South Carolina Association of School Psychologists

Supporting learning and mental health of youth in South Carolina.

Spring 2017

  • 30 Mar 2017
  • 7:30 AM
  • 31 Mar 2017
  • 4:00 PM
  • Baxter Hood Center at York Technical College

Registration

  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • Please complete and send the attached forms to Winthrop and send payment to Winthrop. Please indicate which days you are attending for Winthrop credit. If you would like to register for other days for SCASP CEU's, please complete a second online registration and send that payment to SCASP. Email scaschpsy@bellsouth.net with questions.

Registration is closed

Hard copy of registration form: registrationform.doc

Winthrop forms: Winthrop Application Spring 2017.pdf

                               SC Residency Form 2017.pdf

SOUTH CAROLINA ASSOCIATION OF SCHOOL PSYCHOLOGISTS


2017 Spring CONFERENCE


SCASP is approved by the National Association of School Psychologists to offer continuing education for school psychologists.  SCASP maintains responsibility for the program. 


March 30-31, 2017

Baxter Hood Center

York Technical College

Rock Hill, SC

Register early and save!


Rooms available at the

Hilton Garden Inn

Please use the following link for reservations:

 https://secure3.hilton.com/en_US/gi/reservation/book.htm?ctyhocn=RKHRHGI&corporateCode=2986949&from=lnrlink
Hotel: Hilton Garden Inn Rock Hill
Company Name: Hood Center Rate

CONFERENCE SCHEDULE

Full-day Workshop

Thursday, March 30, 2017

7:30 AM – 8:30 AM Snacks/Coffee and Registration

8:30 AM – 4:30 PM  Full-day Workshop

          

Friday, March 31, 2017

7:30 AM – 8:30 AM Snacks/Coffee and Registration

8:00 AM – 8:30 AM

General Business Meeting

8:30 AM – 4:30 PM  Full-day Workshop

        

                  Full-Day Workshop                          Thursday, March 30, 2017

Tough Kids, Cool Counseling: Top Techniques for Influencing Challenging Students

NASP Domain #4

John Sommers-Flanagan, PhD, is a clinical psychologist and professor of counselor education at the University of Montana. Previously, he served as executive director of Families First Parenting Programs from 1995 to 2003, wrote a parenting column for the Missoulian newspaper, served as a mental health consultant for Job Corps for 11 years, and was co-host of a radio talk-show on Montana Public Radio titled, “What is it with Men?”  He has authored over 60 publications and nine books, including Tough Kids, Cool Counseling (2007), How to Listen so Parents Will Talk and Talk so Parents Will Listen (2011), and Clinical Interviewing (6th ed., 2017).

Counseling challenging students can be immensely frustrating or splendidly gratifying. To address this challenge, participants will refine their skills for managing resistance and implementing specific brief counseling techniques. Using video clips, live demonstrations, and other learning activities, the workshop presents four essential principles and 15+ specific assessment and engagement techniques for influencing “tough students.” Techniques include problem-solving, empowered storytelling, cognitive storytelling, CBT for anger management, the three-step emotional change trick, early interpretations, and the fool-in-the-ring. Diversity-sensitive approaches will be highlighted; group discussion, breakout skill-building, and other learning activities will be integrated.

This workshop will help participants: 

  1. describe four key principles underlying effective work with challenging older elementary, middle, and high school students
  2. use evidence-informed assessment and engagement techniques when working with challenging students
  3. describe how cultural and family diversity can be addressed sensitively in the context of a counseling relationship
  4. articulate evidence-based relationship and technical factors that contribute to positive counseling outcomes
  5. acquire skills for using numerous cognitive, emotional, and constructive intervention strategies
  6. describe and apply brief suicide assessment and intervention strategies


Full Day Workshop

Friday, March 31, 2017

Differentiate the Source of Reading Disabilities to Implement Effective Interventions

NASP Domain #3

Kathleen T. Williams, PhD, NCSP, began her professional career as a second-grade teacher in 1968. Over the next twenty years, she was employed as a classroom and remedial reading teacher, a speech pathologist for both preschool and K-12, and a school psychologist for K-12. She has taught at the graduate and undergraduate levels. From 1989 to 2009, she was engaged in the development and publishing of assessment and curriculum materials. Most recently, she was Vice President for the Office of Academic Initiatives and Test Development for The College Board. Prior to that, she served as Vice President of Product Development for AGS Publishing (now part of Pearson Assessments).

Currently, Dr. Williams is semi-retired, but still enjoys providing continuing education workshops in the areas of reading, oral language, and vocabulary development. Dr. Williams is the author of the Phonological and Print Awareness Scale and its companion intervention guide, Building Early Literacy Skills. She is also the author of the Reading Fluency Indicator, the Group Math Assessment and Diagnostic Evaluation, the Math-Level Indicator, the Group Reading Assessment and Diagnostic Evaluation, the Reading-Level Indicator, and the Expressive Vocabulary Test (first and second editions). She is the co-author of the OWLS Reading Comprehension Scale with Dr. Elizabeth Carrow-Woolfolk. She has a BS in Audiology and Speech Sciences from Purdue University, an MEd in Elementary Education-Reading from Valparaiso University, an MA in Educational Psychology, and a PhD in School Psychology from Ball State University. A Nationally Certified School Psychologist, Dr. Williams holds an Indiana Life License as an elementary education teacher.

Description: Using case studies and relevant research, participants will learn how to differentiate individuals with dyslexia, those with a specific phonological processing deficit, from students with more wide-ranging reading difficulties. Content will focus on research-based instructional strategies and methods for monitoring progress for individuals at all age levels, including young students having difficulty learning to read and older students who struggle to use reading to learn.

Learning objectives: 

The session will help participants 

  • 1. Describe how sharing current research on reading disabilities and, specifically on dyslexia, with instructional teams fits into a comprehensive role as outlined by the NASP Practice Model
  • 2.Explain to instructional teams how brain imaging allows researchers to observe the brain as one reads fluently or has difficulty reading
  • 3.Explain to instructional team members the phonologic model, how it identifies the weakness specific to students with dyslexia, and how it differentiates these students from those with broader reading disabilities.
  • 4.Implement instructional strategies for a phonologic deficit in students learning to read and those struggling to use reading to learn
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