Any questions or concerns regarding webinars and conference events can be addressed to Hannah Barraw, MASP Conference Chair, at Hannah.Barraw@gmail.com 

Upcoming Events

    • 10/19/2021
    • 1:00 PM
    • 10/18/2022
    • 3:00 PM
    • A Zoom link will be provided after registration
    • 403
    Register

    Previously Recorded - Ethics for School Psychologists: Challenges 

    and Opportunities

    Live-streamed October 19th, 2021 1:00 p.m.- 3:00 p.m.

    By: Laurie Klose, Ph.D - NASP President

    Only $10 for members and $20 for non-members

    This is a recorded version of the live webinar.  A link to a recorded version will be provided to all registered guests, including those who registered and attended the live version.  You may register and receive a link to the recording for up to one year after the live event. Please note, the recording will not be available until two weeks after the live event.  As a result, participants cannot earn SCECH's for viewing the recorded version.  

    SESSION DESCRIPTION: This session will focus on the ways the National Association of School Psychologists’ 2020 Principles for Professional Ethics address ethical responsibilities of school psychologists. Resources will be presented and utilized to take a problem-solving approach to resolving ethical dilemmas. Scenarios will be discussed that are relevant to practice in the current climate of crisis response related to the pandemic, the intersection of law, procedure and unspoken rules, and other related issues raised by practitioners throughout the state. Be prepared to participate, learn something new and take away tools to make your professional functioning more ethical and just.

    LEARNING OBJECTIVES:

    • Practice using a problem-solving model to address ethical issues.
    • Discuss and examine various sources of influence that can contribute to ethical dilemmas, particularly related to equity, access, social justice and anti-racist policies and actions.
    • Discuss accepted and evolving standards and principles pertaining to different scenarios in the current school and community environments.

    NASP DOMAINS:

    Domain 1: Data-Based Decision Making

    School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multitiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.

    Domain 2: Consultation and Collaboration

    School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.

    Domain 10: Legal, Ethical, and Professional Practice

    School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.

    About the presenter:

    Dr. Laurie McGarry Klose is the owner and CEO of RespectED, a consulting firm that provides services to schools and families. She has worked as a faculty member at Trinity University and Texas State University, including serving as the Director of Assessment for the Clinic for Autism Research, Evaluation and Support and University Assessment and Counseling Clinic. In addition, she worked as a campus and district-based school psychologist for 12 years in California, Massachusetts and Texas. Along with service on numerous state and national committees, Laurie’s leadership positions include President of Texas Association of School Psychologists, Texas Delegate to the National Association of School Psychologists, South Eastern Delegate Representative to the Board of Directors of NASP, and the Chair of the NASP Ethics and Professional Practices Board. Laurie is the 2021-22 President of National Association of School Psychologists.


    • 11/08/2021
    • 1:00 PM
    • 11/08/2022
    • 3:00 PM
    • A Zoom link will be provided after registration
    • 433
    Register

    Previously Recorded: School Psychologists as Systems Change Leaders

    Live-streamed November 8th, 2021

    By: Tyler Kitson Ed.S., NCSP and Hiral Vekarka Ed.S., NCSP

    Only $10 for members and $20 for non-members

    This is a recorded version of the live webinar.  A link to a recorded version will be provided to all registered guests, including those who registered and attended the live version.  You may register and receive a link to the recording for up to one year after the live event.  SCECHs are only available for viewing the live event.  Please note, the recording will not be available until two weeks after the live event. 

    Session description:  The purpose of this session is to provide information on best practices in leadership in order to support systems change. In addition, this session will cover information related to the NASP practice model and steps to integrate comprehensive services. 

    Learning objectives:

    • to gain a better understanding of leadership theories and skills
    • to learn how to utilize skills to align practices with the comprehensive role
    • to utilize skills outlined in current settings 

    About the presenters:

    Tyler Kitson, Ed.S, NCSP is a School Psychologist in the Olathe Public Schools and is a Nationally Certified School Psychologist (NCSP).  He has served as a member of the National Association of School Psychologists (NASP) Practice Model Committee since 2015 and currently serves as the Chair of the committee.   He additionally serves as the Northeast Region representative on the Kansas Association of School Psychologists (KASP) board.  In the Olathe Public Schools, he is a part of the school psychologist strategic planning committee, which strives to align the role of the school psychologist with the NASP Practice Model as well as develop a strategic plan for areas of improvement.  Tyler was awarded the 2020 NASP Presidential Award in recognition of exceptional service to children and school psychology.  He has also presented at the state and national level to further the profession of school psychology.

