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“Reorienting Education: Responding to the Impact of COVID-19”

RESEARCHDAY2021


“Reorienting Education: Responding to the Impact of COVID-19”

RESEARCHDAY2021

As Mico celebrates its 185th anniversary, the Institute of technological and Educational Research is honoured to be hosting its Research Day Conference under the theme: “Reorienting Education: The Impact of Covid 19’. This topic is not only timely but relevant as the nation grapples with the onslaught of Covid 19.

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9:00AM - 10:00AM

Welcome Dr. Asburn Pinnock, President, The Mico UniversityCollege

Prayer: Rev. Bosworth Mullings-College Chaplain

Remarks & OfficialOpening of ResearchDay 2021

The Hon. Fayval Williams, Minister of Education

Keynote Address Dr. Wayne Wesley, Registrar and CEO CaribbeanExaminations Council

OPENING SESSION

10:00AM - 12:00AM

Online Methodology Mrs Venesse Leon

Impact of covid students, teachersand parents

Dr Beverley Johnson & Mrs Sandra Grey-Alvaranga

Managing a Virtual School – Primary School Perspective

Colleen Reid-Grant – Principal, Duhaney Park Primary Fabian James – Principal, Jericho Primary

Managing a Virtual School – High SchoolPerspective

Mrs Nadine Malloy – Principal Ardenne High& Dr Oneil Ankle – Jonathan Grant High

Q & A

Lunch Session 12:00AM - 12:30PM

Panel Discussion 1 : Readiness for online Teaching and Learning

Tribute to the late Professor Edwin Jones by Sandra Grey-Alvaranga

Moderator: Dr. Albert Benjamin

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12:35PM - 1:45PM

Dr Lorna Gow-Morrison – Principal, Sam SharpeTeachers College

Dr Garth Anderson – Principal, Church Teachers College

Q & A

Dr Asburn Pinnock – Principal, The Mico UniversityCollege

Dr George Dawkins – Principal, Shortwood TeachersCollege

Panel Discussion 2 Training and Retooling- The Role of Teacher Training Institutions in charting new frontiers.

Moderator: Dr. Tamika Benjamin

Moderator: Ms. Maray McKoy, Deputy Chair 1:45PM - 4:00PM

Coping with Crises: Opportunities And ResponsesTo Covid

1. SteeleThe Covid 19 Pandemic and the Psychological Impact on students, teachers and parents

2. Osborne, Jez & HauthEducators Coming Together to Empower Learners,Families, and Teachers to Develop Culturally Sustainable Transition Planning Tool During COVID-19

3. AshleyStudent management, effective methodology, sustaining student interest and focus.

4. Jones-NelsonAn Evaluation of School Boards Effectiveness in Public Institutions in Jamaica during the Age of COVID-19

Paper Presentations

SPLIT SESSIONS & Closing

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1:45PM - 4:00PM

Mico Care Centre Workshop - Yanique MatthewsPsychological Impact on students,teachersand parents

Prof. Clinton Hutton, Conference Chair, the MicoUniversity College

Closing Remarks& Vote of Thanks

SPLIT SESSIONS & Closing

Moderator: Ms. Maray McKoy, Deputy Chair

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Dr. Asburn Pinnock is an Educational Leaders, with over 33 years of distinguished service in the education sector, Dr Asburn Pinnock is the President of the Mico University College, the regions oldest and most distinguished Teacher Training Institution. A visionary leader, Dr Pinnock charts the course for the 21st Century learner through the implementation of SMART Classrooms and E-Campus facilities for online instructional delivery, and the modernization of fully accredited programme content, designed to emphasize global values of collaboration, critical thinthinking, leadership and service excellence. He is a specialist in Educational Leadership, Teacher Education and the integration of information and Communication Technologies in the teaching learning process.

Prior to his appointment at The Mico, Dr Pinnock served for 24 years at Sam Sharpe Teachers College in Montego Bay, Jamaica, where he rose through the ranks to President, and assumed responsibility for the strategic direction, growth and management of that Institution.

