LIVE
SESSIONS (LS)

Live Sessions, designated LS, include NASP-approved CPD documentation* of attendance. You must attend the full session, respond to the attention checks, and complete the evaluation form (provided via email following the session). Once completed, you will be sent a link to the CPD documentation that you can save and print.

*Attendees have until Friday, July 29, 2022, 5:00 p.m. EST to complete evaluation forms for the live sessions they attended this week.

*NASP also is approved by the American Psychological Association to sponsor continuing education for psychologists. NASP maintains responsibility for this program and its content.

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Wednesday
This session will explore contextual factors that support the need for mental health services in schools and provide an overview of resources and strategies to support school psychologists in this critical work.

Learning Objectives:


Objectives:
  • Identify and leverage opportunities to enhance school mental and behavioral health services;
  • Communicate with other school leaders about the role of school psychologists in providing mental and behavioral health services;
  • Identify and describe contextual factors and organizational structures that support mental health service delivery.
Wednesday
This session will help participants to understand the significance of building authentic relationships, repairing instances of harm, and using a strength-based lens to improve outcomes for racialized and marginalized youth.

Learning Objectives:


Objectives:
  • Examine root causes that systematically produce inequitable outcomes for marginalized youth;
  • Understand practices and strategies that improve outcomes for youth;
  • Shift their mind-set from what’s wrong to what’s strong.
Wednesday
This presentation will situate social–emotional learning (SEL) within a sociopolitical context and highlight practices that support the development of SEL in ways that are in service to justice and equity.

Learning Objectives:


Objectives:
  • Critique traditional notions of social–emotional learning;
  • Understand various ways to center social justice within SEL;
  • Discuss practice recommendations that support SEL for youth of color.
Wednesday
This session will provide attendees with practical information to boost the social–emotional wellness (SEW) of K–12 students. Discussion about pitfalls of SEL implementation and overcoming barriers, examples of practical programming recommendations for classroom- and building-wide initiatives, and an overview of the Lunch and Learn Program will be included. 

Learning Objectives:


Objectives:
  • Identify pitfalls to SEL/SEW in the current climate and strategies to overcome them;
  • Develop strategies for social–emotional wellness at the elementary level;
  • Develop strategies for social–emotional wellness at the secondary level.
Wednesday
This session will discuss the impact of school climate on student outcomes, as well as strategies to create a positive and equitable school climate for students with minoritized and marginalized identities.

Learning Objectives:


Objectives:
  • Understand the impact of a positive school climate on student outcomes;
  • Learn how to use school climate date to inform equity and culturally responsive efforts;
  • Learn how to implement school-wide strategies to promote positive school climates for marginalized and minoritized students.
Wednesday
This session will highlight use of collaborative habit planning as a framework to support effective implementation and sustainability of class-wide and individualized behavior change/skill building efforts.

Learning Objectives:


Objectives:
  • Identify the active ingredients of effective habit plans that support behavior change;
  • Identify common educator implementation contingencies that mitigate the success of plans;
  • Identify effective consultative techniques to overcome barriers to treatment integrity in a socially valid manner.
Thursday
This session will use the affirmative practices framework to empower school psychologists in meeting the social–emotional needs of LGBTQ+ youth steeped in individual counseling, group interventions, and family engagement practices.

Learning Objectives:


Objectives:
  • Consider the knowledge, skills, and attitudes that serve as the foundation in working with LGBTQ+ youth;
  • Learn or enhance individual, group, and family-oriented therapeutic techniques that support LGBTQ+ youth mental health and well-being;
  • Process and apply therapeutic techniques with LGBTQ+ youth through group collaboration.
Thursday

Implementing Principles of Dialectical Behavior Therapy (DBT) within a Multi-Tiered Framework



Objectives:
  • Describe the foundations of Dialectical Behavior Therapy (DBT) and applications for school-based mental and behavioral health services
  • Identify key features of intervention implementation across tiers and describe how components of DBT service delivery are applied at each tier.
  • Utilize tools and resources, including intervention pathways, to plan for implementation within a multi-tiered system
  • Identify and plan for potential challenges to implementing comprehensive mental and behavioral health services
Thursday
This session highlights essential skills for providing culturally responsive mental health services to youth. Participants will learn to formulate comprehensive sociocultural histories and incorporate cultural variables throughout the counseling process.

Learning Objectives:


Objectives:
  • Learn how to formulate comprehensive sociocultural histories to enhance the therapeutic alliance;
  • Learn identity affirming practices for supporting the needs of racialized and minoritized youth;
  • Learn how to integrate cultural variables into all phases of the intervention process to improve treatment effectiveness.
Thursday
Participants will apply strategies from cognitive behavior approaches (ACT, DBT, mindfulness) to assist students with self-regulation skills. The concept of helping students deescalate, regulate, and reintegrate will be discussed.

Learning Objectives: 


Objectives:
  • Apply principles from the conflict cycle and motivational interviewing to deescalate students who are struggling with problematic behavior;
  • Utilize practices from ACT and DBT to assist students with self-regulation;
  • Develop strategies to reintegrate students after a behavior incident occurs.