ocasp newsletter fall 2009
DESCRIPTION
Orange County Association of School Psychologists Fall 2009 NewsletterTRANSCRIPT
in the lives of students with special needs. That, in my opinion, says a lot about how important we are in schools. That is excit-ing! At a time where lim-ited resources can seem disheartening, do not let it hinder our pursuit for bet-ter education. Rather, it is a time to be creative, proactive, and rise up to the challenge!
Vhenus BelisleVhenus BelisleVhenus BelisleVhenus Belisle
Hello…OC!! Orange County School Psycholo-gists, that is! It is amazing that the 2009 school year has just started a couple of months ago and already, the holidays are a few weeks out and 2010 is just around the cor-ner. As the 2009-2010 OCASP President, I’m ex-cited about the journey ahead. Yes, the California budget seems dim, but as most know me, I like to look ahead and focus on the good to come. At a leadership advance for my district this summer, we discussed our leadership role in our schools and how to respond to adver-sity. As School Psycholo-
gists, we are change agents, correct? So, my advice is to assess the resources we already have at our schools and look for ways to maxi-
mize the potential for bet-ter academic and behav-ioral interventions. We can make positive changes happen especially
Congratulations to the
elected 2009-2010
OCASP Board of Di-
rectors. On the first
few pages, we intro-
duce our new board.
You can also learn
more about the board
on the OCASP web-
site. We want to thank
them for their contri-
butions to our organi-
zation, commitment,
hard work, and advo-
cacy in the field of
school psychology and
education.
“Adapt, Preserve, Overcome…”
Words of wisdom borrowed
from my district’s Leadership Advance.
A Message from the President
I N S I D E TH I S
I S S UE :
Board of Directors 2-3
Time Management
as a Doctoral
Student
4-5
A School Psycholo-
gist Out of the
Norm
5
Happy, Healthy
Strong
6-7
Conner’s
Workshop Info
8
Everything CASP &
NASP
9
CA Ed Code for
School Psycholo-
gists
10
APA-MLA Model Act Update
10
OCASP Tentative Workshops
10
OCASP Resources 11
OC Events 12
Welcome 2009-2010 Board of Directors
The OC Psych Report F A L L 2 0 0 9 V O L U M E V I V , I S S U E 1
SPEC IAL
PO INTS OF IN -
TEREST :
• OCASP November
Workshop (11/20)
• Upcoming OCASP
workshops
• School Psych Week
• APA-MLA Update
• CASP Updates
P A G E 2
Past President and CASP Region IX Rep. Pedro Olvera, PsyD, LEP
2009-2010 OCASP President Vhenus Belisle, M.A., Ed.S
Elect, Derek Ihori M.S., LEP, NCSP
to students with special
needs with a CAC
Award from her SELPA.
On a personal note, she
welcomed a son, Jacques,
on March 29, 2009. In her
spare time, she enjoys an
active lifestyle with her
family. This past sum-
mer, Vhenus competed
in one 5k and three 10ks
benefiting different
causes. In October 2009,
she finished her first half
marathon.
cational Psychology from
Alliant University. Dr.
Olvera is the Director of
the School Psychology
program at APU where
he also holds a professor-
ship position. Dr. Olvera
holds a part-time private
Dr. Pedro Olvera has
been a school psycholo-
gist for the past 8 years at
SAUSD. He received his
Master's degree in Edu-
cation, School Psychol-
ogy from APU and his
Doctorate degree in Edu-
practice as a Licensed
Educational Psychologist
in the Newport Beach
area. On a personal note,
he and his wife wel-
comed their first child,
Isaac, on March 9, 2009.
on to earn his M.S. de-
gree in Counseling with
a Specialization in School
Psychology from the
California State Univer-
sity, Northridge
(CSUN). Derek is cur-
rently a doctoral student
at the University of
Southern California
(USC). His areas of inter-
est include Response to
Intervention (RTI), be-
havioral assessment/
interventions, and case
law.
Derek is a LEP and a
NCSP who is currently
employed by the Los
Alamitos Unified School
District. He earned his
B.A. in Psychology and
Social Behavior from the
University of California,
Irvine (UCI) with a minor
in Education. He went
T H E O C P S Y C H R E P O R T
Vhenus has been a mem-
ber of OCASP for over 5
years. She works in the
Los Alamitos Unified
School District (LAUSD).
