Chuck Archer, MA
NASP Delegate
Research Psychologist
Zanesville City Schools
Excerpted Personal Notes on a Resolution Committing to Antiracism Action - NASP
Rationale and Overview:
- “However, the existence of systemic racism is not universally acknowledged, nor accepted and, as a result, not all are committed to actively confronting racism both on an individual and systemic level.”
- NASP needs to look at organizational responses like opposing zero tolerance policies and the individual actions of students, practitioners, and trainers.
- “Often, the first step in addressing any form of oppression, racial oppression or otherwise, involves self-examination of one’s own biases and ways in which we and other educators may be engaging in oppressive acts. Individual oppressive acts that go unchallenged, as well as collective actions—active or passive—contribute to systemic racism.”
Whenever the antiracist sees individuals behaving positively or negatively, the antiracist sees exactly that: individuals behaving positively or negatively, not representatives of whole races. - “Behavior is something humans do, not races do" (Kendi, 2019, p. 105).
Whereas:
- Many NASP groups contributed to this resolution – Social Justice, Leadership, Government and Professional Relations, etc.
- Historical perspective goes back to Larry P case in 1979 regarding the over reliance of cultural questionable intelligence tests to determine educational diagnosis of children of color.
Significant lack of diversity in leadership positions has delayed the necessary ‘evolution’ of addressing such issues. - Standard I.3.1 of the NASP Principles for Professional Ethics (NASP, 2020, p.44) states that “School psychologists do not engage in or condone actions or policies that discriminate against persons, including students and their families, other recipients of service, supervisees, and colleagues based on actual or perceived characteristics”
(Lest we ever forget.)
Therefore, be it resolved:
- NASP is committed to ensuring that all children receive high-quality, equitable opportunities to learn in educational environments in which their rights are protected consistent with NASP’s professional guidelines and federal legislation (e.g., Title VI of the Civil Rights Act, Americans with Disabilities Act, Individuals with Disabilities Education Act)
- Positive educational and social outcomes for all children and youth are possible only in a society—and schools within it—that guarantees equitable treatment to all people, regardless of race, class, culture, language, gender, gender identity, religion, sexual orientation, nationality, citizenship, ability, and other dimensions of difference
- Engage in active efforts to dismantle systemic racism in education, including policy and practice, such as opposing and replacing the use of racist mascots and school names, to ensure fair and equitable treatment of BIPOC, and other marginalized communities.
- Advocate for policy and practice that protects the rights of all students to be educated in safe schools and communities free from prejudice and discrimination.
- Support accountability standards and disaggregate data collection and reporting to ensure schools are providing high-quality education and supports to all students.
- Advocate for increased investments in mental health, social–emotional learning, and trauma-informed practices that balance physical and psychological safety.
- Support federal and state policies, including funding, to enable school districts to include antiracist and social justice curricula and implement antiracist policies, procedures, and practices that enable equitable opportunity and outcomes.
(Is that the National Anthem I hear?)
- Provide opportunities for implicit bias training and education for school psychologists and graduate educators, which will highlight the significance of increasing diversity and teach techniques for bias mitigation.
- Provide professional development for school psychologists on appropriate special education assessment and identification methods that do not disproportionately identify non-White students as disabled.
- Include exposure to best practices in combating racism for school psychology graduate students. This includes but is not limited to embedding issues of antiracism, social justice, and culturally responsive work within the curriculum (not just within one course), facilitating student self-awareness and growth as it relates to issues of racial bias and injustice, facilitating student engagement in racial justice activities and projects, and providing explicit supports to BIPOC students in the field.
IN CONCLUSION:
Many school psychologists, educators, families, and other community stakeholders with missions aligned with NASP’s work have called for antiracist actions like those mentioned above.
NASP unequivocally denounces racism and other injustices that plague our society. NASP believes that advocating for antiracist laws, policies, and practices is essential to fulfilling NASP’s vision that all children and youth thrive in school, at home, and throughout life and can create a more equitable society for all of us.
(Vote to adopt 11/2/2020)
(Slytherin House mascot seems apropos here.)
APA Continues with its Health Services Psychology proposal
There is a continuing opportunity to voice opposition or support to the American Psychological Association plans to create three Masters Level programs for independent licensure including School Psychology. There have been two Public Comment opportunities that NASP has encouraged individual and state association responses. The first was concerning the overall initiative to create the Health Services Psychologist program in three specialties – Clinical Psychology, Counseling Psychology, and School Psychology. The second was in response to the training program requirements for each discipline. A third and likely final Public Comment opportunity is upcoming and will respond to the credentialing requirement for being able to practice independently with a Master’s level degree.
NASP has had dialog with APA regarding this proposal and will continue to do so. The concerns about this initiative is recognizing the specialized training beyond the Master’s level that School Psychologists currently undertake along with a full year of supervised internship before completion of any program.
NASP Practice Model Push Project
#ItsWhatWeDo
NASP is beginning a new initiative to support our members in promoting awareness of the NASP Practice Model and in advocating for your role and the profession. The NASP Push Project includes the It’s What We Do poster, a series of suggested social media posts, a ready-to-use adaptable presentation that outlines the Practice Model for stakeholders, and other adaptable resources all downloadable from the NASP website to help push out the understanding of the Practice Model.
3 Easy Steps: We are issuing a challenge to our members to help launch the project.
- Hang the poster in a place that will generate interest in your school or other workplace. (Hang it in your home office on the wall where it will be visible on Zoom calls.)
- Take a picture and post it on social media using our suggested social media messaging or create your own.
- Use the hashtags #NASPPMPush and #ItsWhatWeDo and be sure to follow @nasponline and join in the conversation.
(There be sharks out there!)
Shout-out to Laura Gable & Amanda Brian
The Ohio School Psychologists Association is proud to share the work of practitioner and adjunct instructor Laura Gabel and Intern School Psychologist Amanda Brian in promoting the recently released Practice Model for School Psychology by the National Association of School Psychologists. These standards cover all aspects of the profession from training standards and competencies of our practice though ethical considerations. The Practice Model is reviewed and updated every 10 years by our national association and was released for dissemination after a lengthy revision process. This is the third compilation by the association. We would like to recognize and thank Laura Gabel and Amanda Brian for their skill in creating this video and the promotion of our profession. These two professionals work in the Cleveland Metropolitan School District and presented this to their regional affiliate, the Cleveland Association of School Psychologists. To view their video, go here:
NASP 2021 - Where You Are
The NASP 2021 Annual Convention will take place virtually February 23–26 and will offer robust live CPD offerings, an extensive list of on-demand sessions, a highly interactive virtual Exhibit Hall, and more! Sadly, this convention was initially planned for Salt Lake City, Utah before the pandemic.
(Don’t worry, be happy!)
Finally, these are most trying and difficult times. As is usually the case, we strive to find ways to continue to advocate for students and families who need it most, and for our profession. While all of us are struggling with holding on to the things that we know are successful, we are learning new ways to continue to make that so. We struggle with remembering and learning ‘new stuff’ like many of the students with which we are asked to work. Being able to effectively communicate what we know and follow best practices will always be a challenge, even in the best of times. So know that you are not alone. Know that your state and national professional associations are striving to make the task manageable. Never lose sight of the fact that we are SOCIAL animals and need both interactions and assurances; that there are better days ahead, and we will come away from this experience with even more tools at our disposal in meeting the demands of both our profession and ourselves.