Program and Abstract Book - ISPA 2016 Conference

20 - 23 JULY 2016, AMSTERDAM, THE NETHERLANDS

ISPA 2016 CONFERENCE International School Psychology Association, 38th Annual Conference

SCHOOL PSYCHOLOGY 3.0 A WORLD OF CONNECTIONS! School Psychologists as communicators, collaborators, organizers and mental health advocates PROGRAM & ABSTRACT BOOK

FOR THE LATEST UPDATES TO THE PROGRAM GO TO WWW.ISPA2016.ORG/UPDATES

TABLE OF CONTENTS International School Psychology Association 2016

Welcome

06

Welcome to Amsterdam (ISPA)

06

Welcome to Amsterdam (RINO)

07

Introduction

08

Organizing Partners

08

Scientific Committee (SC)

09

ISPA International Scientific Committee

09

Local Organizing Committee (LOC)

09

General information

10

Amsterdam

10

Tours

10

Venue

11

Wi-fi

11

Floorplan

11

Around the Venue

14

Program

16

Overview

16

Pre-conference

18

Presentation Training

18

Keynote Speakers

18

Interaction Groups

20

Student Activities

20

Social Program

21

Thematic Sessions

24

Thursday 21 July

22

Friday 22 July

106

Saturday 23 July

188

Index Authors

216

GEZELLIGHEID KENT GEEN TIJD Dutch saying

TIME SPENT TOGETHER IS TIME WELL SPENT English equivalent

WELKOM - BIENVENUE - ΚΑΛΩΣΌΡΙΣΜΑ WILLKOMMEN - WELCOME WELCOME

Dear ISPA conference participants,

I hope that you will also enjoy the beautiful and always sparkling city of Amsterdam! During your time in Amsterdam, you may want to

Welkom in Amsterdam! Welcome to Amsterdam for our 38th annual

listen to world-class music performances in the renowned concert

conference of the International School Psychology Association (ISPA)

hall, Het Concertgebouw, or hang out in the Leidseplein, the center of

from July 20-23, 2016, focused on the conference theme School

Amsterdam’s lively entertainment scene. For quieter moments, you

Psychology 3.0: A World of Connections! The program will highlight

may take time to sit outside at any of dozens of cafes, sipping coffee

School Psychologists as Communicators, Collaborators, Organizers and

or tea while watching the vibrant city streets. Wind your way through

Mental Health Advocates.

Vondel Park, or stroll around the famous canals and take in the sights from the Amsterdam “golden age.” And of course, there are many

I hope you enjoy our special venue at the University of Amsterdam, a

famous museums to explore, including the Van Gogh Museum, the

beautiful campus in the center of Amsterdam. The local organizing

Rijksmuseum, the Stedelijk Museum, the Jewish Historical Museum, the

committee has arranged many wonderful opportunities for participants

Anne Frank House, and the National Maritime Museum.

to communicate and share experiences during the conference. I hope you enjoy the 2016 ISPA conference in Amsterdam! The scientific committee worked diligently to prepare a collection

Een prettige dag! Have a nice day!

of informative sessions addressing many topics important to school psychology around the world. The conference proceedings include

Warm regards.

exciting keynote speakers and distinguished presenters from around the

Shane Jimerson, Ph.D.

world, who will each share their expertise and insights with us.

President of ISPA

I also encourage you to participate in the ISPA general assembly meetings, the interest group meetings, and committee meetings, as we welcome your further involvement in ISPA activities. I anticipate you will find discussions with participants at the social interaction groups, coffee breaks, lunch, and social activities enriching and informative.

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ispa conference 2016

WELKOM

As director of RINO Amsterdam I am extremely proud and honored

In organizing this conference we have been fortunate to work closely

that the International School Psychology Association (ISPA) selected

with the Scientific Committee, the University of Amsterdam’s team,

RINO to organize and host the 38th annual international conference in

and the 20 International School Psychology Experts (see page 9 of

Amsterdam this summer.

this program book). They all helped put together a wonderful and rich

RINO Amsterdam is the leading training institute for professionals who

program.

work in mental health care with children, adults and the elderly. RINO

Our deepest thanks to the University of Amsterdam for letting us use

has a strong focus on mental health care for children, youngsters and

their conference rooms and classrooms during their summer holidays

adolescents and specializes not only in School Psychology but also in

and for helping us out with all of the technicalities, the catering, etc.:

Infant Mental Health care (IMH) and care for children with autism and

Joeri Gritter, Sarah Plunkett and Suzanne Wiss. Thank you so much!!

other developmental challenges (FloorPlay).

If you are a student or early career professional look for the special

RINO Amsterdam has been offering the two-year post-master School

program that we designed for you, including meet & greets with the

Psychology Program since 2009, which begins every year in January.

keynote speakers, and various social activities. We are so happy

Since 2011 we have cooperated closely with our sister organization

that there are more than 120 of you attending. You are the School

the Academic Centre for Social Sciences (ACSW) in Nijmegen. With

Psychologists of the future and like all of your colleagues, you hold that

one annual start date for the School Psychology training program in

very special central position that allows you to really make a difference,

Amsterdam and one start date per two years in Nijmegen we are able to

to the benefit of many children.

serve the whole country.

I wish you a very inspiring conference and hope that through the days

We are very happy with our team of senior instructors, chaired by dr

you will feel the enthusiasm and warm spirit that we have felt during the

Helen Bakker, whom you probably know very well if you have been part

preparation process.

of the ISPA-family for a while. She was one of ISPA´s presidents and she was the one who first came up with the idea of RINO hosting ISPA’s Central Office, which we have been doing for almost five years now. If you have not met Sue yet, who is involved with the Central Office on a

Marieke van Dam, also on behalf of the RINO-colleagues and the members of the Local Organizing Committee

daily basis, you probably will run in to her during this conference. ispa conference 2016 |

7

INTRODUCTION ORGANIZING PARTNERS

ISPA has been proud to promote the work of school psychologists world-

The RINO Amsterdam is the Amsterdam-based national organisation

wide since the early 1970s. We provide training, resources, and a global

for continuing education and training in the field of mental health. The

community to school psychologists or those interested in the field.

RINO has the following mission: to enhance the quality of professionals

www.ispaweb.org

working in mental health care, by means of various types of training and education. www.rino.nl

PARTNERS issues facing Dutch society. The Youth Department of NIP has been actively involved in the start of the two-year postmaster School Psychology program at RINO and has been very supportive in the organizations of this conference.

UNIVERSITY OF AMSTERDAM – FACULTY OF PSYCHOLOGY The UvA and the city of Amsterdam are closely intertwined. The city is an obvious and ideal environment for the UvA: ‘the city is their campus’. The University owns almost 350,000 m² of real estate, spread across the city of Amsterdam. The Psychology Department is one of six departments in the Faculty of Social and Behavioural Sciences at the UvA. The faculty and staff at the University of Amsterdam are very happy to contribute to the achievement of the substantive goals of ISPA. The Head of the Psychology Department has therefore decided to give ISPA a substantial discount on the rental rates of the conference venue.

Corporate Hotel Connections, powered by EVA E- xpertise V-aluated A-dvice is your personal guide to organising events, meeting services, hotel reservations and tours worldwide. Our team of ambitious professionals is available to assist you with any enquiry related to hotels of tours in Amsterdam for the ISPA congres. We would love to meet you in Amsterdam, visit us @ the conference booth near the registration desk. [email protected], (+31) 20 4288585, www.corporatehotelconnections.nl

NIP (DUTCH ASSOCIATION OF PSYCHOLOGISTS) The Dutch Association of Psychologists is the largest professional association for psychologists in the Netherlands, representing more than 13,000 members. NIP promotes the contributions psychology makes to people’s health and wellbeing, and facilitates the understanding of important social

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SCIENTIFIC COMMITTEE (SC)

• Andres Gonzalez-Bellido PhD, Universidad de Barcelona, Spain

• Maartje Raijmakers PhD, Faculty of Social Sciences, University of

• Werner Leitner PhD, IB-Hochschule Berlin, Germany

Amsterdam. Program group: Developmental Psychology, SC Chair. • Brenda Jansen PhD, Developmental Psychologist, University of Amsterdam. • Maaike Zeguers MsC, School Psychologist, researcher, University of Amsterdam. • Patrick Snellings PhD, Assistant Professor at the Developmental

• Suzanne Bamonto PhD, Rochester Institute of Technology, USA • Olympia Palikara PhD, University of Roehampton, England • Terence Edwards PhD, Massey University, New Zealand • Robyn Hess PhD, University of Northern Colorado, USA • Elena Lilles Diamond PhD, Lewis & Clark College, USA • Mary M. Chittooran PhD, Saint Louis University, USA

Psychology group within the Department of Psychology, University of Amsterdam. • Karine Verschueren PhD, School Psychology and Child and Adolescent Development at KU Leuven, Belgium. • Lianne Hoogeveen PhD, psychologist, coordinating tutor of the

LOCAL ORGANIZING COMMITTEE (LOC) • Marieke van Dam MsC, psychologist and educator, director of RINO, LOC Chair. • Davy Blekman MsC, business economist, vice director of RINO

SP training program at SPON/Nijmegen, head of the Center for

• Helen Bakker PhD, Utrecht University department of Developmental

the Study of Giftedness, Radboud University Nijmegen, The

Psychology. Leader of RINO’s two year postacademic training

Netherlands.

program in School Psychology. • Anne Wisman MA, management assistant

ISPA INTERNATIONAL SCIENTIFIC COMMITTEE

• Odeth Bloemberg MsC, school psychologist, child & youth

The Dutch Scientific Committee would like to welcome and thank the

• Liesbet Gommans MsC, School Psychologist.

international scholars who took part in reviewing the proposals. You

• Marjolein Meinen MsC, School Psychologist, Pedagogue OG,

have helped to create a lasting International Scientific ISPA Committee that will be able to assist future ISPA conference organizers throughout the world.

psychologist NIP, boardmember of ESPCT.

Psychologist NIP, teacher at Erasmus University Rotterdam. • Britt van Beek MsC, Psychologist, secretary to the Sector Child and Youth of the NIP (Dutch Psychology Association). • Ineke Hol MsC, coordinator of RINO’s two year postacademic

• Shane Jimerson PhD, University of California, Santa Barbara, USA, ISPA president

training program in School Psychology. • Marijn Knibbeler MsC, School Psychologist

• Brett Nelson PhD, California State University – San Bernardino, USA

• Joshua Veenstra, coordinator

• Éva Szabó PhD, University of Szeged, Hungary

• Sue Lijkwan BBA, administrator

• Vitor Alexandre Coelho PhD, University of Coimbra, Portugal • Diana Joyce Beaulieu PhD, University of Florida, USA • Patricia Sánchez Lizardi PhD, Universidad Panamericana, Mexico • Helen Sung PhD, Alliant International University, USA • Anita Sohn McCormick PhD, Texas A&M University, USA • Kevin Woods PhD, University of Manchester, England • Amity Noltemeyer PhD, Miami University (Oxford, Ohio), USA • Bernard Pak-ho Wong PhD, Hong Kong Shue Yan University, Hong Kong • Breeda McGrath PhD, The Chicago School of Professional Psychology, USA • Sally Baas PhD, Concordia University, St Paul, Minnesota, USA

ispa conference 2016 |

9

GENERAL INFORMATION AMSTERDAM Let us welcome you to Amsterdam, a place of many inspiring and surprising faces. No other city mixes cosmopolitan style and relaxed atmosphere quite like Amsterdam, where our hospitable nature attracts an excitingly diverse population. We invite you to join us and make our metropolis your own during your stay.

• Amsterdam walking tour Guided walking tour through Amsterdam • Canal Cruise 1-hr Amsterdam Cruise along Amsterdam’s picturesque canals • Combination: Volendam, Marken & Windmills and Amsterdam This tour includes: visit a Dutch windmill, cheese tasting and boat trip on the IJsselmeer

Whether admiring the Golden Age gabled merchants’ houses of the old city centre or marvelling at the sleek skylines of the new Zuidas and harbor areas, you will see that Amsterdammers pride themselves on the city’s rich history while staying focused on the future. Creative energy and innovation abound, strengthening and inspiring the established international business community. Home to some of the world’s most acclaimed works of art, with more canals than Venice, more bridges than Paris and nearly 7,000 monumental buildings, our compact floating city offers a variety of historical and cultural treasures. It’s no wonder Amsterdam’s historic canal ring has been named a UNESCO World Heritage Site. Maybe you will visit our world-famous diamond factories, discover the city’s tradition as a jazz hub or simply soak up the local nightlife in a casual café – whatever you choose, we hope you enjoy our vibrant, open spirit. Quite simply, the I amsterdam City Card is the smartest and most affordable way to explore Amsterdam. It gets you free entry to all the best museums and attractions, unlimited use of GVB public transport (so you can go wherever you like for free), great discounts, free giveaways and special offers – all included in a single card. Take it with you wherever

• Candlelight Cruise Cruise through the enchantingly lit canals of Amsterdam • Delft, The Hague & Madurodam Visit to a Delft Blue Pottery, Madurodam & The Hague • Heineken Experience Tour through the former Heineken Brewery • Red Light District Walking Tour Discover the world famous Amsterdam Red Light District • Body Worlds Amsterdam Interactive anatomy exhibition with real human bodies • Anne Frank House Entrance to the Anne Frank House

PRE & POST CONFERENCE TOURS • 3-day tour with overnight stay in Belgium (Brussels, Ghent, Bruges) • Full day Tour Belgium: Bruges • Full day Tour Belgium: Antwerp & Brussels To book one of these tours, please go to Corporate Hotel Connections exhibit booth and/or visit the Registration Desk. Enjoy the Netherlands!!

you go, and you’ll be surprised at just how much money you’ll save! More information about visiting Amsterdam: www.iamsterdam.com

TOURS We have planned a couple of attractive one-day trips for you, through beautiful Amsterdam and its countryside, together with our partners of Corporate Hotel Connections. • Dutch Masters & Marvels See unique masterpieces on this professional guided tour • Countryside & Windmills Tour Extended Visit to the traditional Dutch Countryside

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people each.

VENUE The conference will take place at the University of Amsterdam’s new and beautiful Psychology Department by the canals:

The poster tours will take place at De BRUG (which means The BRIDGE). Lunch will also be provided at De BRUG (The BRIDGE).

University of Amsterdam - Roeterseiland Campus (entrance B/C) Entrance via

Coffee and tea will be available right in front of C1.03, the main

Nieuwe Achtergracht 166

conference hall.

1018 WV Amsterdam The key note presentations and the closing ceremony will take place in one of the two large conference rooms, room C1.03. Because these rooms hold a maximum of 300 people, we will use ‘live streaming’ to project the presentations to the other large room, C1.04. That way everyone can enjoy the presentations, either live or via the projection screen. For the symposia, workshops, parallel sessions and interaction groups we have many smaller rooms available plus two rooms which hold 150

WI-FI If you are a student or a member of staff at UvA or another education or research institution, please use the eduroam network. UvA Open Wi-Fi is an open Wi-Fi network that visitors can use without a password or registration.

FLOORPLAN See below and on the next page.

C1.04

GROUND FLOOR 0

Registration desk

C1.03

2 Entrance C1.06

4 4 Go to ‘De Brug’

2 Go to

C2.01 - C2.06 C3.01 - C3.06 ‘De Brug’

0 Go to

C0.01 - C0.02


11

BASEMENT

C0.02

1

C0.01

1 Go to

C1.03-C1.06 C2.01-C2.06 C3.01-C3.06 ‘De Brug’

SECOND FLOOR C2.05

C2.06

3

4

C2.01

4 Go to ‘De Brug’

1

C2.02

C2.04

3 Go to

C3.01 - C3.06 ‘De Brug’

1 Go to

C0.01 - C0.02 C1.03 - C1.06

THIRD FLOOR

C3.06

2

C3.01

4

C3.02

4 Go to ‘De Brug’

C3.03

2 Go to

C0.01-C0.02 C1.03-C1.06 C2.01-C2.06

DE BRUG

3 3 Go to

C0.01-C0.02 C1.03-C1.06 C2.01-C2.06 C3.01-C3.06

AROUND THE VENUE

11. Bar Bukowski - Oosterpark 10

Restaurants and bars close to the ISPA 2016 conference venue. All within

Cosy all day café and local hotspot, truly ‘gezellig’

walking distance from the venue (less than 10 minutes)

www.barbukowski.nl | +31(0)20 370 1685

COFFEE

12. De Plantage - Plantage Kerklaan 36

1. Coffee Company - Plantage Muidergracht 69

Café-restaurant in the conservatory next to the Amsterdam Zoo

2. Bakhuys - Warmoesstraat 133

and Hortus Botanicus, with a large outdoor terrace, reservation

3. Bagels and beans - Roetersstraat 2a

recommended. www.caferestaurantdeplantage.nl/en/ | +31(0)20 76 06 800

DINNER & DRINKS 4. Bar Bistro Baret - Korte Amstelstraat 18 Contemporary bistro run by two brothers, famous for its cote de boeuf and fresh mussels, reservation recommended www.bistrobaret.nl | +31(0)20 622 5602 5. Dappertutto - Mauritskade 110 Private restaurant with Italian cuisine prepared with ingredients from the local market, reservation required. www.dappertutto.nl | +31(0)20 772 4048 6. Restaurant C - Wibautstraat 125 C stands for Celsius and temperature is the key concept of this restaurant run by two chefs who have worked in many Michelin restaurants, reservation required. www.c.amsterdam/en/ | +31(0)20 210 3011 7. De Biertuin - Linnaeusstraat 29 Beer garden with locally produced craft beers and bar bites. www.debiertuin.nl | +31(0)20 665 0956 8. Restaurant Elkaar - Alexanderplein 6 Hidden gem with a seasonal menu and a terrace overlooking the water, reservation recommended

4 2

www.etenbijelkaar.nl/en | +31(0)20 330 75 59 9. ’t IJ Brewery - Funenkade 7 Local Amsterdam brewery/tasting room (not Heineken) located in a windmill, great for tasting Dutch craft beer. www.brouwerijhetij.nl | +31(0)20 528 6237 10. Crea cafe - Nieuwe achtergracht 170 Campus Bar and venue for the social activities of the ISPA 2016

Restaurant C (300 m)

conference

Volkshotel (350 m)

14 14 |


13. De Pizzabakkers - Plantage Kerklaan 2

15. Marits Huiskamerrestaurant - Andreas Bonnstraat 34h

Good Italian pizza baked in a wood oven, reservation recommended

Vegetarian private restaurant, only open on Friday and Saturday,

www.depizzabakkers.nl | +31(0)20-625 07 40

reservation required www.maritshuiskamerrestaurant.nl/en/ | +31(0)20 776 3864

14. De Ysbreeker Café-restaurant with a long (1702) and tumultuous history, recently renovated with a terrace along the Amstel river, reservation recommended. www.deysbreeker.nl | + 31(0)20 468 1808

12

1

9

13 5

3 10

8

Conference Venue

7

Hotel arena

15

11 ispa conference 2016 |

15

PROGRAM

WEDNESDAY - 20 JULY 2016 Registration desk open (8.30)

THURSDAY - 21 JULY 2016 Registration desk open (8.30)

09.00 09.30 Thematic sessions A 10.00 10.30

Pre conference workshops - RINO Amsterdam -

Coffee break

11.00 Keynote address Noëlle Pamijer

11.30

- C1.03 & C1.04 -

12.00 12.30

Lunch break

Lunch break

- RINO Amsterdam -

- ‘De Brug’-

13.00 Interaction groups

13.30 14.00 14.30

Pre conference workshops - RINO Amsterdam -

Thematic sessions B

15.00 15.30 Coffee break

16.00 16.30

Break

Thematic sessions C

17.00 17.30 18.00

Opening ceremony

ISPA general assembly

- Royal Tropical Institute (KIT) -

- C1.03 -

Welcome reception

Social activities

- Royal Tropical Institute (KIT) -

- CREA Music Hall -

18.30 19.00 19.30 20.00 20.30

16 |



FRIDAY - 22 JULY 2016

SATURDAY - 23 JULY 2016

Registration desk open (8.30)

Registration desk open (8.30) 09.00 09.30

Thematic sessions D

Thematic sessions G 10.00 10.30

Coffee break

Coffee break 11.00

Keynote address Han van der Maas

Keynote address Bonnie Nastasi

- C1.03 & C1.04 -

- C1.03 & C1.04 -

11.30 12.00

Lunch break

Lunch break

- ‘De Brug’-

- ‘De Brug’-

12.30 13.00

Interaction groups

Keynote address Alexander Minnaert - C1.03 & C1.04 -

13.30 14.00 14.30

Thematic sessions E

Thematic sessions H 15.00 15.30

Coffee break

Coffee break

16.00 16.30

Thematic sessions F Closing ceremony

17.00 17.30 ISPA general assembly - C1.03 -

18.00 Break 18.30 19.00 19.30

Social activities

Farewell party (19.00 - 23.00)

- CREA Music Hall -

- Hotel Arena -

20.00 20.30


17

PRECONFERENCE WORKSHOPS

1. General presentations skills: Wednesday 20 June, from from 10

Date: 20 July 2016

am to 12 pm, at RINO training institute, where the pre-conference

Location: RINO Amsterdam, Leidseplein 5 in Amsterdam

workshops take place. There is room for 20 participants.

