president’s pen - mspamspaonline.org/resources/documents/protocol december 2017.pdf · as i write...

Volume LVIII, Issue 1 PROTOCOL December 2017

As I write this, my first President’s Pen,

we are a month and a half into the school

year. We started school after Labor Day for

the first time in many years and we will be

ending the school year by June 15, 2018,

after 180 days of instruction. This looks to

be a very busy year!

I would like to lay out my focus for this

year. My first goal involves completing the

association’s development of a Strategic

Plan. I also plan to explore ways to use

technology and social media to support its

membership and other stakeholders, and

enhance MSPA's public profile. Finally, I

see a need to increase member involvement

in the association and will be encouraging

greater member participation.

Last year, we started the process of devel-

oping a Strategic Plan for MSPA. Strategic

Plans provide the roadmap for an organiza-

tion in the form of Core Values and Goals

that help to realize the organization’s vi-

sion. As an association, MSPA already had

a vision and mission but no plan for how to

actualize these ideas. We gathered infor-

Had a listserv to answer member ques-

tions or provide information on specific

topics that could be at a member’s finger-

tip/mouse-click?

Provided real-time responses or supports

that Maryland school psychologists could

use the same day at school?

All of these things are possible. The tech-

nology exists. What MSPA needs to deter-

mine is what our members need/want the

most, what it would take to engage in these

activities, and the fiscal and personnel costs

to use them.

This brings me to my last goal: increasing

member involvement. These are lofty goals

that require work. I know: way to sugar-

coat it, Michelle. The more people we have

in the work, the more ideas we generate,

the more skills to which we have access,

and the easier the load is. You can start

small - come to a board meeting, join a com-

mittee, or contact me, or any other board

member. These are big tasks and the more

people we have involved, the better able we

will be to meet the needs of our members.

Take care,

Michelle L. Palmer, Psy.S., NCSP

President, MSPA

Volume LVIII, Issue 1 www.mspaonline.org December 2017

mation from NASP on how to engage in

strategic planning and started the process

to work towards developing Core Values,

which was the next step in the process of

developing MSPA’s roadmap. Our drafted

Core Values were approved by the mem-

bership during the last election, and our

next steps involve drafting goals for the

organization and objectives that will assist

us in meeting the goals. Many of you com-

pleted a survey sent out through Survey

Monkey in September. The information

gleaned from these results will directly in-

form MSPA’s goals; these goals will, in

turn, drive the work of the association and

its committees in the future. The final re-

sults of the strategic planning will be

shared at the spring conference in April.

Stay Tuned!

My second goal for the year is to explore

ways to use technology and social media to

support our membership and other stake-

holders. As an executive board, we have

been using online meeting platforms to

make it easier for members to participate in

the association. As a board and as com-

mittees, we are discussing how to leverage

social media and other electronic platforms

to meet the changing needs of our mem-

bers. While some committees are more

ready than others to use some of these me-

dia advances, as an association, we need to

keep moving forward. This is about grow-

ing as an organization and being able to

serve our members and stakeholders in a

forward-facing way. For example, what if

we…

Could provide webinars for members

who cannot take a day away from work

or live/work too far away to attend a con-

ference?

“The Only Thing That Is Constant Is Change -

” ― Heraclitus

President’s Pen

2


PANDAS: What Is It

and What Can Be

Done?

3-6

Graduate Student

Socialization 7-9

International Test

Commission Test

Adoption Guidelines

10-

11

Mindfulness in

Howard County

12-

13

Views from the Past 14-

15

Legislative Updates 16-

17

Membership 19

PD Grant Recipient:

ESSPA 20

Executive Board

Members 22

Inside this issue:

Thank You for Celebrating

School Psychology

Awareness Week (SPAW) 2017:

POWER UP! BE A POSITIVE CHARGE

Be sure to check out the new

MSPA Facebook Page

https://www.facebook.com/mdspaonline/

which featured several activities taking

place at our local universities during

SPAW 2017 (November 13-17)!

For more information, contact the MSPA

Public Affairs Committee at

[email protected]

or

http://www.mspaonline.org/PublicAffairs

The MSPA Diversity Committee hosted their Second Annual

Diversity Dialogue on October 20th, and included the

If You Really Knew Me … Power of One Group Activity

found on the NASP Activities Page.

For more information, contact the MSPA Diversity Committee at

[email protected]

or

http://www.mspaonline.org/Diversity

https://www.facebook.com/mdspaonline/

https://www.nasponline.org/research-and-policy/advocacy-tools-and-resources/school-psychology-awareness-week-2017/power-up-be-a-positive-charge-poster-activities

3


Left: Mackenzie Olson, M.Ed., C.A.G.S., NCSP

Current Role: School Psychologist

Place of Work: Charles County Public Schoo ls

Email: [email protected]

Professional Interests: MTSS & menta l hea lth; Socia l-emotional

learning in the preschool population

Right: Chelshea Thompson, M.Ed.

Current Role: Doctora l Candidate & Teaching Assistant

Place of Study: Indiana University o f Pennsylvania

Professional Interests: Socia l-emotional learning; growth mindset


Part I - Key Features of PANDAS

Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infections (PANDAS) is estimated to affect one in two

-hundred children in the United States (PANDAS Network, 2016). It was first identified in the late 1990s by Dr. Susan Swedo who docu-

mented a connection between children who had a streptococcal (strep) infection and then shortly after, met the criteria for acute-onset

Obsessive Compulsive Disorder (OCD; Miller, 2017, pp. 5). These children recently had a strep infection in which either the infection was

not entirely treated or they had not displayed any physical signs of the infection resulting in receiving no treatment (Miller, 2017). Unlike

most cases of OCD in which symptoms seem to manifest over time and the individual experiencing the symptoms tries to hide them from

others, acute-onset OCD symptoms are often quickly noticed by others (Miller, 2017). Parents have described the onset of symptoms as

happening “from 0 to 60” or appearing “overnight” (Miller, 2017, pp. 1). An article from the Child Mind Institute recognizes the following

as signs of acute-onset OCD:

it’s as if a child is suddenly “possessed” by OCD symptoms, severe separation anxiety, handwriting suddenly becomes unrecog-

nizable, drawings look like scribbles, has trouble eating, starts wetting the bed, can’t manage the math or reading he could do

effortlessly the previous week, irritable, emotionally erratic, panic attacks, and suicidal thoughts. (Miller, 2017, pp. 4)

It is believed that the onset of PANDAS begins when a child has a strep infection, particularly the group A Beta-hemolytic strep (NIMH,

2010). When the strep bacteria invade a child’s body, it engages in a process called “molecular mimicry,” disguising itself to be almost

indistinguishable from the molecules that are “found on the child’s heart, joints, skin, and brain tissue” (NIMH, 2010, pp. 4). As a result,

the strep bacteria go unnoticed for some time by the body’s immune system; however, once the strep bacteria are identified as an intruder,

the body’s immune system initiates the production of antibodies to eradicate the strep bacteria (NIMH, 2010). Unfortunately, the antibod-

ies end up attacking both the strep bacteria and the molecules it is mimicking, producing problems within various organs in the body

(NIMH, 2010). The neuropsychiatric symptoms that are associated with PANDAS are suspected to be caused by the immune system es-

sentially “attacking” the child’s brain (NIMH, 2010).

According to the NIMH, the five diagnostic criteria for PANDAS are “presence of clinically significant obsessions, compulsions and/or

tics; unusually abrupt onset of symptoms or a relapsing-remitting course of symptom severity; prepubertal onset; association with other

neuropsychiatric symptoms; and association with streptococcal infection” (n.d., pp. 10). Along with the OCD or tic disorder symptomatol-

ogy, other symptoms of PANDAS include:

ADHD symptoms (hyperactivity, inattention, fidgety); separation anxiety (child is "clingy" and has difficulty separating from his/

her caregivers; for example, the child may not want to be in a different room in the house from his or her parents); mood changes,

such as irritability, sadness, emotional lability (tendency to laugh or cry unexpectedly at what might seem the wrong moment);

trouble sleeping, night-time bed-wetting, day-time frequent urination or both; changes in motor skills (e.g. changes in handwriting);

and joint pains. (NIMH, 2016, pp. 12)

It is important to note that the combination of symptoms is likely to be different from child to child. When there is no presence of the

strep bacteria in the child, a diagnosis of Pediatric Acute-Onset Neuropsychiatric Syndrome (PANS) is made (Child Mind Institute,

2017). Rule-out diagnoses for PANDAS include Lyme Disease, Thyroid Disease, Celiac Disease, Lupus, Sydenham Chorea, Kawasaki’s

Disease, and acute Rheumatic Fever (Stewart & Murphy, 2010).

