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Session DescriptionsUnless otherwise noted, each session meets criteria for NASP and APA approved credit hours. |
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In-person participants have the option of participating in any of the sessions.Virtual participants may choose from only the virtual sessions.Use this schedule planner to help plan out your favorite options! |
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| Title - Presenter - Description | Date/Time |
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Adolescent Suicide Risk: Stats, Screening Tools and Risk Assessment In a 2021 survey of North Carolina high school students, 22% considered suicide, 18% made a plan, and 10% attempted suicide. Suicide screening tools assist psychologists and other clinicians to triage and develop a safety plan for adolescents endorsing suicidal thoughts. However, each screener asks slightly different questions and interpreting them is not always black or white. In this session we will review 1) recent statistics on suicide attempts and death by suicide in adolescents in North Carolina, 2) discuss the strengths and weaknesses of various suicidality screening tools including the Columbia Suicide Severity Rating Scale (C-SSRS), Ask Suicide-Screening Questions (ASQ), and PHQ-9/P4 Screener for adolescents, 3) discuss suicide safety planning and lethal means restriction interventions for the adolescent and their family, and 4) review levels of clinical care when a patient is referred to mental health treatment. Finally, attendees will have the opportunity to reflect on their own experiences and share their struggles and successes working with adolescents in crisis, their families and school community. |
Online: Session Block 1 Sunday, Oct 27 10:45 - 12:15pm |
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Boosting Social-Emotional Skills: Second Step's Impact on Elementary Children Jamie Yarbrough, PhD The Second Step program enhances students' social-emotional skills, executive function, and growth mindset. This presentation will discuss the implementation of Second Step in a rural K-8 school. Graduate students led the intervention weekly and the results indicated there was a reduction in behavioral risks from 30% to 26% and improved social-emotional knowledge by 8%. Teachers rated the intervention 3.57/6. Overall, the program shows promise but requires further research. Implications for practice will be discussed. |
In-person: Online: |
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Both/And: Building Capacity to Identify and Serve the Twice-Exceptional Student Despite increased awareness of the existence of twice-exceptional (2e) students, educators often find it difficult to identify these students--let alone serve them appropriately. Developing capacity in school-team members as well as using data-based decision making is critical in identifying and serving 2e students. Learn practical strategies that can be implemented in your building to identify and support this underserved gifted population! |
In-person: Online: |
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Bringing INSIGHTS to Life: Moving Beyond Research and Into the Real World Mollie Bollinger & Mary Margaret Watson Hannah Macomson, MA, SSP School psychologists must understand various influences on children's mental health and use evidence-based strategies for social-emotional support. Many existing SEL programs fail to account for individual traits like temperament, which can affect intervention outcomes. INSIGHTS Into Children’s Temperaments addresses this gap with a comprehensive SEL approach, involving child, parent, and educator components, and focusing on temperament’s role in behavior and responses. Delivered through online and classroom formats, INSIGHTS has proven effective in improving behavior and academic performance, especially for low-income students. However, challenges like affordability and integration into existing systems must be addressed. This presentation will explore how to apply research on temperament in practical settings, offering a model for implementing and evaluating such programs effectively. |
In-person: Online: |
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Building an Infrastructure to Access School-Based Mental Health Supports Cheon Graham, PhD Despite a perceived lack of resources and the ESSER funding cliff, Guilford County Schools has established a diverse network through specialized grants and community partnerships to increase access to mental health services for students and staff. Provided through in-person and virtual methods, GCS has gleaned ways to ensure the availability of these services for all students. Learn how these collective and complementary efforts are structured and functioning in a large district setting, the role the school psychologist plays within this model, as well as what is on the horizon ahead for further expansion of services. |
In-person: Online: |
