An experienced practitioner and adjunct lecturer at colleges and universities, Charles Barrett is a school psychologist with the heart of a teacher. Informed by rich clinical experiences serving public schools with significant numbers of racially and ethnically minoritized students and families, he offers a variety of professional learning opportunities and workshops to improve the manner in which school-based practitioners serve all children and families. Particularly skilled at meeting individuals where they are and helping them to move forward, his presentations are informative, engaging, and filled with practical strategies to assist individuals and systems improve outcomes for children. Available to facilitate professional learning sessions and workshops on a variety of topics for PK-12 educators, undergraduate and graduate students, and state and national conferences, the descriptions below are a sample of his areas of research and practice. To discuss additional presentation themes and topics to meet your organization's needs, and for more information about availability and scheduling, please click here. I am looking forward to hearing from you and supporting the continued development of your staff, colleagues, and students.
It's Always About the Children: Educators Bringing Their Whole Selves to the Profession
Charles Barrett often says, "teachers are special people who take care of other people's children as if they were their own." Given the myriad challenges facing all educators--principals, central office administrators, school counselors, school social workers, school psychologists--more than ever before, everyone needs encouragement. Using personal experiences as a child with a stutter, and anecdotes that inform his teaching and clinical practice, Charles will inspire and motivate attendees to view their respective roles serving children through the lens of purpose, which leads to passion, and ultimately unlocks the potential of young people.
Best Practices for Social Justice in Schools
Having been recently adopted as a strategic goal of the National Association of School Psychologists (NASP), this session will discuss the significance of social justice to all aspects of school psychology and education, including research, practice (prevention and intervention), teaching, advocacy, and policy. Practical suggestions for embedding a social justice paradigm into school-based services for students, families, schools, and communities will be provided and resources to support professional learning about social justice will be highlighted.
Foundational Knowledge for Achieving Equitable Outcomes
During this interactive session, participants will discuss how privilege, implicit bias, intersectionality, and inclusion (inclusive practices) are related to social justice in schools and school systems. Specific attention will be given to disparities in achievement (e.g., disability and gifted identification) and discipline (i.e., suspension and expulsion) as a function of inequitable access, opportunity, and other factors (e.g., ineffective practice and policy). A framework for embedding socially just practices and principles into school-based service delivery will be offered to help educators achieve equitable outcomes for all students and families.
School Psychologists and the Myth of a Post-Racial American Society: Implications for Practice, Policy, Justice, and Equity
The United States continues to become an increasingly less homogenous society. As a consequence of these demographic trends, the students, families, schools, and communities that school psychologists and other educators serve are becoming more heterogenous, which presents extraordinary learning opportunities for developing more informed and effective clinical practices. Although uncomfortable and unsettling for some, it is imperative that educators develop an appreciation for their students' and families' unique histories through the lens of race. In fact, the recent addition of social justice as one of the National Association of School Psychologists' (NASP) strategic goals underscores the importance of school psychologists infusing principles of equity into all aspects of service delivery. Further, and consistent with Bronfenbrenner's ecological perspective (Bronfenbrenner, 1969), educators must recognize the injustices that racially and ethnically minoritized groups have been subjected to, and in some ways continue to experience, within various settings (e.g., school, community, and country). Implications for socially just practice and policy to promote equitable outcomes will be discussed.