A View of Rural Life and Professional Practice 10/3/2013. Topics. Challenges and Opportunities for the Rural School Psychologist

Transcription

1 Challenges and Opportunities for the Rural School Psychologist 2013 National DLD Conference Idaho Partnership Conference October 3, 2013, 10:30-11:45am Sun Valley, ID Stacy Kalamaros Skalski, PhD Director of Professional Policy & Practice Topics A view of rural life and professional practice What are some of the most common challenges and rewards of rural practice? What strategies and resources could help rural practitioners address these problems of practice issues? Final Questions/Discussion 2 A View of Rural Life and Professional Practice 3 1

2 Life in Rural America Approximately ¼ Americans live and work in rural communities Currently, 24% of school psychologists are working in rural communities There is no one formula for how to deliver professional services in rural communities» Rural Idaho, New Hampshire, and Mississippi all have unique populations, cultures and needs that must be considered» To be effective, practitioners must listen and learn about the people, culture and traditions of the community in which they serve and adjust practice accordingly 4 Life in Rural Areas: 8 Typical Factors (Campbell & Gordon (2003)) In rural communities Members are viewed in the context of the family and their history of the community Members desire to be known and to know others Members tend to be traditional and less receptive to change and diversity Relationships are long term Lines are typically drawn about certain behaviors When people experience psychological distress they are expected to turn to family, doctors, and clergy Outsiders are viewed with suspicion Multiple relationships are part of daily life 5 Life in Rural Settings: Benefits of Rural Schools (Nelson 2010) Smaller class size Closer student-professional relationships Creative approaches High autonomy of staff High levels of personal responsibility for student outcomes 6 2

3 Life in Rural Areas: Professional Practice Psychological practice tends to be more general Practitioners generally are more self-sufficient and work more independently Roles may be blurred, dual role relationships are common People have less availability of support services in their local community Economic factors (poverty, unemployment, lack of transportation) also impact access to services Distance, weather, geography all impact access to services 7 Research: Profile of Rural SP Practice (Clopton & Knesting, 2006) Purpose: Examine current issues impacting rural school psychologists Surveyed rural SPs in a Midwestern state» 72% response rate» 42% male; 54% female» 37% were age 51+; 21% were 30<» 1/3 had 5 years experience or less» 10% doctoral; 90% non doctoral 8 Profile of Rural SP Practice (Clopton & Knesting, 2006), continued Travel» 31% reported travel of more than an hour a day» 35% had a school 30 or more miles from office How does this compare to the rural ID school psychologist? Commute Time 0-30 minutes daily minutes daily More than 60 minutes daily Distance 1-15 miles from office miles from office miles from office More than 60 miles from office 9 3

4 Profile of Rural SP Practice (Clopton & Knesting, 2006) Resources» 30% reported that it was difficult to access workspace» 21% reported difficult or very difficult to access assessment materials» 13% reported difficult or very difficult to access intervention strategies How does this compare to rural ID school psychologists? How many of you have a designated office at your schools? How many of you do not have adequate or up to date assessment materials? How many of you do not have evidenced based intervention materials available for your use? 10 Profile of Rural SP Practice (Clopton & Knesting, 2006), continued Accessibility of Other School Professionals» 74% of schools had school counselors» 71% had school nurses» 59% had school social workers How does this compare to rural ID school psychologists? Who works on a daily basis with 1 or more school counselors school nurse School social worker 11 Profile of Rural SP Practice (Clopton & Knesting, 2006) Interactions with Other Professionals» 95% met face to face with SC» 90% with SLPs» 77% with SSW» Also used , written, & telephone How does this compare to rural ID school psychologists? What is the most common way you connect with other school professionals? Face to face Telephone Video-conferencing 12 4

5 What are some of the most common challenges and rewards of rural practice? 13 Profile of Rural SP Practice (Clopton & Knesting, 2006), continued Challenges of Rural Practice» Limited availability of support services outside the school system» Large amount of travel time» Limited time for service delivery» Lack of access to assessment tools» Lack of special education program options» Limited availability of resources (professionals, funding, CPD, etc.) 14 Profile of Rural SP Practice (Clopton & Knesting, 2006), continued Rewards of Rural Practice» Good relationships with student, teachers, and other school personnel, and families» Feeling part of the school community» Feeling part of the larger community» Long-term involvement with students» Personal connections to people outside of school 15 5

