THURSDAY, OCTOBER 26, 2023
Main Session: 3:00 - 4:15 p.m. PT
Optional Discussion: 4:15 - 4:45 p.m. PT
[Find your local time zone here]
Session 3 of 3 in the "Rising Practices & Policies in our Workforce: Interrupting Bullying & Fostering Belonging" 2023 Learning Series (view series page for full details)
How might we—as the school mental health workforce—evolve our own practices and policies to meet the evolving needs of the people and systems we serve? Together, we’ll explore how we can respond to and interrupt xenophobia and anti-immigrant hate in our classrooms. We’ll also learn about the power of bias reduction curricula in elementary schools, and the ways in which school district and county systems can shift internal cultures to be welcoming drivers of equitable compassion.
This session’s guiding questions are:
Join us on our third day of a three part series to examine rising practices and policies informed by research and the field that expand the way we approach anti-bullying and foster belonging in our k-12 school climates.
This session is suited for school administration, site and systems leaders, school social workers, school counselors, school psychologists, educators, instructional coaches, school climate personnel, after school program providers, child advocates, and whoever else is interested!
Carrie A. Langner, Ph.D. (she/her)Carrie A. Langner, Ph.D., is a Professor of Psychology and Chair of the Psychology & Child Development department at Cal Poly. Dr. Langner teaches classes on multicultural psychology, social psychology, and health psychology and supervises undergraduate research. She earned her PhD in social and personality psychology at UC Berkeley and her current research is focused on the development and assessment of bias reduction curriculum for elementary schools. She is a member of the Cal Poly College of Liberal Arts diversity committee and co-chair of the Psychology & Child Development diversity committee.
Carolyn Sattin-Bajaj, Ph.D (she/her)Carolyn Sattin-Bajaj is an Associate Professor in the Department of Education in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. She uses multiple research methods to examine barriers to educational access and equity for immigrant-origin youth and other historically underserved student populations. Her work includes qualitative studies of immigrant families’ school choice behaviors; experimental research to improve access to school choice information; case studies of school leaders’ responses to racism and xenophobia in schools and society; quantitative analyses of the impacts of immigration enforcement on students’ academic performance, school attendance, and social-emotional wellbeing; and research on the ways that teacher education programs prepare pre-service teachers to educate children in immigrant families. She earned her Ph.D. in education from New York University.
Linda Lee, Ph.D. (she/her) Linda Lee, Ph.D., is a developmental psychologist with expertise in children’s peer relationships in culturally and ethnically diverse schools. She is a Professor in Psychology and Child Development at California Polytechnic State University in San Luis Obispo. She received her B.A. in Psychology from the University of California, Los Angeles, M.A. in Risk and Prevention from Harvard University, and Ph.D. in Human Development from UCLA Graduate School of Education.
Valerie White, LCSW, M.Ed (she/her)Valerie White is a licensed clinical social worker who has a passion for providing personalized and compassionate mental health care to individuals and families in Los Angeles. With over a decade of experience in community mental health and school settings, Valerie has developed an approach that is rooted in the belief that every human being has intrinsic value and the ability to overcome challenges with resilience.
Valerie's academic background is extensive, having earned two Master's Degrees in Social Work and Education. This training has equipped her to provide a wide range of services, including therapy for children and their families, experiential trainings and professional development, public speaking, and informing school community practices to positively shift their climate and culture. Valerie has a particular area of expertise in working with high-risk children and teens, using evidence-based treatments and culturally responsive practices.
Valerie's approach is collaborative and empowering, and she works with her clients to identify their strengths, build resilience, and develop skills to help them navigate life's challenges. She believes that her clients are the experts on their own lives and strives to create a safe and welcoming environment for everyone she serves. Her dedication to providing high-quality mental health services has made a positive impact on numerous individuals and families in the Los Angeles community. Valerie is intentional about providing culturally responsive and compassionate care, ensuring that every person she engages feels seen and valued.