In 2008, she was awarded
outstanding service from
the Board of Education
and Administration in
the LAUSD. Last year,
she was also nominated
and honored for her sup-
port as well as dedication
P A G E 3 V O L U M E V I V , I S S U E 1
Secretary, Vivien Phan, PsyD, LEP
Dr.Vivien Phan
has been work-
ing with SAUSD
for the last 10
years as a school
psychologist.
Prior to this, she was a spe-
cial education teacher for
severely handicapped stu-
dents at the intermediate
level. She is also a LEP with
specialization in bilingual
assessments (Vietnamese)
and adolescent self-injury.
Treasurer, Christine Mars-
den, M.A., Ed.S, LEP
Christine Mars-den has been a school psy-chologist for the past 8 years. She currently works part-time for
PYUSD. Christine was awarded Outstanding School Psychologist by her col-leagues in 2007. Christine holds a part-time private practice as a Licensed Educa-tional Psychologist.
Membership, Jennifer Feeser,
M.A.
Jennifer Feeser has worked as a school psycholo-gist at a private Christian high school in Irvine for the past 3
years. Prior to being a school psychologist, Jennifer worked as a school counselor for 3 years for various dis-tricts in Orange County.
Behavioral Analysis (BCBA)
exam. On a personal note,
Eby and her husband are
planning to welcome a new
family member on December
12, 2009.
University Rep-
resentative,
Kate McClain
Kate is currently
in her third year
at Chapman
Community Outreach Coor-
dinator, Eby Kent, M.S., LEP
Eby Kent has
been a School
Psychologist for
the past 5
years. Cur-
rently, she is
working in the Newport-
Mesa Unified School Dis-
trict. She has completed her
coursework and is preparing
to sit for the Board Certified
University and com-
pleting her intern-
ship at Los Alamitos
Unified School Dis-
trict. For the last
two years she has
been working as an
instructional aide
for students who are
severely handi-
capped at
HBUHSD.
getting licensed. Although not a school psychologist, she is excited to be a part of OCASP.
Event Coordinator, Libby Barnish, M.A., Ed.S Libby is excited to work for
Green Dot Pub-lic Schools. At the NASP An-nual Conven-tion in Boston, Libby pre-sented research
on resiliency in low-income
students alongside Chapman professor, Dr. Michael Hass. As the NASP Student Leader for Chapman, Libby estab-lished the first ever Chap-man University Association of School Psychologists. Libby has also gained excel-lent experience in ABA both from working as a Behavior Therapist and a Behavior Consultant. In her spare time, Libby plays soccer and lacrosse, and enjoys coaching a middle school girls’ la-crosse team.
Webmaster, Veronica Olvera, PsyD.
Dr. Veronica Olvera gradu-ated from the Clinical Psychol-ogy program at
Azusa Pacific University. She went on to complete a post-doctoral fellowship at Har-bor-UCLA Medical Center in Adult Clinical Neuropsy-chology. She held a profes-sorship position at APU be-fore becoming a mom. She is currently a stay-at-home mom and is working toward
Lead
by
example
P A G E 4
“Without hard
work, nothing
grows but weeds.”
Gordon B.
Hinckley
Article Written
By Derek Ihori
Time Management: Balancing Work and Being a Doctoral Student
Entering a doctoral pro-
gram in any field can be
an anxiety provoking
experience. The diffi-
culty of making the tran-
sition back to being a
student is compounded
when one is concurrently
employed as a school
psychologist. When one
already has a multitude
of meetings before and
after school in addition to
drafting psycho-
educational assessment
reports, adding the addi-
tional workload of a full-
time doctoral program
can seem overwhelming.
However, with planning
and a structured time
management system, the
move toward a terminal
degree can become far
less daunting.
Below are some helpful
hints if you are consider-
ing returning to school to
complete a doctorate de-
gree:
class. This will give you some “buffer-space” in case you have a large number of assessment referrals coming to you at once while at work.
• Look closely at the syllabus as soon as it is available, hopefully several weeks before the class starts.
• Do what you can to-day. You never know whether you’ll have time tomorrow.
