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• NJASP September Executive Board Meeting (Virtual)

  • When
    Thursday, September 11, 2025
  •  
    6:00 PM - 9:00 PM
  • Location
    Virtual via Zoom Platform
  • Registered
    10 registrants

  Register

  Please join us for our September 2025 Executive Board Meeting on Thursday, September 11th starting at 6:00pm.  This meeting will be held virtually via Zoom platform. Information regarding the board meeting will be provided upon registration. 

  Please join us for our June 2025 Executive Board Meeting on Thursday, June 19th starting at 6:00pm.  This meeting will be held virtually via Zoom platform. Information regarding the board meeting will be provided upon registration. 

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• Welcome Back- A networking event to expand your resources

  • When
    Tuesday, September 16, 2025
  •  
    3:00 PM - 4:00 PM
  • Location
    Virtual - Google
  • Registered
    30 registrants

  Register

  

  
  

  Are you an early career school psychologist looking to connect, learn, and grow? Or an experienced psych ready to share your wisdom? Join us for a casual and engaging networking event designed to foster meaningful conversations, share valuable tips and resources, and support one another in the important work we do.

  Date: Tuesday September 16, 2025
  Time: 3:00-4:00PM
  Location: Virtual 

  This session’s focus:
  Tips and resources for starting the year off organized and tracking your caseload. We will provide updates on current trends. Attendees will have the opportunity to ask questions and share resources. 

  Whether you're bursting with questions or just want to listen and connect, your presence is welcome. Participation is encouraged but not required. This is a relaxed space to network, learn, and be inspired.

  ✨ Bonus: Attendees will receive a 1-hour PD certificate

  Feel free to invite a friend or colleague — just be sure to pre-register so we can track attendance and issue certificates.

  We look forward to seeing you!

  If you have any questions contact njasp.membership@gmail.com

    

  
  

  
  

  
  

  
  

  
  

  
  

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• School Discipline, Mental Health, & the Law

  • When
    Friday, September 19, 2025
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  School Discipline, Mental Health, & the Law

  
  

  with

  
  

  David Nash, Esq

  
  

  Participants will learn about the latest case law, new state and federal laws, and the latest guidance from the NJDOE and U.S. Departments of Education. Participants will also learn from high profile school violence incidents that have occurred around the country, and when parents may also face potential criminal liability.

  
  

  Objectives:

  PENDING

  
  

  NASP Domain:

  Domain 10-Legal, Ethical, and Professional Practice

  
  

  Show details
• Why Do We Break the Rules: Using Relationships and Restorative Practices to Influence Student Decisions

  • When
    Friday, September 26, 2025
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  "Why Do We Break the Rules: Using Relationships and Restorative Practices to Influence Student Decisions"

  
  

  with

  
  

  Dr. Joseph Putrino, Jr.

  
  

  Traditional school discipline practices often rely on exclusionary measures that disproportionately impact students of color, students with disabilities, and those facing adversity. This dynamic session will challenge attendees to rethink discipline not as a reactive punishment, but as an opportunity for restoration, reflection, and growth. Transforming discipline systems requires educators to explore how schools can shift from compliance-driven models to equitable, student-centered frameworks that emphasize accountability and connection. Attendees will engage in real case scenarios, data-informed analysis, and collaborative reflection to explore how bias, policy, and school culture influence disciplinary outcomes. Grounded in the belief that every student behavior is a form of communication, this session will equip school-based mental health professionals and administrators with practical strategies to create responsive, fair, and trauma-informed practices that align with developmental needs and equity goals. Together, we will reimagine a discipline system that promotes learning, safety, and belonging for all students.

  
  

  Objectives:

  1.  Identify how current discipline practices may contribute to inequities and lost instructional time.
  2.  Analyze the impact of implicit bias, school policy, and trauma on student behavior and disciplinary  outcomes.
  3.  Apply restorative, developmentally appropriate alternatives to traditional discipline that promote accountability, repair harm, and strengthen student support systems.