    Hiral Vekarka, Ed.S, NCSP is a School Psychologist in the Montgomery County Public Schools and is an MTSS consultant for Wake County Public School System.  Hiral has been the chair of the NASP Leadership Development Committee since 2016 and has participated in a variety of task forces within NASP to support the strategic plan of the association.  Hiral received the NASP Presidential Award in 2014 and 2019.  Hiral is a member of her state and local state association and serves on the Diversity and Social Justice committee. 


    • 11/18/2021
    • 2:00 PM
    • 10/18/2030
    • 3:00 PM
    • A Zoom link will be provided after registration
    • 472
    Register

    Previously Recorded: School Psychology: A Career that Makes a Difference

    Live-streamed November 18th, 2021

    By: Janna Aupperlee, Tracy Hobbs, Michele Millhouse

    Joe Sbar, and Shelbie Spear

    Free for all

    No SCECHs are available for this offering


    This event is intended for undergraduate students

    SESSION DESCRIPTION: Do you enjoy helping children with academic, emotional, and social skill concerns?  Do you like to collaborate with others to promote positive outcomes for students?  If so, the field of School Psychology may be an exciting career opportunity for you.  The Michigan Association of School Psychologists (MASP) is hosting a School Psychology webinar.  This will provide an overview of the field of School Psychology with professors from the field and School Psychologists who have worked in a variety of settings.  The webinar will also include a discussion panel with the Michigan School Psychologist of the Year and a School Psychology graduate student.  

    About the presenters:

    Jana Aupperlee:

    Jana is a Nationally Certified School Psychologist, a Licensed Psychologist in Michigan, and a Health Service Psychologist. She is Coordinator of the EdS Program in School Psychology at Michigan State University and the Training Co-Director of the Mid-Michigan Psychology Internship Consortium. She teaches a variety of school and practice-based courses and collaborates with local school psychologists in the supervision of practicum students.

    Tracy Hobbs, NCSP:

    Tracy has been a school psychologist for 42 years and currently serves as MASP's Membership Chair; he also serves on the NASP Board of Directors as the Strategic Liaison for Professional Development. Tracy spent the first 30 years of his career employed by the Lake Orion Community Schools, and since "retiring" in 2010, has provided long-term substitute services for several school districts across the state. Tracy lives in Lake Ann and most recently worked for the Traverse Bay Area Intermediate School District.

    Michele Millhouse: 

    Michele has worked as a school psychologist for seventeen years in the urban, suburban, and rural setting across all grade levels in two states (Michigan and Pennsylvania).  Michele earned an Ed.S. from Lehigh University and a B.S. in Special Education from Kent State University.  In addition to her work as a school psychologist, Michele has served as the MASP School Psychologist Shortage Committee Chair and has held the position of Region 13 Directors for the past two years.  Michele has participated in committees through the Michigan Department of Education related to supporting parents of children with special needs, diversity/equity in education, and mental health services during COVID-19.  Further, Michele participated in the creation of the Michigan Department of Education Return to School Mental Health Toolkit to support educators, students, and parents during COVID-19.  She also has served as a member of the School Based Mental Health Committee. This organization consists of board members from the Michigan School Counselor Association, the Michigan Association of School Psychologists, and the Michigan Association of School Social Workers.  As a board member of MASP Michele has assisted lawmakers in Michigan in legislation related to suicide prevention, threat assessment and the provision/expansion of mental health support in our state. 

    Joe Sbar:

    Joe Sbar is currently a school psychologist with the Eastern Upper Peninsula Intermediate School District in Sault Ste. Marie and throughout his career, has served as a clear example of service to children, families, schools, and the profession as both a practitioner and an advocate. His leadership has been evident through his work implementing multitiered system of supports (MTSS) through his participation as a member of the ISD-Level Regional MTSS Implementation Team and the Joseph K. Lumsden Anishnabe PSA District MTSS Implementation Team. Joe has provided leadership in the area of crisis response as the Lead Organizer of Eastern Upper Peninsula PREPaRE Crisis Response Team. Joe has also worked to address the critical shortage of school psychologists in Michigan by developing and providing presentations to undergraduate students to recruit future school psychologists to the field as well as by serving as a highly effective supervisor to school psychology interns.

    Shelbie Spear:

    Shelbie is a second year student in the Doctoral Program in School Psychology at Michigan State University. Shelbie’s current research centers teacher implementation of evidence-based practices for working with refugee youth and refugee youth’s perspectives on their experiences in schools and community-based programs. She received the Summer Research Development Fellowship in 2021 to pursue these interests. Shelbie currently serves on the Student Editorial Board for School Psychology Review, is the president of the Michigan State University chapter of the Student Affiliates in School Psychology, and is the co-chair of the Diversity, Equity, and Inclusion committee within the School Psychology program.


    • 12/16/2021
    • 9:00 AM
    • 12/01/2022
    • 12:00 PM
    • A recording will be provided upon successful registration.
    • 339
    Register

    Previously Recorded: Smart but Scattered: Improving Executive Skills to

    Promote School Success

    Live-streamed December 16th, 2021

    By: Peg Dawson Ed.D. NCSP

    Only $10 for members and $20 for non-members

    Did you miss the live webinar?  Don't worry, you can still register for this event and receive a recorded version of the webinar.  A link to a recorded version will be provided to all registered guests. You may register and receive a link to the recording up to one year after the live event.  Please note, the recording will not be available until approximately two weeks after the live event. No SCECHs are available for viewing the recorded version.  

    Executive skills are task-oriented skills that underlie students’ ability to learn. Although seldom taught explicitly, the pandemic exposed “the hidden curriculum,” and it is now evident that students who are strong in these skills are more successful than those who aren't. This workshop will provide an introduction to executive skills, focusing on the skills that comprise the “Smart but Scattered” model. Intervention techniques targeting each of the 11 skills will be presented, followed by a discussion of three primary ways students with weak executive skills can be supported in the classroom.

    Learning Objectives: As a result of this workshop, participants will:

    • Be able to define 11 executive skills and learn practical classroom-based strategies to address executive skill challenges.
    • Learn how to make environmental modifications to support weak executive skills.
    • Learn how to design protocols for teaching executive skills.
    • Learn a process for designing a “student-centered” intervention targeting problem situations associated with executive skill challenges.

    Presenter Bio:

    Peg Dawson, Ed.D., NCSP, received her doctorate in school/child clinical psychology from the University of Virginia. She worked as a school psychologist for 16 years in Maine and New Hampshire, and for over 25 years has worked at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire, where she specializes in the assessment of children and adults with learning and attention disorders. Along with her colleague, Dr. Richard Guare, she has authored several books, including a book for professionals, Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention and two books for parents, Smart but Scattered and Smart but Scattered Teens. Their book, Coaching Students with Executive Skills Deficits has been recently augmented with a planner (Work Smart Academic Planner). Their most recent book, The Smart but Scattered Guide to Success is written for adults. Dr. Dawson is a past president of both the National Association of School Psychologists and the International School Psychology Association. She is also the 2006 recipient of NASP’s Lifetime Achievement Award and a 2010 recipient of the International School Psychology Association Distinguished Services Award.


    • 01/14/2022
    • 8:30 AM
    • 01/06/2023
    • 12:30 PM
    • Zoom
    • 123
    Register

    Previously Recorded: School-Based Behavioral Threat

    Assessment and Management: Best Practices and Resources

    Live-streamed January 14th, 2021

    By:  Todd A. Savage, Ph.D., NCSP and

    Scott A. Woitaszewski, Ph.D., NCSP

    Only $10 for members and $20 for non-members

    Did you miss the live webinar?  Don't worry, you can still register for this event and receive a recorded version of the webinar.  A link to a recorded version will be provided to all registered guests. You may register and receive a link to the recording for up to one year after the live event.  Please note, the recording will not be available until approximately two weeks after the live event. No SCECHs are available for viewing the recorded version.  

    If you registered for the live event you will already be provided a copy of the recording and do not need to sign up again to receive your copy.  Again, the recording will be sent to all registered guests of the live event or this recorded event approximately two weeks after the live webinar. 

    DESCRIPTION & OBJECTIVES:

    Recent acts of violence that have taken place at schools throughout the country, including school shootings carried out by youths, have brought attention to the need for evidence-informed and research-based approaches to school-based behavioral threat risk assessment and management (BTAM). School psychologists not only play an integral role on the multidisciplinary teams engaged in this type of work, they often lead the charge. As such, it is imperative school psychologists are up-to-date both in terms of their knowledge of the process and their skills to lead and to conduct the process, in addition to implementing the plan that results from the BTAM process. Thus, the purpose of this session is to:

    1.    Increase participant awareness of a school-based behavioral threat assessment and management process, how it fits within a comprehensive approach of school safety, and recent concerns/taking points ​about BTAM;

    2.    Enhance participant knowledge of processes and models of school-based BTAM;

    3.    Augment participant school-based BTAM skills; and

    4.    Provide resources for continued learning and that can be applied in practice​.

    Presenter Bio:

    Todd A. Savage, Ph.D., NCSP, is a professor in the school psychology program at the University of Wisconsin-River Falls; he is also a past president of the National Association of School Psychologists. Dr. Savage’s scholarly research interests include school safety and crisis prevention, preparedness, and intervention, suicide and behavioral threat risk assessment and management, culturally-responsive practice; social justice; and LGBTQ+ student issues.




    Scott A. Woitaszewski, Ph.D., NCSP, is a professor in and the training director of the school psychology program at the University of Wisconsin-River Falls. Dr. Woitaszewski’s scholarly interests include school safety and crisis prevention, preparedness, and intervention, suicide and behavioral threat risk assessment and management, measuring school intervention effectiveness, intervention teaming, childhood and family resiliency, school-based systems change.


    Throughout the past decade, Drs. Savage and Woitaszewski have co-facilitated over 60 PREPaRE workshops locally, regionally, and nationally, in addition to offering several suicide and behavioral threat risk assessment and management workshops for practitioners in the field.


    • 04/11/2022
    • 10:00 AM
    • 04/04/2023
    • 12:00 PM
    • Zoom
    • 391
    Register

    Previously Recorded: How to Support Student Success When Walking On Eggshells: A Brief Look at Trauma-Informed Best Practices in a School Setting

    Live-streamed April 11th, 2022 10:00 a.m.- 12:00 p.m.

    By: Dr. Stephanie Grant

    Only $10 for members and $20 for non-members


    Did you miss the live webinar?  Don't worry, you can still register for this event and receive a recorded version of the webinar.  A link to a recorded version will be provided to all registered guests. You may register and receive a link to the recording for up to one year after the live event.  Please note, the recording will not be available until approximately two weeks after the live event. No SCECHs are available for viewing the recorded version.  

    If you registered for the live event you will already be provided a copy of the recording and do not need to sign up again to receive your copy.  Again, the recording will be sent to all registered guests of the live event or this recorded event approximately two weeks after the live webinar. 

    DESCRIPTION & OBJECTIVES:

    In this presentation, Dr. Grant will provide a brief overview of trauma-informed educational practices with specific focus on the environment, the relationship, and the strategies. A neurodevelopmental focus will be used and concrete and practical preventative and interventional supports will be discussed.

    Learning Objectives:

    • Participants will learn how trauma-informed strategies align with neurodevelopment and physiological arousal.
    • Participants will learn at least one trauma-informed strategy to make in the school physical environment to increase student success.
    • Participants will learn at least one trauma-informed strategy to use as an interventional support for a dysregulated student.

    PRESENTER INFORMATION:

    Stephanie is trained as a Developmental Psychologist and is licensed as a Professional Counselor. She currently works as the Director of Community Education and Advocacy at Developmental Enhancement in Holland, MI. She has separate Masters degrees in Marriage and Family Therapy and Psychology and a PhD in Lifespan Developmental Psychology. She is also endorsed as an Infant Mental Health Specialist. Her clinical and research interests focus on working with infants and children with attachment concerns and trauma histories, specifically those who have adoption or foster care backgrounds. She has worked as a clinician, professor, and researcher and has provided professional development and support services for community organizations and schools around the world.

    Stephanie brings an extensive and varied background with her. Not only has the topic of trauma and neurodevelopment been a significant part of her career, as a foster and adoptive parent, she also understands how the research translates into day to day experiences for the adults that work with children with these histories. Stephanie has a passion for her work. It’s not just what she does, it’s a part of who she is. Whether it’s working with kids and their families, teaching college students, providing trainings to adults, or advocating for changes to systems, she looks forward to the task and has no intention of stopping.



    • 05/26/2022
    • 9:30 AM
    • 05/24/2023
    • 11:30 AM
    • Zoom
    • 425
    Register

    Culturally Adapted-Cognitive Behavioral Therapy (CA-CBT)

    with LGBTQ+ youth

    Live-streamed May 24th, 2022 9:30 a.m.- 11:30 a.m.

    Sarah Kiperman, PhD, LP, NCSP, RPT

    Gabriel DeLong, MA, DTLLP

    Only $10 for members and $20 for non-members


    A link to a recorded version will be provided to all registered guests.  You may register and receive a link to the recording up to one year after the live event.  Participants cannot earn SCECH's for viewing the recorded version.  

    DESCRIPTION & OBJECTIVES:

    This 2-hour professional development will review how to conduct culturally adaptive-cognitive behavioral therapy (CA-CBT), in the context of working with LGBTQ+ youth. While LGBTQ+ youth compose a resilient and strong community, they also face a unique set of stressors (e.g., coming out at home/school, culture-specific bullying, poor school climate, and support at local, state, and national levels). One way school-based mental health providers can partner with a youth to address these stressors is through CA-CBT. CA-CBT is an empirical and evidence-based method that accounts for culture-specificity and LGBTQ+ youths’ expertise in their own lived experience to guide the process of helping them to reframe negative, unhelpful thoughts to helpful, productive ones.  In today’s session, practitioners will learn about the LGBTQ+ youth community, CA-CBT, and will have opportunities to practice and apply their newfound knowledge to the CA-CBT method in a combined approach.

    Learning Objectives

    1. Develop a culture-specific familiarity with the LGBTQ+ youth community (e.g., terminology, lived experience, their strengths as a community, and the stressors navigated such as culture-specific bullying and coming out at home/school).
    1. Develop empirical and evidence-based techniques on how to conduct CA-CBT, using the ABCDEF method.
    1. Apply the CA-CBT approach in the culture-specific context of working with LGBTQ+ youth.

    PRESENTER INFORMATION:

    Sarah Kiperman, PhD, LP, NCSP, RPT is an Assistant Professor at Wayne State University and a child psychologist through Beaumont Health System’s Center for Child Development. Dr. Kiperman's research involves advocating for youth wellness, culture-specific program development, informing socially just research methods, and advocating for LGBTQ+ youth (e.g., inclusive consent procedures for LGBTQ+ youth). Dr. Kiperman has most recently published:LGBTQ+ Youth’s Identity Development in the Context of Peer Victimization: A Mixed Methods Investigation, in International Journal of Environmental Research and Public Health (2022), There's No Place Like Home: Exploring Sexual and Gender Diverse Youth's Outcomes Related to Urban/Nonurban Settings, Opted Consent Procedure, and Social Support in Psychology in the Schools (2021), and Providing inclusive strategies for practitioners and researchers working with gender and sexually diverse youth without parental/guardian consent in the APA book, Supporting Gender Identity and Sexual Orientation Diversity in K-12 Schools.

    Gabriel DeLong, MA, DTLLP, is a doctoral student at Wayne State University in Counseling Psychology and a psychologist at Cruz Clinic.  While he works with general mental health issues, Gabriel specializes in body image dissatisfaction, eating disorders, LGBTQ+ culture-specific issues (e.g., accepting one's identity, obtaining letters for gender-affirming surgery and hormone treatment), He works with a diverse population on social-emotional needs and conducts psychological, social, achievement, and cognitive assessments. Through his externship, Gabriel works with students at Hamtramck High school, a predominantly person of color high school, on social-emotional issues, including dating, first-generation American identity development, and other culture-specific needs. Gabriel approaches therapy from an existential perspective where meaning is made out of any situation. His background in theater and dance shows up in his intervention as he incorporates body movement, art, and music. Lastly, Gabriel incorporated a mindfulness approach that includes meditation and sound. Gabriel has most recently publishedProviding inclusive strategies for practitioners and researchers working with gender and sexually diverse youth without parental/guardian consent in, Supporting Gender Identity and Sexual Orientation Diversity in K-12 Schools.

    • 10/10/2022
    • 11:00 AM - 12:30 PM
    • Zoom
    • 475
    Register

    Decreasing the Shortage of School Psychologists Through the SMART/Grow Your Own Program

    Live-streaming October 10th, 2022 11:00 a.m.- 12:30 a.m.

    Jana Aupperlee, PhD, NCSP, HSP

    Michele Millhouse, Ed.S.

    Amanda Unger, PhD

    $10 for members/$20 for non-members


    Participants may earn 1.5 SCECHs for attending the live event and completing the appropriate SCECH's survey within two weeks.  A link to a recorded version will be provided to all registered guests.  You may register and receive a link to the recording up to one year after the live event. Please note, the recording will not be available until two weeks after the event.  As a result, participants can not earn SCECH's for viewing the recorded version.  

    DESCRIPTION:

    After the passage of the Student Mental Health Apprenticeship Retention and Training (SMART) Bill, the “Grow Your Own” program has increased in popularity in Michigan. This initiative helps decrease the shortage of school based mental health professionals in Michigan by providing graduate students with funding and work-based experiences. The MASP webinar will provide participants with information regarding how schools can set up a SMART/“Grow Your Own” program that follows the NASP Practice Model to improve students’ academic skills and mental health outcomes. The webinar will also provide information regarding how to support graduate students in their practicum experiences while participating in the program. The webinar will discuss how the SMART/“Grow Your Own” program can be used to decrease the shortage of School Psychologists and improve school psychology services within your organization. In addition to this information, participants will receive extensive information on the NASP School Psychology Practice Model. Although this webinar will focus on how to utilize the SMART program for School Psychologists, this initiative can also be used to assist in recruiting and retaining other mental health professionals, such as School Counselors and School Social Workers.

    BIOS:

    Jana Aupperlee:

    Jana is a Nationally Certified School Psychologist, a Licensed Psychologist in Michigan, and a Health Service Psychologist. She is Coordinator of the EdS Program in School Psychology at Michigan State University and the Training Co-Director of the Mid-Michigan Psychology Internship Consortium. She teaches a variety of school and practice-based courses and collaborates with local school psychologists in the supervision of practicum students.

    Michele Millhouse:

    Michele has worked as a school psychologist for seventeen years in the urban, suburban, and rural setting across all grade levels in two states (Michigan and Pennsylvania).  Michele earned an Ed.S. from Lehigh University and a B.S. in Special Education from Kent State University.  In addition to her work as a school psychologist, Michele has served as the MASP School Psychologist Shortage Committee Chair and has held the position of Region 13 Directors for the past two years.  Michele has participated in committees through the Michigan Department of Education related to supporting parents of children with special needs, diversity/equity in education, and mental health services during COVID-19.  Further, Michele participated in the creation of the Michigan Department of Education Return to School Mental Health Toolkit to support educators, students, and parents during COVID-19.  She also has served as a member of the School Based Mental Health Committee. This organization consists of board members from the Michigan School Counselor Association, the Michigan Association of School Psychologists, and the Michigan Association of School Social Workers.  As a board member of MASP Michele has assisted lawmakers in Michigan in legislation related to suicide prevention, threat assessment and the provision/expansion of mental health support in our state.

    Amanda Unger:

    Dr. Amanda Unger has worked in education for over 16 years, first as a special education teacher and coach, and currently as a special education supervisor for the past 9 years. She has a Bachelor's and Master's degree from Ferris State University where she majored in Elementary Education and Curriculum and Instruction along with Special Education, a Master's degree from Grand Valley State University in General and Special Education Administration, and she graduated from Michigan State University with a Doctorate in Educational Leadership with Central Business Office Certification. Dr. Unger's dissertation group won the Carnegie Award for Dissertation in Practice for 2017 for their work concerning addressing the needs of schools affected by lead poisoning using the Design Thinking Process. She lives in Montague, MI where she enjoys boating, reading at the local bookstore, and running with her dog named Bali.

