has not always been easy to pro- duce, but you have done a great job with editing and layout. As we move towards next year, I would like to ask more of you to become active in one of our committees: Newsletter, Information Management, So- cial, Public Affairs, Legislative, Membership, Nominations and Professional Development. I can personally attest that involve- ment in BCASP has been re- warding in a number of ways, both socially and professionally! In short, thank you for select- ing me as BCASP president this year. It was truly a great experi- ence and something I am hon- ored to have done! The fantastic and energetic Nadine Warrick will now take over in August and I know she will do wonder- fully! Have a fun summer and we will see you all next year!
Samuel D. Chavez Nationally Certified School Psychologist Thanks to everyone who made it out to the Orioles game on Friday, May 23rd. Those of us in attendance had a blast and we were able to raise $200 for the National Alliance on Mental Illness (NAMI) through the Os High Five Fundraising pro- gram! (BCASP matched the $100 that we raised through ticket sales). As we are about to complete another successful school year, I would like to reflect on what we have accomplished for the year and also thank our Board and Committee members for all their support. The Fall Fund- raiser and our social outings were fun and very successful. Our previous leaders will probably all agree that serving as BCASP President is a fun, yet busy position that involves a number of tasks and responsi- bilities. However, the energy and support of the Board and other active members has helped BCASP be successful with the charity event, newslet- ter, and other social and net- working activities. I have mentioned many times that our membership has con- tinued to grow in recent years. With this growth, it is important that we receive more involve- ment from individual members. This has been discussed among board members and in general membership meetings this year. For example, we can always use help with our presence on the internet via social network- ing sites and the BCASP web- site. Additionally, we welcome contributors and support with the newsletter development and editing process. Christina Bur- ton and Liz Niemiec: Thanks for The Baltimore City Association of School Psychologists Newsletter Inside this issue: BCASP School Psych of the Year 2 Working with Trauma 3 Breaking the Behavior Barrier 4-5 School Psych Spotlight 6-7 Involving Community 8 Newsletter Committee 9
Presidents Pen Summer 2014 Volume 5, Issue 4 BCASP is proud to announce that Heidi Moore Trasatti is the first recipient of the Baltimore City School Psychologist of the Year Award. BCASP formally presented this award to Heidi on April 29th, 2014 in front of her students, staff and family at Dr. Bernard Harris, Sr. Elementary School.
Each year Baltimore City Schools nominates deserving candidates to the Maryland School Psychologists Association (MSPA) Outstanding Practice Award to represent our school system. The past two years Baltimore City has nominated Heidi Moore Trasatti for her dedication, innovation, and longstanding commitment to the mental health needs of our students in Baltimore City. This year the BCASP board members voted to create a city-wide award to recognize one colleague each school year who works above and beyond the role of the school psychologist to improve the lives of those around them. The first annual Baltimore City School Psychologist of the Year for 2014 was awarded to Heidi Moore Trasatti who serves Dr. Bernard Harris, Sr. Elementary and Westside Elementary. Heidi has worked in Baltimore City as a pro- fessional for eight years and also completed her practicum and internship in City Schools. Heidi has supervised practicum students as well as interns interested in pursuing careers as school psychologists.
Over the past two years Heidi has worked with Jasmines House, an organization that works to rescue pitt-breed dogs in the Baltimore City community through foster- ing, adoption, and education to pet owners. Heidi founded Project Mickey, a part- nership between Jasmines House and Dr. Bernard Harris, Sr. Elementary School in Baltimore City, which ran for the first time in the spring of 2012. As stated on the Jasmines House website, the curriculum was written by Heidi specifically for Project Mickey and was designed to teach students about the needs of pets, how to remain safe around dogs, the basics of clicker training and positive reinforcement, and using nonverbal behaviors to understand animals. Additionally, this eight week program was designed to develop empathy in students, build emotional vocabulary, and gen- eralize these skills to better understand and work with dogs. Project Mickey was also the beneficiary of the 2013 BCASP fall fundraiser, which rose over $3,000. Today, Project Mickey is running in several schools and local churches to educate students around the city.