  
  

  NASP Domain:

  Domain 8-Equitable Practices for Diverse Student Populations

  
  

  Show details
• Contemporary School-Based Supports for Students with ADHD Using a Life Course Model (Part One)

  • When
    Friday, October 17, 2025
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  Contemporary School-Based Supports for Students with ADHD using a Life Course Model (Part One)

  
  

  with

  
  

  Drs. George DuPaul & Gary Stoner

  
  

  This two-workshop series is focused on interventions and supports for students identified with ADHD, across a range of developmental stages and levels of schooling from pre-school through high school. The workshops can be taken individually or as a set.

  Workshop #1 – October 17 - Preschool and Elementary level supports.

  This workshop will begin by presenting and discussing important foundations for building and sustaining supports for pre-school and elementary age children, with a specific focus on using a Life Course Model for conceptualization. We will then present and discuss a combination of evidence-based competency building supports and methods for designing effective accommodations. These methods also will be framed with respect to an MTSS framework. Finally, the presenters will discuss strategies for supporting teachers and parents who are responsible for children who are difficult-to-teach and difficult-to-manage.

  Objectives:

  1) Participants will learn to understand and use a Life Course Model in framing and designing supports for students with ADHD.

  2) Participants will learn the components of evidence-based strategies to build competencies and provide effective accommodations for students with ADHD.

  3) Participants will learn about evidence-based approaches to supporting teachers and parents of students with ADHD.

  
  

  NASP Domain:

  Domain 2-Consultation and Collaboration

  Domain 4-Mental & Behavioral Health Services & Interventions

  Domain 5-School Wide Practices to Promote Learning

  
  

  Show details
• What Can We Learn From Decades of Mindset Research and What is New: Teachers and School Context Matter

  • When
    Monday, October 20, 2025
  •  
    8:00 AM - 10:00 AM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  What Can We Learn From Decades of Mindset Research

  and What is New:

  Teachers and School Context Matter

  
  

  with

  
  

  Dr. Lilya Xiang

  
  

  This part one of a two part in person presentation being hosted by Burlington Township Schools.

  Mindsets (another term for implicit theories) are beliefs in the malleability of one’s quality, which can be broad abilities, traits, or domain-specific abilities. Decades of research has suggested the importance of mindsets in youth development, while there were also controversies regarding the effectiveness of so-called cost-effective and scalable mindset interventions that elevated the role of growth mindset as the sole intervention target in the education setting. Only in recent years, the importance of social contexts in youth mindsets receives more attention. One theory is that the social contexts determine psychological affordance for mindsets.

  In this presentation, Dr. Jiang will provide an overview of the concepts and key conclusions in mindset research from the last several decades, and summarize the newer findings and emerging trends that lead to exciting future research and implications. New understandings in mindsets’ role in social-emotional domains beyond academic outcomes will be introduced. Also, the role of teachers, classroom-level and school-level factors in student mindset related cognition, behavior, and other outcomes will be emphasized. Take-aways from intervention research will be discussed. Suggestions on incorporating strategies to promoting growth mindset at individual levels in both academic and social-emotional learning, as well as providing an affordable environment for sustainable growth mindset will be provided.

  
  

  Objectives:

  1. Understand the concept of mindsets and their role in both academic and social-

  emotional development of youth

  2. Understand the mindset context framework and describe the role of teachers,

  and classroom and school culture in students’ mindset development

  3. Utilize or adapt two strategies to facilitate students’ growth mindset at individual

  or group levels.

  
  

  NASP Domains for Both Presentations:

  Domain 2: Consultation and Collaboration

  Domain 4: Mental and Behavioral Health Services and Interventions

  Domain 5: School Wide Practices to Promote Learning

  Domain 9-Research and Evidence-Based Practice

  
  

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• Building a Culture of Care: Innovative Mental Health Services for Today's Schools

  • When
    Monday, October 20, 2025
  •  
    10:00 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  Building a Culture of Care: Innovative Mental Health Services

  for Today's Schools

  
  

  with

  
  

  Dr. Silvia Pastor

  
  

  This part two of a two part in person presentation being hosted by Burlington Township Schools.

  As mental health concerns among students continue to rise, schools are uniquely positioned to be on the frontlines of prevention, support, and intervention. This dynamic presentation will explore how school systems can move beyond crisis response to build a sustainable, inclusive, and proactive mental health infrastructure that truly meets the evolving needs of today’s diverse student populations.