MORNING WORKSHOPS 1. John Hitchcock: Mixed Methods Research and Program Evaluation. 2. Elaine Fletcher-Janzen & Pip McGirl: A Biopsychosocial Approach to

2. Pecha Kucha presentation skills: Wednesday 20 Jun, from from 1 pm to 3 pm, also at RINO, with a maximum of 20 participants. 3. Presentation clinic. Individual advice, during lunch on Thursday 21 July. Come prepared with a specific question.

the Assessment and Treatment of Trauma and Attachment Issues in the School

AFTERNOON WORKSHOPS 3. Bill Pfohl: Mindfullness: Improving Your personal and Professional Well-Being

If you want to participate in one of these workshops, contact us at the registration desk or send an e-mail to [email protected].

KEYNOTE SPEAKERS

4. Emiliya Adelson and others: Utilizing a Child Rights Lens in School

DRS. NOËLLE PAMEIJER

Psychology Practice

In her keynote address Noëlle will discuss Needs-

5. Candice Hughes: Navigational Strategies for Working with the

based Assessment and Interventions

Complexities of Diversity in Contempory School Communities in a

Noëlle Pameijer (1959, Rochester, NY) grew

Globalized World

up in the United States and the Netherlands.

6. Janet Muscutt: Developing Autism Friendly Schools and Communities. 7. Carmel Cefai & Paul Bartolo: Promoting resilience education: Enabling early years and elementary school educators to implement a resilience curriculum in the regular classroom (RESCUR) 8. Jürg Forster & Sofia Mendes: Ethical Dilemmas in School Psychology - an International Perspective. 9. Odeth Bloemberg and others: Crisis management in School

ONE-DAY WORKSHOPS 10. Sulamit Niv & Yehuda Shacham: One-day creative Cards Workshop. 11. Ingrid Hylander & Sharone L. Maital: Helping children by helping their teachers: consultation as a tool of school psychologist. More information: www.ispa2016.org/programme/pre-conference

She received her MA in Clinical Developmental Psychology and Educational Psychology at the University of Amsterdam (1986). Following her studies, she worked as a Fellow in Clinical and Research Developmental Psychology (1987-1988) at Hall-Mercer Children’s Center (Harvard Medical School, Boston). Upon returning to the Netherlands, Pameijer taught courses on assessment at the University of Nijmegen in the Department of Pedagogical Studies (1988-1990). While working as a school psychologist in several Special Education schools in Amsterdam (1990-2000), she also lectured and offered classes to educators and school counselors. Since 2000, Pameijer has been working as a school psychologist at a tailored education and inclusion center in Hilversum (Unita). Her work supports mainstreaming in regular schools with the model of needsbased working (NBW) in which teachers, school counselors, pupils, and

PRESENTATION TRAINING BY MARCEL KARREMAN Are you presenting a poster or a PechaKucha? Do you want to test or improve your presentation skills? Register for our free presentation workshops by Marcel Karreman, trainer at RINO’s postacademic two-year training program in School Psychology.

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parents share the same goals and speak the same language. Her work focuses on needs-based assessment (NBA), a model school psychologists use to translate scientific knowledge into meaningful constructs for pupils, teachers and parents in a cycle of collaborative and functional assessment. Pameijer often gives lectures and keynote speeches, and workshops and classes for school psychologists and other professionals in related fields. Pameijer is a member of the European Agency for special needs and

inclusive education. She has published extensively on topics including

16 representative to APA’s Council of Representatives.

the ‘diagnostic cycle’ and action-oriented assessment, as well as needsbased working and needs-based assessment.

PROF. DR. HAN VAN DER MAAS Han will speak on Adaptive Education in his

DR. BONNIE NASTASI Bonnie will focus on The School Psychologist as Mental Health Advocate in her keynote address.

keynote address Han van der Maas received both his MA in Psychological Methods (1989) and his PhD in

Bonnie Kaul Nastasi received her PhD in School

Developmental Psychology (1993) from the

Psychology & Early Childhood Education from

the University of Amsterdam. After a five-year

Kent State University (1986) and is a professor

fellowship at the Royal Netherlands Academy of Arts and Sciences

in the Department of Psychology, School of Science and Engineering

(KNAW), he joined the faculty of the Developmental Group of the

at Tulane University (New Orleans, LA, USA). At Tulane she co-directs a

University of Amsterdam. In 2005 he became professor and chair of

trauma specialization in the School Psychology PhD Program. Nastasi’s

Psychological Methods group at the University of Amsterdam. Since

research focuses on the use of mixed methods designs to develop

2008 he has served as the University’s director of the Graduate School

and evaluate culturally appropriate assessment and intervention

of Psychology. He teaches Psychological Methods, IRT, LCA and R. His

approaches for promoting mental health and reducing health risks

research focuses on the formalization and testing of psychological

such as sexually transmitted infections (STIs) and HIV, both within the

theories in areas such as cognition and expertise.

US and internationally. Since 1995 she has worked in Sri Lanka on the development of school-based programs to promote psychological wellbeing. She also directed a multi-country study of psychological wellbeing of children and adolescents with research partners in 12 countries from 2008-2013. Nastasi acted as one of the principal investigators of an interdisciplinary public health research program to prevent STIs among married men and women living in the slums of Mumbai, India from 2002-2013. Nastasi has written extensively about her research and development work. Her publications include two books forthcoming in 2016, Mixed Methods Research and Culture-Specific Interventions: Program Design and Evaluation (Sage), with co-author John H. Hitchcock; and International Handbook of Psychological Well-Being in Children and Adolescents (Springer), co-edited with Amanda P. Borja. Active in the promotion of child rights and social justice within the profession of school psychology, Nastasi has directed the development of an international curriculum for training school psychologists on child rights, a joint effort of International School Psychology Association (ISPA), International Institute of Child Rights and Development, Division 16 of the American Psychological Association (APA), and Tulane University’s School Psychology Program. Nastasi is a past-president of APA’s Division

In 2009 Van der Maas founded Oefenweb.nl, which creates unique online game-based products that adapt to each child’s developmental level. Oefenweb.nl develops innovative educational websites such as MathGarden, Rekentuin, Taalzee, Typetuin, and Statistiekfabriek. Children and students play adaptive educational games to train their skills, while teachers track children’s progress and adapt their teaching. The data (about 1 million responses per day) collected at more than 1000 schools are used for scientific research. Van der Maas helped to develop MathGarden, which is an innovative computerized progress-monitoring system for measuring arithmetic learning and development in primary education. In MathGarden every child has a garden with flower beds which correspond to domains of arithmetic. The flowers in the flowerbeds grow if the child improves his or her arithmetic skills in a certain domain, which lets children monitor their own progress. The math garden presents items adaptively, meaning that the administered tasks are tailored to the specific ability level of the child. Moreover, it provides teachers with detailed feedback on individual pupils’ arithmetic development. As the program uses high frequency (i.e., weekly) measurements, it provides researchers with detailed high frequency data on the processes of arithmetic development.

16 and past Co-Chair of APA’s Committee on International Relations in

Van der Maas continues to develop new models and methods for

Psychology. She is current President-elect for ISPA and incoming Division

research in psychology and developmental processes, such as in cognitive development. ispa conference 2016 |

19

PROF. DR. ALEXANDER MINNAERT

good balance between student, early career, mid career, late career and

In his keynote address Alexander will talk about

retired members.

Learning and education in 21st century schools: strengths and challenges...

The subject of the interaction groups is the main theme of ISPA 2016: ‘World of connections’. The focus in the interaction groups will be on:

Alexander Minnaert received his Masters in

‘Roles and positioning of the school psychologist’. The goal is to connect

Educational, School and Medical Psychology

members by sharing ideas about the subject (what are the different

from the University of Leuven and his teacher education certificate and

roles of a school psychologist at different schools in different countries,

post-graduate certificate in Learning and Instruction from the Friedrich-

and how can we contribute to a stronger positioning of the school

Schiller Universität Jena. He completed his PhD (1996) at the University

psychologist?). We hope to end up with a common vision/clear outcome

of Leuven. Minnaert was appointed assistant and associate professor in

at the end of the second meeting.

instructional sciences and clinical education in the Education Department

Please consult the handout in your conference bag to find your

at Leiden University in 1997. In 2004 he was appointed full professor in clinical educational research, student counseling, learning problems and educational research methodology at the University of Groningen.

Interaction Group.

STUDENT AND EARLY CAREER ACTIVITIES

Some of Minnaert’s recent research has included topics related to the

New this year are the (social) activities organized especially for students

intertwining role of motivation, emotion and self-regulation in learners

and early career professionals. The activities are fun and informal and are

and teachers. He was part of an international collaborative effort for

meant for you to meet your fellow students/early career professionals,

the topic, “Development in self-regulation and motivation for school of

exchange experiences and share ideas with senior members of the

students in different learning contexts.” He is also currently involved in

international school psychology community.

a long-term evaluation of tailored education at all levels of education. Moreover, Minnaert serves as the research program leader of Learning and Educational Problems, which, among other things, focuses on student, teacher and school support/counseling from a meso-level and macro-level approach on learning and education related problems. Topics cover social integration, inclusive education, the professionalization of teachers, and financing of education, including special education. Minnaert continues to be an active and enthusiastic teacher who has received multiple “best teacher of the year” awards from his departments. He continues to teach the School Psychology curriculum at RINO Noord Holland. As an instructor, he encourages professionals to approach learning and behavioral problems with a critical eye, by not only considering the helpful or hindering factors that an individual may possess, but also taking into account the relevant factors in the surroundings (school, the classroom, family, friends, living conditions, etc.).

Come and meet your fellow students and other young professionals from across the world! Join our welcome reception, the meet & greet moments or one of the excursions to popular local hotspots in Amsterdam.

WELCOME FOR STUDENTS WITH MEET AND GREET WITH ISPA PRESIDENT SHANE JIMERSON PHD. - WEDNESDAY 20 JULY, 15.00-16.30 HRS. Meet your fellow students and early career professionals at this informal welcome reception and get your bearing in Amsterdam. ISPA president Sane Jimerson wil be present to welcome you to the ISPA 2016 conference. The reception is in the same building as the pre-conference workshops and presentation workshops, so if you have signed up for any of these workshops you can just walk in for a drink and a chat with your fellow students or ISPA President Shane Jimerson. Or walk in if you have already arrived in Amsterdam. At 16.30 we will make our way to the KIT for the official welcome

INTERACTION GROUPS There will be two one-hour meetings for the Interaction Groups: Thursday and Friday after the lunch break. The groups will be lead by two facilitators. The groups consist of 20 members and will be mixed: a

20 |


ceremony. The welcome reception is sponsored by the RINO, organizing partner of the ISPA 2016 conference.

MEET & GREET THE KEYNOTE SPEAKERS DURING ONE OF THE LUNCH MEETINGS – 21-23 JULY, 12.00-12.30 HRS., ROOM C1.06 From the 21st to the 23rd there will be an opportunity to meet our keynotes (Noëlle Pameijer, Han van der Maas, Bonnie Nastasi & Alexander Minnaert) and senior ISPA members. Join our informal lunch session in a separate lunch corner (room C1.06) and discuss your questions.

STUDENT POSTER SESSIONS – 21ST & 22ND OF JULY, 16.00-17.00 HRS. Come and see your fellow students present their research during one of the interesting and inspirational student poster sessions.

VISIT A LOCAL BREWERY – 21ST OF JULY, 17.00-19.00 HRS. Join the excursion to one of the many local craft beer breweries or Dutch cafés and have a taste of Dutch student culture in the form of some after conference drinks (alcohol free options are available). Sign up at

venue. It has a beautiful terrace near the water. Location: Nieuwe Achtergracht 170, 1018 WV Amsterdam On Thursday the floor is all yours!! Please, bring your musical instruments ánd your voices, for a sing-along session. Showcase your own talents and be inspired by those of others!! Poetry reading will, of course, also be highly appreciated! On Friday you are invited to a folk dancing session with Alexa Candrian as our host. Alexa Candrian is a pedagogue from Zurich, Switzerland. After a period as a primary school teacher she studied piano and rhythmical education. She travelled all over Europe and discovered her interest in the traditions and especially the music and folk dances of Eastern Europe. Currently she is a musician in several bands that regularly perform. She teaches folk dances to various groups, runs seminars for dance teachers and

the reception desk (only 50 places available).

organizes cultural tours to all the Balkan countries. Alexa trains primary

OPTIONAL DINNER – 22ND OF JULY, 17.00-20.00 HRS.

education in their daily lessons. Alexa will teach us some easy dances

and secondary teachers how to incorporate musical and rhythmical

Have dinner with your fellow students and early career professionals.

from the Balkan countries, as well as some mixer dances from the Celtic

And get to know each other better, discuss your interests and inspire

and American traditions.

each other. Sign up at the reception (30 places available).

SOCIAL PROGRAM OPENING CEREMONY

FAREWELL PARTY The farewell party, including dinner, will take place on Saturday 23 July, from 7 pm to 11 pm, in the beautifully restored former chapel of the Elisabeth Hospital, once a mental hospital for children. The chapel sits

The opening ceremony will take place in the beautiful Royal Tropical

next to Hotel Arena, which is our major conference hotel.

Institute (KIT) on Wednesday 20 July, from 5 pm to 7 pm.

Location: ‘s-Gravesandestraat 51, 1092 AA Amsterdam

We are very happy that prof. dr. Magritte Kalverboer, the newly appointed Dutch Ombudsman, will join us and give a presentation. Location: Mauritskade 63, 1092 AD Amsterdam

WELCOME RECEPTION You are all warmly invited to this festive welcome reception, which will also take place at the Royal Tropical Institute, from 7 pm, right after the opening ceremony. The welcome reception will take place in the large magnificent marble columned hall. Location: Mauritskade 63, 1092 AD Amsterdam

CREA MUSIC HALL On Thursday 21 July and Friday 22 July, from 6.30 pm to 9 pm (or a little later ;-) the lovely Music Hall at CreaCafé is available to the conference participants for informal music making, singing and folk dancing. CreaCafé is the informal café-restaurant and theatre at the conference ispa conference 2016 |

21

THEMATIC SESSION A THURSDAY 21 JULY

THURSDAY - 21 JULY 2016

09.00


09.30 10.00

Thematic sessions A

10.30 11.00 11.30

Coffee break Keynote address Noëlle Pamijer - C1.03 & C1.04 -

12.00 12.30

Lunch break - ‘De Brug’-

13.00 13.30

Interaction groups

14.00 14.30 15.00

Thematic sessions B

15.30 16.00 16.30

Coffee break

Thematic sessions C

17.00 17.30 18.00

ISPA general assembly - C1.03 -

18.30 19.00 19.30 20.00

FOR THE LATEST UPDATES TO THE PROGRAM GO TO WWW.ISPA2016.ORG/UPDATES 22 |


20.30

Social activities - CREA Music Hall -

Session

Room

Type

Speakers

Title

I

C1.04

Symposium

Gus, L. T., Gilbert, L., Wood, F. A.

Emotion Coaching in Schools

II

C0.01

Symposium

Heath, N. Dr., Hasking, P. Dr., Whitlock, J. Dr., Non-suicidal Self-injury in Youth: Implications for School

III

C3.06

IV

C3.03

Plener, P. Dr., Finn, C., Bloom, E.

Programs

Symposium

Hatzichristou, C. Prof., Bairaktari, I., Stasinou, V., Promotion of multidimensional aspects of training and Athanasiou, D.

practice in School Psychology

Workshop

Banks, T. B., Osborn, A. O., Graff, J. G.

A Place to Belong for LGBTQ students: Desensitization Training for Educators

Workshop

Savage, T. A. S. Dr., Lagerstrom, L.

Helping Transgender and Gender Diverse Students Succeed at School and at Home

Workshop

Shotton, G.S. Dr.

"Remember when...' Exploring the experiences of looked after children and

V

C3.02

their carers in engaging in collaborative memory work” Roundtable

Treptow, R., Glovinsky, I.

discussion

A world of connections—collaboration with families: How can Greenspan’s ‘emotion-as-driver’ model inform school psychology processes?

