• ISPA: Global Networking Forum – Weekend Webinar Series
    by ISPA Web on October 16, 2020 at 2:12 pm

    The International School Psychology Association (ISPA) Global Networking Forum - Weekend Webinar Series Series 1: The Impact of Covid-19 on School Psychology Around the World   Connecting school and educational psychologists around the world via a series of free 2-hour Sunday afternoon expert webinars and discussions via zoom. Webinar host countries include the Netherlands, India, [...] The post ISPA: Global Networking Forum – Weekend Webinar Series appeared first on ISPA.

  • Coping with a Lack of Control
    by noreply@blogger.com (Psyched About School) on October 14, 2020 at 2:30 am

     A common frustration for many right now is the feeling that life is out of control. We can't control the fact that we are in the middle of a pandemic. We can’t control when school opens again, or how many days our children will attend. We can't control what's going to happen, in general. We don't KNOW what is going to happen. In the words of that great sage Yogi Berra “Predictions are hard to make, especially about the future.” That being said, what can we do to bring back some sense of control?     Stephen Covey, author of 7 Habits of Highly Effective People, is credited with developing the idea of the circle of concern and the circle of influence. The circle of concern contains everything that people could be possibly worried about, whether they can have an impact on it or not. The circle of influence is much smaller, that is, it consists of things we can change or have an influence on. He suggests that we focus our attention on things which we can change.  Easier said than done, but worth the effort. The below graphic was graciously shared by Kathy Fitzjeffries, Safe and Drug Free Schools Program Manager.The below graphic suggests some additional ways to take back the control which we do have, and hopefully feel a little bit better.Pick a few of these things and give them a try this week! Let us know if they help give you a better sense of control.

  • Cyberbullying & Remote Learning
    by noreply@blogger.com (Psyched About School) on October 8, 2020 at 2:30 am

    The rapid growth of technology in our society has led to a new type of bullying...cyberbullying.  A surprisingly high number of students report being a victim of this type of bullying. According to a 2019 report from the CDC, cyberbullying among public school students is highest for middle school at 33%, followed by high school at 30%. Even 5% of elementary students report having been cyberbullied. Due to the impact of Covid-19 in 2020, many schools have had to switch to remote or distance learning. This situation has increased opportunities for cyberbullying since most learning occurs in virtual classrooms and other online platforms.  Children and teenagers are often more tech-savvy than their parents/guardians which can make it challenging to monitor their online behavior. Like other forms of bullying, cyberbullying can cause significant stress and emotional problems for the child, so it is important for parents/guardians to know the different ways children and teenagers can be bullied online. Cyberbullying includes but is not limited to circulating or sending photos, sending or posting hurtful messages, hacking someone else’s account, pretending to be someone else online, and sending or posting threats. Cyberbullying can occur on social media platforms, through text messages/email/instant messaging, within online forums such as chat rooms and message boards, and even in online gaming communities.Although all bullying involves intentional, often repetitive, hurtful behavior toward another person or group, according to Pacer.org, cyberbullying presents several additional challenges. First, given the easy access to technology, cyberbullying can happen any time of the day. It is also more difficult to detect because it isn’t as overt as physical or in-person verbal bullying. Since cyberbullying can be done anonymously, the victim may not know who the bully is, so no one is held accountable. Another unique feature of cyberbullying is that it enables the bully to spread information quickly to large groups. This makes it difficult to contain or stop negative information from being disseminated. Cyberbullying is also challenging because it is conducted at a distance from the victim and therefore, the bully may not see the harm it causes. In a sense, technology distances bullies from the damaging effects of their actions. Finally, the impact of cyberbullying can be permanent because it is difficult to remove or delete information once it is shared on the internet. So how can parents/guardians prevent and protect their children from cyberbullying without banning them from technology altogether? According to Stopbullying.gov, it is important for parents/guardians to initiate open and honest conversations with their kids about appropriate digital behavior. Those discussions should include guidance on how to view/post content, which apps they can and cannot use, and the parameters around how parents/guardians will check in/monitor their online use, browsing history, and communications. Other tips for parents/guardians include reviewing or re-setting your child’s phone location and privacy settings, following or “friending” your child on social media sites, staying up to date with the latest apps, online platforms, and digital slang, and knowing your child’s usernames and passwords. Parents/guardians  may also want to consider software options and apps that are available to help them limit/restrict content, block domains, and/or view online activities. Even if parents/guardians are following all of this advice, it is still critically important that they be aware of possible warning signs that their child is being cyberbullied. Sometimes the very best monitoring efforts might miss a potential problem. According to Stopbullying.org, some of the most common signs include:Noticeable increases or decreases in device use, including texting.Exhibits emotional responses (laughter, anger, upset) to what is happening on their device.Hides their screen or device when others are near, and avoids discussion about what they are doing on their device.Shuts down social media accounts or new ones appear.Starts to avoid social situations, even those that were previously enjoyed.Becomes withdrawn or depressed, or loses interest in people and activities.So what should parents/guardians do if they discover cyberbullying? According to Stopbullying.gov, the most important step is to document and report the behavior so that it can be addressed. Instead of responding to or forwarding cyberbullying messages, block the person who is cyberbullying. More specific and complete information regarding how and where to report cyberbullying can be found at Stopbullying.gov. During this time of remote instruction, it is more important than ever to communicate with your child’s school if you suspect cyberbullying is occurring. To anonymously report an incident of bullying, the WSFCS has set up an anonymous bullying tip line. Visit Bullying Tip Line or call 336-703-4193.

