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Trainers of School Psychologists

Registration for PUSHOUT Film Viewing and Discussion is now LIVE. 

Capacity is capped at 25 participants.

April 29 (12-2:30pm EST) Session for School Psychology Faculty & Graduate Students

May 6 (12-2:30pm EST) Session for Practitioners, Field-Based Supervisors, and Graduate Students



2022 TSP Annual Conference

February 14, 2022

Northeastern University (Boston, MA)

"For the love of the profession"




POSTER SESSION: TSP 2022

Preparing School Psychologists to Support the Inclusion of Neurodiverse Learners   Lori Vincent & Julie Morrison

Addressing Workforce Capacity through Training and Advocacy   Kristine Camacho, Sara Whitcomb,  & D. Tight Cooke

Advising Student-Parents in Higher Education: A Mixed-Methods Case Study  Catlyn Frey, Claire Lute, & Ashley Coburn

A Pandemic: Technology Use, Mental Health, and Job Burnout  Joel Eocanegra & Minghui Hou

Establishing a University Based Assessment Clinic: Benefits and Challenges for School Psychology Programs  Wendi Johnson & Jenna Reece

Roles and Responsibilities of the Social-Emotional Learning Services Department in a Florida Private School Setting  Julia Nucolo, Jessica Galvez, & Peter Caproni

Supporting Success in Graduate School: Making Explicit the Hidden Curriculum of Doctoral Study Erik Reinbergs

Promoting Equality in Early Childhood Education: Implications for Trainers of School Psychologists Marci Walton & Tamara Hodges

Identifying "Missing" Students Amidst COVID-19 Pandemic  Sarah Pryor & Jessica Pena

Recruitment and Retention in School Psychology: An Analysis of School Psychology Peer Reviewed Journals 2011-2021  Katherine Mosca & Patrick S. O'Donnell

MTSS: Best Practices when Supporting Emergent Bilingual Students  Arnold Rodriguez-Robles Emily Grande Gonzalez, Claudia Zavala Lara, & Cathi Draper Rodriguez

Understanding Perspectives of Educators to Inform Equitable School Discipline Reform  Taylor Williamson, Ashley Saperstein, Reese Hyzer, Shanna Chakkalakel, & Pamela Fenning

Integrating Equity and Social Justice Throughout a Graduate Program  Dan Hyson, Rob Dixon, Joci Newton, & Ruth Shoemaker Martinez

Incorporating Student Perspective in Program Review & Planning Caroline Blach & Nori Ryland 

Culturally and Linguistically Responsive Training for School Psychologists, School Psychology Graduate Students, and Faculty  Iryna Kasi, Ricardo Mogo, & Sofia Caval

Trainee Focused Data Can Complement Accreditation Processes  Em Meyer, Tammi Ohmstede, Rylan Mahoney, Trisha Lenhart, & Dylan Moore

Recruitment and Retention: Barriers and Outcomes  Heidi Teahon, Brieanna Brock, Tammi Ohmstede, & Em Meyer

The School Psychology Admissions Resources Survey (SPARS): What Sources of Information Influence Graduate Student Program Selection?   Jessica Blake, Kathleen Aspiranti, & David Hulac

Making Visible the Cultures, Values, and Contributions of Students from the African Diaspora  Andrea Dennison, Stacy Herard, & Christine Kanva

The BOLD School of Thought: Preservice School Psychology Candidates' Lessons from Implementing an Online Mediated Learning Experience with School Aged Children   Erin McAuliffe, Jennifer Chung, & Darla Scott

Innovative Methods for Providing Practicum Experiences Through the Pandemic  Darla Scott, Kimberly Daniel, & Jennifer West 

Creating Communities of Care: Culturally Responsive and Trauma Informed Framework for Promoting Parental Wellness  Darla Scott, Jennifer West, Kimberly Daniel, Adrienne Bills, & Sydni Love

Taking on a BOLD new approach: Preparing our Trainers to Counsel in a Dual Pandemic  Genevieve Yaeger & Darla Scott

Child Anxiety in the Age of COVID-19: Evidenced Based Interventions  Eamon Stewart, Vicole Nguyen, & Julie Ivey

We Saved Our Program: If We Weren't So Exhausted We'd Celebrate  Peg Potter, Lisa Stewart, & Mary Dosch

                        



(c) Trainers of School Psychologists, 2015

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