VI

C3.01

Workshop

Carney, P. J. Dr.

Developing Resilient, Active and Flourishing Students

Workshop

Graham-Clay, S. L. Dr.

Supporting

Paper

Hanley, T., Ersahin, Z., Sefi, A., Hebron, J.

students

with

significant

behavioural

challenges: A team approach. Supporting

students

using

online

therapy:

what

therapeutic goals do young people identify and what are the implications for school psychologists? Paper VII

Cook, C., Zhang, Y.

Personalizing Interventions for Students with Social, Emotional and Behavioral Problems that Interfere with

C2.06

Learning Paper

Jámbori, S.

Hungarian adolescents’ personal long-term goals in relation to the school environment

Paper

Parker, E. A.

Understanding the School Psychologist's Collaborative Role Through the Lens of Actor-Network Theory

Paper

Edyburn, K.L.

The impact of educational marginalization on the mental health of Roma children in Europe: A review of the literature

Paper

Irfan, M.

The Impact of Psychosocial Counseling & Physical Fitness related Services for Refugee and Pakistani Children in

VIII

C2.05

Prison Paper

Bear, G., He, X., Deng, Y.

Differences in Bullying Between Students in China and the U.S.

Paper

Lagakou, E. MA.

The School Psychologist as a Collaborator and Liaison Professional in a Community Mental Health Center: The case of an 11-year old immigrant girl with learning problems ispa conference 2016 |

23

Session

Room

Type

Speakers

Title

Paper

Van Parijs, K., Dejonghe, C.

The assessment of CHC-based Cognitive Abilities in School

Paper

Lacroix, S.

Context

IX

C2.03

The bilingual assessment of intelligence: should we accept code-switching

Paper

Eyer, S.B.E. Prof., Thomas-Presswood, T.T.P. Prof.

Assessment of Deaf Students

Paper

Dennison, A. B. Dr., Engler, M.

Collaborative action research: Piloting an oral language intervention for bilingual students with disorders in speech/language and learning

Paper

Palikara, O. Dr.

Coping skills of adolescents during transition from primary to secondary education: The effect of individual and contextual resources

Paper X

Golden, J.

C2.02

School Mental Health Promotion in South Africa: Expert Views

Paper

Furlong, M. J. Prof.

An Overview of the Social Emotional Health Survey-

Paper

Furlong, M. J. Prof.

Symposium

Maital, S. L., Newell, M. Prof. Dr., Hylander, I. Prof. Examining

Secondary (SEHS-S): Cross-National Applications Universal School Mental Health Screening: Best Practices for Evaluating the Authenticity of Student Responses XI

C1.03

Dr., Nugent, M. Dr. Workshop

XII

XIII

24 |

C0.02

and

applications

psychological consultation in schools across cultures (TSIRP): Improving Teachers’ Relationships with Individual Problem Students

Workshop

Stroo, L. MSc.

Symposium

Bonninghausen, M. von, Griffiths, C. Dr., Haboush, Sexuality Education - Symposium ISPA Interest Group


of

Koomen, H. M. Y. Dr., Minderhout, M. van Drs., The Teacher-Student Interaction Reflection Program Spilt, J. L. Dr.

C2.01

conceptualizations

K. Psy.D.

EduScrum: connecting in an effective way

SYMPOSIUM EMOTION COACHING IN SCHOOLS Gus, L.T.

awareness. The process of Emotion Coaching is modeled through the consultation itself and is practiced as part of the training sessions delivered in schools and with parents.

Date

Thursday 21 July, 9.00 – 10.30 hrs

RESULTS

Room

C1.04

As a result of Emotion Coaching, teachers feel calmer and more

Derived from John Gottman’s work with families, Emotion Coaching is a relational approach aimed at supporting children and young people’s mental health and wellbeing in schools, improving self-regulation and behaviour. These four presentations will highlight different ways in which educational psychologists and other professionals have successfully implemented the approach in the UK.

empowered in dealing with instances of negative behaviour in children and young people. Many parents also feel calmer and that there are fewer barriers between them and their children. They feel it is a new way to parent enabling them to work with rather than against their child’s personality and character.

CONCLUSION The use of Emotion Coaching promotes the development of mental

Consultation and Training using Emotion Coaching Gus, L.T. (Licette)

health by supporting emotional awareness and regulation in children and young people through attuned relationships.

Over-reliance upon behavioural approaches by schools and parents has

Understanding the transference of emotion coaching into community and educational settings: A theoretical model for assimilation

resulted in various degrees of dissatisfaction. Some parents feel as if

Gilbert, L. (Louise)

they are not ‘liking’ the parents they have become. Schools often feel

Bath Spa University, Bath, United Kingdom

Educational Psychologist, United Kingdom

INTRODUCTION

that they are not meeting the emotional needs of their pupils and want additional ideas how to help manage pupil behaviour in a positive way.

INTRODUCTION The aim of this doctoral qualitative research is to better understand the

Behavioural approaches downplayed the importance of emotions.

transference of emotion coaching, a technique used in family therapy,

Current integrated thinking in psychology and biology is resulting in

into community and educational settings.

awareness of the importance of emotions. Emotion Coaching is a holistic approach to relating to children and young people which views

MATERIAL & METHODS

behaviour as communicative of a feeling. Children’s feelings are noticed,

Twenty-one emotion coaching trained practitioners were interviewed

empathised with and validated before being supported to problem solve

about their experiences of using emotion coaching. These practitioners

the situation.

all worked in primary and secondary schools and children’s centres in

MATERIAL & METHODS Consultation and training about using Emotion Coaching with children and young people incorporates two dimensions: content and process.

a disadvantaged semi-rural area of England. Constructive grounded theory was used to analyse the data taken from transcripts of the semistructured interviews, and the researcher’s post-interview summaries.

Information about emotion coaching is delivered by the consultant and

RESULTS

the process is experiential on two levels. Both consultation and training

The analysis revealed the role of meta-emotion philosophy (Gottman,

cover the background to Emotion Coaching, recent neuro-scientific

Katz & Hooven, 1997) in personal and professional responses to

evidence on how best to support children’s self-regulation, insights into

emotional and behavioural situations, the use of emotion coaching

the stress-response system and the foundations for positive behaviour

in emotional and behavioural challenging situations and the wider

and well-being and the importance of attunement and meta-emotion

applicability of emotion coaching in educational and community


25

settings. From the practitioners’ accounts a four phase theoretical model

CONCLUSION

is proposed to represent the assimilation of EC into community and

Emotion Coaching can be used in all arenas within a school. Professionals

educational practice. Positive and negative feedback loops are identified

are enabled to create positive relationships with challenging pupils

as influencing the acceptance and integration of EC into practitioner

through the development of trust and consequently pupil behaviour can

practice, and also into setting culture.

show great improvement over time. The emotional resilience of staff is

CONCLUSION

improved as they demonstrate calm and empathy in the face of difficult

In identifying variables that influence practitioners’ engagement this piece of inductive research contributes to a better understanding of the relevance and use of emotion coaching in community and educational settings. It also can help to inform the development of more effective and sustainable community and educational practice to promote health

behaviours. Emotion Coaching is a consistent strategy that recognizes and acknowledges the emotions of pupils. It supports educational professionals in setting limits and problem solving with the children and young people in their care. It demonstrates the power of control without being controlling ▪

and well-being for children and practitioners.

School Based Emotion Coaching Practice: Case Studies Wood, F.A. (Felicia) Bath Spa University, Bath, United Kingdom

INTRODUCTION

SYMPOSIUM NON-SUICIDAL SELF-INJURY IN YOUTH: IMPLICATIONS FOR SCHOOL PROGRAMS Heath, N.

Educational professionals can face challenging behaviours that reduce

Date

Thursday 21 July, 9.00 - 10.30 hrs.

the ability of teachers to teach and for pupils to learn. Often, school

Room

C0.01

behaviour policies rely on behaviourist principles of sanctions and rewards and there are those pupils for whom this approach is ineffective. Such policies may ignore the emotions that lie behind behaviours and despite frequent implementation of sanctions, there may be little improvement in pupil behaviour.

This symposium is comprised of four presentations sharing research with implications for developing school prevention, response and interventions for non-suicidal self-injury (NSSI) in youth. This includes key stakeholders’ views and attitudes about NSSI, perspectives on needed support and finally the importance of such school programs to decrease later risk

MATERIAL & METHODS

for suicide. The final presentation will be co-lead by a researcher, school

Emotion Coaching requires practitioners to see behaviour as a result of

psychologist and a school director of student services and engage the

a pupil’s emotional experience. Instead of implementing an immediate

participants in exploring implications and practical applications of the

sanction when witnessing poor behaviour, practitioners are asked

present research.

to connect and validate the emotions being experienced. This helps pupils develop resilience through acknowledging their feelings and it empowers them to find alternative coping strategies. Emotion Coaching requires, for some practitioners, a fundamental shift in how poor behaviour is perceived and managed. Three mixed-method pilot studies sought to evaluate the effectiveness of training practitioners who work

Collaborative schools: Psychologists, parents and youth working together to address NSSI Hasking, P. Dr. • Kelada, L. Dr. • Melvin, G. Dr.

with children and young people within schools. The qualitative data

INTRODUCTION

are reviewed here and analysed using inductive coding, constructivist

Despite the high rate of NSSI among adolescents, fewer than 50%

grounded theory and narrative analysis.

of parents are aware when their child self-injures. Yet school staff

identified from the data for illustration.

26 |


Case studies have been

increasingly report awareness of NSSI among students. As such, one

of the most challenging issues for school mental health staff

Results of this study confirm the need of additional training concerning

is understanding how best to engage parents, when to inform

NSSI. This holds especially true for teachers, who are often first to learn

parents that their child self-injures and how to work with

about a student’s NSSI.

parents in the best interests of the child. In this presentation we will present data from a series of survey and interview studies exploring how parents, school staff and young people view NSSI. We discuss how young people would like to be supported by both parents and school staff, and how parents would like to be supported by school mental health staff. Finally, we discuss the support needed by school mental health staff when communicating with parents about NSSI. Resulting recommendations regarding parent involvement will be highlighted.

Non-suicidal self-injury as a gateway to suicide in young adults: Implications for school programs Whitlock, J. Dr. • Heath, N. Dr.

INTRODUCTION NSSI and suicidal thoughts/behaviors (STB) in adolescents and young adult populations constitute areas of significant medical and psychiatric concern. This study investigated the extent to which NSSI contributes to later STB independent of shared risk factors. Toward this end, 1,466

Knowledge, Attitudes Towards, and Confidence in Dealing with Non-suicidal Self-injury Among School Staff in Germany

students at five US colleges participated in a longitudinal study aimed

Plener, P. Dr.

NSSI was as likely to occur before any STB as it was to occur following

INTRODUCTION Non-suicidal self-injury (NSSI) is a common phenomenon among adolescents. Frequently, NSSI is first noticed by peers or teachers. However, previous studies from Australia, Canada, and the US have shown teachers to report little knowledge about NSSI, negative attitudes towards NSSI, and little confidence in dealing with NSSI. Aim of the current study was to investigate the corresponding situation in Germany. Methods: A total of N=162 teachers, school social workers, and school psychologists, of which 90.8% were female, completed a survey about knowledge, attitudes towards, and confidence in dealing with NSSI.

RESULTS On a scale from 0-5, participants reported medium perceived knowledge about NSSI (M=2.6, SD=.84) and medium confidence

at assessing a) the temporal relationship between NSSI and STB, b) contribution of NSSI to STB independent of shared risk factors, and c) risk and protective factors in moving from NSSI to STB. Analysis showed that STB. Results also indicated that history of NSSI did significantly predict concurrent or later STB independent of covariates common to both. Among those with prior or concurrent NSSI, risk of STB is predicted by > 20 lifetime NSSI incidents and history of mental health treatment. Risk of moving from NSSI to STB is decreased by presence of meaning in life and reporting parents as confidants. We conclude that NSSI may reduce inhibition to STB through habituation to self-injury. Importance of school intervention and prevention efforts with adolescents focusing on enhancing perceived meaning in life and building positive relationships with parents is highlighted.

Discussion of School Applications and Implications of Symposium Heath, N. Dr. • Finn, C. Dr. • Bloom, E. Dr.

in dealing with NSSI (M=3.2, SD=.89). Of all participants, 35.6%

INTRODUCTION

thought NSSI to be ‘horrifying’ and 31.3% believed NSSI served

Review and discussion of the presented research and possible changes

mainly manipulative functions. Furthermore, 67.5% misjudged

to school practice that are suggested by these findings will be conducted.

the prevalence of NSSI. Overall, school psychologists reported

School constraints and challenges around NSSI programs and fostering

slightly higher perceived knowledge, less negative attitudes

better attitudes and knowledge among school personnel will be

towards NSSI, and more confidence in dealing with NSSI,

discussed. Symposium participants will be encouraged to engage with

followed by social workers, followed by teachers. Discussion:

the presenters around effective programming in this area ▪ ispa conference 2016 |

27

SYMPOSIUM PROMOTION OF MULTIDIMENSIONAL ASPECTS OF TRAINING AND PRACTICE IN SCHOOL PSYCHOLOGY

The multidimensional role of school psychologist: Domains of practice and evaluation data

Hatzichristou, C.

National and Kapodistrian University of Athens, Department of

Date


Room

C3.06

This symposium will highlight and discuss multidimensional domains of education, training, evidence-based interventions, research and collaborative national and international initiatives of the Center for Research and Practice in School Psychology of the National and Kapodistrian University of Athens.

A university-based model for provision of school psychological services: Combining theory, research, training and practice

Bairaktari, I. PhD Canditate Psychology, Athens, Greece

CONCLUSION This presentation will describe School Psychological Services in 6 Greek schools (preschool, elementary and high schools) in the broader area of Athens, Greece at the context of a multi-level model for the provision of school psychological services in the Greek schools. The model was developed by the Center for Research and Practice in School Psychology of the National and Kapodistrian University of Athens at the context of an E.U. project entitled “Education of Roma Children” of the Center of Intercultural Education. This presentation will focus on a) the role of school psychologists and the development of various programs in schools, b) important features of the implementation process, c) characteristics of consultation process, d) needs assessment and program evaluation

Hatzichristou, C. Professor

data. Data and findings indicated overall positive outcomes for students’


psychosocial adjustment and teachers perceptions for the quality of

Psychology, Athens, Greece

school psychological services. Implications of these findings and future

CONCLUSION

directions for the role and domains of practice of school psychologists

This paper will present the conceptual framework, development and

will be discussed.

implementation of a university-based model for provision of school

school climate and resilience during the economic crisis in Greek schools

International Program “WeC.A.R.E.”: Online teachertraining and intervention for the promotion of positive school climate and resilience in school community: Data, evaluation and future directions

will be briefly described. Further initiatives for the support of refugee

Stasinou, V. PhD Candidate

children will be presented. Implications for international collaborative


training and intervention projects will be discussed.

Psychology, Athens, Greece

psychological services in Greek schools. The model consists of interrelated domains related to various dimensions of training, development and implementation of prevention and mental health promotion programs, crisis intervention programs, consultation practices and collaborative projects at national and international levels. The development and implementation of multi–level programs for the promotion of positive

CONCLUSION This paper will present an overview of four years implementation and evaluation of the International WeCare Program. The program was developed and implemented by the Center for Research and Practice in School Psychology of the National and Kapodistrian University of Athens and the Society for School and Family Consultation as part of 28 |


the Connecting for Caring Project in primary and secondary schools in

internationally. Several initiatives have been pioneered to foster

Greece as well as schools in other countries that include Greek language

safe and welcoming school environments for lesbian, gay, bi-sexual,

instruction. This presentation will highlight different aspects of the

transgender and queer/questioning (LGBTQ) youth. The emphasis has

program including program evolution, e-supervision/consultation,

been on creating a sense of community within schools characterized

parental involvement and evaluation. Implications and future directions

by concepts of acceptance and inclusion. With this in mind, educators

for international collaboration will be discussed.

are key for creating safe spaces. Educators who lack cultural sensitivity, knowledge and/or awareness, or who fail to account for cultural

Implementation of prevention and intervention programs in schools: Aspects of education and training of graduate students of School Psychology Athanasiou, D. PhD Candidate National and Kapodistrian University of Athens, Department of Psychology, Athens, Greece

differences, may contribute to oppressive practices when working with diverse students and families. Thus, educators need to recognize that their own cultural conditioning and assumptions which might interfere with connecting, respecting, and ultimately educating LGBTQ students and families. Specifically, teachers must gain the skills, knowledge and awareness necessary to work with culturally different students and families. And, School Psychologists can be instrumental in advocating for inclusion and mental health well-being. Using a cognitive-behavioral therapy approach, workshop participants will explore strategies

CONCLUSION

for facilitating desensitization exercises with educators through in-

This presentation will discuss aspects of education and training of

services or individual sessions. School Psychologists, as mental health

undergraduate and graduate students of School Psychology at the

advocates, can lead the efforts for tolerance by assisting educators

context of prevention and intervention programs developed by the

with understanding their personal biases as hindrance for inclusion and

Center for Research and Practice of School Psychology, Department

to explore their normative/cultural conceptions to facilitate moving

of School Psychology, National and Kapodistrian University of Athens.

beyond political correct terminology and social etiquette to a place of

The first part will highlight the education and training carried out in

truth and belonging.

the context of specialized training courses and seminars regarding prevention and intervention programs in schools. The second part of this presentation will describe students’ participation in teacher training

MATERIAL & METHODS PowerPoint presentation and therapeutic activities

seminars related to the implementation of intervention programs in

RESULTS

schools, as well as personal reflection on the process. Finally, aspects of

Workshop participants will gain experiential knowledge of how to

interconnection of education, training and practical implementation in

support educators with the self-awareness needed to foster safe and

schools will be discussed ▪

accepting school climates for LGBTQ students and families.

CONCLUSION

A PLACE TO BELONG FOR LGBTQ STUDENTS: DESENSITIZATION TRAINING FOR EDUCATORS

Many trainings focus on concrete materials needed for creating tolerance and acceptance. This workshop addresses underlying beliefs and assumptions that might hinder inclusion.

Banks, T.B. • Osborn, A.O. • Graff, J.G. Date


Room

C3.03

INTRODUCTION The statistics for bullying, harassment and suicide rates among LGBTQ students has rendered it a public health issue both nationally and ispa conference 2016 |

29

HELPING TRANSGENDER AND GENDER DIVERSE STUDENTS SUCCEED AT SCHOOL AND AT HOME

on memories of their time together. Carers were trained in using an

Savage, T.A.S. (Todd) Dr.

