all of your hard work with the

newsletter this year! I know it

has not always been easy to pro-
duce, but you have done a great
job with editing and layout.
As we move towards next
year, I would like to ask more of
you to become active in one of
our committees: Newsletter,
Information Management, So-
cial, Public Affairs, Legislative,
Membership, Nominations and
Professional Development. I can
personally attest that involve-
ment in BCASP has been re-
warding in a number of ways,
both socially and professionally!
In short, thank you for select-
ing me as BCASP president this
year. It was truly a great experi-
ence and something I am hon-
ored to have done! The fantastic
and energetic Nadine Warrick
will now take over in August
and I know she will do wonder-
fully! Have a fun summer and
we will see you all next year!

Samuel D. Chavez
Nationally Certified School Psychologist
Thanks to everyone who
made it out to the Orioles game
on Friday, May 23rd. Those of
us in attendance had a blast and
we were able to raise $200 for
the National Alliance on Mental
Illness (NAMI) through the Os
High Five Fundraising pro-
gram! (BCASP matched the
$100 that we raised through
ticket sales).
As we are about to complete
another successful school year, I
would like to reflect on what we
have accomplished for the year
and also thank our Board and
Committee members for all
their support. The Fall Fund-
raiser and our social outings
were fun and very successful.
Our previous leaders will
probably all agree that serving
as BCASP President is a fun, yet
busy position that involves a
number of tasks and responsi-
bilities. However, the energy
and support of the Board and
other active members has
helped BCASP be successful
with the charity event, newslet-
ter, and other social and net-
working activities.
I have mentioned many times
that our membership has con-
tinued to grow in recent years.
With this growth, it is important
that we receive more involve-
ment from individual members.
This has been discussed among
board members and in general
membership meetings this year.
For example, we can always
use help with our presence on
the internet via social network-
ing sites and the BCASP web-
site. Additionally, we welcome
contributors and support with
the newsletter development and
editing process. Christina Bur-
ton and Liz Niemiec: Thanks for
The Baltimore City Association of
School Psychologists Newsletter
Inside this issue:
BCASP School Psych of the Year 2 Working with Trauma 3
Breaking the Behavior Barrier 4-5 School Psych Spotlight 6-7
Involving Community 8 Newsletter Committee 9

Presidents Pen
Summer 2014 Volume 5, Issue 4
BCASP is proud to announce that Heidi Moore Trasatti is the first recipient of the
Baltimore City School Psychologist of the Year Award. BCASP formally presented
this award to Heidi on April 29th, 2014 in front of her students, staff and family at
Dr. Bernard Harris, Sr. Elementary School.

Each year Baltimore City Schools nominates deserving candidates to the Maryland
School Psychologists Association (MSPA) Outstanding Practice Award to represent
our school system. The past two years Baltimore City has nominated Heidi Moore
Trasatti for her dedication, innovation, and longstanding commitment to the mental
health needs of our students in Baltimore City. This year the BCASP board members
voted to create a city-wide award to recognize one colleague each school year who
works above and beyond the role of the school psychologist to improve the lives of
those around them. The first annual Baltimore City School Psychologist of the Year
for 2014 was awarded to Heidi Moore Trasatti who serves Dr. Bernard Harris, Sr.
Elementary and Westside Elementary. Heidi has worked in Baltimore City as a pro-
fessional for eight years and also completed her practicum and internship in City
Schools. Heidi has supervised practicum students as well as interns interested in
pursuing careers as school psychologists.

Over the past two years Heidi has worked with Jasmines House, an organization
that works to rescue pitt-breed dogs in the Baltimore City community through foster-
ing, adoption, and education to pet owners. Heidi founded Project Mickey, a part-
nership between Jasmines House and Dr. Bernard Harris, Sr. Elementary School in
Baltimore City, which ran for the first time in the spring of 2012. As stated on the
Jasmines House website, the curriculum was written by Heidi specifically for Project
Mickey and was designed to teach students about the needs of pets, how to remain
safe around dogs, the basics of clicker training and positive reinforcement, and using
nonverbal behaviors to understand animals. Additionally, this eight week program
was designed to develop empathy in students, build emotional vocabulary, and gen-
eralize these skills to better understand and work with dogs. Project Mickey was also
the beneficiary of the 2013 BCASP fall fundraiser, which rose over $3,000. Today,
Project Mickey is running in several schools and local churches to educate students
around the city.

