Pre-Conference Workshops

Workshop Description: In this, workshop, I will review the common definitions of giftedness and contrast these with contemporary thinking about giftedness as the outcome of a talent development process.  According to the latter view, identifying gifted children in school is only the beginning of a journey that may result in a gifted child becoming a gifted adult. I will discuss the essential elements of gifted performance using the talent development megamodel (Olszewski-Kubilius et al., 2018; Subotnik et al., 2019; Worrell et al., 2018, 2019) as a framework for identification and programming. Participants will learn about (a) the range of constructs that contribute to outstanding performance, (b) the psychosocial variables implicated in gifted performance, and (c) how a talent development model is more equitable and results in the identification of a more diverse set of students (Worrell & Dixson, 2018, 2020, 2022, 2023).

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (Eds.). (2018). Talent development as a framework for gifted education: Implications for best practices and applications in schools. Waco, TX: Prufrock Press.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (Eds.). (2018). The psychology of high performance: Developing human potential into domain-specific talent. Washington, DC: American Psychological Association.

Worrell, F. C., & Dixson, D. D. (2018). Recruiting and retaining underrepresented gifted students. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (2^nd ed., pp. 209–226). Springer. https://doi.org/10.1007/978-3-319-77004-8_13

Worrell, F. C., & Dixson, D. D. (2020). Diversity and gifted education. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: A survey of current research on giftedness and talent development (3^rd ed., pp. 169–183). Prufrock Press.

Worrell, F. C., & Dixson, D. D. (Eds.). (2022). Equity in gifted education. [Special issue]. Gifted Child Quarterly, 66(2).

Worrell, F. C., & Dixson, D. D. (2023). Best practices in equitable academic talent development and gifted education for underserved children. In P. L. Harrison, S. L. Proctor, & A. Thomas (Eds.), Best practices in school psychology (7^th ed.): Vol. 2. Students, systems, & family services (pp. 107–119). National Association of School Psychologists.

Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2018). Talent development: A path toward eminence. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 247–258). Washington, DC: American Psychological Association. https://doi.org/10.1037/0000038-016

Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70, 551–576. https://doi.org/10.1146/annurev-psych-010418-102846

Learning Goals:

1. Participants will review or learn about the historical definitions of giftedness (e.g., giftedness as IQ, giftedness as trait)
2. Participants will understand about talent development and why many contemporary models of giftedness use a talent development framework.
3. Participants will learn about the major tenets of the megamodel of talent development (e.g., abilities matter, talent development trajectories vary by domain, etc.)
4. Participants will learn about critical elements that result in gifted performance across the life-span.
5. Participants will understand why a talent development framework is a more equitable approach to gifted education

Brief Bio:

Frank C. Worrell, PhD, is a Distinguished Professor in the Berkeley School of Education at the University of California, Berkeley, where he serves as Faculty Director of the School Psychology Program, the Academic Talent Development Program, and the California College Preparatory Academy. He also holds an affiliate appointment in the Social and Personality Area in the Department of Psychology and a courtesy appointment as a Professor at Heidelberg University, Germany. He has been a Visiting Professor at the University of Auckland; the University of New South Wales, Sydney; Southwest University, Chongqing; and Ljubljana University. His areas of expertise include at-risk youth, cultural identities, gifted education/talent development, scale development, time perspective, and the translation of psychological research findings into practice. A former Editor of Review of Educational Research and the Board of Directors of the American Psychological Association (APA), Dr. Worrell was the 2022 President of APA. He is a Fellow the American Educational Research Association, the Association for Psychological Science, and six divisions of APA. He is an elected member of the Society for the Study of School Psychology and the National Academy of Education. Dr. Worrell is a recipient of the Distinguished Scholar Award from the National Association for Gifted Children, the Distinguished Contributions to Research Award from the Division 45 of APA, the Outstanding International Psychologist Award from Division 52 of APA, the Palmarium Award in Gifted Education from the University of Denver, the Outstanding Contributions to School Psychology Award from CDSPP, and an honorary doctorate and the Marsilius Medal from Heidelberg University. 