MATERIAL & METHODS

University of Wisconsin-River Falls, United States

The research looked at what the carers and children’s talk could tell us

Lagerstrom, L. (Leslie) B.B.A.

about how using this approach had affected the carer–child relationship,

Transparenthood.net, United States

the child’s self-perception, aspects of the child’s thinking and learning,

Date


Room

C3.03

INTRODUCTION Transgender and gender diverse students face a myriad of challenges affecting their abilities to succeed at school and at home. The purpose of this workshop is to increase participants’ awareness of transgender and gender diverse issues as they pertain to schools; to assist participants to construct a knowledge base related to how to support transgender and gender diverse students at home and at school; and to allow participants an opportunity to apply their awareness and knowledge through case material. International perspectives and the state of transgender and gender diverse rights will also be addressed. The ultimate goal of this

elaborative reminiscence style to regularly reflect on memories with the child in their care.

and their emotions. Two to three months after a one-day training course for carers in using the memory store approach, semi-structured interviews were carried out with the carers and a board game session took place with each of the children to explore their views.

RESULTS Interpretative Phenomenological Analysis (IPA) was used to guide both the data generation and its subsequent analysis. Carers’ and children’s talk suggested that using the memory store approach has a number of perceived benefits, emotionally, relationally and in terms of the child’s self-perception and learning. The research highlights the value of using collaborative reminiscence to build and strengthen any relationship; between carers and children or equally between school staff and pupils.

session is to begin the process of optimizing participants’ potential to

LITERATURE

work successfully with transgender and gender diverse populations.

Cameron, R. J., & Maginn, C. (2009). Achieving Positive Outcomes for

Direct instruction, videos, and small and large group interactions will be

Children in Care. London SAGE.

employed to enhance participant learning.

Shotton, G. (2013) ‘Remember when’ exploring the experiences of looked after children and their carers in engaging in collaborative

’REMEMBER WHEN...’ EXPLORING THE EXPERIENCES OF LOOKED AFTER CHILDREN AND THEIR CARERS IN ENGAGING IN COLLABORATIVE MEMORY WORK Shotton, G.S. (Gillian) Dr. Northumberland County Council, United Kingdom Date


Room

C3.02

INTRODUCTION In this workshop Dr Shotton will share her research which explored the experiences of looked after children and their carers in engaging in collaborative reminiscence. Using the memory store approach, looked after children and their carers collaboratively collected and reflected 30 |


reminiscence, BAAF journal of Adoption and Fostering Shotton, G. (2011) Telling different stories: Exploring the experience of foster/adoptive carers in carrying out collaborative memory work with the children they look after, BAAF journal of Adoption and Fostering.

A WORLD OF CONNECTIONS— COLLABORATION WITH FAMILIES: HOW CAN GREENSPAN’S ‘EMOTIONAS-DRIVER’ MODEL INFORM SCHOOL PSYCHOLOGY PROCESSES? Treptow, R. • Glovinsky, I. Date


Room

C3.02

Emotion undergirds living—and drives cognitive flow. So succinctly might a person summarize Stanley Greenspan’s (1989) structuraldevelopmental model. Greenspan’s innovative paradigm guides this parent-perspective discussion of CanMeds Model school psychology training

nodes.

Material

from

an

uncharacteristic

evaluation

review meeting illustrates school psychologists’ divergent roles of communicator, collaborator, organizer, and mental health advocate—all from a psychologist-parent expert, scholar/scientist, professional pointof-view. Junctures where Greenspan’s functional emotional capacities—

INTRODUCTION

from alertness to engagement through shared problem-solving—inform

A clinical psychologist, Robin Lynn Treptow, has collaborated with

best practice per the CanMeds model are emphasized. Reflective

physicians, educators, and conducted disability and academic

practice is highlighted as means to growth derived from routine tasks.

assessments. She strives to unravel the social world of ‘disability’ by retaining her idealized child image of her son with Trisomy 21. She concurrently links apt use of affect to knotty human problems (e.g., sustainable health) in national and international academic venues. Dr. Treptow pursues another doctorate—Infant and Early Childhood Development with Emphases in Mental Health and Developmental

CONCLUSION Greenspan’s emotion-as-driver perspective is proposed as means to guide outside-the-box thinking—particularly when parents request educational accommodations and/or acquiesce to a school’s enlistment of the school psychologist for evaluation purposes.

Disabilities [rooted in Stanley Greenspan’s work] at Fielding Graduate University—to augment her emotional reasoning for this work. Ira Glovinsky is Co-Leader of the Fielding Graduate University Ph.D. Program in Infant and Early Childhood Development with an emphasis in mental health and developmental disabilities. Dr. Glovinsky is a licensed psychologist in Michigan. He received his Ph.D. in Special Education from the University of Michigan. He is also in private practice as a psychologist and specializes in the emergence of mood disorders in infants, toddlers, and preschoolers. He has published articles on pediatric bipolar disorder

DEVELOPING RESILIENT, ACTIVE AND FLOURISHING STUDENTS Carney, P.J. Dr. (Patrick) Senior Psychologist Date


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INTRODUCTION Bringing together research findings from the areas of resiliency, physical

and two books with Dr. Stanley Greenspan on bipolar patterns in

activity and positive psychology has practical implications for maximizing

children. Dr. Glovinsky is currently involved in research on the factors

the mental health of students in their home and school communities.

that contribute to the emergence of pediatric mood disorders.

Furthermore, a conceptual model for integrating what evidence tells

MATERIAL & METHODS

us about social emotional learning, exercise and flourishing will assist

Psychologists often lose sight of the power and influence conferred via social position borne from pedagogy in the field—leaving a wide chasm betwixt an expert’s purview and family members’ belvedere. This round table narrows that gap by giving emotion-driven perspectives on how families might perceive school psychologists’ function.

school psychologists in their roles of communicator and collaborator.

MATERIAL & METHODS Based on the Canadian author’s book “Well Aware” (Carney, 2015) this presentation will consist of an overview of a conceptual model for integrating important findings from these three areas of research, followed by the application of these concepts in the elementary and the secondary school environments. Workshop participants will be provided

This panel draws together family members, school psychologists,

with an opportunity to relate this model to their own experiences as

administrators, teachers, other disciplines (e.g., speech and language

communicators and collaborators for mental health promotion in their

pathologists) and the student.

school environments. ispa conference 2016 |

31

RESULTS

and go-forward planning. Ongoing monitoring is available to support

This conceptual model represents a universal approach for mental health

program implementation.

promotion in schools. In addition, it can be a particularly powerful

CONCLUSION

approach for working with disadvantaged and clinical populations of youth. A broader focus on strengths, assets and resilience can destigmatize and empower such youth.

The skills of the school psychologist are integral to the organization and delivery of mental health supports in schools, including organization of program supports, collaboration with School Board staff as well as mental health promotion and services.

CONCLUSION Students, staff and parents can use this model to be “well aware” of the essential components for positive mental health.

SUPPORTING STUDENTS WITH SIGNIFICANT BEHAVIOURAL CHALLENGES: A TEAM APPROACH

SUPPORTING STUDENTS USING ONLINE THERAPY: WHAT THERAPEUTIC GOALS DO YOUNG PEOPLE IDENTIFY AND WHAT ARE THE IMPLICATIONS FOR SCHOOL PSYCHOLOGISTS?

Graham-Clay • Susan L. Dr.

Hanley, T. Programme Director • Ersahin, Z. Counselling Psychologist

Simcoe Muskoka Catholic District School Board, Psychology Department,

University of Manchester, Counselling Psychology, Manchester, England

Barrie, Ontario, Canada

Sefi, A. Service Development Manager and Research Lead

Date


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INTRODUCTION

Xenzone, Manchester, England Hebron, J. Research Fellow Manchester Institute of Education, Manchester, England

This workshop will present a School Board Program designed to support

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elementary-aged students demonstrating significant behaviour and/

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or social-emotional challenges in the classroom. “Teams Organizing

INTRODUCTION

Programs for Kids in Distress (TOPKID)” involves collaboration between the supervising school psychologist, school board mental health staff and school staff to organize an effective program plan to support referred students.

The Internet is increasingly being utilised by professionals to communicate with, and offer support to young people. This project reports a mixed methods study completed alongside a UK based service that offers both school-based and online therapy. Specifically it

MATERIAL & METHODS

investigated the type of therapeutic goals that individuals articulated in

The workshop will outline the practicalities of program organization

the different settings.

and implementation including the detailed referral and intake process,

MATERIAL & METHODS

consultation with the school team, focused student observations, functional assessment approaches and the roles of the various staff involved. The program is typically short-term in nature (i.e., weeks) and incorporates evidence-based approaches to develop skills and strategies. Several case studies will be incorporated into the workshop.

As part of routine practice, young people accessing therapy were asked to complete a Goal based Outcome Measure. During an eight month period 1,137 therapy goals were expressed by 505 young people online and a further 360 goals were expressed by 202 young people who had accessed face-to-face therapy. These were analyzed using Grounded

RESULTS

Theory prior to further statistical analysis.

A detailed discharge report is prepared by the collective team outlining

RESULTS

strategies that have been determined to be effective with the student

32 |


The analysis identified three core categories at the highest order

(1) ‘Intrapersonal Goals’, (2) ‘Interpersonal Goals’, and (3) ‘Goals on

First, they will learn about a structured process to effectively carry out

Self relating to others’. These findings are in line with other existing

the Tier 2 implementation process from beginning to end. They will

conceptualisations however media based distinctions were noted at

learn about a menu of evidence-based Tier 2 interventions that can

lower orders of the analysis. In particular, the spread of goals articulated

be matched and implemented for emotionally and behaviorally at-risk

indicated that online interventions proved to be more collaborative

students. Third, they will receive and be taught how to use the Student

in nature and that they may help make psychological services more

Intervention Matching Form. Last, attendees will walk away with an

accessible for students with issues that they may struggle to bring to

understanding of how to improve the Tier 2 process at their school sites.

face-to-face services.

PERSONALIZING INTERVENTIONS FOR STUDENTS WITH SOCIAL, EMOTIONAL AND BEHAVIORAL PROBLEMS THAT INTERFERE WITH LEARNING

HUNGARIAN ADOLESCENTS’ PERSONAL LONG-TERM GOALS IN RELATION TO THE SCHOOL ENVIRONMENT Jámbori, S. • Szabó, É. University of Szeged, Institute of Psychology, Szeged, Hungary

Cook, C. Associate Professor

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University of Minnesota, College of Education and Human Development,

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Minnesota, USA Zhang, Y.

INTRODUCTION The aim of the present study is to determine how the school environment

Date


contributes to the future orientation of adolescents in Hungary. Central

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and Eastern Europe have experienced socio-economic changes in the last

INTRODUCTION Student social, emotional, and behavioral well-being is now viewed as instrumental to academic success. However, schools lack practical ways of identifying, selecting, implementing and monitoring the impact of interventions for students who exhibit social, emotional, and behavioral problems that interfere with learning. The purpose of this presentation will be to present the results of research focused on developing and evaluating a structured assessmentto-intervention process: Assess, Implementation, Monitor, and Meet (AIM2). The AIM2 process enables educators to personalize interventions to optimize outcomes of intervention efforts. It includes four sequential phases to selecting, implementing, and monitoring interventions for identified students with social, emotional, and behavioral problems that interfere with learning. This presentation will discuss the practical steps to implementing the AIM2, as well as the results of two experimental studies that were conducted to examine the effectiveness, feasibility, and acceptability of it.

MATERIAL & METHODS Attendees to this presentation will experience a number of benefits.

two decades, the effects of which can also be detected at the individual level. Today, as a result of individualization, egocentrism and individual competition have come to dominate, a trend which has also left its mark on the school environment. In addition to family influences, the school model has played an ever more significant role and has increasingly determined adolescents’ self-concept and life plans.

MATERIAL & METHODS Specifically, the study aims (1) to investigate the effect of the secondary socialization setting on adolescents’ attitudes towards competition, success orientation and failure avoidance and (2) to determine the effect these factors produce on adolescents’ plans for the future. Subjects (N=421; Mage=16.6 years) completed various scales related to school environment and future orientation. For example: Success-seeking and Failure-avoidance Scale (Mohas, 1986), Measurement of Personal Competition Scale (Ryckman et al., 1996, Jambori, 2002), Justice in School Scale, Motivation to the School Scale, Positive Classroom Atmosphere Scales (Dalbert and Stöber, 2002), Personal long-term goals (Stöber, 2002, Jámbori, 2002).

RESULTS The results showed that a fair and positive classroom atmosphere, ispa conference 2016 |

33

a high level of motivation, and rule-oriented behaviour on the part of teachers reinforce success orientation. Adolescents in this school environment indicated far more solid and realistic plans for the future than adolescents who characterized their school environment with high level of injustice and negative classroom atmosphere.

are located within a system.

CONCLUSION An understanding of such networks and systems is important for the psychologist in establishing and maintaining positive relationships and effective channels of communication in the social world.

CONCLUSION Our results emphasize the impact of positive classroom climate on students’ achievement and future orientation. We will discuss our findings in context of school psychology and give some suggestions how school psychologists as collaborators could help teachers to create appropriate school environment for their students.

THE IMPACT OF EDUCATIONAL MARGINALIZATION ON THE MENTAL HEALTH OF ROMA CHILDREN IN EUROPE: A REVIEW OF THE LITERATURE Igaz, T.M. • Edyburn, K.L.

UNDERSTANDING THE SCHOOL PSYCHOLOGIST’S COLLABORATIVE ROLE THROUGH THE LENS OF ACTOR-NETWORK THEORY Parker, E.A. Mrs. Date


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INTRODUCTION Education is recognized globally as a fundamental human right that is prerequisite to exercising other basic rights and participating fully in society. However, Roma students across Europe continue to face systemic discrimination and segregation in education. Over the past decade, policy has increasingly attended to these issues, and various

INTRODUCTION

organizations have launched initiatives to address educational inequities

School Psychologists work in a collaborative manner, within multi-agency

and promote inclusion for Roma communities.

networks involving a range of stakeholders. Local networks may involve school staff, parents, and so on, and wider global networks can include anything from central policy and legislation to assessment methods and professional standards.

MATERIAL & METHODS A review of the literature was conducted to identify barriers to Roma students’ academic success, understand how these challenges impact social-emotional wellbeing, and outline culturally responsive, school-

MATERIAL & METHODS

based mental health services to meet the needs of this population. The

A tool for analysis referred to as Actor-Network Theory (ANT, e.g. Latour

search protocol yielded a small body of journal articles and reports. The

2005) has been used within an educational context in order to attempt to

corpus was analyzed using a theoretical framework integrating engaged

make sense of the messy entanglements that make up the social world.

pedagogy and multicultural psychology.

ANT assumes that in order for something to be visible in a network it must be enacted. It is a material semiotic approach which is concerned with tracing the associations between key actors that mobilize and enrol other actors into a network, or assemblage.

RESULTS Findings suggest that high levels of illiteracy, dropout, and special education disproportionality persist among Roma students, and negative stereotypes about Roma are ubiquitous among educators and mental

RESULTS

health practitioners. Further, Roma are underserved for mental health

By examining three case studies involving school staff, social workers and

issues, but collaborative, community-based approaches to education

looked after children and their carers, the author demonstrates that ANT

and mental health appear effective for Roma students and families.

can be useful in helping to answer questions regarding ‘how’ networks come to be, ‘who’ and ‘what’ they are composed of, and ‘where’ they

34 |


CONCLUSION

services impacted significantly on the reformation of and adaptability of

Implications for school-based mental health practice with Roma and

children in detention and they helped a lot especially for the foreigner

other displaced/vulnerable populations and directions for research and

children in detention at Pakistan.

policy will be discussed.

THE IMPACT OF PSYCHOSOCIAL COUNSELING & PHYSICAL FITNESS RELATED SERVICES FOR REFUGEE AND PAKISTANI CHILDREN IN PRISON Irfan, M. Mr. University of Karachi, Psychology, Karachi, Pakistan Ahmed, E. Mr. Date


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INTRODUCTION

DIFFERENCES IN BULLYING BETWEEN STUDENTS IN CHINA AND THE U.S. Bear, G. • He, X. • Deng, Y. Date


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MATERIAL & METHODS Supported by a grant from ISPA’s International School Psychology Research Initiative, this study examined differences in verbal, physical, and relational bullying between 2,560 students in China and 3,083 students in the United States. The sample was drawn from 6 elementary schools (grades 3-5), 6 middle schools (grades 7-8), and 6 high schools (grades 9-11) in each country. Confirmatory factor analyses were first

There is no proper rehabilitation and recreation mechanism from the

employed to provide evidence of the factorial validity and reliability of

government in Pakistani Juvenile Prisons, only some Non-Governmental

scores on the Delaware Bullying Victimization Scale. Results supported

Organizations supporting through their services to Pakistani and foreign

a 3-factor model and demonstrated measurement invariance across

children in detention. In this study the impact of rehabilitation and

countries, gender and grade levels. Alpha coefficients ranged from .78

reformation services in Pakistan has been analyzed and figured out its

to .94.

effectiveness. An integrated model for reformation model for juveniles has been adapted at Youthful Offenders Industrial School (YOIS) Karachi.

MATERIAL & METHODS

RESULTS Differences in latent means revealed that in elementary schools Chinese students, compared to American students, reported significantly greater

To conduct this study a sample of 100 juveniles were selected including 20

verbal, physical, relational bullying, with Effect Sizes (ES) of .30, .14,

Indian and 23 Afghan from Youthful Offender Industrial School Karachi.

and .18, respectively. However, in middle schools, American students

A semi-structured questionnaire was used to collect the data from

reported significantly greater verbal, physical, and relational bullying (ES

children in detention. The sample children were provided counseling

= .14, .23, and .20, respectively). The same was found in high schools

and gym services and after the 3 months recidivism was checked and

(ES = .15, .27 and .24, respectively). In China, bullying was greatest

their behavior with other juveniles and authorities was recorded.

in elementary schools, whereas in the U.S. it was greatest in middle

RESULTS

schools. Cultural differences that might explain these differences are

The results show that those children who had attended psychosocial

discussed.

counseling sessions and fitness center show more pro-social behavior with the fellow inmates, low recidivism and compliance with the authorities. Foreign children had comparatively better results of adaptability and involvement in constructive activities.

CONCLUSION It has been concluded that psychosocial counseling and recreational


35

THE SCHOOL PSYCHOLOGIST AS A COLLABORATOR AND LIAISON PROFESSIONAL IN A COMMUNITY MENTAL HEALTH CENTER: THE CASE OF AN 11-YEAR OLD IMMIGRANT GIRL WITH LEARNING PROBLEMS

THE ASSESSMENT OF CHC-BASED COGNITIVE ABILITIES IN SCHOOL CONTEXT

Lagakou, E. MA

Magez, W. • Van Huynegem, J.