We are lucky to have such a dedicated and innovative school psychologist in the
City Schools and we are even more honored to call her a friend and colleague. Con-
gratulations, Heidi and thank you for all you have done and continue to do to for our
community and our profession.
2014 Baltimore City School Psychologist
of the Year: Mrs. Heidi Moore Trasatti
Page 2 The Baltimore City Association of School Psychologists
Written By: Kerri-Jean Carter, M.A., CAS
This year the
BCASP board
members voted
to create a city
-wide award to
recognize one
colleague each
school year
who works
above and
beyond the
role of the
school
psychologist to
improve the
lives of those
around them.
Members of BCASP gather to honor Heidi Trasatti as she accepts her award at school #250.
Page 3
Volume 5, Issue 4
Traumatic
experiences
are fairly
common, with
14% to 43% of
children
reporting
having
experienced a
traumatic
event prior to
age 18 (Taylor,
Zuckerman,
Harik, and
Groves, 1994).
Working with Children Who
Have Experienced Trauma
Written By: Twila Beck, M.A., C.A.S.
Students who have experienced trauma during the developmental years of childhood
are more likely to experience academic difficulties (Hull, Hertel, & Rossen, 2013).
Trauma in early childhood can also affect the development of fundamental psychosocial
processes such as attachment, emotional regulation, and impulse control (Putman,
2009). A traumatic event may include natural disasters, kidnapping, school violence,
community violence, terrorism, war, homicide, physical abuse, sexual abuse, domestic
violence, medical procedures, victim of crime, accidents, suicide of a loved one, and ex-
treme neglect (Burr-Harris, 2004). Traumatic experiences are fairly common, with 14%
to 43% of children reporting having experienced a traumatic event prior to age 18 (Taylor,
Zuckerman, Harik, and Groves, 1994). Up to 91% of African American youth in urban
settings report exposure to violence (Burr-Harris, 2012). This exposure to violence may
increase a childs chance of being exposed to a traumatic event. Signs of trauma may in-
clude anxiety, fear, depression, anger, and guilt. Other possible symptoms include enure-
sis, encopresis, sleep difficulties, fire setting, difficulty concentrating, problems with
boundaries, or running away.

Cognitive-Behavioral Therapy (CBT) is a therapy supported by research when work-
ing with students who have experienced trauma (Stein, B.D., et al., 2003). The goals of
CBT are to break the associations between negative feelings and cues of trauma, increase
the tolerance of the trauma, decrease reliance on maladaptive coping, facilitate process-
ing of trauma, correct trauma related distortions, model effective coping, and reinforce
positive coping skills (Burr-Harris, 2004). Other goals may include building trust, safety,
consistency, emotional release, appropriate emotion management and expression, social
skills, parent understanding, and behavior management.

School recommendations that may be helpful for youth who have experienced
trauma include: maintain a routine; give choices; increase support and encouragement;
set clear limits and develop logical consequences; recognize that behavioral problems
may be temporary and related to trauma; provide a safe place to discuss what happened;
give simple and realistic answers to questions about traumatic events; be aware of the
cues that may cause reactions; anticipate difficult times and provide support; let children
know in advance if you will be doing something besides the usual routine (National Child
Traumatic Stress Network, 2008). Some considerations to academic work may include
shortened assignments, additional time to complete assignments, permission from an
adult to leave class, and talk to a trusted adult when feelings become overwhelming.

References:

Burr-Harris, A. (2012). Trauma: Impact on children and opportunities for healing. Retrieved
from http://www.obsv.edu/xd/outreach/occyshn/training-education/upload/
traumapowerpoint-DrBurrHarris2012.pdf.

National Traumatic Stress Network (2008), Retrieved from http://www.nctsn.org May 22,
2014.

Hull, R., Hertel, R., & Rossen, E. NASP Convention. 2013, February, 13. Supporting and Edu-
cating Traumatized Children. Retrieved in November, 2013 from http://
www.nasponline.org/resources/podcasts/podcast.aspx?id=153.