A recognized leader in the field of teacher training, Dr Pinnock possesses over 28 years hands-on experience in instructional design; content delivery; leadership, and professional development training for pre-service teachers in-service teachers, across Jamaica and the United States. Dr. Pinnock is recognized as having spearheaded efforts to realign JamaicanTTeachers Colleges Education towards First Degree programmes; developing strategies geared towards enhancing quality and achieving programme accreditation at the Tertiary Level, and networking with Caribbean Educators through CARICOM as a member of the Task Force that Developed Teacher Education Standards for the Caribbean.

Asburn Pinnock, Ph.D J.P: President, The Mico University College

Mrs. Williams is a Chartered Financial Analyst (CFA) by profession. She has an MBA with concentration in Finance from the Wharton Business School at the University of Pennsylvania and a BA (cum laude) in Economics from Harvard University in Cambridge, Massachusetts. Mrs. Williams, a former Executive Director of Kingston Properties Limited, has been serving as Member of Parliament for St. Andrew Eastern since March 2016. She is married to Leo Williams and they have two children.

The Honourable Fayval Williams, MP, Minister of Education, Youth and Information

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Dr Wayne Wesley was appointed as the 7th Registrar and Chief Executive Officer of the Caribbean Examinations Council® (CXC®) in August 2019. He previously held the position of Director of Operations, Examination Services. Dr Wesley has spent the last 25 years in both education and training regionally and internationally.

HisHis professional experience spans industrial engineering, technical education, strategic leadership and executive management. He holds a Doctor of Philosophy in Industrial Engineering from Florida State University and has successfully completed Executive Education programmes in Innovation and Advanced Management at Harvard and Manchester Business School respectively.

Dr Wesley is also a Fulbright scholar, a Chartered Manager, and Fellow of the Chartered Management Institute, UK, and a Fellow of the American Society for Quality.

Dr Wayne Wesley, Registrar and CEO Caribbean Examinations Council

Venesse Morrison-Leon has been the Director for the Mico Online Learning Department since 2017. She has years of experience serving at-risk families in marginalized communities nationally and regionally as a Social Worker and over 10 years of experience working at the tertiary level of the education system as a Lecturer, Second Examiner, Course Coordinator, eTutor, and Instructional Team Leader. She has been instrumental in transitioning The Mico University College’s programmes to fully online delivery since COVID-19 and has been providing tetechnical support to other tertiary institutions.

Her professional experience spans Social Work, Theology, Counselling, Education, Instructional Technology and Distance Education. Venesse Morrison-Leon is passionate about teaching and learning and spends time researching innovative ways to improve online and distance learning. She has served on several school boards and provided strategic directions for their growth and development. She is completing her doctoral studies at the Nova Southeastern University and the focus of her dissertation is teaching presence and its imits impact on learner success.

Mrs Venesse Leon – Director, Mico Online Learning Department

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Dr. Beverley Johnson is a graduate of the Mico Teachers' College and the University of the West Indies. Her career in teaching spanned over 50 years having served at several primary schools, including principal at the Jericho Primary School for fifteen years. Dr. Johnson has a passion for teaching and research. She served as an adjunct and a full-time lecturer in the Professional Studies Department of the Mico University for 9 years and an adjunct lecturer at the University of the West Indies School of Education. She joined the ITER staff in September 2018 as a senior resresearch fellow.

Dr. Johnson has done several publications: Journal of Education in the Caribbean Vol. 9 (2006/7), Leadership for School Improvement in the Caribbean (2007), Mico University Journal of Education, 2013 & 2016, and co-edited a text: Leadership for Success (2017).

Her contribution to nation building also includes her service as Deacon, church, and circuit secretary at the Jericho Circuit of Baptist Churches; lay preacher; writer at the Caribbean Christian Publication; secretary of Jamaica Baptist Union (JBU) Education Committee; Chairman of Children's Ministry of the JBU Christian Education Committee; as well as serving on three school boards.

Dr Beverley Johnson

Sandra Grey-Alvaranga is a Doctoral candidate at the University of Toronto, and is a graduate of the University of the West Indies, with a Masters in Government and a Bachelors in Public Administration and International Relations (Hons).