National and Kapodistrian University of Athens, Community Mental

Coordination team Antwerp for Psychological Assessment, Brasschaat,

Health Center, 1st Department of Psychiatry, Athens, Greece

Belgium

Van Parijs, K. • Dejonghe, C. • Tierens, M. Dr. • Bos, A. • Decaluwé, V. Dr. Thomas More University College, Applied Psychology, Antwerp, Belgium

Date


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INTRODUCTION

INTRODUCTION

Being employed as a School Psychologist in a Community Mental Health

One of the roles of school psychologists is to advice pupils and parents

Center involves the combination of different roles. These are rooted

in the transition of elementary to secondary school. In Flanders, school

in different theoretical frameworks such as the community approach

psychologists of CLB (centers for students guidance) experience a lack of

to service delivery, the multidisciplinary teamwork approach and the

instruments to measure cognitive abilities for this purpose.

scientist – practitioner model of training in psychology. Moreover, models of services, as recommended by professional associations,

MATERIAL & METHODS

suggest a wide spectrum of activities for the School Psychologist (e.g.

In cooperation, psychologists of CLB and of Thomas More University

NASP, 2010; ISPA, 2015).

College did research to develop a new assessment instrument, thereby

MATERIAL & METHODS

fulfilling following conditions: the battery is (1) based on the scientific Cattell-Horn-Carroll (CHC) model of intelligence, (2) organized as a

The current presentation highlights the role of the School Psychologist

modular system and (3) usable to assist school psychologists in decision-

as a collaborator and liaison professional through the case of an 11-year-

making and giving action-oriented advice to pupils, parents and teachers.

old immigrant girl who was referred to the community mental centre

(4) Individual and group assessments are possible. (5) The results are

for learning problems at school. The actions taken on different levels of

accepted by the government agency of Flanders.

service delivery are delineated.

RESULTS

RESULTS As result of this research a new CHC-based intelligence battery

Emphasis is given on the actions taken to promote collaboration with

for Flemish children and adolescents is implemented (Cognitieve

different community agents in order to provide comprehensive services

VaardigheidsTest: CoVaT-CHC). The test measures five broad cognitive

to the best interest of the referred immigrant girl and her family.

abilities: fluid intelligence, crystallized intelligence, short-term memory,

CONCLUSION

visual processing and processing speed. The CoVaT-CHC is designed to

Limitations and implications for the role of the School Psychologist as a liaison professional working in a multidisciplinary team in a Community Mental Health Center are explored.

measure specific individual cognitive strengths and weaknesses as well as general intelligence. The test includes norms for different age groups (9y6m-13y11m) and class groups (e.g. intellectual disability, learning disorders). The preliminary results demonstrate that the CoVaT-CHC is a reliable and valid assessment battery.

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THE BILINGUAL ASSESSMENT OF INTELLIGENCE: SHOULD WE ACCEPT CODE-SWITCHING

spoken language demands in the directions and in verbal comprehension tasks. Spoken language is often an unknown or marginally understood for Deaf/hard of hearing (“D/HH”) children. Many use signed language as their primary mode of communication. Signed languages, being

Lacroix, S. Date


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visually based languages with their own grammar and syntax, have no written form that can be translated into modified versions of tests. Furthermore, many D/HH individuals identify both linguistically and

MATERIAL & METHODS

culturally with the Deaf community, requiring that psychologists be able

Code-switching, the movement from one language to the other, is

to function linguistically and culturally in such community of children.

a common language behaviour among multilinguals. While current

The purpose of this presentation is to review these challenges so that

measures of intelligence do not account for this behaviour, it is still

psychologists can better assess and communicate with D/HH children,

occurring and could have a significant impact on test results. In this

families and school personnel. This workshop will use prior studies in

paper, I will present a study measuring the impact of code-switching

this field in a didactic format and case material. Participants will gain a

on test scores obtained by two groups of multilinguals on measures of

better knowledge of the typical characteristics of language and social

cognitive abilities in French and English. Allowing individuals to code-

development and of current practices in the assessment of D/HH

switch increased the behaviour and in return increased its impact on

students.

final test scores. I will present a procedure to test bilingually and obtain results that could be valid. The study was conducted with children

was explained to the experimental group prior to testing. They obtained

COLLABORATIVE ACTION RESEARCH: PILOTING AN ORAL LANGUAGE INTERVENTION FOR BILINGUAL STUDENTS WITH DISORDERS IN SPEECH/ LANGUAGE AND LEARNING

higher scores than the control group that did not get the code-switching

Dennison, A.B. Dr. • Engler, M. Mr. • Tu, C. Ms.

studying in French in a linguistic minority setting, many reporting two languages as their first language and another high proportion reporting being multilingual. These children were tested in two languages then tested bilingually on other measures. The code-switching procedure

option explained.

CONCLUSION

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Accepting bilingual responses had a significant impact on test scores.

INTRODUCTION

The proposed procedure should be considered in test development.

This paper will present results from an action research project that is being conducted in a public charter school in Texas. An intervention is

ASSESSMENT OF DEAF STUDENTS

being conducted over the course of two months, principally implemented by a speech-language pathologist. The design of the study is a product

Eyer, S.B.E. Associate Professor • Thomas-Presswood, T.T.P. (Tania)

of collaboration between the school psychologist, the speech-language

Professor

pathologist and a special education teacher.

Date


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MATERIAL & METHODS Participants in the study are elementary and middle school students

INTRODUCTION

who have been identified with a speech-language disorder as well as

Providing valid, accurate psychological assessments of Deaf children

a specific learning disability. Most of the students have been instructed

presents several challenges including test design issues, special education

in a bilingual Spanish-English classroom. The intervention involves using

law, and diagnostician qualifications. The majority of psychological tests

a newly designed cueing hierarchy to elicit responses from the student

are focused on hearing children and spoken languages. Such tests contain

participants during speech therapy sessions.


37

RESULTS

individual and contextual factors that predicted productive coping at

In this exploratory study, pre- and post-data will be compared for study

the end of primary education, including family involvement and social

participants and a control group and conclusions will be drawn about

support.

the usefulness of the intervention.

CONCLUSION

CONCLUSION

The transition to secondary school may represent an opportunity for

In addition to the findings of the study, the presenters will share

developing interventions aimed at improving both the coping skills and

information regarding the process of collaboration as it occurred in

the mental health of young people.

this study. Recommendations will be made for school practitioners and researchers.

SCHOOL MENTAL HEALTH PROMOTION IN SOUTH AFRICA: EXPERT VIEWS

COPING SKILLS OF ADOLESCENTS DURING TRANSITION FROM PRIMARY TO SECONDARY EDUCATION: THE EFFECT OF INDIVIDUAL AND CONTEXTUAL RESOURCES Palikara, O. (Olympia) Dr. • Castro, S. (Susana) Dr.

Golden, J. Mr. • Tatlow-Golden, M. Dr. University College Dublin, School of Politics and International Relations (SPIRE), DUBLIN, Ireland Date


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University of Roehampton, School of Education, London, United

INTRODUCTION

Kingdom

Most children in post-apartheid South Africa experience economic deprivation and are exposed to multiple mental health risk factors.

Date


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The World Health Organisation’s Mental Health Action Plan 20132020 emphasises promotion and prevention, to support children’s

INTRODUCTION

development and facilitate educational and social participation, yet

The transition from primary to secondary school can negatively affect

there is little research on mental health promotion in lower and middle

pupils’ psychosocial adjustment and mental health. However, there is

income countries. This study consulted national experts to identify key

a dearth of information concerning the coping strategies that young

barriers and facilitators of school mental health promotion in South

people employ just before transition to secondary education. The aim

Africa.

of the present study was to map the types of coping strategies used by

MATERIAL & METHODS

young people and to understand the role of individual and contextual resources in predicting productive coping.

Nine experts in educational and clinical psychology, psychiatry, the Ministry of Health, UNICEF, the Nelson Mandela Children’s Fund and

MATERIAL & METHODS

the South African Traditional and Natural Health Alliance, participated in

A UK sample of 250 ten-year-old pupils attending Year 6 in a number

qualitative interviews exploring appropriateness and feasibility of school

of primary schools across London were identified and participated in

mental health promotion in the South African cultural, economic and

the study. Pupils completed a number of self-report questionnaires

educational context.

including, among others, measures of coping, self-esteem and quality

RESULTS

of life.

Experts highlighted the need for a life course approach; for schools

RESULTS

to be health promoting; for government to implement a recognised

The findings revealed a range of productive and non-productive

co-ordinated national programme framed as impacting positively on

coping strategies used by adolescents. A complex interplay of different

learning; and for mental health concepts applied by policy to resonate in an African context.

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CONCLUSION

LITERATURE

Schools in South Africa should not ‘silo’ mental health promotion but

Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D.

rather develop a culturally-relevant ‘whole-school’ approach, supporting

(2014). Preliminary development and validation of the Social and

teachers, other school personnel, families and children.

Emotional Health Survey for secondary students. Social Indicators Research, 117, 1011–1032. doi:10.1007/s11205-013-0373-0

AN OVERVIEW OF THE SOCIAL EMOTIONAL HEALTH SURVEYSECONDARY (SEHS-S): CROSS-NATIONAL APPLICATIONS

Ito, A., Smith, D. C., You, S., Shimoda, Y., & Furlong, M. J. (2015).

Furlong, M.J. (Michael) Prof.

Lee, S., You, S., & Furlong, M. J. (2015). Validation of the Social Emotional

University of California Santa Barbara, Department of Counseling,

Health Survey for Korean school students. Child Indicators Research.

Clinical, and School Psychology, Santa Barbara, United States

Published online, 24 January 2015. doi:10.1007/s12187-014-9294-y

Validation and utility of the social emotional health survey-secondary for Japanese students. Contemporary School Psychology, 19, 243–252. doi:10.1007/s40688-015-0068-4

Date


Pennell, C., Boman, P., & Mergler, A. (2015). Covitality constructs

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aspredictors of psychological well-being and depression for secondary

INTRODUCTION The first part of the paper will present psychometric information (e.g.,

school students. Contemporary School Psychology. doi:10.1007/s40688015-0067-5.

CFA and multigroup invariance analyses; e.g., Furlong et al., 2014; You

Telef, B., & Furlong, M. J. (2016). Adaptation and validation of the social

et al., 2014) about the SEHS-S. The SEHS-S assesses core psychosocial

and emotional health survey into Turkish culture. Manuscript under

strengths using a higher-order model that consists of four latent traits

review.

(each comprised of three measured subscales): belief-in-self (with subscales of self-efficacy, self-awareness, and persistence), beliefin-others (with subscales of school support, peer support, and family coherence), emotional competence (with subscales of emotional regulation, behavioral self-control, and empathy), and engaged living (with subscales of gratitude, zest, and optimism). This next part of the presentation will present evidence for the SEHS-S’s structural invariance across USA (You et al., 2014; You, Furlong, Felix, & O’Malley, 2015), Korean (Lee, You, & Furlong, 2015), Japanese (Ito, Smith,

You, S., Furlong, M. J., Dowdy, E., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014). Further validation of the Social and Emotional Health Survey for high school students. Applied Research in Quality of Life, 9, 997–1015. doi:10.1007/s11482-013-9282-2 You, S., Furlong, M. J., Felix, E., & O’Malley, M. D. (2015). Validation of the Social and Emotional Health Survey for five sociocultural groups: Multigroup invariance and latent mean analyses. Psychology in the Schools, 52, 349–362. doi:10.1002/pits

You, Shimoda, & Furlong, 2015), Australian (Pennell, Boman, & Mergler, 2015), Turkish (Telef & Furlong, 2016), and Mexican adolescents. (Other cross-national studies are also being conducted in Thailand, China, Mexico, Malta, Greece, Solvakia, Latvia, and Lithuania. In brief, there is a substantial body of published and on-going research being conducted to further refine and evaluate the SEHS-S measurement model and to better understand its practical applications in school and community contexts. It is my hope that this paper session will provide a context within which to explore expanded social emotional health assessment collaborative research and applications among ISPA members.


39

UNIVERSAL SCHOOL MENTAL HEALTH SCREENING: BEST PRACTICES FOR EVALUATING THE AUTHENTICITY OF STUDENT RESPONSES Furlong, M.J. (Michael) Prof. University of California Santa Barbara, Department of Counseling, Clinical, and School Psychology, Santa Barbara, United States Date


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Cornell, D., Klein, J., Konold, T., & Huang, F. (2012). Effects of validity screening items on adolescent survey data. PsychologicalAssessment, 24, 21–35. doi:10.1037/a0024824 Dowdy, E., Furlong, M. J., Raines, T. C., Price, M., Murdock, J., … Bovery, B. (2014). Enhancing school-based mental health services with a preventive and promotive approach to universal screening for complete mental health. Journal of Educational and Psychology Consultation, 25, 1–20. doi:10.1080/10474412.2014.929951 Moore, S. A., Wildales-Benetiz, O., Carnazzo, K. W., Kim, E. K., Moffa,

INTRODUCTION

K., & Dowdy, E. (2015). Conducting universal complete mental health

Universal screening for complete mental health is an important part

screening via student self-report. Contemporary School Psychology.

of the prevention, early intervention, and promotion of student’s mental health (Dowdy et al., 2015; Moore et al., 2015). The value and utility of screening surveys can be diminished by response biases (e.g., social desirability, careless/unengaged responding, and response

Robinson-Cimpian, J. P. (2014). Inaccurate estimation of disparities due to mischievous responders: Several suggestions to assess conclusions. Educational Researcher, 43, 171–185. doi10.3102/0013189X14534297

inconsistencies, and bogus responding; Cornell, Klein, Konold, &

Suldo, S. M., & Shaffer, E. (2008). Looking beyond psychopathology: The

Huang, 2012). Robinson-Cimpian (2014) also identified “mischievous

dual-factor model of mental health in youth. School Psychology Review

responders” as students who purposefully complete surveys with

37, 52–68.

extreme, almost impossible patterns that skew results thereby wasting resources and producing inefficient screening results.

You, S., Furlong, M. J., Felix, E., & O’Malley, M. D. (2015). Validation of the Social and Emotional Health Survey for five sociocultural groups:

Using data from the responses of more than 1,800 students to universal

Multigroup invariance and latent mean analyses. Psychology in the

mental health screening, this paper examines the occurrence of

Schools, 52, 349–362. doi:10.1002/pits

mischievous responding and its effects on the mental health triage groups that are formed using the dual-factor mental health model proposed by

follow-up triage process. Attendees will be presented with evidence-

SYMPOSIUM EXAMINING CONCEPTUALIZATIONS AND APPLICATIONS OF PSYCHOLOGICAL CONSULTATION IN SCHOOLS ACROSS CULTURES

based best practices to employ in research and universal screening in

Maital, S.L. (Sharone)

Suldo and Shaffer (2008) and others. All data have been collected and a complete paper will be available at the time of the conference. The good news is that I will show that the incidence of mischievous responding is low (less than 3%) and that it had minimal practical effects on the

order to improve the quality and accuracy of data collected.

Date


MATERIAL & METHODS

Room

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Data were collected in September 2015.

This symposium will compare conceptualizations of school-based

The screening survey included: (a) Social-Emotional Health Survey-

psychological consultation in the US, Sweden, Ireland and Israel. Based on

Secondary, (b) Depression, Anxiety, and Stress Scale–21, (c) Subjective

case studies collected from experienced school psychologists we examine

Well-being (Life Satisfaction Scale, Positive & Negative Affect Scale), and

cross-cultural similarities and differences in consultation, particularly

(e) Mischievous Response Pattern Items (For example, How much do

different perspectives concerning psychologists’ roles as communicators,

you weigh without your shoes on? (≤ 2.5% and ≥ 97.5% keyed)

collaborators and mental health advocates in educational systems.

LITERATURE 40 |


Consultee-Centered Consultation in the United States: A Case Example

MATERIAL & METHODS

Newell, M. Dr. (Markeda) Associate Professor

be presented to illustrate the method. The case presentation is based

Loyola University Chicago, School Psychology, Chicago ILL, United States

on interviews with two psychologists experienced in the coonsultee-

Newman, D. Dr. (Danny) Assistant Professor

centered consultation method. The interview protocoll used is a joint

INTRODUCTION

Two cases (one from pre-school and one from compulsory school) wil

effort of researchers from the United States, Israel and Sweden.

The purpose of this presentation will be to share the findings of an

RESULTS

in-depth case study of the consultation practice of an expert school

Lessons learned will be shared with specific focus on aspects of

psychologist in the United States.

consultee-centered consultation that may differ across countries and

MATERIAL & METHODS For the purpose of this study, one school psychologist, who is identified as an expert in consulting, will be interviewed about his/her process for completing a consultation case. Seidman’s (2006) 3-part phenomenological, semi-structured interview process will be used to structure the interview process. Specifically, the school psychologist will

cultures.

DEVELOPING CONSULTATIVE SERVICES IN IRELAND- EDUCATIONAL PSYCHOLOGISTS EXPERIENCES OF APPLYING A PROBLEM SOLVING MODEL

be asked about the model of consultation used, how they implemented

Nugent, M. Dr. (Mary) Regional Director

each stage of the consultation process, what supports were needed

National Educational Psychology Services, Dept. Education and Skills,

to complete the case, and how effective the consultation process was

Ireland

in improving the client’s behavior. Additionally, the consultant will be asked about the cultural context of the school and consultation triad.

INTRODUCTION This presentation reports on how Irish educational psychologists have

RESULTS

developing their practice in the area of consultation in the last five years.

The results of this interview will be compared to the consultation

There is a particular focus on offering consultation to teachers, to help

process for school psychologists in Sweden, Ireland, and Israel to identify

them find solutions to school-based problems.

cross-cultural similarities and differences in consultation. Implications

Information will be provided about the formation of policy and practice,

for school-based consultation will be discussed ▪

the training given to educational psychologists and the development of their practice, including the implementation of a problem solving

Consultee-centered case consultation in Sweden, a case example

process.

MATERIAL & METHODS The focus here is on data collected from psychologists. This includes

Hylander, I. Dr. (Ingrid) Associate Professor

questionnaire data from psychologists collected at the end of a two

Karolinska Institutet, Department of Neurobiology, Care Sciences and

year pilot project and follow-up interviews using an interview protocol

Society, Huddinge, Sweden

developed by colleagues in Israel, to allow for cross-country comparisons.

