The Florida School Counselor - August 2008 by Florida School Counselor Association

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SCHOOL COUNSELOR

THE OFFICIAL PUBLICATION OF THE FLORIDA SCHOOL COUNSELOR ASSOCIATION

SPECIAL EDITION

BACK TO SCHOOL

BACK TO SCHOOL 2008

CONTENTS

FEATURES

Helping Students “Hook” the College of Their Choice BY PAM PROCTER

Answering Students’ College Questions BY LINDA METCALF, M.ED., PH.D.

Addressing Cyberbullying BY RUSSELL A. SABELLA, PH.D.

What Language Are You Speaking? BY TYLER KIMBEL

“I Want My Mommy!” BY MARY PAT McCARTNEY

DEPARTMENTS

PUBLISHER Florida School Counselor Association P.O. Box 752 Safety Harbor, Fl 34695-0752 Phone or Fax: (888) 785-8611 www.fla-schoolcounselor.org fsca@fla-schoolcounselor.org CO-EDITORS Russell A. Sabella, Ph.D. Jessica Metzler ADVERTISING REPRESENTATIVE Ken Cibroski ken@adguidance.com (877) 965-7492 (877) 562-9189, fax

President’s Message

Resources

For Parents: Back-to-School Tips

For Parents: Connecting With Your Child’s School Counselor

News You Can Use

Announcements

Grant Opportunities

FSCA BOARD OF DIRECTORS

PRESIDENT’S MESSAGE

PPRESIDENT Susan Gertel sgertel@cfl.rr.com

NEW YEAR BRINGS NEW OPPORTUNITIES

PAST-PRESIDENT Dr. Madelyn Isaacs misaacs@fgcu.edu PRESIDENT -ELECT Curtis Jenkins Jenkins_c@popmail.firn.edu

SUE GERTEL, FSCA PRESIDENT REGION 1 V.P. Ginger Green Gingergreen@gmail.com

elcome to a new school year filled with exciting

REGION 2 V.P. Nan Worsowicz worsowiczn@duvalschools.org

opportunities for you as a Florida school counselor. Throughout the coming year the Florida School

Counselor Association (FSCA) will continue to meet its goals to provide professional development in critical areas, timely infor-

REGION 3 CO-VP Tina Bulled tina.bulled@ocps.net REGION 3 CO-V.P. Danielle Exposito

mation and advocacy for all school counselors, support through our legislative policy to lead and initiate change as needed and to maintain an organizational structure with efficient and economically sound administrative functions. Have you heard we will be convening the first FSCA Convention specifically designed for school counselors in more than 10 years this fall? The FSCA board is excited to be hosting this event in Orlando, Oct. 23-25. If you have not registered yet, you can do so online by visiting the FSCA Web site at http://www.fla-school counselor.org/convention2008.htm. We have pre- and post-convention workshops as

REGION 4 VP Claire Cousins ctcounsins@aol.com REGION 5 VP Sharon Dolinsky Missg1963@yahoo.com DISTRICT LEVEL SUPERVISOR VP Karalia Baldwin baldwink@pcsb.org ELEMENTARY LEVEL V.P. Shirley Redcay sredcay@hotmail.com

well as two exciting keynote speakers lined up for your professional and personal growth. The Renaissance Orlando Resort at SeaWorld is an ideal location with excel-

MIDDLE LEVEL V.P Susan Stabile susan.stabile@sdhc.k12.fl.us

lent convention facilities. You will not want to miss this great opportunity to hear from some of the state’s outstanding practitioners on programs that work and show how school counselors make a difference every day in the lives of their students. Many of the exhibitors you are used to seeing at national and state conferences will be there in addition to some new motivating folks. The easiest way to register is online, but you

SECONDARY LEVEL V.P. Chris Smith savonasmith@.yahoo.com POST SECONDARY LEVEL V.P. Dr. Mercedes ter Maat mbtermaat@comcast.net

may also download a registration form. The Professional Development Committee is also planning for pertinent workshops to be offered a number of times at different locations throughout the state. The schedule will be rolled out at the convention but will also be available on the FSCA Web site shortly after the Aug. 9 board meeting. As the state and individual districts struggle to meet the students’ needs with budgetary shortfalls, reduced staff and increased demands, the role of the school counselor

EDITORIAL POLICY FSCA welcomes unsolicited articles and letters deemed to be of interest to the members. Submissions will not be returned and may be edited for purposes of clarity and space. Use email if possible. Always include your name, address, daytime phone number, fax number and e-mail address with your submission. Opinions expressed in this publication do not necessarily reflect the views of the association’s membership, volunteers or staff.

has never been more important. We appreciate your membership and know the benefits you will receive from being an FSCA member far surpass the fee to join. The board is committed to remaining a fiscally responsible governing group and will continue to meet through via conference calls and online whenever possible. We use technology for contacting you as much as possible, so should your e-mail address change, make certain you update it through the FSCA Web site. Again, welcome to another year, and I look forward to seeing you at the convention

ADVERTISING POLICY FSCA reserves the right to edit copy and to refuse advertisements it deems objectionable. The publication of an advertisement in the Florida School Counselor is not an endorsement of the advertiser or of the advertised product or service. FSCA is not responsible for any claims made in advertisements. To determine accreditation status of educational institutions, consult the state and regional accrediting directories or the state department of education.

in October. MEMBERSHIP FSCA membership dues are $30/year, of which $5 is for a subscription to the Florida School Counselor. The Florida School Counselor is published five times per year in July, August (Back to School Issue), October, January, and April by the Florida School Counselor Association Inc., P.O. Box 752, Safety Harbor, Fl 34695-0752.

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HELPING STUDENTS “HOOK” THE COLLEGE OF THEIR CHOICE BY PAM PROCTOR

ompetition this year for admission to the nation’s colleges was called “cut-throat” and “ferocious,” as top students were relegated to the rejection piles at schools from the University of Florida to Duke to Harvard. So, how can you help your current crop of seniors get an edge? One of the most effective ways is to help your students discover their “college hook” – the one special talent, interest or passion that will leap off the page of a college application and catch the eye of admissions officers. “But nothing about me is special,” a student might argue. You’ve heard that lament, time and time again. No matter how accomplished students may be, they are convinced they have nothing to offer a college. But the students are dead wrong. Whether it’s leadership, athletic accomplishments, understanding of other cultures, musical talents, work ethic or ethnic background, every high school student has one overriding hook that can set him or her apart. Consider the hooks of students accepted to New York’s Barnard College in 2006. Barnard’s Web site boasted that the pool of admitted students for the class of 2010 included two Junior Olympic Tae Kwon Do medalists (twin sisters), a winner of the New York City Shakespeare Oratory Competition, a semi-finalist in the National Biology Olympiad, two trapeze circus performers, an accomplished bagpipe player and a student who helps birth lambs on her family’s farm. Your students might not play bagpipes or birth lambs, but chances are they have other gifts that will help them strike gold at admissions time. To guide your students toward their college hook, take them through this step-by-step process: Activities questionnaire. Ask students

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Every high school student h as one overriding hook that can s et him or her apa rt .

to list specific accomplishments, interests, activities and passions by categories. Categories might include: Honors and Awards, Leadership, Sports, Literature and the Arts, Scientific Achievements, Jobs and Entrepreneurial Ventures, Service, Spiritual Activities, Languages Spoken, Multicultural Connections and Travel, Other Interests and Hobbies, Secret Pastimes and Passions. It’s important to have students write down everything that occupies their time and consumes their passions. Sometimes it’s the offbeat interests, such as designing cars on auto Web sites or playing Monopoly every weekend with their family, that could provide fodder for an unusual hook. Remember, nothing is too insignificant or frivolous to be considered. Parent questionnaire: Ask parents to fill out a questionnaire that can help shed light on a student’s background. Has the student moved around a lot? Does he or she shoulder special responsibilities at home, such as caring for an autistic brother or elderly grandparent? Has the student faced significant chal-