Stein, B.D., Jaycox, L.H., Kataoka, S.H., Wong, M., Tu, W., Elliot, M.N., & Fink, A. (2003). A
mental health intervention for school children exposed to violence. JAMA, 290, 603-611.

Taylor, L., Zuckerman, B., Harik, V., & Graves, B. (1994). Witnessing violence by young chil-
dren and their mothers. Journal of Developmental and Behavioral Pediatrics, 15, 120-
123.
Up to 91% of
African
American
youth in urban
settings report
exposure to
violence (Burr-
Harris, 2012).
Breaking the Behavior Barrier is a reoccurring column that highlights inter-
vention ideas to help teachers improve classroom behavior management so
the focus can be kept on learning.

Intervention: Flexible Rules: The Color Wheel
Materials Needed: Poster of rules for each condition (sample expectations
included below), Color Wheel
Grade Level: Elementary
Purpose: Classroom rules are often set for a specific type of classroom activity,
usually when the students are at their desks and expected to listen to a teacher-
led lesson or doing independent work. When situations change in the class-
room, such as when it is time for group work or less structured activities, there
is usually a need to ignore or change some of the typical rules. This can become
confusing for students. The Color Wheel allows for a change of expectations in
a simple way that will be clear for students.
Steps for Implementation:
1. Define the behavioral expectations for each color. For example, green
(low structure activities, group work), yellow (large or small group instruc-
tion), red (transition between activities). If the classroom uses a red, yel-
low, and green system for individual student behavior, the Color Wheel
colors can be changed so there is no confusion.
2. Copy the rules for each section of the wheel onto colored poster board that
corresponds with the chosen color wheel colors. Make sure it is easy to
read and the rules for each color are posted in the same place. A sample of
rules for each section and a picture of a Color Wheel are included below.
3. Create the color wheel by cutting a large circle out of poster board. Using
thick black lines partition it into three sections and fill in the correspond-
ing colors for each set of expectations. Use a paper fastener to attach a
large arrow that will rotate to show which expectations are currently being
used based on the activity.
4. Teach the students about the color wheel by explaining the color levels
and describing activities associated with each. Use concrete examples that
occur in the classroom during your explanation. Next, use the posters to
review the behavioral expectations associated with each color level. Be
specific about acceptable behaviors and their boundaries (e.g., "At the red
level, when you clear your desks, your materials go into desks, backpacks,
and cubbies--you should not stack any materials on the floor."). Demon-
strate the Color Wheel, showing how the arrow indicator will always point
to the color condition currently in effect as a guide to which colored rules
poster the students will follow.
5. Give students acceptable choices regarding reinforcers to work for first.
Breaking the Behavior Barrier
When
situations
change in the
classroom
[] there is
usually a
need to
ignore or
change some
of the typical
rules. This
can become
confusing for
students.
Page 4 The Baltimore City Association of School Psychologists
Written By: Erin OKeeffe
Continued on Page 5
Page 5 Volume 5, Issue 4
[T]he arrow
indicator will
always point
to the color
condition
currently in
effect as a
guide to
which colored
rules poster
the students
will follow.
Breaking the Behavior Barrier
After they earn the first one, the class can move onto working for the ones
that come in second, third, etc.
6. Begin the intervention. To prevent difficulty with transitioning from one
set of expectations to another, warn students thirty seconds to one minute
before changing the color. At the beginning, you may also want to have
students volunteer to name some of the rules that are now in effect with the
change of color before the activity starts.

Sample Behavioral Expectations and Color Wheel

Resource:

Wright, Jim. How to improve classroom management through flexible rules:
The color wheel (n.d.). Retrieved May 27, 2014, from Intervention
Central website: http://www.interventioncentral.org