INTRODUCTION

RESULTS

This presentation reports on how Swedish educational psychologists

Data from Ireland will be presented and discussed in the context of

have developed their practice in schools and pre-schools in the area

the development of consultation services in Ireland. Three strands

of consultee-centered consultation since 30 years. Information will be

of consultation will be addressed: consultation with individuals,

provided about the formation of policy and practice, the training given

consultation with groups and organisational consultation.

to educational psychologists and the development of their practice.


41

Additionally, new applications of the problem solving consultative

THE TEACHER-STUDENT INTERACTION REFLECTION PROGRAM (TSIRP): IMPROVING TEACHERS’ RELATIONSHIPS WITH INDIVIDUAL PROBLEM STUDENTS

model will be presented.

Koomen, H.M.Y. (Helma) Dr.

CONCLUSION Lessons learned during the last five years will be shared. Consideration will be given to the factors that promote effective consultation.

University of Amsterdam, Institute Child Development and Education,

Consultation in Israel: Consulteecentered case orientation or systems consultation?

Amsterdam, Netherlands

Maital, S.L. (Sharone) Adjunct Lecturer

Spilt, J.L. (Jantine) Dr.

Emek Jezreel College, School Psychology and Behavioral Sciences, Emek

KU Leuven, Division School Psychology and Child and Adolescent

Yizrael, Israel

Development, Leuven, Belgium

Minderhout, M. van (Mirella) Drs. Bureau Mind, Netherlands

INTRODUCTION

Date


Consultation with teachers is included as a central role in the official

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definition of school psychology services in Israel, and systems level interventions are advocated. However, the adoption of various consultation models is left to the discretion of individual practitioners. At the same time, psychologists are powerfully influenced by a clinical perspective that emphasizes psychodynamic theory and the needs of individuals, based on medical models. This “paradox of school psychology” raises questions about conceptualizations of consultation and its practice.

INTRODUCTION A growing literature supports the importance of affective teacher-child relationships, both for children’s development and teachers’ wellbeing. Derived from attachment theory, teachers are considered to construct mental representational models of relationships with individual students, containing internalized feelings and beliefs, which influence their interactive behavior.

In case of problematic relationships,

teachers’ mental representations often have become narrow, negative,

MATERIAL & METHODS

and inflexible. Consultation is recommended to help teachers change

This presentation examines two consultation case studies based on

negative representations through a reflective process (Pianta, 1999).

in-depth interviews with expert school psychologists. The interviews, based on a common semi-structured interview protocol developed to study cross-country comparisons of consultation practices focus on psychologists’ perceptions of the processes involved, models that guided their work, the context of the consultation, and relevant training and supports.

RESULTS The conceptualizations of the Israeli school psychologists will be discussed with respect to the perceived tensions between a more systemically oriented consultation and a more individually oriented perspective toward the consultee and resolving children’s problems.

In the Teacher-Student Interaction Reflection Program (TSIRP), teachers are guided to reflection in two individual sessions with a consultant by (1) narrating their relationship model about a problem student in a semistandardized interview, and (2) responding to a profile (based on this interview) representing teachers’ role beliefs and feelings towards this student. Recent research demonstrated effects on teacher sensitivity (Spilt et al., 2012). The TSIRP workshop: 1) explains theoretical principles, 2) presents case material to illustrate a teacher’s reflection process and the role of the consultant’s interview style, and 3) practices counseling skills that promote teacher reflection. For school psychologists, TSIRP training

CONCLUSION

contributes to skills as mental health advocate (for teachers and

The experience of their practices will be compared with lessons learned

indirectly for students), communicator (interviewing and establishing

from interviews with school psychology consultants in Ireland, Sweden,

relationships with teachers), and collaborator (through consultation).

and the U.S presented in this symposium 42 |


EDUSCRUM: CONNECT IN AN EFFECTIVE WAY Stroo, L.J. (Laura) MSc ZIEN in de klas, Netherlands Date


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INTRODUCTION Do you want to work more efficient, agile, lean and in good collaboration with every participant in your workfield? For the past years I’ve been using EduScrum as a method to achieve this. With EduScrum every participant takes responsibility and feels committed to the tasks ahead. It stimulates self-ownership as feedback and feed forward on results and

A Multi-Tiered Support System of sexuality education in schools in the Netherlands – Michaël von Bönninghausen Bönninghausen, M. vonWerkgever

INTRODUCTION One of the big challenges of sexuality and sexuality education in schools in The Netherlands is to address all the different aspects of sexuality that schools have to deal with such as: sexuality education for all students, empowerment of LGBTI-students and other vulnerable students, perpetrator behavior, sexuality & disabilities and students that are traumatized because of sexual abuse.

processes aim for continuous improvement.

MATERIAL & METHODS

I’ve developed a workshop to teach colleagues and schools how to

Many programs have been developed in the Netherlands to address all

use EduScrum as a tool to improve performance and output. In this

these different topics. This makes it hard for schools which programs

workshop fellow schoolpsychologists are challenged to kickstart their

they can use and how they can address all these different topics on

own constant improvement and to create an even more effective

sexuality in school.

collaboration with all stakeholders involved.

RESULTS

I can share our experiences in utilizing scrum in our work of consulting in

From most of the programs and interventions little is known about their

schools, and also in deployment trajectories and interim management.

effectiveness. Some of the programs have researched and show some

Besides, I would like to simulate projects so that every participant of this

effect

workshop experiences scrum and is inspired to become more targeted, effective and efficient in their work as schoolpsychologists.

CONCLUSION A multi-tiered approach of sexuality and sexuality education in school makes possible to address all these topics in a comprehensive way.

SYMPOSIUM ISPA INTEREST GROUP ‘SEXUALITY EDUCATION’ Bönninghausen, M. von

School psychologists are well placed in developing a multi-tiered approach of sexuality and sexuality education in schools and to make it a sustainable program.

possible to address all the different aspects of sexuality and sexuality

The role of the School Psychologist in supporting the transition of transgender and intersex students in school settings - Griffiths, Coosje

education in schools.

Griffiths, C. (Coosje) Dr.

Date


Room

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A multi-tiered support system approach of sexuality education makes it

Transfysiko & EduXprss, Utrecht, Netherlands

INTRODUCTION Coosje Griffiths is a registered psychologist working in a statewide capacity as a Manager (Complex Learning and Wellbeing) in Western ispa conference 2016 |

43

Australia. She will outline a range of adjustments that can be made and

offered in two concurrent group settings (one directed toward youth

resources available to schools and school psychologists to support the

and the other toward their parents/caregivers).

transition of transgender and intersex students in school settings.

MATERIAL & METHODS

MATERIAL & METHODS

Eight families, equaling 8 children and 8-10 parents, were recruited

Current research findings related to transgender and intersex students

through local listservs, schools, and doctors’ offices. One youth group

and ways to best to support them in schools will be shared in light of

and one parent/caregiver group were held weekly for 1.5 hours over

the Australian federal law related to the Sex Discrimination Act. This

a 6-week period, and pre- and post-intervention assessments were

law provides protection from discrimination and harassment regarding

completed. Topics included: (a) social, emotional, and physical changes

sexual orientation, relationship status, intersex status and gender

during puberty, (b) anatomy and physiology, (c) social skills, (d) sex and

identity. The implications of the DSM 5 gender dysmorphia guidelines

sexuality, (e) sex, laws, and staying healthy. Parent curriculum followed

will also be explored.

the children’s topics.

Using case study examples and group sharing, participants will be able

RESULTS

to access current best practice for supporting transgender and intersex

Four males and four females attended the child group. Two families had

students and the various factors and support systems to consider for

both parents in attendance. Levels of ID ranged from AE=6-years to

these students and their families.

AE=11 years. Results from the children’s group demonstrated an overall increase in knowledge of 14% (ranging from no change to 84% increase).

RESULTS Examples of processes resulting in a smooth transition and positive outcomes for transgender and intersex students in school settings will be provided as well as research that demonstrates the difference that a whole school approach can make to student perceptions and sense of wellbeing.

Parent surveys indicated varying expectations for the course; however, the majority of parents indicated that both their goals for their portion of the course and their goals for the youth portion of the course were “very effectively met.” The most helpful teaching strategies used were teachable moments, myth vs. truth, family values, and social stories. Case scenarios and homework were reported as least helpful.

CONCLUSION This presentation will demonstrate how collaborative case management and planning can result in improved sense of safety and wellbeing for transgender and intersex students in a school environment and support their adjustment in this context.

CONCLUSION Success of this program will contribute to the overall health, wellbeing, and safety of youth with I/DD. Parents reported improved communication and support with parents and children. Modifications are being made to develop a professional, a youth, and a parent manual, each addressing the sexual health and relationship issues presented in

SEXUALITY EDUCATION FOR MIDDLESCHOOL AGED STUDENTS WITH DEVELOPMENTAL DISABILITIES – KYLEE MILLER

this pilot study. These manuals can be used by schools or other agencies to educate youth and parents.

Miller, K. (Kylee) PhD

Child Sexual Abuse: Culturally Sensitive Interviewing

INTRODUCTION

Haboush, K.L. (Karen) Psy.D.

Individuals with I/DD face several barriers to obtaining accurate,

Rutgers University, Graduate School of Applied and Professional

comprehensive, and developmentally appropriate sexuality and

Psychology, United States

relationship education. We created a sex education series directed

INTRODUCTION

toward youth ages 11-15 with an intellectual and/or developmental disability (I/DD) and their parents/caregivers. This

44 |


curriculum was

Cultural sensitivity requires knowledge and skill in aligning child sexabuse interviewing techniques with religious practices and beliefs.

Religious values, including views of sexuality, family structure, and fears of alienating oneself or one’s family from the larger religious community may hinder reporting. Concerns about religious discrimination and persecution may further contribute to the desire to protect one’s religious community from added shame. For these reasons, school psychologists, who are mandated reporters, may encounter opposition to their decision to report abuse, despite the increasingly diverse population of public school students, and growing numbers of faithbased schools. Components of

interviewing will be discussed to

illustrate these concepts ▪


45

THEMATIC SESSION B THURSDAY 21 JULY

THURSDAY - 21 JULY 2016

09.00


09.30 10.00

Thematic sessions A

10.30 11.00 11.30

Coffee break Keynote address Noëlle Pamijer - C1.03 & C1.04 -

12.00 12.30

Lunch break - ‘De Brug’-

13.00 13.30

Interaction groups

14.00 14.30 15.00

Thematic sessions B

15.30 16.00 16.30

Coffee break

Thematic sessions C

17.00 17.30 18.00

ISPA general assembly - C1.03 -

18.30 19.00 19.30 20.00


20.30

Social activities - CREA Music Hall -

Session

Room

Type

Speakers

Title

Paper

La Salle, T.P.L., Sugai, G. Prof., Freeman, J.

Cross-Cultural School Climate Validation and PBIS Practices

Paper

McKenzie, V. Dr.

Study The facilitative role of the school psychologist with children, families, and schools where transgender transition and inclusion issues are being navigated. I

C3.02

Paper

Machado, F. PhD

BeEqual

Project: a new approach in promoting

interpersonal acceptance, empathy and equality among youth Paper

Mullany, M., Devitt, E.

An evaluation of the FRIENDS-for-Life emotional resilience programme for children: delivered by teachers in primary schools

II

C1.04

III

C0.01

Symposium

Jimerson, S., Cornell, D., Espelage, D., Skiba, R., Understanding and Promoting School Safety: Lessons Mayer, M., Nickerson, A.

learned and Future Directions

Symposium

Hamaoui, S. H., Jansen, B.J. Dr., Combs, D.P.C.

Performance-based anxieties in school: Test anxiety and

Paper

Monsen, J. J.

math anxiety Consultation training in the UK: An exploratory qualitative analysis of current in service learning and development for experienced Educational and Child Psychologists [ECPs] Paper

IV

Dunsmuir, S. Dr., Kennedy, E. K. Dr.

Consultation training in the UK: An exploratory qualitative analysis of current pre-service teaching and learning for

C3.01

trainee Educational and Child Psychologists [ECPs] Paper

Yu, R. Y.

Behavioral Consultation: A Model for Practice and the Issue of Treatment Integrity

Paper

Koizumi, R.

A trial of intensive SEL-8T: A social-emotional intervention for students in pre-service teacher training

V

VI

VII

C2.06

C3.03

C2.05

Ro u n d ta b l e Alexander, S. H.

Social Communication Disorder, Autism and Language

discussion

Impairment - Who's Eligible for What?

Workshop

Mulligan, C. A. M. Dr.

Selective Mutism: Subtypes & Treatment

Symposium

Bönninghausen, M. von, Soetendorp, A., Albers, Value based and respect education worldwide M.

Ro u n d ta b l e Kaufman, J. K. Dr.

Transcultural Supervision: What is Global and What is

discussion

Local?

Workshop

Wille, A. M., Bardos, A.N. Dr.

Advocating and Implementing Mental Health Services: From Screening to Intervention and Progress MonitoringChallenges and Solutions

VIII IX

C1.03 C0.02

Symposium

Hoogeveen, L., Verschueren, K. Prof., Cadenas, M. Gifted Learners

Symposium

Rosenfield, S. Prof., Bowles, T., Lam, S. Prof., School Consultation Services: A Global Perspective

Dr., Gommans, L. MSc. Hatzichristou, C. Prof.


47

Session

Room

Type

Speakers

Title

Paper

Papadopoulos, D. PhD., Mustafova, Maria Dr.

A School-based psychological intervention for gifted

Paper

Stavrou, E. PhD.

"The Predictive Validity of a Gifted Screening Program"

Paper

Abrahamyan, T.

Gifted Children Relations with Peers

Paper

Dreyer, L.M. Dr.

Collaboration with parents of children diagnosed with

preschoolers X

C2.03

reading difficulties. Paper

Kopelman-Rubin, D.

I Can Succeed-Junior High (ICS–JH), a new School-Based Intervention for Students with Specific Learning Disorders and/or Attention Deficit Hyperactive Disorder: feasibility and early outcomes

Paper XI

Tatlow-Golden, M. Dr.

School-Based

Interventions

for

Adolescents

with

ADHD: Systematic Review, Resource Load Analysis and

C2.02

Recommendations for Practitioners Paper

Neale, M. Ass. Prof.

School Psychologists as Informed and Collaborative Practitioners in Psychopharmacological Mental Health Interventions

Paper

Thibodaux, L. K., Guerrero, L. A.

Current Evidence Based Practices for OCD and Related

Paper

Obach, M.

Designing student support services for third-culture

Disorders children and youth in international schools: A case study Paper XII

C2.01

Nicely, S. N.

Developing Effective Multicultural Competency Strategies for Communicating Across Cultures

Paper

Chittooran, M. M., Stiles, D. A., Traughber, M. C.

Paper

Bodvin, K.

Advocating for Children’s Rights and Mental Health in Missouri in the United States Social inequality in the use of extramural support services: numbers and experiences

XIII

48 |

C3.06

Symposium


Woods, K. A. Prof., McCaldin, T., Flitcroft, D., Student assessment needs in tests and examinations Hipkiss, A. V.

CROSS-CULTURAL SCHOOL CLIMATE VALIDATION AND PBIS PRACTICES STUDY La Salle, T.P.L. Tamika • Sugai, George Professor • Freeman, J. Jennifer University of Connecticut, Educational Psychology, Storrs, United States

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INTRODUCTION Current trends show that transgender transition is being identified and requested for children beginning in early primary years with increasing frequency in the Australian context. This challenging process can be

Date

Thursday 21 July, 14.00 – 15.30 hrs.

difficult for all concerned. Schools in some Australian states are being

Room

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provided with clear guidelines on discriminatory practices, however the

INTRODUCTION The objectives of this study include: (a) cross-cultural validation of student, parent, and personnel school climate surveys, and (b) examining cross-cultural similarities and differences in school climate perceptions and PBIS practices. Our research team has invested significant efforts over the past several years to develop and modify psychometrically sound school climate surveys for students, personnel, and parents. As

local processes can still be difficult for all parties. The school psychologist is often in the front line with schools and parents asking for advice and support. This review paper explores the policies that have been introduced in Victorian schools, the research available that can guide practice, and some common processes where the school psychologist can take a productive role in reducing the stress and anxiety that can accompany this issue.

result, we now have the following school climate surveys: The Georgia Elementary School Climate Survey (GESCS), the Georgia School Climate Scale (GSCS), the Georgia Personnel School Climate Survey (GPSCS),and the Georgia Parent and Guardian School Climate Survey (GPGSCS). More specifically, the overarching goal of this research is to establish a set of school climate surveys that can be used internationally to examine perceptions of school climate from key informants and also as a tool to examine the relationships between PBIS implementation and changes in school climate perceptions at the school and sub-group (e.g., race/

BEEQUAL PROJECT: A NEW APPROACH IN PROMOTING INTERPERSONAL ACCEPTANCE, EMPATHY AND EQUALITY AMONG YOUTH Machado, F. PhD • Pimenta, T. Dr. • Baptista, N. Dr. • Machado, M. PhD Maia University Institute (ISMAI), Social and Behavioral Sciences, Maia, Portugal

ethnicity, gender, grade etc.) level as result of school improvement

Date


interventions. Research has established that PBIS can have a positive

Room

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effect on overall school climate; we intend to examine whether such patterns are consistent across cultures with particular attention to the level of PBIS implementation fidelity.

INTRODUCTION The importance of promoting key dimensions like interpersonal acceptance, empathy and equality, in socio-emotional development, psychological adjustment and prevention of risk behaviour in children

THE FACILITATIVE ROLE OF THE SCHOOL PSYCHOLOGIST WITH CHILDREN, FAMILIES, AND SCHOOLS WHERE TRANSGENDER TRANSITION AND INCLUSION ISSUES ARE BEING NAVIGATED.

and adolescents, is well documented in scientific literature. Also, the

McKenzie, V. (Vick) Dr.

MATERIAL & METHODS

University of Melbourne, Educational Psychology, Melbourne, Australia

Within this framework, BeEqual project was created with the objective

Date


best-accepted theoretical models in school and educational psychology, underline the importance of developing educational methods ecologically valid and adjusted to the present day students’ needs, characteristics and expectations, thus increasing the possibility of meaningful learning and integrated development.

of promoting essential knowledge and skills in students, using familiar, preferred and meaningful ways of communication, namely Facebook, ispa conference 2016 |

49

YouTube and internet sites. The project’s method combines traditional

programme was positively received by children, parents and teachers.

expository techniques with a wide variety of digital, multimedia and

Teachers implemented the programme successfully, resulting in positive

web-based psychoeducational contents, with the final aim of promoting

outcomes for students including; improved emotional wellbeing, greater

key psychological processes that will, in turn, prevent a wide array

coping skills and an enhanced sense of connectedness with school.

of psychological and behavioural problems in schools. Our method upgrades and extends school psychologists communicational skills to meet present day student’s needs and expectations.