We are lucky to have such a dedicated and innovative school psychologist in the City Schools and we are even more honored to call her a friend and colleague. Con- gratulations, Heidi and thank you for all you have done and continue to do to for our community and our profession. 2014 Baltimore City School Psychologist of the Year: Mrs. Heidi Moore Trasatti Page 2 The Baltimore City Association of School Psychologists Written By: Kerri-Jean Carter, M.A., CAS This year the BCASP board members voted to create a city -wide award to recognize one colleague each school year who works above and beyond the role of the school psychologist to improve the lives of those around them. Members of BCASP gather to honor Heidi Trasatti as she accepts her award at school #250. Page 3 Volume 5, Issue 4 Traumatic experiences are fairly common, with 14% to 43% of children reporting having experienced a traumatic event prior to age 18 (Taylor, Zuckerman, Harik, and Groves, 1994). Working with Children Who Have Experienced Trauma Written By: Twila Beck, M.A., C.A.S. Students who have experienced trauma during the developmental years of childhood are more likely to experience academic difficulties (Hull, Hertel, & Rossen, 2013). Trauma in early childhood can also affect the development of fundamental psychosocial processes such as attachment, emotional regulation, and impulse control (Putman, 2009). A traumatic event may include natural disasters, kidnapping, school violence, community violence, terrorism, war, homicide, physical abuse, sexual abuse, domestic violence, medical procedures, victim of crime, accidents, suicide of a loved one, and ex- treme neglect (Burr-Harris, 2004). Traumatic experiences are fairly common, with 14% to 43% of children reporting having experienced a traumatic event prior to age 18 (Taylor, Zuckerman, Harik, and Groves, 1994). Up to 91% of African American youth in urban settings report exposure to violence (Burr-Harris, 2012). This exposure to violence may increase a childs chance of being exposed to a traumatic event. Signs of trauma may in- clude anxiety, fear, depression, anger, and guilt. Other possible symptoms include enure- sis, encopresis, sleep difficulties, fire setting, difficulty concentrating, problems with boundaries, or running away.
Cognitive-Behavioral Therapy (CBT) is a therapy supported by research when work- ing with students who have experienced trauma (Stein, B.D., et al., 2003). The goals of CBT are to break the associations between negative feelings and cues of trauma, increase the tolerance of the trauma, decrease reliance on maladaptive coping, facilitate process- ing of trauma, correct trauma related distortions, model effective coping, and reinforce positive coping skills (Burr-Harris, 2004). Other goals may include building trust, safety, consistency, emotional release, appropriate emotion management and expression, social skills, parent understanding, and behavior management.
School recommendations that may be helpful for youth who have experienced trauma include: maintain a routine; give choices; increase support and encouragement; set clear limits and develop logical consequences; recognize that behavioral problems may be temporary and related to trauma; provide a safe place to discuss what happened; give simple and realistic answers to questions about traumatic events; be aware of the cues that may cause reactions; anticipate difficult times and provide support; let children know in advance if you will be doing something besides the usual routine (National Child Traumatic Stress Network, 2008). Some considerations to academic work may include shortened assignments, additional time to complete assignments, permission from an adult to leave class, and talk to a trusted adult when feelings become overwhelming.
References:
Burr-Harris, A. (2012). Trauma: Impact on children and opportunities for healing. Retrieved from http://www.obsv.edu/xd/outreach/occyshn/training-education/upload/ traumapowerpoint-DrBurrHarris2012.pdf.
National Traumatic Stress Network (2008), Retrieved from http://www.nctsn.org May 22, 2014.
Hull, R., Hertel, R., & Rossen, E. NASP Convention. 2013, February, 13. Supporting and Edu- cating Traumatized Children. Retrieved in November, 2013 from http:// www.nasponline.org/resources/podcasts/podcast.aspx?id=153.