Continued from Page 4
BCASP Invites You to Our Last Happy Hour!
On Tuesday, June 17th, following our Professional
Development at Woodhome Elementary/Middle
School, BCASP will host its end of the year celebra-
tion at Little Havana, located at:
25 Key Hwy, Baltimore, MD 21230
As always, BCASP will offer a selection of appetizers.
See you there!
Dr. Carl Douthitt, known as Dr. D to students and staff at Sinclair Lane Ele-
mentary and Vanguard Collegiate Middle School, may describe himself as just
another Baltimore City school psychologist. However, his dedication to students
and families makes him anything but ordinary. With 13 years of experience work-
ing in Baltimore City Schools, Douthitt is a role model to students, staff, and com-
munity members. By emphasizing the importance of citizenship and character as
foundations of future success, Douthitt leads by example on a daily basis.
Douthitt earned his doctoral degree in 2001 from Howard University. At the
time, he was teaching psychology at Bowie State University when a family member
suggested he apply for a position in Baltimore City Schools. Douthitt was appre-
hensive; he had not envisioned himself working with young children. However, it
was not long before he realized his passion for working with youth in the school
system. Douthitt started his career as a school psychologist at Highlandtown Ele-
mentary in southeast Baltimore. I love the students Douthitt explained, when
asked what compelled him to stay in the school psychology field. Keeping on the
go in a never dull work environment is one of the biggest appeals to his career. I
like to say I have self-diagnosed ADHD, Douthitt explained. When other staff
may enjoy going home and relaxing at the end of the work day, Douthitt enjoys
catching up with students at their athletic events, working on projects with stu-
dents to support local charities and organizations, and spending time with fami-
lies and students in the community.
Anything but Ordinary:
Spotlight on Carl Douthitt, Ph.D.
Page 6 The Baltimore City Association of School Psychologists
Written By: Sarah Amburn,M.A, C.A.S, NCSP
When other
staff may enjoy
going home
and relaxing at
the end of the
work day,
Douthitt enjoys
catching up
with students
at their athletic
events,
working on
projects with
students to
support local
charities and
organizations,
and spending
time with
families and
students in the
community.
From left to right: Judge Angela Eaves (First African American and first female judge in Harford
County), Jermaine Harvey (Eighth Grade Student, Vanguard Collegiate Middle School and Program
Facilitator), Kenya Griffith (Eighth Grade Student, Vanguard Collegiate Middle School and Program
Facilitator), Brandon Scott (Baltimore City Councilman), Christi Ileto (WJZ News Reporter), Attor-
ney Phillip Hunter (Marched with Martin Luther King Jr) and Carl Douthitt (School Psychologist)
Continued on Page 7
Page 7
Volume 5, Issue 4
Douthitt goes above and beyond his duties as a school psychologist. He has organ-
ized numerous after school and weekend trips for students, utilizing his own re-
sources and time, including local sporting events, museums in DC and Baltimore,
college campuses, and graduations. Recently, Douthitt organized a trip for several
middle school students to attend Howard Universitys graduation this past May.
Douthitt explained that students were inspired to hear speeches given by former
Howard graduates and celebrities, including Sean Combs, also known as P. Diddy.
Douthitt reinforces speakers messages during counseling sessions. I was able to
incorporate P. Diddys words of perseverance into a session with a young man who
is going through a difficult time. As Sean Combs said, Looking to the other side
helps students think beyond the here and now and to set goals and dreams for their
future.
With all the extra support and dedication Douthitt lends to his students, it is easy
to understand the significant impact he makes on childrens lives every day. Early
in his career, Douthitt explained how he struggled with the lack of change he saw in
his students. Words of wisdom from a colleague at the time helped him to realize
that his influence on students may not always present in a grand way. You may
never see the impact you have made on a student, but it does not mean that you
havent made that change. Even the littlest thing, of watching a student give a
proper handshake to another peer, reinforces the difference he is making in stu-
dents lives. Building character is an emphasis in his everyday work, whether it is
teaching students to hold open a door, letting a woman walk in first, or teaching
students proper greetings.
Douthitt enjoys organizing boys and girls counseling groups with both general
education and special education students, as he believes becoming an integral part
of the whole school community is important. Douthitt also takes pride in raising
awareness of contributions to charities and community involvement. Teaching stu-
dents to think outside of themselves is an important concept Douthitt highlights
daily. Douthitt and students have organized food and clothing donations for ty-
phoon victims, collected cans for the Susan G. Coleman Foundation, and partici-
pated in other local charity events. Douthitt has also organized Black History Month
activities in his schools, bringing in members of the community to speak and to
share their success and talents.
When asked what advice he would share to colleagues, Douthitt shared several
words of wisdom. See good in every kid, Douthitt stated. It is easy to get caught up
in the negative, but Douthitt expressed how focusing on the positive can help foster
family and school relationships. Too many times families come to schools with
negative impressions, Douthitt explained. As school psychologists, we can make the
effort to get to know students and families on a personal level. Deal with the whole
child, have a genuine connection with the family on a wider basis. Douthitt attends
students sporting events, funerals, takes children to get their haircut, or just stops
in at home to see how they are doing. It is almost as if you become part of their
family. Douthitt promotes the importance of being supportive to families and to
get to know them on a personal level.
Spotlight: Dr. D, Continued
Too many
times families
come to
schools with
negative
impressions,
Douthitt
explained. As
school
psychologists,
we can make
the effort to
get to know
students and
families on a
personal level.
Continued from Page 4
A primary goal of the Prevention and Intervention of Early Learners (PIEL) project
aims to further involve community partners to become active in ongoing interven-
tions at the schools. The community partners provide vital services as they will func-
tion as trained volunteers and continue to implement interventions when the PIEL
program transitions away from the school. In turn, students will continue to benefit
from academic interventions.

