The School Psychologist in the Community

1. The School Psychologist in the Community Eric Culqui 3rd Year Educational Psychology Student Loyola Marymount University, Los Angeles

2. Agenda • Background in working with diverse communities • Vision underlying school psychologists’ potential role in the community • What that might look like

3. Where I’m from Why I’m here ImoyaseGroup, Inc. Program evaluation and consultation activities throughout the state of California site visits attending and documenting community events conducting focus groups data entry and analysis Community Collaboration Community Empowerment Action Research • B.A. in Psychology, LMU c/o 2001 • Internships at Animo Locke High School & St. Monica Elementary School • Both undergrad and grad school, had classes with Dr. Cheryl Grills • Community Psychology/ Empowerment • FreireianDialogical Model • Class content/ projects exposed us to real consultative work being done with community organizations on their active projects • Schools as the new “town square” - School Psychologists integrated in community

4. The Children and Youth Community Health Initiative (CYCHI) • Multi year, multi-million dollar project funded by The California Wellness Foundation (TCWF) • To build healthy communities through the transformation of social, physical and chemical environments. • Sixteen community-based organizations (CBOs) throughout the state of California selected.

5. Andrew Hill Wellness Village • South-central district of San Jose, CA. • Several schools are located within the Andrew Hill service area • Significant community partners • Immigrant Corridor • Primarily Vietnamese/ South East Asian and Latino

6. By uniting Youth, Adults and Community Service Providers, they… Aimed to…. By providing… Community Health Projects Education/ training Increase residents awareness of health issues Specific ways to promote health Academic Support Oral histories by students Understanding of cultural explanations of health, wellness and self-care Mentoring Activities Individual and Group Training on community health Discussion of family dynamics • community knowledge about health issues and preventative health practices • culturally competent health care by service providers • community involvement in community-wide events • intergenerational and family relationships

7. Lessons Learned… … as a company … as an individual Passionately empowered communities (youth and adults) Shared Intercultural vision of community Integration of local schools • Communities know best • Youth have Vision & Energy to transform communities • Culture Matters • Investing in Personal/ Institutional Relationships is Key

8. How is this relevant to School Psychology? In keeping with the NASP Vision of School Psychological Service Delivery

9. NASP Strategic Plan Guiding Principles “School psychologists are prepared to deliver a continuum of prevention and intervention services to children, youth, families, and schools.” “Effective responsiveness, through a focus on behavior, attitudes, and policy, to populations whose diversity may be expressed in terms of race, ethnicity, gender and gender expression, sexual orientation, socioeconomic status, ability, religion, and/or language.” Broadened perspective and the collaborative relationship key to effective and efficient response to our clientele regardless of unique context(s). • Centrally located among staff, faculty, administration, students, parents and the broader community. • Opportunity to make critical connections among key stakeholders.

10. Domain 8: Diversity in Development and Learning “Knowledge of individual differences, abilities, disabilities and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.”

11. How do we do this? • Good news…. We are already doing it. • Need to first listen to our communities • PTA’s, • Supporting admin and parent orgs to • Conduct strength and needs assessments • Truly understand their perspective, needs and strengths. • Encourage and support adults and youth to connect on a shared vision in their community.

12. We’ve all heard “…Teach a man to fish…” • Help your community find out what type of seafood they want • Needs Assessment • Climate Survey • Mission and Vision • Find out what they already know about seafood • Strengths/ Asset Assessment

13. Consult on hooks, lures, traps and bait • Consultation = even exchange of ideas • You might be surprised what they know about fishing

14. Once caught , consult on how to prepare their recent catches

15. Sit back and enjoy the feast! As community members see the fruits of their labors, they become much more vested and passionate about their mission & vision community and fellow community members

16. Would we be doing more… yes. But…. • “Never do anything alone.” Dr. Brian Leung, Ph.D. • Empowerment and sense of ownership among youth and community • Leveraging of available resources (the members of the community) • Enhanced school and community relationships • Inspired and empowered school psychologists who can see the fruits of their labor