Stein, B.D., Jaycox, L.H., Kataoka, S.H., Wong, M., Tu, W., Elliot, M.N., & Fink, A. (2003). A mental health intervention for school children exposed to violence. JAMA, 290, 603-611.
Taylor, L., Zuckerman, B., Harik, V., & Graves, B. (1994). Witnessing violence by young chil- dren and their mothers. Journal of Developmental and Behavioral Pediatrics, 15, 120- 123. Up to 91% of African American youth in urban settings report exposure to violence (Burr- Harris, 2012). Breaking the Behavior Barrier is a reoccurring column that highlights inter- vention ideas to help teachers improve classroom behavior management so the focus can be kept on learning.
Intervention: Flexible Rules: The Color Wheel Materials Needed: Poster of rules for each condition (sample expectations included below), Color Wheel Grade Level: Elementary Purpose: Classroom rules are often set for a specific type of classroom activity, usually when the students are at their desks and expected to listen to a teacher- led lesson or doing independent work. When situations change in the class- room, such as when it is time for group work or less structured activities, there is usually a need to ignore or change some of the typical rules. This can become confusing for students. The Color Wheel allows for a change of expectations in a simple way that will be clear for students. Steps for Implementation: 1. Define the behavioral expectations for each color. For example, green (low structure activities, group work), yellow (large or small group instruc- tion), red (transition between activities). If the classroom uses a red, yel- low, and green system for individual student behavior, the Color Wheel colors can be changed so there is no confusion. 2. Copy the rules for each section of the wheel onto colored poster board that corresponds with the chosen color wheel colors. Make sure it is easy to read and the rules for each color are posted in the same place. A sample of rules for each section and a picture of a Color Wheel are included below. 3. Create the color wheel by cutting a large circle out of poster board. Using thick black lines partition it into three sections and fill in the correspond- ing colors for each set of expectations. Use a paper fastener to attach a large arrow that will rotate to show which expectations are currently being used based on the activity. 4. Teach the students about the color wheel by explaining the color levels and describing activities associated with each. Use concrete examples that occur in the classroom during your explanation. Next, use the posters to review the behavioral expectations associated with each color level. Be specific about acceptable behaviors and their boundaries (e.g., "At the red level, when you clear your desks, your materials go into desks, backpacks, and cubbies--you should not stack any materials on the floor."). Demon- strate the Color Wheel, showing how the arrow indicator will always point to the color condition currently in effect as a guide to which colored rules poster the students will follow. 5. Give students acceptable choices regarding reinforcers to work for first. Breaking the Behavior Barrier When situations change in the classroom [] there is usually a need to ignore or change some of the typical rules. This can become confusing for students. Page 4 The Baltimore City Association of School Psychologists Written By: Erin OKeeffe Continued on Page 5 Page 5 Volume 5, Issue 4 [T]he arrow indicator will always point to the color condition currently in effect as a guide to which colored rules poster the students will follow. Breaking the Behavior Barrier After they earn the first one, the class can move onto working for the ones that come in second, third, etc. 6. Begin the intervention. To prevent difficulty with transitioning from one set of expectations to another, warn students thirty seconds to one minute before changing the color. At the beginning, you may also want to have students volunteer to name some of the rules that are now in effect with the change of color before the activity starts.