Continued on Page 4

Pediatric Autoimmune Neuropsychiatric Disorders Associated with

Streptococcal Infections (PANDAS): What Is It and What Can Be Done?

mailto:[email protected]


4


PANDAS: What Is It and What Can Be Done? (Continued From Page 3)

Part II - Pharmacological Treatment for PANDAS

The first action of treatment for PANDAS is to treat the strep infection. The NIMH (2017) recommends pediatricians prescribe a course

of antibiotics to kill the strep bacteria. However, penicillin and other antibiotics will only treat the strep infection, not the symptoms of

PANDAS themselves (NIMH, 2017). Common side effects for antibiotics include stomach upset, such as nausea, vomiting, cramps, or di-

arrhea; photosensitivity; fever; or tooth discoloration (University of Illinois, Chicago, Drug Information Group, 2016). Rarer side effects

include reactions to the antibiotic, blood reactions, heart problems, or tendonitis (University of Illinois, Chicago, Drug Information Group,

2016). Blood reactions include bleeding, increased bruising, or slowed blood clotting, while heart problems are irregular heartbeat or low

blood pressure. Tendonitis refers to the inflammation or irritation of a tendon.

According to the University of Missouri-Columbia (2012), it is reported that 7 out of 10 Americans receive antibiotics when they seek

treatment for a virus. A common example of this is when individuals are prescribed antibiotics for the common cold. Antibiotics cannot

treat a viral infection; therefore, they are not appropriate as a treatment option. Furthermore, only one third of patients use antibiotics as

prescribed (University of Missouri-Columbia, 2012). Antibiotics are misused by patients when they do not take them according to in-

structions, such as stopping treatment before the illness is cured. Other patients may save the unused medicine and take it later for anoth-

er illness, or give it to family or friends to use (University of Missouri-Columbia, 2012).

The U.S. Food and Drug Administration (FDA) (2017) recommends following directions to avoid misuse or abuse of antibiotics. Patients

should complete the full course of the drug; if the treatment is stopped too soon, the drug may not kill all the bacteria and the remaining

bacteria may become resistant to antibiotics (FDA, 2017). Antibiotics are most effective when taken regularly. Additionally, taking the

wrong medicine may not treat the infection. Patients should not take antibiotics prescribed for someone else (FDA, 2017). These recom-

mendations are especially important for children with PANDAS. If a treatment is stopped too soon or not taken as prescribed, the strep

infection could regenerate to a stronger, more antibiotic-resistant strain. Some doctors recommend taking antibiotics prophylactically.

Children are given antibiotics before a PANDAS flare occurs to prevent a strep infection and reduce the rates of recurrent episodes

(NIMH, 2017).

Antibiotics work by attacking bacterial cells that have different components compared to human cells. How the antibiotic affects the

bacteria depends on the type of specific antibiotic (Genetic Science Learning Center, n.d.). Antibiotics in the beta-lactam group, such as

penicillin, kill bacteria by surrounding the cell wall. The bacteria grow by building cell walls that link molecules together, but beta-

lactams block this process (Genetic Science Learning Center, n.d.).Without support from the cell wall, pressure builds inside the cell and

the membrane bursts (Genetic Science Learning Center, n.d.).

For children whose strep infections are resistant to antibiotics or continuously come back, intravenous immunoglobulin (IVIG) may be

considered. IVIG is used to help people with weakened immune systems fight off infections (WebMD, 2017). Currently, IVIG can treat a

range of diseases including multiple sclerosis, Kawasaki disease, and lupus. It is made from pooling immunoglobulins from thousands of

human donors (PANDAS Physicians Network, 2017). The mechanism of action for IVIG is unknown; however, it has been shown to react

with the child’s immunoglobulins locally and balance cytokines and chemokines systematically (PANDAS Physicians Network, 2017).

Overall, it appears to reset the child’s immune system.

A double-blind study conducted in 1999 demonstrated symptom improvement in children with PANDAS compared to the placebo-

controlled group (PANDAS Physicians Network, 2017). Furthermore, support for IVIG in cases of PANDAS is reported by a small num-

ber of case reports and shared experiences. A single course of IVIG is sufficient to produce significant improvements in most patients

while multiple monthly infusions have not been tested nor are they recommended (PANDAS Physicians Network, 2017). Additionally,

multiple low-dose infusions of IVIG may worsen symptoms of PANDAS by activating the immune system (PANDAS Physicians Net-

work, 2017).

The IVIG treatment protocol is a multi-step process that may affect children for weeks or months. First, blood work must confirm the

patient is not immunoglobulin deficient. The child should also be free of strep infections prior to treatment; therefore, he/she should be

given a round of antibiotics to treat hidden symptoms of strep. Next, an intravenous catheter is inserted into the arm or hand with the

immunoglobulins for a period of four to six hours over the course of two days (PANDAS Network, 2017). On the second day, the child

may experience headaches or vomiting, but otherwise the child can return home (PANDAS Network, 2017). It is suggested that children

remain home for at least a week or two after the treatment. Furthermore, doctors and parents should work together to reduce exposure

risks including good hygiene, avoiding crowded places, and isolating sick children from the child with PANDAS (PANDAS Physicians

Network, 2017). Schools also can aid in the treatment of children receiving IVIG by implementing “strep surveillance,” where the school

nurse monitors illness-related absences and notify the child’s parents when a classmate has a strep infection (PANDAS Physicians Net-

Continued on Page 5

5


work, 2017). Side effects of IVIG in children with PANDAS includes mild to severe headache, nausea or vomiting, or fever. Rarer side

effects include immediate hypersensitivity reactions such as anaphylaxis, aseptic meningitis-like illness, risk of hidden infections, and

anemia (PANDAS Physicians Network, 2017).

Symptom relief may occur quickly within the first few days after treatment, but is more commonly seen three to four weeks later. Relief

tends to be gradual, with periods of improvement interspersed with periods of continued symptoms, while a small number of cases re-

port immediate and dramatic improvement (PANDAS Physicians Network, 2017). Relapses also are possible; however, the intensity of

symptoms is less than those of symptoms prior to IVIG treatment. Age and length of time from onset to treatment may impact time of

recovery and impact of IVIG (PANDAS Physicians Network, 2017).

Doctors caution that IVIG should only be used to treat PANDAS when the strep infection is acute or severe (NIMH, 2017). The use of

IVIG is still debated among the PANDAS community, indicating most children do not need IVIG and only those children who experience

acute clinical presentations should be recommended (PANDAS Network, 2017). Furthermore, IVIG often is not covered by insurance and

could put children at risk for more infections as they are healing (PANDAS Network, 2017). Since IVIG is made from pooling human do-

nor blood, each batch consists of different concentrations of immunoglobulin-specific antibodies. As a result, there is a 10-15% failure rate

reported by clinicians (PANDAS Physicians Network, 2017).

To treat the obsessive-compulsive disorder (OCD) symptoms, children should be prescribed selective serotonin reuptake inhibitors

(SSRIs; NIMH, 2017). SSRIs are commonly prescribed antidepressants. They work by increasing levels of serotonin in the brain by block-

ing the reabsorption of serotonin, thus making more serotonin available (Mayo Clinic, 2017b). Common side effects of SSRIs include

drowsiness, nausea, dry mouth, insomnia, diarrhea, nervousness, agitation, restlessness, dizziness, headache, and blurred vision (Mayo

Clinic, 2017b). Furthermore, SSRIs should be used in combination with cognitive behavioral therapy (CBT).

Some clinicians report using corticosteroids to treat PANDAS, with mixed results. Some clinicians report improvement of OCD severi-

ty, while others report steroids intensify or cause tics (NIMH, 2017). Doctors caution that steroids can only be used for a short period of

time to avoid serious long-term complications (NIMH, 2017). In some children with PANDAS, symptoms are reported to improve during

steroid administration, but will return shortly after stopping corticosteroids (NIMH, 2017). Common side effects of orally administered

corticosteroids include elevated pressure in the eyes; fluid retention causing swelling in the lower legs; high blood pressure; problems

with mood, memory, behavior, or other psychological effects; and weight gain (Mayo Clinic, 2017a). If steroids are taken long-term, side

effects include cataracts, high blood sugar, increased risk of infections, osteoporosis, suppressed adrenal gland hormone production, and

thin skin, bruising, or slower wound healing (Mayo Clinic, 2017a).

