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Pictured: APS staff pictured with Superintendent Dr. Meria Carstarphen at Autism Speaks’ Georgia 5K

In This Issue:

Autism Speaks

Psych Spotlight

Ask a Psych: A Call for Questions

Care for the Caregiver

National Slavery and Human Trafficking

Prevention Month

Engage: With APS’ Engagement Specialists

Psych Snapshots

Who Is Like Unto A Teacher?

The Health & Wellness Spot

School Psychologists of the Future

Autism Speaks...We Listen By: Justin H. Dove, Ed.S., NCSP

Autism spectrum disorder (ASD) is a complex neuro-developmental condition with social-communication and behavioral implications. On November 21, 2015; members of APS, APS’ Department of Psychological Services, other private/public organizations, and the Atlanta community at large joined together in solidarity as they participated in Autism Speaks’ Georgia 5K. Autism Speaks is an organization that endeavors to change the future for all who struggle with autism spectrum disorders. They are dedicated to funding global biomedical research into the causes, prevention, treatments, and cure for autism; to raising public awareness about autism and its effects on individuals, families, and society; and to bringing hope to all who deal with the hardships of this disorder. Donning shirts designed by a budding artist from Forrest Hill Academy; the Department of Psychological Services “Psycho-Analyzers” ran, jogged, and walked to the finish line in support of a sizable and growing portion of the children we serve. To date, the event has raised over $50,000 that will be directed toward the cause. This endeavor marked what will hopefully be a series of steps to increase the department’s community involvement and outreach in the coming weeks, months, and years.

A Quarterly Publication by the Department of Psychological Services Winter 2015/16

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Psych Spotlight: MaryAnn Green

Q: Where did you complete your training as a school psychologist? In what district did you complete your internship? A: I was trained at Florida State University and completed my internship in Clayton

County Public Schools.

Q: How many years have you been in the field? A: This is my 6th year as a school psychologist.

Q: What attracted you to the field of school psychology? A: I was drawn to the field because it affords me an opportunity to help identify and

provide resources for struggling students while developing my insight into the academic, social, and emotional challenges that students and families face. Q: What about your career has surprised you thus far? A: I did not begin my career with intentions of working with the preschool population and never imagined that

my career trajectory would include working with very young children. However, I view my decision to work with

the Special Education Pre-School department as one of my best career decisions. Working as the district’s

pre-school school psychologist has afforded me the opportunity to expand my skill set and work closely with

families. Given that many of the children I work with have, or are suspected to have autism spectrum disorder;

the position offers the opportunity to cultivate a specific area of expertise.

Q: What has been your most rewarding professional moment to date? A: Last year, a parent began to cry after I shared evaluation results that indicated that her child exhibited many

of the characteristics of autism spectrum disorder. After hearing the news, she stated that her son’s difficulties

finally made sense to her and went on to say that she was crying tears of joy because her son would finally

receive the help he required. That moment reassured me that I, along with my colleagues on the special

education diagnostic team, were making a positive impact on the lives of children and families by identifying

disabilities and facilitating the provision of early intervention.

Q: Is there an interesting or little known fact about yourself that you’d like to share? A: I really love to sing and sometimes describe myself as a “human jukebox.” I typically can (and do) sing along

to most songs I hear, regardless of the genre of music. Unfortunately for my friends, loved ones, and

co-workers, I’m a terrible singer. I guess I should have paid a little more attention in high school music class.

Ask a Psych

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: jdove@atlanta.k12.ga.us

We look forward to this opportunity for open and productive dialogue!

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January 2016: National Slavery

and Human Trafficking Prevention

Month

While the holidays are a

time for joy and

merriment, the month of

January brings a

necessary topic to the

forefront of public

discourse. Atlanta is one

of the largest hubs for

human trafficking in the

country. By Presidential

proclamation, January is

National Slavery and

Human Trafficking

Prevention Month, with

Sunday, January 11

serving as Human

Trafficking Awareness

Day. APS staff are

encouraged to research

this important topic and

be watchful for exploited

youth in our schools. A

helpful resource is the

Blue Campaign, the

unified voice for the U.S.

