At the start of my PhD journey I heard the phrase “steward of the discipline.” At first these words did not mean a great deal; I considered it PhD mumbo-jumbo. As the semester moved and as the years edged forward, the phrase has become a weight of responsibility. It is a commitment to improving our discipline, of adding to the field of knowledge in a way that is real. Conferences provide each of us with this opportunity. These occasions display the commitment of stewardship in a very real way.

There is a saying, “When the student is ready, the teacher arrives.” Perhaps I am now prepared to see connections that were invisible back then, at the start of my PhD journey. I am able to detect the wisdom in our qualifying exam task of preparing and presenting at professional conferences. I would often look upon conferences as an opportunity to learn from others and seldom recognized that I could deliver information that could measure up to the “experts.”

As a Chapman student, I have had many opportunities to socialize with those held in high esteem in the field of educational research. Without exception, they have been gracious enough to ask me about my research. It is this open and honest dialogue about our work that is promoted at these conferences. Whether we attend a conference as an attendee or presenter, there is so much to learn.

The upcoming National Association of School Psychologists -NASP Conference provides us with these opportunities. To be held February 12-15, 2013 in Seattle, Washington, this event is kicking off with Richard Gerver, author of Creating Tomorrow’s Schools Today. He is also credited with leading a dramatic, positive change as the principal of the Grange School, a school identified as one of the worst public schools in the United Kingdom. His keynote to over 5,000 school psychologists and educators will focus on the need to promote collaboration and creativity in our schools. Other feature events tackle topics related to social-emotional learning, the role of the school psychologists in promoting change in schools, and the ever-fascinating implications of brain research.

While these premiere sessions offer a wonderful learning opportunity, equally impressive is Chapman’s contribution to this year’s NASP conference. Twenty-four students (16 EdS and 7 PhD) and three faculty members are scheduled to present. Below is an outline of our CES “Stewards of the discipline” and their contributions to the field to be presented at the NASP conference.
• Developing a Comprehensive Three-Tier Approach to Disordered Eating Intervention – Christina Veatch
• Prevention and Intervention Approaches for Adolescent Alcohol Use – Sarah Mattison & Katie Bonner
• Reducing Adolescent Pregnancy Through Response To Intervention – Nadya Stirton & Reena Shah
• Promoting Safe Schools and Resiliency Within LGBTQ Student Community – Nicole Cord, Meghan Carter, Alyson Shores, and Tony Krikorian
• Childhood Aggressive-Disruptive Behavior: A Piloted Social Skills Training Program – Michael Doria & Ryan McGillivary
• Thriving in Transition: A Strengths-Based Approach to Transition Planning – Amy-Jane Griffiths & Rachel Round
• Prevention and Intervention of Depression in Asian American Adolescents – Kim Dieu
• Assessment and Intervention for Academic Task Attack Strategy Deficits – Charlene Lee & R. T. Busse
• Working Memory Assessment and Intervention: A Primer for School Psychologists – Stephanie Domzalski
• The Incremental Validity of CHC Factors on the KABC-II – Ryan McGill
• Stability of Outcome Indicators in Assessing Single-Case RTI Data – Ryan McGill
• School Psychologists Perceptions of Procedural Fidelity – Ashley Mc Adams
• Mental Health Progress Monitoring – Michael Hass, Charlene Lee, Stephanie Domzalski
• Efficacy of Pivotal Response Training: A Meta-Analysis – Jaime Flowers & R. T. Busse
• Trichotillomania: Intervention Efficacy Within an Academic Setting – Courtney Matz, Stephanie Domzalski, & R. T. Busse
• Cyberbullying: Unique Considerations in Prevention and Risk Management – Elizabeth Griffin & Stephanie Domzalski
• Resiliency and Protective Factors in Body Image Development – Christina Veatch
• Supporting LGBTQ Students in Schools: A Three-Tiered Approach – Arezu Iranipour, Zoë Alvarez, Christina Trolli, and Jessica Weston
• Non-Suicidal Self-Injury: School-Based Interventions – Arezu Iranipour, Zoë Alvarez, Adabel Padilla, and Jessica Weston
• Individual Counseling With LGBTQ Students: Ethical and Affirmative Practices – Emily Fisher & Kelly Kennedy
•  Social Emotional Learning Intervention Outcomes of Diverse High School Students – Giselle Jimenez

I celebrate the accomplishments of my fellow students and admire their dedication to the field of school psychology. May your contributions have a positive impact on the children we all endeavor to serve. Good luck at the 2013 NASP conference!

By Marisol Rexach, Ph.D. in Education Student