MMrs. Alvaranga has a keen interest in nation building which is actively fueled through research on cross cutting themes of Public Policy, Social Capital, Volunteerism and Governance, as well as through her consultancy with the NGO sector, where she conducts a range of post project evaluations funded by the International Technical Bureaucracies and capacity building seminars.

Mrs Sandra Grey-Alvaranga

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Mrs. James has been an educator for over fifteen years. She acquired her teaching Diploma at Moneague college in Literacy Studies, a bachelor's degree (first class) in literacy studies at the Moneague Colleague in affiliation with the University of the West Indies, a Masters in Language Education at the University of the West Indies and a certification from the Aspiring PrincipalsProgramme from the National College of Educational Leadership.

MMrs. James’ experience as a Literacy Specialist has earned extensive recognition in her field. In additon to hosting several external workshops, she presented at the Expanding Educational Horizon Symposium in 2009 and has hosted Grand Literacy Fairs and annual reading competitions at her institution.

SShe became the Principal at the Jericho Primary in 2018 and holds the post of assistant secretary for the QEC 53 in Linstead St. Catherine for the academic year 2019/2020. Mrs. James is very passionate about the business of educating the nation’s children and prides herself in being a part of any setting which equips her with the necessary skills that will benefit those she leads and subsequently aid inher professional growth.

Fabian James – Principal, Jericho Primary

Mrs. Colleen Reid Grant has been an educator for over fourteen years. She acquired her Bachelor’s of science in Economic Management Studies from the University of the west Indies, Mona (UWIMona); a level 1 in Enterprise Based Training Data operations fromt he HEART Trust; Post graduate diploma in Mathematics Education, a Professional Qualification for Principalship (PQP) and a Masters in Educational Administration from the UWI Mona.

AA Captain for over 10 years in the Jamaica Combined Cadet Force (JCCF), the only para-military female band in the Caribbean, Mrs Reid Grant also hold the Vice Chair for Quality Education Circle (QEC) 8. Prior to teaching, Mrs. Reid Grant worked as an Income Generating Coordinator at he UWI Mona and as an Assistant Examiner at the Caribbean Examination Council. At the Queens School, she worked as an educator and a Dean of Discipline for twelve years.

InIn 2018, Mrs Reid Grant became the Principal of Duhaney Park Primary and since then has implemented a number of curricular and institutional improvements, including the implementation of a hybrid Specialist Teaching Model from Grades 1 to 6.

Colleen Reid-Grant – Principal, Duhaney Park Primary

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Dr. O’Neil B. Ankle was born in Kingston. He obtained his Primary Education at New Providence, Secondary at Kingston College. His tertiary journey took him to G.C. Foster College and New York Institute of Technology. Former Administrator at Green Park Primary and Junior High and LASCO/MOE Principal of the Year (2007). Current Principal at Jonathan Grant High. Recipient of the Prime Minister’s Medal of Appreciation for Education – 2017.

DidDid post-graduate studies at: Andersonville Theological Seminary, Nova South Eastern University, Mount St. Vincent University and Radio Nederland Training Institute. Publications: Co-author: The popular Grade 4 Workbook- Leaps and Bounds in Literacy: Writing and Comprehension Skills (2005), contributed a chapter to the scholarly text: Leadership for Success: The Jamaica School Experience (2017) Edited by Dr. Disraeli M. Hutton and Dr. Beverly Johnson

Dr Oneil Ankle – Jonathan Grant High

Nadine A. Molloy is a past president of the Jamaica Teachers’ Association (JTA) andcurrently a Trustee. She is a motivational and professional speaker locally, primarily in education circles. She is a member of the Executive Principals’ League and is an

EExecutive Board member of Education International. The former Principal of the Year has been a principal since September 2000. A qualified school inspector, she is principal of the Ardenne High School since September 2012. Nadine has a simple personal philosophy – leave it a little better than you found it.

