ONLINE LEARNING MODULES

Developed by

Patti L. Harrison, The University of Alabama

Jack Cummings, Indiana University

Advisory Board

Rachel Brown-Chidsey, University of Southern Maine

Sandra Christenson, University of Minnesota

Michael Curtis, University of South Florida

Peg Dawson, Seacoast Mental Health Center, New Hampshire

John Desrochers, New Canaan Public Schools, Connecticut

Sissy Hatzichristou, University of Athens, Greece

Cathy Lines, Cherry Creek Schools, Colorado

JoAnne Morgan, Graduate Student, University of Massachusetts

Diane Smallwood, Philadelphia College of Osteopathic Medicine

Gary Stoner, University of Massachusetts

Chris Willis, Newport County Regional Special Education, Rhode Island

SPECIAL INSTRUCTIONS

(a) View this document in the “Print Layout.” To change from a normal layout to a print layout, on the View menu select Print Layout.

(b) Click on the hyperlinks throughout this document if you wish to proceed directly to specific sections in the module.

(c) You may go to the Table of Contents at any time by clicking on the left footnote at the bottom of each page (this usually requires a triple click).

(d) By default many computers require a CTRL+Click to follow hyperlinks. If you prefer to change the default and open hyperlinks by just clicking them. (a) On the Tools menu, click Options, and then click the Edit tab. (b) Clear the Use CTRL+Click to follow hyperlink check box.

(e) You may type notes, enter your responses to questions, and complete worksheets directly into this Word file. If you do so, don’t forget to save your file. You may wish to use a new file name for your personalized Word file.

Important Notices

The online learning modules were adapted from materials developed for and resulting from the 2002 Conference on the Future of School Psychology. Complete conference materials are available on the conference Internet site (iana.edu/~futures/ ). The futures conference was co-sponsored by National Association of School Psychologists, American Psychological Association Division 16, Society for the Study of School Psychology, Council of Directors of School Psychology Programs, Trainers of School Psychologists, American Academy of School Psychology, American Board of School Psychology, and International School Psychology Association.

The online learning module materials have been made available free of charge to the public. The materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. However, the integrity of the content must be maintained and proper credit must be given (Harrison, P.L., & Cummings, J. The future of school psychology online learning modules, iana.edu/~futures/resources.html)

While every effort was made to present accurate and reliable information on the learning modules and futures website, the module developers or sponsoring associations do not endorse, approve or certify such information, nor do they guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of such information. Use of such information is voluntary and reliance on it should only be undertaken after an independent review of its accuracy, completeness, efficacy, and timeliness. Reference to any specific commercial product, process or service by trade name, trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement, recommendation or favoring.

At certain places in the materials, live "links" to other Internet addresses can be accessed. Such external Internet addresses contain information created, published, maintained, or otherwise posted by institutions or organizations. The futures conference co-sponsors or the developers of the futures learning modules do not endorse, approve, certify, or control these external Internet addresses, and do not guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information located at such addresses. Use of any information obtained from such addresses is voluntary and reliance on it should only be undertaken after an independent review of its accuracy, completeness, efficacy, and timeliness. Users of materials on these external Internet addresses must adhere to copyrights and other special instructions and requirements of these websites.

PURPOSE AND OVERVIEW

RESOURCES FOR READING AND REVIEW

QUESTIONS FOR GROUP DISCUSSION OR INDIVIDUAL REFLECTION

APPENDICES

· Appendix A: Selected Essays Written by Onsite Participants Prior to the 2002 School Psychology Futures Conference

· Appendix B: Selected Comments and Categories in Essays Written for Applications for Onsite Participation in the 2002 School Psychology Futures Conference

· Appendix C: Brief Summary of Focus Groups Held Prior to the 2002 School Psychology Future’s Conference

· Appendix D: Guiding Principles and Critical Issues/Outcomes Identified by Onsite and Remote Site Participants in the 2002 School Psychology Futures Conference

OPTIONAL MATERIALS

· Module I: Professional Development Activity Documentation Form


The purpose of Module I is to provide background information about the current status of school psychology and to examine the need for planning in order to effectively meet the needs of children, families and schools. The goals of the 2002 Conference on the Future of School Psychology will serve as a context within which to reflect on potential future directions. Additionally, Module I presents values, assumptions, and key principles that will guide your evaluation and strategies, as needed for your completion of Modules II-VI.

