders. Along with her colleague, Dr. Richard Guare, she has authored several books, including a book for professionals, Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention and two books for parents, Smart but Scattered and Smart but Scattered Teens. Their book, Coaching Students with Executive Skills Deficits has been recently augmented with a planner (Work Smart Academic Planner). Their most recent book, The Smart but Scattered Guide to Success is written for adults. Dr. Dawson is a past president of both the National Association of School Psychologists and the International School Psychology Association. She is also the 2006 recipient of NASP’s Lifetime Achievement Award and a 2010 recipient of the International School Psychology Association Distinguished Services Award.


    • 01/11/2022
    • 10:00 AM - 12:00 PM
    • Zoom
    • 495

    Registration opening soon!

    Mindfulness-Based Stress Reduction: Power of the Practice

    Live-streaming January 11th, 2022 10:00 a.m.- 12:00 p.m.

    By: Ali Turfe, M.A., Sp.Sch.Psy., LLP

    Only $10 for members and $20 for non-members

    Participants may earn 2.0 SCECHs for attending the live event and completing the appropriate SCECH's survey within two weeks.  A link to a recorded version will be provided to all registered guests.  You may register and receive a link to the recording up to one year after the live event. Please note, the recording will not be available until two weeks after the event.  As a result, participants can not earn SCECH's for viewing the recorded version.  

    Mindfulness-Based Stress Reduction (MBSR):  Empowering school psychologists with increased presence, awareness, and connectivity resulting in workplace stress reduction.  Mindfulness must be experienced to be known.  Learn mindfulness meditation practices that develop awareness of body, heart, and mind.  In this experiential self-care session, seasoned school psychologists will (a) experience three formal mindfulness practices and inquiry, (b) learn two mindfulness practices to reduce stress during communication, and (c) review MBSR literature.

    Learning Objectives:

    • This session will help participants learn three formal MBSR practices that cultivate present moment awareness to reduce stress and foster well-being in the workplace.
    • This session will help participants learn two brief MBSR practices to refocus attention and interrupt negative thoughts during stressful communication.
    • This session will help participants identify how MBSR fits into a comprehensive self-care practice as outlined by the NASP Practice Model.
    About the Presenter:  

    Ali Turfe, M.A., Sp.Sch.Psy., LLP

    School Psychologist, Detroit Public Schools Community District

    • Specialist Degree in School Psychologist, University of Detroit Mercy
    • Master of Arts Degree in Literacy Instruction, Michigan State University
    • Bachelor of Arts in Education Degree, Michigan State University
    • Completed Beaumont Center for Mindfulness  MBSR Teacher Training Foundations Course
    • Completed at Beaumont Center for Mindfulness 2 eight-week MBSR (Mindfulness Based Stress Reduction) trainings in 2019
    • Completed six 5-7-day silent retreats and five single-day silent retreats
    • Completed through Professional Education Systems Institute (PESI) the following:  three-day Intensive Training: Advanced Mindfulness Certificate Course;  two-day Intensive Mindfulness Training Course; two-day Mindfulness-Based Cognitive Therapy Certificate Course; 100 Brain-Changing Mindfulness Techniques to Integrate Into Your Clinical Practice Certificate;  Acceptance and Commitment Therapy:  2-Day Intensive ACT Training Certificate; Mindsight in Childhood and Adolescence: Strategies to Help Kids Thrive Certificate with Daniel Siegel, M.D.;  and a two-day Summer Training Intensive MC4ME Teaching Mindfulness to Youth
    • Completed Brown University Teacher Advanced Intensive, May 2020
    • Qualified MBSR (Mindfulness Based Stress Reduction) Instructor, May 2020
    • Taught 25 eight-week cycles of MBSR, 2021
    • Taught 3 half-day, Introduction to Mindfulness: Self-Care Practices, professional development workshops, 2020
    • Offer one-hour mindfulness practice online every Monday and Friday, 2020
    • Interviewed YouTube video, “The Power of Mindfulness and Meditation Ali Turfe,” 2020

Past Events

05/14/2021 Best Practices for School Psychologists in Meeting the Needs of LGBTQ+ Youth
04/27/2021 Decreasing the Shortage of School Psychologists Through the Grow Your Own Program
04/15/2021 Improving School Psychological Service Delivery Using the NASP Practice Model
04/03/2021 2nd offering...Mindfulness-Based Stress Reduction (MBSR)
02/23/2021 NASP 2021 Virtual Convention for SCECHs
02/18/2021 Dismantling the School-to-Prison-Pipeline
01/08/2021 Making a Successful Transition from College to Career: Preparation for Graduate Students
01/08/2021 Mindfulness-Based Stress Reduction (MBSR)
12/17/2020 Inaugural MASP Social Justice and Multicultural Ethics Town Hall
12/16/2020 Advancing Equity through Social Justice Practices
09/18/2020 Conducting School-Based Evaluations for Special Education Eligibility
09/01/2020 Previously Recorded Webinar: A New Normal - SEL Considerations for Reopening Schools
08/25/2020 Webinar: A New Normal - SEL Considerations for Reopening Schools
08/19/2020 MASP Virtual Town Hall 2
08/18/2020 MASP Virtual Town Hall 1
11/07/2019 2019 Fall Conference
08/06/2019 2019 PREPaRE Workshop 2
08/05/2019 2019 PREPaRE Workshop 1
03/15/2019 2019 Spring Conference
11/08/2018 2018 Fall Conference
06/21/2018 2018 PREPaRE Workshop 2
06/20/2018 2018 PREPaRE Workshop 1
03/16/2018 2018 Spring Conference
11/09/2017 2017 Fall Conference
03/17/2017 2017 Spring Conference
07/13/2016 MASP Board Summer Retreat
03/18/2016 2016 Spring Conference
10/26/2015 2015 Annual Fall Conference
03/20/2015 2015 Critical Issues Conference
10/26/2014 2014 Annual Fall Conference
09/10/2014 MASP Board Meeting
08/18/2014 MASP Summer Board Meeting
05/14/2014 MASP Board Meeting
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