Part III. Non-pharmacological Treatment for PANDAS.

PANDAS primarily affects school-age children. Therefore, it is pertinent that supports be identified for these students while they are in

school. By law, schools must provide a free and appropriate public education to students. For those who “have a physical or mental im-

pairment that substantially limits one or more major life activities,” such as PANDAS, modifications of school equipment, environment,

or the curriculum may be implemented if needed with a 504 plan (U.S. Department of Education, 2015, pp. 22). However, if it is found

that the student’s disability or medical condition adversely affects his or her education, the school’s multidisciplinary team may deter-

mine that a student with PANDAS is eligible for and needs specially-designed instruction under the disability code, Other Health Impair-

ment.

As with any type of disability or medical condition, every individual with PANDAS will have unique strengths and areas of need. The

necessary supports needed for students with PANDAS will vary and will need to be determined on a case-by-case basis. With that said,

the following accommodations and modifications have been identified as being beneficial for some students with PANDAS in the school

setting. It is to be noted that this list of supports is not exhaustive.

For a child who has PANDAS, the most important thing is to establish an open line of communication between home and school. It is

necessary for the school to be informed of the student’s diagnosis of PANDAS so that behaviors and academic issues are not mistaken for

something else. Once the child’s symptoms are known, appropriate supports can be put in place. It is important that the school nurse, the

family, the teachers, the school psychologist, and other school staff become involved and know what role they play in supporting a stu-

dent with PANDAS (Candelaria-Green, 2014).

To help children with PANDAS, teachers can provide “direct instruction to students in memory aids such as mnemonics,” use

“repetition/review” and have the student(s) “repeat directions back to the instructor,” “teach only as much as they can handle at one time

adding only one more bit of information,” and “present new information in a meaningful context” (Candelaria-Greene, 2014, p. 5). Stu-


Continued on Page 6

6


dents with PANDAS may also need “extended time for all projects involving writing,” “use of word processor, note taker, recording

equipment, or graph paper,” “shortened assignments,” “raised lined paper,” “use of voice recognition software,” and “occupational ther-

apy” (Candelaria-Greene, 2014, p. 5). It may benefit students with PANDAS to have access to “math facts, formula sheets, and calculators

when knowledge is not the primary purpose of testing” and to have “extra time to process texts, tests, and homework” (Candelaria-

Greene, 2014, p. 6). Depending on specific needs, students may benefit from use of assistive technology (Candelaria-Greene, 2014). Other

things to consider are ways to support the students’ emotional symptoms, what to do when students demonstrate obsessions and/or com-

pulsions, and where a safe area would be for when students’ tics manifest (Kennedy Krieger Institute, 2016).

No research on school interventions that specifically focus on students with PANDAS is available. This is an area of need. Similarly, it

may be beneficial to learn about interventions that focus on targeting specific needs of students with PANDAS such as attention, behavior,

emotions, memory, fine motor, gross motor, speech, academic skills, and health (Candelaria-Greene, 2014). It is important that supports

put in place align with the areas of need that a student with PANDAS may have.

Part IV - Conclusion

PANDAS is a relatively unknown disorder affecting school-age children, with an estimated 1 in 200 students affected. School psycholo-

gists, school nurses, teachers, and other educators should be aware of the disorder to help identify possible signs in children. For students

who are suspected of having PANDAS, a course of antibiotics can treat the underlying strep infection, reducing the associated symptoms .

For a small percentage of students, IVIG may be appropriate. Educators can help families and students affected by PANDAS by accom-

modating identified students during flare ups. PANDAS is a disorder that can be treated with pharmacological and nonpharmacological

treatments.

References Candelaria-Greene, J. (2014). Considerations regard ing academic accommodations/compensatory strategies, and services for students with

pandas/pans. Retrieved from http://pandasnetwork.org/wp-content/uploads/2014/09/School-Considerations-2014.pdf.

Genetic Science Learning Center. (n.d.). What is an antibiotic? Retrieved from http://learn.genetics.utah.edu/content/microbiome/antibiotics/.

Kennedy Krieger Institute. (2016). Pandas and pans. Retrieved from https://www.kennedykrieger.org/sites/default/files/community_files/shnic

-pandas-factsheet.pdf.

Mayo Clinic. (2017a). Prednisone and other corticosteroids. Retrieved from http://www.mayoclinic.org/steroids/art-20045692?pg=2.

Mayo Clinic. (2017b). Selective serotonin reuptake inhibitors. Retrieved from http://www.mayoclinic.org/diseases-conditions/depression/in-

depth/ssris/art-20044825.

Miller, C. (2017). Pandas and pans: About acute-onset ocd. Retrieved from https://childmind.org/article/pandas-and-pans-about-acute-onset-ocd/.

National Institute of Mental Health. (n.d.). Information about pandas. Retrieved from https://www.nimh.nih.gov/labs-at-nimh/research-areas/

clinics-and-labs/pdnb/web.shtml.

National Institute of Mental Health. (2010). Pandas frequently asked questions. Retrieved from https://www.nimh.nih.gov/labs-at-nimh/

research-areas/clinics-and-labs/pdnb/pandas-frequently-asked-questions.shtml#4.

National Institute of Mental Health. (2016). Pandas: Questions and answers. Retrieved from https://www.nimh.nih.gov/health/publications/

pandas/pandas-qa-508_01272017_154202.pdf.

National Institute of Mental Health. (2017). PANDAS frequently asked questions. Retrieved from https://www.nimh.nih.gov/labs-at-nimh/

research-areas/clinics-and- labs/pdnb/pandas-frequently-asked-questions.shtml#1.

PANDAS Network. (2017). IVIG. Retrieved from http://www.pandasnetwork.org/understanding-pandaspans/ivig/.

PANDAS Network. (2016). Statistics. Retrieved from http://www.pandasnetwork.org/understanding-pandaspans/statistics/.

PANDAS Physicians Network. (2017). Intravenous immunoglobulin.. Retrieved from https://www.pandasppn.org/ivig/.

Stewart, E., & Murphy, T. (2010). Pandas fact sheet. Retrieved from https://iocdf.org/wp-content/uploads/2014/10/PANDAS-Fact-Sheet.pdf.

University of Illinois-Chicago, Drug Information Group. (2016). Side effects of antibiotics: What they are and how to manage them. Retrieved

from http://www.healthline.com/health/infection/antibiotic-side-effects.

University of Missouri-Columbia. (2012). Misuse of antibiotics. Retrieved from http://shp.missouri.edu/vhct/case899/

correct_use_of_antibiotics.htm.

U.S. Department of Education. (2015). Protecting students with d isabilities. Retrieved from https://www2.ed.gov/about/offices/list/

ocr/504faq.html.

U. S. Food and Drug Administration. (2017). Combating antibiotic resistance. Retrieved from https://www.fda.gov/ForConsumers/

ConsumerUpdates/ucm092810.htm.


7


With the growing shortage of school psychologists, the recruitment and retention of new professionals into the field has become in-

creasingly more important. Most efforts to address the shortage have focused on recruitment of graduate students, practitioners, and

faculty. However, less attention has been given to strategies that will help keep these individuals in the field. If we do not consider fac-

tors that promote retention, these intense recruitment initiatives may be in vain. In the Addressing Shortages in School Psychology Re-

source Guide (2016), the National Association of School Psychologists (NASP) provides some recommendations to increase retention such as in-

creasing access to structured mentorship or induction programs to provide support during professional transitions and advocating for

comprehensive professional roles more aligned with the NASP Practice Model to reduce the dissonance between the “ideal” and

“actual” roles in schools and decrease burnout. The underlying functions of these retention strategies are to strengthen school psy-

chologists’ sense of professional identity and connectedness to the profession. Professional identity refers to the integration of individ-

ual values and interests with professional knowledge, skills, values, and attitudes acquired throughout training and career (Ducheny,

Alletzhauser, Crandell, & Schneider, 1997; Gibson, Dollarhide, & Moss, 2010). Having a strong professional identity may buffer against

attrition as individuals with strong professional identities feel more closely aligned or affiliated with other members of their profession

and report greater job satisfaction and effectiveness than those with more diffuse professional identities.