6 ELEVATOR CHAT: What is your experience as a rural practitioner? What are your most common challenges and rewards in the rural practice of school psychology? Let s consider how the NASP Practice Model fits with your current practices? 17 NASP Practice Model Overview 18 6

7 What factors influence the roles of school psychologists? (Kramer & Peters, 1985) State level regulations have the greatest influence not rural demographics» Credentialing requirements» Role/Job definitions» Ratios of School Psychologist: Student» The presence/absence of a state level consultants 19 Small Group Discussion: How are you implementing the NASP Practice Model? Considering the NASP Practice Model 1. In what domains of practice are you most commonly engaged? 2. Considering the needs of students, in what domains do you wish you could provide more services? 3. What are the barriers to service delivery? What strategies and resources could help rural practitioners address these problems of practice issues? 21 7

8 Some of the Rural Problems of Practice Ethical Issues (Osborne, 2012)» Professional competence» Dual role conflicts» Confidentiality Professional and Setting Issues» Professional Isolation» Limited supervision and mentoring» Limited professional development and association engagement» Personnel shortages and high attrition» Time limitations: Travel 22 Ethics: Professional Competence Limited access to a comprehensive continuum of services often leads the SP to become a jack of all trades /generalist» NASP Standard: II.1.1: SP recognize the strengths and limitations of their training and experience, engaging only in practices for which they are qualified. SPs need to collaborate across all service providers to make accessible a broader network of services/providers SPs need to seek appropriate supervision and consultation Consider the benefits and risks before providing services Engage in targeted professional development to strengthen skills in areas of need 23 Ethics: Dual Role Relationships Multiple relationships is a given in rural communities. This can cause stress and complications for practitioners.» NASP Standard III.2: SP refrain from any activity in which conflicts of interest or multiple relationships with a client or their family may interfere with professional effectiveness. This can also be an asset for treatment as trust and a personal investment in wellbeing in present. SP need to carefully evaluate relationships and excuse themselves when risks outweigh benefits. Set boundaries in social relationships. Discuss with supervisors. Set limits as needed. SP training needs to prepare practitioners working in rural areas for this potential conflict. 24 8

9 Ethics: Confidentiality Confidentiality is critical to therapeutic relationships. In rural settings, because of multiple relationships it is often difficult to remember what is known from therapy vs. sources in the community.» NASP Standard I.2.4: SPs respect the confidentiality of information obtained during their professional work. Rural SPs commonly are asked to work with children that they know from other settings. SPs need to carefully consider sharing information about students with anyone who doesn t have a legitimate need to know. Discuss with supervisors. Limitations of confidentiality should be shared with students & their families. Consider the context in which you know something before sharing it. 25 Professional Solutions: Isolation Regional peer-consultation Joining online communities and list-serve discussions Supervisor sharing (district-district; statestate) Utilizing Communities of Practice Increased collaboration opportunities with similar professionals (school counselors, social workers) 26 Professional Solutions: Limited Supervision & Mentoring Regional supervision: District/State Supervisor Sharing Peer mentoring programs Regional meetings to utilize peer supervision models Increase access to supervisors with use of video conferencing technology» Skype, Face time Increase peer consultation via increased technology options» List serves» Online resources and professional chats» Online communities (NASP Rural SP) 27 9

10 Professional Solutions: Professional Development NASP Online Learning Center Joint district/state professional development District-University partnerships Self-study Read your professional journals State and national conferences 28 Professional Solutions: Strategic Focus on Recruitment and Retention Re-specialization of community based professionals Access to online training Onsite mentoring and face-to-face supervision of early career professionals New employee orientation/ Welcome to new communities history, traditions, practices, and people University partnerships that create a pipeline between training programs and rural districts 29 Professional Solutions: Time and Travel Collaboration/Teaming with other professionals (caseload management) Regional services and meetings Efficient scheduling Assignments closer to home Concentrated/block services Increased use of teleconferencing for consultation with teachers and parents Use of voice to text tools for case notes, response, report writing, etc. Online IEPs--consolidated collaborative report writing 30 10

11 What other resources and strategies could help rural practitioners? 31 Other Strategies Professional and Legislative Advocacy Build Communities of Practice 32 PROFESSIONAL AND LEGISLATIVE ADVOCACY: THE BASICS 11

