Upcoming Events

    • 09/01/2020
    • 12:00 PM (EDT)
    • 08/01/2021
    • 12:30 AM (EDT)
    • A video link will be provided upon registration

    Registration is now open!

    Unable to attend the live broadcast?  Register to watch the recording and still earn SCECHs at your own convenience.  

    A New Normal: SEL Considerations for Reopening Schools 

    Presented by:  Melissa A. Louvar Reeves, Ph.D, NCSP, LPC Past President of the National Association of School Psychologists (NASP)

    The current COVID-19 pandemic has shaken our traditional educational system to its core. The sudden shift to remote learning has been traumatic for students, staff, and parents. For many students, adverse childhood experiences such as this can negatively impact their attention, decision-making, and response to stress. Likewise, the return to in-person learning may also be a difficult adjustment for many. Participants in this webinar will be introduced to key elements in developing a comprehensive SEL plan for reopening schools. Specifically, participants will:

    • Recognize signs/symptoms of stress among staff and students;
    • Learn strategies to help students and staff identify, understand, and manage their emotions; and
    • Identify resources that prioritize relationships and human connections to meet the existing and emerging mental health needs of students.

    SCECHs will be available for registered attendees.  Only those who registered for the event will be able to obtain SCECHs. No SCECHs will be awarded to individuals who join the Zoom without registering through the MASP website. 

    • 12/21/2020
    • 8:00 AM (EST)
    • 11/16/2021
    • 1:00 PM (EST)
    • A Zoom link will be provided shortly after the live webinar.

    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.

    • 05/17/2021
    • 2:00 PM (EDT)
    • 05/01/2022
    • 1:00 PM (EDT)
    • A Zoom link will be provided after registration.
    • 259

    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.

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
04/19/2021 Previously recorded: Improving School Psychological Service Delivery Using the NASP Practice Model
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
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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