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(1) Values that Align/Support for Advocacy (Inclusiveness)

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(1) Values that Align/Support for Advocacy (Inclusiveness)

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There are several values that align with advocacy. A value that aligns with advocacy is inclusiveness because it means requiring that all accommodations be made so that all can participate in any given space. These two values align because not all systems are inclusive. If an individual values inclusiveness, they will likely need to advocate in order to achieve this value.

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(2) Values that DON'T Align/Support Advocacy (Traditionalism)

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(2) Values that DON'T Align/Support Advocacy (Traditionalism)

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A value that has the potential to interfere with the value of advocacy is traditionalism. If someone is reluctant to change and it is important to them to uphold previous traditions, this value has the potential to hinder advocacy. This individual may be reluctant to speak and support others in order to preserve previous traditions.

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(3) Addressing Misalignment between Advocacy and Traditionalism

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(3) Addressing Misalignment between Advocacy and Traditionalism

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A potential way to address the misalignment of traditionalism and advocacy in order to provide effective, culturally appropriate services is to have a collaborative conversation with the individual.  Identify the difference in values (advocacy vs. traditionalism), ask the individual to talk about the misalignment, share opinions about your perspective on the misalignment, and make sure to focus on the other person's humanity. In this case, they may be sympathetic about supporting individuals, but they find it difficult to do so if it would mean having to alter their traditional view. There may be a way to work on empathy and understanding other viewpoints. Hopefully, it will be capable to move forward with working together in a collaborative manner.

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As school psychologists, advocacy is an essential role of the job. As school psychologists, we uphold advocacy by striving our best to provide consultation as well as fair, equitable services to all students. We promote safe and supportive schools which requires we advocate to ensure that all students feel they are safe and secure at school.

Personally, I believe that advocacy directly aligns with many of my core values. Caring and compassion are two of my core values. I believe that caring and having compassion for others influences me to advocate for all individuals, especially if there are situations where individuals may be unable or unsure of how to advocate for themselves.

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Aligned Value for Collaborative Rel. (Community)

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Aligned Value for Collaborative Rel. (Community)

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Individuals who value a Sense of Community would align with collaborative relationships because the goal is to work together to develop and achieve a common/shared goal.

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Values that Don't Align (Being the Best)

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Values that Don't Align (Being the Best)

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If an individual is focused on “Being the best” this can conflict with collaborative relationships. As we discussed in class these core values will look different to each person in the field and when I think of “being the best” one con to this mentality can be the need for one person to outshine the others. This could bring conflict in the alliance with your organization if the individual isn’t focused on bettering the entire group but themselves.

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In our role, one way to work on addressing the misalignment could be having a collaborative discussion. Since this core value would be affecting the collaborative relationship there needs to be a collaborative discussion about what's happening and how it affects the current alliance amongst the team. This conservation might be difficult because you would also need to address your values that are conflicting with these individuals but the hope would be that this collaborative conservation would allow everything to be put on the table so we can create goals for moving forward. In this situation, hopefully, both individuals will find out something about themselves that could be improved.

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The value of making a difference aligns with focusing on the needs of children/youth. Making a difference involves supporting others and helping them reach their potential.

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Administrators may value obedience and authority and may attempt to restrict our roles and responsibilities. They may not understand (or support) that we have the knowledge and skills to help students in multiple ways (e.g., counseling, assessment, and consultation).

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One way to address misalignment is having a collaborative discussion. Determine the rationale behind their decision making and get their perspective on the situation. Also share your perspective of the situation and explain that their restrictiveness is compromising your ability to effectively serve students. Also explain your training and skills, and how they align with your vision for your role and responsibilities.

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Collaborative Rel. as a School psychologist 

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Collaborative Rel. as a School psychologist 

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Within the role of a school psychologist we work along side different communities within our schools. The NASP defintion for Collaborative Rel. is focused on development and achievement of shared goals. When working in our teams I believe our role allows us to go in between groups so we have a better understanding of the different roles and the goals they have for the students. School psychologist are sometimes alone in their building so we have to work along side our teams to figure out what's best for our students and their families.
One of my core values is community which I believe aligns with Collaborative relationships because my goal in my career is to find a community amoungst school psychologist as well as my school. I feel like it's important to be involved in the school community so that you can build relationships with the teachers and it can make your job smoother because they'll have a relationship with you and that can help with evaluations.

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Integrity in the NASP guidelines holds several different values within it's definition. Fairness is another value within integrity that is important. Fairness is included in being truthful.

