Conversations about mental health, education and culturally responsive practice filled the halls as participants gathered for the annual School Psychology, Counseling Psychology and Applied Behavior Analysis (ABA) Conference that was hosted by the College of Education and Human Development (CEHD) last month.

Coordinated by Assistant Professor Shana Levi-Nielsen and Professor Jessica Reinhardt, the conference created a space where scholars and practitioners could exchange ideas, share research and explore the challenges and opportunities shaping the future of behavioral health and education. The event also offered Temple students a learning experience that extends beyond the classroom, as they engaged directly with experts in the field while building connections across cohorts, alumni networks and the broader professional community.

“The most exciting part of the conference was the converging of all three practice disciplines within psychological studies in education (PSE). The ability to showcase talented leaders from school psychology, counseling psychology and ABA helped us reach students, faculty and community practitioners in a new way. Bringing practitioners from different disciplines together to share values and approaches is essential to promoting the social justice mission that is the hallmark of our department, and I’m really proud that this year’s conference put that mission into action,” Levi-Nielsen shared.

Similarly, Reinhardt reflected, “I share Shana's enthusiasm for the convergence of these fields! For me, this conference is really about community. I love catching up with field supervisors and alumni to hear how their careers are unfolding, and I always look forward to our student and early career poster session to see the powerful work of these folx on full display.”

For Shannon Testa, a school psychology PhD student, the conference provides a unique opportunity to connect with peers and professionals while sharing research in a supportive environment.

“I always look forward to the conference because it lets us connect with professors and students across cohorts all in one place while learning from experts in the field outside of the typical classroom environment,” Testa said. “It’s also really nice to meet prospective students who are attending as well as reconnect with students who have graduated.”

Testa also presented a poster during the conference, an experience she described as particularly meaningful.

“Presenting a poster as a doctoral student was very rewarding because it’s more intimate than larger conferences, so it’s a lot easier to have deeper conversations with other attendees about my research.”

Peyton Schepis, a counseling psychology MEd student, noted the thoughtful discussion that followed Jenn Politt’s session, “What Practitioners Need to Know: Sexuality Education as a Core Component of Behavioral Health.”

“She was such a dynamic and engaging speaker and was so passionate about the discourse we had as a large group,” Schepis said. “Personally, I felt like she raised non-stop essential talking points around marginalization and the inequity around human sexuality, autonomy and challenging patriarchal mindsets in order to have conversations with our colleagues, students and clients where they are supported.”

For Jackie Gentis, a school psychology EdS student, the conference also highlights the professional community that supports students throughout their training.

“As a student, I think it’s always fun and important to attend these conferences. I enjoy interacting with different professionals, learning from their presentations and even from conversations,” Gentis said. “I also think it exposes you to the different possibilities you can have within this field.”

Gentis, who served as a conference volunteer, also noted an appreciation for the ability to contribute to the community that has supported her throughout the program.

The conference’s keynote address, delivered by Tai A. Collins, encouraged attendees to reflect on the importance of culturally responsive practice and the role relationships play in supporting students’ success. Collins emphasized that identity cannot be separated from the educational experience, highlighting that “students’ identity matters when we think about academic and school settings.”

Collins also encouraged educators and practitioners to engage more deeply with the communities they serve.

“Bring the community in,” Collins said, emphasizing the importance of recognizing community cultural wealth and teaching the whole child.

Central to this work, Collins explained, is building strong relationships between educators and students. “If we don’t have a positive relationship, things are not going to go well between teachers and students,” Collins said, emphasizing the importance of empowering students rather than relying solely on teacher-directed approaches.

Collins also emphasized the importance of collaboration when developing meaningful interventions. He explained that working with families and teachers to create an intervention involves developing strategies that fit their environment and context while fostering a safe and affirming space where students can thrive.

By bringing together students, faculty and professionals across disciplines, the conference continues to create a space where ideas are shared, research is explored and professional connections grow. For Temple students preparing to enter the field, the experience offers more than a day of presentations—it provides a glimpse into the collaborative and community-centered work that will shape their careers in various settings such as schools, clinics, communities and beyond.