School Psychology Continuing Professional Development Workshops
The National Association of School Psychologists (NASP) has outlined Domains of Professional Practice in its Model for Comprehensive and Integrated School Psychological Services. These Domains address the many skills school psychologists are expected to have when practicing in the schools as well as provide a structure to ensure well-rounded training programs and professional development.
Join us for a series of trainings at UA Chandler that systematically address the Domains. Each training will strive to provide a balance of research-based information and practical ways to implement best practices in the schools.
On March 29, we will offer two sessions addressing the important issues of the role of teachers in students' social and emotional adjustment and culturally responsive assessment of English Language Learners. Participants can attend just one session or both sessions, and they can earn up to 6 NASP Continuing Professional Development (CPD) credits for only $35 per session.
Who Should Attend?
These workshops are designed for School Psychologists, Special Education Teachers, Administrators, Classroom Teachers, and Other Related Professionals.
The Role of Teachers in Students’ Social and Emotional Adjustment
Friday, March 29 9:00 a.m.-noon
Registration fee: $35
The presentation will highlight the teachers’ role as a socializing agent in the classroom and school, with a particular emphasis on their influence on students’ social and emotional outcomes. Following an overview of theoretical perspectives and current literature, effective strategies to support teachers and other school personnel will be presented. The participants will have an opportunity to explore ways to promote positive teacher-student relationships and safe classrooms and to identify specific action plans that are based on the needs of classrooms/schools they currently serve.
- Identify the key processes of teacher influences in students’ social emotional adjustment
- Develop effective strategies to support teachers and other school personnel
- Recognize potential challenges in supporting them, and
- Utilize preventive approaches in school psychology practice
Dr. Jina Yoon received her doctorate in School Psychology from Texas A&M University and master’s degree in Early Childhood Special Education from the University of Texas-Austin. Dr. Yoon completed her pre-doctoral psychology internship in Houston Independent School District, TX (APA approved) and her post-doctoral fellowship in Child Clinical Psychology at Scott and White Memorial Hospital in College Station, TX. Before joining the faculty at the University of Arizona, Dr. Yoon was a faculty member at Wayne State University in Detroit, MI from 1999-2015. She is a Nationally Certified School Psychologist (NCSP) and is also licensed as a psychologist in Arizona.
Dr. Yoon’s research focuses on emotional and social development of children and adolescents and on school environment as an important developmental context, including victimization in school, peer relationships, and teacher-student relationships, with a special emphasis on early intervention and prevention. Her current research topics include (1) the role of teachers in peer victimization, (2) positive school climate and student-teacher relationships, and (3) students’ relationship qualities and academic engagement. She has authored a number of peer reviewed articles and book chapters in these areas and has conducted large scale projects funded by federal and private sources. She currently serves on the editorial boards of School Psychology Review, Journal of School Violence, Journal of Youth and Adolescence, and Korean Journal of School Psychology. Dr. Yoon’s teaching interests include developmental psychopathology, child and adolescent psychotherapy, and intervention and prevention sciences.
Culturally Responsive Assessment of English Language Learners
Friday, March 29 1:00-4:00 p.m.
Registration fee: $35
The assessment of culturally and linguistically diverse students is a complex process and researchers have sought to identify best practices to assist practitioners in meeting the unique educational needs of these students. In the absence of “culture-free” tests, it is important for school psychologists to reduce bias in testing to the maximum extent possible. This presentation will focus on understanding how cultural factors such as acculturation and language proficiency influence the assessment process of culturally and linguistically diverse students. Additionally, this presentation will discuss considerations in the selection of assessment tools, as well as the interpretation of test results, to assist in the special education eligibility decision-making process. Finally, the presenter will discuss a model to guide the evaluation process for culturally and linguistically diverse students.
- Participants will gain an understanding of how acculturation and language proficiency impact test validity.
- Participants will be able to select appropriate assessment tools for the evaluation of culturally and linguistically diverse students.
- Participants will be able to discuss and implement the steps involved in completing an evaluation of culturally and linguistically diverse students.
Dr. Desiree Vega received her B.A. in Psychology from Binghamton University-State University of New York (SUNY) and both her M.A. and doctorate in School Psychology from The Ohio State University. She completed her pre-doctoral internship in the Omaha Public Schools (OPS) district through the Nebraska Internship Consortium in Professional Psychology, an APA accredited and APPIC approved internship program. Dr. Vega worked as a bilingual school psychologist at OPS from 2010-2013. Prior to joining the faculty at the University of Arizona, she was a faculty member in the School Psychology program at Texas State University from 2013-2016.
Dr. Vega’s research focuses on three primary areas: 1) The assessment of culturally and linguistically diverse students, including utilizing best practices and training culturally competent school psychologists; 2) Identification of the significant factors, which contribute to the academic success of African American and Latino youth in the K-12 pipeline (i.e., culturally responsive intervention and instructional practices); and 3) Access to higher education among urban youth, including the role of school psychologists in the transition from high school to college. Dr. Vega also focuses on the training of bilingual school psychologists and served as a co-principal investigator on the U.S. Office of Special Education Programs, U.S. Department of Education, $1.03 million, 5-year grant at Texas State University.
Location and Contact Information
Both sessions meet at the following location:
For questions about workshop content:
For questions about registration or payment: