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

    • 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.


    • 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
    • 424
    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.

    • 09/30/2022
    • 10:00 AM
    • 09/25/2023
    • 12:30 PM
    • Zoom
    • 448
    Register

    Previously Recorded: “They Said What?!”: Responding to Students’ Questions about Racial Differences to Facilitate Racial Dialogue in the Classroom


    Live-streamed Sept 30th, 2022

    Sheri Atwater, PhD, PPS

    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 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: 

    Well-meaning counselors, parents and educators often struggle to initiate and respond to race discussions with K-12 students, fearing that they may do or say the "wrong thing,” particularly in the current political climate. Yet children learn best when educators support students in understanding abstract concepts such as race and social justice in a developmentally-appropriate way.  This presentation illustrates how to talk to K-12 students about race while avoiding the “trap” of a color-blind racial ideology (Castro-Atwater, 2016). Through the use of illustrated vignettes, participants learn how to: 

    • use an anti-racist "Developmental Response Framework" (Castro-Atwater, 2008) to proactively facilitate racial dialogue in the classroom, 
    • respond to take the "teachable moment" about race, 

    • access free tools and lesson plans from Learning for Justice (LFJ) designed for race discussions; and

    • address the challenges and expected benefits inherent in this timely, important work. 

    Dr. Sheri Atwater is Professor and Director of the M.A. Counseling Programs at Loyola Marymount University (LMU) in Los Angeles, CA, where she teaches courses in applied developmental psychology (lifespan), individual and group counseling, counseling theories and techniques, multicultural counseling, and advanced clinical techniques. Dr. Atwater received her B.A. from Stanford University and her M.A., P.P.S. Credential, and Ph.D. (School Psychology) from the University of California at Berkeley. Previously, Dr. Atwater has served as past President of the School Psychology Educators of California (SPEC) and as co-Principal Investigator for the Los Angeles County Office of Education's Student Mental Health Initiative. Dr. Atwater is also the creator and Project Director of the SUCCESS Coaching program, a multi-year collaboration with the Los Angeles Unified School District, where she supervises graduate students as they provide individual clinical counseling services to elementary and secondary students.

    Dr. Atwater’s research focuses on multicultural approaches in schools, and is an award-winning national speaker conducting training workshops and presentations on the definition and ‘myths’ of critical race theory as a systemic approach; how to foster effective culturally-relevant dialogue in classrooms and schools; and how educators can avoid the "trap" of color-blind racial ideology in communication with K-12 students.

    • 03/17/2023
    • 8:30 AM - 3:30 PM
    • Four Points by Sheraton Detroit Novi, 27000 South Karevich Drive, Novi, MI, 48377
    • 78
    Register

    MASP Annual Spring Conference:  

    Guiding the Design and Implementation of

    Tier 2 and 3 Behavioral Supports


    Presented by: Jessica Sprick, MS


    Friday March 17th, 2023 8:30a.m.-3:30p.m.

    (In Person Event Only; No Webinar/Virtual Option)


    Four Points by Sheraton Detroit Novi

    Novi, MI


    LOCATION: Four Points by Sheraton Detroit Novi, 27000 South Karevich Drive, Novi, MI, 48377Call the reservations department at (248) 348-5000 by Friday, January 20, 2023 to receive the group rate of $129.00/night. 


    This presentation will describe an evidence-based approach to planning and coordinating high-quality, consistent problem-solving and intervention efforts to support students with challenging behavior across a district or building. For students who require higher levels of support, more resources, and/or greater expertise that are characteristic of Tier 2 or Tier 3 supports, school psychologists are uniquely positioned to help their schools design systems that effectively and efficiently link students with the assistance they need. Participants will learn how to guide school teams through the intervention process, including identifying, selecting, and effectively implementing Tier 2 and 3 behavioral interventions within their schools. Participants will also learn about how to implement a variety of evidence-based behavioral interventions such as behavioral contracting, goal setting, and managing the escalation cycle.

    Learning Objectives:

    • Identify clear processes to guide problem-solving for students who exhibit chronic misbehavior. 

    • Create intervention planning resources to use with students who demonstrate moderate or intensive misbehaviors.

    • Begin designing or expanding upon a menu of “ready-to-use” interventions that can quickly and easily be able to accommodate new students at any time during the year.

    • Prepare to implement specialized interventions that can be tailored to the needs of individual students. 

    Jessica Sprick has a M.S. in Special Education. She is a consultant and presenter for Safe & Civil Schools and an author for Ancora Publishing, ASCD, and Wiley. Jessica has been a special education teacher for students with behavioral needs and Dean of Students at the middle school level. Her practical experience working with special and general education students and staff drives her passion to help school personnel develop and implement effective multi-tiered behavioral approaches in schools. She is the author/co-author of numerous educational resources including CHAMPS (3rd ed.), Interventions: Support for Individual Students with Behavioral Challenges (3rd. ed.), Functional Behavior Assessment of Absenteeism, Functional Behavior Assessment of Bullying, and the School Leader's Guide to Tackling Attendance Challenges, among others.


    SCECHs:  SCECHs are currently pending approval from the state.  


    NASP Model for Comprehensive and Integrated School Psychological Services

    This session focuses on skill development in Domains 4, 6, 9. 

    Visit www.nasponline.org/practicemodel for additional information.


    REFUND POLICY: Refunds will not be made routinely. All refunds are subject to an administration fee of $30.00. Requests for a refund must be made by email or in writing and postmarked no later than 03/10/23. Allow 3 weeks for refund.


Past Events

01/10/2023 Reimagining School Psychologists as Healers
11/07/2022 PREPaRE Workshop 1, Training of Trainers (ToT) 3rd Ed
10/20/2022 MASP 2022 Fall Conference
10/10/2022 Decreasing the Shortage of School Psychologists Through the SMART/Grow Your Own Program
08/03/2022 PREPaRE Workshop 2, Training of Trainers (ToT) 3rd Ed
01/14/2022 Previously Recorded: School-Based Behavioral Threat Assessment and Management: Best Practices and Resources
01/11/2022 Mindfulness-Based Stress Reduction: Power of the Practice
12/16/2021 Previously Recorded: Smart but Scattered: Improving Executive Skills to Promote School Success
11/08/2021 Previously Recorded: School Psychologists as Systems Change Leaders
10/19/2021 Previously Recorded- Ethics for School Psychologists: Challenges and Opportunities
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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