Saturday, September 8

8:00am - 4:30pm

*REGISTRATION IS CLOSED*

University of Nevada, Las Vegas

Carlson Education Building (CEB)

4505 S. Maryland Parkway

Keynote Speaker: Dr. Lisa Kelly-Vance, NASP President

Title: Unlock Potential: Prevention is Key

Description: The keynote will include NASP updates and resources. Dr. Kelly-Vance will also discuss self-care for school psychologists, our colleagues, and the students we serve.

Learning Objectives: 

-Participants will learn how NASP is addressing member needs

-Participants will learn about NASP resources, activities, and advocacy efforts

-Participants will learn strategies for personal and professional self-care

-Participants will learn strategies for helping children and youth engage in self-care

Breakout Sessions

Title: Early Childhood Mental Health: Prevention is Key

Dr. Lisa Kelly-Vance, NASP President

Description: The purpose of this workshop is to provide information about addressing mental health in young children. Participants will learn strategies they can implement with preschoolers and their families that prevent problems and reduce existing concerns. Case examples will be provided.

Learning Objectives:

-Participants will learn about common mental health concerns in early childhood.

-Participants will learn prevention and intervention strategies to promote mentally healthy young children.

-Participants will learn how to help families help their children improve mental health factors

Title: Using Small Group Intervention to Unlock Student Potential 

Dr. Lisa Kelly-Vance, NASP President

Description: This workshop will assist practitioners in improving their implementation of practices to build skills in small group formats with an emphasis on learning additional small group and prevention strategies for improving students’ social, emotional, behavioral and academic skills. Participants will learn implementation and evaluation techniques. Case examples will be provided.

Learning Objectives:

-Participants will learn strategies for effective small group implementation.

-Participants will learn how to evaluate the effectiveness of their small group interventions.

-Participants will gain additional resources for their school-based practice.

-Participants will learn about effective programs including implementation and outcomes.

-Participants will develop advocacy strategies for promoting small groups.

Title: School Psychologists as Agents of Social Justice

Dr. David Shriberg, Indiana University, Bloomington

Description: NASP recently (NASP, 2016) created and endorsed a definition of social justice and identified social justice as one of the organization's five strategic goals. There also has been growing research and advocacy in the field related to social justice. But what is social justice and how can social justice principles be translated into school psychology practice? This will be the emphasis of this interactive session. 

Learning Objectives:

-Participants will gain exposure to the conceptual underpinnings of social justice and school psychology.

-Participants will gain enhanced knowledge about the current research in bringing social justice principles into school psychology practice.

-Participants will gain enhanced capacity to lead for social justice.

Title: Utilizing School Psychologists to Support Special Education Teachers’ Data Collection Efforts

Dr. Lindsay Diamond, University of Nevada, Reno

Description: The use of data is critical to the academic and behavioral success of students in schools today. However, both new and veteran teachers often express difficulty with data collection and also using data to make instructional decisions. School psychologists have the expertise to support special education teachers in understanding data and how to implement data to design and guide instruction. This presentation will outline a framework for school psychologists and demonstrate how to better support special education teachers with: (a) creating a data collection plan, (b) collection and analysis of data, and (c) making instructional decisions based on the individual needs of each student.

Learning Objectives:

-Participants will recognize the need for interdisciplinary collaboration between school psychologists and special education teachers to improve data competency.

-Participants will identify potential opportunities for support between school psychologists and special education teachers on the school campus.

-Participants will construct a plan to support special education teachers in need of assistance using the data support framework.

Title: Nutrition and Behavior/Mental Health

Melody Thompson, Clark County School District

Description: With increasing concerns for children’s behavior and mental health, researchers are considering evidences of nutritional impact in the development of psychological problems. Findings point to how changes in nutrition can help students behave, focus, learn, and feel better emotionally. This session covers research on food and longitudinal trends; a brief review of data on students’ behavior and mental health problems; information on human cell structure and functioning; and a discussion of the Gut-Brain Connection / Microbiome. School psychologists will take away a basic understanding of nutritional impact on biological functions and a set of recommendations that they can provide to parents and students.

Learning Objectives:

-Participants will learn about research on dietary trends and the biological implications in students’ behavior and mental health problems.