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CBT in Action: Tackling Anxiety in Schools Cognitive Behavioral Therapy (CBT) is a widely recognized and effective treatment for anxiety that focuses on identifying and altering the negative thought patterns and behaviors contributing to anxiety symptoms. This skills practice session offers participants an opportunity to review and role-play CBT techniques, including helping students recognize the physiological signs of anxiety, challenge negative thinking, and develop problem-solving strategies to manage their anxiety more effectively. Through role plays and discussions, the session will emphasize practical ways to apply CBT skills within a school-based setting. There will be an emphasis on the Coping Cat program. |
In-Person: Session Block 2 Sunday, Oct 27 2:00 - 5:30pm |
| The Early Intervention Imperative: Bringing Research into Practice Using the Early Sociocognitive Battery (ESB) Molly K. Ware, MEd, EdS & Lisa Marquez, MA Assessment Consultants Hogrefe Publishing Corporation Autism spectrum disorder (ASD) affects about 2.2% of the U.S. population and is typically visible by age 3. While early identification has improved, equitable screening is still needed for timely intervention. The Early Sociocognitive Battery (ESB) measures early social engagement and language development skills in children with ASD and has been standardized on a diverse U.S. sample. It helps identify sociocognitive strengths and needs, provides parents with objective insights, and offers a standardized evaluation method that detects subtle nonverbal communication differences. This session will review ESB research, demonstrate its administration, and explore its use in schools and private practice, with opportunities for participants to practice the assessment techniques. |
In-person: Online: |
| Emotionally Regulated: Strategies for Student Success Katelyn Kuchta, EdS, MS Exceptional Children Intensive Behavior Intervention Coordinator Charlotte Mecklenburg Schools Kristen Pashkoff Weber Charlotte Mecklenburg Schools Emotional self-regulation is an essential component of emotional intelligence and is associated with positive effects for mental health, academic results, and social skills. Session content will focus on instructional strategies to help students identify, express, and differentiate emotions when faced with difficult demands of academic rigor and social/behavioral expectations. Our team will correlate how these items impact academic achievement and social relationships within the school setting and beyond. Participants will walk away with ready-to-use strategies to support students who present with difficulty in regulating their emotions to effectively utilize coping strategies to maintain academic and social success. Through interactive scenarios and role play, participants will practice using tangible resources and brainstorm implementation strategies to begin utilization of resources with students. |
In-person: Session Block 3 Monday, Oct 28 9:00 - 12:15pm |
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From Surviving to Thriving: A Framework to Guide Transformative Practices for Educator Wellbeing Recent studies reveal declining educator wellbeing and rising mental health concerns (CDC, 2021; Steiner et al., 2022). However, educators need agency, belonging, and a sense of accomplishment to support the whole child. While states have promoted educator wellbeing through self-care and wellness initiatives, broader state and local efforts are needed to address working conditions and individual educator factors. This session will introduce the Framework for Educator Wellbeing (CCSSO & AIR, 2024) and share strategies to advance educator wellbeing in local education systems and organizations. By prioritizing educator wellbeing, we can create supportive work environments and conditions that enable educators not just to survive but to thrive while positively impacting student outcomes. |
Online: |
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Laws vs Ethics: Bridging the Gap for School Psychologists to Empower LGBTQ+ Youth in NC Challenging Climate This session aims to equip school psychologists and educators with the tools necessary to effectively support LGBTQ+ youth in a climate that often challenges their rights and well-being. We will begin with foundational terms and concepts relevant to understanding the experiences of LGBTQ+ students and their families. An essential part of our session will involve a comprehensive analysis of North Carolina's legislative landscape, identifying laws that impact LGBTQ+ students directly and indirectly. By bridging knowledge gaps and promoting advocacy, this session will encourage actionable strategies that school psychologists can employ to foster inclusive environments that respect and affirm the humanity of LGBTQ+ students, educators, and families. |
In-person: Online: |