• Consider what your career aspirations are when deciding whether you want to pursue a Ph.D., a Psy.D., or an Ed.D. If you are intending to pursue clinical psy-chology, wish to con-duct research, or hope to teach at a research-oriented university, a Ph.D. may suit you best. A Psy.D. may be of greater interest if
you are interested in practitioner-based training more than theory/research. If you are interested in moving up the admin-istrative ladder within the school setting, an Ed.D. may best suit your needs.
• Plan ahead. If you know that your as-sessment caseload increases exponen-tially after parent con-ferences or after spring break, make sure that you have already begun the doctoral papers that will be due around that time.
• Be prepared to read vast amounts of peer-reviewed studies. As you read, think ahead about how the articles can be used in the pa-per that you will have to write.
• Choose your program wisely. Many Ph.D. programs are true full-time programs during which you may be unable to con-tinue to work. In con-trast, many Ed.D. Ph.D., and Psy.D. pro-grams are full-time but are designed to work around the schedule of the work-ing professional (for example, classes that meet only on week-ends). Also consider how returning to school will impact the
amount of time you spend with your family.
• Get started on your reading ASAP! It will be difficult to accom-plish, but try to stay at least a week ahead of the reading due for the upcoming
T H E O C P S Y C H R E P O R T
P A G E 5 V O L U M E V I V , I S S U E 1
• As you read articles, try to think about how you can implement the knowledge that you gain into your practice. This will help to make the information
more meaningful to you and will better assist in synthesizing and memo-rizing the main points of the studies.
• Accept that you will be losing personal time dur-ing the course of your doctoral studies. You can not allow yourself to slip in your practice (after all, that’s where the kids are counting on you) and as a result there will have to be some personal sacrifice in order to obtain per-sonal and professional growth. However, do
your best to maintain bal-ance between the various aspects of your life. Just because you’re a psy-chologist doesn’t mean that you’re immune to burnout!
tions when working for a progressive district. Along with that accountability is a great amount of support. For example, many school psy-chologists in traditional school districts are currently finding it difficult to get ap-proval from their districts to attend professional develop-ment workshops and confer-ences. It is even more diffi-cult to ask them to support their attendance by granting them paid time off and even sponsoring part of the con-ference. Because account-ability and professional de-velopment are highly valued in public charter school dis-tricts, many psychologists are being both encouraged and supported to attend these conferences.
Depending on the district, many school psychologists working for public charter schools have the opportunity to design and implement new programs, develop in-terventions, and set prece-dence for what school psy-chologists do and for future growth of the company. If you are up for the challenge, participating in the develop-ment of what our ‘practice’ looks like is a very exciting and rare opportunity.
As a new School Psycholo-gist working in a public char-ter school district, it is an exciting experience. There are many things to get used to including the fact that the district runs more like a busi-ness than a school district. This means asking for ap-proval for things and ‘salary steps’ are not guaranteed but run more like a proposal and bonus system, respectively. Things like, who to report to, are different under charter schools, but “different” isn’t bad. There are high expectations of accountability for all em-ployees including teachers, administrators, and school psychologists. Because of this, people are eager to chal-lenge and better themselves. These are considered expecta-
Being a School Psychologist Out of the Norm Article Written
by
Libby Barnish
Time Management...
P A G E 6
“The higher your
energy level, the more
efficient your body.
The more efficient
your body, the better
you feel and the more
you will use your
talent to produce
outstanding results.”
Anthony Robbins
Article Written by
Vhenus Belisle
Happy, Healthy, & Strong
OCASP has added a
new section in our
newsletter that is
geared towards ad-
vocating emotional,
physical, and mental
wellness into our
professional lives.
Too often as busy
mental health profes-
sionals we forget
about our responsi-
bility to make sure
that we eat healthy,
exercise, and make
healthy lifestyle
choices. In this issue,
we share some sim-
ple strategies to stay
healthy and feel
good.
pneumonia and res-piratory failure.
Proper Prevention
•Take everyday actions to stay healthy.
∗ Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tis-sue in the trash after you use it.
∗ Wash your hands of-ten with soap and wa-ter. If soap and water are not available, use an alcohol-based hand rub.
∗ Avoid touching your eyes, nose and mouth. Germs spread that way.
∗ Stay home if you get sick. CDC recom-mends that you stay home from work or
school and limit contact with others to keep from infecting them.
•Consider the H1N1 vaccination.
