WEDNESDAY, AUGUST 16, 2023

3:00 - 4:30 p.m. PT
[Find your local time zone here]

Workshop 2 of 5 in the "Back to School Sessions" Workshop Series (view series page for full details)

Giving Voice to Youth Psychological Strengths: A Photovoice Partnership Project
Trauma Informed Principle to Practice: Empowerment

Join faculty from California State University, Sacramento’s School Psychology Program and staff and students from Natomas Pacific Pathways Preparatory (NP3) High School to learn about “Giving Voice to Youth Psychological Strengths,” a CSUS Anchor University Grant-funded project that involved collaboration between the NP3 High School students, counselors, and school psychologists; and CSUS School Psychology faculty, undergraduate, and graduate students.

Over the course of ten weeks, NP3 students worked to (a) define psychological strengths such as self-efficacy, self-awareness, empathy, optimism, and gratitude; (b) examine sources of psychological strength in their school, peer, and family networks; and (c) produce photovoice projects illustrating their “world of strengths.”

The session will provide a brief introduction to the project, individual project presentations by each of the students, and questions and answers about this unique project. Tools used to ground the group discussions and activities, such as the CoVitality strengths-based mental health screener, will be shared.

Audience: Educators, school site leaders, school mental health professionals, youth advocates, teacher educators, school mental health graduate school educators, higher education administrators, and anyone interested in photovoice and more!

Faculty

Meagan O’Malley, PhD (she/hers)

As a trainer of school psychologists at California State University, Sacramento, I work to ensure that our graduate student school psychologists in training are equipped to use scientifically-supported approaches to screening and psychoeducational assessment, and academic and social-emotional intervention. In addition to my teaching responsibilities, I maintain an active research program investigating topics related to school mental health and psychoeducational assessment practices. My research and practice efforts aim to build schools that empower youth with historically under-represented identities, such as youth with disabilities. My research has been published in a variety of edited volumes and academic journals, such as the Handbook of Positive Psychology in the Schools, the Journal of School Psychology, School Mental Health, and Educational Administration Quarterly. I am the incoming Editor-In-Chief of the academic journal Contemporary School Psychology, and I serve as Program Chair for the School Culture, Community, and Climate Special Interest Group of the American Educational Research Association.

Jeremy Greene, MA, NCSP, LEP (he/his)

Jeremy DeWayne Greene, MA, NCSP, LEP #4020 is a nationally certified school psychologist as well as a poet/hip-hop artist. Going on his eleventh year in the education field, he is currently working for the Natomas Unified School District (NP3; a K-12 school) and consults as a Licensed Educational Psychologist (LEP). Although in the Sacramento region, his familial roots remain firmly planted in Baton Rouge, Louisiana. A lyricist by nature (and a Sagittarius!), he enjoys gathering and sharing the stories he has heard along those winding roads. These stories also include his time living and working as a school psychologist in Shanghai, China from 2017-2019.