Workshop Description: In this engaging workshop, school psychologists will explore the dynamic application of Cognitive Behavioral Therapy (CBT) in group settings for diverse school environments and student populations.  The session underscores the importance of adapting group therapy to meet the varied needs of school populations, emphasizing a cognitive-behavioral approach that addresses the unique challenges of youth while appreciating their personal strengths.  The workshop introduces participants to a brief-care model tailored for group interventions, highlighting how evaluation data can move beyond simple diagnoses to develop a further understanding of group members through case conceptualization, leading to more effective group strategies.  This approach is key in crafting interventions that are not only evidence-based but also culturally and contextually relevant.  Attendees will learn how to use a transdiagnostic intervention framework—both unified and modular—in schools to approach mental health issues collectively rather than individually.  The facilitators will demonstrate how to enhance engagement in group CBT through the use of metaphors, elements of pop culture, sports, superheroes, and improv techniques, making therapy relatable and skills more applicable to students.  The session will be interactive, with opportunities to discuss and apply learnings through case examples that reflect real-world scenarios.

Learning Objectives:

Participants will be able to:

1. Adapt CBT approaches for group therapy with children and adolescents in school settings.  (NASP Domain 4, Mental and Behavioral Health Services)
2. Use data effectively to conceptualize cases and design group interventions that are evidence-based and culturally sensitive.  (NASP Domain 1, Data-Based Decision Making; NASP Domain 8, Equitable Practices for Diverse Populations)
3. Implement group-specific CBT techniques to address diverse mental health concerns.  (NASP Domain 4, Mental and Behavioral Health Services)
4. Enhance group engagement using creative elements such as metaphor, pop culture references, and improv in therapy sessions.  (NASP Domain 4, Mental and Behavioral Health Services)

Brief Bio:

Dr. Ray W. Christner, Psy.D., NCSP, ABPP, is a licensed psychologist and a certified school psychologist, a nationally certified school psychologist, and a nationally registered health service psychologist.  His expertise encompasses both clinical and school psychology, with a board certification in behavioral and cognitive psychology.  Operating an independent practice in Hanover, Pennsylvania, Dr. Christner also extends services across 39 states as an authorization holder of the APIT (Authorization to Practice Interjurisdictional Telepsychology) and the TAP (Temporary Authorization to Practice).  His professional services include psychotherapy, psychological/neuropsychological assessments, and consultative services, providing services to a diverse clientele ranging from children to adults across various psychological, developmental, behavioral, and educational continuums.  An esteemed author and speaker, Dr. Christner has contributed extensively to his field through numerous publications and presentations.  His book, Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice (now in its 3^rd edition), has been translated into Japanese, Korean, and Romanian.  He is currently in production of a new psychological test, Christner Behavior and Adaptability System (C-BAAS), which will be published by Psychological Assessment Resources (PAR) in 2025.  Additionally, Dr. Christner shares his insights as the cohost of the podcast Psyched to Practice and has garnered attention from prominent media outlets such as Today, Parents, Newsweek, Lifehacker, ABC, Fox, Special Education Connection, and Authority Magazine, to name a few.

Jessica L. Stewart, Psy.D., is a licensed clinical psychologist in Massachusetts and Rhode Island in the United States.  Throughout her nearly 30 years in the field, Dr. Stewart has worked in intensive residential, group home, community mental health, and medical settings and has worked as a school psychologist for over 20 years.  She currently maintains a private practice in Providence, Rhode Island, providing psychotherapy to adolescents, college students, and adults through the lifespan, with a particular focus on goal setting, identifying strengths and values, personal empowerment, and distress tolerance through transitional challenges.  She specializes in anxiety, trauma recovery, depression, ADHD, executive functioning and self-regulation, and building emotional competency and resilience in youth.  In addition to conducting neuropsychological and psychological evaluations, Dr. Stewart incorporates her expertise in cognitive-behavior therapy (CBT) and case conceptualization into her work consulting with local private and public schools to help inform intervention.  Dr. Stewart is a recognized author and presents nationally and locally, including within volunteer work providing mental health resources and presentations for community organizations and as a mental health volunteer with the American Red Cross.

