Pat Harrison Jack Cummings Susan Gorin Ron Palomares Shane Jimerson Beth Doll APA Annual Convention Toronto, ON August 2003

School Psychology Futures Conference Brief Background Next Steps FYI and Involvement—You Are Cordially Invited

Basic Principles to Guide Our Future Currently, and for the foreseeable future, we are faced with a shortage of school psychologists that threatens our capacity to meet the needs of children in schools. While the profession must increase efforts to recruit and retain professionals in our field, such strategies alone will be insufficient and inadequate to increase our capacity to meet the imminent needs of children, families, and schools.

Principles (cont) As a result, changes in school psychology practices and service delivery will be required to use the resources we have to maximize the benefits to the children and schools that we serve. Prevention and early intervention will be necessary to achieve positive outcomes for children, families, and schools.

Principles (cont.) Evidence-based practices will be necessary to achieve positive outcomes for children, families, and schools. In order to be effective, school psychological services must demonstrate respect for and understanding of diversity factors for children, families and schools, including factors related to cultural, individual, and role differences.

Principles (cont.) Change will be facilitated by using electronic tools for communication. High quality resources may be collaboratively developed and disseminated.

Problem-Solving Model At the core of Futures planning during 2002 conference as well as in follow-up activities

Problem-Solving Model (cont.) Define critical issues and desired outcomes Identify threats/opportunities Brainstorm solutions/strategies

Problem-Solving Model (cont.) Develop action plans Implement action plans Evaluate outcomes

Fifteen Priority Goals Form a National Agenda for School Psychology Ron Palomares

Priority Goal: Improved academic competence and school success for all children Advocacy and Public Policy: Advocate for universal early prevention and intervention programs that emphasize language, cognitive, and social-emotional development and are placed in the context of ethnicity, gender, SES, gender, and language.

Improved academic competence (cont.) Practice: Ensure that assessment practices of school psychologists are empirically linked to strategies to improve academic performance, and that those assessment practices account for the influence of ethnicity, SES, gender, and language on learning outcomes. In-service Training: Develop and implement in- service training for school psychologists related to universal early prevention and intervention programs.

Priority Goal: Improved social-emotional functioning for all children Advocacy and Public Policy: Promote the availability of a comprehensive range of services, from supportive and inclusive placements through interim alternative placements for students with severe emotional and behavioral disorders

Improved social-emotional functioning (cont.) Collaboration and Communication: Educate all stakeholders about the importance of social-emotional competence for children. Practice: Ensure that school psychologists develop a systematic plan in all schools to reduce social-emotional barriers to learning.

Priority Goal: Enhanced family school partnerships and parental involvement in schools Research and Knowledge Base: Identify evidence-based models of effective family- school partnerships.

Family school partnerships (cont.) Practice: Ensure that school psychologists engage in activities to change the culture of schooling to ensure that families are integral partners in the educational process of children. Pre-service Training: Change pre-service education and training of school psychologist candidates to infuse a focus on families as integral partners in the educational process.

Priority Goal : More effective education and instruction for all learners Priority Goal : More effective education and instruction for all learners Research and Knowledge Base: Identify key components of effective instruction of all learners, including evidence-based approaches to prevention and early intervention for learning problems. In-service Training: Provide in-service training for school psychologists in the use of a data- based problem solving model to implement evidence-based instruction and interventions.

More effective education (cont.) Pre-service/Inservice Training: Implement a national pre-service and in-service training initiative for school psychologists regarding effective instruction.

Priority Goal: Increased child and family services in schools that promote health and mental health and are integrated with community services Practice: Define and promote population-based service delivery in schools and school psychology. In-service Training: Prepare current practitioners to implement a public health model of school psychology. Pre-service Training: Prepare future practitioners to implement a public health model of school psychology.

Action Plans from the Conference Are Being Refined and Implemented Nationally.

Examples of action plans are: Develop resources (e.g., conferences, books, etc) that provide inservice and preservice training for school psychologists to increase skills in problem-solving assessment and intervention. Identify key components of effective interventions for improving social-emotional- behavioral competence of all students, and promote the use of evidence-based approaches among school psychologists and interdisciplinary professionals to prevent social- emotional-behavioral difficulties and to intervene effectively.