12 ELEVATOR CHAT: What do school psychologists do and why does it matter? You are on an elevator and you ve mentioned to your elevator mate that you are a school psychologist, they ask, Oh really, what does a school psychologist do for kids and schools? Describe your role in 30 seconds or less. Focus on what you do, with whom, and why it matters. What is ADVOCACY? Advocacy is the "act of pleading or arguing in favor of something, such as a cause, idea, or policy." (American Heritage Dictionary, 2003) Key issues:» Pleading» Arguing» Taking a position for or against Types of Advocacy Important to School Psychologists Professional» Helping people know who you are, what you do, and why it matters Legislative» Helping policy makers understand school psychology and infuse us and our services into law and regulation so that it helps students and schools

13 Why is professional advocacy important to YOU? Promotes, maintains, and protects professional identity Promotes consistency of practice Ensures empirically based practice and policy Ensures access to services that will support student success If we don t, who will? 37 Why do YOU need to engage in legislative advocacy? There are 535 voting members of Congress There are over 4.5 million teachers who are members of the NEA and the AFT combined. If only 10% of NEA/AFT members contacted their elected officials, there would be an average of 421 contacts per member of Congress. There are 24,000 NASP members. If only 10% of NASP members contact their elected officials, there would be an average of 5 contacts per member of Congress regarding the issues important to school psychologists. Why should a Congressman care about our issues if he s only going to have 5 of us knocking on his door? Levels of Advocacy Micro Level: Advocating for individuals in a system» Examples: Speaking up for a student in a disciplinary hearing; helping a parent understand their son/daughter better» Focus: Practices Macro Level: Advocating for groups in a system» Examples: Presenting to the school board in order to preserve school psych positions; working with an elected official to get a bill passed authorizing a new grant program, public policy» Focus: Policies that drive practice. Legislation and Regulation. 13

14 There are two general ways to advocate for your role at the local level: Direct advocacy Demonstrating value through action Good communication is essential to both. 40 Effective communication is essential to effective leadership and advocacy. Good communication is responsive to emerging situations and the knowledge needs of key audiences

15 How do people know what you are doing and why it matters? Consider Context: This is a critical time to promote YOUR value! How do you meet the needs of students at-risk for school failure? How do you ensure safe school environments? How can you help students who live in families experiencing economic challenges? How can you help realign services to continue to support academic progress even with budget cuts? How can you contribute school climate? How can you help prevent barriers to learning? What is our role in supporting data based decision making? Who recognizes your role in student success? Are key decision-makers on your list? 44 Communication Planning Process 2. Identify Stakeholders 3. Craft Messages 4. Select Strategies 1. Assess Situation 5. Implement Effective Communications and Advocacy Planning Participant Engagement Stakeholder Buy-In Desired Outcomes 6. Evaluate 45 15

16 The Cowan Interrogation Technique Imagine this. You have a great idea about something related to school psychology. You venture into Kathy Cowan s office (NASP Director of Communications) and share your idea. Here s the warm response you receive: So what? Who cares? Why does that matter? What s the most important thing for people to know? What do you want people to do about it? In other words the Why What WOW! factors. Three benefits to being intentional and planful about communications and advocacy: 1. Helps you target right audience with right strategies. 2. Helps to organize your thoughts, maintain consistent messages. 3. Easier for target audience to understand, remember, and act

17 Advocacy: Four Basic Things to Consider What Why How Who 49 Basic Things to Consider: The WHAT What is your message? What are your goals? What is your specific action plan to accomplish these goals? What policies and practices support your advocacy? What communications systems will support your advocacy? What resources and supports are needed? 50 Basic Things to Consider: The WHY What is your message? What problems are you trying to solve or needs are you trying to address? What is your evidence that this is a problem? Why is it important? What are the risks of not doing this? What are the expected benefits? How will you know if you are effective and successful? 51 17

18 Effective Message Structure Problem statement Action/solution Benefits Benefit Easy for People to Grasp Action Problem 52 Complete Message Example Problem: Student office referrals for interpersonal conflicts are on the rise. Action: Examining student data will help identify settings and situations where conflicts are occurring and which students are having the most difficulty. It may also tell us students who are in need of targeted intervention. Benefit: I can work with students to teach conflict resolution skills and work with teachers to respond to students in a way that deescalates problems and keeps students engaged in the classroom