Department of Homeland

Security’s (DHS) efforts to

combat human trafficking.

Working in collaboration

with law enforcement,

government, non-

governmental, and

private organizations, the

Blue Campaign strives to

protect the basic right of

freedom and to bring

those who exploit human

lives to justice. For

further information visit:

http://www.dhs.gov/blue-

campaign/

Care for the Caregiver By: Vivian Nichols, Ed.S., NCSP, LPC

Got stress? Well, you are not alone! Everyone encounters stressful situations with a growing number of people suffering from stress induced illnesses. As humans, we crave stability and predictability in our lives, and when sudden changes or interruptions occur, stress is not too far behind. By definition, stress is a state of tension (both psychological and physiological) that requires change or adaptation. Stress is not always negative as it can motivate, ready, and alert us to things ahead. However, stress that is prolonged can produce negative emotions and is not beneficial. Sources of extreme stress such as unemployment, reduced income, bereavement, and catastrophes are likely to invoke harmful reactions. However, research suggests that even “everyday hassles” and self-imposed stress produce similar types of psychological reactions as the aforementioned events. Whatever stressors you may be facing, it’s important to deal with stress and not let it deal with you. The better care you provide for yourself as educators, the better care and service you provide for your students. Consider my ten tips for dealing with stress: Realize when you are stressed. There are both physiological and psychological

signs of stress. Stress activates what’s called the sympathetic nervous system (our fight or flight response) and adrenal glands, which release stress hormones. Other organs, including the liver and stomach are impacted. Psychological signs may be mental tiredness, depression, cloudiness of thinking, and low motivation. When these signs are present, it’s time to de-stress.

Stay healthy through diet and exercise and avoid high risk behaviors. Think positive thoughts. Thinking is directly associated with feeling. Thus, how you

think about a situation determines literally how you feel about it. Keep a sense of humor; laughter is medicine for the soul. Consider meditation. While meditation can be some form of yoga, it can also be

prayer, mental problem solving, thinking about nothing/relaxing your mind, or having an extreme focus on something pleasant.

Seek counsel for additional support. Be solution minded not problem-minded. Know when to say yes, no, or nothing at all, but do not overcommit. Always see the big picture. Take time for yourself!

Reference Morris, C.G, Maisto, A. A., & Dunn, W.L. (2007). Personality, Stress, and Health. In R. Diogenes (Ed.), Psychology: Concepts and Applications (pp. 277-315). Upper Saddler River, New Jersey: Pearson Prentice Hall.

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Engage: With APS’ Engagement Specialists

LEAD By: Beverly Smith, Ed.S., LPC, NBCC

LEAD is a student group at South Atlanta High School that focuses on

(1) Leadership, (2) Scholarship, and (3) Citizenship. This group of 9th through 12th graders is coordinated by APS Engagement Specialist Beverly Smith.

Students will participate in individual and/or small group sessions to explore developmental assets for leadership, goal setting, and resiliency strategies. As community advocates with the parent liaisons and the Student Government Association; they will also assist with two service projects this semester.

In October of 2015, several students earned the opportunity to participate in the Emerging Leadership Conference at the Loudermilk Center in Atlanta, Georgia. This event was sponsored by Ms. Joan P. Garner, Fulton County Commissioner. Additionally, students led a campus-wide campaign last semester, securing over 600 student signatures in opposition of bullying. This semester, participants can earn the privilege of attending another student conference by exhibiting progress in LEAD’s three focus areas.

Psych Snapshots

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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! In Part two of our series,

we present additional benefits of exercise.

1. Prevent Cognitive Decline

It’s unpleasant, but it’s true - as we get older, our

brains get a little… hazy. As aging and degenerative

diseases like Alzheimer’s kill off brain cells, we begin

to lose many important brain functions in the process.

While exercise and a healthy diet can’t “cure”

Alzheimer’s, they can help shore up the brain against

cognitive decline that begins after age 45. Working

out, especially between age 25 and 45, boosts the

chemicals in the brain that support and prevent

degeneration of the hippocampus, an important part

of the brain for memory and learning.

