"Integrating Social Justice into School Psychology"
This session will focus on positioning school psychology within a social justice framework. The history of, and need for, socially just practices in school psychology will be outlined. Drawing from the Transtheoretical Model of Behavior Change, this presentation will offer specific strategies for facilitating movement towards a fully integrated social justice orientation within the field. These strategies will include but are not limited to, self-reflection, advocacy, and empowering students and colleagues.
This course meets the qualifications for 3 hours of continuing education credit for LEPs, LMFTs, LPCCs and LCSWs as required by the California Board of Behavioral Sciences. This course also qualifies for 3 hours of continuing professional development for Nationally Certified School Psychologists (NCSPs), under provider number 1025. CASP maintains responsibility for the program and its content.
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Dr. Celeste Malone is an associate professor and coordinator of the school psychology program at Howard University. She received her PhD in school psychology from Temple University in Philadelphia, PA. Prior to obtaining her doctorate, Dr. Malone received her MS in school counseling from Johns Hopkins University. Her primary research interest relates to multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, Dr. Malone focuses on multicultural competence, the ability to work effectively with diverse populations through the application of cultural knowledge and to demonstrate awareness of and sensitivity to cultural issues.
The overarching themes of her research are: 1) development of multicultural competence through education and training, 2) diversification of the profession, and 3) the relationship between culturally competent practice and PK-12 student outcomes.
Dr. Malone has continuously held leadership positions in psychology professional associations. She currently serves on the National Association of School Psychologists (NASP) Board of Directors as the strategic liaison for the social justice strategic goal. In that capacity, Dr. Malone works closely with NASP boards and committees to develop and implement programs and activities to address social justice issues in school psychology and education. Additionally, Dr. Malone is an elected member of the American Psychological Association (APA) Board of Educational Affairs, the governance group which develops policies for education and training in psychology.
Dr. Leandra Parris is an Assistant Professor in School Psychology. Prior to joining William & Mary, she was on faculty at Illinois State University (2013-2019) and completed her doctoral internship with a specialization in crisis intervention with the Dallas Independent School District (2012-2013).
Dr. Parris focuses on peer relationships among middle and high school students within a trauma-informed framework. Her primary area of interest is coping with bullying and cyberbullying and the ways in which social media influences peer victimization and youth well-being. She also examines healthy romantic relationships among adolescents. Dr. Parris utilizes a multiple methods approach to research, conducting both qualitative and quantitative investigations.
Within the field, Dr. Parris focuses her efforts on social justice endeavors that help provide voice and empowerment to marginalized youth and families. She is currently the Co-Chair of the National Association of School Psychologists' Social Justice Committee.
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