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lenges, such as health problems or unusual family circumstances that have shaped his or her character? Be sure to have parents give an anecdote or two to illustrate their child’s character. For example, one mother wrote, “Jason has had to work to help pay household expenses. I’ll never forget his reaction the day I told him that I needed his Taco Bell money to pay the electric bill. Without saying a word, he went to his dresser, pulled out $200 and handed it over to me.” Stories like this could trigger essay topics or provide you with an illustration for your recommendation letter to colleges. Academic interest questionnaire: Request a list of all high school honors, including AP and IB courses, along with the student’s transcript. In addition, ask for a rundown of current GPA, standardized test scores, scientific research, summer enrichment courses, favorite subjects, special academic interests, possible academic focus in college and possible career goals. Expect to be surprised by hidden academic interests that could turn into a compelling hook, such as a passion for military history, meteorology or Hindu art. Zero in on a hook: Sit down with your student in a one-on-one session. Together, review the three questionnaires, and try to find the “one thing” that makes your student distinctive. Here’s what to look for: ■ Pay attention to passion. The strongest hooks reflect a passionate interest in an activity, goal or principle. What’s your student’s passion? ■ Capitalize on commitment. A significant track record in one area or related areas could signal a hook. What has commanded your student’s time and energy over the past three or four years? CONTINUED ON PAGE 22

ANSWERING STUDENTS’ COLLEGE QUESTIONS BY LINDA METCALF, M.ED., PHD

ust what are college admissions officers looking for on student applications? This fall, when junior and senior students come in for advice about getting into college, share these tips from ”How to Say It To Get Into the College of Your Choice” with them. The following tips came from suggestions admission officers gave me while I was researching and writing this book. Share these helpful hints with your students to help make the difference between if they get a big, fat envelope from the colleges of their choice or a small one, saying they didn’t get accepted. A transcript that includes rigorous courses: Advanced Placement, International Baccalaureate and honors courses or classes students can take at a community or local college for dual credit while still in high school count big with the admissions team. Taking these courses means you’re willing to work hard and are more likely to be successful in college. Grades showing academic growth: Remember your freshman year in high school? Unfortunately, you probably learned not turning in homework assignments brought your grades down. Your freshman year in college will also be an eye opener. It’s up to you to study without your parents or professors pushing you. When colleges see your grades have consistently improved or stayed steady in high school, even if you started out a bit on the low side, they are confident you can be successful in college. Your trial-and-error period means you can get things together and succeed. Make sure to maintain the grades the college sees on your application. Colleges can – and will – send you packing if your final transcript disappoints them. Solid scores on standardized tests: The scores you receive on your SAT or ACT should be consistent with your high

school performance. However, because today’s colleges look at the entire student, scoring high on aptitude tests while maintaining a B average is a plus. Colleges are interested in the intriguing student who shows improvement. Passionate involvement in extracurricular activities: A University of Southern California admissions officer says USC is determined to attract the most diverse students to its campus. In this case, diversity means well-rounded students interested in many subjects who are willing to study them all. So take electives in psychology, art or business, along with your AP and IB classes. You will be a superstar.

These activities and employment situations show the kind of person you are. Colleges like students who are interested in a wide variety of activities, and they are impressed with volunteer positions. An honest, mature essay demonstrating your aspirations: At TCU, the admissions officer says there is “so much polishing that goes into the process of college applications that sometimes the student loses her voice.” What does this mean? Talk to the admissions committee in your application in your voice, not Mom’s or Dad’s or big brother’s voice. Describe your passions, beliefs and aspirations. The essay you write should help you shine through on paper.

Colleges are interested in the

HELPING PARENTS TOO

intriguing student who shows improvement. Participation in community service: It’s easy for most teens to sleep in on a Saturday morning, but if you’re involved in your community, it’s vital you put those activities down in order of importance and explain what being involved did for you as a person. Doing so shows integrity and motivation to make a difference. Did you know that college admissions folks read just the first few on your list? They figure out who you are after that. So, put the most exciting, impressive activities first. Employment, volunteering and a good work ethic: Colleges look at employment records as a historical view of how you follow through responsibly and get along with authority. Ask the boss you feel would describe you as dependable, hard working and a team player for a recommendation. A job or volunteering can demonstrate maturity, too. Maybe you volunteered at the local hospital or rode with an EMT occasionally to understand the job and help out.

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Parents often send school counselors e-mails and phone messages, asking about what to do when their future scholar drags his/her feet in filling out applications. Boston University’s admissions director gives this advice to parents, “Push them. As an adolescent, they do not know how important this decision is to their life.” He made sense. Most adolescents, as you know, foresee the future by about a week. Chances are, parents have been dealing with their children’s feet dragging for a while. They have often found ways to get them moving, too. Encourage them to use those strategies. Or, suggest that they set a time agreeable to both, order pizza and sit down together and get it done. Most applications are done online now, with prompts that tell you what to do and say. Every year, at least 17 million students apply to college. Make sure your students are the ones who succeed in their applications. ■ Linda Metcalf, M.Ed., Ph.D., is the author of ”How to Say It To Get Into the College of Your Choice” (Prentice Hall, 2007) can be reached at dr_linda@ix.netcom.com.

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Helping students get their hands on a great career?

Actual UTI students.

UTI IS THE ANSWER. Are you aware that roughly one out of three high school graduates will not attend college?* Do you have a student who loves to work with their hands? A bright individual with a mind for what makes things work? A young man or woman with the passion to succeed in a growing industry? At UTI, our hands-on training programs feature the right tools and technology to teach students the speciﬁc skills they’ll need for a successful career. With strong manufacturing alliances, UTI positions graduates as “the best of the best” – the Industry’s Choice. Over $11 million in scholarships awarded annually †

Financial aid and job placement assistance ††

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Focus on safety and professionalism

Entry-level technician training in about a year

Alliances with top manufacturers

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uti.edu/hscounselors

Visit to see what other counselors say about UTI or call 800.450.1457 for more info.

*According to the United States Bureau of Labor Statistics. † Awarded to enrolled students who apply and are selected. †† Programs vary by location. MSAT programs available to those who qualify. Financial aid and VA beneﬁts available to those who qualify. VA beneﬁts not available at all campuses. UTI cannot guarantee employment. MSC: 800/856

ADDRESSING CYBERBULLYING BY RUSSELL A. SABELLA, PH.D.

yberbullying involves the use of information and communication technologies such as e-mail, cell phone, text messaging, instant messaging, defamatory personal Web sites and defamatory online personal polling Web sites to support deliberate, repeated and hostile behavior by an individual or group, intended to harm others. It seems to be even worse than live bullying because the perpetrators are not bound my time or space, and the audience can be much, much bigger. With the power of technology, the offenses can be much more cruel as they can incorporate a rich array of media (sounds, altered graphics, text, video, slide shows and photos) to deliver the attacks. Consider the following real situations among cyberbullying victims as reported in one national newspaper: ■ When Joanne had a row with a longtime friend last year, she had no idea it would spill into cyberspace. But what started as a spat at a teenage sleepover swiftly escalated into a three-month harangue of threatening e-mails and defacement of her weblog. “It was a non-stop nightmare,” says Joanne, 14, a freshman at a private high school in Southern California. “I dreaded going on my computer.” ■ Ashlee, a former elementary school teacher in Birmingham, Ala., says she was “sickened” by the manner girls manipulated one another with instant messages. “I grew to hate that,” she said. ■ “If I find you, I will beat you up,” one message read. Frightened, Michael blocked their IM addresses but didn’t tell his parents for two weeks. “It scared me,” he recalls. “It was the first time I was bullied.” ■ At one Fairfax, Va., elementary school last year, sixth-grade students conducted an online poll to determine the ugliest classmate, school officials say. ■ Cyberbullying is so pervasive in one

■

New York county that officials held a half-day conference for students, parents, teachers and law-enforcement officials. Six hundred attended. “The person was pretending it was me, and using it to call people names,” the 14-year-old Seattle student said. “I never found out who it was.”