CONCLUSION Teachers are in an optimal position and ideal setting to promote resilience, improve self-concept and reduce levels of anxiety through

RESULTS

delivery of the ‘FRIENDS-for-Life’ programme at a universal level.

With one year of implementation, the project shows promising results in

Educational Psychologists are ideally placed to train and support school

terms of web indicators (number of likes, viewings and comments), was

staff in delivering such evidence-based prevention and early intervention

implemented in several schools and one municipality, and networked

programmes.

with other associations that promote equality.

AN EVALUATION OF THE FRIENDSFOR-LIFE EMOTIONAL RESILIENCE PROGRAMME FOR CHILDREN: DELIVERED BY TEACHERS IN PRIMARY SCHOOLS Mullany, M

SYMPOSIUM UNDERSTANDING AND PROMOTING SCHOOL SAFETY: LESSONS LEARNED AND FUTURE DIRECTIONS Jimerson S. • Cornell, D. • Espelage, D. • Skiba, R. • Mayer, M. • Nickerson, A.

NEPS, Ireland Devitt, E. Date


Room

C3.02

Date


Room

C1.04

This five-part interactive transdisciplinary symposium of leading experts across several allied disciplines focuses on school safety, covers key

INTRODUCTION

issues, take-away prevention/promotion lessons from research, and

The FRIENDS for Life programme is a cognitive-behavioural based

unresolved issues in areas of school climate, school safety, bullying,

programme designed to reduce childhood anxiety and promote

discipline, and extreme violence.

emotional resilience. Teachers are in a unique position to monitor ‘at risk’ children and to intervene early with preventive social and emotional learning programmes. This study was designed to replicate

The Symposium Chair will set the context and highlight the structure of the symposium session:

positive international evaluations of the ‘FRIENDS-for-Life’ programme,

Understanding and Promoting School Safety: Lessons learned and Future

facilitated by teachers.

Directions

MATERIAL & METHODS

This 90 minute transdisciplinary symposium on school safety, spans

27 Irish primary schools (709 children, aged 9-13 years) took part.

research, policy, and practice. The symposium panel of experts across

Schools were allocated to an ‘intervention’ or a ‘wait-listed control’

several allied disciplines will take an integrative approach, drawing

group. Teachers were trained and supported to deliver the programme

on research across multiple fields of study and focusing on five critical

by Educational Psychologists.

questions: (1) How safe are our schools and how can we prevent

RESULTS Quantitative and qualitative data indicated that the ‘FRIENDS-for-Life’

50 |


violence in schools? (2) What is the role of harassment, intimidation, and bullying in larger issues of school safety, and what constitutes a balanced approach for schools to take? (3) What is the status of school

discipline reform in the light of a number of new national initiatives and reports in the last year? What have been the key recommendations and research directions for reducing the use of and disproportionality in exclusionary discipline? (4) What cross-cutting lessons have been

What should schools do about bullying and harassment? Cornell, D.

learned from the allied “helping” disciplines about promoting school

INTRODUCTION

safety and preventing school violence? (5) What has been learned about

Much has been learned about what predicts involvement in aggression,

how schools can respond to extreme school violence and what next steps

bullying, and peer victimization, and even the escalation of these

can schools nationally take to be better prepared?

behaviors to sexual harassment and teen dating violence. I will draw upon my own lab’s research, but also the work of leading bullying and

How safe are schools in the United States?

peer victimization scholars that are taking these investigations out of the individual child to the larger contexts.

Jimerson S. • Cornell, D. • Espelage, D. • Skiba, R. • Mayer, M. •

CONCLUSION

Nickerson, A.

As a scholar that conducts large-scale studies, I will speak to the

INTRODUCTION Although many school shootings have occurred in the USA, similar shootings have occurred in Europe and around the world, generating similar reactions of shock and concern. School shootings have created the misperception that schools are dangerous places and generated an increased emphasis on building security and zero tolerance discipline rather than prevention. Our study (Nekvasil, Cornell, & Huang, in press) of 18,873 USA homicides shows that schools are an exceptionally lowrisk location for homicides. In this presentation we stress the need for reconceptualizing school safety from a prevention perspective. Although school shootings seem unpredictable, a public health approach to prevention takes a broader approach that does not require prediction of individual cases. A multi-tiered system of intervention can reduce risk factors and address precipitating events such as bullying and peer conflicts before they evolve into serious acts of violence.

CONCLUSION

importance of collaborating with schools around school safety, to the impact of implementation on sustainability, and to recognize institutions barriers that hampers science. Finally, as prevention scientists, researchers must also recognize that prevention science can push this forward field if we design studies or conduct evaluation studies that (1) maximize the developmental sensitivities of prevention programs; (2) unpack the underlying mechanisms of effective intervention and prevention efforts; and (3) understand the impact of the various ecologies surrounding youth (e.g., peers, teachers, classrooms) on the prevalence of bullying and peer victimization. Data from several largescale investigations will be used to illustrate the types of questions that can be answered through studies.

How can we reform school discipline? Jimerson, S.

We conclude by reviewing our research using the Virginia Student Threat

INTRODUCTION

Assessment Guidelines as a violence prevention strategy. Student threat

The serious and inequitable consequences of exclusionary discipline-

assessment engages multi-disciplinary teams in a problem-solving

-out-of-school suspension and expulsion--have led to an emerging

approach to help troubled students without resorting to school removal.

consensus in the U.S. around the need to replace procedures that are

Evidence from controlled studies demonstrates that this approach

both ineffective and inequitable with a more preventive approach to

reduces school suspensions, increases student support services, and has

developing safe and healthy school climates. Major urban school districts

positive effects on school climate.

have revised their codes of conduct to emphasize preventive alternatives and use suspension and expulsion only as a last resort (Alvarez, 2013). The U.S. Departments of Justice and Education have issued federal guidance aimed at reducing the use of suspension and expulsion and targeting racial/ethnic disparities in rates of those measures (USDOJ/ ispa conference 2016 |

51

DOE, 2014).

Recently, the Discipline Disparities Research-to-Practice

Collaborative, a national consortium of researchers, educators, advocates and policy analysts, released a series of recommendations for reducing exclusionary discipline and addressing disciplinary disparities, in the areas of school-based intervention (Gregory et al., 2014), policy (Losen et al., 2014), and research (Skiba et al., 2014).

SYMPOSIUM PERFORMANCE-BASED ANXIETIES IN SCHOOL: TEST ANXIETY AND MATH ANXIETY Hamaoui, S.H. (Stephanie) Université du Québec à Montréal, Department of Psychology, Montre-

CONCLUSION

al, Canada

This presentation will provide a status report on our knowledge of

Jansen, B.J. Dr (Brenda)

school discipline and especially disparities in discipline by race, gender,

University of Amsterdam, Department of Psychology, Amsterdam,

and sexual orientation. In particular, the presentation will focus on the

Netherlands

latest research identifying factors contributing to disparities in discipline, and intervention strategies for reducing such disparities.

Paul Combs, D.P.C. (Daniel) University of Alabama, Department of School Psychology, Tuscaloosa, United States

How can schools prepare for and respond to crisis events? Jimerson, S.

INTRODUCTION Research conducted over the past several decades has advanced our understanding of the impact of trauma on children’s functioning. Lessons have been learned regarding comprehensive school safety, encompassing approaches that work best to prevent, mitigate, and intervene in crisis situations to maximize physical and psychological recovery.

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School performance may cause anxious feelings and worsening performance. We discuss two performance-based anxieties: test and math anxiety. Findings with Canadian young adults and Dutch primary school students are presented, highlighting gender differences and relations with performance. Finally, a teacher, in a video recording, shares her experiences with her students’ math anxiety.

CONCLUSION

Test anxiety in Canadian college students

This presentation will highlight the need for prevention and

Hamaoui, S.H. (Stephanie) • Marcotte, D.M. Dr (Diane)

preparedness efforts that balance physical and psychological safety, focus on enhancing internal and external resiliency, take a multi-hazard approach based on a vulnerability analysis of various threats (natural

Université du Québec à Montréal, Department of Psychology, Montreal, Canada

disaster, accidents, violent deaths), and involve collaboration within and

INTRODUCTION

among agencies. Key considerations in crisis response and recovery using

The second half of the 20th century is characterized by a very test-

a multi-tiered framework based on psychological triage, examination of

conscious culture (Spielberger & Vagg, 1995). The education system of

risk for psychological trauma, and appropriate interventions based on

the province of Quebec in Canada distinguishes itself with a two year

level of risk. The PREPaRE Crisis Prevention and Intervention Model

post-secondary institution between high school and university creating

(Brock et al., 2009), which adheres to this comprehensive framework

a transition period distinct from other countries which is worth studying.

to prepare school- based practitioners nationally and internationally,

The objective of this presentation is to do an overview of the test anxiety

will be highlighted. Finally, critical areas for future research

problematic in young adults and offer a more detailed distinction

will be identified ▪

between men and women, with the hypothesis that women are more affected than men.

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MATERIAL & METHODS

Study 2, for both boys and girls. The relation between math anxiety

A sample of 401 students were questioned during their first year

and math performance was not significant in this study after controlling

of college (mean age=18.32, s.d.=1.84). Data were collected on

for perceived math competence. Therefore, we might conclude that

sociodemographic information, on transition to adulthood indicators

perceived math competence is a crucial variable when investigating

(Marcotte, Viel & Marcil, 2014 adapted from Arnett, 2001), on test

children’s emotional experience concerning math.

anxiety (IAP (Inventaire d’acquis précollégiaux) a pre-college aptitudes inventory from Sainte-Foy (CEGEP, 1993) and on studying strategies (Étudiant Plus; Cliché, 1999).

Paul Combs, D.P.C. (Daniel) • Perry, A.P. Dr (Ashley)

RESULTS Test-T analyses revealed that women (mean=2.15) are more anxious towards tests than

Test anxiety from the teacher and school psychologist’s viewpoint

men (mean=1.89) (t(389)=-3.464, p=0,001).

University of Alabama, Department of School Psychology, Tuscaloosa, United States

Regressions and correlations concerning women and men studying

INTRODUCTION

habits and how they feel towards exams, among others, will also be

Test anxiety within the educational setting in the United States has risen

presented and discussed.

significantly since the 1960’s and even more so now that high-stakes testing determine the fate of children’s, teacher’s, and school’s futures.

The relation between math anxiety and math performance in primary school students in the Netherlands

There has been a well-documented negative impact of test anxiety on

Jansen, B.J. Dr (Brenda) • Erturan, S.E. (Selin)

MATERIAL & METHODS

University of Amsterdam, Department of Psychology, Amsterdam, Netherlands

academic performance of the student that has shown an increase in test anxiety and a decrease in academic performance over time.

The purpose of this presentation is to identify the cognitive, behavioral, and physiological symptoms of test anxiety that are observed in

INTRODUCTION

the classroom through the teacher’s viewpoint and have a school

Gender differences in children’s emotional experience of math, their

psychologist interpret those symptoms and develop a response

math performance, and the relation between these variables were

to intervention through providing indirect services to students by

investigated in two studies.

working with teachers and other school professionals to facilitate the

MATERIAL & METHODS

development and implementation of research based interventions and techniques that are designed for the specific needs of the students who

In Study 1, test anxiety, math anxiety and math performance (whole-

are affected by test anxiety. A teacher interview was conducted for the

number computation) were measured in 134 children in grades 3-8

purpose of better understanding test anxiety from the teacher’s point

(ages: 7-15 years). In Study 2, perceived math competence, math anxiety

of view.

and math performance (whole-number computation) were measured in 208 children in grades 3-6 (ages: 8-13 years) using data from the study

RESULTS

of Jansen et al. (2013).

Collaboration between the teacher and school psychologist to identify

RESULTS Gender differences occurred only in test anxiety (boys had lower test anxiety than girls). Concerning the relationship between emotional

test anxiety and properly implementing intervention techniques is necessary to teach children how to effectively counter evaluation anxiety.

experience of math and math performance, math anxiety and math

Discussion period

performance were negatively related, but only for girls, even when

Jansen, B.J. Dr (Brenda)

controlled for test anxiety (Study 1). However, only the relation between

University of Amsterdam, Department of Psychology, Amsterdam,

perceived math competence and math performance was significant in

Netherlands ▪ ispa conference 2016 |

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CONSULTATION TRAINING IN THE UK: AN EXPLORATORY QUALITATIVE ANALYSIS OF CURRENT IN SERVICE LEARNING AND DEVELOPMENT FOR EXPERIENCED EDUCATIONAL AND CHILD PSYCHOLOGISTS -ECPS-

CONSULTATION TRAINING IN THE UK: AN EXPLORATORY QUALITATIVE ANALYSIS OF CURRENT PRE-SERVICE TEACHING AND LEARNING FOR TRAINEE EDUCATIONAL AND CHILD PSYCHOLOGISTS -ECPS-

Monsen, J.J.

Dunsmuir, S Dr.

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INTRODUCTION The development of ‘expertise’, and the transition from novice to being

University College London, Department of Clinical, Educational & Health Psychology, London, United Kingdom Date


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a competent practitioner, is of crucial importance in applied psychology

INTRODUCTION

practice. This is particularly true of consultation, both as a framework to

Competent consultation practice is critical to taking up the professional

guide applied psychological practice and as a method of service delivery;

role of applied psychology practitioner in diverse contexts. This first

the latter being a key development in ECP services in the UK. This second

paper reports a qualitative survey of 10 university staff delivering

paper reports on a quantitative/qualitative action research project of

consultation training to doctoral students in the UK.

practitioners learning about and engaging in consultation practice across three diverse London boroughs.

MATERIAL & METHODS Telephone interviews were conducted to explore i) theoretical models,

MATERIAL & METHODS

course content and teaching practices ii) structure of consultation

A survey was developed and piloted, subsequently revised and

training iii) supervision of consultation (including tutor observation

administered to all practicing ECPs. The survey explored approaches to

and use of resources e.g. video) and (iv) assessment approaches used

learning and development in consultation post-qualification, including

v) evaluation in terms of student, consultee and client outcomes. All

the essential role of supervision and learning conversations for the

interviews were audio-recorded and transcribed and thematic analysis

enhancement of practice. Surveys were analysed through application

used to analyse findings.

of Kripendorff’s content analysis approach. A subsequent focus group was undertaken to go through survey outcomes to clarify meaning and interpretations with participants.

RESULTS Emerging themes relating to consultation process skills, content in the context of theoretical models, challenges and opportunities in relation

RESULTS

to assessment and evaluation are presented. The place of supervision,

Emerging themes relating to the enhancement of practitioner

ethics and equities are critically appraised.

consultation skills, opportunities and challenges arising from making use of consultation as an approach to service delivery, within a growing trading model, are shared. Constraints presented by current economic and political contexts, especially in multi-cultural community contexts, are critically explored.

CONCLUSION Strengths, limitation and implications for future research and practice are examined.

CONCLUSION The role of professional associations in promoting frameworks to support best practice are discussed.

BEHAVIORAL CONSULTATION: A MODEL FOR PRACTICE AND THE ISSUE OF TREATMENT INTEGRITY Yu, RY (Rondy) • Jimerson, SRJ (Shane) UC Santa Barbara, CCSP, Santa Barbara, CA, United States

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also expected to develop their own social-emotional competence (SEC)

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in the relationship with children, parents, and colleagues in working

INTRODUCTION

places.

Student behavior problems are affecting schools and challenging

MATERIAL & METHODS

education professionals across the world, and the task of ensuring a

A three-day intensive course of Social and Emotional Learning of Eight

safe learning environment in the midst of the concurrent complexities

Abilities for Teachers (SEL-8T) program was administered to 31 students

that exist within schools today is a difficult one. School psychologists

in a pre-service teacher training. The participants took 10 sessions and

are often called on to provide their provide behavioral expertise

each session was composed of two parts: how to instruct to promote

in meetings with teachers and school-based intervention teams to

children’s SEC and how to develop the participants’ own SEC.

develop and implement interventions. Given this, it is important that

RESULTS

school psychologists are equipped with an understanding of the basic steps needed to create a structure for making maximally prudent, databased decisions for improving student behavioral outcomes. However, it is important to recognize that schools can vary considerably in their preparedness to tackle behavior problems with the technologies available, and the fidelity of implementation of behavioral interventions have been found to be in need of greater attention. There is mounting evidence in the literature that suggests that the implementation of interventions decrease over time unless certain elements are in place to maintain adherence to delivery as designed.

A pre- and post-test design was used to test the impact of the intervention and the participants demonstrated increases in both their self-efficacy in teaching children social-emotional skills and their perceived SEC relating to the 10 themes in the intervention. As expected, no significant differences were found in the measures in the themes that were not included in the sessions (e.g., Positive and Contributory Service, Coping Skills and Social Support for Transition and Crises). These results were almost irrelevant to participants’ aspiration to be a teacher after the graduation.

CONCLUSION

CONCLUSION This presentation will discuss the behavioral consultation process, empirical findings regarding treatment integrity of behavioral

SEL-8T program was suggested to be successful for teaching ability development of students in pre-service teacher training.

interventions, and practical strategies for promoting treatment integrity for the benefit of students, teachers, and families.

A TRIAL OF INTENSIVE SEL-8T: A SOCIAL-EMOTIONAL INTERVENTION FOR STUDENTS IN PRE-SERVICE TEACHER TRAINING

SOCIAL COMMUNICATION DISORDER, AUTISM AND LANGUAGE IMPAIRMENT WHO’S ELIGIBLE FOR WHAT? Alexander, S.H Date


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Koizumi, R (Reizo)

INTRODUCTION

University of Teacher Education Fukuoka, Psychology, Munakata, Japan

This roundtable will facilitate a contextualized case review of

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psychological and speech/language assessment data towards an exploration of the possible impact of the DSM5 reformulation of autism spectrum disorder (ASD) and social communication disorder (SCD) on

INTRODUCTION

special education eligibility for both ASD and language impairment

School teachers play an important role in implementing and sustaining

(LI). Participants will 1) Delineate between DSM5 eligibility criteria for

social-emotional learning programs in schools. They themselves are

social communication disorder, autism spectrum disorder and language impairment within the context of various state eligibility guidelines ispa conference 2016 |

55

2) Identify key components of state standards for special education eligibility that may increase the probability of exclusion for individuals with both DSM5 social communication disorder and autism spectrum disorder and 3)Assess psychologists/speech-language pathologists’ best collaborative strategies towards providing diagnostic and early

SYMPOSIUM VALUE BASED AND RESPECT EDUCATION WORLDWIDE Bönninghausen, M. von

intervention educational services that support further development

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of districts’ eligibility criteria related to individuals diagnosed with

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a social communication disorder, language impairments and autism spectrum disorder. Finally, the session will facilitate a review of best practices in the international field, that may be of benefit towards the

Value based and respect education worldwide. Chairs : Marjolein Albers, Michaël von Bönninghausen

further developmental of psychologist and speech/language pathologist collaborative approaches within educational settings.