  This session will introduce a district-wide Wellness Model that places a dedicated mental health professional in every school building—ensuring timely and focused support for students. Grounded in both data and compassion, the model spans from universal social-emotional learning at the elementary level to targeted interventions and district-wide initiatives designed to protect and empower the most vulnerable youth.

  Participants will gain insights into how creative programming—rooted in trauma-informed practices, restorative approaches, and equity-centered frameworks—can be implemented to shift school culture. Learn how partnerships with community mental health agencies, strategic use of grant funding, and family engagement initiatives can extend the reach and impact of in-school supports.

  Attendees will also examine how data collection and analysis drive programming decisions and measure success, ensuring accountability and continuous improvement. Whether you are beginning this work or looking to expand existing services, this session offers a clear blueprint for creating mentally healthy schools that foster connection, resilience, and belonging for all students.

  
  

  Objectives:

  1. Identify key components of a district-wide Wellness Model that places mental health professionals in every school to address student needs proactively.
  2. Analyze how data informs the design, implementation, and evaluation of mental health programming across diverse student populations.
  3. Explore strategies for leveraging community partnerships and grant opportunities to build sustainable mental health services that integrate prevention, intervention, and culturally responsive practices.

  
  

  NASP Domains for Both Presentations:

  Domain 2: Consultation and Collaboration

  Domain 4: Mental and Behavioral Health Services and Interventions

  Domain 5: School Wide Practices to Promote Learning

  Domain 9-Research and Evidence-Based Practice

  
  

  Show details
• Contemporary School-Based Supports for Students with ADHD Using a Life Course Model (Part Two)

  • When
    Friday, October 31, 2025
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  Contemporary School-Based Supports for Students with ADHD using a Life Course Model (Part Two)

  
  

  with

  
  

  Drs. George DuPaul & Gary Stoner

  
  

  This two-workshop series is focused on interventions and supports for students identified with ADHD, across a range of developmental stages and levels of schooling from pre-school through high school. The workshops can be taken individually or as a set.

  Workshop #2 – October 31 - Middle School and High School level supports

  This workshop will begin by presenting and discussing important foundations for building and sustaining supports for middle-school and high-school level adolescents, with a specific focus on using a Life Course Model for conceptualization. We will then present and discuss a combination of evidence-based competency building supports and methods for designing effective accommodations. These methods also will be framed with respect to an MTSS framework. Finally, the presenters will discuss strategies for supporting teachers and parents who are responsible for adolescents who are difficult-to-teach and difficult-to-manage.

  Objectives:

  1) Participants will learn to understand and use a Life Course Model in framing and designing supports for students with ADHD.

  2) Participants will learn the components of evidence-based strategies to build competencies and provide effective accommodations for students with ADHD.

  3) Participants will learn about evidence-based approaches to supporting teachers and parents of students with ADHD.

  
  

  NASP Domain:

  Domain 2-Consultation and Collaboration

  Domain 4-Mental & Behavioral Health Services & Interventions

  Domain 5-School Wide Practices to Promote Learning

  
  

  Show details
• Treating Anxiety in Youth

  • When
    Friday, January 09, 2026
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  
  

  Treating Anxiety in Youth

  with

  
  

  Dr. Phil Kendall

  
  

  The presentation will provide an initial description of the theory that guides intervention for treating anxiety in children and teens and an overview of the nature, symptoms, and experience of anxiety in youth. The content will include understanding when anxiety is developmentally reasonable and when it is disordered. Cognitive, behavioral, family (parenting), emotional, and social media factors will be addressed. The lecture will consider the intervention strategies that are effective for anxiety in children and teens. A flexible implementation of the manual-based approach will be described and encouraged. Research outcomes that inform decisions regarding the provision of clinical services for anxious youth will be considered and the findings highlight both what we know and what we do not yet know about the treatment of anxiety in teens.

  Objectives:

  1)    Participants will recognize the developmental, cognitive, and familial forces on anxiety disorders in youth

  2)    Participants will recognize the effective strategies and empirically supported intervention skills for youth suffering from anxiety disorders

  3)    Participants will recognize what we know and what we do not yet know about effective cognitive behavioral treatment of anxiety disorders in youth.

