KANSAS ASSOCIATION OF SCHOOL PSYCHOLOGISTS

Empowering Children, Educators, and Families




Kansas Association of School Psychologists




The Kansas School Psychologist

Spring, 2018 Issue

Tommie Gonzalez, Editor Jeanelle Herrel, Associate Editor

Betsy Crawford, Ed.D. NCSP

KASP President

KASP STRATEGIC PLAN

 QUARTERLY REVIEW  

 BOARD FOCUS

GOAL 1

KASP shall provide relevant resources to school psychologists and all who support children and families.

SAVE THE DATE

KASP Spring Workshop

April 20, 2018


2019 KASP Board Position Openings

President-Elect

Associate Editor

Western Region Director

Northeast Region Director

Secretary

Communications Director


President's Message

Hello KASP,

Hello from Chicago.  By the time you read this, I will be at the National Association of School Psychologist’s (NASP) annual convention.  Not only Leaders from KASP will be attending the entire NASP conference, we will also be attending Regional Leadership Meetings.  These meetings will focus on the concerns and issues related specifically to our region.  I am excited to have the opportunity to attend and gather information that will help support students, families, schools, and school psychologists.   I am looking forward to sharing information with the KASP board and members.

In addition to attending NASP, the executive board has been working to bring you a high quality spring and fall conference.  This newsletter has information about each upcoming event.  Please watch on Facebook and the KASP website for details as they develop.  Please consider nominating an outstanding peer for the School Psychologist of the Year Award.  If you have some research ideas, you can also apply for a research grant. See the KASP website for further information on each of these great opportunities.  

As you will read in this newsletter, you will see the executive board has been busy.  We have new leadership for 2018.  Additionally, many of us were at the Kansas State Capitol for School Mental Health Day.  We worked with school counselors and school social workers to provide information about the importance for mental health services in schools.  Think about attending next year.  I learned a lot and took home information to share with colleagues.

I hope your semester is going well.  See you at the spring conference.

Betsy Crawford Ed.D. NCS

Board News and Announcements

Board Minute Summary by Susan Severin, Secretary

The KASP Executive Board met on January 5th and 6th in Emporia (Holiday Inn Express) for retreat.  During this gathering, the board reviewed the KASP strategic goals, revisited roles and responsibilities of board members (as members were incoming and outgoing) and prioritized action plans for the 2018 year.  The board also discussed the budget and spent time planning for both the Spring and Fall 2018 conference.  This Spring KASP encourages your participation in School Mental Health Awareness Day 2018 (January 17, 2018 at the Capitol) and our Spring conference at ESU featuring Dr. Steven Feifer (April 20, 2018).  Check-out our Kansas Association of School Psychologists website for registration and more information

Susan Severin, Ed.S. NCSP

Secretary 

Click here to REGISTER


KASP 2018 Spring Workshop

Featuring Dr. Steven Feifer, D. Ed., NCSP, ABSNP

 Friday, April 20, 2018

8:00 a.m.- 3:30 p.m.

Emporia State University, MU 250 KSTC Ballroom


The Neuropsychology of Emotional Disorders:  A Framework for Effective Interventions 

The Neuropsychology of Written Language:  A Framework for Effective Interventions 


The Neuropsychology of Emotional Disorders:  A Framework for Effective Interventions  

This workshop will explore the neural architecture of emotional behavior by examining various brain structures laying the foundation for higher level social skill functioning.  Specific biological factors related to the development of social competence and emotional self-regulation will be explored.   There will be a detailed discussion on behavioral self-regulation, anxiety disorders, and depression from a brain-based educational perspective.  Particular focus will be on factors leading to emotional dysregulation and the neurobiological underpinnings of stress.  Schools can enhance emotional wellness in children through early prevention efforts, appropriate assessment strategies, and an improved school climate to foster emotional growth for all children.  The specific learning objectives include:

(1) Discuss the relationship between emotional disorders and poor self regulation skills, bullying behavior, and limited academic success in school.

(2) Discuss the neural architecture of emotional functioning by examining six key brain regions responsible for behavioral self-regulation.

(3) Explore the neurobiological correlates and treatment options for psychopathy and emotional dysregulation, depression, and anxiety disorders in children.

(4) Present a treatment algorithm utilizing counseling, cognitive-behavioral therapy, parent training, and neurofeedback to promote emotional wellness in children.

