School Psyched!

SPP 103 – MTSS for Secondary Schools

#psychedpodcast is so excited to chat with Dr. Katie Dockweiler on this important (and tricky!) topic Dr. Katie Dockweiler is a policy researcher and practicing school psychologist. She is a recipient of the NASP Outstanding Advocate award and currently serves on the Nevada State Board of Education. Dr. Dockweiler proudly serves as Co-Chair of the NASP Communications Committee, alongside many talented colleagues, to promote advocacy and the role of school psychologists across a variety of contexts. Finally, Dr. Dockweiler is the Director of Policy, and Immediate Past-President, of the Nevada Association of School Psychologists. Alison Clark is a practicing school psychologist who has dedicated her career to the academic and social-emotional-behavioral health of students. She has expertise in the areas of organizational psychology in school systems, educator training and staff development, teacher coaching, classroom management, PBIS, MTSS, threat assessment, crisis response, school-based mental health services, and family engagement. She is a certified family wellness instructor teaching healthy family systems and communication skills to parents/caregivers and children. Alison is the recipient of the 2016 Lifetime Achievement Award presented by the Nevada Association of School Psychologists. https://katherinedockweiler.com/ https://www.amazon.com/Multi-Tiered-S…

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SPP 102 – Unequal City

http://heymancenter.org/people/carla-shedd/

https://www.gc.cuny.edu/Faculty/Core-Bios/Carla-Shedd

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity/social-justice/unequal-city-book-group-guidance

Dr. Carla Shedd is an Associate Professor of Urban Education and Sociology at CUNY Graduate Center. She received her PhD from Northwestern University and her A.B. in Economics and African American Studies from Smith College. Her research and teaching interests focus on: crime and criminal justice; race and ethnicity; law and society; social inequality; and urban sociology.

Dr. Shedd is passionate about illuminating the plight of urban adolescents who each day confront the paradoxes of:

a school system that can work to educate or criminalize them; 

a police department that can work to protect or harass them; 

and a justice system that can work to rehabilitate or damage them further. 

Dr. Shedd’s first book, Unequal City: Race, Schools, and Perceptions of Injustice, focuses on the city of Chicago. Centrally, the book examines the two institutions that prominently shape the lives of urban youth: the public school system and the criminal justice system. It also highlights the racially stratified social and physical terrain youth traverse between home and school. Shedd’s exploration of the “carceral continuum” is extended in her new research capturing and analyzing the myriad legal and extra-legal attributes that impact juvenile justice processing and dispositions in New York City. Dr. Shedd has been published in various academic journals and edited book volumes. She has also received numerous competitive fellowships and grants from the Russell Sage Foundation, the Ford Foundation, the National Consortium on Violence Research, Columbia University, and Northwestern University. 

For those who may not be familiar with Unequal City, this was our National Association of School Psychologists’ National Book read. Kudos to Dr. Shedd for writing this book and to our association for seeking to impact issues of race and equity. To give a really brief summary, in Unequal City, Dr. Shedd examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law, through illuminating how schools have both reinforced or ameliorated the social inequalities that shape the worlds of students. 

Q: What led to your interest in sociology in general, and more specifically in the areas of justice and educational systems? 

A: Always interested in crime, justice. She joined a project where questions were asked about police and questions of injustice.

Q: Intersectionality. Can you explain that?

A: Overlap of race and gender. Until recently, you had to choose which was more important, race or gender. But really, it’s a combination.

Q: There are vast differences within the school district. There are some better funded schools compared to others. Can you talk about that?

A: Students in more diverse schools seemed to have higher feelings of injustice. Dr. Shedd fought to reveal school names since students moved on in the time of her study. Harper, in particular, had a large swing from 2500 students to being slated for closure.

Q: What can you tell us about the idea of “safe passage”?

A: Adults were placed on the route to school in “dangerous neighborhoods”. Responsible adults were posted on corners where there are concerns. This doesn’t really address the underlying issues. Additionally, students were told to call police if they didn’t feel safe. When asked, students said they wouldn’t call police if they were concerned. We need to address the underlying problems rather than just covering over the problem.

Q: Trust in institutions is different between generations. Can you talk about that?

A: Justice is the lack of a gap between your perceptions of justice and the reality. Students want to trust in institutions but they have difficulty when these things are in conflict. Choice is an area of difference between higher and lower SES.

Q: Can you tell us more about what the  “Carceral continuum” is and perhaps how that may or may not differ from the “School  to Prison Pipeline” concept?

A: There actually isn’t a lot of empirical data to support the School to Prison Pipeline concept. The carceral continuum has been a little better researched, including by Dr. Shedd. She studied the defendants to find the patterns in their experiences. There are certain neighborhoods where judges say they don’t want to send people back to their neighborhoods because they will get in trouble again.

Q: Inequalities between people of color and COVID-19.

A: New York is supposed to be a melting pot but there are big discrepancies between people of color and white people. There are some people who are trying to place individual blame on people of color rather than looking at historic oppression and structural problems. We should provide supports rather than be punitive. Also, black women tend to be essential workers and are thereby at higher risk.

NYC is threatening to use the police against people who are not applying social distancing practices appropriately. Why is everything punitive all the time?

Q: What kind of data collection would be useful to compare when students have been home versus when they come back to school?

A: Direct questions to children. What was helpful? What will you need moving forward? Also, we need to shore up the essential services that are necessary to provide supports rather than be punitive.

Do things not just because we can but because they’re actually helpful.

