Psyched About School

Most of us, either with our own siblings or our children, have heard comments about the relationship between birth order and personality features over the years.  Generally, the oldest child is considered to be a leader and a high achiever; the youngest child may be more creative, or a bit of a risk-taker; and the middle child, often referred to as the "peace-keeper," is....well, stuck in the middle.  As psychologists, we know that personality development is complex and that each child is unique, regardless of whether they are the "baby" of the family, the oldest, or somewhere in between.  New research reinforces the idea that birth order really doesn't shape personality.  A study of 20,000 adults from the United States, Great Britain and Germany reveals that there is no pattern of personality traits based on birth order.  You can read more about these findings at the link below: http://healthfinder.gov/News/Article/704381/study-challenges-theory-that-birth-or...

You may have seen stories about this on CBS national news broadcasts or heard mention of it on our local National Public Radio stations in the past few weeks.  Researchers at Duke University are working with Apple on the development of an app called "Autism & Beyond" that is currently collecting data from families around the world.  The research team hopes to determine whether an iPhone app could reliably screen children for an Autism Spectrum Disorder.  The app evaluates children's emotional responses using your smartphone's camera.  To participate in the project, you can visit the iTunes AppStore and download the following: https://itunes.apple.com/us/app/autism-beyond/id1025327516?ls=1&mt=8

Intervention Central. org is great resource for educators to help solve classroom behavior and academic concerns with research based interventions and useful progress monitoring tools and various checklists. As we know our students have many things in their lives going on that we do not know about. Different situations can cause a student to become agitated in the classroom. The article below provides quick tips for educators to be mindful of when speaking with an agitated student, to keep the student, teacher and peers safe. The main points include: create a 'safe' setting, limit the number of adults involved, provide adequate personal space, do not block escape routes, show open, accepting body language, keep verbal interactions respectful, communicate using simple, direct language, coach the student to take responsibility for moderating behavior, reassure the student and frame an outcome goal, identify the student's wants and feelings, and identify points of agreement...

By Amy Clay, WS/FCS School Psychologist Earlier this month, I was at Brunson Elementary and saw a huge amount of movement and excitement in one of our classrooms.  The children were laughing, smiling, and clearly having a great time.  Naturally, I had to find out what was so much fun.  The classroom teachers told me about "GoNoodle," which they described as "the best thing ever."  Students are able to do "brain breaks" involving physical activity, which increases attention and concentration - and gets them ready for more learning!  It was interesting to see this app that I had just seen in action mentioned in an article describing tools for improving the social and emotional skills of our students.  For more information on GoNoodle and other apps, please check out the link below: http://www.edutopia.org/blog/social-emotional-apps-special-ed-jayne-clare

By Liz Williams, WS/FCS School Psychologist In response to our defined district goals, it is important for us to reflect upon our current practices and whether or not they support meeting these goals. Additionally, with increasing pressure to meet grade level standards and a call to end social promotion there has been a renewed emphasis on grade retention as an educational remedy for underachieving children. Sometimes children are recommended for retention when their academic performance is low, if they fail to meet grade-level performance standards, if they seem socially immature, display behavior problems, or are just beginning to learn English. Occasionally, students who have missed many school days because they were ill or because of frequent moves are recommended for retention. We need to examine whether or not these retention practices are effective or not. “6th grade students rated grade retention as the single most stressful life event, higher than the loss of a par...

Governor McCrory recently signed the Autism Health Insurance Coverage Act which provides family coverage for children birth to 18 years of age. Under this law, "qualifying health benefit plans" coverage 'includes  “Adaptive Behavioral Treatment” therapies, which the legislation defines as research-based “behavioral and developmental interventions that systematically manage instructional and environmental factors or the consequences of behavior.”' Can we get a HOORAY!?!! As we all know early intervention is key to more successful outcomes for our students. Below is the link for the article and other resources to further information. This does seem like a huge step in the right direction! Please share your opinion on the coverage act. http://fpg.unc.edu/news/fpg-report-helps-guide-law-expand-health-insurance-children-autism

By Amy Clay, WS/FCS School Psychologist As a school psychologist who has recently been certified by the North Carolina Department of Public Instruction to conduct evaluations with students who have experienced significant brain injuries, I have been following the developments of the movie 'Concussion' for several months now.  The movie stars Will Smith as forensic pathologist Dr. Bennet Omalu, who uncovered the fatal effects that repeated head injuries have had on many NFL players - and on athletes from other sports, as well. http://www.athleticbusiness.com/media-technology/quot-concussion-quot-movie-generates-buzz-raises-awareness.html Dr. Omalu identified the first case of Chronic Traumatic Encephalopathy, commonly referred to as CTE, which refers to a degeneration of brain tissue and the accumulation of Tau protein in the brain.  Individuals with CTE may show symptoms of dementia, such as memory loss, aggression, confusion and depression, and these symptoms may ...

Computer and computer systems are our present and future growing areas of careers. They are also one of the main interests in our students. So... why not join a world wide learning event Dec 7-13?Check out the links below about the Hour of Code. It is a one-hour tutorial from Princess Leia or Rey on how to build their own Star Wars games and program the droids R2-D2, C-3PO and BB-8. The tutorial demonstrates the basic computer programming skills and is appropriate for ages 4- 104 and geared for males and females! The below links provide an article by USA Today on the phenomenon. The hour code link will allow you to learn more about and sign up for the event and the Code.org link will send you right to the nonprofit organizations page to learn more about the other great opportunities for our next generations. This could be a whole class event or individual, but its an opportunity for us all to learn. http://www.usatoday.com/story/tech/2015/11/09/codeorg-hour-of-code-star-wars...