Sample Behavioral Expectations and Color Wheel
Resource:
Wright, Jim. How to improve classroom management through flexible rules: The color wheel (n.d.). Retrieved May 27, 2014, from Intervention Central website: http://www.interventioncentral.org
Continued from Page 4 BCASP Invites You to Our Last Happy Hour! On Tuesday, June 17th, following our Professional Development at Woodhome Elementary/Middle School, BCASP will host its end of the year celebra- tion at Little Havana, located at: 25 Key Hwy, Baltimore, MD 21230 As always, BCASP will offer a selection of appetizers. See you there! Dr. Carl Douthitt, known as Dr. D to students and staff at Sinclair Lane Ele- mentary and Vanguard Collegiate Middle School, may describe himself as just another Baltimore City school psychologist. However, his dedication to students and families makes him anything but ordinary. With 13 years of experience work- ing in Baltimore City Schools, Douthitt is a role model to students, staff, and com- munity members. By emphasizing the importance of citizenship and character as foundations of future success, Douthitt leads by example on a daily basis. Douthitt earned his doctoral degree in 2001 from Howard University. At the time, he was teaching psychology at Bowie State University when a family member suggested he apply for a position in Baltimore City Schools. Douthitt was appre- hensive; he had not envisioned himself working with young children. However, it was not long before he realized his passion for working with youth in the school system. Douthitt started his career as a school psychologist at Highlandtown Ele- mentary in southeast Baltimore. I love the students Douthitt explained, when asked what compelled him to stay in the school psychology field. Keeping on the go in a never dull work environment is one of the biggest appeals to his career. I like to say I have self-diagnosed ADHD, Douthitt explained. When other staff may enjoy going home and relaxing at the end of the work day, Douthitt enjoys catching up with students at their athletic events, working on projects with stu- dents to support local charities and organizations, and spending time with fami- lies and students in the community. Anything but Ordinary: Spotlight on Carl Douthitt, Ph.D. Page 6 The Baltimore City Association of School Psychologists Written By: Sarah Amburn,M.A, C.A.S, NCSP When other staff may enjoy going home and relaxing at the end of the work day, Douthitt enjoys catching up with students at their athletic events, working on projects with students to support local charities and organizations, and spending time with families and students in the community. From left to right: Judge Angela Eaves (First African American and first female judge in Harford County), Jermaine Harvey (Eighth Grade Student, Vanguard Collegiate Middle School and Program Facilitator), Kenya Griffith (Eighth Grade Student, Vanguard Collegiate Middle School and Program Facilitator), Brandon Scott (Baltimore City Councilman), Christi Ileto (WJZ News Reporter), Attor- ney Phillip Hunter (Marched with Martin Luther King Jr) and Carl Douthitt (School Psychologist) Continued on Page 7 Page 7 Volume 5, Issue 4 Douthitt goes above and beyond his duties as a school psychologist. He has organ- ized numerous after school and weekend trips for students, utilizing his own re- sources and time, including local sporting events, museums in DC and Baltimore, college campuses, and graduations. Recently, Douthitt organized a trip for several middle school students to attend Howard Universitys graduation this past May. Douthitt explained that students were inspired to hear speeches given by former Howard graduates and celebrities, including Sean Combs, also known as P. Diddy. Douthitt reinforces speakers messages during counseling sessions. I was able to incorporate P. Diddys words of perseverance into a session with a young man who is going through a difficult time. As Sean Combs said, Looking to the other side helps students think beyond the here and now and to set goals and dreams for their future. With all the extra support and dedication Douthitt lends to his students, it is easy to understand the significant impact he makes on childrens lives every day. Early in his career, Douthitt explained how he struggled with the lack of change he saw in his students. Words of wisdom from a colleague at the time helped him to realize that his influence on students may not always present in a grand way. You may never see the impact you have made on a student, but it does not mean that you havent made that change. Even the littlest thing, of watching a student give a proper handshake to another peer, reinforces the difference he is making in stu- dents lives. Building character is an emphasis in his everyday work, whether it is teaching students to hold open a door, letting a woman walk in first, or teaching students proper greetings. Douthitt enjoys organizing boys and girls counseling groups with both general education and special education students, as he believes becoming an integral part of the whole school community is important. Douthitt also takes pride in raising awareness of contributions to charities and community involvement. Teaching stu- dents to think outside of themselves is an important concept Douthitt highlights daily. Douthitt and students have organized food and clothing donations for ty- phoon victims, collected cans for the Susan G. Coleman Foundation, and partici- pated in other local charity events. Douthitt has also organized Black History Month activities in his schools, bringing in members of the community to speak and to share their success and talents. When asked what advice he would share to colleagues, Douthitt shared several words of wisdom. See good in every kid, Douthitt stated. It is easy to get caught up in the negative, but Douthitt expressed how focusing on the positive can help foster family and school relationships. Too many times families come to schools with negative impressions, Douthitt explained. As school psychologists, we can make the effort to get to know students and families on a personal level. Deal with the whole child, have a genuine connection with the family on a wider basis. Douthitt attends students sporting events, funerals, takes children to get their haircut, or just stops in at home to see how they are doing. It is almost as if you become part of their family. Douthitt promotes the importance of being supportive to families and to get to know them on a personal level. Spotlight: Dr. D, Continued Too many times families come to schools with negative impressions, Douthitt explained. As school psychologists, we can make the effort to get to know students and families on a personal level. Continued from Page 4 A primary goal of the Prevention and Intervention of Early Learners (PIEL) project aims to further involve community partners to become active in ongoing interven- tions at the schools. The community partners provide vital services as they will func- tion as trained volunteers and continue to implement interventions when the PIEL program transitions away from the school. In turn, students will continue to benefit from academic interventions.