Ms Nadine Molloy – Principal Ardenne High

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George Dawkins is a teacher educator with over 40 years’ experience teaching at the secondary and tertiary levels. After serving the high school system teaching Mechanical Technology courses and Mathematics, Dr. Dawkins commenced his service to Shortwood Teachers’ College in 1989 as a lecturer in Mathematics. His outstanding service to the department in the teaching of mathematics with passion, zeal and enthusiasm using diverse engagement methodologies saw him rise to Head of Department (HOD). His keen interest and prproductivity in research and active participation in college development activities resulted in his promotion to the college’s first Director of Research, Development & Projects in 2008 and later as Vice Principal for Academic Affairs and Research

On September 1, 2018, he answered the call to the highest office of the college in the capacity of Principal. Dr. Dawkins’ service is not limited to Shortwood as he currently teaches select courses in Quantitative Research Methods for the University of the West Indies, Mona and the Northern Caribbean University and serves in leadership capacities in his community and as an Elder in the SDA church.

HeHe has presented numerous research papers at local and international educational conferences, authored articles, reports, students’ guidebooks in mathematics and research,and has developed mathematics curricula for various educational agencies including theMinistry of Education Youth and Information, Jamaica, the Consortium of Institutions of Teacher Education, and Teachers Colleges of Jamaica. He also engages in private consultancy work, developing instructional books in pedagogy, Mathematics Methods, research methods, and quantitatiquantitative data analysis.

George R. Dawkins, Ph.D. Principal: Shortwood Teachers’ College

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Lorna Gow-Morrison, PhD. an educator with more than forty years’ experience, entered the teaching profession in September 1978 and has worked at all levels of the education system. She has taught at the Pear Tree Grove All Age, Grateful Hill Primary and Linstead All Age Schools in St. Catherine; the Brainerd All Age School in St. Mary and Melrose Primary and Junior High School in St. Andrew.SShe spent seven years in the Bahamas teaching at Our Lady’s Catholic School in Nassau and Holy Name Catholic School in Bimini. In September 2000, she joined the faculty at the Shortwood Teachers College and in 2005, became Head of their Professional Studies Department. She held that position until September 2015 then became the chief instructional leader at the Sam Sharpe Teachers College, Granville, St. James. She lives principalship as a reciprocal collaborative process of leading through visionary solution focused coaching. She holds a diploma and babachelor’s degree in Primary Education, a diploma in Human Resource Development, a masters in Educational Psychology and a doctorate in Teacher Education.

Dr. Gow-Morrison has been an adjunct lecturer at The Jamaica Theological Seminary and the University of Technology. Since 2009, she has been an adjunct faculty member of St. Mary’s University of Minnesota, USA, facilitating courses in their offshore MEd programme being offered in collaboration with the Catholic College of Mandeville, Manchester. She has been a facilitator at the National College for Educational Leadership (NCEL) since 2014.

DDr. Gow-Morrison is passionate about transformational leadership, cognitive coaching, mentorship and action research. She is co-editor of the book: Action Research in Teacher Education: A Caribbean Perspective.

Dr Lorna Gow-Morrison – Principal, Sam Sharpe Teachers College

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Dr Garth Anderson received his professional training at Church Teachers’ College, Mandeville. His over twenty (20) years of experience in education, began professionally as a Geography, History and Social Studies teacher in 2000, and has since served the education sector at varying levels. Dr Anderson holds a bachelor’s degree in education from the University of the West Indies, Mona, a master’s degree in Social Science Education and a Doctorate in Educational Leadership from Temple University.

HisHis advent into the teaching profession began in 1996 at the Ebony Grove High School and later at the May Pen High and Preparatory School. After graduating from Church Teachers’ College, he taught at Bellfield High School for two (2) years before returning to Church Teachers’ College as a Lecturer of Geography. He also served as Principal of Muschette High School from 2006 to 2010 and worked as Part-Time Lecturer at the International University of Caribbean’s Falmouth and Montego Bay Campuses, as well as an adjunct lecturer at Temple University. In 202010 he became the first past student to be Principal atChurch Teachers’ College September 2010.

He is a trained School Inspector with National Educational Inspectorate, two times President of the Rotary Club of Mandeville, member of the Mandeville Craft Institute Board, a Justice of the Peace for the parish of Manchester, the Dean of the Teachers’ Colleges of Jamaica and a Past President of the Jamaica Teachers’ Association, Member of the Jamaica Tertiary Education Commission and the Master Teacher Selection Committee.