•Follow public health advice re-garding school closures, avoiding crowds.
•Find healthy ways to deal with stress and anxiety.
•Stay informed.
According to the Center for Disease Control & Prevention (CDC), like seasonal flu, symptoms of swine flu infections can include:
• fever, which is usu-ally high, but unlike seasonal flu, is some-times absent
• Cough
• Runny or stuffy nose
• Sore throat
• Body aches
• Headache
• Chills
• Fatigue or tiredness, which can be ex-treme
• Diarrhea and vomit-ing, sometime
• Signs of a more seri-ous swine flu infec-tion might include
T H E O C P S Y C H R E P O R T
Swine Flu
Prevention
is Key
P A G E 7 V O L U M E V I V , I S S U E 1
bership, you can take advantage of their yoga classes!
Yoga can be a great op-tion to relieve stress, get lean, increase flexibility, and burn calories. Sometimes your local park and beaches offer free yoga sessions. Also, if you have a gym mem-
save money and calories. Don’t
forget, spending the time to make
your own salad burns calories!!!
Mix & Match the following ingre-
dients for a tasty lunch you won’t
regret:
Bell peppers/ zucchini/ asparagus
Onions
Spinach/Spring mix/romaine let-
tuce
Pre-packed shredded broccoli &
carrots
Fat-free cheese
Canned tuna/chicken/turkey
Fresh Strawberries/ grapes/ blue-
berries
Cucumber
Walnuts/ Almonds/ Pine nuts
Dried blueberries/cranberries/cherries
Tomatoes
Dressing:
2 tbl sp balsamic vinaigrette & olive oil
While its tempting to just buy a
premade salad from Trader Joe’s
or your school,
taking a few
minutes at night
to prepare a
salad for work
the next day can
help you put
more healthier
options in your
salad and help
Quick Tip
Quick Exercises You Can Do at Work
The Healthy Salad
Use a
pedometer and
keep track of
how many steps
you take. Aim
for 6,000 to
10,000 steps a
day.
You have to admit that ob-serving students in OT while they bounce on those jump balls seems like an activity worth trying no matter what your age. Give it a try and discover your inner child come out while also burning a few calories while you’re at it.
Some other great exercises you can easily accomplish at work are:
• Taking a brisk walk using an alternative “longer” route to your office or classroom observation.
• Facilitate a play group at recess where the students play “Red Light, Green Light” and get in the ac-tion.
• Park your car in the far-thest parking lot available. Leave something impor-tant in there so you have to run out and get it.
• Deliver docu-ments or mes-sages to co-workers in per-son rather than by email
• Arm and neck stretches are always easy to do while sit-ting at your desk.
• Be creative...you’re only limited to the limitations you place on yourself.
OCASP Hosts the Conners 3rd Edition and Conners Comprehensive Behavior Rating Scales Workshop
Date: Friday, November 20 Time: 8:30-11:30 a.m. (8:00 a.m. check-in)
Location: Azusa Pacific University, Orange Campus
P A G E 8 V O L U M E V I V , I S S U E 1
Conners 3rd Edition (C3™): A revised and focused assess-ment of ADHD The well known Conners Rating Scales–Revised (CRS–R™) has been revised and expanded. Released in the spring of 2008, the Conners 3rd Edition (Conners 3™) continues the tradition of evaluating ADHD-related symptoms in chil-dren and adolescents, but also addresses executive func-tion, oppositional defiant disorder (ODD) and conduct disorder (CD) in more depth to assist in differential diag-nosis.
Assigning a diagnosis of ADHD does not always solve existing emotional, behavioral, or attention problems. This can frustrate parents and teachers who refer a child for assessment because they are looking for a solution. In this situation, the most useful tests are those that assist in identifying a child’s problems and guide treatment. This presentation will focus on the use of Conners 3 as part of the entire assessment and intervention process. New components will be fully covered and the scales and fea-tures that have been carried over from the CRS–R will be reviewed. The workshop will address the pivotal role of school psychologists in the diagnosis, treatment, inter-vention monitoring and educational management of stu-dents with behavioral and emotional issues. Differential diagnosis and the role of rating scales in identifying at-tention and behavior disorders will be reviewed. Experts will discuss challenges such as resolving discrepancies among raters, integrating objective test results with rat-ing scale results, and developing specific recommenda-tions using test results. Conners Comprehensive Behavior Rating Scales (Conners CBRS™): a new and thorough assessment of a wide range of disorders and problem behaviors in chil-dren and adolescents The Conners CBRS™, a new instrument, provides a com-prehensive picture of childhood disorders by assessing a complete spectrum of behaviors, emotions, and academic problems. Among the many features of the Conners CBRS are three validity scales, clinical indicators for fur-ther diagnoses, and global impairment items.
