Student Affiliates of School Psychology - SASP at GSU

08/15/2017

Happy orientation day to our new cohort! We are so excited to welcome you to the GSU family!

PS- good luck and happy interning to cohort 2! We are so proud of you- congrats!

03/28/2017

We’re celebrating Women’s History Month through EDUCATION and EMPOWERMENT.

A group of PHENOMENAL women are inspiring the next generation of PHENOMENAL women through a series of college readiness workshops at a local junior high school.

03/22/2017

Apply today!
The School Psychology Training Program at GSU helps candidates build the assessment, counseling, intervention and consultation skills needed to be effective school-based practitioners. Our faculty are experienced clinicians. Our students are excited about the knowledge and experiences they're gaining. Our cohorts are very supportive and family-oriented. And, we're growing!

If you're excited about a rewarding career helping school-aged children succeed socially, emotionally and academically, don't miss the April 1 application deadline!

For more information, visit www.govst.edu/schoolpsych

03/20/2017

The American Psychological Association and its affiliated APA Practice Organization sent a letter to congressional leaders stating their opposition to the American Health Care Act.

03/17/2017

This morning, the budget for those in graduate mental health practices was proposed to be cut.

Please take a moment of your time (less than 5 minutes!) to follow this link to write a letter to our Senators and Representatives to support the APA's request to increase funding for Graduate Psychology Education and Training.

http://lmail2r.apa.org:1892/trk/click?ref=zp000s09a_1-1a6fx32671x02564&

As Congress considers drastic cuts to federal funding for health, education and research programs, APA's advocates are meeting with Congress to advocate for continued investments in critical psychology workforce programs, including the Graduate Psychology Education (GPE) Program. Join our FY2018 GPE...

02/24/2017

Live Webinar in March from NASP
Using Trauma-Informed Approaches to Build Safe and Supportive Schools
Friday, March 31, 2:00–3:00 p.m. EST
1 hour of documented CPD

Learn about practical tools and strategies to foster trauma-informed approaches in your school or district.

Attendees will learn to:
- Discuss school-wide indicators of a trauma-informed school,
- Identify trauma-informed strategies to create positive school climates that support all students, and
- Explore tools to assess their school’s strengths and gaps in policies and programming that respond to trauma-exposed students.

For more info, e-mail us at [email protected]

02/24/2017

CASEL and Chicago Public Schools teamed up to release English and Spanish versions of a video for parents to become directly involved in their child’s social and emotional development and to understand the importance of social–emotional learning.

An informational video by CASEL and Chicago Public Schools for parents on social and emotional learning (SEL). The video aims to inform parents on SEL in sch...

02/24/2017

NASP Strongly Disagrees With the Trump Administration’s Decision to Rescind Federal Guidance Related to Civil Rights Protections for Transgender Students

Bethesda, MD—As stated in our official position statement on “Safe Schools for Transgender and Gender Diverse Students” (2014): “[NASP] supports efforts to ensure schools are safe and inclusive learning environments for all students, family members, and school staff, including those who are transgender or gender diverse. NASP respects a person’s right to express gender identity, and the right to modify gender expression when necessary for individual well-being. In addition, NASP supports all students’ right to explore and question their gender identity. NASP is committed to a policy of nondiscrimination and the promotion of equal opportunity, fairness, justice, and respect for all persons.”

NASP is disappointed the Trump Administration has rescinded the Guidance, issued in May 2016, clarifying that Title IX discrimination protections apply to transgender youth. The 2016 guidance was based on a strong legal precedent. Most courts agree Title IX protects transgender students and schools continue to have a legal and a moral duty to support them. The 2016 guidance and its approach to supporting transgender students was supported by NASP, as well as the American Association of Secondary School Principals, the National Association of Elementary School Principals, the American Academy of Pediatrics, the American School Counselor Association, the National PTA, the National Education Association, and the American Federation of Teachers. Schools nationwide are increasingly supporting and affirming transgender students, and most will continue to do so with or without guidance from the Administration. Over 40% of K-12 students attend schools with affirming state or local policies, and that number is rapidly growing. However, federal guidance and/or further legislation that more explicitly clarifies this protection is needed in order to ensure the protection of students’ civil rights in every school in the country.