HeHe has served on several other Boards and Committees namely; the Chairman of HEART Trust Pension Committee and Director of the HEART Trust NSTA, Commissioner of the Overseas Examination Commission, President of the Caribbean Union of Teachers (CUT), Board member of the National Council on Education, Member of the Diocesan Youth and Education Board and Board member of Christel House Jamaica.

DrDr Anderson is an active member of the Association of Caribbean Tertiary Institutions Incorporation (ACTI), Vice President of TIP Friendly Society, Board member of the CHASE Fund and the University Council of Jamaica (UCJ). He is involved in several community activities in Mandeville and its environs. A devout Anglican, and a member of St. Mark, Mandeville Parish Church. He is married and has three boys.

Dr Garth Anderson – Principal, Church Teachers College


PRESENTATIONSPAPER

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The Covid 19 Pandemic and the Psychological Impact on students, teachers and parents. The Covid-19 pandemic has shed light as to the heightened psychological effects associated with the shift from more traditional learning spaces to more remote learning ones; not only on students and teachers, but also parents. Education as we know it has been altered to fit our current reality of maintaining social distance. Hence, implications for students, teachers and parents' mental health and wellness unfortunately have arisen.

TThe purpose of this study was to investigate how the main stakeholders of education (students, teachers and parents) have been affected by the pandemic with reference to their mental and emotional health. To garner this information, a qualitative online survey was designed to collect data from sixty (60) respondents.ResuResults showed that all three groups of respondents have experienced a great deal of mental and emotional anguish. Students suffer from a lack of pertinent services offered while physically in school. They also experience academic decline as months of growth have led to significant regression. Teachers, in particular, have experienced increased levels of stress owing to a number of factors. Most teachers shared that not only have their work responsibilities increased, but they also have to be concerned with their duties as parents with respect to their own children’s education.education. Parents, on the other hand, are frustrated with becoming ‘pseudo’ teachers. Many have also expressed financial constraints which contribute to their inability to adequately provide for their children.

In conclusion, students, teachers and parents alike have been significantly impacted by the Covid 19 pandemic. With this in mind, it is imperative that policy makers consider the unique needs of our most important stakeholders in education and put measures in place to effectively mitigate the mental and emotional effects of the pandemic.

Paper Presentation 1 – Donna-Neisha Steele

BIO:

Donna-Neisha Steele is a Special Educator at the Lexington County School District One in Lexington, South Carolina. She received her Masters in Education (Educational Measurement) and Bachelors of Science (Sociology) Degrees from the University of the West Indies, Mona. She also holds a Diploma in Special Education from the former Mico College (now Mico University College). Her research interests include Special Education, Educational Assessments, Spectrum DisoDisorders/Disabilities, Learning Disabilities and Differentiation of Instruction.

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Educators Coming Together to Empower Learners, Families, and Teachers to Develop Culturally Sustainable Transition Planning Tool During COVID-19

Author(s) Name(s): Keitha A. M. Osborne, Rebekka J. Jez, Clara M. Hauth

Name of Institution(s): The Mico University College, University of San Diego, Marymount University

Abstract: JamaicaJamaica encourages a system where all children are educated and included in society. In the United States, inclusive education is outlined in two major educational policies: Individuals with Disabilities Improvement Act and Every Student Succeeds Act. Even before the onset of the global COVID-19 pandemic, the need to train educators more intentionally in transition planning and inclusive practices was stressed in both countries. Teachers, learners, families, and the community could benefit from the development of a culturally sustainable trtransition plan.

Professional development for educators should be enhanced by opportunities for collaboration and practice as well as ongoing support as educators apply the skills and tools associated with transition planning. Effective transition planning incorporates family involvement, student involvement, transition-focused curriculum and instruction, interagency and community collaboration, and systems-level infrastructure. Yet, many teachers are not receiving training in these areas within their credential programmes nor after beginning their teaching cacareers. Furthermore, many families report frustration with the transition process. Culturally sustainable inclusive practices during the transition process could benefit all stakeholders.

