POSTER
SESSIONS (PO)
These visual displays provide an informal, interactive format for the presentation of research, data, and innovative practices and will be available on demand at any time during the convention week. They will also be available post-convention for 60 days.
Factors That Influence Preservice Teachers Preparedness for Inclusive Education
Factors That Influence Preservice Teachers Preparedness for Inclusive Education
Karrah Bowman, Author; Karrah Bowman, Author
Karrah Bowman, Author; Karrah Bowman, Author
What training experiences predict preservice teachers' perceived preparedness for inclusive education? The number and perceived quality of the didactic and field experiences matter!
Author(s):
Objectives:
- understand factors that influence preservice teachers’ perception about preparedness for inclusive education,
- identify essential components that should be included in preservice teacher’s training program, and
- recognize areas of need for future research in preservice teacher training regarding inclusion.
School Leaders' Perceptions of Virtual School Psychology Services
School Leaders' Perceptions of Virtual School Psychology Services
Lisa Roessner, Author; Lisa Roessner, Author
Lisa Roessner, Author; Lisa Roessner, Author
Virtual school psychology services may be a strategy to relieve shortages. What do Southwest Ohio school psychologists and related professionals believe? Learn about their current perceptions.
Author(s):
Objectives:
- learn current research surrounding virtual school psychology,
- identify current perceptions of school professionals about virtual school psychology,
- interpret perceptions as they relate to NASP’s Practice Model, and
Learn how a book read project using Troublemakers enhances social justice training in a graduate school psychology program.
Author(s):
Objectives:
- learn about and apply strategies related social justice training models within school psychology;
- describe ways to integrate social justice training in school psychology programs;
- evaluate the effectiveness of social justice-oriented book clubs as a pedagogical tool for fostering social justice awareness and knowledge among graduate students; and
The Relations Between Social Support and Stress Mindset in Adolescents
The Relations Between Social Support and Stress Mindset in Adolescents
Jasmine Yi, Author; Jasmine Yi, Author
Jasmine Yi, Author; Jasmine Yi, Author
Understanding mindset beliefs associated with stress is important for stress coping. This study examines the relations between social support from family, teachers, and peers and adolescents’ stress mindsets.
Author(s):
Objectives:
- explain stress mindsets and their role in stress management,
- analyze how differing social support systems relate to a student’s stress mindset belief, and
- assess how stress mindsets may be relevant to home-school collaborations in their own districts.
Comparing Preservice Professionals' Perceptions of School Resource Officers
Kaylee Engle, Author; Kaylee Engle, Author
Kaylee Engle, Author; Kaylee Engle, Author
This presentation will provide attendees with information on preservice professionals' perceptions of and experiences with school resource officers. In addition, implications and recommendations for school psychologists will be provided.
Author(s):
Objectives:
- understand the expected roles and responsibilities of school resource officers;
- identify differences in preservice professionals' perceptions of and experiences with school resource officers; and
- advocate for appropriate reform of school resource officer programs.
Generalization and Maintenance of Skills From a Positive Psychology Intervention
Aileen Kangavary, Author; Aileen Kangavary, Author
Aileen Kangavary, Author; Aileen Kangavary, Author
Discover how students in a positive psychology intervention plan to maintain and generalize learned content. Insights gained will inform strategies to enhance students' application strategies, sustaining well-being beyond the intervention.
Author(s):
Objectives:
- define generalization and maintenance in the context of positive psychology and explain why these concepts are critical for the long-term success of school-based interventions;
- describe the qualitative methods used in the study, including individual interviews and thematic analysis, and understand how these methods contribute to understanding students' perspectives on skill generalization and maintenance; and
- use the findings from the study to propose strategies for improving the generalization and maintenance of skills in positive psychology interventions, ensuring that students can effectively apply these skills in various settings postintervention.
Increasing Access to Mindfulness-Based Interventions in Underresourced Schools
Mary Phan, MS, Author; Mary Phan MS, Author
Mary Phan, MS, Author; Mary Phan MS, Author
Can mindfulness-based interventions be implemented effectively in underresourced schools? Learn about the barriers and potential solutions to implementing mindfulness interventions in underresourced schools.
Author(s):
Objectives:
- learn how to implement mindfulness-based interventions in underresourced schools;
- understand how to de-implement outdated interventions and implement mindfulness-based interventions instead; and
- evaluate strategies to use culturally sensitive and equity-focused adaptations to MBIs in underresourced schools.
Student Functioning: The Impact of Student and Teacher Race
Rachel Greenroy, PhD, Author; Rachel Greenroy PhD, Author
Rachel Greenroy, PhD, Author; Rachel Greenroy PhD, Author
This study explored race based differences in teachers’ perceptions of students’ academic functioning and suggested interventions for students with perceived academic or behavioral difficulties.
Author(s):
Objectives:
- identify social factors that may contribute to the types of interventions recommended by teachers,
- identify social factors that may contribute to student progress, and
- develop an understanding pertaining to potential influence of teacher and student race and gender.
Current Practices in School-Based Family Intervention
Stacy Bender, PhD, Author; Stacy Bender PhD, Author
Stacy Bender, PhD, Author; Stacy Bender PhD, Author
Survey results of school-based family intervention practices will be reviewed and case studies will be described to provide steps for practitioners to support families at varying levels of engagement.
Author(s):
Objectives:
- identify ways in which they can become more involved in family-based interventions;
- learn specific action steps from case studies to apply to their work with families; and
- describe how family-based intervention fits into multiple domains of the NASP Practice Model.
See the Good: A Conceptual Model for Strengths-Based Systems Consultation
Diana Laenen, Author; Diana Laenen, Author
Diana Laenen, Author; Diana Laenen, Author
Research indicates MTSS is beneficial, but can be deficit-focused and perpetuate disparities. We propose a conceptual model for strengths-based Tier 1 consultation to center youth identity and school success.
Author(s):
Objectives:
- explain and critically evaluate the state of multitiered systems of support, including benefits and areas of growth;
- describe the underpinnings of a strengths-based systemic consultation model and its promise for cascading outcomes across school communities, especially as a foil to traditional problem-solving practices;
- bridge knowledge from related disciplines including organizational and positive psychology that naturally apply to school-based organizational models; and