-Participants will learn about the Gut-Brain Connection, including the human Microbiome, and the impact on body/brain functioning for prevention and intervention applications with students.

-Participants will learn recent research on nutritional interventions that have shown improvement in students’ behavior, focus, learning, and emotional functioning, along with recommendations useful in consultations with parents and students.

Title: A Taste of Motivational Interviewing in Schools

Brendon Ross, Clark County School District

Description: Motivational Interviewing (MI) is an evidenced based approach for having collaborative conversations to strengthen a person’s own motivation for and commitment to change. It is also a person centered form of guiding to elicit and strengthen motivation for change. Motivational Interviewing is currently being utilized within schools as a means of having meaningful and powerful conversations with students from elementary school to high school regarding behavior change (e.g. behavioral challenges, low motivation to complete academic tasks, attendance etc.). MI is also an effective approach when consulting with teachers, parents and other staff regarding change e.g. (classroom management, appropriate parenting practices etc.) Through modeling and direct practice, attendees will gain a basic understanding of the core principals behind Motivational Interviewing as well as how to apply MI within a school setting.

Learning Objectives:

-Attendees will be introduced to Motivational Interviewing and gain an understanding of what Motivational Interviewing is and is NOT.

-Attendees will also learn about how MI is applied within a school setting (e.g. consultation, counseling). 

-Attendees will be provided with resources and opportunities to develop their Motivational Interviewing Skills.  

Title: Data-Based Techniques for School Psychologists Using Google Forms

Tim McIvor, Clark County School District

Description: This presentation is for school psychologists interested in collecting, organizing, and presenting data using Google Forms to enhance the process of effective decision making and problem-solving. The examples are relevant to school psychologists such as using Google Forms to collect teacher input and SWPBIS data. It also teaches methods to further analyze the data through Microsoft Excel. Overall, it puts an added emphasis on practical tips that you can apply immediately to your job, and the techniques learned will be helpful for all school psychologists, regardless of their current skill level with Google Forms.

Learning Objectives: 

-Participants will learn to collect various types of student data using Google Forms.

-Participants will learn techniques to organize and present data from Google Forms.

-Participants will learn advanced techniques to further analyze the data.

Title: Electronic Communication: Legal and Ethical Issues

Tim McIvor, Clark County School District

Description: Many educators have faced serious consequences from things they’ve written on social media or through email. Our ethical standards as school psychologists say to never compromise our professional effectiveness, so where should we ethically draw the line regarding social media posts about politics or posts about students? Where should you, the school psychologist, ethically draw the line regarding online rants about co-workers or Facebook pictures of you drinking at a bar? Where do you ethically draw the line regarding jokes over email or posting assessment scores online, which many school psychologists do on Facebook forums in order to consult the advice of other school psychologists? This engaging, practical presentation gives concrete answers based on reputable sources to difficult ethical dilemmas. It discusses ethical and legal implications when communicating work-related information electronically such as through email. It reviews relevant federal law related to electronic communication, using case law as examples. It also provides helpful recommendations and practical tips for communicating electronically.

Learning Objectives: 

-Discuss ethical issues that may arise when discussing student information electronically.

-Review relevant federal laws about electronic communication.

-Provide specific, practical tips regarding work-related emails and other forms of communication.

Title: Efficacy of Education, Support and Advocacy Through NAMI Partnership

Lorna Lizette, President of NAMI Southern Nevada Affliliate

Description: National Alliance on Mental Illness (NAMI) is a grass roots organization formed in 1973 by family members of consumers diagnosed with Mental Illness. NAMI is representation in 50 states and the District of Columbia as well as Caribbean nations and have a presence in the determination of Mental Health Legislature and Advocacy. This presentation will illustrate the integration of NAMI programs with school-based programs for students, parents and providers to demonstrate support and education programs available in communities that assist in destigmatizing Mental Illness

Learning Objectives: 

-Identify mutual value of NAMI signature programs.

-Conceptualize the benefit of NAMI Basics Program as a supplement to early integration

-Identify stigmatic thoughts and beliefs by providers

-Identify value of peer and family focused educational classes and adjunct support groups

-Identify the keys to partnership of School Psychologists and NAMI affiliates