Sunday, October 22nd

• Describe the most common digital communication methods used by children, teens, and their families and the impact on clinical practice.
• Address issues of informed consent, confidentiality, and boundaries in a digital world.
• Apply an ethical decision making strategy when confronted with complex ethical dilemmas.

Leading Equitable Practice: Implementation Levers for School Psychologists
Matt C. Hoskins, EdD
NC Department of Public Instruction

This session will focus on a number of federally required reporting requirements that can serve as an impetus for development and implementation of equitable policies, procedures, and practices at the local level. This session will focus specifically on data sources and problem solving processes that are salient and available to school psychologists, relevant federal and state law, regulation, and policy, as well as evidence-based approaches to increasing equitable access to Opportunities to Learn. This session will focus on problem solving and advocacy at the systems and individual student levels.

• Discuss and explain how federally required reporting requirements aim at increasing equity
• Discuss root cause analysis to understand variables that sustain inequitable Opportunities to Learn (OTL)
• Use coaching protocols on evidence-based practices for increasing time engaged and opportunities to learn

Round Table with New NC DPI School Psychology Consultant
Megan Cardin, MA
NC Department of Public Instruction

Megan Cardin recently began serving as School Psychology Consultant in the Office of Academic Standards, NC Healthy Schools section at DPI. This position is intended to focus on recruitment and retention of school psychologists in North Carolina, as well as provide collaboration with other SISP consultants (school counseling, school social work, and school nursing) and connect the work being done at the school level with state-level guidance and support.As this position has not existed previously, this Round Table session is intended to provide participants with an overview of the direction Megan plans to take with this role; differences and similarities between the new role of School Psychology Consultant and the existing role of Consultant for Psychological Services within the Office of Exceptional Children (held by Lynn Makor); and allow for input from school psychologists in the field regarding challenges faced with recruitment and retention and ways the School Psychology Consultant can best support NC school psychologists with regard to their many roles.

• Describe the role of the new NC DPI School Psychology Consultant
• Provide input to the School Psychology Consultant to help guide the work in the ways that will best support the growth of the school psychology workforce in NC and NC school psychologists' practice

This session does not meet criteria for NASP or APA continuing education hours

• Deliver social justice training asynchronously using a consultee-centered framework and resources in their learning community
• Identify resources to promote positive school/work climate
• Navigate the challenges presented during the first year of implementation

Understanding Masculinity: Concepts, Content, Costs, & Benefits
Andrew P. Smiler, PhD, LPA
Owner, Evaluation and Education Services, LLC

In general, boys fare worse in school than girls, the result of a range of factors including higher levels of misbehavior and disciplinary issues, as well as greater rates of learning disabilities. This session is designed to help school psychologists, and affiliated staff, identify and understand the ways in which teen boys understand themselves and the expectations they are supposed to adhere to as men. Theoretical overviews will describe the importance of masculine status among boys (aka, "man card"), the ways boys gain status (or "punches on their man card"), and the costs (and benefits) of behaving in these ways. Particular attention will be given to the ways in which masculinity's current directives contribute to problematic behaviors (e.g., misconduct, hiding learning difficulties), as well as strengths that may be available to overcome such problems (e.g., perseverance, desire for competence).

• Explain differences between the content of masculinity and the structure of masculinity
• Describe at least three ways that current notions of masculinity contribute to problematic school behavior or poorer school performance
• Describe at least three ways that current notions of masculinity may contribute to better school behavior or academic performance