Nationally, school psychology has undergone tremendous growth in terms of membership in the profession and the vision we hold for the purposes of the work that we do. Currently, and for the foreseeable future, the profession is faced with a national shortage of school psychologists that threatens its capacity to meet the needs of children in schools. Furthermore, the needs and pressures facing children growing up in America today are greater than they have been in our lifetime. Given the changes the profession is facing and their implications for the practice of school psychology, the goals of the 2002 futures conference and the present learning modules are as follows.

· Achieve consensus on current and future personnel demands for school psychologists and our profession's ability to meet those demands.

· Conceptualize the practice of school psychology in the face of diminishing numbers of professionals but increasing demand for services.

· Develop an agenda for using the resources available to maximize the benefits to the children, families, and schools that we serve.

Values and Assumptions

1. The focus of the learning modules is on current and future needs of children, families, and schools and the capacity of school psychology to provide services to meet those needs. The focus is not simply on advancing the field of school psychology or protecting the jobs of school psychologists.

2. Diversity—of the clients we serve, of school psychologists, of other professionals—will be celebrated and respected at all times.

3. School psychology is faced with a national personnel shortage, with some parts of the country impacted more than others. However, the shortage cannot be addressed adequately by simply recruiting more individuals to the profession. We must consider alternatives to, and possible restructuring of our service delivery practices, in order to plan for the shortage and ensure that adequate services will be provided to children, families, and schools.

4. In order to maximize our future services to benefit children, families, and schools, we recognize that we must consider all aspects of school psychology, including pre-service graduate training; services provided by individual school psychologists and school psychological services units; the organizational components of school and community agencies; public advocacy at the local, state, and national levels; etc.

5. Users of these learning modules are encouraged to be innovative—to go beyond the “tried and true” of their typical school psychology practice.

6. The learning modules provide many opportunities for discussion (if they are being used in graduate classes, inservice activities, or other groups) or individual reflection (if being used in individual self-study or independent learning) and are structured and organized to focus on outcomes and actions. However, it is important that the learning modules be viewed as much more than an opportunity for talk, interaction, or self-reflection. It is hoped that the modules will lead to the actual implementation of action plans for change at the individual, local, state, or national levels.

7. To facilitate accomplishment of the activities in the learning modules, whether in groups or by individuals, a problem-solving process will be used that is similar to the process used in the 2002 Futures Conference. The problem solving model was selected because it is a familiar model for most participants and is expected to result in efficient and effective activities.

8. When conceptualizing strategies as part of activities in the learning modules, users should recognize the importance of resources that exist beyond school psychology. Social workers, counselors, other psychological specialties, other professionals, paraprofessionals, etc. represent important mental health resources. All professions will be treated with respect for their potential contributions to services for children.

9. You will be asked to read ideas generated by participants in the 2002 Futures Conference. The conference participants represented a wealth of backgrounds, experiences, and viewpoints. The diversity of participants was recognized as an important contributor to the success of the conference. Differences of opinion were expected (and welcomed) at the conference, and will provide you with important and diverse viewpoints as you proceed through the learning modules. Similarly, if you are participating in these learning modules in groups (graduate classes, inservice sessions, planning sessions, etc.), it is important that all participants in your group—and their viewpoints— be treated with courtesy and respect.

10. If you are participating in these learning modules in groups, note that all participants are expected to contribute equally to discussions, brainstorming, and action planning. Participants will provide others in their group with opportunities to contribute to the discussion, will stay on task and focused on the topic of discussions, and will not dominate the discussions in their group. Group facilitators will promote contributions from all participants, will keep discussions from getting bogged down on less relevant topics, and will prevent discussions from being dominated by outspoken individuals in the group.

