The Director’s Corner · Page 4 challenging behaviors. The Director’s Corner Continued from page #1 Ms. Whatley practiced as a school psychologist within Prince George’s County

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In This Issue:

The Director’s Corner

What is a School

Psychologist?

Psychologists in Action

The Health & Wellness Spot

Psych Spotlight

Ask a Psych: A Call for

Submissions

Pictured: Psychological Services department at their July staff meeting

The Director’s Corner Introducing Ms. Jillian K. Whatley, Psy.S., NCSP; APS’ new Coordinator of Psychological

Services & Behavior Programs and Co-Coordinator of Positive Behavioral Interventions and

Supports (PBIS)

Ms. Jillian K. Whatley grew up in Birmingham, Alabama. After high school, she attended Miles College in

Birmingham, Alabama and obtained a B.S. in Education. Ms. Whatley continued her education at the

University of Tennessee, Knoxville where she received her M.S. in Education. She then obtained an M.A.

in Developmental Psychology and a Specialist degree in School Psychology (both with an emphasis on

deafness) while attending Gallaudet University in Washington, DC. Moreover, she uses American Sign Language. Currently,

Ms. Whatley is a doctoral candidate in Educational Leadership at Mercer University.

Ms. Whatley’s research interests include over-representation of minority males in special education, resiliency factors in at-risk

youth, bias in education, culturally sensitive assessment methods, implicit bias of multi-disciplinary teams, emotional intelligence,

maternal/child health, early childhood education and development, and the neuropsychology of both learning disabilities and

emotional/behavioral disturbances. Her teaching interests include leadership theories, psychology of leadership, human motivation/

leadership, school/community relations, and gender issues in leadership.

Prior to her career as a school psychologist, Ms. Whatley provided outpatient services for adolescents and children within the Child

and Family Services Agency and National Center for Children and Families. She is also a former research assistant at Howard

University’s Center for Disability and Socio-Economic Policy Studies, where she participated in interdisciplinary research that

incorporated a strong urban direction and emphasized the study of handicapping conditions in underserved communities. She was

also a minority research fellow in Charleston, West Virginia with the Appalachian Educational Laboratory. Continued on page #4

A Quarterly Publication by the Department of Psychological Services Fall 2015

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November 9th -13th: School Psychology Awareness

Week

The annual time for

recognition and

appreciation of the

contributions of school

psychologists will soon be

upon us. The theme for

School Psychology

Awareness Week 2015

is “Connect the Dots and

THRIVE!” This theme is

related to the goal of

helping connect students

to the academic and

social-emotional skills

they need to promote

personal achievement,

growth, and resilience, as

well as a sense of

belonging and well-being.

Be on the lookout for

innovative events and

practices by APS school

psychologists during the

week.

What is a School Psychologist? By: Justin H. Dove, Ed.S., NCSP

In the complex world students navigate; school psychologists are highly prepared to assist in meeting their academic, social-emotional, and behavioral needs. Entry level training includes two years of rigorous coursework and an intensive year-long supervised internship during the third year. Nationwide, psychologists possess a Masters degree at minimum, and oftentimes a Specialist in Education (required for renewable licensure in Georgia) and/or doctoral degree. Areas of competence include child development, education, psychology, psychometrics, statistics, systems, and special education law. While the majority of professionals in the field practice within a traditional school setting; school psychologists can also work in private/parochial schools, universities, mental health centers, community based day treatment programs, residential clinics/hospitals, juvenile justice centers, and private practice. Ethical guidelines from the National Association of School Psychologists (NASP) are respected and adhered to, as are state regulations and federal law (i.e. the Individuals with Disabilities Education Improvement Act of 2004). As change in the field of education is perpetual, professional development is ongoing and includes conferences, workshops, journal reviews, and frequent collaboration with peers. Thus, it is no wonder that some have opined school psychologists represent the most highly trained professionals in education. While much of APS’ psychologists’ time is devoted to consultation on students in the Response to Intervention (RTI) tiers of support, and assessment/interpretation related to special education Child Find activities (i.e. the requirement that schools locate and evaluate all children with disabilities from birth to age 21); district psychologists also involve themselves in diverse activities such as crisis response, small group counseling, individual counseling, parent training, staff training, and research. Skills related to collaboration are also essential, as psychologists often work closely with professionals such as school administrators, social workers, school counselors, special education lead teachers, special education teachers, regular education teachers, speech/language pathologists, occupational therapists, and physical therapists. In applying an “it takes a village” approach to education, a school psychologist should function as an important member of every school team.

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Psychologists in Action: The Great Debaters of Forrest Hill

Academy By: Maurice Granger, Ed.S.

Select high school males at Forrest Hill Academy participated in the 2nd Annual Great Debate on May 6th, 2015. This event was founded and coordinated by APS school psychologist, Maurice Granger. Students were randomly selected from a history class to participate in the event and preparation included watching news clips, discussing various topics, and engaging in public speaking exercises. At the debate, students served as legal representatives for the Marlise Muñoz court case, with one team representing The Muñoz Family and the other team representing John Peter Smith Hospital (Texas). They debated the ethical, legal, and moral concerns surrounding the possible removal of a pregnant woman from life support. Academic research has proven that there are numerous benefits to engaging in debate, which include: Teaching the skills of researching, organizing, and presenting

information in a compelling fashion Providing experiences that are conducive to life-changing, cognitive,

and presentational skills Enhancing poise, self-esteem, communication, critical thinking, active

listening, and collaborative skills Congratulations to the students for doing an excellent job! The judges for the debate included: Anthony Howell (Former Principal), Nicole Spiller (Director, Student Support & Intervention Support), Ladawn Blackett-Jones (Attorney/State Representative), & James Bryant (Project Manager).