  • SPP talks with Renee Jain of GoZen & Superpowered
    by schoolpsychedpodcast on October 6, 2020 at 2:29 am

    SPP talks with Renee Jain of GoZen & Superpowered School Psyched Podcast is excited to speak with Renee Jain, founder of Go Zen:Research-based techniques to help alleviate childhood anxiety and author of the new book, SUPERPOWERED!

  • SPP 112: Positive Psych for the School Psych Practitioner
    by schoolpsychedpodcast on October 5, 2020 at 1:55 am

    SPP 112: Positive Psych for the School Psych Practitioner Get your school year and your students going in the right direction with some positive psychology strategies from author, school psychologist, and positive psychology practitioner Shira Levy! #psychedpodcast would like to thank Advanced School Staffing for sponsoring this episode and our endeavor to bring psychs quality… Continue reading SPP 112: Positive Psych for the School Psych Practitioner

  • September is Fetal Alcohol Spectrum Disorders (FASD) Awareness Month
    by noreply@blogger.com (Psyched About School) on September 29, 2020 at 2:23 pm

    Fetal alcohol spectrum disorders (FASDs) is an umbrella term used to describe the range of effects that can occur in an individual with prenatal alcohol exposure. These effects can have lifelong implications including physical, mental, behavior, and/or learning issues.The term FASD encompasses the following conditions:Fetal Alcohol Syndrome (FAS)FAS is on the most severe end of the FASD spectrum. It describes people with the greatest alcohol effects, causing signs and symptoms so distinct that the diagnosis is based on special measurements and findings in each of the 3 following areas:Three specific facial abnormalities: smooth philtrum (the area between nose and upper lip), thin upper lip, small palpebral fissures (the horizontal eye openings)Growth deficit (lower than average height, weight or both)Central nervous system (CNS) abnormalities (structural, neurologic, functional, or a combination of these)Partial Fetal Alcohol Syndrome (pFAS)When a person does not meet the full diagnostic criteria for FAS but has a history of prenatal alcohol exposure and some of the facial abnormalities, as well as a growth problem or CNS abnormalities that person is considered to have partial FAS (pFAS)Alcohol-Related Neurodevelopmental Disorder (ARND)People with ARND do not have abnormal facial features or growth problems, but do have problems with how their brain and nervous system were formed as well as how they function. These individuals may have:Intellectual disabilitiesBehavior or learning problemsNerve or brain abnormalitiesIn particular, a 2011 federally convened committee that reviewed the science noted that these children are most likely to have problems with neurocognitive development, adaptive functioning, and or behavior regulation.Neurobehavioral Disorder Associated with Pre-Natal Alcohol Exposure (ND-PAE)In addition to confirmed prenatal alcohol exposure, these individuals have impairment of neurocognition, self-regulation, and adaptive functioning. ND-PAE combines deficits is these three areas in conjunction with the following:Evidence of prenatal alcohol exposureChildhood onset of symptomsSignificant distress or impairment in social, academic, occupational, or other important area of functionAlcohol-Related Birth Defects (ARBD)People with ARBD have problems with how some of their organs were formed and or how they function, including:HeartKidneyBones (possibly the spine)HearingVisionThese individuals also may have one of the other FASDs.FASDs can happen only when a pregnant woman consumes alcohol. The alcohol crosses the placenta and enters the baby's blood where it can damage the developing