  
  

  NASP Domain:

  Domain 4-Mental and Behavioral Health Services and Interventions

  Domain 5-School-Wide Practices to Promote Learning

  Domain 9-Research and Evidence-based Practices

  
  

  Show details
• Understanding Colorism and Addressing Implicit Biases with Latine Families and Communities

  • When
    Friday, February 06, 2026
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  
  

  Understanding Colorism and Addressing Implicit Biases

  with Latine Families and Communities

  
  

  with

  
  

  Dr. Milton Fuentes

  
  

  All mental health practitioners have an ethical obligation to be cognizant of their biases and take steps to minimize or eliminate their impact in their professional efforts. While these are critical endeavors that can be fostered and maintained through intercultural competence. Regretfully, colorism and implicit biases may compromise these efforts with families and communities. Implicit biases, which inform colorism, are cognitive traces that are informed by past experiences and affect our current performance. These biases can lead to problematic attitudes, discriminatory practices, and maladaptive dynamics in our work; hence, practitioners need to be equipped with the necessary knowledge, skills, and attitudes to adequately address these biases and exhibit intercultural competence. To this end, this session will highlight best practices informed by social psychology research for understanding and monitoring implicit biases, as they relate to colorism, while promoting diversity-centered practices with Latine families and communities.

  Objectives:

  
  

  1)    Define colorism and implicit biases

  2)    Explain at least one strategy to assess implicit biases

  3)    Describe the most current research on the lessening of implicit biases

  4)    Discuss the relevance of implicit biases and colorism with the Latine community

  NASP Domain:

  Domain 8-Equitable Practices for Diverse Student Populations

  
  

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• Applying a Dual Factor Model to Promote Students’ Complete Mental Health: A Practitioner’s Opportunity to Attend to Wellness

  • When
    Friday, February 20, 2026
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  
  

  Applying a Dual Factor Model to Promote Students'

  Complete Mental Health: A Practitioner's

  Opportunity to Attend to Wellness

  
  

  with

  
  

  Dr. Sharon Suldo

  
  

  Comprehensive school mental health services involve deliberate promotion of positive indicators of mental health (such as subjective well-being) in addition to programs and practices intended to prevent and reduce emotional and behavioral problems. After advancing a modern conceptualization of mental health as including indicators of wellness and illness, this webinar will illustrate associations between student academic outcomes and mental health status. The session will then focus on best practices in promoting student well-being through positive psychology programs and practices that generate positive emotions and strengthen relationships. Attendees will learn evidence-based positive psychology interventions, including universal, small-group, and individualized interventions for students.

  Objectives:

  
  

  1) Understand a dual-factor model of mental health that considers wellness and illness

  2) Describe how positive psychology fits with other evidence-based intervention approaches

  in a multi-tiered system of supports for student mental health

  3) Identify positive psychology programs and practices to increase youth happiness and well-being

  NASP Domain:

  Domain 4- Mental and Behavioral Health Services and Interventions

  Domain 6-Services to Promote Safe and Supportive Schools 

  
  

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• Target Bullying Intervention Program: A Cognitive-Behavioral Intervention to Reduce Bullying

  • When
    Friday, March 06, 2026
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  
  

  Target Bullying Intervention Program:

  A Cognitive-Behavioral Intervention to Reduce Bullying

  
  

  with

  
  

  Dr. Susan Swearer

  
  

  The Target Bullying Intervention Program (T-BIP) was developed in 1998 as an alternative to in-school suspension for bullying behaviors. Research has found that youth respond better to corrective interventions compared to punishment. We also know that the social-cognitive perceptions of individuals underlie, perpetuate, and influence bullying behaviors. Research has also shown that interventions for aggressive and bullying behaviors are more effective when delivered individually versus in a group. Thus, the T-BIP was developed and has been implemented in many US schools for the past 25 years. The T-BIP is a four-hour CBT assessment and intervention session following by a data-based feedback session with caregivers, school personnel, and the offending student with the aim to understand the mechanisms underlying the bullying behaviors and providing evidence-based strategies for engaging in more prosocial and kinder behaviors, with the goal of ending the bullying behaviors.

