Previously Recorded: Reimagining School Psychologists as Healers
Live-streamed January 10th, 2023
Presented by: Celeste M. Malone, PhD, MS
Only $10 for members and $20 for non-members
No SCECHs are available for viewing the recorded version.
DESCRIPTION & OBJECTIVES:
Ample evidence indicates that marginalized students experience oppression and discrimination in schools. On an interpersonal level, marginalized students experience discrimination in the form of microaggressions and bias-based bullying. Structural oppression emerges as restricted access to educational opportunities and differential treatment by school staff. The ongoing exposure and re-exposure to oppression impact negatively students' mental and physical health leading to traumatic stress. As mental health professionals, school psychologists teach marginalized students coping skills to help them survive invalidating school environments; however, our goal should be to create environments that allow all students to thrive. This requires school psychologists to embrace healing centered approaches that affirm students' identities, empower students to be agents in restoring their own well-being, and correct the unjust practices which marginalize some students.
As a result of this session, attendees will be able to
● Describe the relationship between oppression and traumatic stress
● Explain the difference between coping and healing
● Apply social justice principles to engage in healing-centered school psychology practice
Celeste M. Malone, PhD, MS, is an associate professor and coordinator of the school psychology program at Howard University. She received her master’s degree in school counseling from Johns Hopkins University and her doctorate in school psychology from Temple University, and she completed a postdoctoral fellowship in child clinical and pediatric psychology at the Johns Hopkins University School of Medicine. Celeste’s primary research interest relates to multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, her work addresses the development of multicultural competence through education and training, diversification of the profession of school psychology, and the relationship between culturally responsive practice and pre-K–12 student outcomes. Related to her interest in professional issues in school psychology, Celeste has continuously held leadership positions in psychology professional associations and has been recognized for her ongoing leadership and commitment to social justice in psychology by presidential recognitions from NASP, the Maryland School Psychologists’ Association, and APA Division 16 School Psychology. Celeste is the 2022–2023 NASP President and, notably, is the second person of color to ever serve in this role.