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• Previously Recorded: School Psychology: A Career that Makes a Difference

  • Start
    11/18/2021
  •  
    2:00 PM
  • End
    10/18/2030
  •  
    3:00 PM
  • Location
    A Zoom link will be provided after registration
  • Spaces left
    471

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  Previously Recorded: School Psychology: A Career that Makes a Difference

  Live-streamed November 18th, 2021

  By: Janna Aupperlee, Tracy Hobbs, Michele Millhouse

  Joe Sbar, and Shelbie Spear

  Free for all

  No SCECHs are available for this offering

  
  

  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.

  
  

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• Previously Recorded: How to Support Student Success When Walking On Eggshells: A Brief Look at Trauma-Informed Best Practices in a School Setting

  • Start
    04/11/2022
  •  
    10:00 AM
  • End
    04/04/2023
  •  
    12:00 PM
  • Location
    Zoom
  • Spaces left
    391

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  Previously Recorded: How to Support Student Success When Walking On Eggshells: A Brief Look at Trauma-Informed Best Practices in a School Setting

  Live-streamed April 11th, 2022 10:00 a.m.- 12:00 p.m.

  By: Dr. Stephanie Grant

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

  
  

  Did you miss the live webinar?  Don't worry, you can still register for this event and receive a recorded version of the webinar.  A link to a recorded version will be provided to all registered guests. 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 approximately two weeks after the live event. No SCECHs are available for viewing the recorded version.  

  If you registered for the live event you will already be provided a copy of the recording and do not need to sign up again to receive your copy.  Again, the recording will be sent to all registered guests of the live event or this recorded event approximately two weeks after the live webinar. 

  DESCRIPTION & OBJECTIVES:

  In this presentation, Dr. Grant will provide a brief overview of trauma-informed educational practices with specific focus on the environment, the relationship, and the strategies. A neurodevelopmental focus will be used and concrete and practical preventative and interventional supports will be discussed.

  Learning Objectives:

  • Participants will learn how trauma-informed strategies align with neurodevelopment and physiological arousal.
  • Participants will learn at least one trauma-informed strategy to make in the school physical environment to increase student success.
  • Participants will learn at least one trauma-informed strategy to use as an interventional support for a dysregulated student.

  PRESENTER INFORMATION:

  Stephanie is trained as a Developmental Psychologist and is licensed as a Professional Counselor. She currently works as the Director of Community Education and Advocacy at Developmental Enhancement in Holland, MI. She has separate Masters degrees in Marriage and Family Therapy and Psychology and a PhD in Lifespan Developmental Psychology. She is also endorsed as an Infant Mental Health Specialist. Her clinical and research interests focus on working with infants and children with attachment concerns and trauma histories, specifically those who have adoption or foster care backgrounds. She has worked as a clinician, professor, and researcher and has provided professional development and support services for community organizations and schools around the world.

  Stephanie brings an extensive and varied background with her. Not only has the topic of trauma and neurodevelopment been a significant part of her career, as a foster and adoptive parent, she also understands how the research translates into day to day experiences for the adults that work with children with these histories. Stephanie has a passion for her work. It’s not just what she does, it’s a part of who she is. Whether it’s working with kids and their families, teaching college students, providing trainings to adults, or advocating for changes to systems, she looks forward to the task and has no intention of stopping.

  
  

  
  

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• Previously Recorded: Culturally Adapted-Cognitive Behavioral Therapy (CA-CBT) with LGBTQ+ youth

  • Start
    05/26/2022
  •  
    9:30 AM
  • End
    05/24/2023
  •  
    11:30 AM
  • Location
    Zoom
  • Spaces left
    424

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  Culturally Adapted-Cognitive Behavioral Therapy (CA-CBT)

  with LGBTQ+ youth

  Live-streamed May 24th, 2022 9:30 a.m.- 11:30 a.m.