The development of a professional identity is the result of a successful professional socialization process (Liddell, Wilson, Pasquesi,

Hirschy, & Boyle, 2014). Professional socialization is the process by which individuals learn to adopt the values, skills, attitudes, norms,

and knowledge needed to be part of a profession (Gardner, 2010). Some of this socialization occurs before graduate school when pro-

spective students seek information about the profession and learn how to become a school psychologist. Most prospective graduate

students are introduced to school psychology through direct contact with individuals such as faculty, practitioners, significant others,

and acquaintances (Bocanegra, Rossen, & Grapin, 2017). These early pre-socialization, or anticipatory socialization, experiences intro-

duce these future school psychologists to the values and standards of the profession. However, it is in graduate school that the formal

and informal aspects of professional socialization really start to occur. The experiences graduate students have in their programs play

an important role in developing their professional identities. As such, it is important for all those who interact with school psychology

graduate students to better understand their role in the professional socialization process and the relationship between professional

socialization and professional identity.

Pathways for Professional Socialization

The socialization process occurs in four overlapping ways: anticipatory, formal, informal, and personal (Liddell et al., 2014; Miller,

2013). As mentioned previously, anticipatory socialization occurs prior to entry into the profession and is likely a factor in determining

whether or not someone will enter the profession. Formal socialization consists of the structured experiences, such as didactic course-

work and field experiences (i.e., practicum and internship) in which graduate students learn professional norms, knowledge, and activ-

ities and develop skills. In contrast, informal socialization consists of interactions with faculty, field supervisors, and peers who rein-

force role expectations. Finally, the personal aspect is the integration of personal needs and professional roles.

Both program faculty and field supervisors play integral roles in the socialization process. Aside from facilitating formal socialization

by providing direct instruction on the roles and functions of school psychologists and feedback on skill development, they foster the

informal socialization process through their roles as formal or informal mentors and the modeling of professional behavior, attitudes,

and values to demonstrate what it means to be members of a profession.

Out-of-class experiences such as practicum and involvement in professional associations are important to socializing graduate stu-

dents to the profession. Out-of-class experiences, like practicum, have been found to be more influential than in-class experiences in

expanding students’ professional networks and their understanding of professional expectations (Liddell et al., 2014).

Author: Celeste M. Malone, PhD, MS

Current Role: Assistant Professor and Coordinator, School Psychology Program,

Howard University School of Education

Professional Interests: Multicultural competence in the tra ining and practice o f

school psychology, Professional issues in school psychology, School climate, School

mental health

Contact Email: [email protected]

Graduate Student Socialization and the Development of Professional Identity

Continued on Page 8


8


Consistent with that, a study of counseling psychology students found that engaging in the actual work of counseling, such as di-

rect work with clients and the accompanying sense of accomplishment at clients’ successes contributed to a positive sense of profes-

sional identity (Gazzola, DeStafano, Audet, & Theriault, 2011). Similarly, graduate students in the social sciences reported that field-

work had the greatest influence on their professional identity because of the extensive opportunities provided to experiment with the

professional role and to decide what type of professional they wanted to be (Ronfeldt & Grossman, 2008). Additionally, graduate stu-

dents involved in professional associations find that they benefit from networking and professional learning and development

(Richards, Eberline, & Templin, 2016).

While relationships and out-of-school experiences can promote positive professional identity development, they also can hinder

identity development. Specifically, negative interactions with faculty, supervisors, and peers, and exposure to negative views of the

profession have been found to hinder the development of a professional identity in counseling psychology students (Gazzola, De-

Stafano, Audet, and Theriault, 2011). Graduate students often are drawn to school psychology because they are excited about work-

ing with children and families and in schools (Bocanegra, Rossen, & Grapin, 2017); however, if graduate students have little oppor-

tunity to do so during practicum, they may become disillusioned with the profession and feel that the school psychology is not a

good fit with their own personal values. This disconnect may inhibit the development of a positive professional identity.

Recommendations to Promote Professional Socialization

While professional socialization experiences naturally occur throughout graduate school, it is important for graduate students and

their program faculty and field supervisors to be more intentional about this process because of the important role socialization plays

in professional identity development.

For Graduate Students

Graduate students are encouraged to become involved in professional associations early in their graduate careers. Professional as-

sociations provide opportunities for graduate students to network with professionals outside of their program and bridge in-class

experiences to real-life experiences to facilitate learning and development (Richards, Eberline, & Templin, 2016). Aside from the net-

working component, the exposure to the varied roles and functions of school psychologists can help students find aspects of the pro-

fession that align with their own personal values.

For Program Faculty and Field Supervisors

Program faculty and field supervisors serve as models of professionalism. As such, they should make sure that they mirror the val-

ues of the profession in their words and actions as well as have intentional discussions with graduate students about how their

coursework and practicum activities are helping them to become socialized to the profession and develop their professional identity.

These conversations would also promote more openness and interaction between graduate students and their faculty and supervisors

(Bruss & Kopala, 1993).

Additionally, given the role that peers and colleagues have in providing informal socialization experiences, program faculty should

encourage the development of student associations and peer mentoring networks to facilitate student interaction and consider how a

cohort model can serve as a support group for students (Dollarhide, Gibson, & Moss, 2013). Additionally, encourage students to join

and actively participate in professional associations because students are more likely to become involved in professional associations

if program faculty or more advanced students encourage this involvement (Gardner & Barnes, 2007; Gazzola et al., 2011; Richards,

Eberline, & Templin, 2016).

References

Bocanegra, J., Rossen, E., & Grapin, S. L. (2017). Factors associated with graduate students’ decisions to enter school psychology [Research re-

port]. Bethesda, MD: National Association of School Psychologists.

Bruss, K. V., & Kopala, M. (1993). Graduate school training in psychology: Its impact upon the development of professional identi-

ty. Psychotherapy: Theory, Research, Practice, Training, 30(4), 685-691.

Dollarhide, C. T., Gibson, D. M., & Moss, J. M. (2013). Professional identity development of counselor education students. Counselor Education

and Supervision, 52, 137-150.

Graduate Student Socialization (Continued from Page 7)

Continued on Page 9

9


Graduate Student Socialization (Continued from Page 8)

Ducheny, K., Alletzhauser, H. L., Crandell, D., & Schneider, T. R. (1997). Graduate student professional development. Professional Psychology:

Research and Practice, 28(1), 87.

Gardner, S. K. (2010). Faculty perspectives on doctoral student socialization in five disciplines. International Journal of Doctoral Studies, 5, 39-53.

Gazzola, N., DeStafano, J., Audet, C., & Theriault, A. (2011). Professional identity among counselling psychology doctoral students: A qualita-

tive investigation. Counselling Psychology Quarterly, 24(4), 257-275.

Gibson, D. M., Dollarhide, C. T., & Moss, J. M. (2010). Professional identity development: A grounded theory of transformational tasks of new

counselors. Counselor Education and Supervision, 50(1), 21-38.

Liddell, D. L., Wilson, M. E., Pasquesi, K., Hirschy, A. S., & Boyle, K. M. (2014). Development of professional identity through socialization in

graduate school. Journal of Student Affairs Research and Practice, 51(1), 69-84.

Miller, S. E. (2013). Professional socialization: A bridge between the explicit and implicit curricula. Journal of Social Work Education, 49(3), 368-

386.

National Association of School Psychologists. (2016). Addressing shortages in school psychology: Resource guide. Bethesda, MD: Author. Re-

trieved from http://www.nasponline.org/resources-and-publications/resources/schoolpsychology/shortages-in-school-psychology-resource-guide

Richards, K. A. R., Eberline, A. D., & Templin, T. J. (2016). Secondary professional socialization through professional organizations: An explor-

atory study. Journal of Teaching in Physical Education, 35, 70-75.

Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Educa-

tion Quarterly, 35(3), 41-60.

Calling All Graduate Student Writers! Did you know that as a graduate student you have the opportunity to be published in the Maryland School Psychologists’ Associ-

ation’s (MSPA) newsletter, the Protocol? Submitting an article to the Protocol will give you a chance to share knowledge, ideas,

and opinions with fellow graduate students, and future colleagues. What a great way to enter into the world of school psychology!

Also, writing an article for the Protocol is a great addition to your resume or curriculum vitae.

One way to submit an article is to utilize ideas and findings from research papers written for graduate school classes. You can also

write about current topics or issues in school psychology or education that interest you. Practitioners are always interested in

learning about the research focus or topics of interest for up-and-coming school psychologists!