Nearly 25 percent to 35 percent of respondents claim to have been bullied in chat rooms, e-mail and via text messages. In a startling case that occurred in June 2003, a 12-year-old Japanese girl killed her classmate because she was angry about messages that had been posted about her on the Internet. In another example, Canadian teenager David Knight’s life became hell when a group of his school mates established a “Hate David Knight” Web site and posted denigrating pictures and abuse and invited the global community to join in the hate campaign. In another case right here in Florida, a boy named Jeffrey was the target of relentless bullying. The perpetrators used the computer to launch attacks at Jeff and even destroyed a video game he and his friend worked on all summer. After two years of this persistent bullying and harassment, Jeff committed suicide by hanging. These are only a few examples of this significant and growing problem among children. Studies about the frequency of cyberbullying suggest that cyberbullying is affecting a significant minority of school-age children, with nearly 25 percent to 35 percent of respondents claiming to have been bullied in chat rooms, e-mail and via text messages. Researchers across various disciplines have collected a rich array of anecdotal

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examples for how high-tech bullying takes place, which highlights the complexity of the problem. Here is how kids bully each other in a high-tech world. Exclusion: Exclusion is the process of designating who is a member of the “in group” and who is an outcast. In some cases, this is done by who has a mobile phone and who has not. Students, particularly girls, will also omit certain other girls from e-mail lists, chat room conversations and so on. Flaming: Flaming is a heated argument, frequently including offensive or vulgar language, that occur in public communication environments, such as discussion boards or groups, chat rooms or newsgroups. Flamers may use capital letters and a range of visual images and symbols to add emotional intensity and anger to their messages. According to the Wikipedia (see http://en.wikipedia.org/ wiki/Flame_war), a flame may have elements of a normal message but is distinguished by its intent. A flame is typically not intended to be constructive, to further clarify a discussion or to persuade other people. The motive for flaming is often not dialectic but rather social or psychological. Sometimes, flamers are attempting to assert their authority or establish a position of superiority. Occasionally, flamers wish to upset and offend other members of the forum, in which case they are “trolls.” Most often, however, flames are angry or insulting messages transmitted by people who have strong feelings about a subject. Occasionally a flame can also be used as a zenslap (see http://en.wikipedia.org/wiki/Zenslap). Finally, some consider flaming to be a great way to let off steam, though the receiving party may be less than pleased. Outing: This includes the public display, posting or forwarding of personal communication or images, especially communication that contains sensitive personal information or images that are sexual in nature. Increasingly, images taken using mobile phone cameras and mobile phone text messages are used as

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part of outing bullying. Reading the saved text messages on other’s phones can also be part of the outing process. Cyberstalking: This includes threats of harm, intimidation and/or offensive comments, which are sent through personal communication channels. Frequently with cyberstalking there is a threat, or at least a belief, that the virtual could become real stalking. E-mail: One student sends a threatening e-mail to another, then forwards it to additional people. Harassment: Sending hurtful messages to someone in a severe, persistent or pervasive manner. Instant messaging (IM): Several students log on to an IM platform (e.g., America Online’s Instant Messenger) and simultaneously “slam” another. Web sites: Bullies set up derogatory Web sites dedicated to one or more victims. Impersonation: In other cases, students may impersonate other students and make unpopular online comments, even setting up Web sites that include hateful comments leading to the impersonated student being ostracized or further bullied in more traditional ways. Voting/polling booths: Some Web sites offer users the opportunity to create online polling/voting booths, many at no cost. Cyberbullies can use these Web sites to create Web pages that allow others to vote online for the ugliest, fattest, dumbest, etc. boy/girl at their respective schools. Children seem to view the real world and the online or virtual world as part of a seamless continuum. Conversations with friends may begin at school and pick up again, on a child’s computer, after dinner or vice versa. Unfortunately, this is also true of bullying behaviors. What begins as a flame war in an IM conversation can carry over to the lunch room the next day and include many of the same group members witnessing the electronic conversation of the night before.

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WHAT PARENTS CAN DO Parents who notice their child is acting a bit odd may wonder what is going on, but they first must remember that preadolescence and especially adolescence can be a weird time for everyone even under “normal” circumstances. Still, they may notice a deviation from what they are used to or perhaps extreme changes, especially one or more of the following: ■ The child is using his/her computer late at night more than usual. ■ The child’s grades are declining. ■ The child is misbehaving in school more than usual. ■ There may be changes in ordinary daily activities and conditions such as eating, sleeping, mood swings, etc. ■ The child appears upset after Internet use. Or, in general seems more anxious and fearful, especially as it relates to school attendance. ■ There is some evidence that the child is covering his/her online tracks. Share the following tips with parents who suspect their children are being cyberbullied:

■

Don’t freak out. Stay calm and maintain open communication with your children. Let them know you trust and support them. Also work with trusted adults at school such as a principal, teacher or school counselor. If they are being bullied, explain that taking vengeance is not solving the problem and that it could make the situation worse. Help children keep all records including chat transcripts, photos, Web site pages, e-mails (including full headers) as evidence for future use. Inform the perpetrators’ Internet Service Provider or cell phone service provider of the abuse. If you can communicate to the perpetrators and their parents, explain to them that what they are doing is cyberbullying and that you will report it to the authorities if it continues. Some kids may not recognize what they are doing is bullying and may believe it is innocent play. Using the word “bullying” serves as a wake-up call. ■

Adapted from “GuardingKids.com: A Practical Guide to Keeping Kids Out of High-Tech Trouble” http://www.guardingkids.com/

SOURCES Belsey, B. (2004). Always on, always aware. Available online http://www.cyberbullying.ca/pdf/Cyberbullying_Information.pdf Glenn Stutzky, M.S.W., Clinical Instructor, School of Social Work, Michigan State University. http://tinyurl.com/khsgu USA Today, MAR 07, 2005. Schoolyard bullies get nastier online , Available online http://tinyurl.com/ezu2f Bamford, A. (2004). Cyber-Bullying. Available online http://www.ahisa.com.au/documents/conferences/PCC2004/bamford.pdf Source: http://www.jaredstory.com/bully.html. Also see http://www.jeffrey johnston.org/ Adapted from Parents Need to be Aware that Bullying Has Gone Hi-Tech http://www.cbc.ca/pei/features/cyber-bullying/HomeandSchoolPresentation.pdf Also see http://www.guardingkids.com/ for a comprehensive set of links and to download a free classroom guidance lesson with videos.

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WHAT LANGUAGE ARE YOU SPEAKING? BY TYLER KIMBEL

“

ou just don’t understand me.” If only there was a great response that we as adults, parents and school counseling professionals could give to teenagers when they inevitably make such a statement. It’s no secret that building relationships and understanding the student is the foundation from which we work, which is the main reason we need to figure out the language students are speaking in our middle schools and high schools all across America. I’m not too many years removed from high school myself, and I can remember all the different slang and terminology my peers and I would come up with and use among ourselves. Even as adults and working school counseling professionals,

we place alternate meanings on certain words and phrases among our own groups of friends and colleagues. As humans, we throw this wrench into our communication to serve two purposes; 1) to create a special bond with others in that group and 2) to keep outsiders from knowing what we are actually talking about. In one book about the social class system in today’s American high schools, “Freaks, Geeks and Cool Kids,” author Murray Milner explains how teenagers are controlled in almost every aspect of their lives – by teachers, bosses, parents, police, etc., and that the only real power they have is the power to create their own status system among each other. While forming this system, students sep-

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arate into various groups, cliques and crowds in order to build their identities. These specific sub-groups begin to develop patterns within themselves and also come up with ways to keep other people out of their circle – one of which is based on linguistics. Students create words and assign meaning to certain other words and provide a way for them to communicate in code without allowing other groups, including parents, teachers/school counselors and other adults to really understand what is being said. This would be okay if it were not for the fact that one big reason for new words to be created is because they are hiding something that they should not be doing, whether it be illegal or just against the rules at home or school.

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As school counselors, we should present ourselves worthy enough and able enough for students to come in, sit down and spill their guts. Students need to feel safe and secure when they come in to talk to their school counselor The moment students feel their school counselor doesn’t understand them, they will shut down. Effectiveness as a school counselor at that point has figuratively gone out the window. School counselors go through six years of formal education in college, and frankly, we tend to speak a different language then the adolescent/teenage students of today. However, it is not the student’s responsibility to notice this potential block missing from the foundation of our communication with them – it’s ours. If you think that one day you will walk into your office and every student will enter and talk at your level, then you might as well start looking for a new job. We must make the effort to break the codes and start understanding what our students are saying. More than likely, some of the strategies may pull a few of us out of our comfort zone, such as buying and listening to a rap CD to look for the meaning in popular phrases. But the point is that as a school counselor you should care about what’s important to your students and be able to communicate on their level. You don’t necessarily have to use their language, but you should be able to comprehend it. Not only does this come in handy when you are trying to build relationships with the students, but it can also be beneficial when you learn of potential dangers, risky behavior, illegal actions or other issues that have the possibility to negatively affect not only students but your entire school. After taking two multicultural counseling courses at two different educational institutions, I realized that the bulk of the material was focused on how school counselors should work with students who are of a different race or ethnicity

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than their own. Of course there was discussion about how to work with students with differences in sex, religion, sexual orientation and age; however, when it came to working with school-aged clients, the information was different for each racial or ethnic background that was being discussed. Don’t get me wrong, I have benefited from and support the material, purpose and usefulness of what is being taught in our counseling programs when it comes to multicultural issues. On the other hand, we are lacking education on how to improve our communication with the adolescent/teenage culture as a whole, which would be a priceless asset for any school counselor. Once the quality of communication improves, the understanding of the student language will increase as well, and working with our student clients will seem to be less of a puzzle. It is imperative to remember that just as the culture and language varies among different Native American tribes, for example, the culture and language will also vary among different schools. Learning more about such issues will ultimately improve our impact in the schools where we work.

