A Quarterly Publication: Fall 2016
In This Issue:
 The Coordinator’s Corner
 Election Aftermath: 2016
 South Atlanta’s Student Leaders
 Psych Spotlight: Elizabeth A. Scott
 Childhood Stress
 Educational Trends: Executive Functioning
 November Dates to Remember
 Election 2016: Boyd Elementary School
Pictured: APS Superintendent Dr. Meria J. Carstarphen, Assistant Superintendent of Student Services Tammie Workman,
personnel (including school psychologists Maurice Granger, Jason Posey, & Vivian Nichols), and members of the Atlanta
community running the Autism Speaks Georgia 5K on November 12 th, 2016 at Piedmont Park.
The Coordinator’s Corner
Greetings,
This academic year has started off fantastically, with new school psychologists and
engagement specialists hired. It pleases me to see the value that our new additions have
already added to the department. Thank you for joining our family and being team players.
For my returning staff, thank you for assisting your new colleagues in the transition process.
Again, thank you all for the work you do in supporting APS’ students and families!
As I progress through my sophomore year as your leader, I hope that we leave a legacy of
providing exemplary services to our students. We must continue to be fair and consistent in
serving the children and families of our schools. We must strive to operate under the
framework of servant leadership, meaning we will always keep those we serve in the forefront
of our minds and hearts. Many of our children come from atypical backgrounds and
environments. Thus, the need for school psychologists and engagement specialists is great.
We also serve students who deal with the typical challenges of facing a world that
perpetually changes. No time is the presence of passionate and highly qualified professionals
more important than now!
In summary, my thoughts are with my team daily. I hope that there is great reciprocity in the
benefits of the work that you do. As the holidays are quickly approaching; reduce your media
intake, making time for repasts, reconnection, relaxation, and revelry!
Sincerely,
Jillian Whatley, Psy.S., NCSP, Coordinator of Psychological Services and Behavior Programs
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2016 Election Aftermath: Tips for Uncertain Times
By: Justin H. Dove, Ed.S., NCSP
Atlanta Public Schools is rich with racial, sexual, gender, religious, and political diversity. After a historic upset,
President-elect Donald Trump will soon assume his position as Commander in Chief, replacing sitting President Barack
Obama, whose presidency was monumental in its own right. Following a campaign process that was filled with vitriol from
both sides of the aisle; professionals, students, and families may face anxiety or confusion as the nation attempts to move
forward. Students from various minority groups may be especially sensitive to rhetoric from the election. As educators, we
must ensure that the social-emotional wellness of all students is nurtured, regardless of their political leanings or causes for
concern. Thus, the following suggestions are offered and may assist in the healing and unification processes:
Work to build safe and supportive school environments: Ensure that your schools engage with all of their families.
Support events that celebrate diversity.
Be the change you wish to see: As novelist James Baldwin is noted to have said, “ children have never been very
good at listening to their elders, but they have never failed to imitate them.” Thus, it is imperative that school
professionals model healthy coping strategies, kindness, empathy, respect, and above all else, love.
Actively listen to the concerns of students, providing reassurance when needed: Do not dismiss the feelings of our
youth. Assist them in viewing/framing problems in a more realistic manner. Offer appropriate outlets that they can turn to,
should they feel physically or psychological threatened.
Teach emotional regulation techniques: The results of this election may evoke strong, yet divergent emotions.
Those who are elated should be encouraged to express their emotions in a manner that is respectful of their peers.
Students who are experiencing anxiety or stress should be encouraged to discuss their feelings, maintain normalcy as it
concerns their daily routines, and engage in coping strategies such as physical activity, artistic expression, and media
avoidance.
Stymie bullying or harassment whenever it is encountered: Students must receive a clear message that abusive
behavior is unacceptable within your school communities. When incidents occur, engage in discourse that validates
emotions, replaces maladaptive patterns of thinking, and offers more appropriate forms of response.
Help children understand the existence of differing points of view: The ability to have healthy disagreements will
benefit students throughout their lives. Model active listening and paraphrasing behaviors during discussions. Promote
the identification and appreciation of common ground, even when disagreement exists.
Make this process a teachable moment: Collaborate with Social Studies and American Government staff to teach
students about the American political system. Stress the existence and purpose of its checks and balances. Discuss the
limitations of the executive branch’s influence.
Encourage students to channel their emotions toward positive action: Highlight organizations that speak to the
specific concerns of your students. Encourage students to be engaged citizens by writing local and national elected
officials to express their concerns. Stress the importance of voting as a conduit for change.