    • 10/20/2022
    • 8:00 AM
    • 10/21/2022
    • 4:00 PM
    • 2424 South Mission St, Mount Pleasant, MI 48858
    • 169
    Register


    MASP Annual Fall Conference

    We are excited to be back in person! 


    October 20-21, 2022

    Comfort Inn & Suites Hotel and Conference Center

    Mount Pleasant, MI



    Click here to view the full Brochure 


    Hotel reservations should be made by Tuesday, September 27, 2022 to guarantee the group rate. Reservations can be made by calling 989-772-4000. Please be sure to reference our MASP group block when reserving a room for the discounted rate of $104/night.


    This conference is pending approved for up to 12 SCECHs from the Michigan Department of Education.  Up to 12 NASP CPD's may also be available.  Please follow the attached directions within the specified time limit in order to apply for SCECHs/CPDs.  


    All session descriptions are located here: conference brochure

    *Please note: The Advanced Threat Assessment session offered on Friday morning complements the Michigan State Police initiative. It does not replace that initiative's work. Therefore, attendance at the MASP session will not meet the requirements for completing the advanced training to become a Threat Assessment Trainer through the Michigan State Police. 


    Contact the MASP Conference Chair at Hannah.Barraw@gmail.com with any questions or concerns regarding this event. 

    • 11/07/2022
    • 8:00 AM
    • 11/08/2022
    • 12:00 PM
    • Ludington, MI
    • 4
    Register

    PREPaRE Workshop 1, Training of Trainers, Third Edition, Comprehensive School Safety Planning: Prevention Through Recovery

    This 1.5-day workshop provides participants with the information and practice needed to become a trainer of PREPaRE Workshop 1: Comprehensive School Safety Planning: Prevention Through Recovery. Included in this workshop a one-hour online module addressing logistics of workshop delivery and a 10-hour in-person workshop (1.5 days) addressing how to present the workshop content (with a special emphasis on a standardized delivery). This ToT workshop includes a mandatory pre-test (requiring a 100% pass score), preworkshop activities, interactive online access during the workshop, and a post-test (requiring a 100% pass score). From this session, participants will be provided with the information and practice needed to independently offer the core workshop. All participants receive workshop presentation materials and a certificate of completion.


    Prerequisites:

    • Completion of Third Edition Workshop 1 in person OR completion of Second Edition Workshop 1 within the past 2 years (2018 forward) plus completion of the related online Bridge Modules

    • Obtain and read a copy of the School Crisis Prevention and Intervention: The PREPaRE Model 2nd edition (Contact the PREPaRE Coordinator at prepare@naspweb.org for a PREPaRE Trainer discount code.)

    • Take and pass the online PREPaRE Workshop 1 (Third Edition) Model Content Mastery Test based on the PREPaRE Model book.

    • Completing other preworkshop activities as specified in the online workshop materials.

    Provides workshop participants with the information and practice needed to become a NASP PREPaRE Crisis Prevention and Preparedness Workshop trainer.


    Learning Objectives: 

    From PREPaRE Workshop 1 Training of Trainers course participants will: 

    1. Understand the elements of the PREPaRE Workshop 1 Trainer’s Handbook 

    2. Learn how to use the PREPaRE Workshop 1 Trainer’s Handbook 

    3. Demonstrate the ability to apply their own crisis situations to PREPaRE Workshop 1 concepts 

    4. Demonstrate the ability to deliver elements of PREPaRE Workshop 1 

    5. Demonstrate knowledge of key elements of PREPaRE Workshop 1 content 

    6. Demonstrate knowledge of key elements of PREPaRE Workshop 1 delivery guidelines CPD 


    CPD Credits:

    This 1.5 day workshop offers 12 credit hours of document NASP- Approved CPD. The time required to complete the mandatory pre-workshop requirements is included in the CPD hours.