(5) Explore effective classroom interventions, treatment options, and assessment strategies for children with emotional self-regulation and conduct disorders.

The Neuropsychology of Writing Disorders:  A Framework for Effective Interventions 

This presentation will explore the neuropsychological underpinnings of the writing process to assist educators and psychologists in both diagnosing and remediating written language disorders in children. The ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), word retrieval skills, executive functioning skills to organize inner thoughts and ideas, and working memory to hold our thoughts in mind long enough for effective motor skills output. A breakdown in these fundamental psychological processes can result in various subtypes of written language disorders. The primary objectives of this presentation include:

(1)  Discuss national trends in written language, and explore gender differences in writing performances between boys and girls.

(2)  Discuss the neural architecture responsible for written language development in children and learn key brain regions responsible for the organization and production of writing skills.

(3)  Discuss three specific subtypes of writing disorders, with particular emphasis on how“frontal lobe” processes such as working memory and executive functioning impact each subtype.

(4) Discuss five essential steps for effective written language instruction, and learn key intervention strategies for each written language disorder subtype.

(5) Introduce the 90-minute dysgraphia evaluation as a more viable means to both identify and remediate written language disorders in children.

Timely Events

How to be Effective when talking to your Legislative Representative

1. Schedule an appointment ahead of time; however, you can drop in (they may or may not have time to talk for a drop in).

2. Be respectful of their time; thank them for taking time out of their schedule to meet with you.

3. Create a relationship with the legislative representative quickly

4. Develop a strong story, finding one or two things that will resonate with them so they can remember the issue

5. Connect on a personal level with them; connecting with their emotions will allow for them to more easily connect to the issue later.

6. Follow-up after the visit with a "thank you" for providing time to listen to your concerns.  

School Psychologists as Advocates

The American Dream is "If you work hard enough, you can do anything that you desire.

While this is true, not everyone has the same starting point.

Through advocacy, we have the opportunity to give a voice to the people that "step stool" to the starting point so they can become what they desire. 

Mental Health Shortages

Each organization is experiencing shortages in personnel to fill positions

How can these shortages best be addressed?

KASP currently has a committee working to help address shortages and problem-solve with KSDE on the most effective ways to bring other professionals into the field of school psychology in the most effective and efficient manner possible.



Participants from KASP,  KSCA, and KSSWA gather for the 1st official Mental Health Awareness Day at the Capitol.

Last year, participants gathered at the Capitol for Lobby Days which was also a collaboration between the three organizations.



On January 17, 2018, the Kansas Association of School Psychologists, Kansas School Counselor's Association, and the Kansas School Social Worker's Association collaborated on holding the first official School Mental Health Awareness Day at the Topeka State Capitol.  This day was sponsored by Representative Eber Phelps from the 111th District.  Representative Phelps also had sponsored last year's Lobby Day at the Capitol which was also a collaboration between the three associations.

After welcoming remarks from Representative Phelps, a representative from each of the organizations shared remarks on making the most of the day at the Capitol.  Topics touched upon included "How to Talk with Your Legislative Representative", school psychologists as advocates in the school setting, and shortages in mental health providers within the school setting.  Mental health providers are often so inundated with the daily survival tasks we all undertake, that we often forget about the "Macro Level".  We must be aware of the need to seek out support for our professions, and the importance that our professions have in supporting the mental health of Kansas's children in the schools.  The School Mental Health Awareness Day is an opportunity for each of us to be the voice of our profession, advocating for what we do, as well as for the mental health needs of our students and staff members.

A Panel Discussion was then held with Ms. Colleen Riley, KSDE Early Childhood, Special Education, and Title Services; Mr. Kent Reed, KSDE Counseling, and Mr. Myron Melton, KSDE Education Consultant.  They were present and available to field questions from the group.  Discussion was held around the importance of developing partnerships between schools and the community resources available to districts and families.  Kansas is looking at how to develop a systematic approach not only at the building level, but on developing and maintaining the community partnerships.  TASN has developed a School Mental Health Framework to assist in embedding the mental health supports within the MTSS Framework. KSDE applied for a State Personnel Development Grant to cover 2017-2022, which was awarded in October of 2017.  The grand's proposal addresses a "singular critical Kansas priority area for schools by establishing a systematic, coordinated, tiers system of trauma-informed, school mental health that will build the resiliences of Kansas children and adolescents with disabilities and their peers.  The overarching goal of the Grant is to improve resilience and achievement of children and adolescents with disabilities and their peers through the sustained implementation of systematic tiered levels of evidence-based mental health interventions.  