19 Overarching Message What you want decision makers to understand:» We support teachers ability to teach and students ability to learn.» We are a ready resource to help all students achieve their best. What you want decision makers to do:» Tap your school psychologist as a resource to help all students learn. 55 Core Messages 1. In the effort to raise achievement for ALL students, your school psychologist is a potentially untapped resource. 2. School psychologists help educators and families use data and evidenced-based approaches to improve teaching and learning. 3. Improve school outcomes by supporting your school psychologists comprehensive role. 56 Make It Easy for People Lead with the point (improved outcomes) Keep students at the center Be relevant (know your audience) Be concise Use audience appropriate language Avoid acronyms/technical language Use bullets to the extent possible Use social math Make it personal 57 19

20 Basic Things to Consider: The HOW Develop and establish communication networks for engaging stakeholders» Listserve» distribution lists» Webpostings» Newsletters» Social Media: Facebook Build relationships Demonstrate value through action Develop advocacy skills 58 Basic Things to Consider: The WHO Who is your target audience?» Internal and External Stakeholders Who are your advocates?» What qualities do good advocates have?» Who will lead advocacy efforts?» What skills do your advocates need and how will you ensure they acquire them? 59 Consider YOUR Relationships Who can you build relationships with locally and in your state that can help you with your advocacy agenda? 60 20

21 If you are not at the table, you are on the menu --Author Unknown 61 Building Communities of Practice 62 What if you could solve your problems of practice by answering four simple questions? Coalesce around issues Ask yourself: Who cares about this issue and why? Ensure relevant participation Ask yourself: What work is already underway? Do work together Ask yourself: What shared work/goals could unite us? Lead by convening Ask yourself: Who are the stakeholders that we need to lead? 21

22 A Community of Practice can provide the forum and opportunity to get this work done. What is a Community of Practice? Based upon the work of Etienne Wenger Communities of Practice (COP) are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Website:» 65 IDEA Partnership: Another View of COP A Community of Practice (CoP) is quite simply a group of people that agree to interact regularly to solve a persistent problem or improve practice in an area that is important to them. A New Approach to Solving Complex Educational Problems» Cashman, J., Linehan, P., & Rosser, M. (2007). Communities of Practice: A new approach to solving complex educational problems. Alexandria, VA: National Association of State Directors of Special Education.»

23 A New Framework for Stakeholder Engagement Leading by Convening Ensuring Relevant Participation...Welcome to the Partnership Way!!! Communities of Practice are Showing up Everywhere. National Communities of Practice» Transition» School Behavioral Health» MTSS» Family School Community Collaboration» Early Childhood» Autism» Transition And at the State Level:» AZ, CA, DC, DE, HI, ND, NH, NY, PA, SD, VA, WI, OH, MT, CO 68 Communities of Practice: The infrastructure to work across groups on issues of importance A way of working Involving those who do shared work Involving those that care about the issue Always asking who isn t here? A way of learning Building on what each of the stakeholder groups know Creating new knowledge grounded in doing the work together Learning with those who can advocate for and make change 23

24 Two-Way Learning Communicating to Learn What Works STATE TO LOCAL LOCAL TO STATE What can COPs do at the local and state levels? COPs can cross organizational boundaries to address persistent problems. COPs can facilitate sustainable collaboration that effects change. COPs can help focus work on shared goals and commonly defined goals. COPs can broker common agreement. 71 Hear what people are saying about the value of being in a community of practice? &list=tldhgkv_fs8ru&feature=player_detailpage 72 24

25 Components of a COP 3 Critical Elements to a COP Reference: Etienne Wenger The Domain» A shared identify that unifies the community The Community» Members building relationships & helping each other. Members engaging in shared dialogues, activities, and information and resource sharing. The Practice» Practitioners with a shared repertoire of resources that interact for a shared purpose Critical Functions Reference: Etienne Wenger Educate» Collecting and disseminating information related to problems of practice Support» Provide a method for communicating and interacting (eg. Wiki worksite, Sharedwork.org, etc.) Cultivate» Assist a group in getting going and sustaining a positive rhythm of interaction Encourage» Promote the work and accomplishments of the community by talking about the work Integrate» Involve and integrate the community work in the policies and decision-making of the organization 75 25