Submitting an article is easy! Please see the attached rubric so you will know our expectations. Should you be asked to edit or re-

vise any part of your article, you will be eligible to work with our Content Manager, Juralee Miranda, for mentorship through the

revision process. To submit, please follow the three steps below.

1. Please have a professor in your program review your article to provide you with feedback, and add their name and

email address to the article when they have done so.

2. Please add the following information to the body of the article for all authors of the article:

Headshot (a clear, professional picture using a smartphone or equivalent camera with good resolution)

Name, Title, Current Role, Place of Work (i.e. District, University, Private Practice, etc.)

Professional Interests (limit 5; list)

Contact Email

3. Finally, send your article attached as a Microsoft Word Document to [email protected]

Submission deadlines are as follows: January 1st, 2018 to be published in the spring production.

April 15st, 2018 to be published in the summer production.

If you have any questions about the submission process, or for a copy of our new scoring rubric, please feel free to email

Liz Niemiec at [email protected] .

Thank you and happy writing!



10


A few years ago, the assessment industry experienced an explosion of new test revisions leading school districts to ask the question,

“How long can I use the old version?” Popular, but not necessarily correct, responses include:

The well-cited ‘one year’ rule of thumb

In head-to-head litigation, the most recent norms win

As long as the publisher continues to sell the old version

On the surface, these seem like appropriate responses, but they are not universally applicable. For example, test publishers may contin-

ue to sell old versions of tests for use by universities and medical institutions conducting longitudinal research studies. At the same time,

however, the same test may no longer be applicable for clinical practice. The use of an older test version may also provide supplementary,

qualitative data in some unique situations.

The International Test Commission (ITC) is an international body of national psychological associations, test commissions, publishers

and other organizations, committed to promoting effective testing and assessment policies. It also promotes “the proper development,

evaluation, and uses of educational and psychological instruments.” In 2015, ITC published new “Guidelines for Practitioner Use of Test

Revisions, Obsolete Tests, and Test Disposal” (The International Test Commission, 2015). Those guidelines offer 27 Principles which are

summarized below:

Consider non-financial factors when making adoption of a revised test. (3.3)

Shall not justify use of an older version due to their personal attachment – “Emotional feelings (e.g., attachment to the previous ver-

sion) and reluctance to update one's knowledge of the new version shall not be considered valid reasons for failing to adopt a new ver-

sion.” (2.9)

Review external policies which govern use - laws, public or private policy, or other external requirements may mandate the use

of a revised measure. In specific situations, a school psychologist may believe a required test is not appropriate for a particular

student. In these circumstances, the school psychologist should advocate for an exception to policy based on the merits of the

proposed assessment. (2.8)

Consider relevance of test. (4.1)

Selection based on scientific merits of revised version. (2.5)

May use tests other than “Gold Standard” – determination of a Gold Standard is not evidence-based, but often is the consequence

of reputation and promotion. (2.3)

Make informed decisions – does the new test promote a better understanding of the student? (2.2)

Consider normative data, reliability, and validity. (4.4, 4.5, 4.7)

Select tests that help them individualize their work – school psychologists should select instruments with respect to student qual-

ities. “These may include age, family constellation, disabilities, gender, education, language, work histories, race, social class,

and other personal qualities that may impact behavior.” (5.1)

Consider referral issues. (5.2)

Select tests that improve decisions. (5.3)

Author: Selina Oliver, NCSP

Current Role: Information Management Committee Member

Place of Work: Pearson Clinica l Assessments

Professional Interests: Technology and Psychology


Continued on Page 11

International Test Commission Test Adoption Guidelines


11


Justify use of an obsolete test. “A decision as to when a test is obsolete lies in the reflective and informed judgment o f a profes-

sional who is committed to the selection and use of the best version of a test to address referral issues and client qualities. The professional can

expect to be able to articulate support for this judgment.” (7.1)

Do not dispose of older tests prematurely. Retain access to older test versions for the purposes of documentary support when

reviewing older assessment reports. (8.1)

Dispose of tests in a way that maintains security. (8.2)

In summary, when making a decision regarding adoption of new tests, follow these principles:

Consult with local law and regulations

Consult with professional associations

Refer to published manuals for guidance to ensure relevance and applicability

Use clinical judgement

References:

International Test Commission. (2015). Guidelines for Practitioner Use o f Test Revisions, Obsolete Tests, and Test Disposal (Version 1.0).

Retrieved from: https;//www.intestcom.org/files/guideline_test_disposal.pdf

ARTICLES WELCOME!

Are you doing something unique in your county that you would like to tell others about?

Did you read a recently published professional book that you would like to review?

Submit PROTOCOL articles or ideas to:

[email protected]

Please submit all articles as email attachments in Microsoft Word or compatible formats.

Include captions for all pictures.

Please also include the following for all contributors to the article

within the word document:

Headshot (a clear picture using a smart phone or equivalent camera)

Name, Title, Current Role, Place of Work (District, University, Private Practice),

Professional Interests (list, limit 5)

Contact Email

International Test Commission Test Adoption Guidelines (Continued from Page 10)


12


Members of the Harford County Public Schools Psychological Services Department participate on committees ranging from

professional development planning to evaluating technology resources. In recent years, the Research Committee has studied

curriculum based writing to develop local norms and had previously conducted similar research with a math curriculum. The

focus has now shifted from academic to social-emotional development, with an emphasis on Mindfulness.

The committee spent two days with a practitioner learning about the basic components and uses of Mindfulness. The group

engaged in “sits” whereby individuals focused on awareness and nonjudgmental acknowledgment of thought. Specific exercises

included grounding, attending to one's own breathing, one-point focus, and walking with purpose. Another exercise involved

the act of sending positive thoughts and wishes to yourself and others, referred to as Heartfulness.

The committee watched a video on the Mindful Schools website called “Room to Breathe,” highlighting a case study in San

Francisco in which a resistant group of middle school students participated in lessons for several weeks. The video demonstrat-

ed the struggle of minimizing the negative influence of peers, obtaining student buy-in, and how those walls were broken down

as the students experienced a “personal transformation.” Through Mindfulness, some students found they were better able to

engage in self-regulation and focus on the important aspects of school. The students’ improved self-control resulted in a less cha-

otic classroom environment, which directly benefitted the teacher’s ability to teach course content. The video provided a realistic

view of how students can be resistant to participating, and the strategies used by the practitioner to try to reintegrate those stu-

dents into the lessons. As Mindfulness has become a hot topic in education, the primary purpose of viewing this film was to pro-

vide a more comprehensive understanding of Mindfulness, what it looks like in the school setting, and how it can be beneficial.

Increased demands for both sustained attention and

academic performance in the classroom have led to a

need for improved self-regulation strategies for stu-

dents. Mindfulness is a way to build those skills. Ad-

ditionally, social-emotional learning is becoming a

more closely monitored school-wide concern. Harford

County includes a wellness goal on all School Im-

provement Plans, considering the culture and climate

of the school. Teaching students to use Mindfulness

provides tools such as focused breathing that students

can put in their social-emotional toolbox, which could

help cultivate an environment that encourages self-

regulation and positivity. This could potentially con-

tribute to an improved culture and climate for the

school, leading to a reduction in disciplinary actions.

“Room to Breathe” demonstrated the use of the

Mindful Schools program, which was designed as a

Tier 1, whole-class intervention. Other options and

programs are designed to target smaller groups, such

as in a group counseling setting. Programs vary in in-

tensity, structure, time commitment, cost, and training

requirements making them flexible for the needs of

schools and students. Even the simplest programs that

require no formal training still recommend that the

facilitators frequently practice Mindfulness. Unlike

other counseling techniques, facilitators need to en-

gage in the practice in order to fully understand the

purpose and intent while teaching others.