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A Multifaceted Approach to Suicide Prevention, Substance Abuse, and NSSI Suicide and Non-Suicidal Self-Injury (NSSI) are significant concerns among school-aged populations, posing considerable challenges to their well-being and academic success. Additionally, substance abuse among school-aged populations is a significant public health concern with far-reaching implications for academic performance and social development. This session provides an overview of NSSI and substance abuse in the school-aged population, focusing on understanding its prevalence and risk factors. This session will also introduce QPR (Question, Persuade, Refer) Suicide Training as a vital component of suicide prevention efforts within schools. By the end of the session, participants will leave with an understanding of QPR Suicide Prevention, NSSI, and substance use trends and underlying factors among school-aged populations. |
Online: Session Block 3 Monday, Oct 28 10:45 - 12:15pm |
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Report Writing EdCamp Good report writing is essential for school psychologists as it ensures clear communication of assessment findings and recommendations, which in turn support effective intervention planning and collaboration with educators and parents. In this EdCamp style closing session, participants will review the why of good report writing and then complete three rotations of report writing improvement how-tos. |
In-person: Tuesday, Oct 29 10:30 - 12:45pm Online: Tuesday, Oct 29 10:30 - 12:45pm |
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Piecing it Together: Revisiting Best Practices in ASD Evaluations |
In-person: Online: |
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This 13 hour session covers how to prevent and prepare for psychological trauma, reaffirm both physical health and perceptions of safety, evaluate trauma exposure by conducting psychological triage, and respond to psychological needs using a multitiered crisis intervention approach. Participants will learn how to facilitate social supports and conduct caregiver trainings, classroom meetings, student psychoeducational groups, group crisis intervention, and individual crisis intervention. Participants will also examine the effectiveness of school crisis intervention and recovery efforts.Limited to 50 participants |
In-Person: Monday, Oct 28 *15 min break |
| Preventing Firearm Suicides in Youth: Counseling on Access to Lethal Means (CALM) for School-Based Service Providers JP Jameson, PhD Professor Appalachian State University Suicide is the second leading cause of death for individuals aged 10-24, with over 7,000 deaths in the U.S. in 2021. Existing prevention programs often focus on knowledge and access to treatment but may be less effective against rapidly developing suicidal behaviors and do not address highly lethal methods like firearms. Firearms account for 54% of youth suicides, with ready access linked to higher fatality rates. To address this, the Counseling on Access to Lethal Means (CALM) workshop offers a 3-hour training for school personnel on reducing access to firearms and dangerous medications for high-risk students. The workshop covers the means safety prevention framework, integration into risk assessments, effective communication strategies, and hands-on role plays to practice these skills. |
In-Person: Session Block 4 Monday, Oct 28 2:00 - 5:30pm |
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Seize the Moment: Join the SEL Movement with SEL4NC Megan Lyons, PhD Join us for an engaging session where we will explore SEL4NC's mission and vision, along with our ambitious goals for 2024-2025. This discussion will empower you as an advocate for equity-focused Social and Emotional Learning (SEL) through resources and activities across four organizational domains, including Advocacy, Development, Promotion, and Support. The session will share legislative updates and resources, including how to "Vote with Values" and access voting tools. Funding resources to develop SEL strategies will be shared, including practical methods for promoting SEL in your community. The session will conclude with upcoming events to enhance your advocacy skills and opportunities to connect with fellow advocates across North Carolina, ensuring you are equipped to advance SEL initiatives effectively. Your participation will strengthen our collective efforts for equitable SEL practices. |
Online: Session Block 2 Sunday, Oct 27 4:00 - 5:30pm |
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Social Media, Social Justice, AI, Oh My: Remaining Ethical in an Ever Changing World |
Online: Session Block 3 Monday, Oct 28 10:45 - 12:15 pm |
| Strategies and Tools for Supporting Students' Social Emotional and Behavioral Growth in Tiers 1 and 2 Karen Monahan, PhD Assistant Professor Winthrop University This session will provide an overview of strategies and tools that may be used by teachers and/or intervention teams for supporting students’ SEB needs in Tiers 1 and 2. During the session, we will review a free tool that assists teachers in establishing strong classroom management practices and discuss several early stage behavior intervention practices teachers may use in their classrooms to support their Tier 1 efforts. Next, we will discuss several reliable and valid (and free!) screening tools that may be used to identify students' SEB needs. Finally, we will review practical implementation of several evidence-based Tier 2 SEB interventions, including how to set up effective progress monitoring. |