“School psychologists regularly work with students who are struggling with issues related to bullying or victimization, social–emotional concerns, and mental health issues that arise for various reasons, including those related to sexuality and gender identity,” says NASP President Melissa Reeves PhD, NCSP. “All children and youth have the right to a safe, supportive, and equal public education and NASP remains committed to supporting school psychologists, other school leaders, and public officials in developing and implementing policies and practices that respect the rights of transgender and gender diverse students. Resources to help in this effort are available at www.nasponline.org/resources/transgender-youth.

02/24/2017

Self-Care: The Missing Link in Best Practice – Part II
NASP Communique Volume 45 Issue 5

By Paula Gill Lopez

"Recognizing the critical need for self-care not only for graduate students but also for school professionals, pro bono self-care workshops were offered last year and eagerly attended by colleagues in public school districts across the state of Connecticut. School psychologists and teachers seemed desperately to want permission to set aside time to focus on themselves. Initially, it appeared that the ethics and burnout arguments for self-care were not persuasive enough to extract a long-term commitment until two additional pieces were added to the message. The first was a neurobiological explanation of the importance of being good role models for students and how self-care facilitates being at one's best. The second is increasing the likelihood that people actually engage in self-care by helping them customize a plan that works for them, including strategies that have long lasting effects.

A Neuropsychological Rationale for Modeling Self-Care

We are a perverse profession when it comes to self-care. We self-sacrifice; we put others first; it's who we are. There is a reluctance to take care of oneself because it is perceived as being selfish. Neuroscience research describing the development of a child's prefrontal cortex (see Hatfield, Cacioppo, & Rapson, 1993; Montgomery & Schore, 2013; Moore, Pfeifer, Masten, Mazziotta, Iacoboni, & Dapretto, 2012; Porges, 2004) was shared to persuade workshop participants and students to put themselves first for the sake of the children with whom they work. The prefrontal cortex, where responsible decision-making and self-regulation occur, is still developing until the mid-20s for some. Youth learn to self-regulate through emotional contagion (“catching” another's emotions by unconsciously mimicking facial, vocal, and postural feedback) and mirror neurons (transmission of internal states from one to another). The condition of an adult's nervous system, as expressed in the adult's behavior and perceived by the student, has a great influence on children and youth–more so than what comes out of an adult's mouth. A child's parasympathetic nervous system is incomplete; it is completed through the unconscious attunement to adults in their environment–for better or for worse."

Read more at www.nasponline.org

02/24/2017

Spring 2017 Graduate Fair

On Saturday, February 25 (tomorrow), please join us at the annual Spring Graduate Fair to explore the graduate training programs at GSU. Prospective students are invited to meet with representatives from the programs in all four colleges and attend information sessions on financial aid, GRE, and GSU programs. The Graduate Fair will be held in the E Lounge from 9 a.m. – 1 p.m.

02/24/2017

Call to Action: Social Activism and Leadership

Respond to Violence, a multimedia initiative, is hosting a TED-Talk-inspired program, Respond to Violence: Social Activism, on Wednesday, March 1, from 12:30 – 1:30 p.m. in Studio A. The program will be based on the Social Change Model of Leadership, which frames ways to lead and collaborate to bring about positive sustainable change. For more information about the event, please email [email protected].

02/03/2017

Webcast on Special Education Law

NASP is offering its first-ever live webcast of a session from the annual convention. Watch in real time right from your own computer! Registration includes access to the recorded session should your plans change at the last minute, which would still qualify for approved CPD.

DS08: Special Education Law and the Ethics of Manifestation Determination Meetings
Friday, February 24, 2017
3:00–4:20 p.m. EST
1.25 hours of documented CPD

This session will review the laws and regulations associated with the Individuals with Disabilities Education Act (IDEA) governing special education student discipline and will offer detailed discussion on convening manifestation determination meetings.

Registration is just $25 for NASP members—40% off the nonmember price. Sign up today!

Presenter: Carl D. Corbin, PsyD, NCSP