Back row, left to right:

Dean Frutchey of Edgewood Middle, Tina Wachter of Havre de Grace Elementary,

Havre de Grace High, and Meadowvale Elementary, Lauren Freeman of William S James

Elementary and Abingdon Elementary, Sue Miller serving our students placed in non-public

settings, Alison Gross of Bakerfield Elementary, and George D Lisby Elementary at Hillsdale

Front row, left to right:

Neal Bortmes of Edgewood High, Jill Dye of William Paca-Old Post Road Elementary, Aimee

Moffett of Forest Hill Elementary and Bel Air Elementary

Not pictured:

Michelle Hammacher-Bortmes of Emmorton Elementary also serving our Child Find

population, Jason Brooks of Bel Air High, and Christle Henzel of North Harford High and

Jarrettsville Elementary

Mindfulness in Harford County


13


After reviewing several programs, the committee is planning to implement a program that includes structured lesson plans

and resources. One barrier to implementing this program is that many school psychologists in HCPS are assigned to multiple

schools which presents limited opportunities to meet with students. Therefore, the committee chose a program that includes the

importance of keeping parents and teachers informed in order to encourage the practice of Mindfulness outside of the counsel-

ing groups. This encourages the generalization and maintenance of the skills. The program will be utilized in small group coun-

seling sessions across a few schools in the district, inclusive of elementary and secondary aged students. It is important to note

that as with any type of social-emotional learning program, it is not going to work for all students and Mindfulness is not the

appropriate strategy for all people. Therefore, a progress monitoring system to assess behavioral data and student and teacher

perceptions will be implemented to allow the committee to analyze the effectiveness of this program with the students.

HCPS School Psychologists wish to be proactive in teaching our students social-emotional coping skills with the goal of even-

tually exposing additional students and school faculty to Mindfulness. We look forward to researching and practicing mindful-

ness skill training in order to set our students up for success.

References:

Mindful Schools. (2012). Room to Breathe. Mindful Schools. Retrieved July 6, 2017 from http://www.mindfulschools.org/

resources/room-to-breathe/

Mindfulness in Harford County (Continued from Page 12)

GET INVOLVED WITH MSPA:

JOIN A COMMITTEE

Contact a committee chairperson for more information on

the committee’s purpose and ways to get involved.

We are always looking for new committee members

and enthusiastically welcome interested graduate students.

Diversity, Nominations, Legacy, Professional Development,

Information Management, Professional Standards, Legislative,

Program, Membership, Public Affairs, Newsletter,

Standards and Certification, Strategic Planning (Ad Hoc)

14


Membership

In 1960, MSPA was created when a group of psychologists mostly from Baltimore County and Montgomery County formed the

Maryland School Psychologist Affiliate of the Maryland State Teachers Association (MSTA). At that time, dues for Active members

were $2.50 and Associate membership was $1.25. However, you also needed to be a member of MSTA, which was $10.00 per year,

so MSPA membership cost $12.50 annually. In comparison, a gallon of milk was $0.95 and gas was only $0.25 per gallon. In 1967,

MSPA changed the bylaws and became a separate entity . Becoming an independent organization cost MSPA $150.00, which

MSTA provided to MSPA for professional development. Dues were raised in 1969, with Active member dues costing $5.00 and

Associate member dues costing $2.50. At this time, milk was $1.10 and gasoline was only $0.35 a gallon.

In February 1975, there was a discussion of deficits in two of the previous four fiscal years amounting to several thousands of

dollars. However, there was no recommendation of a dues change. There was a gap of Newsletters/PROTOCOLs, until November

1984, when dues were $20.00 for Active members and $15.00 for Associate members. In comparison, NASP dues were $59.00 for

the ‘84-’85 fiscal year. Milk had increased to $2.26 and gas was $1.21 per gallon.

Dues were raised in 1988 to $35.00 for Active members. In 1993, the Active member dues rate were increased to $40.00 while the

Associate member dues rate remained at $15.00. Also, the new membership category of Retired members cost $15.00. Gasoline had

dropped to $1.11 a gallon, but milk had increased to $2.86 per gallon. In 1996, the MSPA Board adjusted dues again to $50.00 for

Active members, $35.00 for Associate members, and $20.00 for retired members. In 1998, gas dropped again to $1.06 a gallon, but

milk continued to rise to $3.16 per gallon, as did MSPA dues. Active member dues were now $60.00, with Associate members pay-

ing $40.00 and Retired members still paying $20.00. At this time, a new category for Student Members was created and their dues

were $20.00 per year.

The last increase in dues was in 2007 when gas was $3.07 a gallon and milk was $3.91 a gallon. The new rates were $70.00 for Ac-

tive members, $50.00 for Associate members, $25.00 for Retired members, and $20.00 for Student Members. These rates have re-

mained in effect for the last ten years as MSPA has tried to balance the provision of services to members with conservation when-

ever possible.

Views from the Past

Left: Bill Flook, Ph.D.

Current Role: Adjunct Faculty, MPA/MSPA Lia ison

Pro Tem, MSPA Historian

Place of Work: University o f Maryland


Right: Michael Nuth, NCSP

Current Role: Schoo l Psycho logist, MSPA

Historian Committee

Place of Work: Anne Arundel County Public Schools


Offering full disclosure, both Bill Flook and Michael Nuth served as treasurers of the MSPA.

It is noted that Bill was treasurer in the mid-80s when our books were kept in a simple ledger book; Michael

had the benefit of a computer based accounting program initially transferred by Jim Burd.

We are both interested in the cost (and value) of things, and in this View we will be looking through the old

documents at the cost of things; mainly dues and convention costs over the years.




15


Conference Costs

MSPA has a long and mostly well-documented history of providing high quality Continuing Professional Development/

Continuing Education (CPD/CE) experiences to its members and to the wider education and psychology communities. A complete

list of the topics and speakers for our conferences appeared in the 50th Anniversary issue of the PROTOCOL, Fall 2010 (v. xxxiv, p.

24-27). Recovering information about the registration fees is more problematic as the pertinent records are simply unavailable. A

scanned copy of a newsletter from 1973 indicates a conference fee for members of $3.00 (apparently including lunch!), but other

than that, no cost data are available until 1983. That fall, a program by David Elkind on “The Hurried Child” would cost members

$28. It is noteworthy that the conference material cites the same fee for Maryland Psychological Association (MPA) members, re-

flecting the long-standing agreement of the two associations to offer programs to each other’s members at member rates. Both or-

ganizations have honored this agreement with the exception of the MSPA Summer Institutes (which started in 1995).

Between 1985 and 1995, MSPA conference fees varied between $35 and $50 (although cost information from the October 1987

Harbor Cruise Conference was unavailable). The Student member rate was $10 to $20 which was lower than the rate for Active

members during that time. It is noteworthy that while there has been a steady increase in the Active member rate since that time,

the Student member rate differential has fluctuated more markedly. Typically students/trainees have had to pay about 65-70% of

the full rate, but this figure has fluctuated between 52% (2008, 2012 and 2014) and 83% (Summers of 2000 and 2001). Other Summer

Institutes (and our Winter Institute, January 2000) have not offered any differential rates for students. It is worth noting that MPA

offers a 50% cost differential for student members to attend their CE offerings.

As the cost of presenting MSPA conferences has increased since 1995, the member registration fee has increased accordingly. For

example, Summer Institute costs started at $75 in 1995, and are now at $200. In some special circumstances in the period, as in our

two-day conferences (Spring 1997 to Spring 2006), or conferences with related groups such as NVASP, Maryland State Department

of Education (MSDE), and MPA (1986-87 and 1997), the rates have not followed this trend, reflecting the unique circumstances and

costs of those events. MSPA does not appear to have offered multiple-day or multiple-sponsor conferences since 2006.

Currently, member costs to attend MSPA’s CPD/CE offerings are falling into the range of $135 to $160 for the spring and fall

events, and $200 for the summer. By way of comparison, MPA’s Fall 2017 Convention cost members $220 (“early bird” rate). Since

the MPA Fall Convention offered 7 CE hours, that works out to $31.43 per CE credit. MSPA programs are a bargain by comparison.

The Fall 2017 Conference cost $135 and offered 6 CPD/CE hours, which equates to $22.50 per credit. Last spring’s MSPA confer-

ence, at $150 for 5.5 CPD/CE hours, was more costly but still below the MPA rate, at $27.27 per credit. And our Summer Institutes

are the real bargain – at the current cost of $200 for 12 CPD/CE hours, that’s only $16.67 per credit. MSPA continues to offer real

value to its membership in this area, and the Program Committee is to be commended!

Views from the Past (Continued from Page 14)

Note to Our Senior Readers:

Do you have very early issues of the MSPA Newsletter?

While we are fortunate enough to have the very earliest, and many from

the 1970s and 1980s, we are also missing many issues from those decades.

Please contact Historian Michael Nuth if you would like to share

your copies of these historic documents – thanks!

16


Right: Kyle Potter

Current Role: Schoo l Psycho logist, Montgomery County Public

Schools, MSPA Parliamentarian

Professional Interests: Psychopatho logy, academic intervention,

attention & executive functioning


Each year, the MSPA Legislative Committee funds two members’ attendance at NASP’s Public Policy Institute (PPI).