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2.)A value that does not align with integrity

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2.)A value that does not align with integrity

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A value that would not align with integrity would be dishonesty. Being someone who has integrity, being honorable and truthful aligns with that. If someone finds themselves being dishonest, this would violate this value.

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Someone who values continuous improvement most likely values growth. They believe that, in order to become the best version of yourself, you should strive for life-long learning experiences and ways to expand your perspective

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Families may embrace diversity and their identities in ways that align with their specific cultural backgrounds.  Within a community or system, there may be several families with different cultural backgrounds and identities that they hold.

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One value that aligns with collaborative relationships is open-mindedness. To collaborate effectively we should be open to and respectful of others' thoughts, experiences, and opinions. We have to be able to compromise and adapt to work with a team.

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Values may not align in certain systems; for example, in a school system in which religion is not discussed, diversity in religious backgrounds may go more unnoticed.

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Those who value tradition may not support continuous improvement because they are rooted in historical contexts and continuity. While seeking preservation, they may not understand a need for continuous improvement if things are working in their current state.

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A person who highly values independence may have trouble with the value of collaboration. They might struggle to compromise or go with someone else's idea. They might also dislike relying on someone else to accomplish a goal.

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When navigating a value misalignment, it is important to engage in collaborative discussions. These discussions give each party a chance to develop a deeper understanding of the others' experiences and perspectives while fostering empathy. The individual who values growth can explain their need for continuous improvement and the individual who values tradition can explain their perspective. After a foundation is developed, compromise can be made to work towards common goals.

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School Psychology and Continuous Improvement

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School Psychology and Continuous Improvement

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As school psychologists, we are challenged with the responsibility to continuously examine the practices and procedures we are implementing to ensure they are creating the best possible outcomes for our students. This calls us to critically engage with current research on diverse populations, prioritize evidence-based practice, and seek to become life-long learners.

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Addressing the Misalignment: Collaboration vs. Independence

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Addressing the Misalignment: Collaboration vs. Independence

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Independence and collaboration can coexist if each person's ideas and experiences are respected and valued. An open and honest discussion between collaborative partners can help to establish boundaries and set up a system that works for all members of the team, despite differing values.

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School psychologists have an inherently collaborative role. We will be working with school counselors, teachers, administrators, social workers, students, and families daily to reach shared goals. One of my core values is relationships - building trust and working alliances within the school community will help foster collaborative relationships.

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Addressing misalignment can be difficult as in these situations as emotions can play a large part in these value differences. Getting an outside perspective on the situation from a trusted colleague is a way to begin addressing the misalignment. Listening and asking questions is important in this conversation!

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Integrity is so important when taking on the role of School Psychologist. One way we could uphold this value in our roles is to practice with fairness and honesty always. Fairness includes providing services to any students that exhibit a need regardless of their background. Honesty may also seem difficult to uphold sometimes as we can bear heavy news to families although this value is important to lead with when it comes to integrity.

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Those who believe in always searching for the "silver lining in the storm" or the "cup is half full vs half empty" would align well with the idea of visionary leadership, because the focus is on optimism and how to move towards better.

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2. Misaligned value: Realist as opposed to Idealist

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2. Misaligned value: Realist as opposed to Idealist

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Someone who identifies as being a realist may feel that the visionary leadership value is a way of painting over the deep scars of the system. A realist may want to highlight the existing systemic problems and work towards disbanding them rather than trying to find more progressive/better ways to work around this system.

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A value that aligns with diversity is inclusion. Communities and systems that uphold a value of inclusivity create an environment where individuals feel like their identities are embraced and supported. In turn, these environments also support the value of diversity, because all individuals are being represented and welcomed.

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I think the best way to address this value difference would be collaborative discussion. The optimist could talk about how finding more progressive ways to serve students both highlights the injustices of the current system (which favors more the realist perspective) and provides solutions (better serving students) which is the ultimate goal of both perspectives.

The discussion will really put into perspective how both the optimist and realist have the same goal, and how they can work together to achieve this goal.

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4. Professional Development - CE credits

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4. Professional Development - CE credits

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The requirement for school psychs to obtain CE credits to maintain their license is one way that school psychs practice this value of visionary leadership. These CE credits are opportunities for school psychs to learn about current issues that students are facing and ways to adjust to these new phenomena. During professional development school psychs are learning more about the emphasis on mindfulness, how to better advocate for and support LGBTQIA+ students and students with disabilities. These are ways that school psychs are moving toward a better relationship with students and thus fostering better relationships within the school system at large.