  Sarah Kiperman, PhD, LP, NCSP, RPT

  Gabriel DeLong, MA, DTLLP

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

  
  

  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.  Participants cannot earn SCECH's for viewing the recorded version.  

  DESCRIPTION & OBJECTIVES:

  This 2-hour professional development will review how to conduct culturally adaptive-cognitive behavioral therapy (CA-CBT), in the context of working with LGBTQ+ youth. While LGBTQ+ youth compose a resilient and strong community, they also face a unique set of stressors (e.g., coming out at home/school, culture-specific bullying, poor school climate, and support at local, state, and national levels). One way school-based mental health providers can partner with a youth to address these stressors is through CA-CBT. CA-CBT is an empirical and evidence-based method that accounts for culture-specificity and LGBTQ+ youths’ expertise in their own lived experience to guide the process of helping them to reframe negative, unhelpful thoughts to helpful, productive ones.  In today’s session, practitioners will learn about the LGBTQ+ youth community, CA-CBT, and will have opportunities to practice and apply their newfound knowledge to the CA-CBT method in a combined approach.

  Learning Objectives

  1. Develop a culture-specific familiarity with the LGBTQ+ youth community (e.g., terminology, lived experience, their strengths as a community, and the stressors navigated such as culture-specific bullying and coming out at home/school).

  1. Develop empirical and evidence-based techniques on how to conduct CA-CBT, using the ABCDEF method.

  1. Apply the CA-CBT approach in the culture-specific context of working with LGBTQ+ youth.

  PRESENTER INFORMATION:

  Sarah Kiperman, PhD, LP, NCSP, RPT is an Assistant Professor at Wayne State University and a child psychologist through Beaumont Health System’s Center for Child Development. Dr. Kiperman's research involves advocating for youth wellness, culture-specific program development, informing socially just research methods, and advocating for LGBTQ+ youth (e.g., inclusive consent procedures for LGBTQ+ youth). Dr. Kiperman has most recently published:LGBTQ+ Youth’s Identity Development in the Context of Peer Victimization: A Mixed Methods Investigation, in International Journal of Environmental Research and Public Health (2022), There's No Place Like Home: Exploring Sexual and Gender Diverse Youth's Outcomes Related to Urban/Nonurban Settings, Opted Consent Procedure, and Social Support in Psychology in the Schools (2021), and Providing inclusive strategies for practitioners and researchers working with gender and sexually diverse youth without parental/guardian consent in the APA book, Supporting Gender Identity and Sexual Orientation Diversity in K-12 Schools.

  Gabriel DeLong, MA, DTLLP, is a doctoral student at Wayne State University in Counseling Psychology and a psychologist at Cruz Clinic.  While he works with general mental health issues, Gabriel specializes in body image dissatisfaction, eating disorders, LGBTQ+ culture-specific issues (e.g., accepting one's identity, obtaining letters for gender-affirming surgery and hormone treatment), He works with a diverse population on social-emotional needs and conducts psychological, social, achievement, and cognitive assessments. Through his externship, Gabriel works with students at Hamtramck High school, a predominantly person of color high school, on social-emotional issues, including dating, first-generation American identity development, and other culture-specific needs. Gabriel approaches therapy from an existential perspective where meaning is made out of any situation. His background in theater and dance shows up in his intervention as he incorporates body movement, art, and music. Lastly, Gabriel incorporated a mindfulness approach that includes meditation and sound. Gabriel has most recently publishedProviding inclusive strategies for practitioners and researchers working with gender and sexually diverse youth without parental/guardian consent in, Supporting Gender Identity and Sexual Orientation Diversity in K-12 Schools.