SOLVING THE PROBLEM Now that the importance of the communication problem is known, I’m sure you are interested in my proposal for our professional rebuttal to an upset student. Disappointingly, I could not come up with a reply to, “You just don’t understand me.” Well, I did, but they were pretty sarcastic and not conducive to effective school counseling. However, I do propose that instead of looking for a correct response, we never give students the opportunity to give us such a statement. Actually understand them. One way would be to include in our comprehensive school counseling program a way to communicate among the teachers and workers in the school all of the knowledge we have gained understand-

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ing to when new words, phrases or language trends arise in the school. Each month when an in-service meeting is scheduled, as school counselors we could take a small portion of time and discuss such language evolution. We can relate to the teachers what the students have told us so all school employees know the inside terminology and can be more aware of what is going on with the students. Next, open up the discussion for teachers to provide insight they may have recently learned from personal interactions or experiences with students. Once students realize that a certain term is no longer a secret code because the authorities in their school understand the alternate definition, students will cease using the word and develop a new way to communicate the same message. There are probably a thousand different ways to solve this problem in your school, and only you know what would work best. But in the end, the important thing is to find a way to get “in” with your students, understand what they are actually saying and spread the word to your colleagues. Make an effort to break the student language barrier and really make the extra effort to understand the students in your school. After all, understanding your students is the first step to being an effective school counselor. We all can’t be that young, super cool school counselor that the students love to talk to and are open with. Therefore, the rest of us need to think outside the box and find ways to start speaking the language of today’s teenagers. And if your spouse or kids catch you jamming out to the newest popular rap CD, just tell them you’re busy working and close the door. ■ Tyler Kimbel is a school counseling student at Youngstown State University. He can be reached at tmkimbel@student.ysu.edu.

“I WANT MY MOMMY!” BY MARY PAT MCCARTNEY

or elementary school counselors back to school can mean back to the morning challenges of prying a young student from a death-grip hold on a mother; firmly grasping a screaming youngster’s hand on a long, hard walk to class; and standing by the classroom door so a student having a temper tantrum can’t run back down the hall. Most students get excited about the start of school, but every year there are always a few students, usually in kindergarten and first grade, who demonstrate extreme apprehension about the daily transition from home to school. Their separation anxiety can cause a problem not only for themselves and their families but for other school students and adults as well. Elementary school counselors are in a prime position to help young students who have difficulty coming to school. Through a variety of strategies and preventive measures, elementary school counselors can help students overcome separation anxiety or at least minimize its occurrence. Separation anxiety can be characterized by a child’s irrational fear of leaving the safety of parents and home. Children may worry they’ll get lost or their parents will get hurt while they are away. They may lack the confidence to function independently, or they may be afraid of something in the new environment. In any event, children with separation anxiety may experience problems sleeping and physical symptoms such as headaches, stomach aches, diarrhea, etc., resulting in a desire to stay home. Parents then have to decide whether to keep the child at home or drag the upset child to school. The early days of each new school year can be rife with front-lobby scenes of screaming students and distressed parents. In the classroom, the problem can be compounded when one anxious child’s crying upsets other students and

produces a chain reaction of fear and commotion. Normal separation anxiety usually occurs in the early toddler stage of development. However, when a schoolage child experiences a prolonged disruption in normal functioning due to separation anxiety, it becomes a primary concern for parents and school personnel. In chronic cases, it can have a serious impact on the child’s emotional, social and academic growth. Students who take a long time acclimating to the classroom setting can experience a delay in their development of self-confidence and peer-relations skills. Repeated tardiness and absences can make the child miss out on learning opportunities, interfering with the sequence of academic progress. Here’s where the school counselor comes in. The school counselor’s work generally involves two avenues – prevention and intervention, and working with children suffering from separation anxiety is no different. School counselors need to focus on activities that might prevent instances of separation anxiety and strategies to intervene when they do happen. The intervention process is often the one that demands most of the counselor’s attention, however. The disturbance of a bawling student can pop up quickly and is often embarrassingly played out in front of many others at school. So it’s important for school counselors to possess a variety of strategies for helping students who experience school refusal. Generally, the intervention procedure involves the essential actions of identifying the cause and coordinating efforts to alleviate the problem.

INVESTIGATING When searching for reasons that might be contributing to a student’s negative reaction to school, consider the possibility of both home and school issues. The source of the child’s anxiety may be a particular situation at home. The family

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may be experiencing a change related to a move, illness, divorce, death, new babysitter, neighborhood tension, economic problems or an unexpected tragedy. By consulting with the parents, you can explore any family changes or particular difficulties with the at-home routine. Also assess the parents’ emotional needs and their level of parenting skills. The child may be receiving undivided attention from a parent at home and allowed to play instead of coming to class and doing school work. If that is the case, the school counselor needs to focus on working with the parents to establish a trusting relationship with them, support them in their struggle and gain their cooperation in insisting on school attendance. It’s beneficial to emphasize how all parties want the same thing for the child – a happy, successful school experience. Just as there are a variety of issues at home that may cause separation anxiety, there are also school-related concerns that can trouble a child. No matter how colorful the classroom appears or how enthusiastic the teacher seems, a child may get nervous about any number of new encounters at school. For a five or six year old, things like the bus, the bathrooms, the cafeteria, the playground, class work, unfamiliar children or a variety of other things can be pretty scary. Young children may need special assistance adjusting to one or more factors in their new surroundings. Speak with the child’s teacher and other school adults, such as the child’s bus driver, about the situation. When talking with the student, however, it’s best to stay in the classroom, off to the side. Removing the upset student to your office can set up the possibility of another struggle when it comes time to re-enter the classroom.

ADDRESSING A team approach is essential for implementing a plan to help students with separation anxiety. After thorough inves-

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tigation of the problem, you’ll want to collaborate with the child, parent and teacher to create an individualized plan. Design your strategy with the child’s specific fear or area of difficulty in mind. With more generalized school anxiety, a more general approach is needed. Not every idea will work with every child. You may need to try several plans to find the one that works. Following are examples of broader strategies: ■ Let the child choose a morning classroom job. ■ Greet the child at the front door and play a game like “I spy” as you both walk to class (count the backpacks we see, name all the colors, etc.). ■ Design a behavior contract or incentive plan with a reward such as stickers or lunch with friends in the your office. ■ Assign an in-class “buddy” who will stick by the student throughout the day. ■ Include the child in a friendship group with peers (focus on social skills). ■ Set certain times when the child can call his or her mother from school for reassurance. ■ Allow the child to bring a small object from home or lend the student a small stuffed animal from school. ■ Tape a family photo inside the child’s backpack or pencil box to provide comfort during the day. ■ Encourage the parent to distract the child while getting ready for school (sing a song, say the alphabet, count to 100, etc.). ■ Remind the child of previous successes at bravery. ■ Ask the parent to use a carpool or include a friend to accompany the child to school. ■ Give the parent information from resources (books, Web sites, fliers, etc.), and if necessary, refer the parent to outside professional help.

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■

Promise to report to the parent if the child doesn’t calm down after a while in class.