Workshop Description:

As a school psychologist, it is crucial to stay abreast of the dynamic technological landscape that continuously reshapes the provision of educational and psychological services. This seminar will delve into the latest advancements in technology. The focus will be on cutting-edge tools such as virtual reality (VR), mobile applications, chatbots, wearable devices, and artificial intelligence (AI). Each of these technologies holds the potential to significantly enhance the services we provide in educational settings. For instance, VR can be used for immersive therapy sessions, mobile apps can facilitate behavioral monitoring, chatbots can offer immediate student support, wearable devices can track physiological responses for anxiety management, and AI can provide support in writing reports or generating intervention options. This seminar aims to demystify these technological advancements and provide practical insights on how they could be used in daily practice. Understandably, the rapid pace of technological change can be overwhelming, but our goal is to help you navigate this landscape confidently and creatively. By the end of this seminar, you will have a clearer understanding of how these technologies can be employed in school psychology.

Learning Objectives:

Based on the content of this workshop, attendees will be able to:

• Recognize and describe the use of key technologies such as VR, mobile apps, chatbots, wearable devices, and AI in school psychology.

• Domain 10 – Legal, Ethical, and Professional Practice

• Understand how to apply these technologies could be applied in daily practice.

• Domain 4 – Mental and Behavioral Health Services and Interventions

• Formulate strategies for incorporating technological tools effectively into school psychology services.

• Domain 6 – Services to Promote Safe and Supportive Schools

• Incorporate wearable devices into service provision and understand the information these devices provide.

• Domain 1 – Data-Based Decision Making

Brief Bio:

Dr. Dan Florell is a Professor at Eastern Kentucky University and he runs a private practice. He trained school psychologists in a graduate program for 20 years. Dr. Florell has a Ph.D. in School Psychology from Illinois State University. He is a Nationally Certified School Psychologist (NCSP), licensed psychologist, and APA Fellow of Division 16. Dr. Florell is actively involved in NASP and is the NASP Historian and Online Communication Coordinator. His column Just a Click Away appears in the Communique and he writes a bi-weekly column on children and adolescent issues in the local newspaper. His main research focus is on artificial intelligence, technology, telehealth, professional issues, and the history of school psychology.

Workshop Description: This workshop will explore the multifaceted impacts of digital technology on youth mental health and development. Participants will critically examine current research to understand both the beneficial and adverse effects of digital engagement on young people’s cognitive, social, and emotional well-being. Through a combination of presentations, collaborative discussions, and case studies, this session will not only offer practical strategies for fostering healthy digital habits among youth but will also consider how these strategies can be supported by sound policy recommendations. Additionally, the workshop will facilitate a professional exchange, enabling participants to share and gain insights from diverse international experiences and practices aimed at supporting and guiding youth through the digital age. The session aims to equip professionals with the knowledge and tools to effectively support young people in navigating the digital landscape and to influence policy that promotes their well-being.

Haddock, A., Ward, N., Yu, R., & O’Dea, N. (2022). Positive effects of digital technology use by adolescents: A scoping review of the literature. International Journal of Environmental Research and Public Health, 19(21), 14009. https://doi.org/10.3390/ijerph192114009

Learning Goals:

1. Understand the Impact of Technology on Youth Development:Gain a comprehensive understanding of how digital technology affects cognitive, social, and emotional development in youth, highlighting both positive and negative outcomes.
2. Critically Assess Research and Trends:Examine the latest studies on youth engagement with digital technologies, understanding the nuanced impacts on mental health.
3. Integrate Policy and Practice: Learn, share, and discuss both practical strategies and policy recommendations that support healthy digital habits and overall mental health in youth.
4. Engage in Professional Exchange:Share and gain insights from diverse international experiences and practices in supporting and guiding youth through the challenges of the digital age.

