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Stephen Brock is a speaker working with Kirkland Productions through Safe & Sound Schools.

About

Dr. Stephen E. Brock is a Professor and the School Psychology Program Coordinator in the College of Education at California State University, Sacramento (CSUS). His professional preparation includes undergraduate and graduate degrees in psychology, and a PhD in Education (with an emphasis in psychological studies) at the University of California, Davis, where he researched Attention-deficit Hyperactivity Disorder. University courses taught have included Educational Research; Social, Emotional, & Behavioral Assessment; Functional Assessment of Behavior; Preventive Psychological Interventions; Psychology in the Schools; and Human Development and Learning. He was selected by the College of Education to receive the 2012-2013 Outstanding Scholarly and Creative Activities Award, and the 2017 Juliana Raskauskas Legacy Lecture Award.

A Nationally Certified School Psychologists (NCSP) and Licensed Educational Psychologist (LEP), Dr. Brock worked for 18 years as a school psychologist with the Lodi (CA) Unified School District (the last 6 of which included assignment as Lead Psychologist) before joining the CSUS faculty. As a school psychologist he served multiple elementary and middle schools, helped to develop the district's school crisis response protocol, served on an autism specialty team, and specialized in functional behavioral assessment.

A member of the National Association of School Psychologists (NASP) since 1985, Dr. Brock currently serves as a Contributing Editor to the Communiqué (the NASP newspaper), is on the Editorial Advisory Board of the School Psychology Review, and is Chair of the Nominations & Elections Committee. In addition, he previously served NASP as the Coordinator of the Crisis Management Interest Group, California representative to the Delegate Assembly (now known as the Leadership Assembly), the Western Region Representative to the Executive Council (now known as the Board of Directors), a member of the School Safety and Crisis Response Committee, and Secretary, President-Elect, President, and Past-President.

popular programs

Mental Health Matters

Available for 3 or 6 hours

When it comes to ensuring student success mental health matters. From this session participants will learn about the challenges mental illness presented to our nation's school children. Strategies designed to promote mental wellness are reviewed.

School-Based Crisis Prevention and Intervention

Available for 3 or 6 hours

This advanced-level workshop is designed to enhance the crisis procedures already in place in your school district. Specifically, this session addresses conducting crisis exercises and drills, strategies for using social media, dealing with the press, and planning memorials. The legal ramifications of crisis response and the spiritual dimensions in the aftermath of a crisis are also explored.

Comprehensive School Suicide Prevention

Available for 3 or 6 hours

Suicide is the second leading cause of death for our nation's teenagers, and rates suicide deaths and suicidal ideation and behavior are increasing. After providing a review of suicide statistics, this session review school suicide prevention, intervention, and postvention.

PREPARE WORKSHOP #1 -  COMPREHENSIVE SCHOOL SAFETY PLANNING: PREVENTION THROUGH RECOVERY (3RD EDITION)

One Day (6.5 hour) Workshop

In this newly updated workshop, participants will learn how to establish and sustain comprehensive school safety and crisis prevention and preparedness efforts. With updated research and strategies, this workshop makes a clearer connection between ongoing school safety and crisis preparedness. It also emphasizes the unique needs and functions of school teams and the steps involved in developing these teams, including a model that integrates school personnel and community provider roles. The PREPaRE model builds on existing personnel, resources and programs, and can be adapted to individual school needs and size. Finally, the workshop explores how to prepare for school crises by developing, exercising, and evaluating safety and crisis plans. This workshop is an excellent course for mental health and educational professionals working at all grade levels in your district that help establish a safe school
climate and respond to crises.

NOTE: The maximum number of participants is 100. There are additional fees of $45 per participant for materials that will be ordered directly from NASP. All materials are electronic, so there are no shipping fees.

PREPARE WORKSHOP #2 - MENTAL HEALTH CRISIS INTERVENTIONS: RESPONDING TO AN ACUTE TRAUMATIC STRESSOR IN SCHOOLS (3RD EDITION)
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Two Day (13 hour) Workshop

​This two-day workshop provides school-based mental health professionals and other school crisis intervention team members with the knowledge necessary to meet the mental health needs of students and staff following a school-associated crisis event. With updated research and crisis intervention strategies, this workshop teaches participants how to prevent and prepare for psychological trauma, reaffirm both the physical health of members of the school community and students’ perceptions that they are safe and secure, evaluate the degree of psychological trauma, respond to the psychological needs of members of the school community, and examine the effectiveness of school crisis intervention and recovery efforts. This workshop is an excellent course for all mental health professionals in your district who provide mental health crisis intervention services.

This educator is also available to present the PREPaRE ToT (Training of Trainers) Workshops that correspond to the PREPaRE workshops described above.

NOTE: The maximum number of participants is 45. There are additional fees of $55 per participant for materials that will be ordered directly from NASP. All materials are electronic, so there are no shipping fees.

Dr. Brock is the lead editor of the NASP publication Best Practices in School Crisis Prevention and Intervention (2nd ed.), lead author of School Crisis Prevention and Intervention: The PREPaRE Model (2nd ed.), and author of the PREPaRE Crisis Intervention and Recovery workshop. He received NASP's Presidential award in 2004, 2006, 2016; the Crisis Management Interest Group's Award of Excellence in 2006 and 2007, and a 2016 Government and Professional Relations Committee Certificate of Appreciation for supporting “political action and advocacy on behalf of children … to improve education and mental health services for children, youth, and their families.”

At the state level, Dr. Brock is a past president of the California Association of School Psychologists (CASP). He also previously served CASP as the Region X Representative, the Employment Relations Specialist, the Convention Chairperson, Spring Conference Chairperson, an editorial board member of CASP Today (the CASP newsletter), and an Associate Editor of The California School Psychologist. Currently, he is on the editorial board of CASP's peer reviewed journal, Contemporary School Psychology, and a Guest Editor of a special issue on School-Based Threat Assessment. In 1997 he received CASP’s Outstanding School Psychologist award, and in 2012 he received CASP's highest award; the Sandra Goff Memorial Award.

Dr. Brock's academic work has included study of school-based crisis intervention; system level school crisis response; suicide prevention, intervention, and postvention; ADHD; functional behavioral assessment; violence prevention; threat assessment and management; reading; and autism. His CV lists over 250 publications and 291 invited or refereed state, national, or international conference presentations. He is on the editorial boards of the Journal of School Violence and Advances in Mental Health, and an Ad Hoc Reviewer for Psychology, Public Policy, and Law. Along with Dr. Shane R. Jimerson, he was editor of a book series for Springer Science+Business Media titled Developmental Psychopathology Scientist Practitioner at School Series. Books from this series, which find Dr. Brock also playing an authorship role, include: Identifying, Assessing, and Treating Autism at School; Identifying, Assessing, and Treating Bipolar Disorder at School; Identifying, Assessing, and Treating Posttraumatic Stress Disorder at School; Identifying, Assessing, and Treating Dyslexia at School; Identifying, Assessing, and Treating ADHD at School; Identifying, Assessing, and Treating Self-Injury at School; and Identifying, Assessing, and Treating Bipolar Disorder at School. His books have been translated into Greek, Japanese, and Chinese.

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