2. Alleviate Anxiety

Quick Q&A: Which is better at relieving anxiety - a

warm bubble bath or a 20-minute jog? You might be

surprised at the answer. The warm and fuzzy

chemicals that are released during and after exercise

can help people with anxiety disorders calm down.

Hopping on the track or treadmill for some moderate-

to-high intensity aerobic exercise can reduce anxiety

sensitivity.

3. Boost Brainpower

Various studies on mice and men have shown that

cardiovascular exercise can create new brain cells

(aka neurogenesis) and improve overall brain

performance. Ready to apply for a Nobel Prize?

Studies suggest that a tough workout increases levels

of a brain-derived protein (known as BDNF) in the

body, believed to help with decision making, higher

thinking, and learning.

Source: Huffington Post

Who Is Like Unto a Teacher?

By: Vivian Nichols, Ed.S., NCSP, LPC

Who is like unto a teacher?

Caring, nurturing, abounding in optimism.

Always encouraging, hopeful, a source of endless wisdom.

Who is like unto a teacher?

The first line of defense.

And the last man-woman standing still.

One who tirelessly addresses many of their students’ ills.

Who is like unto a teacher?

Often burned out, but seeks more to give.

Teaching out of a human spirit that is determined to live, in a world

where every student will graduate ready for college and career.

A world where student failure is non-existent and impending

success is near.

Yes, I will tell you who is like unto a teacher.

A person that gives of themselves unconditionally.

Their motivation for teaching is not riches, tangible rewards, or

unfading glory.

Teachers are servants, givers, and most certainly called.

For they realize they have the most important job of all...

To plant the incorruptible seed of knowledge.

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School Psychologists of the Future: GSU MINRS By (pictured from left to right): Julia Ouellette, Kerrian Baker, & Jevelle Britton

The Georgia State University MINRS project aims to prepare M.Ed/Ed.S. school psychologists to work with diverse students in high-need school districts who do not respond to existing school supports or services. All courses, practicum experiences, and internships take place in diverse metropolitan school districts across Atlanta.

The project will prepare school psychologists to provide behavioral and mental health counseling directed at:

* Individual special education students who require targeted mental health counseling and behavioral intervention supports

* Class-wide and group interventions to support special education students who need additional supports to take advantage of existing academic and behavioral interventions

* Indirect interventions to support special and general education teachers as they use data-based, evidence-supported interventions with special education students in their classrooms.

There are three MINRS participants completing practicum experiences within APS during the 2015/16 school year. Practicum supervisors are Justin H. Dove, Maurice Granger, and Kweli Musa.

Julia - My supervisor, Mr. Musa, and I have been working with a group of elementary students at the Response to Intervention (RTI) Tier 3 level. Currently, we are working on improving the students’ letter sounds and blending skills. Our goal is to build their phonemic awareness skills, essential in word attack and reading fluency.

Kerrian - Throughout this semester, I’ve been working alongside Mr. Granger in four schools. I have attended meetings related to: manifestation determinations, special education eligibility, and the implementation of school-wide positive behavior supports. I've also completed observations and administered testing instruments. Gradually, we have progressed from observation to application. So far, I’ve completed two complete evaluations and have three consultation cases in progress. I recently had the opportunity to share the results of my testing with parents and the school team for the first time. Another interesting component of my practicum experience has been watching the students of Forrest Hill Academy present a lesson on the negative effects of drugs, to elementary students. This was facilitated by Mr. Granger. I look forward to ongoing opportunities for learning and development within APS.

Jevelle - Working with Mr. Dove this semester has provided me with the opportunity to witness school psychology in an applied setting. Most days have consisted of getting hands on experience with testing, various educational meetings, report writing, and observations. I’ve had the unique opportunity to co-facilitate a girls’ counseling group at Sutton Middle School. Additionally, I served as a consultation in the implementation of a class-wide behavioral intervention at Boyd Elementary School. It’s been wonderful gaining “real world” experience in the field and I’m excited to continue learning in APS when we return from winter break.

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