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 culturally and linguistically diverse (CLD) 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, contact us. I am looking forward to hearing from you and supporting the continued development of your staff, colleagues, and students.
Social Justice: Implications for Practice
The United States continues to become an increasingly diverse and less homogenous society. As a consequence of these demographic trends, the students, families, schools, and communities that school psychologists 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 school psychologists 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), school psychologists must recognize the injustices that diverse groups have been subjected to, and in some ways continue to experience, within various settings (e.g., school, community, and country). Implications for practice and policy to promote social justice and equitable outcomes will be discussed.
Assessing Culturally and Linguistically Diverse Students
Participants will be exposed to comprehensive, evidence-based, and practitioner friendly assessment models to effectively differentiate between language difference and disability (particularly Specific Learning Disability) for English Learner (EL) students and Attention Deficit Hyperactivity Disorder (ADHD) for Black students. Additionally, participants will develop the skills necessary to effectively design culturally sensitive assessment batteries to validly assess culturally and linguistically diverse (CLD) students’ cognitive abilities, academic skills, and social, emotional, and behavioral functioning. Related to ADHD, specific emphasis will be placed on how rater characteristics influence diagnostic decisions. An interactive workshop with multiple opportunities for active engagement, participants will be encouraged to consider the manner in which data are gathered throughout the assessment process and informs next steps for children and adolescents. Implications for school-based psychological practice and influencing practice and policy decisions in local school divisions related to serving CLD students and families will be discussed.
Social Justice: Leadership
Social justice is significant to the future of school psychology and education. And like other areas of practice, effective leadership is paramount. Using an interdisciplinary lens, this session highlights the necessity of social justice leadership, critical attributes for social justice leaders, and implications for practice.