The Health & Wellness

Spot By: Maurice Granger, Ed.S.

Welcome to the Health and Wellness Spot! APS’

Psychological Services Department is committed to

providing helpful tips that will increase the overall

health and wellness of our community. Regardless of

age or fitness level, studies show that making time for

exercise provides serious mental benefits. We

encourage everyone to GET UP, GET OUT, AND

GET MOVING! The following are just a few

psychological benefits of exercise:

1. Reduces Stress

Rough day at the office? Take a walk or head to the

gym for a quick workout. One of the most common

mental benefits of exercise is stress relief. Working up

a sweat can help manage physical and mental stress.

Exercise also increases concentrations of

norepinephrine, a chemical that can moderate the

brain’s response to stress. So go ahead and get

sweaty — working out can reduce stress and boost

the body’s ability to deal with existing mental tension.

Win-win!

2. Boosts Happy Chemicals

Slogging through a few miles on the treadmill can be

tough, but it’s worth the effort! Exercise releases

endorphins, which create feelings of happiness and

euphoria. Studies have shown that exercise can even

alleviate symptoms among the clinically depressed.

For this reason, doctors recommend that people

suffering from depression or anxiety (or those who

are just feeling blue) pencil in plenty of gym time. In

some cases, exercise can be just as effective as

antidepressant pills. Don’t worry if you’re not exactly

the gym rat type — getting a happy buzz from

working out for just 30 minutes a few times a week

can instantly boost overall mood.

3. Improves Self-Confidence

Hop on the treadmill to look (and more importantly,

feel) like a million bucks. On a very basic level,

physical fitness can boost self-esteem and improve

positive self-image. Regardless of weight, size,

gender or age, exercise can quickly elevate a

person’s perception of his or her attractiveness, and

more importantly, self-worth.

Source: Huffington Post

Pictured: Organizer, participants, and judges from the 2nd Annual Great Debate event

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The Director’s Corner Continued from page #1

Ms. Whatley practiced as a school psychologist within Prince George’s County Public Schools located in Upper Marlboro, Maryland and Gwinnett County Public Schools in Suwanee, Georgia (most recently) before entering APS. Her professional duties included the completion of psycho-educational and developmental assessments, frequent consultation with professionals/parents regarding the academic and behavioral challenges of students, mentorship of diverse children, and delivery of parenting workshops. Currently, she is an adjunct professor in the Social Science departments of both Georgia Perimeter College and Atlanta Technical College. Ms. Whatley also serves as external reviewer for AdvancEd, and Southern Association of Colleges and Schools, which focuses on school improvement and the accreditation of school districts. Ms. Whatley is the founder of Lissie’s Voice, Inc., an organization established to empower parents, while providing a collaborative and informative environment for children and adolescents. Lissie's Voice, Inc. seeks to provide parents with an opportunity to become active participants and informed decision makers in their children’s educational process, spiritual well-being, and overall wellness. Lissie’s Voice, Inc. believes that empowered parents have empowered children. Once children are empowered, their true voices emerge. Ms. Whatley is a member of Alpha Kappa Alpha Sorority, Inc., the National Association for the Advancement of Colored People (NAACP), and the Georgia Association of School Psychologists (GASP). Lastly, Ms. Whatley is also the proud mother of a daughter and enjoys dancing, reading, and traveling in her free time.

Ask a Psych

The newsletter

committee is excited to

announce a recurring

section in future issues.

APS personnel are

encouraged to submit

questions related to

school psychology,

district policies, RTI/SST,

special education, mental

health, etc...Each issue, a

select number of

questions and responses

will be published.

Questions can be

submitted to Justin H.

Dove at:

[email protected]

We look forward to this

opportunity for open and

productive dialogue!

Psych Spotlight: Justin H. Dove

Q: Where did you complete your training as a school psychologist? In what district did you complete your internship? A: I was trained at The Ohio State University, and completed internship within Columbus City Schools in Columbus, Ohio. Q: How many years have you been in the field? A: This will be my fifth year (internship excluded) in total and second year in APS.

Q: What attracted you to the field of school psychology? A: I’m highly analytical by nature and I enjoy helping others. School psychology caters to both of these aspects of my personality, and there is always room to learn, grow, and improve my practices. Q: What about your career has surprised you thus far? A: APS is my third district. My career has taken me from Columbus, Ohio to Columbus, Georgia, and now Atlanta, Georgia. This has come as somewhat of a surprise, but I’m happy to be here and hope to stick around for awhile. Q: What has been your most rewarding professional moment to date? A: There was a highly complex case in Columbus, Georgia involving a student who presented with a variety of medical, academic, and cognitive concerns. In my role as a school psychologist, I was able to assist the parents in gaining clarity about their daughter’s situation/needs, and facilitate the procurement of the services she required. By the end of the school year, she was receiving a plethora of services/supports in both the educational and home environments. Q: Is there an interesting or little known fact about yourself that you’d like to share? A: I love condiments! On any given day my refrigerator likely has more sauces (e.g. ketchup, Thai sweet chili, horsey, Yum Yum, BBQ, hot sauce, etc...) than actual food.

Psych News

Psychologist Aida Rengifo notarized documents for parents during registration at Woodson Elementary. She continues to offer her services free of charge to those who are

still registering.

Psychologist Maurice Granger conducted a pre-planning workshop with the faculty at Forrest Hill Academy on “de-escalation strategies”. The school administration are working diligently to make their school “A Better Alternative”, which includes training faculty/staff on responding appropriately to

challenging behaviors.