Dr. Wycoff will discuss emergent research around the mental health impacts of the COVID-19 pandemic and how resilience and connectedness can help communities heal. Social isolation, decreased social support, grief, and loss have taken a significant toll on children and their families. In this session, we will explore the intersection of mental health and public health and consider how we come together to heal.
This presentation will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and their impact on learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and pandemics can impact both cognitive and social–emotional development in children. There will be a discussion on five steps that schools can take to become more trauma-informed. Targeted assessment strategies, specific classroom accommodations, and school-based interventions will be presented. Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth for all children.
Discuss the prevalence of trauma and stress for school-aged children, as well as the various sources from which trauma can occur.
Explore key brain regions that are impacted when students experience stress and trauma, and the subsequent effect on academic and social skills’ development.
Review five essential steps toward the development of a trauma- informed school.
Steven G. Feifer, DEd, NCSP, ABSNP, Educational neuropsychologist, author of the FAR, the FAM, and the FAW, Monocacy Neurodevelopmental Center
Terri Sisson, EdS, Educational Assessment Advisor–National Accounts, PAR
This presentation will address several challenges practitioners face when evaluating students after more than a year of disrupted instruction, further complicated by restrictions on typical assessment processes and settings. We will discuss changes in students, education, and psychological assessment practices. With this background, we will present an evidence-based assessment model to help guide selection of instruments and contextualize data interpretation.
Describe student, educational, and testing factors affecting assessment precision and accuracy.
Discuss instrument selection and administration options.
Articulate an evidence-based assessment model for considering relevant data.
Peter K. Isquith, PhD, Pediatric neuropsychologist, coauthor of the BRIEF2, Dartmouth Medical School
Theo Miron, PsyS, NCSP, Regional Manager–Educational Assessments, PAR
The pandemic has resulted in an increase in teleassessment with school-age children, and this trend is likely to continue. It’s important we maintain the same ethical standards of care in teleassessment as in traditional psychological assessment services. We will discuss ethical considerations that practitioners need to keep in mind while conducting teleassessment sessions. These topics include practitioner training and competence, weighing the client’s need with empirical limitations of current assessments, and steps to ensure the client’s safety and appropriateness for telehealth. We will explore test security and integrity and provide recommendations for documentation. Finally, we will discuss the importance of considering possible mental health impacts of the pandemic on teleassessment.
Understand the training and competence required to provide teleassessment.
Describe ethical codes that adhere to the provision of teleassessment services.
Understand the empirical limitations of current assessments and weigh the risks and benefits in applying them in teleassessment.
A. Jordan Wright, PhD, ABAP, Clinical associate professor of counseling psychology, New York University