PREVENTING Totally preventing separation anxiety may not be possible, but attempts to do so can benefit all students. There are three key elements to consider: reliability, routine and relationships. By promoting these three elements to parents, students and staff, you’ll see a more positive start to the school year for everyone. When parents trust the school, they send a positive message to their children about the good place they are going to and the good people they will encounter there. That feeling of reliability is then transferred to the students, helping them feel confident about their school experience. It’s easy to distrust the unknown, so reliability should be developed through familiarity and a pattern of helpful response. Over the summer parents can let their children play on the school playground and talk about what kinds of positive activities go on inside. In the weeks before the start of school, teachers can call each of their students with a brief welcome message and an encouraging comment about the exciting year ahead. That call can be followed by a positive note on a postcard. Orientation sessions help students and parents get to know school staff and ease their way into the new school year. At those sessions students can also meet classmates and place their new supplies in their classrooms before the first day. If a school bus is available, have students practice riding through the school parking lot to get used to the bus experience. The parent organization can arrange to sponsor a “Tea and Tissues” support group meeting for parents to get to know each other after dropping off their children on the first day of school. Through these kind of activities, parents gradually learn to rely on the school’s expertise, resulting in dimin-

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ished fear, both on the part of the students and the parents. Routine is a key element because it provides structure to the students’ day and security in knowing what to expect. Consider sending a letter to parents over the summer to explain the school counselors’ role and your availability to help with school adjustment. Ask any parents who are anticipating a problem with separation anxiety to contact you for advice before school starts. Your letter should encourage parents to practice their regular school bedtime and morning routine weeks in advance of the new year. This should also include a rehearsal of the separation with a quick good-bye kiss. Also offer advice about another way to ensure a smooth transition – to “make the first day the first day.” When parents drive their children to school the first day and then have them take the bus the second day, it can be confusing for the children, who often ask, “Why can’t you drive me every day?” By starting out with one plan and sticking to it, parents can tell their children, “This is what you’ll be doing every school day.” A new school year is a new beginning. It’s a time for everyone to be positive and upbeat. School counselors can help teachers build strategies for establishing positive relationships with students. One way to do this is through daily classroom rituals, especially for arrival and departure. Teachers can also be encouraged to develop relationships with parents by contacting them with good news, not just when there’s a concern. The school counselor can help parents understand they can strengthen their relationship with their children by allowing the children to experience independence at school. Growing up and learning are good things, and parents can promote this understanding through their attitude and actions. Students function best when they know the adults at school care about them and communicate with the adults at home. A classroom guid-

ance unit on caring can reinforce the concept of school “helpers” and safety. Being proactive can minimize your time spent struggling with incidents of separation anxiety. As with most issues, the ultimate answer can be found within the structure of a comprehensive school counseling program. A multifaceted approach would, therefore, utilize various aspects of the counseling program (parent education, staff training, classroom lessons, etc.). School counselors should collaborate with their administrators to develop an array of prevention activities they can evaluate each year. Starting off the new school year with positive energy from parents, students and staff is a prime example of what a

school counseling program can do to make a difference. ■

in Bristow, Va., and is a former ASCA Governing Board member. She can be reached at mp.mccartney@verizon.net. Bristow Run

Mary Pat McCartney recently retired as school

Elementary School is a Recognized ASCA

counselor at Bristow Run Elementary School

Model Program (RAMP) school.

MORE INFORMATION AND SUGGESTED PUBLICATIONS “The Kissing Hand” by Audrey Penn

“Keys to Parenting Your Anxious Child” by Katharina Manassis Anxiety Disorders Association of America www.adaa.org

“The Good-bye Book” by Judith Viorst

Anxiety Disorders in Children www.keepkidshealthy.com

“Helping Your Anxious Child: A Stepby-Step Guide for Parents” by Ronald Rapee

Freedom From Fear www.freedomfromfear.com

RESOURCES

KIDS COUNT DATA BOOK The Annie E. Casey Foundation’s, 2008 KIDS COUNT Data Book, is now available online from the KIDS COUNT Data Center. The Data Book provides national and state-by-state information and statistical trends on the conditions of America’s children and families. This year, the KIDS COUNT Data Book essay, “A Road Map for Juvenile Justice Reform,” looks at the nearly 100,000 youth confined to juvenile facilities on any given night in the United States and what can be done to reduce unnecessary and inappropriate detention and incarceration and increase opportunities for positive youth development and community safety. http://www.kidscount.org/ datacenter/databook.jsp

TOOLFIND – YOUTH OUTCOMES MEASUREMENT TOOLS DIRECTORY Toolfind is a free directory designed to help professionals in youth-serving pro-

grams find measurement tools for up to 11 youth outcome areas. All tools address one or more of the outcome areas, are tested, low-cost and have few restrictions. Tools included in this database address elementary, middle and/or high school students and youth, parent, staff and teacher respondents. http://www.toolfind.org/

PARENTS’ GUIDE FROM THE U.S. DEPARTMENT OF EDUCATION The U.S. Department of Education has developed a free publication, “Empowering Parents School Box: A Tool To Equip Parents For the School Year.” The school box contains three booklets: What Parents Need to Know, Taking a Closer Look and Learning Checklists; a brochure: Examples of Resources; a poster: Empowered Parents Stay Involved With School; a bookmark; and a door hanger. The school box provides tips on working with children from birth to high school, guidelines for taking advantage of free tutoring opportunities, steps for selecting a high-quality school;

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ways to get involved in children’s schools, information about financial aid and scholarships and resources for improving learning. It also includes success stories of schools where parent involvement made a difference. http://www.ed.gov/parents/academic/ involve/schoolbox/index.html Also, check out the most popular publications from the Department of Education at http://tinyurl.com/4opxu5.

YOUNG ADULTS WITH SERIOUS MENTAL ILLNESS The U.S. Government Accountability Office’s report, “Young Adults with Serious Mental Illness,” details the challenges young adults with mental illnesses face when attending school and transitioning between youth- and adult-care programs. When these individuals are unsuccessful, the result can be economic hardship, social isolation and, in some cases, suicide, all of which can pose substantial costs to society. http:// www.gao.gov/new.items/d08678.pdf ■

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Anti-Defamation League ® A WORLD OF DIFFERENCE Institute

TRICKERY, TROLLING & THREATS: Understanding & Addressing Cyberbullying For the current generation of teens, e-mailing, IM-ing, textmessaging, chatting and blogging are a vital means of self expression and a central part of their social lives. There are increasing reports, however, that many youth are misusing online technologies to bully others. TRICKERY, TROLLING AND THREATS: Understanding and Addressing Cyberbullying is a 3-hour workshop for middle and high school teachers, administrators and student support personnel. This workshop increases awareness about the unique features and impact of cyberbullying, provides strategies for educators to respond effectively, and fosters an increased culture of e-safety among youth.

PARTICIPANTS WILL: •

increase their understanding and awareness about cyberbullying.

•

understand how cyberbullying occurs and its unique features.

•

explore the connections between cyberbullying, bias-motivated behavior and online hate activities.

•

learn strategies for empowering students to respond

•

be better prepared to foster an increased culture of e-safety

PROGRAM COST: $ $800 for a 3-hour workshop with up to 30 participants. Includes materials and facilitator fees. Certificates of Participation provided.

CONTACT: Anti-Defamation League’s Florida Regional Office (561) 988-2900

www.adl.org/florida

FOR PARENTS

BACK-TO-SCHOOL TIPS ack to school can be an exciting – but also challenging – time for your children. Help them start the year on their best foot with these tips from the American Academy of Pediatrics. Making the first day easier: Remind your child that she is not the only student who is a bit uneasy about the first day of school. Teachers know that students are anxious and will make an extra effort to make sure everyone feels as comfortable as possible. Point out the positive aspects of starting school: It will be fun. She’ll see old friends and meet new ones. Refresh her memory about previous years, when she may have returned home after the first day with high spirits because she had a good time. Find another child in the neighborhood with whom your youngster can walk to school or ride with on the bus. If you feel it is appropriate, drive your child (or walk with her) to school and pick her up on the first day. Backpack safety: Choose a backpack with wide, padded shoulder straps and a padded back, and pack light. Organize the backpack to use all of its compartments. Pack heavier items closest to the center of the back. The backpack should never weigh more than 10 percent to 20 percent of the student’s body weight. Always use both shoulder straps. Slinging a backpack over one shoulder can strain muscles. Wearing a backpack on one shoulder may also increase curvature of the spine. Consider a rolling backpack. This type of backpack may be a good choice for students who must tote a heavy load. Remember that rolling backpacks still must be carried up stairs, and they may be difficult to roll in snow. Traveling to and from school: Review the basic travel rules with your youngsters regardless of how they get to and from school.

Help kids start the year on their best foot with these tips from the American Academy of Pediatrics. School bus: If your child’s school bus has lap/shoulder seat belts, make sure your child uses one at all times when in the bus. If your child’s school bus does not have lap/shoulder belts, encourage the school to buy or lease buses with lap/shoulder belts. Wait for the bus to stop before approaching it from the curb. Do not move around on the bus. Check to see that no other traffic is coming before crossing. Make sure to always remain in clear view of the bus driver. Car: All passengers should wear a seat belt and/or an age- and size-appropriate car safety seat or booster seat. Your child should ride in a car safety seat with a harness as long as possible and then ride in a

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belt-positioning booster seat. Your child is ready for a booster seat when she has reached the top weight or height allowed for her seat, her shoulders are above the top harness slots or her ears have reached the top of the seat. Your child should ride in a belt-positioning booster seat until the vehicle’s seat belt fits properly (usually when the child reaches about 4’9” in height and is between 8 to 12 years of age). This means the shoulder belt lies across the middle of the chest and shoulder, not the neck or throat; the lap belt is low and snug across the thighs, not the stomach; and the child is tall enough to sit against the vehicle seat back with her legs bent at the knees and feet hanging down. All children under 13 years of age should ride in the rear seat of vehicles. Remember that many crashes occur while novice teen drivers are going to and from school. You may want to limit the number of teen passengers to prevent driver distraction. Do not allow your teen to drive while eating, drinking or talking on a cell phone.

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Bike: Always wear a bicycle helmet, no matter how short or long the ride. Ride on the right, in the same direction as auto traffic. Use appropriate hand signals. Respect traffic lights and stop signs. Wear brightly colored clothing to increase visibility. Know the “rules of the road. http://www.aap.org/family/bicycle.htm Walking: Make sure your child’s walk to a school is a safe route with welltrained adult crossing guards at every intersection. Be realistic about your child’s pedestrian skills. Because small children are impulsive and less cautious around traffic, carefully consider whether or not your child is ready to walk to school without adult supervision. Brightly colored clothing will make your child more visible to drivers. Eating during the school day: Most schools regularly send schedules of cafeteria menus home. With this advance information, you can plan on packing lunch on the days when the main course is one your child prefers not to eat. Try to get your child’s school to stock healthy choices such as fresh fruit, low-fat dairy products, water and 100 percent fruit juice in the vending machines. Each 12-ounce soft drink contains approximately 10 teaspoons of sugar and 150 calories. Drinking just one can of soda a day increases a child’s risk of obesity by 60 percent. Restrict your child’s soft drink consumption. Bullying: Bullying is when one child picks on another child repeatedly. Usually children being bullied are either weaker or smaller, shy and generally feel helpless. Bullying can be physical, verbal or social. It can happen at school, on the playground, on the school bus, in the neighborhood or over the Internet. When your child Is bullied: Help your child learn how to respond by teaching your child how to:

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Look the bully in the eye. Stand tall and stay calm in a difficult situation. ■ Walk away. ■ Teach your child how to say in a firm voice: “I don’t like what you are doing.” “Please do not talk to me like that.” “Why would you say that?” ■ Teach your child when and how to ask for help. ■ Encourage your child to make friends with other children. ■ Support activities that interest your child. ■ Alert school officials to the problems, and work with them on solutions. ■ Make sure an adult who knows about the bullying can watch out for your child’s safety and wellbeing when you cannot be there. When your child is the bully: Be sure your child knows that bullying is never OK. Set firm and consistent limits on your child’s aggressive behavior. Be a positive role mode; show children they can get what they want without teasing, threatening or hurting someone. Use effective, non-physical discipline, such as loss of privileges. Develop practical solutions with the school principal, teachers, school counselors and parents of the children your child has bullied. When your child is a bystander: Tell your child not to cheer on or even quietly watch bullying. Encourage your child to tell a trusted adult about the bullying. Help your child support other children who may be bullied. Encourage your child to include these children in activities. Encourage your child to join with others in telling bullies to stop. Before- and after-school care: During middle childhood, youngsters need supervision. A responsible adult should ■ ■

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be available to get them ready and off to school in the morning and watch over them after school until you return home from work. Children approaching adolescence (11 and 12 year olds) should not come home to an empty house in the afternoon unless they show unusual maturity for their age. If alternate adult supervision is not available, parents should make special efforts to supervise their children from a distance. Children should have a set time when they are expected to arrive at home and should check in with a neighbor or with a parent by telephone. If you choose a commercial after-school program, inquire about the staff’s training. There should be a high staff-to-child ratio, and the rooms and the playground should be safe. Developing good homework and study habits: Create an environment that is conducive to doing homework. Youngsters need a permanent work space in their bedroom or another part of the home that offers privacy. Set aside ample time for homework. Establish a household rule that the TV set stays off during homework time. Be available to answer questions and offer assistance, but never do a child’s homework for him. To help alleviate eye fatigue, neck fatigue and brain fatigue while studying, youngsters should close the books for 10 minutes every hour and go do something else. If your child is struggling with a particular subject and you aren’t able to help her yourself, a tutor can be a good solution. Talk it over with your child’s teacher first. ■ Source: The following health and safety tips are from the American Academy of Pediatrics (AAP). http://www.aap.org/advocacy/ releases/augschool.cfm

FOR PARENTS

CONNECTING WITH YOUR CHILD’S SCHOOL COUNSELOR y connecting with your child’s school counselor right at the beginning of the school year, you can set the stage for a successful year for your child. Here are some tips for getting the most benefit from your child’s school counselor. Understand the expertise and responsibilities of your child’s school counselor. School counselors make a measurable impact in every student’s life, assisting with academic, career and personal/ social development. Professional school counselors are trained in both educating and counseling, allowing them to function as a facilitator between parents, teachers and the student in matters concerning the student’s goals, abilities and any areas needing improvement. School counselors provide services not only to students in need but to all students. Meet or contact your child’s school counselor at least three times per school year. The beginning of a school year is an excellent opportunity to initiate contact with your child’s school counselor, and doing so can ensure your child’s positive school experience. Find out who the school counselor is and what his or her experience and background are. By communicating with one another at the beginning, middle and end of the school year, parents and school counselors can have a definite impact on a child’s success. Discuss your child’s challenges and concerns with the school counselor. As a parent, you know your child best. However, the school counselor can help you better understand your child as a student. It’s important to encourage your child’s expression of needs, hopes and frustrations. School counselors are trained to help your children. Learn about your child’s school and social connections from the school

counselor. When you need information or assistance, your child’s school counselor can help you get in touch with the appropriate school officials; learn about school policies on behavior, attendance and dress; know the school calendar of important dates and stay connected with the school in many other ways. The school counselor can also help you locate resources in the community when you need them. Work with the school counselor to identify resources and find solutions to

problems. If your child is having a problem at school, it is important to work with your child’s school counselor to find solutions. Discuss resources available within and outside of the school and get information on how such programs can benefit your child. Your school counselor can be a valuable partner in your child’s education and preparation for life beyond school. ■ Reprinted by permission, American School Counselor Association

SUGGESTED WEB SITES Kids Health: Going Back to School for Kids http://kidshealth.org/kid/feeling/school/back_to_school.html Firstgov.gov: Back to School http://www.firstgov.gov/Topics/Back_to_School.shtml National Safety Council: Back to School Safety Tips http://www.nsc.org/mem/youth/8_school.htm

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NEWS YOU CAN USE

SAMSUNG’S HOPE FOR EDUCATION SCHOLARSHIP Write a 100-word essay discussing, “How has technology educated you on helping the environment and how or why has it changed your behavior to be more environmentally friendly?” for an opportunity to win more than $200,000 worth of Samsung technology, Microsoft software and cash grants from DIRECTV, as well as the SCHOOL CHOICE® educational television programming package for the school of your choice. http://pages. samsung.com/us/hopeforeducation/ contest.html

ACCELERATED MIDDLE SCHOOLS The What Works Clearinghouse (WWC), a central and trusted source of scientific evidence for what works in education, has released a new report in the area of dropout prevention. Find out how WWC rated accelerated middle schools, selfcontained academic programs designed to help middle school students who are one to two years behind grade level to catch up to their peers. These programs give students the opportunity to cover an additional year of curriculum during their one to two years in the program and can be structured as separate schools or as schools within a traditional middle school. Read the WWC report now at http://ies.ed.gov/ncee/wwc/ reports/dropout/ams/ For a complete listing of all dropout interventions WWC has reviewed, go to http://ies.ed.gov/ncee/wwc/reports/ topic.aspx?tid=06

TEENS WHO GIVE BACK Jenny S., a 16-year-old senior in Durango, Colo., became editor of her church newsletter when the previous editor resigned. She also spends some of her free time at the local animal shelter. Rebecca S., 18, of Austin, Texas, does most of her volunteering on gay and les-

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bian issues, most recently going on a seven-week, coast-to-coast bus tour to confront colleges that won’t allow gays and lesbians to enroll. “Doing volunteer work really empowers young people and gives them a sense that they can make changes in the world.” Read more: http://www.parentingteensonline.com/ article/show/title/Teens_Who_Give_Back

FREE APPLICATION FOR FEDERAL STUDENT AID Before prospective college students tackle a single application essay, parents should hit the books. The subject: Free Application for Federal Student Aid. Students have to fill one out to be eligible for any student aid, says Dennis Chavez, director of Financial Aid Services at Binghamton University. They also need to complete the FAFSA before applying for student loans, work-study programs and fellowships. Read more: http://www.parentingteensonline.com/ article/show/title/Demystifying_the_FAFSA

EMOTIONAL INTELLIGENCE OVERVIEW Many innovative school programs integrate social and emotional learning with more traditional academic areas, providing students with skills they’ll need throughout their adult lives. http://www.edutopia.org/emotional-intelligence-overview

UNDER THE BIG TOP – TEACHING STUDENTS TO TRUST EACH OTHER AND WORK TOGETHER Kourtney, 13, Chanute, Kan., was so afraid of heights, says her mother, Kandi, “She’d close her eyes when going on an overpass.” But that was before the middle-schooler performed on the double trapeze. After that high-flying act, nothing ever seemed quite so scary to Kourtney. No, she didn’t run away to join

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the circus. Instead, the circus came to her and her classmates at Royster Middle School, as part of a novel program to build self-confidence and encourage teamwork among adolescents. Kourtney’s experience isn’t unique, says Bruce Pfeffer, founder and director of Circus of the Kids, a Florida-based enterprise that teaches circus arts to children and teens. Each year, Pfeffer and his crew of performer-educators travel to schools throughout the country. In programs that run from one day to three weeks, they introduce students to the thrilling – and often unnerving – world of circus arts, teaching them everything from juggling and clowning to performing on the trapeze. Read more: http://www.edutopia.org/ under-big-top

FLVS COURSES OPEN FOR ENROLLMENT Students are encouraged to enroll today to secure their seat in online courses at Florida Virtual School. Although rolling enrollment at FLVS allows students to pick up a course in the middle of the school year, early enrollment can help jumpstart the next school year. FLVS offers middle and high school students access to more than 90 courses, including honors and 10 Advanced Placement courses. FLVS courses are accepted for credit and are transferable. Florida Virtual School is accredited by the Southern Association of Colleges and Schools, and courses are NCAAapproved. FLVS also offers AP Exam reviews in April, even for students who did not take the course through FLVS. Additional information and enrollment process is online at www.flvs.net

FLORIDA RECEIVES $18 MILLION GEAR UP GRANT Beginning this fall, low-income students at nine schools in four Florida school districts will have an exciting new opportu-

NEWS YOU CAN USE, CONT.

nity to prepare for postsecondary education. The U.S. Department of Education has awarded an $18 million GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grant to Florida to support early college awareness and readiness for low-income students. For more on the story, visit www.fldoe.org

TRENDS AMONG HIGH SCHOOL SENIORS, 1972-2004 The National Center for Education Statistics within the Institute of Education Sciences has released the report “Trends Among High School Seniors, 1972-2004” (NCES 2008-320). Using questionnaire and transcript data collected in 1972, 1980, 1982, 1992 and 2004, this report presents information on five cohorts of high school seniors. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity and socioeconomic status (SES). Key findings of the report include the following: ■ The proportion of black seniors who were in the highest SES quartile doubled from 1972 to 1992 (from 5 percent to 10 percent) and increased overall from 5 percent in 1972 to 14 percent in 2004. ■ The percentage of seniors enrolling in calculus during their senior year grew from 6 percent to 13 percent between 1982 and 2004. The percentage of seniors taking no mathematics courses during their senior year declined from 57 percent to 34 percent over this time period. ■ Seniors increased their senior-year enrollment in advanced science courses (chemistry II, physics II and advanced biology) from 12 percent in 1982 to 25 percent in 2004. ■ In each class of seniors, most of those who planned further schooling intended to attend four-year postsecondary schools, with the

proportion of students planning to attend four-year schools rising from 34 percent in 1972 to 61 percent in 2004. ■ In all years, higher percentages of Asian high school seniors and lower percentages of Hispanic seniors (except in 1992), compared with other racial/ethnic groups, planned attendance at four-year institutions. ■ No difference was observed between 1972 and 2004 between the percentage of seniors expecting a bachelor’s degree as their highest level of education. Instead, growth between these two time points was greatest in expectations for a graduate or professional degree; 13 percent of seniors expected to attain this level of education as their highest in 1972, compared with 38 percent of seniors in 2004. ■ In 1972, males expected to earn a graduate degree as their highest educational level in greater proportions than did females (16 percent vs. 9 percent); however, in 2004, females expected to earn a graduate degree more often than males (45 percent vs. 32 percent). ■ Seniors increasingly expected to work in professional occupations (growing from 45 percent of seniors in 1972 to 63 percent of seniors in 2004 expecting to work in a professional field). To view, download and print the report as a PDF file, visit: http://nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2008320

FIST PUMP CHALLENGE Before the numerous trophies and the countless fans, a young Tiger Woods beat his father on the golf course for the first time. Although not recorded in any record books, this important event will always stand out as Tiger’s first “fist pump moment.” It was moments like these that led Tiger Woods to launch his Fist Pump Challenge, an online contest

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designed to help young people identify and share their greatest achievements, along with Tiger’s Action Plan, a program to help children identify and achieve their goals. Video and written entries will be voted on by Web site visitors, with prizes going to the top 10 submissions every month. http://www.tiger woodsfoundation.org/

AMERICAN SCHOOL BOARD JOURNAL MAGNA AWARDS The American School Board Journal is accepting nominations for its 2009 Magna Awards, which recognize programs that have been important in promoting the district’s mission and advancing student learning, capable of being replicated by other school boards with similar conditions and resources and the result of collaboration between the school board and others. Maximum Award: $3,500. Eligibility: programs developed or actively supported by school boards. Deadline: Oct. 15, 2008. http://www.asbj.com/magna

STUDY SUGGESTS NBPTS CERTIFICATION LEADS TO HIGHER STUDENT ACHIEVEMENT A new congressionally mandated report from the National Research Council indicates that students taught by National Board for Professional Teaching Standards-certified teachers make greater gains on achievement tests than students taught by teachers who are not board-certified. However, it is unclear whether the certification process itself leads to higher-quality teaching. “Earning NBPTS certification is a useful ‘signal’ that a teacher is effective in the classroom,” said Milton Hakel, chair of the committee that wrote the report. “But we don’t know whether the certification process itself makes teachers more effective – as they become familiar

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with the standards and complete the assessment – or if high-quality teachers are attracted to the certification process.” The report recommends further research to investigate this question, as well as to determine whether NBPTS certification is having broader effects on the educational system beyond individual classrooms. Studies so far suggest that many school systems are not supporting or making the best use of their boardcertified teachers. http://www8.nationalacademies.org/onpinews/newsitem.aspx? RecordID=12224

SUPER COUNSELOR Next Step Magazine is on a nationwide search for the best school counselors out there. Do you have one of them? The

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magazine awards the Super Counselor designation five times each school year. http://www.nextstepmagazine.com/ nextstep/articlePage1.aspx?artId=2836 &categoryId=10

FREE TEEN WRITERS WORKSHOP Are you looking for creative ways to help your students improve their writing? The answer may be close at hand at the Teen Writers Workshop, a series of free halfday seminars with professional poets, novelists, journalists, playwrights and nonfiction book writers in Vero Beach. Through the Teen Writers Workshop, students have won college scholarships and earned top honors in state and national

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writing contests, including the Guideposts Young Writers Contest, the Parade poetry contest and the Zora 2001 poetry contest. The next workshop, on Saturday, Sep. 6, will feature Lisa Zahner, a former journalist who is executive director of Dollars for Scholars of Indian River County. Her topic: “Writing Winning Essays for College and Scholarships.” The workshop, which is open to students in grades 9 to 12, is from 1-4 p.m. at the Richardson Center on the Vero Beach campus of Indian River Community College. To register and learn more, please go to www.teenwritersworkshop.com ■

ANNOUNCEMENTS

HEAD TO ORLANDO FOR FSCA CONVENTION The most focused program in school counseling in Florida, the 2008 FSCA Convention, Oct. 23-25, 2008, will be delivered by thoughtful leaders from Florida and throughout the United States. The hottest and most relevant topics will be explored by leading industry advocates, state officials, counselor educators and, most importantly, professional school counselors. Additionally, pre-convention workshops are scheduled on Thursday, Oct. 23 and post-convention workshops on Saturday, Oct. 25. The convention takes place at the Renaissance Orlando Resort at SeaWorld, Orlando, Fla., (407) 351-5555 or toll-free at (800) 327-6677. When booking your room, be sure to ask for the FSCA Convention rate of $129/night. Visit http://www.fla-school counselor.org/convention2008.htm for more information and to register.