brain and other organs leading to an FASD. Developing babies have the same blood alcohol concentration as their mother, but they lack the ability to process or metabolize alcohol. No amount of alcohol use is known to be safe for a developing baby before birth. Any amount of alcohol, even a glass of wine, passes from the mother to the developing baby. Wine, beer, or distilled spirits (vodka, rum, tequila, etc.) all pose a risk. FASDs are 100% preventable if a woman does not drink alcohol during pregnancy.Alcohol causes more harm than heroin or cocaine during pregnancy. The Institute of Medicine says, “Of all the substances of abuse (including cocaine, heroin, and marijuana), alcohol produces by far the most serious neurobehavioral effects in the fetus.” 1 in 100 babies have FASD, nearly the same rate as Autism.  FASD is more prevalent than Down Syndrome, Cerebral Palsy, SIDS, Cystic Fibrosis, and Spina Bifida combined. Alcohol use during pregnancy is the leading preventable cause of birth defects, developmental disabilities, and learning disabilities.The National Organization on Fetal Alcohol Syndrome (NOFAS) has created some fact sheets to educate people about FASDs. Some of these fact sheets that may be of interest are:FASD: What everyone should knowFASD: What school systems should knowFASD: What young people should knowNo one treatment is right for every child, as FASD and its constellation of symptoms differ from one child to another. FASDs need a medical home to provide, coordinate, and facilitate all the necessary medical, behavioral, social, and educational services.Many types of available treatments include but are not limited to:Developmental servicesEducational interventionsBehavior modificationParent trainingSocial skills trainingMedications and other medical therapiesTransition planningAdvocacy in school and the workplaceReferral for community support servicesCoordination across the specialists, partners, and needed supportsPrimary care in a high quality medical home setting with care integrationTreatment plans should be adaptable to the child's and family's needs, plus include close monitoring and follow-up.FASDs last a lifetime. There is no cure for FASDs, but identifying children with FASDs as early as possible can help them reach their potential. Research has shown that early identification and enrollment in treatment can significantly improve an affected child's development and life.

  • School Psychology Unified Anti-Racism Statement and Call to Action – part 2
    by Central Office on September 21, 2020 at 7:18 am

      ISPA fully endorses the School Psychology Unified Anti-Racism Statement and Call to Action which has been prepared by the American School Psychology Associations here below. We post this statement here as an act of recognition and support. In this way, we would like to express our sympathy to our American colleagues and affiliated organizations: [...] The post School Psychology Unified Anti-Racism Statement and Call to Action – part 2 appeared first on ISPA.

  • SPP 111: Racism, Social Justice, Police Brutality, Violence and Systemic Racism PART2
    by schoolpsychedpodcast on September 21, 2020 at 1:27 am

    SPP 111: Racism, Social Justice, Police Brutality, Violence and Systemic Racism PART2 #psychedpodcast is honored to have Dr. Barrett back for this continued conversation, as well as to welcome Adrianna Crossing and Marie Tanaka! #psychedpodcast would like to thank Advanced School Staffing for sponsoring this episode and our endeavor to bring psychs quality PD https://www.advancedschoolstaffing.com/schoolpsyched/… Continue reading SPP 111: Racism, Social Justice, Police Brutality, Violence and Systemic Racism PART2