Here are 2 great guides for helping our kids understand recent terrorist events. Both websites give recommendations for what to say and what is developmentally appropriate to share. https://www.commonsensemedia.org/blog/explaining-the-news-to-our-kids http://www.nasponline.org/assets/documents/Resources%20and%20Publications/Handouts/Safety%20and%20Crisis/Helping%20_Children_Cope_With_Terrorism_2013.pdf

In honor of School Psychology Awareness Week, Psychological Services wishes to highlight our Lead School Psychologist.  Dr. Thompson-Drew has been a psychologist for 33 years. In her career, she has filled many roles such as being a traditional school psychologist, a professor of school psychology, and working in a community mental health center. As the Lead School Psychologist, Dr. Thompson-Drew wears many hats. She observes Psychologists at their schools, works on team projects, attends meetings, consults with school staff and community agencies, and conducts trainings. Her favorite part of being a School Psychologist is working with elementary-aged students and observing them in the classroom. Thank you, Dr. Thompson-Drew, for being our boss and leader. We appreciate all that you do for us! 

There is no time like now to consider a career a school psychology or encourage someone else to pursue a rewarding career in the field. The following brochure offers a great resource about the School Psychology profession.  Demand for school psychologists is exceptionally strong and on the rise.  As life has become more stressful, schools and communities have come under increasing pressure to provide mental health and instructional support for children and youth.  According to the Bureau of Labor statistics (2014), school psychologists will enjoy expanding job opportunities through 2022.  They cite school psychologists with a specialist degree as among those having the best prospects.  Have more questions about the profession?  Ask us! http://www.nasponline.org/assets/Documents/About%20School%20Psychology/Brochures/careerbrochure.pdf

As we continue celebrating this year's theme for National School Psychology Awareness Week of "Connect the Dots and Thrive," this Ted Talk by Rita Pierson stresses the importance of that connection in the classroom.  Ms. Pierson, an educator for 40 years, uses humor to explain why educators must believe in their students in order build their self-esteem and help them reach their full potential.  To do this, she believes teachers must connect with students on a "real, human, and personal level." This talk is a must see for all educators! https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en

The National Association of School Psychologists (NASP) has designated November 9–13, 2015 as National School Psychology Awareness Week. This year’s theme, “Connect the Dots and THRIVE!” emphasizes the importance of connecting 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.  Please follow our blog this week as we share this theme of connecting the dots at the individual, classroom, grade, school, and systems levels. This video from Dr. Emory highlights the value of our profession as well as the importance of mental wellness for our students. https://www.youtube.com/watch?v=QPT7-BeuDgw&feature=youtu.be

Target has previously included models with disabilities in their advertising materials and they are continuing that trend with a new Halloween advertisement. In their weekly sales circular, which is distributed across the country, a child with braces is pictured in a Halloween costume, with a huge smile on her face. Kudos to Target for their efforts to reflect diversity and inclusion in their advertising materials! To read more, please follow the link below: http://www.disabilityscoop.com/2015/10/27/target-ad-model-disability/20905/

We have some amazing teachers in the WS/FCS but male teachers are in short supply!  Keith Snow, a teacher at Kimberly Park, is being recognized for being a role model to his students. Learn more in this Winston-Salem Journal article about Mr. Snow and Kimberly Park's efforts to get more male teachers in their school. http://www.journalnow.com/news/local/in-short-supply-male-teachers-make-a-difference-at-kimberley/article_bc18b3f3-34cc-5c67-894b-6caa9e17c315.html

Two of our very own School Psychologists wrote this helpful guide on youth suicide for the popular parenting blog, Triad Moms on Main.  In this article, Abby Flynn and Liz Williams explain the facts, risks, and warning signs and provide resources for when you need support and help.  We hope you will take the time to read this information as we continue to promote awareness and prevention of youth suicide. http://triadmomsonmain.com/my-blog/youth-suicide-facts/

A child's development is fascinating but may also be concerning for some parents and adults. Many times we question whether a behavior is normal, or we wonder about appropriate developmental milestones and whether our children are achieving them at the appropriate rate. If our children seem behind others, where do we turn? and what does it mean? These questions go through every parents mind, even if they are involved in education. The link below provides information about milestones from ages birth to 5 years, when caregivers should make referrals, and identifying disabilities in early childhood. At the end of the article there is also great resources for parents and educators, to further investigate! http://www.nasponline.org/Documents/Resources%20and%20Publications/Handouts/Families%20and%20Educators/Early_Childhood_Disabilities_and_Special_Education.pdf

The United States Department of Education has released data on graduation rates for children with disabilities.  Historically these students have not been as successful as their non-disabled peers in achieving high school graduation in four years.  While there is still more work to be done - for both disabled and non-disabled peers - this is a positive trend that we hope will continue in the coming years.  Additional information about these findings can be found at the link below: http://www.disabilityscoop.com/2015/10/20/graduation-rates-rise/20889/