    SCECH Credits: 

    This 1.5 day workshop is pending approval for 12 SCECHs. 


    PREPaRE Master Trainer and Co-Author: 

    Dr. Melissa Reeves, Ph.D., NCSP, LPC is a nationally certified school psychologist, licensed special education teacher, licensed professional counselor, and former district coordinator of social/emotional/behavioral services. She is past president of the National Association of School Psychologists (2016-17), most recently was an Associate Professor at Winthrop University, and previously worked for the Cherry Creek School District in Colorado. Dr. Reeves has over 20 years’ experience working in public schools and a private school, in addition to providing mental health services in day and residential treatment settings. Dr. Reeves is a co-author of the PREPaRE Crisis Prevention and Intervention curriculum and travels both nationally and internationally training professionals in crisis prevention and intervention, threat and suicide assessment, trauma and PTSD, and cognitive-behavioral interventions. She is a senior consultant with Sigma Threat Management Associates, an ONTIC Company, and also a senior advisor for Safe and Sound Schools, an organization founded by two parents who lost their children in the Sandy Hook tragedy. She has authored multiple books and publications focusing on school safety, trauma, and threat assessment.


    To obtain the registration code, please contact the Conference Chair at: Hannah.Barraw@gmail.com

Past Events

09/30/2022 “They Said What?!”: Responding to Students’ Questions about Racial Differences to Facilitate Racial Dialogue in the Classroom
08/03/2022 PREPaRE Workshop 2, Training of Trainers (ToT) 3rd Ed
01/11/2022 Mindfulness-Based Stress Reduction: Power of the Practice
09/30/2021 Previously Recorded: Strategies for Successful Internship Supervision
05/17/2021 Previously Recorded: Best Practices for School Psychologists in Meeting the Needs of LGBTQ+ Youth
05/14/2021 Best Practices for School Psychologists in Meeting the Needs of LGBTQ+ Youth
04/27/2021 Decreasing the Shortage of School Psychologists Through the Grow Your Own Program
04/19/2021 Previously recorded: Improving School Psychological Service Delivery Using the NASP Practice Model
04/15/2021 Improving School Psychological Service Delivery Using the NASP Practice Model
04/03/2021 2nd offering...Mindfulness-Based Stress Reduction (MBSR)
02/23/2021 NASP 2021 Virtual Convention for SCECHs
02/18/2021 Dismantling the School-to-Prison-Pipeline
01/08/2021 Making a Successful Transition from College to Career: Preparation for Graduate Students
01/08/2021 Mindfulness-Based Stress Reduction (MBSR)
12/21/2020 Previously Recorded Webinar: Advancing Equity through Social Justice Practices
12/17/2020 Inaugural MASP Social Justice and Multicultural Ethics Town Hall
12/16/2020 Advancing Equity through Social Justice Practices
09/18/2020 Conducting School-Based Evaluations for Special Education Eligibility
09/01/2020 Previously Recorded Webinar: A New Normal - SEL Considerations for Reopening Schools
08/25/2020 Webinar: A New Normal - SEL Considerations for Reopening Schools
08/19/2020 MASP Virtual Town Hall 2
08/18/2020 MASP Virtual Town Hall 1
11/07/2019 2019 Fall Conference
08/06/2019 2019 PREPaRE Workshop 2
08/05/2019 2019 PREPaRE Workshop 1
03/15/2019 2019 Spring Conference
11/08/2018 2018 Fall Conference
06/21/2018 2018 PREPaRE Workshop 2
06/20/2018 2018 PREPaRE Workshop 1
03/16/2018 2018 Spring Conference
11/09/2017 2017 Fall Conference
03/17/2017 2017 Spring Conference
07/13/2016 MASP Board Summer Retreat
03/18/2016 2016 Spring Conference
10/26/2015 2015 Annual Fall Conference
03/20/2015 2015 Critical Issues Conference
10/26/2014 2014 Annual Fall Conference
09/10/2014 MASP Board Meeting
08/18/2014 MASP Summer Board Meeting
05/14/2014 MASP Board Meeting

Any questions or concerns regarding webinars and conference events can be addressed to Hannah Barraw, MASP Conference Chair, at Hannah.Barraw@gmail.com 

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