NASP Domains Covered:

Domain 1: Data-Based Decision Making

Domain 4: Mental and Behavioral Health Services and Interventions

Domain 5: School-Wide Practices to Promote Learning

Domain 6: Services to Promote Safe and Supportive Schools

Domain 7: Family, School, and Community Collaboration

Domain 9: Research and Evidence-Based Practice

Domain 10: Legal, Ethical, and Professional Practice

Brief Bio:

Aaron Haddock, Ph.D., is an Associate Professor of Practice in the Department of Education and Director of Behavioral Health Initiatives at the Mosakowski Institute at Clark University. He has worked in school and community settings as a teacher, school psychologist, program evaluator, and consultant. His areas of expertise include SEL, school-based prevention and intervention, and digital mental health. By linking his extensive experience in MTSS directly to issues of social justice and education, he leverages the reciprocal relationship between research and practice to promote positive outcomes for all youth. He received his doctorate degree in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara, completed his clinical internship at Yale University, and is a Nationally Certified School Psychologist. He also holds a M.A. in School Psychology, a M.A. in Education with Leadership for Social Justice, and a Teaching Credential. Prior to training as a psychologist, he earned a M.A. in Modern European Studies from Columbia University and worked as a teacher for a decade. He is the recipient of a Fulbright Scholarship to Vienna, Austria, where he attended the University of Vienna and taught in a local school.

Rondy Yu, Ph.D., is a licensed psychologist and former assistant professor at the University of California, Riverside, where he was a core faculty member of the school psychology program and director of the applied behavior analysis program. He received his Ph.D. in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara. Dr. Yu has experience in both public schools and non-public agencies functioning as a psychologist, behaviorist, and clinical supervisor. He has presented at various professional conferences at the local, national, and international levels on topics related to behavioral consultation, treatment fidelity, and research related to programming for children and adolescents with emotional and behavioral disorders.

Workshop Description:

Severe violence, threats or death in the context of schools demands special knowledge and techniques applied by school-psychologists. The workshop will first provide an overview over tasks and strategies. Case examples and a short demonstration will illustrate the relevant mechanisms of supporting recovery. Finally ideas and techniques of caring for yourself in the field of crisis-management will be explained.

Learning Objectives.

Participants will get:

• to know main tasks and strategies of crisis intervention in schools
• an impression of how work could look like on the everyday level
• an introduction to self-caring strategies in the case of school crisis

NASP Domains: Services to Promote Safe and Supportive Schools;

Legal, Ethical, and Professional Practice;

Consultation and Collaboration;

Mental and Behavioural Health Services and Interventions

Brief Bio:

Odeth Bloemberg – van den Bekerom studied psychology at the Tilburg University and pedagogics (science of teaching) at the Free University in Amsterdam. She is working as a School Psychologist for a school board consisting of 25 special needs schools for children with mental and physical disabilities and psychiatric problems. Odeth is Program Co-chair of the Postmaster School Psychology Program in Nijmegen. She also works as trainer for ESPCT, a training center originated from ISPA. She is board member of ESPCT and secretary of ISPA. Her special interest areas are special educational needs, crisis response, trauma and safe schools. She is registered as a child & youth psychologist and EMDR practitioner.

Dr. Svenja Schattka:  She studied psychology and philosophy at the University of Trier, Germany, and at the Ohio State University in Ohio, USA. She completed her PhD in social psychology at the University of Mannheim, Germany. Svenja Schattka started working as a school psychologist in 2007. Her tasks include counseling pupils, parents and teachers. She also provides trainings and supervision for teachers and principals. A particular emphasis of her work is to train school teams and school psychologists in crisis response and to support schools in dealing with crises. Svenja Schattka takes special interest in promoting collaboration of parents and teachers and applying the New Authority Approach to educational settings.