In-person: Session Block 1 Sunday, Oct 27 9:00 - 12:15pm Online: Session Block 3 Monday, Oct 28 9:00 - 10:30 am |
| Supporting Educators with Implementation of Evidence-Based Practices for Students with Autism Spectrum Disorder Heidi Carico, MA & Amanda Passmore, MA Consultants for Autism and Charter Schools NC Department of Public Instruction This session is intended for professionals working with educators who teach students with Autism Spectrum Disorder (ASD). Participants will be provided with an overview of the characteristics of ASD to support the collaborative planning and provision of Specially Designed Instruction (SDI). Particular attention will be given to proactive use of visual supports to increase student engagement resulting in decreased interfering behaviors. |
In-person: Session Block 4 Monday, Oct 28 2:00 - 5:30 pm Online: Session Block 1 Sunday, Oct 27 9:00 - 10:30 am |
| Trailblazing Leaders: Using Innovative Initiatives in High School to Form School-Wide Social-Emotional Learning Practices Leah Wade, DEd School Psychology Manager Charlotte Mecklenburg Schools Ladarian Eaton School Psychologist Charlotte Mecklenburg Schools This session explores the vital role of school psychologists in promoting Social-Emotional Learning (SEL) practices in comprehensive high schools. School psychologists play a pivotal role in fostering a positive school climate, strengthening connectedness with peers, and supporting mental health initiatives. More recently, students across the world have been facing real-world challenges like no other that have impacted school performance. Through a combination of research-based strategies and practical tools, this presentation highlights the importance of integrating SEL practices across the continuum to bridge the gap. Attendees will gain valuable insights into how school psychologists can collaborate with stakeholders to cultivate a supportive environment and integrate culturally responsive practices to support all students. This information will support attendees in developing skills to nurture the social-emotional growth of adolescents in a high school setting. |
In-person: Session Block 3 Monday, Oct 28 10:45 - 12:15pm |
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Unlocking Student Potential: Time-Saving Solutions for Data-Driven School Psychologists In the fast-paced environment of education, time is a precious resource, and managing it effectively can directly impact student outcomes. This session will explore innovative, time-saving strategies that allow school psychologists to focus on what truly matters—supporting students. From instant, permission-based data sharing to easy-to-use data visualization tools, we will showcase how modern systems can streamline your workflow, giving you more time for direct interventions. Jaime Harris, an award-winning school psychologist, will share the latest advancements in data aggregation and analysis that enable you to track progress across academics, attendance, behavior, and social-emotional learning seamlessly across district levels. Discover how up-to-date, accurate data can empower you to make informed decisions, tailor interventions, and ultimately drive student success. Don't miss this opportunity to transform your practice with tools you never knew you couldn’t live without!
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| Where Have all the School Psychologists Gone? Addressing the Field Shortages Jim Deni, EdD School Psychology Trainer Appalachian State University Chelsea Chapman Graduate Student Appalachian State University School psychology workforce shortages contribute to higher school psychologists-to-student ratios, which in turn impacts school psychologists' ability to work in a comprehensive role. Narrow job roles potentially lead to lower job satisfaction among practitioners, and high ratios have deleterious implications for students. To study specific factors related to workforce shortages, the National Association of School Psychologists (NASP) collects data every 5 years from their members to track demographics and other factors that may influence shortages. Although NASP survey results provide useful information, there remains uncertainty as to reasons pertaining to shortages. It also remains uncertain if telehealth services can be used as a retention strategy for school psychologists. Dua et al. (2022) suggest that remote and hybrid work leads to higher job satisfaction. This session will present data from a survey done in 32 states that investigated the reasons and factors associated with workforce shortages in school psychology and how telehealth services benefited practitioners during the COVID pandemic. The session provides a set of recommendations for public policy, organizations, and individuals. |
In-person: Online: |
PREPaRE Workshop 2 Mental Health Crisis Interventions: Responding to an