This presentation will provide an introduction to the Conners CBRS. New components will be fully covered and the scales and features that have been carried over from the CRS–R will be reviewed. The workshop will address the pivotal role of school psychologists in the
diagnosis, treatment, intervention monitoring and edu-cational management of students with behavioral and emotional issues. Differential diagnosis and the role of rating scales in identifying attention and behavior disor-ders will be reviewed. Participants will also learn how the Conners CBRS can be valuable when planning inter-ventions for and monitoring treatment of common childhood disorders. About the Conners 3rd Edition and Conners Comprehen-sive Behavior Rating Scales Presenter Josie Woodson, Psy.D. received her B.S. at California State University, Dominguez Hills in Biology/Microbiology & Medical Technology. She spent the 80’s and early 90’s as a Clinical Laboratory Scientist in Southern California where she trained post graduate professionals and medical interns. During the late 90’s, Dr. Woodson earned her MA in Clinical Psychology with an Emphasis in Marriage & Family Therapy at Pep-perdine University Graduate School of Education and Psychology. She is a credentialed school psychologist who has worked with preschool through young adult populations. As a school psychologist, she has trained school psychology interns and focused, developed, and provided professional development trainings that in-clude an ecological theoretical perspective for under-standing student academic and behavioral difficulties. Dr. Woodson studied at the California School of Profes-sional Psychology where she earned a Doctorate in Edu-cational Psychology. She delivers large group presenta-tions and provides professional development training with Continuing Education Credits to school districts and at state level conferences. She has recently worked as Academic Consultant for doctoral student(s) in the Graduate School of Education and School Psychology at Alliant International University. Dr. Woodson is cur-rently an educational consultant for Multi-Health Sys-tems (MHS) and supports school districts in the Western United States.
P A G E 9
CASP Winter Convention
School Psychology Week
Join CASP Have you joined
CASP yet?? The time
to do it is now.
CASP, an organiza-
tion of 3,000 strong,
is fighting on your
behalf. Membership
in CASP includes
CASP Today
(Newsletter), The
California School
Psychologist
(Journal), Legislative
& Regulatory Repre-
sentation, Continu-
ing Professional De-
velopment, Website,
Political Action for
Children (Lobby &
Advocacy) and Cali-
fornia School Psy-
chology Foundation.
Without your sup-
port, CASP will not
be able to support
our cause.
Join now at
www.casponline.org
gists do to promote the
endless possibilities for
academic and personal
success in the lives of the
students they serve.
Enlighten others about
our profession by pre-
The theme of this year’s
School Psychology
Awareness Week
(November 9-13) from
NASP is "See the possi-
bilities in you. We do!",
which focuses on shining
a light on the positive
work school psycholo-
senting at your district’s
board meeting, PTA
meeting, and staff meet-
ing.
live and lively. Work-shops will be held in Los Angeles, Sacramento and Fresno. And on your computer as live web-casts. All on Friday, De-cember 4th and Saturday the 5th, 2009. webcasts will be archived and available online by Janu-ary. All workshops will be presented by experts
in the field. Log on to http://www.casponline.org. See you there!!
The CASP 2009 Winter Convention will be offer-ing a range of workshops to keep you abreast of current trends in this dy-namic field. It is also way of supporting CASP. Some will be held in a regular classroom set-ting. Others will be held on the web. All will be
T H E O C P S Y C H R E P O R T
We’re in the California Ed Code
P A G E 1 0 V O L U M E 1 , I S S U E 1
Did you know that you can
find our profession in the
California Ed Code?
Section 49424--
School Psychologists,
Services
It states that “A school psy-chologist is a credentialed professional whose primary objective is the application of scientific principles of learning and behavior to
ameliorate school-related problems and to facilitate the learning and develop-ment of children in the public schools of Califor-nia.”