For example, the kindergarten class at Franklin Square Elementary School has
been receiving reading interventions for the duration of the school year. Students
have been diligently working to learn and recognize letters and sounds. In addition,
pre-reading skills have been targeted using repetitive practice techniques with PIEL
Lead School Psychologist, Nadine Warrick. During the year, Nadine had spoken with
me regarding the time intensive nature of the intervention and her desire to spark
community involvement. In turn, I expressed my apprehensions concerning the
number of students at my high school whom may not receive adequate services
learning hours. In some cases, this issue would prevent students from walking in
graduation this year.

To address these concerns, Nadine and I discussed creating a program that would
fulfill the needs of all learners enrolled in one program. We decided to involve my
high school (grades 9 and 10) students in the PIEL intervention. They were provided
with training, which demonstrated reading intervention techniques and methods for
documenting data in order to track student progress. We chose to work with the
freshman and sophomores to ensure that continued participation would be achieved
for the next school year. In return, students can receive service learning hours and
the potential to earn a recommendation from a school psychologist for their college
application. Vivien T. Thomas Medical Arts Academy requires students to apply to
four colleges (one community, one out of state college, and two others of their choice)
and collect four letters of recommendation from teachers or staff. Students with ex-
cellent attendance and behavioral patterns have the opportunity to receive a recom-
mendation letter. Students in the program also participate in a resume` building
lesson. This session provides students the opportunity to construct a resume and
document their volunteer experience. As for the kindergarten students, they get the
opportunity to spend time with high school students who model good behavior and
receive help to strengthen their reading skills.

The program has been up and running for five weeks. Each week, additional high
school students ask to participate in the program. A number of students have ex-
pressed interest in spending time in the kindergarten classroom and volunteering
outside of the school. The kindergarten students have gained additional reading and
social skill and learned that reading is an enjoyable activity. This program is a testa-
ment to the powerful impact of partnering with our community and working with our
young Baltimore City students.
Making a Difference:
Involving Community
[Using the
Prevention and
Intervention of
Early Learners
(PIEL) as an
opportunity for
high schoolers
to earn service
learning hours]
created a
program that
would fulfill the
needs of all
learners
enrolled in one
program.
Page 8
The Baltimore City Association of School Psychologists
Written By: Abby Courtright, M.A., Ed.S., NCSP & Nadine Warrick, M.A.
Were on the Web!
www.bcasp.net
The BCASP Newsletter is always looking
for more material! If you are interested in
writing with us (one time articles or reoc-
curring columns are welcome), please
contact our editor, Christina Burton at:
clburton@bcps.k12.md.us
If you are interested in writ-
ing monthly blog posts for
our website, (sharing your
thoughts, experiences, re-
sources, and/or insights to
the field of school psychol-
ogy), please contact Liz
Niemiec at:
eaniemiec@bcps.k12.md.us

Please include a sample
blog post, short bio, and a
picture.
Thank you for reading!
Newsletter Committee Members:

Christina Burton, Editor-In-Chief
Liz Niemiec, Design & Layout Editor
Jessica Kouvel Munch
Jennifer McCloskey Ganz
Erin OKeefe
Twila Beck
Sarah Amburn

The BCASP Newsletter Wants YOU!