11. Change is inevitable and departing from the status quo naturally will generate anxiety about the unknown. Although the 2002 Futures Conference---and these learning modules---focus on improving services to children, families, and schools, please recognize and be sensitive to people’s responses and feelings. We must anticipate the predictable consequences of change.

Module I is divided into two major sections (Resources for Reading and Review and

Questions for Group Discussion/Individual Reflection,), with associated appendices. If you are completing these modules as part of a group, your course instructor, workshop presenter, or other group leader will provide you with instruction about which of these two sections you will complete. Or, if you are completing the module for independent self-study, you may elect to complete either or both sections of this module.


a. Selected essays written by futures conference participants (see Appendix A later in this module)

b. Selected comments and categories essays written by futures conference participants (see Appendix B later in this module)

c. Brief summary of focus groups held prior to the conference (see Appendix C later in this module)

d. Key issues/outcomes identified by futures conference participants (see Appendix D later in this module)

e. Sheridan, S. M., & D’Amato, R. C., (2004). Partnering to chart our futures: School Psychology Review and School Psychology Quarterly Combined Issue on the Multisite Conference on the Future of School Psychology. School Psychology Review, 33, 7-11. If a NASP member, access this article by linking to NASP website; pwebservices.org/. OR read the article published concurrently in: School Psychology Quarterly, 2003, 18, 347-351.

f. Harrison, P. L., Cummings, J. A., Dawson, M., Short, R., Gorin, S., Palomares, R., (2004). Responding to the needs of children, families and schools: The 2002 multi-site conference on the future of school psychology. School Psychology Review, 33, 12-33. If a NASP member, access this article by linking to NASP website; pwebservices.org/ . OR read the article in: School Psychology Quarterly, 2003, 18, 358-388.

g. Personal reflections from conference participants ponline.org/publications/futuresCQ.html

Kratochwill (2002) webcast and powerpoint: Research to Practice: The Role of Evidence-Based Interventions in Practice iana.edu/~futures/kratoch.ppt )

Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33, 34-48. If a NASP member, access this article by linking to NASP website; pwebservices.org/ . OR read the article in: School Psychology Quarterly, 2003, 18, 389-408.

Kratochwill, T.R., & Stoiber, K.C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly. Special Issue: Evidence-based interventions in school psychology: The state of the art and future directions. 17, 341-389.

Reschly, D. J., & Ysseldyke, J. E. (2002). Paradigm shift: The past is not the future. In A. Thomas & J. Grimes (Eds.). Best Practices in School Psychology-IV (pp. 3-20). Bethesda, MD: National Association of School Psychologists.

Ringeisen, H, Kelly Henderson, K, & Hoagwood, K. (2003). Context matters: Schools and the "research to practice gap" in children's mental health. School Psychology Review, 32, 153-168. If a NASP member, access this article by linking to NASP website; pwebservices.org/

Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology: Examining and changing our paradigm for the 21st Century. School Psychology Review, 29, 485-501. If a NASP member, access this article by linking to NASP website; pwebservices.org/ .

Tilly, W. D., Best practices in school psychology as a problem-solving enterprise. In A. Thomas & J. Grimes (Eds.). Best Practices in School Psychology-IV (pp. 21-36). Bethesda, MD: National Association of School Psychologists.

White, J. L., & Kratochwill, T. R., (2005). Practice guidelines in school psychology: Issues and directions for evidence-based interventions in practice and training. Journal of School Psychology, 43, 99-115.

NASP. (2000). Guidelines for the provision of school psychological services. ponline.org/certification/FinalStandards.pdf

APA. (1998). Archival description of school psychology. iana.edu/~div16/G&O.htm


Consider the following focus questions and target questions in your groups or for individual reflection. Focus questions are similar to those used in focus groups prior to the 2002 Futures Conference; these brief questions promote an initial orientation and consideration of the topic. The more comprehensive target questions require your consideration of specific issues and findings from background readings and your application of the issues to your own setting.