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• Previously Recorded: “They Said What?!”: Responding to Students’ Questions about Racial Differences to Facilitate Racial Dialogue in the Classroom

  • Start
    09/30/2022
  •  
    10:00 AM
  • End
    09/25/2023
  •  
    12:30 PM
  • Location
    Zoom
  • Spaces left
    448

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  Previously Recorded: “They Said What?!”: Responding to Students’ Questions about Racial Differences to Facilitate Racial Dialogue in the Classroom

  
  

  Live-streamed Sept 30th, 2022

  Sheri Atwater, PhD, PPS
  

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

  
  

  Did you miss the live webinar?  Don't worry, you can still register for this event and receive a recorded version of the webinar.  A link to a recorded version will be provided to all registered guests. 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 approximately two weeks after the live event. No SCECHs are available for viewing the recorded version.  

  If you registered for the live event you will be provided a copy of the recording and do not need to sign up again to receive your copy.  Again, the recording will be sent to all registered guests of the live event or this recorded event approximately two weeks after the live webinar. 

  DESCRIPTION: 

  Well-meaning counselors, parents and educators often struggle to initiate and respond to race discussions with K-12 students, fearing that they may do or say the "wrong thing,” particularly in the current political climate. Yet children learn best when educators support students in understanding abstract concepts such as race and social justice in a developmentally-appropriate way.  This presentation illustrates how to talk to K-12 students about race while avoiding the “trap” of a color-blind racial ideology (Castro-Atwater, 2016). Through the use of illustrated vignettes, participants learn how to: 

  • use an anti-racist "Developmental Response Framework" (Castro-Atwater, 2008) to proactively facilitate racial dialogue in the classroom, 

  • respond to take the "teachable moment" about race, 

  • access free tools and lesson plans from Learning for Justice (LFJ) designed for race discussions; and

  • address the challenges and expected benefits inherent in this timely, important work. 

  Dr. Sheri Atwater is Professor and Director of the M.A. Counseling Programs at Loyola Marymount University (LMU) in Los Angeles, CA, where she teaches courses in applied developmental psychology (lifespan), individual and group counseling, counseling theories and techniques, multicultural counseling, and advanced clinical techniques. Dr. Atwater received her B.A. from Stanford University and her M.A., P.P.S. Credential, and Ph.D. (School Psychology) from the University of California at Berkeley. Previously, Dr. Atwater has served as past President of the School Psychology Educators of California (SPEC) and as co-Principal Investigator for the Los Angeles County Office of Education's Student Mental Health Initiative. Dr. Atwater is also the creator and Project Director of the SUCCESS Coaching program, a multi-year collaboration with the Los Angeles Unified School District, where she supervises graduate students as they provide individual clinical counseling services to elementary and secondary students.

  Dr. Atwater’s research focuses on multicultural approaches in schools, and is an award-winning national speaker conducting training workshops and presentations on the definition and ‘myths’ of critical race theory as a systemic approach; how to foster effective culturally-relevant dialogue in classrooms and schools; and how educators can avoid the "trap" of color-blind racial ideology in communication with K-12 students.

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• Previously Recorded: Decreasing the Shortage of School Psychologists Through the SMART/Grow Your Own Program

  • Start
    10/10/2022
  •  
    11:00 AM
  • End
    10/03/2023
  •  
    12:30 PM
  • Location
    Zoom
  • Spaces left
    465

  Register

  Decreasing the Shortage of School Psychologists Through the SMART/Grow Your Own Initiative

  Live-streamed October 10th, 2022

  Jana Aupperlee, PhD, NCSP, HSP

  Michele Millhouse, Ed.S.

  Amanda Unger, PhD

  This event is free.

  Did you miss the live webinar?  Don't worry, you can still register for this event and receive a recorded version of the webinar.  A link to a recorded version will be provided to all registered guests. 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 approximately two weeks after the live event. No SCECHs are available for viewing the recorded version.  

  If you registered for the live event you will be provided a copy of the recording and do not need to sign up again to receive your copy.  Again, the recording will be sent to all registered guests of the live event, or this recorded event, approximately two weeks after the live webinar. 