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(4) School Psychology and Focusing on Children/Youth

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(4) School Psychology and Focusing on Children/Youth

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As school psychologists, pretty much our whole job is working with children/youth,  either directly or indirectly. One way we can uphold this value is ensuring that there are effective Tier 1 supports and services in place (for example, SEL lessons) to ensure a positive and safe school climate for all students. Personally, this value aligns with my own value of inclusiveness. To uphold this value, I want to make sure that when focusing on children/youth, I take a strengths-based approach.

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Diversity may not be supported when individuals hold beliefs related to ethnocentrism, or the belief that one’s personal culture or identity is more important than others and may be unwilling to understand the culture of others.

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People who value continuous improvement would likely value flexibility. Enacting the value of continuous improvement requires being comfortable with moving away from a practice or mindset that is no longer ethical or beneficial for the group it is intended to serve.

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2. Value That Does Not Align: Consistency

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2. Value That Does Not Align: Consistency

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Valuing consistency is not inherently unhealthy, but can create conflicts with upholding the value of Continuous Improvement if a person values consistency to the point of resisting change. For example, there are contexts in which consistency is necessary and helpful (i.e. being a dependable leader, showing up for people). However, if valuing consistency overrides making necessary changes to the way a person selects assessments for students for example, (i.e. always giving one cognitive assessment to all students despite the knowledge that not all are culturally appropriate for some students), then there is a problem.

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1. I would address this by utilizing collaborative discussion if I have a good initial rapport with the person who has a misaligning value. I would share with the individual how their value is not aligning with the core values of SP’s (or the school we are employed at). Additionally, I would invite the person to share more about their values and explore what their values have been rooted in so that I can have a better understanding of their perspective. I would explain why being consistent is an excellent value, but also explain how that can sometimes get in the way of continuous growth. I would offer to continue discussing this topic to help the person come to a better understanding of what Continuous Improvement looks like in practice.

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1. As School Psychologists, we can uphold this value by using the most ethical, fair, and culturally appropriate assessments for each individual student. Another way is to continuously and frequently evaluate how socially just our practices are, and be willing to make changes when necessary. These practices align with my core value of advocacy. It is impossible, in my opinion, to be authentically advocating for just practices with students if I am not making an effort to be ethical and fair, as well as evaluating the fairness of practices that are used in my work.

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1. Value that aligns - Uniqueness/Individuality

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1. Value that aligns - Uniqueness/Individuality

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In order to value diversity, we must be accepting of all different cultures and backgrounds which goes hand in hand with appreciating the uniqueness in every person. We need to embrace what makes a person different from others.

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2. Value that conflicts - Being the best

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2. Value that conflicts - Being the best

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In order to embrace diversity, having the mindset that a person or group is better than another does not align with valuing diversity and all different kinds of people.

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In order to address this misalignment, it could be helpful to have a discussion about these different values. This can be a healthy way to hear each person’s different values in order to collaboratively work together. Having this conversation can help each person grow in order to provide effective, culturally appropriate services.

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As school psychologists, we must ensure that we create an environment where everybody feels safe and valued. We can uphold the value of diversity by making sure each child feels appreciated. We must listen to everyone because everybody’s opinions important. In addition, we must make sure we are including everybody in discussions and ensure they feel their voice is being heard.

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When we focus on children and youth, we must bring awareness and acceptance of the natural courses of development to our practice; we should allow children to be children and not unnecessarily impart adult expectations on them.

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While self-control is necessary for all children and youth to practice, adults around them must keep in mind that self-control takes decades to develop, and lapses will occur. Focusing on children and youth includes respecting the process of development, even if a child’s lack of self-control is upsetting to one’s own values.

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1. Education: Learning/teaching about human development can add needed context to a child’s lapses in self-control and make the scenario feel less personal.

2. Self-care: If you are the person who values self-control, extending grace to yourself and safeguarding your own well-being will make it easier for you to extend grace to children when they make mistakes.

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4) School psychology and focusing on children/youth

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4) School psychology and focusing on children/youth

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As said before, the welfare of children and youth is a central, if not the central, priority of school psychology. We have  opportunities to act as advocates, counselors, confidants, educators, and collaborators for the benefit of children. My personal value that aligns with a focus on children and youth is empathy. I can recall my own past and reflect on times when I struggled, and use that reflection to empathize with the youth I serve, even if their particular struggles are different from my own.

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Advocacy is important for families and communities. It is necessary for families to know there are people in their corner. Advocacy also aligns with the value understanding. It is difficult to advocate for what we do not understand, or attempt to understand.

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Apathy does not align with advocacy, but this may occur for many reasons in schools. Many teachers may feel they are too busy to care about certain topics and some people may feel uncomfortable advocating for certain positions/policies due to others' opinions.

