Everyday Conversations About Change: Using Motivational Interviewing to Challenge Racism and Foster Allyship in School Settings
Discourse around dismantling systemic racism in educational settings has intensified as of late. While members of the dominant racial groups who are school personnel in positions of power purport to lack prejudice, in reality, deeply rooted, prejudicial belief systems remain unexamined and unchallenged. These belief systems reify systems of racial discrimination. While change is generally difficult, changes to ingrained beliefs related to power and oppression may be even more challenging. This workshop introduces attendees to foundational concepts related to racism and systemic oppression in education, core principles and skills of Motivational Interviewing (MI), and application of MI micro-skills to challenge racist behaviors, beliefs, and foster allyship in schools.
Classroom Management and Student Outcomes: Using Assessment to Support Consultation-based Educators Professional Development
Educator classroom management (CM) practices have a well-established connection with student academic, social, emotional, and behavioral outcomes. Despite these identified connections, CM has garnered relatively little attention in educator pre-service training. As a result, consultants, including school psychologists, are being increasingly called upon to support improved CM practices. Of particular relevance are feedback-based professional development activities (e.g., coaching, performance feedback). Unfortunately, the availability of CM assessment tools to support such activities appears limited. Thus, the DBR-CM was developed to generate data to support consultation-based, CM-focused professional development activities. This presentation introduces participants to contemporary conceptualizations of CM, including evidence-based CM practice examples. Further, presenters will introduce psychometric evidence linking DBR-CM data to student outcomes to support the use of the DBR-CM. Lastly, implications for applied application within school psychological consultative practices will be discussed.
Transitioning from Practitioner to Graduate Educator in School Psychology Society for the Study of School Psychology - Early Career Forum
Do School-Based Problem-Solving Teams Work? A Meta-Analysis
California Association of School Psychologists 2019 Convention
Long Beach, CA
10/25/2019
Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM)
American Psychological Association 2019 Convention
Chicago, Illinois
8/10/2019
Supporting Positive Classrooms: Teacher, Administrator, School Psychologist Perspectives
American Psychological Association 2019 Convention
Chicago, Illinois
8/10/2019
Transitioning from Graduate School to Academia: Advice from Early Career Scholars
Society for the Study of School Psychology - Early Career Forum
08/17/2018