Adapted from: NASP Guidance for Reinforcing Safe, Supportive and Positive School Environments for All Students, 2016
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South Atlanta’s Student Leaders
By: Beverly Smith, Ph.D., LPC, NCMHC, ACS
A delegation of students and Dr. Smith from South Atlanta High School were among many 9 th through 12th
graders who attended the Emerging Leaders Conference on October 28th, 2016 at the Loudermilk Center in
Atlanta, Georgia. The conference provided an opportunity for students to maximize their potential and become
successful citizens. Students engaged in dialogue with Fulton County Commissioner, Joan P. Garner, APS Board
members, and other community officials. Within the general sessions, students discussed social problems and
solutions with a panel of community and governmental leaders. They also had the opportunity to participate in four
breakout sessions with rotating speakers that covered the following topics:
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Website development, coding, & creating apps
Youth violence and bullying (including cyber bullying/social media)
Legislative policy
Environmental health issues
College degrees & certifications
Atlanta Review Board/body cameras
Safe dating
Additionally, an alternate delegation of thirteen students participated in the Careers, Entrepreneurship, &
Opportunities (C.E.O.) Conference on November 10th, 2016 with Dr. Smith. The Fulton County Commissioner’s
Office and Atlanta Public Schools were among the conference’s partners. The conference was designed for rising
young leaders and potential future Chief Executive Officers who wish to engage with successful entrepreneurs and
technology professionals, gaining insight into their success.
Both conferences were excellent opportunities for students to network and showcase/expand social-emotional
learning skills outside a traditional classroom setting. Additionally, the conferences were excellent platforms for
conversations on students' personal aspirations and requisite academic/social competencies. Chaperones for the
conferences included Mr. Clark (Emerging Leaders) and Mr. Banks (C.E.O.).
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Psych Spotlight: Elizabeth A. Scott, Ed.S.
Q: Where did you complete your training as a school psychologist? In what
district did you complete your internship?
A: First, I obtained an M.S. degree in Counseling from Troy University. I worked
as a mental health and substance abuse counselor for 6 years before returning
to school. I then received an Ed.S. degree in School Psychology from Auburn
University. War Eagle! My internship was completed as a full-time school
psychologist working for Gaston County Schools in Gastonia, North Carolina.
I served 5 sites, which included 3 elementary, 2 middle, and 1 high school.
Q: How many years have you been in the field?
A: This year marks my 21st year as a school psychologist. I have been
passionate about the helping professions for some time. Combined with my years
working as a counselor, I have been in the field of psychology for 27 years.
Q: What attracted you to the field of school psychology?
A: I was in my second year in a doctoral program working on a Ph.D. in Counseling Education. My career
goal at that time was to become a college professor, teaching counseling to university students. An
assessment class about school psychology changed the course of my professional path. I was instantly
drawn to the investigative nature of school psychology. I was intrigued and challenged by the idea of working
with parents, teachers, and students to identify problems/solutions and help students succeed in all facets of
life. Thus, I took a leap of faith and altered my field of study to school psychology. I’ve never looked back.
Q: What about your career has surprised you thus far?
A: The first thing that comes to mind is the constant challenge. The profession is very demanding and
requires a great deal of organization and flexibility when attempting to support multiple school sites. The
other surprise has come with the many changes over the years. Society has changed, student expectations
have changed, and the manner in which we evaluate students has continued to evolve. I have also learned a
lot working with diverse populations. I have come to understand the differences working in North Carolina,
rural Georgia, and inner city Atlanta. Each group presents with its own unique strengths and challenges. This
year (my first with APS), I have enjoyed serving the charter schools. I continue to learn about how charter
schools function, and collaborate with great educators in our efforts to help children and communities.
Q: What has been your most rewarding professional moment to date?
A: Several years ago I worked to help a mother obtain insurance and medical assistance for her son who
suffered from hypothyroidism. When he finally obtained treatment, we learned that he was dangerously close
to organ failure. While it was beyond the duties typically assigned to school psychologists, I felt compelled to
help her son. Since that time, I’ve remained in touch and witnessed his physical, emotional, and academic
growth. It has been the most rewarding thing that I have accomplished in my life. Even though it took a great
deal of time, effort, and determination, I was committed to making a difference and I am thankful that I did.
Q: Is there an interesting or little known fact about yourself that you’d like to share?
A: I am addicted to HGTV and have a passion for do-it-yourself projects. The renovations I’ve completed on
my house include plumbing, electrical work, landscaping, and building furniture.
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By: Letitia Grangent, Engagement Specialist
Adults often perceive children to be perpetually happy and care free, especially considering the absence of bills from
their lives! This, however, is a fallacy. Children are not immune to stress. Stress is a function of the demands placed
on us and our ability to meet them. These demands may come from outside sources, such as family, jobs, friends, or
school. However, they also may come from within, often related to what we think we should be doing versus what we
are actually able to do.
Sources of Stress
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In preschoolers, separation from parents can cause anxiety.
As children age, academic and social pressures (especially from trying to fit in) create stress.
Many children are too busy to have time to play creatively or relax after school. Kids who complain about their
activities or refuse to go to them may be overscheduled.