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I think school psychologists advocate for others in different ways. One form of advocacy could be ensuring that students have access to equitable services. School psychologists can also advocate for students and families when they ask for help by ensuring we do whatever we can to help support a student's success.

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A value I hold that corresponds to advocacy is service. I believe it is necessary to maintain a service-oriented mindset in order to advocate for those in need.

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Integrity comes in many forms such as being honest and having sound judgment. Integrity is a key value and is important to have. A value that aligns with integrity is respect. With respect comes respecting others beliefs, background, identities, etc.

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Value that doesn't align with integrity 

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Value that doesn't align with integrity 

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Integrity is having the morals to do what is right and not participating in what may be wrong. A value that wouldn't align would be insincerity. For example, we as school psychologist may be sitting in a eligibility meeting with staff who have been in the game longer and may believe they know what's best for a child. The members of the team suggest the child who is black and has come from a difficult background needs to be placed in special education. However, you believe the child doesn't need to be placed in sped but will benefit from accommodations such as more time on test and having a quiet place to work. The team doesn't care to hear what you have to say and doesn't care to get to know the child's background. You are scared to speak up so you go with the team and say the child should be place in sped. You have now labeled a child that shouldn't have been labeled and now their life is going to change. You didn't have integrity to do the right thing and stand up for yourself or the child. You and your team claim to have the values to do right. However, you haven't done what is right.

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In order to address insincerity we need to understand our biases, work towards increasing our self awareness and understanding of how we may feel can affect our interactions and lives of others. We can work with families we aren't use to working with and use our voice to advocate. Working with families that we aren't use to working with will allow us to better understand and not just want to place children anywhere. We can go to war for these families and help them get the resources they may need.

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We as school psychologist can practice social justice, dignity and respect. We can be sure that we understand our population's cultural identities. We can then take what we have learned from our population through research and working with groups and host workshops advocating with the goal to change the way people may perceive certain identities. It is our job to make everyone feel they are treated fairly, equally, with dignity and have the resources they need to be successful. Everyone deserves to have their voices heard. Families should feel that they have a say so in their child's education as well as be able to feel they can trust the school system. We as a system need to respect families wishes and families should respect what input we have within boundaries.

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To make positive changes within a system, one must be willing to push past the confines of expectation and break down existing barriers to achieve new and exciting opportunities. Innovation involves examining what is and isn't working to make improvements. We see aligned values of innovation with children, youth, and families that focus on improved mental health services within schools as well as greater recognition in exploring the impact of mental health on education and learning.

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2. Misaligned Values: The NEXT NEW thing

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2. Misaligned Values: The NEXT NEW thing

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Misalignment in Visionary Leadership is "reinventing the wheel". It is the notion that innovation must include new technology, a new design, a new or next-generation that dismisses the "old". Too often we see this with the implementation of new tests or new programs or initiatives that are tied into "buzz words" or hot, trending topics. Schools rush to be "trauma-informed" and focus solely on service delivery to children, but miss importance of wraparound to families; extension of community supports, ancillary services, culturally relevant and appropriate services, or resources in the community; and the importance of organizational support and readiness for change for trauma-informed staff, supervision, and policies/procedures.

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Misalignment with visionary leadership can be addressed by developing habits that regularly require teams, community partners, leadership, and children/families to to continue to learn and grow from individuals and groups who hold values that are different values from yours. Collaborative Discussion to develop mutual direction is a great way to address misalignment. In this context, this can be experienced through GENUINE school and family partnerships (not tokenism), the reassessment and re-evaluation of various collaborative workgroups and initiative groups to see how they align to to address similar issues.

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I chose to become a School Pysch because I wanted to make a [bigger] difference and greater impact for children/families, teachers, and the system which is designed to teach and prepare the next generation. As School Psych we demonstrate innovation in Visionary Leadership when we keep the experiences of those we serve in mind. Then, we design and integrate what we know and have to come understand and learn enriches the experiences of others to improve their lives.

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A parent may have the value of absolute truth. When we conduct assessments with integrity we are more likely to find accurate results. -LM

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A parent may value uniqueness and see their child as a unique situation that we need to change all the rules for. Such as letting the parent sit with the child during cognitive testing. -LM

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We could talk about how the process is consistent so that we can identify the uniqueness in the child. We can validate their input and look for the child’s uniqueness. We could bend the procedure when it does not affect ethics or Laws. -LM

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One of my core values is strong work ethic (punctuality, reliability, ect.) by maintaining my high standards of performance across all clients then I can feel confident to defend my choices with integrity. -LM