NASP hosts PPI annually in Washington, D.C., in collaboration with George Washington University, to build knowledge of

education policy and legislative advocacy. This year, we attended the institute July 24-26.The theme of this year’s PPI was

Equity and Access to High Quality Public Education: National Policy Directions to Address Educational Disparities.

The first two days of the institute were dedicated to hearing speakers from various education policy groups, data centers,

universities, and even the U.S. Department of Education. The final day of the Institute involved meeting with legislators on

Capitol Hill to advocate for pressing issues in federal education policy. Along with other PPI participants from Maryland,

we met with education staffers for Senator Ben Cardin and Representative John Delaney. Specifically, we discussed three

main policy issues that are at the top of NASP’s legislative priorities for this year, including fighting against the large cuts to

Medicaid and the Children’s Health Insurance Program (CHIP), the large cuts to funding for public education indicated in

the Trump Administration proposed budget, and maintaining ESSA Title IV Part A funding.

Fighting against the large cuts to Medicaid and the Children’s Health Insurance Program (CHIP): According to the

Georgetown University Health Policy Institute, Medicaid and CHIP are the primary sources of health care coverage for

30% of Maryland’s children. Without this coverage, many of our students and their families would lose access to vital

healthcare services, including yearly checkups and sick care visits. School psychologists are well aware of the connec-

tion between access to healthcare and positive outcomes for children. Additionally, Medicaid funds many school-based

therapeutic programs for our students with disabilities. Loss of this funding would be devastating for our students,

families, and schools. Please note that as of the writing of this article, Congress has thus far failed to reauthorize fund-

ing for CHIP, placing the healthcare coverage of millions of children in jeopardy.

The large cuts to funding for public education indicated in the Trump Administration proposed budget: The Trump

Administration budget proposes to slash funding for public education by approximately 14%, or nine billion dollars.

Additionally, their budget proposes to set aside one billion dollars of Title I money to fund a private school voucher

program. This would siphon important funds from schools serving low-income populations, and could disproportion-

ately and negatively impact students with disabilities (see the NASP website for more information on voucher pro-

grams, as well NASP’s Communiqué, 46(3), p. 16). Recently and in part due to advocacy efforts from stakeholder

groups, educators, and parents, both the Senate and House Appropriations Committees have rejected these proposed

budget cuts, with the House proposing more modest cuts ($2.3 billion) and the Senate actually increasing funding by a

small amount ($29 million).

Left: Luke Erichsen

Current Role: Schoo l Psycho logist, Frederick County Public Schoo ls

Professional Interests: Assessment, anxiety disorders, lega l issues in

school psychology

Email: luerichs@indiana .edu

MSPA Legislative Updates and Tips for Advocacy




17


Maintaining ESSA Title IV Part A funding. Title IV Part A, known as the Student Support and Academic Enrichment

Grants, is a block grant program that provides funding for access to high quality education, safe learning conditions,

and the effective use of technology. As written, the grant must spend at least 20% of its funds on efforts to improve stu-

dent mental and behavioral health, including trauma-informed practices. The grant was first authorized at $1.65 billion,

however in FY2017, only $400 million was actually allocated. The President’s proposed budget for FY2018 completely

eliminates this program. As of early September 2017, the Senate Appropriations Committee approved $450 million for

this grant. While this is much better than the President’s proposed budget, and slightly higher than the amount allocat-

ed last year, it is still woefully short of the original authorization.

One of the biggest takeaways from PPI was that every act of advocacy, whether on the local, state, or federal level, makes

a difference. Every MSPA member is encouraged to get in touch with their elected officials to advocate for these issues, or

any other issue that is important to you. School psychologists that are interested in grassroots advocacy can use the follow-

ing strategies to enhance their effectiveness:

Take advantage of social media! Most federal- and state-level legislators use Twitter and Facebook. Check out

#NASPadvocates on Twitter for examples of ways to get in touch with your legislators regarding specific issues or gen-

eral causes. Write letters to school board and county council members and publicly comment at their meetings as these

also are great ways to make your voice heard at the local level.

Educate policymakers on the role and importance of school psychologists. Keep the focus on children and families and

how school psychologists support their success by providing a comprehensive range of services. Legislators and their

staffs love to hear stories about specific students that help them connect on a more personal level.

Stay informed! Most legislation, despite what we see on television, moves quickly and changes frequently. Stay up to

date regarding changes to policies and the law that may affect our students, families, and schools. This helps create a

quick response to legislators.

At the state level, the MSPA Legislative Committee is looking forward to another busy year. The Maryland General As-

sembly meets in 2018, from January 10 to April 9. A lot happens in those three short months! The Legislative Committee

meets bi-weekly during session to stay updated on current legislation and to take action when necessary. Many of these

meetings happen through an online meeting platform, so you can attend from your own living room! Keep an eye out for

those meeting dates in the future.

The Legislative Committee is currently preparing testimony to submit to the Kirwan Commission, a group tasked with

rewriting Maryland’s education funding formula. The expert consultants advising the Commission recognize that more stu-

dents with greater needs than ever before currently attend Maryland schools; they have recommended significant invest-

ments to ensure adequate achievement levels. The Commission is considering expanding access to preschool and increasing

financial support for special education.

Each year the Legislative Committee also hosts a breakfast for legislators in Annapolis. This is a great way to get some

face-time with our elected officials and educate them on what we do. The breakfast will be the morning of January 11, 2018.

More information regarding times and specific location will be available in the coming weeks. All MSPA members are en-

couraged to attend! There will be a board meeting immediately following the breakfast.

Finally, the annual Grassroots Advocacy event is right around the corner. Each year, the committee invites members of

the General Assembly to speak on various topics. Look forward to receiving an email soon with further details!

MSPA Legislative Updates and Tips for Advocacy (Continued from Page 16)

18


19


Every summer, MSPA members receive emails reminding you to renew your membership. You know you want to be a member to

get discounts on conferences/workshops, attend the Summer Institute, receive the Protocol, and vote in elections. But, do you know

what MSPA does for the profession of school psychology in Maryland? Thanks to your dues, MSPA is able to advance the profession in

multiple ways throughout the state.

Over the past five years, MSPA has averaged 480 members per year. This includes active members (certified school psychologists),

associate members, retired members, student members, and distinguished members. The last two years MSPA has had a total of just

over 500 members each year. As membership numbers increase, MSPA is able to provide more opportunities to advance the profession

of school psychology in the state of Maryland. Last school year, MSPA was able to utilize your membership dues in the following ways:

MSPA held the 11th Annual Legislative Breakfast, which includes a breakfast and poster presentation for Maryland’s legislators. As

you know, many individuals lack knowledge of what school psychology is and what services school psychologists provide. At the Leg-

islative Breakfast, legislators learn about the assets that school psychologists possess and how the profession can be included in legisla-

tion. The Legislative Committee works diligently throughout the year to protect your interests and advance the practice of school psy-

chology in Maryland.

MSPA also was able to pay for two members to attend the Leadership Conference held by NASP. The Leadership Conference pro-

vides the opportunity for members to learn strategies to become leaders within MSPA and within their counties and schools.

Furthermore, MSPA awarded

a professional development grant

to a Local Education Agency

(LEA). The grants are offered to

support projects that enhance the

effectiveness of school psycholo-

gists as local service provid-

ers. This grant allowed the recipi-

ent to hold a professional devel-

opment that otherwise may have

been too expensive for their LEA

to provide.

These are just a few of the

meaningful ways MSPA utilizes

membership dues. The best way

to learn more about the great

things MSPA does is to attend a

Board Meeting.

MSPA needs not only your

monetary support but also your

voluntary participation on com-

mittees in order to continue this

important work.

Thank you!

Current Role: School Psychologist, Ba ltimore City Public Schoo ls

Professional Interests: Restorative Practices & Justice, Tiered Intervention Supports,

Emotional Intelligence & Emotional Literacy


Author: Laura G. Veon

MSPA Needs You!