For example, the kindergarten class at Franklin Square Elementary School has been receiving reading interventions for the duration of the school year. Students have been diligently working to learn and recognize letters and sounds. In addition, pre-reading skills have been targeted using repetitive practice techniques with PIEL Lead School Psychologist, Nadine Warrick. During the year, Nadine had spoken with me regarding the time intensive nature of the intervention and her desire to spark community involvement. In turn, I expressed my apprehensions concerning the number of students at my high school whom may not receive adequate services learning hours. In some cases, this issue would prevent students from walking in graduation this year.
To address these concerns, Nadine and I discussed creating a program that would fulfill the needs of all learners enrolled in one program. We decided to involve my high school (grades 9 and 10) students in the PIEL intervention. They were provided with training, which demonstrated reading intervention techniques and methods for documenting data in order to track student progress. We chose to work with the freshman and sophomores to ensure that continued participation would be achieved for the next school year. In return, students can receive service learning hours and the potential to earn a recommendation from a school psychologist for their college application. Vivien T. Thomas Medical Arts Academy requires students to apply to four colleges (one community, one out of state college, and two others of their choice) and collect four letters of recommendation from teachers or staff. Students with ex- cellent attendance and behavioral patterns have the opportunity to receive a recom- mendation letter. Students in the program also participate in a resume` building lesson. This session provides students the opportunity to construct a resume and document their volunteer experience. As for the kindergarten students, they get the opportunity to spend time with high school students who model good behavior and receive help to strengthen their reading skills.
The program has been up and running for five weeks. Each week, additional high school students ask to participate in the program. A number of students have ex- pressed interest in spending time in the kindergarten classroom and volunteering outside of the school. The kindergarten students have gained additional reading and social skill and learned that reading is an enjoyable activity. This program is a testa- ment to the powerful impact of partnering with our community and working with our young Baltimore City students. Making a Difference: Involving Community [Using the Prevention and Intervention of Early Learners (PIEL) as an opportunity for high schoolers to earn service learning hours] created a program that would fulfill the needs of all learners enrolled in one program. Page 8 The Baltimore City Association of School Psychologists Written By: Abby Courtright, M.A., Ed.S., NCSP & Nadine Warrick, M.A. Were on the Web! www.bcasp.net The BCASP Newsletter is always looking for more material! If you are interested in writing with us (one time articles or reoc- curring columns are welcome), please contact our editor, Christina Burton at: clburton@bcps.k12.md.us If you are interested in writ- ing monthly blog posts for our website, (sharing your thoughts, experiences, re- sources, and/or insights to the field of school psychol- ogy), please contact Liz Niemiec at: eaniemiec@bcps.k12.md.us
Please include a sample blog post, short bio, and a picture. Thank you for reading! Newsletter Committee Members:
Christina Burton, Editor-In-Chief Liz Niemiec, Design & Layout Editor Jessica Kouvel Munch Jennifer McCloskey Ganz Erin OKeefe Twila Beck Sarah Amburn