As a result of the current global pandemic, partnership between schools and families is increasing. Teachers have a unique opportunity to learn and adapt transition tools and resources. The use of a distance professional development platform would also be advantageous to students. The purpose of the study is to use a mixed methods approach to evaluate training and support for educators working remotely, with learners and families, on a culturally sustainable transition planning tool.

Paper Presentation 2 - Osborne, Jez & Hauth

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Author Bios::

Dr. Keitha Osborne has over 30 years of experience in teaching at the primary, secondary and tertiary levels. She is currently a lecturer at the Mico University College in the Special Education Department. Dr. Osborne is passionate about research and is an advocate for children with special needs.

Dr. Rebekka Jez is an Assistant Professor at University of San Diego where she supports educators, both locally and globally, in using culturally responsive/sustaining inclusive practices. She taught in urban public institutions for over 14 years, was a Distinguished Fulbright in Teaching scholar (2013) in South Africa, and is director of the Academy of Catholic Teaching.

Dr. Clara Hauth is an Associate Professor at Marymount University where she supports transformational leadership in preparing teachers and administrators for careers in the critical field of special education is noted through her co-authored book The Survival Guide for New Special Education Teachers. Her research agenda includes interventions in schools, teacher and school leadership, culturally responsive teaching, and collaborations in global education projects.

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Abstract:

Student management, effective methodology, sustaining student interest and focus. Three primary foundations for success in the classroom, online or face to face. As the pandemic intensifies awareness of our issues, limitations, and forces us to explore and execute new ways of being and doing we are confronted with the choices of Adapt or Deny. Change or Freeze.

TThe Jamaican epistemology and ontology is rooted in the Oral Tradition of our creation, ancestry, and history. Visual, aural, dramatic, creative, expressive, communal, performance oriented, the oral tradition is alive, and its presence in Jamaican students could contribute to the underperformance of student management strategies, poor learning results, and lack of interest of students in Jamaican classrooms.

CCurrently, this primary character of the populace being educated has not been accorded effective acknowledgement, nor has systemized use been formulated or applied. Yet this awareness and action could dispel the spectre of Colonial education, and maximize the usefulness of contemporary educational formulations currently applied in Jamaican classrooms.

ThisThis paper/presentation identifies the music and musicians of Jamaica as a valuable resource and model for exploring teaching, learning, and creating activities, in an oral paradigm as well as gaining insight into strategies for student management. Data will also be shared of Jamaican students' reflections on their experiences of teaching, and teachers, face to face and online in Jamaican classrooms. How can processes drawn from the oral tradition inform and improve learning generally in Jamaica, and specifically in the virtual classrooms now opeoperative in the pandemic.

Paper Presentation 3 - Marcia Ashley

Bio: Marcia Ashley was the acting Director of the Jamaica School of Music, and former head of the Music Education Department at the Edna Manley College. For the last 30 years she has been exploring and researching oral /aural music making in her own teaching, and through observing and interviewing musicians in Jamaica, Trinidad, and Boston.

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Abstract: An Evaluation of School Boards Effectiveness in Public Institutions in Jamaica during the Age of COVID-19

Yvonne Jones-Nelson, Ph.D Social Policy

EfEffective leadership in any organization contributes towards the realization of specific strategic objectives. As such, the effectiveness of school boards should be circumspect and situational to environmental circumstances. This paper focuses on School Governance in the age of COVID-19 from the perspectives of functionality, partnerships, stakeholder relationships and accountability, given the new paradigm of school operations and policy decision making in online learning.

TThe aim being to identify and evaluate areas of school board functioning that are working well, and those that need improvement, to enable School Boards Effectiveness in public Educational Institutions in Jamaica during the pandemic and beyond. This investigation becomes necessary since not all school boards locally conduct self-evaluations, and the operations of schools, and schools boards are oftentimes left to the scrutiny of the public. In addition, school operations now hinge on an unprecedented volume of time sensitive issues, within the context of manmanaging the moment and planning.