20


MSPA Professional Development Grant Recipient:

Concussions: Management and Intervention in the Classroom

The Eastern Shore School Psychologist Association (ESSPA) represents the nine counties east of the Chesapeake Bay and

attempts to provide valuable professional development opportunities for its members. While often drawing on the expertise

“within” to meet that goal, ESSPA was privileged to be a recipient of a 2016 Professional Development Grant awarded by the

Maryland School Psychologist Association, and was able to expand its search field to include Dr. Jamie Spohn and Dr. Gerard

Gioia. Dr. Spohn and Dr. Gioia are neuropsychologists who have elected to focus large portions of their professional practices

on improving the short- and long-term outcomes for those who suffer head trauma. Improved assessment techniques and

treatment practices have evolved as a result of their work and the work of their colleagues in the field of neuropsychology. Dr.

Spohn and Dr. Gioia fashioned a stellar workshop designed to help participants better understand the challenges students

face as they return to school and learning following concussions, and how school psychologists can best support this process.

The workshop kicked off with a much appreciated review of the epidemiology, etiology and pathophysiology related to

concussions. Commonly reported symptoms, cognitive functions often disrupted by concussion, and the potential psychoso-

cial effects also were discussed. Each participant was provided access to the Post-Concussion Symptom Inventory (PCSI) and

the Administration Manual. The PCSI directly assesses common post-concussion symptoms in multiple domains (physical,

cognitive, and behavioral/emotional) via a child’s self-report. A parent form also was developed to supplement the self-report

(Gioia et al., 2009).

Using case studies, participants were guided through the process of developing an Acute Concussion Evaluation (ACE)

Care Plan.. The ACE Gradual Return to School Guide was introduced, which describes the five stages of recovery. The levels

of activity to be expected at each stage were discussed and indicators were identified that would signal an individual stu-

dent’s readiness to advance to the next stage. Dr. Gioia reinforced the need to develop symptom-targeted accommodation

plans to support students in school and introduced the Symptom Targeted Academic Management Plan (STAMP) to that end.

The STAMP was developed to ensure that recommended accommodations were specific to the symptoms and functional

school problems experienced by a student. The ACE, the ACE Post Concussion Gradual Return to School (RTS) Guide, and

the STAMP were developed under the auspices of the Safe Concussion Outcome Recovery & Education (SCORE) and the au-

thors (Dr. Gioia) gave permission for them to be distributed and used.

A very interactive discussion ensued regarding how school psychologists could effectively contribute to the process of help-

ing students return to learning after experiencing a brain injury. There was some angst at just how much more room there

was on the plates of the school psychologists in attendance as most were assigned to multiple schools and already had healthy

doses of “other duties, as assigned”. However, it soon became evident that interaction with a percentage of these students was

a certainty and that being proactive would likely be the best use of the school psychologist’s time and energy. It was recog-

nized that a team approach would serve to “spread the wealth around” and case managers could be strategically assigned

based upon the specific needs identified.

As an “added benefit”, participants were introduced to a program that could be downloaded for free from the App Store

that immediately assesses the number and severity of symptoms at the time of an injury, and guides the decision-making pro-

cess regarding the need for further assessment. The potential benefit of having this instrument in the hands of every parent,

coach, etc. did not go unnoticed by the group, as early identification and treatment remain critical in improving outcomes.

The ESSPA would like to express thanks to Dr. Spohn and Dr. Gioia for providing an extremely valuable professional devel-

opment experience and to MSPA for the grant to make it possible.

Reference:

Gioia G. A., Schneider J. C., Vaughan C. G., Isquith P. K. Which symptom assessments and approaches are uniquely appropri-

ate for paediatric concussion? British Journal of Sports Medicine. 2009a;43(Suppl. 1):i13–i22. doi:10.1136/bjsm.2009.058255.

[PubMed]

The Eastern Shore School Psychologist Association (ESSPA)

21


22


2016-2017 MSPA Executive Board Members

Local School Psychology Organization Representatives

Baltimore City Association of School Psychologists (BCASP)

Kerri-Jean Wheeler

Eastern Shore School Psychologists' Association

Jo Prince

Montgomery County School Psychologists' Association (MCSPA)

Jessica Stein

Prince George's County School Psychologists' Association (PGCSPA)

Jaclyn Standeven

School Psychologists' Association of Anne Arundel County (SPAAAC)

Juan Villalta

Western Maryland School Psychologists' Association (WMSPA)

Sharon Conley

Baltimore County School Psychologists’ Association (BCSPA)

D’Andrea Jacobs

Charles County LEA Contact

Nicolle Steed

Southern Maryland School Psychologists’ Association (SMSPA)

University Representatives Bowie State University

Kimberly Daniel

Gallaudet University

Bryan Miller & Heather Nunley

Howard University

Celeste Malone

Towson University

Craig Rush

University of Delaware

Kathleen Minke

University of Maryland, College Park

Hedwig Teglasi

Elected Officers Committee Chairpersons

President: Michelle Palmer Diversity: April Turner

President Elect: Courtnay Oatts Historian: Michael Nuth

Past President: Courtnay Oatts Information Management: Brittney Stafford

Secretary: Shannon Cassidy Legislative: Audrey Potter

Treasurer: Tina DeForge Membership: Laura Veon

Parliamentarian: Kyle Potter Newsletter: Elizabeth Niemiec

Nominations: Warren Cohen

Liaisons and Delegates Professional Development: Ann Hammond

MSDE Liaison: Deborah Nelson Professional Standards: Matt Lawser

MPA/MSPA Liaison: Bill Flook Program: Amy Jagoda

NASP Delegate: Stephanie Livesay Public Affairs: Bri Connaghan

SPAM Scholarship: Robin Satchell Strategic Planning (Ad Hoc): Celeste Malone



https://mail.google.com/mail/?view=cm&fs=1&tf=1&[email protected]


































23


2017-2018 Editorial Board

Juralee Miranda Content Manager

Julie Grossman Managing Editor

Elizabeth Niemiec Newsletter Chair

Editors

Kim Dorsey

Brittany Jenkins

Brittany Johnstone

Jessica Jefferson

Layout and Production

Elizabeth Niemiec

Lauren Kaiser

Newsletter Design

Mike S. Michael ________________________________

Address Communications to:

Elizabeth Niemiec

[email protected]

MSPA Web Site:

www.mspaonline.org ________________________________

2017-2018 Submission Deadlines

Winter/Spring: Decemb er 15

Summer: April 15 ________________________________

Pricing for Advertisements

in the PROTOCOL:

MSPA Executive Board Meetings Meetings begin at 1:00 p.m. and end at 4:00 p.m.

Lunch is served at 12:30 p.m.

MSPA Board meetings are open to all MSPA Members.

Members are encouraged to attend and become involved

with MSPA at the executive board level.

Please visit www.mspaonline.org

to register to attend a board meeting and to find out location details.

December 15—Baltimore City

January 12—Anne Arundel County

February—Carroll County

March 2—TBD

May 4—Baltimore County

Carly Alfaro

Julie Ayers

Brittany Baker

Gary Betters

Nicole Breeden

Simone Brown

Stephanie Brunner

Camille Buck

Ann Carberry

Susan Casey

Kristie Collinson

Anna Davis

Stacie Ehrenfeld

Eleazar Eusebio

Abigail Fenicle

Andrea Fleischer

Susan Folsom

Brittany Foreman

Taylor Fowler

Kristine Gaither

Antoinette Goldthrite

Sara Grayson

Laura Groft

Shemiyah Holland

Vanessa Hong

Amalia Katsouros

Keri Kiewra

Helaine Larach

Rachel Larkin

Bradley Leposa

Dawn Lester

Jeffrey Majors

Jessica Mayer

Stephanie Metz

Maria Nasios

Jeremy Pearson

Cheree Price

Emily Riviello

Chava Rosen

Michele Ross

Mary Ross-Gray

Christina Saldarriaga

Carly Sanchez

Carleen Simmonds Parsons

Tali Spencer

Sarah Stark

Susan Tassin

Melinda Thomas

Callie Tucker

Alisa Williams

Maryam Zolecki

Membership Update Welcome to all our new members!

Size 1 Issue 2 Issues 3 Issues

1/8 Page $35 $65 $90

1/4 Page $60 $110 $150

1/2 Page $105 $200 $285

Full Page $200 $380 $540


http://www.mspaonline.org

24


Maryland School Psychologists’ Association Change Service Requested

C/O Elizabeth Niemiec, CAGS, NCSP

MSPA Newsletter Chairperson

PO Box 1859

Westminster MD, 21157

TO:

Thank you for reading!

Submit Articles to [email protected]

Volume LVIII, Issue 1 www.mspaonline.org December 2017


president’s pen - mspamspaonline.org/resources/documents/protocol december 2017.pdf · as i write...

Documents