Terry Gutkin, PhD & Jane Close Conoley, PhD

TITLE 1: Assessment in the Service of Clinical Practice: Where do we go from here? PRESENTER: Terry Gutkin, PhD LENGTH: 27 minutes ABSTRACT: In this introductory-level presentation, Dr. Gutkin explores three key directions for future clinical practice, including: 1) significantly enhancing the emphases placed on environmental influences when conceptualizing clients' cases, 2) exploring new service delivery models that can effectively respond to our nation's mental health and education pandemics, and 3) developing methodologies for tracking responsiveness to treatment over time. He describes the potential role of assessment and testing throughout each of these objectives for the future. LEARNING OBJECTIVES: 1. Describe environmental factors that can affect client conceptualization. 2. Explain new models for mental health and education service delivery. 3. Identify methods for tracking client treatment responsiveness over time. BIOGRAPHY: Dr. Gutkin obtained his PhD in Educational Psychology, specializing in School Psychology, in 1975 from the University of Texas at Austin. He took an academic position at the University of Nebraska – Lincoln (UNL) in the Department of Educational Psychology and remained there for 26 years. Most of his time at UNL was spent as the Director of the School Psychology program. He also became involved with Buros during its earliest days at UNL. In 2001, Dr. Gutkin took a faculty position at San Francisco State University in the Department of Counseling. He served as the Department Chair for three years before returning to a teaching role. Over the course of his career Dr. Gutkin was the recipient of the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, served as Editor for two scholarly journals (Computers in Human Behavior, School Psychology Quarterly), and was on the editorial boards for numerous other scholarly publications. TITLE 2: Back to the Future: Development of Measurement over the 19th, 20th, and early 21st Centuries (April 2010) AUTHORS: Jane Close Conoley, PhD & Rafael J.C. Hernandez, M.A. LENGTH: 17 minutes ABSTRACT: The authors reflect on the development and trajectory of measurement over the 19th, 20th, and early 21st centuries, including advances in genomics, biological measurement, and cognitive neuroscience. The authors speculate about whether recent advances in these areas might change the way that psychological and educational variables are measured and also speculate about how Buros might adapt to such changes. Insight into the continued need for review of assessment approaches in the wake of such changes, as well as the collaborative processes with medical and neuroscience experts this might entail are also provided. LEARNING OBJECTIVES: 1. Understand advances in genomics, biological measurement, and cognitive neuroscience. 2. Gain insight into how changes in genomics, biological measurement, and cognitive neuroscience might influence educational and psychological measurement. PRESENTER BIO: Dr. Jane Close Conoley received her PhD in School Psychology from the University of Texas-Austin. She is the seventh president of California State University, Long Beach (CSULB). Previously, she was Dean of the Gevirtz Graduate School of Education at the University of California, Santa Barbara. She has held this position since 2006, with the exception of 9 months spent serving as Interim Chancellor at the University of California, Riverside and is also a professor in the Counseling, Clinical, and School Psychology Department at UCSB. She previously served as dean and as an educational psychology professor at Texas A&M University, as a psychology professor at Syracuse University, as a psychology professor at Texas Women's University, as chair and professor of educational psychology at the University of Nebraska Lincoln, and as director at the Nebraska Internship Consortium in Professional Psychology. In addition to these appointments, she also served as an editor of the Mental Measurements Yearbook at Buros for 12 years. She has written and edited numerous books, journal articles, and chapters and has been principal investigator in many projects to improve school-based approaches to helping children with emotional and behavioral disorders and to improving teacher quality. Rafael Hernandez received his M.A. in Counseling Psychology from the University of California, Santa Barbara. He is currently a doctoral candidate at this institution in the department of Counseling, Clinical, and School Psychology and a University of California All Campus Consortium on Research for Diversity (UC/ACCORD) Dissertation Fellow. Prior to his current appointment as Predoctoral Psychology Intern at the University of Miami Counseling Center, Rafael served as adjunct faculty for the M.A. in Clinical Psychology program at Antioch University Santa Barbara.