Benchmarking and adopting best-in-class measures are important research strategies to identify gaps, which need improvement in public school governance. The findings sought to answer two research questions. How are the challenges of the remote school environment being managed in light of government policy? And how are the policies governing academic standards being addressed?The research justified the use and analysis of quantitative and qualitative data collection formats from primary and secondary sources. As such, 104 randomly selected Board chairpersons’ islandwide participated in an online governance survey. Data collected from the survey were analysed utilizing a descriptive analytical framework imputed in SPSS 20. Information garnered from the elite interviews conducted with State agencies with responsibility and oversight in governance including the National Council on Education (NCE), and the National EducationEducation Inspectorate (NEI) were summarized and presented in a deductive format.

The major findings showed that apart from some major operational weaknesses and strengths being extant, establishing critical goals in light of the new challenges in remote learning and in working with the schools’ administration, including the forming of new partnerships/alliances locally are recognised as an ongoing priority. Academic standards are kept in check by and ensuring an effective comprehensive communication policy involving parents, students and staff. In addition to actively engaging in dialogue and sharing information with otother schools, the Ministry and professional associations to ensure the best solutions for policy decisions for school success.

Paper Presentation - Yvonne Jones-Nelson

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Bio: Yvonne Jones-Nelson is a Lecturer in Geography & Environmental Studies, in the Department of Natural Sciences, at the Mico University College. She also serves as a Chief Examiner for CAPE Geography, and is an associate member of the Jamaican Institute of Planners. She holds a Masters of Philosophy in Geography, and a Master’s Degree in Business Administration. Her terminal degree is in Social Policy. Dr. Jones-Nelson has invested over 17 years in various capacities in planniplanning and policy based research in the government service.

She is a former Director of Research at the Urban Development Corporation (UDC), where her chief responsibilities were for the development and implementation of research projects to support urban and regional developments, estate planning and the housing market. Dr. Jones-Nelson also worked with the Jamaica Bauxite Institute as Properties Research Officer and as Consultant Researcher with USAID on the Development of Environmental Management OrOrganizations (DEMO) Project.

Her most recent research interests are varied, focusing on education, public-private partnerships in housing and informal settlements.

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Mico CARE Centre Speaker: Yanique T. Matthews (Head of the Clinical Department)

Topic: The psychological impact of the Covid-19 pandemic on students, teachers and parents.

BBrief Presentation Summary: This discussion adopts a trauma-informed lens to explore the effects of the Covid-19 pandemic on parents/caregivers, students and teaching professionals. Participants will also gain brief insight into trauma-informed practices that may be utilized to mitigate the ongoing impact. YYanique T. Matthews is a US-trained, Nationally-Certified School Psychologist (EdS., NCSP), who specializes in early prevention/intervention and neurodevelopmental disabilities. She has more than 10 years’ experience with comprehensive psychoeducational assessments and interventions, having trained and worked in K-12 schools, Children's Hospitals, Autism specialty centers and outpatient-hospital clinics in Florida, Georgia and Tennessee. Ms. Matthews’ therapeutic expertise inincludes individual & group counseling utilizing Cognitive-Behavioral Therapy, Play Therapy and Behavioral Parent Training modalities. She is a Certified Trainer of “Helping Our Toddlers, Developing Our Children's Skills”: a research-based, parenting-skills group program that emphasizes positive behaviour principles. Ms. Matthews also maintains credentialing as a Certified Therapist for Parent-Child Interaction Therapy (PCIT). In addition, Ms. Matthews received training in trauma-informed practices ththrough completion of a highly selective, 1-year Leadership Education in Neurodevelopmental and Related Disorders (LEND) Fellowship. LEND is an interdisciplinary training program that emphasizes high clinical competence and innovative practice to improve the health of infants, children and adolescents with disabilities and special healthcare needs. Her research utilizes Quantitative and Qualitative methodologies, and has resulted in co-authored peer-reviewed journal articles, and presentations atat US State and National Conferences. Past projects include: child & adolescent mental health; behavioural parent training; low-incidence disabilities & teacher professional development; and autism assessment & service provision.

Ms. Matthews is a national of Trinidad and Tobago who earned her Bachelor's of Arts in psychology (clinical emphasis) at Smith College, and her graduate degrees in School Psychology at the University of South Florida, Tampa. At the Mico CARE Center, Ms. Matthews serves as the Head of the Clinical Department / Senior Manager for Diagnostic and Therapeutic Services.

Mico Care Workshop

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