• Title: A Successful Transition from Practicum to In-
ternship & Helpful PRAXIS Tips
Presenter(s): Dr. Pedro Olvera & Vhenus Belisle
Date: 1/15/2010
Time: 8:30-12:30
January 2010
• Title: Executive Functioning
Presenter(s): Dr. Michael Hass, Ashley Patter
son, & Jocelyn Sukraw
Date: TBA
Time: 8:30-12:30
etc. The input is being analyzed at this time. By February, they will vote and it looks favorable to school psychologists; however, we are not out of the woods yet so we must continue to be proactive and fight for our profession! For more information
regarding the APA-MLA issue go to www.CASPonline.org.
APA-MLA Update from NASP Representative- Margaret Sedor: The public input period ended in June and 19,000 responses were calculated from the education realm, including administrators, SLPs,
APA-MLA Model Act
Upcoming OCASP Workshops
Networking with school psychologists made easy...you can now find us on Facebook!
P A G E 1 1
Stay Informed
Why Join OCASP?
Online RTI Community OCASP has an online Re-sponse to Intervention (RTI) community. The purpose of this community is to al-low school psychologists, directors, students, and professors to collaborate regarding RTI models, in-terventions, progress moni-toring measures, and to ask questions regarding RTI in general.
To sign up for the RTI community and post your thoughts, questions,
and ideas online, please e-mail [email protected].
3. Stay on top of current
trends.
4. Network with other pro-
fessionals.
Here are 4 reasons:
1. Discounts on cutting edge
workshops that also satisfy
CEUs.
2. Be part of an innovative &
dynamic professional organi-
zation.
• Calendar of
OCASP Events
• Newsletter Ar-
chives
• Membership Reg-
istration
• Upcoming Work-
shops & Registra-
tion
• List of current
Board Members
and their Contact
information
• Links to Affiliate
Organizations
Stay informed with
the latest news and
events at
www.ocasp.net.
You can find the fol-
lowing information
at our website:
T H E O C P S Y C H R E P O R T
Events in Orange County
P A G E 1 2 V O L U M E 1 , I S S U E 1
OCASP has an online Re-sponse to Intervention (RTI) community. The purpose of this community is to al-low school psychologists, directors, students, and professors to collaborate regarding RTI models, in-terventions, progress moni-toring measures, and to ask questions regarding RTI in general.
Walk Now for Autism is a family-friendly event so bring the whole family along. The fundraiser not only generates vital funds for autism research but also raises awareness about the increasing prevalence of autism and the need for increased re-search funding to combat this complex disorder. There will be activities for the children, resources for families, light refresh-ments and entertainment. Date: Saturday, November 14, 2009 Location: Angel Stadium of Anaheim
2000 Gene Autry Way Anaheim, CA 92806 Registration opens: 8:00 am Opening Ceremonies: 9:30 am Walk Begins: 10:00 am For more information go to www.walknowforautismspeaks.org
2nd Annual Holiday Surfboard Auction! More than a dozen unique surf-
boards and surf memorabilia will be auctioned off at The Ritz-Carlton, La-
guna Niguel during the Second Annual Holiday Surfboard Auction to benefit
Surfers Healing, a surf camp which introduces children with autism and their
families to the therapeutic properties of surfing.
Auction runs from November 22nd-December 31st! The bidding
closes at noon on December 31, 2009. Items will be available to
take home on Friday, January 1, 2010. Additionally, a variety of
unique surf items from local collections will be on display.
Location: Ritz Carlton - Laguna Niguel
1 Ritz-Carlton Drive
Dana Point, CA 92629
(949) 240-2000
For more information:
Go to the community calendar for California at
http://communities.autismspeaks.org/site
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Special Advertisement
MISSION STATEMENT
The Orange County Association of Psychologist
(OCASP) is an organization of credentialed school
psychologists, persons practicing in allied fields, and
graduate students in school psychology training pro-
grams. OCASP offers its members effective in-
services, newsletters to disseminate current informa-
tion on educational/psychological issues, and a chan-
nel for discussion of improvement of professional
practices within the school organization of
pupil services.
MAILING ADDRESS:
Orange County Association of
School Psychologists (OCASP)
650 N. Rose Dr. #303
Placentia, CA 92870
Visit us on the web for the latest news:
www.ocasp.net