School Mental Health Framework and TASN

School Mental Health Development Grant Full Proposal

Goals set for the Grant included building capacity within the schools, recognizing the mental health needs of students, identifying the strong practices that are effective in triggering interventions as well as moving students out of interventions, providing a systematic structure of support to build a bridge between schools and community resources, and to provide coaches into the community to assist in generalizing a comprehensive structure across the state of Kansas.

Kansas was the 1st state to develop social-emotional standards.  These competencies are a critical cornerstone in the development  of our children into effective and contributing members of our society.  Advocacy for increased Birth to 8 funding in Early Childhood is needed to allow for early interventions which result in long-term positive outcomes for students, and prepare them for entry into our elementary buildings ready to learn.  Supports and services in this area are not consistent across the state, which is one of the goals to reach.

KS Social-Emotional Competencies

KSDE Refresher on Vision for Kansas

Kansans Can! and Do! Presentation

Dr. Jeff Colyer, Lieutenant Governor of the State of Kansas took time out of his busy schedule to address the SMAD participants.  He talked with the group about the challenges that our students are facing with changing family structures, impact of drugs, and poverty, with 11 to 15% of our students reporting major depressive episodes prior to graduation from school.  Kansas currently has an average graduation rate of 84%, with many of the kids who have dropped out dealing with mental health issues.  The priority of resources to provide services for our kids is in the forefront of discussions for the state.  Dr. Colyer recognized how much tenacity it takes to remain in positions that are challenging and how important school-based mental health is, not only at the middle and high school levels, but at the elementary level as well.  

Kansas must help to defer the stigma of mental illness and getting parents and students to access those services early on, rather than waiting to get services because of roadblocks of money or not having insurance to cover the services needed.  Insurance rates have continued to climb and an increase in the number of Kansans on Medicaid has increased to almost 450,000 from 330,00 since control of insurance was taken away from the states.  Dr. Colyer expressed the need to get back into a competitive work cycle for insurance so the needs of our families can be addressed earlier and outcomes can be improved.

After Dr. Colyer spoke to the group, representatives from NAMI, Mr. Rick Cagan, Executive Director and Linsey Spooner-Gabaldon, Project Manager, addressed the participants.  They shared that 1 in 10 children are currently living with serious mental health needs.  Fifty (50) percent of those children are not in services.  Research has shown than 50% of children with mental health needs will drop out of school prior to graduation.  NAMI provides free of cost classes to middle and high school students (Ending the Silence), as well as classes for parents and caregivers that have children with mental illness (NAMI Basics; Family-to-Family Education Program) to help families in developing the skills needed to advocate for and support their children.  These classes are taught by other parents who have their own children with mental health issues.  In addition, there is a Say It Out Loud adult presentation toolkit that is available to help start the conversation with students.

NAMI Say It Out Loud

In addition, NAMI Kansas shared that their goals are for peer support, education, and advocacy and are here as a resource to the state of Kansas, mental health providers, and families.  They provided a Local Group Contact Information Sheet of the NAMI Affiliates and Support Groups across the state of Kansas.

NAMI Electronic Link to Resources

Closing remarks were made at 11:30 and the group convened for lunch at the Celtic Fox.  The afternoon consisted of individual visits with Legislators, as well as testimony from the SMHAD Leadership to the Senate Education Committee and the House Education Committee.

Plans are in the works to continue the tradition of the School Mental Health Awareness Day.  Be sure to check for emails for this event in the future.  The day spent at the Capitol was well worth taking time out from a busy schedule to hear what the vision of our government is for the state of Kansas

Twitter:  #SMHAD


convention news

SAVE THE DATE!

FALL 2018 KASP CONVENTION

OCTOBER 4TH AND 5TH, 2018

WICHITA, KS

Kansas Association of School Psychologists (KASP) is approved by the National Association of School Psychologists to offer continuing education for school psychologists.  KASP maintains responsibility for the program.                                           

  

 KASP is a NASP approved provider of CPDs.   KASP is approved provider #1030


No person will be denied access to or full participation in any KASP program, event or activity on the basis of sex, race, color, national origin, disability, or age. 

NASP ANNUAL SPRING CONVENTION

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