Universal values: origins, recreation and the schooling sector

SELECTIVE MUTISM: SUBTYPES & TREATMENT

Soetendorp, A. (Awraham) Rabbi

Mulligan, C.A.M. (Christy) Dr. Long Island University, New York, United States

INTRODUCTION Explanation of why the discussion about whether “universal values” exist are especially relevant for curriculum in the 21st century. To

Date


explore the role of culture and societies in validating and reproducing

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values. This will touch upon the roles that values play in individual, group

INTRODUCTION Selective Mutism (SM) is a relatively low incidence psychiatric disorder that impairs social communication in some settings. There are many characteristics that appear similar in some children but are absent in

and national identity. The attempt to identify universal values through the legal processes of the United Nations, the promotion of universal values through the formal UN human rights mechanisms, the human rights-based approach and other forms of influence.

others. Therefore, it was hypothesized there may be distinct SM subtypes

Exploring the implications for schooling. What is the history of values

that warrant differential diagnosis and treatment strategies. In this study,

education in schools? What are the issues that need to be addressed

442 Selective Mutism Comprehensive Diagnostic Questionnaire’s (SM-

when we think of universal values? What are possible content or

CDQ) (Shipon-Blum, 2004) were analyzed to help identify children with

pedagogies for curriculum?

specific characteristics that made their SM unique. Participants ranged in age from 3-18 years old, and met criteria for SM. The data were coded based on 203 variables, and were compared to develop profiles of SM subtypes. The variables were divided into three categories, descriptive (D), characteristics of mutism (CM), and mutism behavior ratings (MBRS). An ANOVA was used with the MBRS subscales as dependent variables. The investigator will only include subtypes that have more than 10 participants and will compare those on the demographic and MBRS variables. Subtypes emerged from this study, and will be outlined in detail for this presentation, along with treatment strategies.

Introducing Respect Education at Schools in The Philippines, Burundi and the Democratic Republic of Congo. Albers, M. (Marjolein)

INTRODUCTION In the Philippines, Burundi and the Democratic Republic of Congo (DRC), two fragile and conflict-prone countries, ethnic and gender-based violence in society are often carried into the classroom. This leads to discrimination and bullying. The Respect Education Program aims to help children deal with conflicts in their immediate surroundings

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by developing social and emotional skills and to support teachers to

identity. While this process may be universal and transcultural, it is

improve quality of teaching. The Respect Education Program introduces

important to take into account the cultural context explicit and implicit

new methods that help to create a learning environment where every

in the interactive process.

child feels safe and accepted.

MATERIAL & METHODS

The program could be seen as an example of how human rights

Among the critical questions to be addressed include: What are the

education can be translated into practice, for children in different

cultural expectations of the supervisory relationship? Is a collaborative

educational contexts.

relationship expected or is there a hierarchical perception of the

In collaboration with Cordaid 72 schools, involving 10,000 children and 350 teachers in the Philippines have participated in the program. In Burundi and Congo 10 schools involving 50 teachers and 3000 children have participated in the program.

Outreaching to schools: 10 Years of respect education in the Netherlands. Bönninghausen, M. von (Michaël)

interaction? What impact does the ethnicity of the supervisor have on the supervisee? With regard to the three component relationship in supervision (the client, the supervisor and the supervisee), what role does culture, race and ethnicity play in that relationship? What are the barriers and challenges to effective supervision?

RESULTS Through a round table discussion, it is expected that participants will contribute their viewpoints on supervision and its role in training both pre-service and in-service from multicultural perspectives. The presenter will provide examples of challenges experienced in the

INTRODUCTION

supervisory process with the expectation that participants will share

The respect education program aims to bring cultures and religions

their issues.

together, starting with children in school. The program promotes the core value of respect and makes use of sound theories as positive behavior support (PBS), social emotional learning (SEL), adaptive learning, multiple intelligence, group dynamics, acculturation, rights of the child, sexuality education and cooperative learning. In the last decade the respect education program has been reaching out

CONCLUSION Supervision is critical to the training of school psychologists. As the world both narrows and broadens with exposure increased diversity, it is important to understand how culture impacts the training of students, the needs of clients and the understanding of those educating our students.

to more than 5.000 schools and in 2015 around 1.300 schools have been participating in the program ▪

TRANSCULTURAL SUPERVISION: WHAT IS GLOBAL AND WHAT IS LOCAL? Kaufaman, J.K. Dr • Newell, M.N. Dr

ADVOCATING AND IMPLEMENTING MENTAL HEALTH SERVICES: FROM SCREENING TO INTERVENTION AND PROGRESS MONITORING-CHALLENGES AND SOLUTIONS

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Wille, A.M. (Alice M.) • Bardos, A.N. (Achilles) Dr.

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University of Northern Colorado, Department of School Psychology, Greeley, United States

INTRODUCTION The supervisory enterprise is critical to the training and development

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of school psychologists.

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The process itself follows a development

model in nurturing the professional. From the beginning supervisee in establishing basic trust to facilitating the development of a professional

INTRODUCTION As school psychologists embrace their role as mental health advocates, ispa conference 2016 |

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establishing services for all students under a multi-tiered system of

framework, MTSS allows school psychologists to take a leadership role

The cost of being gifted: Preservice teachers’ implicit beliefs about gifted children’s personality and social competence

by utilizing their skills (consultation, counseling, and assessment) across

Verschueren, K. (Karine) Prof. • Wouters, S (Sofie) • Jeunen, G (Greet)

the various tiers while working with school administration, teachers,

Katholieke Universiteit Leuven, Leuven, Belgium

support (MTSS) across the Universal, Selective, and Intensive level of services contributes to the promotion of psychological well-being. In this

and other service professionals. The audience in this workshop will be engaged in a “hands-on” approach to the rationale for system-

INTRODUCTION

wide services, anticipated challenges, and success stories from the

Building on previous research (Baudson & Preckel, 2013), this study

field. Universal screening will be discussed to include: process, tools,

tested whether teachers’ attitudes would reflect the ‘disharmony

psychometric issues, and data utilization. Thereafter the concept of

hypothesis’, stating that giftedness implies positive achievement-related,

progress monitoring will be presented across the three tiers of services

but maladaptive psycho-social characteristics. Although this hypothesis

offered to individual students, small groups, and the entire student

is not supported by empirical research, it still prevails in lay theories.

population. Current diagnostic tools and newly developed instruments

We also tested whether the construct “giftedness” would trigger such

that promote and include change sensitive measures to monitor

stereotypic beliefs more than the construct “intelligence”. Finally, we

therapeutic effects will be introduced. The overall process and data

investigated whether teachers’ perceptions of gifted students would

with case studies from multiple sites across the United States will be

predict their attitudes toward gifted education.

presented using a web-based tool, the Behavior Intervention Monitoring and Assessment System (BIMAS). Participants will gain the skills needed to implement similar services.

163 preservice teachers (final year) were randomly presented one of six vignettes, which varied ability level (gifted vs. very intelligent vs. average) and sex of the student. Afterwards teachers rated the student using the Quick Big Five Personality Questionnaire and a Social Competence scale.

SYMPOSIUM GIFTED LEARNERS Hoogeveen, L. Date


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Although giftedness cannot be considered a general risk factor for students’ academic and psychosocial development, gifted students may develop learning or socio-emotional problems if the regular educational curriculum is not adapted to the student’s needs. This can lead to

Results confirmed that preservice teachers perceived gifted students as more intellectually open but less emotionally stable and less socially competent than average students. Moreover, gifted girls were seen as less friendly. No differences were found between students described as gifted versus intelligent. When teachers rated gifted students as less socially competent, they were more negative about ability grouping and acceleration. Thus, teachers’ negative stereotypes may hinder appropriate education of gifted students. Psycho-education can prevent the persistence of such stereotypes.

problems like boredom, maladaptive behaviour or depression. This symposium combines conceptual and empirical contributions regarding giftedness. Questions that will be discussed are “What is giftedness?”, “(How) can you identify a gifted child/adolescent?”, “What are teachers’ implicit theories about gifted children and how do they relate to their attitude towards gifted education” “What kind of support

A study about the social strategies used by children with high intellectual abilities. Cadenas, M. (María) Dr. • Borges, A (África) Dr. Universidad La Laguna, Tenerife, Tenerife, Spain

does a gifted student need?”, “What can a (school)psychologist do for

INTRODUCTION

these students?”

The intervention with gifted students requires covering different aspects and not only those related with their intellectual level. While there is

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no evidence supporting that people with high intellectual abilities will develop adjustment problems in their social relations, in a specific level it is possible to find people with such difficulties. In this situation it is necessary to have appropriate procedures that allows to evaluate the problem. The interview is a very useful option given the large amount

SYMPOSIUM SCHOOL CONSULTATION SERVICES: A GLOBAL PERSPECTIVE Rosenfield, S

of information that professionals can collect with it. The standardized

Date


interview of Knowledge of strategies for peer interaction (Conocimiento

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de Estrategias de Interacción con los Compañeros, CEIC) (Díaz-Aguado, 1988; 1991) assesses social competence. The children version is used in this study to assess the social strategies of the participants for gifted children, the Comprehensive Program for High Abilities (Programa Integral para Altas Capacidades, PIPAC) that focuses on the social and emotional work with the students and their families. The structure and characteristics of this program are explained. Following, a descriptive

A major role of school/educational psychologists is consultation, requiring communication skills, collaboration across disciplines/systems, and advocacy. Presentations will address how consultants address training and service delivery issues in three settings (Greece, Hong Kong, Australia). A concluding discussion will relate the presentation themes to training/services in other international settings.

study of the participants is presented in order to analyse what kind of strategies are used by the children and if they are appropriate or not. The final goal is to detect the use of inappropriate strategies in order to prevent further problems.

‘When to going gets tough, it’s tough to get going’ Gommans, L. (Liesbet) MSc. Radboud Universiteit Nijmegen, Nijmegen, Netherlands

INTRODUCTION ‘When to going gets tough, it’s tough to get going’. For gifted children it’s often not easy to acknowledge they don’t know the answer or can’t solve the problem. They believe (and maybe the teachers/parents/ psychologists as well...) that learning is supposed to be easy. What they believe to be learning, can be described as ‘knowing’ or ‘remembering’. That learning is the process between not knowing and knowing is not

Psychological Consultation in Educational Settings an Australian Perspective. Bowles, Terry Senior lecturer The University of Melbourne, Educational and Developmental Psychology, Australia

CONCLUSION Consulting in the Australian school setting is an important and central aspect of psychological practice; however it is in decline. In this paper some of the major challenges associated with consulting are considered. These include the training of school psychologists, the practice of school psychologists, and the age of the workforce of school psychologists, as well as the specialist knowledge held by this group about schools and psychology.

known to them, probably because they don’t have that experience yet.

Despite these problems there are promising possibilities for school

It’s the baseline from which to start guiding gifted students who struggle

psychologists involved in consultation, if they choose to may take up

with ‘a tough going’. In my master thesis we (my supervisor dr. W. Peters

some new practices including response to intervention, strength-based

and I) developed a training to teach these students metacognitive skills,

interventions, and the links between practice and outcome-informed

for knowing about learning, will make you want to know and learn even

consultation. Evidence-based research and research involving large

more. Ten years later, it’s time for reflection. What makes this training so

data sets from multiple sources that informs practice can be interpreted

different? What’s the main difference that is established in or by these

for schools by consultants. Similarly, psychological consultants can

students? What is the role for the (school)psychologist? And where does

be specialists and leaders in assisting schools and school systems to

it end, if it ends? ▪

enhance skills in leadership roles, become adaptive vehicles for change, pro-socially develop cultural diversity policies and multicultural learning. These opportunities are considered in the context of consultation ispa conference 2016 |

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remaining a central process in the profession of school psychology.

CONCLUSION The presentation will briefly describe the development of a multilevel

Dealing with Difficulties: The Strategies of Instructional Consultants in Hong Kong Lam, S (Shui-fong) Associate Professor The University of Hong Kong, Department of Psychology, Hong Kong, China

alternative model for combining theory, training and practice of consultation in the Greek educational system. This model incorporates the current theoretical approaches and research data into the development and implementation of prevention and intervention programs where consultation constitutes an important service. In addition, consultation training approaches in undergraduate program and graduate school psychology program will be described. Critical components for the

CONCLUSION

development of a transnational model of consultation training and

Hong Kong has launched a large-scale education reform in the last

service delivery will be discussed ▪

decade. Teachers are facing many challenges arising from the paradigm shift in teaching approaches. Although consultation on instruction may be an invaluable support for teachers during the reform, it is not readily accepted by teachers. The present qualitative study documented the opinions of 45 instructional consultants in Hong Kong on the difficulties they encountered in providing consultation to teachers. They worked in the Education Bureau of the Hong Kong government and one of their tasks was to develop, experiment, and disseminate effective curriculum practices among school teachers. To minimize self-defensiveness and fundamental attribution errors in these instructional consultants, an EPS

A SCHOOL-BASED PSYCHOLOGICAL INTERVENTION FOR GIFTED PRESCHOOLERS Papadopoulos, Dimitris PhD Student South-West University “Neofit Rilski”, Psychology, Blagoevgrad, Bulgaria Mutafova, Maria Dr. Date


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(Environment, People, Self) discussion framework was adopted to collect

INTRODUCTION

their opinions. They were invited to identify the difficulties arising from

The issue of giftedness, especially in early childhood and preschool

the environment, people, and themselves. They also brainstormed the

age, is complex and multifaceted. The aim of this study is to investigate

strategies that would address these difficulties.

the applicability and efficacy of a school-based positive psychological

Their suggestions were in line with the systems-based service delivery model. Their opinions can be a useful reference to the consultants in the other parts of the world where demand for innovative changes in instruction is also enormous.

intervention for gifted preschoolers.

MATERIAL & METHODS Twenty-five gifted preschoolers (n=25) participated in once-a-week hourly session which took place in their school and lasted for four months (13 boys, 12 girls, MAge = 5,6, SD = 0.56, age range: 5-6 years) The Greek adaptation of the Self-Perception Questionnaire for Young

Combination of theory, training and practice of consultation: Critical components and transnational considerations Hatzichristou, C (Chryse) Professor National and Kapodistrian University of Athens, Department of Psychology, Athens, Greece

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Children (Harter, 1985; Makri-Mpotsari, 2013) and the Greek Adaptation of the Behavioral Academic Self-esteem Rating Scale (Coopersmith & Gilberts, 1982; Kakouros & Maniadaki, 2002) administrated before and after the intervention. The intervention program was based on the principles of social and emotional learning theory (SEL)

and positive psychology (PP) to

promote resilience in children, while satisfying the objectives of the

school curriculum.

RESULTS

RESULTS

Twenty-one percent of the screened students were admitted into the

A statistically significant difference was found in the levels of selfesteem, problem solving, emotional management and school capability after implementing the program (p0,05).

gifted enrichment program and these students scored higher on all outcome variables. Multiple regression analysis indicated that state math test scores and WISC-IV Verbal Comprehension Index (VCI) were the best predictors of GPA and/or college entrance exam scores.

Qualitative and quantitative analysis of our result support the efficacy

CONCLUSION

of the intervention for gifted preschoolers. Implications of results will

The relative merits of various methods used to assess and identify

be discussed.

gifted students, including those from diverse cultural and linguistic

CONCLUSION

backgrounds will be discussed. In addition, the preliminary findings of

Early recognition

and appropriate school-based psychological

intervention for gifted preschoolers increases the probability of future

a follow-up study examining the profiles of gifted students on the new WISC-V will also be presented.

extraordinary achievement and reduces the risk for later social, behavioral, emotional and educational difficulties.

”THE PREDICTIVE VALIDITY OF A GIFTED SCREENING PROGRAM” Stavrou, E. PhD Yeshiva University, Ferkauf Graduate School of Psychology, Bronx, NY, United States Stimmel, R PsyD

GIFTED CHILDREN RELATIONS WITH PEERS Abrahamyan, T. Date


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INTRODUCTION I am a practitioner in the field of school psychology. I divide my time between clinical practice, trainings and consulting for students and

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their parents, research and scholarly writing. In my clinical practice,

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I work with children and adolescent clients with a wide range of

INTRODUCTION This presentation will discuss the results of a retrospective study that examined the relationship between various components of a procedure used to identify students for a gifted enrichment program and select outcomes at graduation.

MATERIAL & METHODS Students were screened for the gifted program through teacher nominations, standardized group achievement test scores, the Wechsler Intelligence Scale for Children (WISC-IV), and the Naglieri Nonverbal Ability Test-Second Edition (NNAT-2). The screening scores for 283 students who were considered for the gifted program in third, fourth, or fifth grade were compared to their cumulative grade point average (GPA) and college entrance exam (SAT) scores at graduation from high school.

emotional, behavioral, and adjustment problems, such as anxiety, stress, relationship and gifted children problems. I have been working as a school psychologist since 2011. I am a member of the European association of Developmental Psychologists. Now I am PhD student at Yerevan state University. The main objects of my PhD research are giftedness, gifted children education and their involvement in the learning process.

MATERIAL & METHODS Some evidence reveals that many gifted students have sense of difference, general feelings of unease or lack of competence in social situations and difficulties with peer relationships¹. According to this many gifted education researchers claimed that specialized educational setting benefits academically advanced students effectively². 130 adolescents took part in the study. Intelectual abilities of children were measured by Raven’s Progressive Matrices and social relationships are ispa conference 2016 |

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assessed by Sociometry (Jacob Levy Moreno). Participants were divided

RESULTS

into two groups: gifted children - G1 and non-gifted children - G2. The

The results indicated that parents experienced a variety of negative

school were the research were enrolled had special psychological

emotions regarding their child’s reading difficulties and isolation in their

service but not special academic program for gifted children. T-test was

efforts to secure intervention and eduational support for their child.

used for statistics.

RESULTS

CONCLUSION The school psychologist can play a significant role in terms of

Only 13% of participants are gifted children. 28% (0 positive choice) of G1

collaboration between the school and family and contribute to parents’

was isolated, 65% (4 positive choices) were outsiders in the most school

understanding their children’s difficulties and how to support them as

activates and only 7% (1 student) were leaders in the group. In the G2

well as how to deal with their own emotions.

39% of students were sociometric stars, 51% had average acceptance in the group and only 10% were rejected students (p