  Objectives:

  
  

  1) Attendees will understand the complexity of the multiple bullying roles (i.e., bully, victim, bully-victim, bystander) that influence this social relationship problem.

  2) Attendees will understand the Target Bullying Intervention components, which will give them additional tools to work with students who bully others.

  3) Attendees will be able to advocate for helping students develop and demonstrate behaviors that are kind and brave, an anecdote to bullying.

  
  

  NASP Domain:

  Domain 5-School Wide Practices to Promote Learning

  Domain 6-Services to Promote Safe and Supportive Schools

  
  

  Show details
• Preventing Cyberbullying and Helping Students Use Digital Technology and Social Media Responsibly

  • When
    Friday, April 17, 2026
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  
  

  Preventing Bullying and Helping Students Use

  Digital Technology and Social Media Responsibly

  
  

  with

  
  

  Dr. Amanda Nickerson

  
  

  Although technology and social media use can be positive for youth, problematic media use and cyberbullying can be a concern for many parents, educators, and other professionals working with adolescents. This presentation will provide an overview on technology and social media use among children and teens, with a focus on cyberbullying. Specific strategies and resources will be shared for educators to prevent cyberbullying and promote safe and respectful behavior in online spaces. Based on her co-authored book Cyberbullying: Helping Children Navigate Digital Technology and Social Media, Dr. Nickerson will provide research-based strategies that adults can use to guide children to use technology and social media responsibly and positively, and to prevent and intervene with cyberbullying. Participants will learn to identify signs of problematic social media use and cyberbullying. Resources to promote digital citizenship skills will also be shared.

  
  

  Objectives:

  1. Identify the complexities, including positive and negative aspects, of youth use of digital technology and social media
  2. Be empowered to guide children in navigating their digital worlds
  3. Learn strategies and obtain resources for preventing and intervening with cyberbullying and promoting respectful behavior online and offline

  NASP Domain:

  Domain 6-Services to Promote Safe and Supportive Schools

  Domain 10-Legal, Ethical, and Professional Practice

  
  

  Show details
• How to Build Resilience in Your Classrooms and Increase Student Agency and Well-Being

  • When
    Friday, May 08, 2026
  •  
    10:30 AM - 12:00 PM
  • Location
    Virtual
  • Registered
    1 registrant

  Register

  

  BeWell 2025-2026

  Professional Development Workshop Series Presents: 

  
  

  
  

  How to Build Resilience in Your Classrooms and

  Increase Student Agency and Well-Being

  
  

  with

  
  

  Dr. Beth Doll & John Lestino

  
  

  Dr. Doll and Mr. Lestino will describe use of the ClassMaps Surveys in consultation with teachers and support staff to increase school-based positive mental-health behaviors. In particular, school mental health professionals can use ClassMaps to work in partnerships to strengthen the teacher/staff relationships and support for self-agency within classrooms. The ClassMaps Surveys are central to these partnerships; the surveys provide brief, simple, and easily administered assessments of the six resilience characteristics and can identify which resilience characteristics should be targeted to improve positive classroom behaviors; re-administration of the surveys can evaluate whether strategies to enhance these had been effective. In their simplest use, students in a class complete the anonymous surveys about their experiences in the classroom. Graphs describing survey results are shared with all students in a classroom meeting. Students and their teachers can then discuss the survey results. For example…” Is this that a really true? Why do you think this happens in our class? Is this how we want our class to be? What are some things that we could do to make the class even better?” Participants in today’s program will be given access to ‘five brief’ how to do videos that describe a simple strategy to collect and draft the results, recommendations for structuring a classroom meeting, and additional resources for using ClassMaps consultation..

  
  

  Objectives:

  1. Attendees will be able to administer the anonymous ClassMaps Surveys to students in a class
  2. Attendees will be able to create graphs representing the survey results
  3. Attendees will be able to use the graphed results to engage students and their teachers in a classroom meeting to collectively plan changes to improve the classroom experience.

  
  

  NASP Domain:

  Domain 1-Data-Based Decision Making

  Domain 2-Consultation and Collaboration

  Domain 9-Research and Evidence-Based Practice

  
  

  Show details