Upcoming Events

    • 12/21/2020
    • 8:00 AM
    • 11/16/2021
    • 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.


    • 05/17/2021
    • 2:00 PM
    • 05/01/2022
    • 1:00 PM
    • A Zoom link will be provided after registration.
    • 256
    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
    • 456
    Register

    Strategies for Successful Internship Supervision 

    Live-streamed September 30th, 2021 10:00 a.m.-12:00 p.m.

    By: Meaghan C. Guiney, PhD, 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.  


    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
    • 464
    Register

    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

    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: 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
    • 495

    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. 


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
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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