WS51: Psychological Maltreatment—Its Nature, Effects, and School Community Interventions Sessions and Workshops Qualifying for NASP and APA-Approved Continuing Professional Development (CPD) Documentation

Thursday, February 23

  • 8:30 a.m.–3:30 p.m.
  • CPD Credit Hour(s): 6
  • Skill Level: I
  • Members: $109
    Non-Members: $179

Workshop participants will be informed of and explore the knowledge base for psychological maltreatment (i.e., emotional abuse and neglect) to gain an understanding and appreciation of definitions, relevant theory, research, effects, incidence, prevalence, mechanisms, and viable school-based interventions. New child and parent self-report instrumentation will be explored to achieve understanding and readiness to carry out practical applications. Particular emphasis will be given to school community relevance and securing and promoting the well-being, health, and development of children across the full range of schooling. Lecture, large and small group discussion, and simulation strategies/exercises will be incorporated. This workshop will be targeted towards preschool, elementary, middle, and high school grade levels.

Speaker(s): Stuart N. Hart, PhD, University of Victoria, BC, Canada, Marla R. Brassard, PhD, Columbia University, New York, NY

Stuart N. Hart, PhD, University of Victoria, BC, Canada, Stuart N. Hart, PhD, is Deputy Director of the International Institute for Child Rights and Development, University of Victoria; codirected a national study that produced operational definitions for psychological maltreatment of children; codirects a project to develop self-report psychological maltreatment instrumentation; and has presented and published extensively on psychological maltreatment of children.

Marla R. Brassard, PhD, Columbia University, New York, NY, Marla R. Brassard, PhD, Professor, School Psychology Program at Teachers College, Columbia University, has focused her research on psychological maltreatment of children (parental, teacher, peer), its assessment, the emotional/behavioral injuries that result, and contextual factors that moderate the effect of maltreatment (particularly the role of schools, teachers, and peer relationships).