Stress may be intensified by more than just what's happening in one’s own life. Do your children hear you talking
about troubles at work, worrying about a relative's illness, or arguing with your spouse about financial matters?
Parents should be mindful of how they discuss these issues in the presence of children.
World news can cause stress. This is especially salient in the midst of current American political contention.
Be aware of complicating factors, such as an illness, death of a loved one, or divorce. When these events are added
to the everyday pressures children face, stress is magnified. Even the most amicable divorce can be tough for
children because their basic security system (their family) is undergoing a significant change.
Signs & Symptoms
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Mood swings, acting out, changes in sleep patterns, or bedwetting.
Some children have physical effects, such as nausea and headaches.
Difficulty concentrating or completing schoolwork.
Becoming withdrawn.
A child who is stressed may overreact to minor problems, have nightmares, become clingy, or have drastic
changes in academic performance.
Reducing Stress
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Proper rest and good nutrition can boost coping skills, as can good parenting.
Make time for your children each day. Whether they need to talk or just be in the same room with you, be available.
Do not force them to discuss issues if they are not prepared.
Help children cope with stress by discussing its cause(s). Together, you can devise appropriate solutions.
You can also help by anticipating potentially stressful situations and preparing children for them. Walk children
through an imminent change by collaboratively conducting research that helps them know what to expect.
Always remember that some level of stress is normal. Reassure children that their emotions are normative. Remind
them that you are confident that they can handle the situation and are willing to assist them should they experience
any difficulty. If professional assistance is required, consult community medical or mental health professionals.
School based options include school psychologists, social workers, and school counselors.
"Childhood Stress." KidsHealth - the Web's Most Visited Site about Children's Health. The Nemours Foundation, n.d. Web. 07
Nov. 2016.
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Educational Trends: Executive Functioning (Part 1)
By: Natasha Vannoy-Nuckles, Ed.D.
Within the educational arena, “executive functioning” is a term that has gained great prominence in recent times. In
this two part series, we’ll be taking a look at what executive functioning is, what it looks like, and its educational
implications in children who present with impairment.
What is Executive Functioning?
Dawson & Guare (2012) define executive functioning as “…a neuropsychological concept referring to the cognitive
processes required to plan and direct activities, including task initiation and follow through, working memory,
sustained attention, performance monitoring, inhibition of impulses, and goal directed persistence” (p. 4).
In my day to day work with school based teams, I tell parents and teachers that, in layman’s terms, executive
functioning (EF) encompasses all of the things that we need to get by in our daily lives. We need the ability to sustain
our attention toward a discrete task, shift our attention from one thing/activity to another fluidly, monitor our impulses,
regulate our behavior, organize not only our materials, but also our thoughts throughout the day, and plan an
approach to problem solve. Much of what we do every day involves a level of cognitive flexibility that most of us take
for granted. Students with EF difficulties struggle with these day to day tasks. Note - Part two of this series will appear
in the winter issue of the Student Support Sentinel.
References:
Dawson, P., & Guare, R. (2012). Coaching Students with executive skills deficits. New York, N.Y.: Guilford Press.
Dehn, M. J. (2016) Presentation at the California Association of School Psychologists Retrieved from Power Point Notes Online Web
site: http://conference.esc13.net/assets/hci14/Hill_Country_2015/HCSI_15_McCloskey.pdf
Mark Your Calendars!
November
School Psychology Awareness Week (November 14th - 18th)
American Diabetes Month
National Epilepsy Awareness Month
National Family Caregivers Month
Prematurity Awareness Month
GERD Awareness Week (Thanksgiving week)
World Prematurity Day (November 17th)
International Survivors of Suicide Day (November 19th)
National Family Health History Day (November 24th)
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Mock Election 2016: Boyd Elementary School
By: Justin H. Dove, Ed.S., NCSP
Voting is one of the inherent endeavors of the American democratic experiment. Students At Boyd Elementary School
learned a valuable lesson in an important aspect of civic engagement by participating in a mock election event on
November 7th, 2016. With assistance from Fourth Grade Teacher James Davis, School Counselor Tatanisha Copeland,
EIP Teacher Dr. Beatrice Sewell, and a host of other Boyd personnel; students from preschool through fifth grade waited
at the polls to cast their votes for America’s 45th President. Confirmation of voting registration occurred by providing
accurate information, such as one’s age and birthdate. Once inside the polling station, students made their selections
within the confidential confines of individual voting booths. In total, 408 votes were cast and tabulated via
kidsvotingusa.org; with Hillary Rodham Clinton earning approximately 78% of the vote and Donald J. Trump earning 21%.
Boyd students showed little interest in third party candidates such as Gary Johnson and Jill Stein, who each earned
0.24%. Although the results of Boyd’s mock election did not mirror the wishes of the American public, this experience may
pay lifelong dividends.
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