“HOOK” THE COLLEGE CONTINUED FROM PAGE 5 ■

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Be open to the offbeat. Sometimes what makes the most arresting hook is the quirky thing your student keeps hidden or that a parent complains about. What might you have missed about your student? Recognize resilience: Overcoming a personal obstacle or crisis at school or in the family may be grounds for a compelling hook. What has been your student’s biggest challenge? Revel in recognition. A strong hook tends to have something concrete to back it up, such as awards, a body of work in the arts, DVDs or CDs or outside recognition. What does the recognition your student

FSCA 2008 ACADEMY A SUCCESS The FSCA 2008 Summer Academy was a huge success. Visit http://www.fla-schoolcounselor.org/pdi/2008academy-success.htm to see what attendees had to say and to download available presentations. If you missed the academy this year, you still have a chance to attend the 2008 Convention in October. Plans are already underway for next year’s academy as well.

RECOGNITION AWARDS NOMINATION AVAILABLE FSCA is committed to recognizing the outstanding work done by school counselors, administrators and advocates of the school counseling profession. FSCA recognizes individuals who excel in promoting and facilitating the role of school counselors in Florida. Awards will be presented during a banquet at the FSCA 2008 Convention in Orlando. The nomination deadline is Sept. 1. Visit the FSCA

has received say about him or her? Once you and your student have zeroed in on a hook, ask the student to sum it up in a word or phrase: future astrophysicist, aerial acrobat, entrepreneurial graffiti artist, French/Creole linguist, Hispanic achiever. Chances are, as soon as the hook is said aloud, your student’s face will light up in a smile. She might even walk out your door shouting as one girl did, “I’ve got my hook!” In the end, helping your students find a hook for college is all about empowerment. It’s about helping them discover who they are and then teaching them how to use the hook to promote themselves on paper and in person at every stage of the application process. What’s more, a hook can take your

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Web site to learn more about each award description and to download the nomination forms. http://www.fla-school counselor.org/fsca-awards.htm

ASCA SCHOOL COUNSELOR OF THE YEAR PROGRAM ASCA’s School Counselor of the Year Program honors the best of the best – school counselors who are running a top-notch, comprehensive school counseling program at either the elementary, middle or high school level. This newly enhanced program brings up to 10 finalists and their nominators to Washington, D.C., in late January; where they participate in a congressional briefing, tour Washington, D.C.; and are honored at the School Counselor of the Year Gala. From these finalists, one school counselor of the year is selected. Online nominations for the 2009 award are being accepted now through Sept. 5, 2008. http://www.schoolcounselor.org/scoy ■

students further than they’ve ever dreamed. They’ll not only maximize their chances of being admitted to a great college but also build confidence that will carry them through their college years and into the job market. ■ Pam Proctor, a nationally recognized college consultant, is the author of “The College Hook: Packaging Yourself to Win the College Admissions Game” (Center Street, Hachette Book Group, 2007). She is president of College Application Consultants Inc. in Vero Beach, Fla., and serves as a consultant to the International Baccalaureate Program of Sebastian River High School in Sebastian, Fla. For more information, go to http://www.collegehook.com.

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GRANT OPPORTUNITIES

TOMMY HILFIGER EDUCATION GRANTS Tommy Hilfiger Corporate Foundation Education Grants support programs/partnerships promoting educational opportunities for diverse populations in the United States. Maximum award: $25,000. Eligibility: 501(c)(3) organizations. Deadline: Oct. 1, 2008. http://www.tommy.com/opencms/ opencms/corporate/foundation/ aboutthefoundation.html

PEPSICO FOUNDATION HEALTH AND WELLNESS GRANTS PepsiCo Foundation’s mission in health and wellness is to advance and encourage healthy lifestyles and positive behavior change. Initiatives of particular interest are those addressing one or more of the following focus areas: community activation, minority communities, school drop-out prevention and health professionals. The PepsiCo Foundation provides grants to a wide variety of organizations that support its focus areas. Award amounts vary. Deadline: Rolling. http://www.healthinschools.org/ News-Room/Grant-Alerts/ Health-and-Wellness-Grants.aspx

CAL RIPKEN SR. FOUNDATION QUICKBALL GRANTS The Cal Ripken Sr. Foundation provides equipment and Quickball grants to organizations nationwide that provide character development or athletic programs that help at-risk and disadvantaged youth take positive steps toward a successful lifestyle. Quickball is a national baseball enhancement program that allows children to learn the basics of baseball in a fun, fast-paced way. Grant awardees can use the funds to purchase equipment and operate programs. Eligible organizations include community

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recreation departments within local governments, existing baseball and softball leagues, Boys & Girls Clubs, public schools running out-of-school programs and youth-serving organizations. The organizations must have 501(c)3 status and demonstrate capable leadership. At least 50 percent of the children in the program benefiting from the grant must be eligible for free or reduced lunch in the National School Lunch Program. Award amounts vary. Deadline: Rolling. http://www.healthinschools.org/ News-Room/Grant-Alerts/Cal-Ripken-Sr,d-,-Foundation-Quickball-Grants.aspx

RONALD MCDONALD HOUSE CHARITIES The Ronald McDonald House Charities support initiatives that improve children’s health and well-being. Organizations seeking funding should have a specific program that directly improves children’s health and well-being, addresses a significant funding gap or critical opportunity, has long-term impact in terms of replication or reach and produces measurable results. Eligible organizations must have a current 501(c)3 tax-exempt status letter on file with the Internal Revenue Service. Award amounts vary. Deadline: Rolling. Contact the Ronald McDonald House Charities directly for complete program information and application guidelines: http://www.rmhc.org/grants/

NATIONAL SCHOOLS OF CHARACTER AWARDS The National Schools of Character Awards program identifies exemplary schools and districts to serve as models for others and helps schools and districts improve their efforts in effective character education. Maximum award: $2,000. To be eligible, a school must have been engaged in character education for a minimum of three full years, starting no

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later than December 2006 for the 2009 awards. Districts need to have been engaged in character education for a minimum of four full years, starting no later than December 2005. Smaller administrative units that maintain a separate identity within a large district may apply in the district category. Deadline: Dec. 8, 2008. http://www.character.org/ site/?c=ipIJKTOEJsG&b=3937991

CHRISTOPHER D. SMITHERS FOUNDATION The Christopher D. Smithers Foundation Inc. provides funding for alcoholism prevention and education programs and activities. The organization places a special emphasis on high-risk populations. http://www.smithersfoundation.org/ index.htm?smithers_body.htm&2

BEST BUY TEACH AWARDS Best Buy is proud to support K-12 schools that have integrated interactive technology into the curriculum to engage students and make learning fun. The program recognizes creative uses of interactive technology in K-12 classrooms. Winning programs focus on kids using technology to learn standardsbased curriculum, rather than on teaching students to use technology or educators using technology that children aren’t able to use hands-on. The purpose of the Best Buy Teach Awards program is to reward schools for the successful interactive programs they have launched using available technology. Please do not be discouraged from applying if your school does not have the most current equipment. Applications must be completed and submitted online by 11:59 p.m. Eastern DST on Oct. 12, 2008. Awards will be announced on March 2, 2009, at www.BestBuy.com/teach. https://bestbuyteach.scholarship america.org/ ■