Identify outcome-based literature that describes processes and procedures related to family-school partnership models. Identify models of “best practice” related to family- school partnerships for use in training programs and practice settings. Create a comprehensive model of problem-solving- based assessment and intervention practices that takes into account the diverse array of ecological variables that influence students’ likelihood of school success Articulate a public health model in school psychology, including basic tenets and a framework Identify school psychologists and school psychology practice sites that are applying public health principles; analyze and identify common themes, barriers, facilitator

Technology as a tool Jack Cummings Supporting attainment of priority goals COMMUNICATION

COMMUNICATION –Internal School Psychologist – School Psychologist –External ParentsStudentsTeachersAdministrators

Internal Communication - Information

Internal Communication - Dynamic

E-Forum – electronic discussion forum

Internal Communication - Dynamic Live Webcasts – with interaction via Online classes – USF Collaborative classes - IU

External Communication How do we enhance parent communication and family school partnerships? –School District Homepage

Miami-Dade Psych Services

Traditional Barriers  Hardware  Software  Technical Skills  Fear of Unknown

WHAT NEXT? Susan Gorin Continued collaborative activities among associations to implement a national agenda and national action plans

Future Publications School Psychology Review and School Psychology Quarterly, joint issue links to archived CQ articles that relate to Priority Goals Special Issue on Psychologist Shortage– Psychology in the Schools Special Issue on Futures and Consultation – Journal of Educational and Psychological Consultation

Integration of the Future’s Priority Goals with Other Associations: Each Can Contribute to the Future’s Agenda NASP President, Dan Miller, will include a Futures Conference activity at each of the 5 regional meetings NASP holds throughout the country in the fall. The priority goals relate well to the organization of NASP’s new strategic plan and the NASP Blueprint.

Peg Dawson led a session with state association presidents at NASP. John DeRoschers will coordinate state planning. –New Hampshire –Maryland – etc. Division 16 – earlier this week devoted an entire session to discussion of the Priority Goals

School Psychology Leadership Roundtable Organizations will continue to work together to monitor progress on action plans generated as a result of the Futures Conference monitor progress on action plans generated as a result of the Futures Conference communication about association activities communication about association activities possible collaboration on some projects. possible collaboration on some projects.

 It appears that each of the elements of the Action Plans are dependent upon quality research and scholarship.  The future scholarship of participants of the 2003 School Psychology Research Collaboration Conference will be related to each of the 5 priority goals that emerged from the Futures Conference.  The SPRCC is an important mechanism to facilitate collaborative scholarship to complete the necessary research and establish the knowledge base for advocacy, public policy and practice. Research, Scholarship, and the Future of School Psychology Shane Jimerson University of California – Santa Barbara

School Psychology Research Collaboration Conference April 7, Toronto, Canada Sponsored by: Society for the Study of School Psychology (SSSP) National Association of School Psychologists (NASP) American Psychological Association (APA) - Division 16 School Psychology American Psychological Association (APA) - Education Directorate Elsevier Science, Inc. - ScienceDirect

SPRCC Importance & Background  Promoting professional relationships and collaborative research in the field of school psychology is valuable for the future of the profession  The SPRCC is envisioned as a mechanism to facilitate the efforts of early career scholars and general scholarship in the field of school psychology

Goals of the 2003 SPRCC To enhance the research efforts and skills of early career researchers To encourage collaboration among scholars To facilitate multi-site research To address complex and important problems relevant to education and the practice of school psychology

SPRCC Participants Early Career Scholars Catalyst Scholars School District Colleagues Graduate Student Affiliates

 Aggression/ Violence/ Crisis  Assessment/ Cognitive/ Diversity  Reading Assessment/ Intervention / Literacy  Social/ Emotional/ Behavioral  School Systems/ Teachers/ Climate 2003 SPRCC Breakout Groups

2005 School Psychology Research Collaboration Conference Co-Chaired by Shane Jimerson and Amanda VanDerHeyden Sponsored by: Society for the Study of School Psychology (SSSP) National Association of School Psychologists (NASP) American Psychological Association (APA) - Division 16 School Psychology American Psychological Association (APA) - Education Directorate Elsevier Science, Inc. - ScienceDirect

Beth Doll – University of Nebraska A personal response to the future  Why is the Future’s Conference like an elephant?  What happened to the shortage?  Does technology tap at our door or seep around it?  Is our’s a Rocketeer vision of our future?

WHAT NEXT? Pat Harrison What can national associations do next? What can state associations and local groups do next? What can school psychology training programs do next? What can individual school psychologists do next?