Q: What is social justice?

A: The alignment with expectations and experiences.

Q: How does systemic racism impact learning dynamics?

A: Not just the content matters, but also the people and ways information is presented. There have been some changes in classrooms in critically analyzing the packaged curriculum. It’s important for us to examine our biases and to understand the differences between cultures. It’s also important to look at both individual differences as well as systemic differences.

What are the opportunities for building up individuals rather than punitive measures?

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SPP 101 – Severe Food Allergies

#psychedpodcast is excited to chat with Sadie Cathcart! Powerpoint: https://drive.google.com/file/d/1S3ab… Sadie C. Cathcart is currently in her fourth year of doctoral studies in school psychology at the University of Massachusetts Boston. She completed her undergraduate studies at Bard College at Simon’s Rock and Lesley University, respectively. Sadie has worked in a variety of roles providing support to students, ranging from counseling and assessment services in a school-based context, to hospital-school consultation. Her research primarily pertains to quality of life and learning opportunities for children with chronic medical conditions, and the relationship between in-school and at-home care for children in need of additional support. A staff writer for an online publication promoting social justice in psychiatry, her passion is to contribute to the reduction of disparities in access to psychosocial care for those historically underserved. Email: [email protected] https://www.madinamerica.com/author/s…

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Corona Convo 2 – Virtual School Psych Life

Missing adult interaction? Come join us to see where people are at and how people are managing.

https://www.txasp.org/assets/docs/COVID-19/ED%20OCR%20OSERS%20Supplemental%20Facts%20Sheet%203_21_2020.pdf?fbclid=IwAR2qDfkoqGpFxERKCXy1EcKYZVJVZFwgAAh9jH_gcp9N3zVJUkiuoMZyrRw

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 100: Considerations for Specific Learning Disabilities – Identification and Intervention

Always a relevant topic at #psychedpodcast! https://www.researchgate.net/profile/… Katie Maki is an Assistant Professor in the School Psychology program at the University of Florida. She earned her Ph.D. in school psychology from the University of Minnesota in 2016. She earned her master’s degree in special education from Vanderbilt University and was a special education teacher in Nashville Public Schools prior to attending graduate school in school psychology. Her research centers on the examination of academic interventions and data-based decision-making within multi-tiered systems of support (MTSS), and the identification of specific learning disabilities. Katie is particularly interested in conceptual, measurement, and practical implementation issues related to SLD identification procedures and how such issues impact identification decision-making. The goal of her academic intervention and SLD identification work is to ensure that all students receive appropriate academic support in schools. She is also currently the associate editor for Assessment for Effective Intervention.

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP Special Edition – Corono Convo

We discuss some of the things psychs can be doing to help during this crisis, resources to share with parents, and to learn how we are taking care of ourselves during this social distancing adventure

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 99: Ethics, Test Standards, and Test Interpretation: Measurement Matters

Dr. Canivez knows his stuff and #psychedpodcast is excited to chat with him about ethics and test measurement!

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 98: Preemies: A Primer for School-based Providers

#psychedpodcast talks with Dr. Traci Williams! Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6Vkh5ZHNDSS1UZ0V3dXphU0VRRDVLRW1CSjNF/view?resourcekey=0-95XwCyNPHH5ZXCE31Yr6Cw

https://www.pediatrics.emory.edu/divi… Dr. Traci Williams is a licensed psychologist, specializing in child, adolescent, and family psychology. Also an Assistant Professor at Emory University, Dr. Traci utilizes her extensive knowledge to provide clinical services in the Emory University Developmental Progress Clinic (DPC). Working within a multidisciplinary team, she screens for developmental delays and consults on the psychosocial needs of children, typically between 1 and 5 years of age, previously cared for at Emory Regional Perinatal Center’s neonatal intensive care units (NICUs). The patients seen at the DPC are at the highest medical risk for developing long-term disabilities. Dr. Traci has presented to mental health providers, both nationally and internationally, on a broad range of topics related to child development and mental health care access.

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SEL 97 SEL With Dr. Brent Roberts

Great topic that #psychedpodcast is so excited for! Slides: https://drive.google.com/file/d/0B7Jk… https://psychology.illinois.edu/direc… Brent W. Roberts is a Professor of Psychology in the Department of Psychology at the University of Illinois, in the Social-Personality-Organizational Division. Dr. Roberts received his Ph.D. from Berkeley in 1994 in Personality Psychology and worked at the University of Tulsa until 1999 when he joined the faculty at the University of Illinois, Urbana-Champaign. He received the J. S. Tanaka Dissertation Award for methodological and substantive contributions to the field of personality psychology in 1995. He has since been awarded the Carol and Ed Diener Mid-Career award in Personality Psychology, The Theodore Millon Mid-Career award in Personality Psychology, the Henry Murray Award, and was recently acknowledged by Thomson Reuters as a highly cited researcher for 2016 & 2017 and received an Honorary Doctorate of Psychology from the University of Basel. He has served as the Associate Editor for the Journal of Research in Personality, and Psychological Science, as a member-at-large, Executive Officer, and President for the Association for Research in Personality, as a member of the Data Monitoring Committee of the Health and Retirement Study, and on the Editorial Boards of the Journal of Personality and Social Psychology, Personality and Social Psychology Review, and Perspectives on Psychological Science. He is currently the Chair of the Social and Behavioral Sciences Research Initiative at the University of Illinois at Urbana-Champaign.

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SPP 96 – Literacy with Dr. Timothy Shanahan

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/