“School Psychologists support all students, their schools, families and communities.”
This section lists services that school psychologists may provide throughout their careers. In the past, fundraising efforts have been the focus. Upholding our mission, we are including sketches of services that have been provided, and encourage others to share their work. SERVICES • Assessment and Support • Collaborating with School Colleagues • Home-School Partnerships • Community Partnerships • Promoting Scientific Research • Advocacy
Working Individually & in Groups
Individual Case Study Evaluation
Fascilitating Conflict Resolution
Planning a Group Project
School-Community Partnerships
Promoting Diversity
Thanks to a Javits Gifted Education federal grant and CPS district funding, schools with large diverse minority families were able to offer orientation programs in cooperation with Gifted Program and education staff from cultural institutions.
Families of new students to gifted centers attend week-long, half-day orientation programs, visiting exhibits, attending workshops, and practicing English. Culminating “Show & Tell” and a solar motor car race at the Adler Planetarium was exciting!
Resilient Women
Committed parents came together to share their stories at a statewide meeting of the Illinois Association for Gifted Children. Michelle, a bilingual teacher, raised two children and became a school principal. Manuela, emigrated from Durango at age 14 to help single mom raise 4 siblings. With her husband they raised 4 while turning an old tire shop into her beauty salon, “Dreams.” Alicia and her husband raised 5 children. An avid seamstress, she gave up a “Quinceañera” dress shop, when youngest son faltered at school. Maribel and her husband complied with social work service at a Nahuatl community in rural Mexico. Immigrating to Chicago, he became a CTA bus driver. She volunteered at school and became a bilingual teacher. Daughter received a full university scholarship, and son earned a university science apprenticeship. Claudia, a civil engineer, emigrated from Bogota with her husband, a government official. Stating, “My project is to raise our daughter a happy, good human being,” she volunteered at school, became Local School Council president, and Citywide Council Vice President until daughter graduated with a full university scholarship. ”I can now work at my profession.”
Parent Workshops
At regular meetings, parents acquire or develop English communication skills as they discuss concerns and explore possibilities. Some results include increased support for student efforts & interests, and meeting personal goals like obtaining an auto driver’s license or GED.
Supporting Academic Achievement
Thanks to the Daniel Murphy Scholarships, six public school students in a gifted bilingual center graduate into four-year private academies across the country. They were recognized for academic achievement, well-rounded interests, community service and family support.
Parents emigrated to provide better opportunities for 3 sons. A factory worker, father became a math teacher, mother a tutor.
Graduating from Harvard, Francisco joined Microsoft but returned for a graduate degree in economics. “My parents are the giants upon
whose shoulders I stand.”
Daniel Murphy Scholarships
From the Barrio to Harvard!
At Field Museum and Adler Planetarium
Families attend a summer program thanks to a Javits Gifted Education federal grant and school district funding. Parents & students produced content projects to share in English at a culminating activity.
Collaborating in Research
In 2011-2013, SENG conducted a national study (N 3500) and found that, compared to the general population, gifted children and adolescents are over diagnosed or treated for emotional and behavior disorders, but under diagnosed and underserved for Specific Learning Disability and Dyslexia. Adopting the ABC’s by Dr. M. Kuzuyanakis may help reduce the misdiagnosis of the gifted.
(M. Kuzuyanakis, MD, R. M. Gallagher, PhD, S. Chou, PhD, J. Webb, PhD)
ABC’s by Dr. M. Kuzujanakis
A (Ability/Assess) Assess and support each student individually for skillsets, achievement, special interests and non-typical passions.
B (Behavioral Issues) Collaboratively determine the true etiology of unusual or inappropriate behavior & look for evidence of co-morbidity
C (Classroom Placement) Establish class is conducive to a student’s ability to learn.
D (Develop a Plan) Develop an education plan that best supports a student’s learning needs.
E (Embrace Collaborative Relationships) Educators, health care professionals, parents, and the gifted field should be partners in supporting gifted learners.
Advocacy
“Don’t Leave the Gifted Behind” by Rosina M. Gallagher, PhD, NCSP Shared Belief: All students deserve the right to learn something new every day and develop skills commensurate with their potential. Facts: National studies have found that most gifted students know 50% of the content before they enter a grade. Academically advanced and gifted learners are not being properly served because schools are unaware of their potential and unprepared to meet their needs. In Illinois, thanks to efforts spearheaded by the Illinois Association for Gifted Children, parents, educators and concerned legislators continually advocate on their behalf. To illustrate, a sixth-grade student testified before the Illinois State Senate. “My name is Angela. My parents come from Honduras. My father is a welder and works two jobs. My mother volunteers at school. My brother Miguel is graduating with a scholarship for high-school. I’m a good student too. We speak Spanish at home but I’m learning both languages. Today, I am speaking to you from this side of the Senate floor. Tomorrow, I hope to be in one of your seats. Thank you for supporting our gifted program.” At the Capitol: On Springfield Day, 700 parents, educators and friends from across Illinois assembled to advocate on behalf of advanced and gifted learners.
Disclaimer
The information contained in this website is for general information purposes only. Data secured from other sources is credited appropriately. Award recipients provide written consent to publish headshot and personal statement in this website only. Sample case sketches are “reflections” to illustrate the variety of services that may generally be provided by school psychologists. Unauthorized duplication of any information provided here is prohibited.