  DESCRIPTION:

  After the passage of the Student Mental Health Apprenticeship Retention and Training (SMART) Bill, the “Grow Your Own” initiative has increased in popularity in Michigan. This initiative helps decrease the shortage of school based mental health professionals in Michigan by providing graduate students with funding and work-based experiences. The MASP webinar will provide participants with information regarding how schools can set up a SMART/“Grow Your Own” initiative that follows the NASP Practice Model to improve students’ academic skills and mental health outcomes. The webinar will also provide information regarding how to support graduate students in their practicum experiences while participating in the program. The webinar will discuss how the SMART/Grow Your Own initiative can be used to decrease the shortage of School Psychologists and improve school psychology services within your organization. In addition to this information, participants will receive extensive information on the NASP School Psychology Practice Model. Although this webinar will focus on how to utilize SMART for School Psychologists, this initiative can also be used to assist in recruiting and retaining other mental health professionals, such as School Counselors and School Social Workers.

  BIOS:

  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.

  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.

  Amanda Unger:

  Dr. Amanda Unger has worked in education for over 16 years, first as a special education teacher and coach, and currently as a special education supervisor for the past 9 years. She has a Bachelor's and Master's degree from Ferris State University where she majored in Elementary Education and Curriculum and Instruction along with Special Education, a Master's degree from Grand Valley State University in General and Special Education Administration, and she graduated from Michigan State University with a Doctorate in Educational Leadership with Central Business Office Certification. Dr. Unger's dissertation group won the Carnegie Award for Dissertation in Practice for 2017 for their work concerning addressing the needs of schools affected by lead poisoning using the Design Thinking Process. She lives in Montague, MI where she enjoys boating, reading at the local bookstore, and running with her dog named Bali.

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• Previously Recorded: Reimagining School Psychologists as Healers

  • Start
    01/10/2023
  •  
    10:00 AM
  • End
    01/07/2024
  •  
    12:00 PM
  • Location
    Zoom
  • Spaces left
    440

  Register

  Previously Recorded: Reimagining School Psychologists as Healers

  Live-streamed January 10th, 2023

  Presented by: Celeste M. Malone, PhD, MS

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

  No SCECHs are available for viewing the recorded version.  

  DESCRIPTION & OBJECTIVES:

  Ample evidence indicates that marginalized students experience oppression and discrimination in schools. On an interpersonal level, marginalized students experience discrimination in the form of microaggressions and bias-based bullying. Structural oppression emerges as restricted access to educational opportunities and differential treatment by school staff. The ongoing exposure and re-exposure to oppression impact negatively students' mental and physical health leading to traumatic stress. As mental health professionals, school psychologists teach marginalized students coping skills to help them survive invalidating school environments; however, our goal should be to create environments that allow all students to thrive. This requires school psychologists to embrace healing centered approaches that affirm students' identities, empower students to be agents in restoring their own well-being, and correct the unjust practices which marginalize some students.

  As a result of this session, attendees will be able to

  ●      Describe the relationship between oppression and traumatic stress

  ●      Explain the difference between coping and healing

  ●      Apply social justice principles to engage in healing-centered school psychology practice

  PRESENTER INFORMATION:

  Celeste M. Malone, PhD, MS, is an associate professor and coordinator of the school psychology program at Howard University. She received her master’s degree in school counseling from Johns Hopkins University and her doctorate in school psychology from Temple University, and she completed a postdoctoral fellowship in child clinical and pediatric psychology at the Johns Hopkins University School of Medicine. Celeste’s primary research interest relates to multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, her work addresses the development of multicultural competence through education and training, diversification of the profession of school psychology, and the relationship between culturally responsive practice and pre-K–12 student outcomes. Related to her interest in professional issues in school psychology, Celeste has continuously held leadership positions in psychology professional associations and has been recognized for her ongoing leadership and commitment to social justice in psychology by presidential recognitions from NASP, the Maryland School Psychologists’ Association, and APA Division 16 School Psychology. Celeste is the 2022–2023 NASP President and, notably, is the second person of color to ever serve in this role.

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