School psychology students, faculty represent Dragons at state and national conferences
School psychology students and faculty have been representing the Dragons at various state and national level meetings and conferences.
Infuse Mental Health Project webpage is now live
The web team launched a new webpage promoting the Infuse Mental Health Project, the grant designed to address a critical shortage of school-based mental health service providers in our region. It’s a collaboration between the School Counseling and School Psychology graduate programs. Please share with anyone interested in one of these career paths.
Sarah How, School Psych Alumna, Earns Prestigous Award
MSUM School Psychology Alumna Sarah How was chosen for the 2021 Ysseldyke Best Practices Award through the Minnesota School Psychologists Association. This is a huge honor and demonstrates her commitment to serve children, teens, educators and families to the best of her ability and with the latest knowledge of best practices. She was presented the award virtually at the annual […]
Dr. Stewart presents to local educators about early literacy and read alouds
On Friday, Nov. 6, Dr. Lisa Stewart, School Psychology, presented to Moorhead schools’ preschool Jumpstart, ECFE, and other teachers and staff on the topic “How to Choose your Repeated Read Aloud Book.” The teachers applied anti-bias book selection criteria, practiced selecting vocabulary including early numeracy vocab and discussed other factors related to selecting books that work well for an interactive […]
Reading Corps vocabulary intervention article published by Dr. Stewart, colleagues
A Reading Corps Vocabulary Intervention Article was published by Dr. Lisa Stewart, School Psychology, and colleagues. The article “Outcomes of a Vocabulary Intervention Implemented by Community AmeriCorps Members,” was recently published in School Psychology Review. Dr Stewart and co-authors David Parker, Ruth Kaminski, Susan Thomson, and Sandy Pulles worked with Americorps Reading Corps members to implement a vocabulary intervention for […]