26 IDEA Partnership: COP Strategies.pdf 77 Engaging the Right Stakeholders: Who is the community? 78 26

27 A Community is formed Invite (and keep inviting) a broad array of stakeholders United by a shared passion Committed to regular interaction Agree to value stakeholder input equally Co-facilitated/Community led 79 Setting the Strategic Context for a Community of Practice: What are the key problems of practice impacting X? 80 EDUCATE What information and resources can be collected and disseminated related to problems of practice? 81 27

28 SUPPORT What method for communicating and interacting about the work of the COP will be used? 82 CULTIVATE What will we do to assist a group in getting going and sustaining a positive rhythm of interaction? 83 ENCOURAGE How can we feature or promote the work and accomplishments of the community? 84 28

29 INTEGRATE How can we involve and integrate the community work into the policies and decision-making of the organization?» Local» State 85 What are the rules for interaction? Each community will benefit from coming up with a set of rules to guide their interactions. These might be process things like how often they will meet or relational things like what role does consensus play in our work? 86 In theory, there is no difference between theory and practice in practice there is. YOGI BERRA 29

30 Resources to Address Problems of Practice: The IDEA Partnership overview&playnext=1&list=tl9y9zd0d7a2g 88 What is the IDEA Partnership?? 50+ organizations, including CEC, CASE, NASP, ASCA, NASSP, NAESP, AASA, NSBA Common interests Varying perspectives Find commonality Do work together where we agree Use our deep and durable networks to share common messages Build the relationship Make it safer to talk about things where we do not agree Focus on practice change Help the partners adopt this way of working in their organizations and in their own work! Build community! Idea Partnership Resources Community of Practice Guidebook Bridging Tools» Partnership Collections» Dialogue Guides Virtual Mentoring The Partnership Way Blueprint (coming soon!)

31 92 Learning Port Example: Response to Intervention 93 31

32 INTERESTED in EXPLORING the formation of a COP for IDAHO? Contact» The IDEA Partnership Joanne Cashman, Director joanne.cashman@nasdse.org» Copy me...stacy Skalski sskalski@naspweb.org 94 NASP Resources NASP Resources

33 Join a NASP Community Rural School Psychology 97 Access Research & Related Resources Advocacy Resources Resource Library 98 Develop Your Professional Skills Participate in online learning or attend national & regional trainings 99 33

34 NASP Standards & Practice Model Advocate for Professional Standards and Services Advocacy Action Center 100 Developing Your Advocacy Skills NASP Online workshops» Promoting and Preserving Your Role and Services to Improve Student Outcomes NASP Practice Model Webinar GW/NASP Annual Public Policy Institute: July 16-18, 21-22, 2014» GPR State Trainings 101 Developing Your Advocacy Skills, continued NASP Annual Convention and Summer Conferences Annual state conference sessions and Advocacy Action Center letter writing opportunities Opportunities to use advocacy skills at state conferences, capitol hill day experiences, legislative breakfasts, etc. Collaborative advocacy trainings offered in the state with other professional organizations or universities

35 NASP Materials and Resources NASP Communications Resources: NASP Advocacy Page: NASP Research Summaries: NASP Materials for Families and Educators: Examples of Best Materials What is a School Psychologist brochure» NASP Practice Model Website» School Psychologists: Improving School and Student Outcomes (Research to Policy & Practice Summary)» _Outcomes_Final.pdf School Psychologists: A More Valuable Resource» ch.pdf Embracing Advocacy & Public Policy as a Core Value» What Makes a School Psychologist a School Psychologist? px Visit the NASP Advocacy webpage and Advocacy Action Center ex.aspx Become a part of the 1-Minute Solution by sending an letter to your elected official through the Advocacy Action Center Find your elected officials See how your elected officials voted 35

36 NASP Advocacy Roadmap: Promoting and Preserving School Psychology cesroadmap.aspx Contains resources that you can use to assess risk and determine a course of action that promotes school psychology. Includes tools and specific examples of professional advocacy in action. NASP Practice Model Assessments Self-Assessments» assist individuals in evaluating their own professional development needs relative to the 10 domains of practice» versions for supervisors, graduates educators and students as well State Assessment» Examines current roles of SPs in state, credentialing practices, promotion of SP practices ACKNOWLEDGEMENTS Many thanks to Joanne Cashman and the Staff and Leaders of the IDEA Partnership for sharing content for this presentation. Additional thanks to the NASP Staff (Kathy Cowan, Director of Communications) and Leaders (Communication Workgroup, Government & Professional Relations Workgroup) that contributed content to this presentation