IECA's June/July 2014 Insights Newsletter by Sarah Brachman

SPECIAL FOCUS:

Therapeutic Advising: - Co-morbidity of LD & Therapeutic Issues - Using Research to Select Therapeutic Programs - Addiction & Attachment Issues pages 3-13

The Newsletter of the Independent Educational Consultants Association

Calendar

June 10 Webinar: College Essays July 4 Independence Day Office Closed

page 21

Insights June / July 2014

IECA Harnesses Technology to Speed Delivery of Information, Improve Services, and Better Engage Allied Professionals and the Public technology over the last twenty years. And I have not wavered from my commitment to find ways to use new technologies to assist IECs in spreading

July 17 Local Conference Planning Meeting, Baltimore, MD

the word, accessing information, sharing with colleagues, and meeting client expectations. I was

July 29-August 2 Summer Training Institute-East Swarthmore, PA

awed the first time I saw a fax machine deliver my hand-scribbled doodle to a colleague in Moscow.

August 12 Webinar: Eating Disorders

New technologies excite me no less today.

September 9 Webinar: College Resources II

But technology for its own sake is of no value: Instagram and Pinterest may be the social media

September 17 Transitioning to Private Practice Seminar, Indianapolis, IN

flavors of the moment, but we should always be asking what purpose does it serve in the work

September 18 IECA/College Admission Rep Luncheon, Indianapolis, IN

we do; how do we make our efforts better, faster, more complete.

October 14 Webinar: Boarding School Financial Aid

IECA has, over the past year, been making significant improvements to our technological

November 5-8 IECA Fall Conference Orlando, FL

functions, with more to come. Most importantly, evidence suggests that over half of all web

November 8-9 Board of Directors Meets Orlando, FL

inside insights 2

Special Focus: Therapeutic Advising 3-13 16

Ethics 19

searches are now done on a mobile device. We

Student downloads can be found in the same

have completely revamped every page of the IECA

location on each page. The member home page,

website to optimize it for mobile devices. Since that

IECAâ&#x20AC;&#x2122;s portal to member tours, services, benefits,

change, we have seen a spike in those accessing

and more, is being revised to make it more

our site, from conference details to member

useful. We have reorganized our online bookstore

searches on phones and tablets.

(powered by Amazon) to better serve that search as

New SAT

The content of our web site, as well as design

Campus Visits

features, have been upgraded. Drop down menus

Introductions 31 In the News

page 16

Nothing has changed more, or faster, than

July 8-12 Summer Training Institute-West Claremont, CA

Scenes from Indy

What You Should Know about the new SAT

by Mark H. Sklarow, Chief Executive Officer, IECA

July 8 Webinar: College with Autism Spectrum Disorder

Presidentâ&#x20AC;&#x2122;s Letter

Scenes from the Indy Conference

have made the site easier to navigate. Parent/

well. And our new Career Center is up and running continued on page 4

President’s Letter How to Get Involved with IECA I am honored to serve as IECA’s president

(Un)Bound: The Future of Higher Education

for 2014-2016. I want to thank the

and What it Means for Students ; Amy

extraordinary Marilyn Emerson (NY), who

McCready, on “Survival Skills for Parenting

made enormous contributions to our

and Counseling Tweens & Teens”; Joel

organization during her tenure as president

Haber, Ph.D. spoke on “Bully Prevention

conference offered outstanding educational

of IECA. It is my good fortune to have

from the Playground to the Boardroom”;

and networking opportunities for all members.

Marilyn as a mentor; I also look forward

and Leonard Sax M.D., Ph.D., on Why

to working with an exceptional group of

Gender Matters. In addition, our own

people who share my commitment to the

IECA member, Judy Muir (TX), discussed

advancement of IECA principles and ethics.

her book, Live Wires: Neuro-Parenting to

We can take great pride in the fact that

Ignite Your Teen’s Brain at the IECA Book

IECA members are recognized as the most

Club. Thank you to our CEO, Mark Sklarow,

ethical and knowledgeable consultants

Deputy Executive Director, Sue DePra,

practicing today.

Conference Manager, Rachel King, Valerie

The May conference in Indianapolis was a great success. We had the opportunity to hear from experts: Jeffrey Selingo, Contributing Editor to The Chronicle of Higher Education and author of College

Vasquez-Guzman, Education Programs Manager, Sarah Brachman, Manager of Communications, Janice Berger and Laura Simmons, of Membership Services. Through your dedicated work, IECA’s May

Gail Meyer

During the May conference, many of us had the chance to THANK Dodge Johnson (PA) for his contributions to IECA. Dodge served on the board for seven years, an IECA record, reflecting his dedication to our organization. We will miss speaking with Dodge at our conferences, but he is excited to enjoy retirement with his beloved wife, Martha, and we wish him well. Thank you Dodge for helping IECA become the “Gold Standard” of competence and integrity. continued on page 6

In Focus

Insights Published by:

Snapshot of the IECA Membership Areas of Expertise

Independent Educational Consultants Association

(by Specialty Designation)

3251 Old Lee Highway, Suite 510 Fairfax, Virginia 22030

988

Phone: 703-591-4850 Fax: 703-591-4860

Where are our Members? Top 10 States: 167 California 117 New York 90 Massachusetts 68 New Jersey 65 Connecticut

www.IECAonline.com e-mail: info@IECAonline.com

President: Gail Meyer

59 Texas 56 Pennsylvania 53 Florida 50 Illinois 50 Maryland

Chief Executive Officer: Mark H. Sklarow Deputy Executive Director: Sue S. DePra

361

335 233

Editor: Sarah S. Brachman

136

Design and Layout: Sarah S. Cox

157

Connect with us on Facebook, IECA’s blog (www.IECAonline.com/ blog), Linkedin (for IECA members only), and Twitter (@IECA).

2 IECA INSIGHTS

Secondary School Consultants

College Consultants

Graduate School Consultants

Learning Disabilities Consultants

Therapeutic Consultants

Global Consultants

June / July 2014

Special Focus: Therapeutic Advising From LD to ED: Learning Differences and Co-morbid Therapeutic Issues by Marcia Brown Rubinstien, M.A., CEP, IECA (CT) If you see a client with a diagnosed learning

New awareness of brain function clarified by modern science has

disability who claims to be completely free

helped us understand that LD is not related to IQ and can affect all

of co-morbid social, emotional, or behavioral

levels of cognitive ability.

issues, you should close your office and enjoy a happy retirement. Your work is done. However, since most of you reading this article are presumably still working, it’s important to understand the unholy alliance of LD and counterproductive behavior that is both the boon and the bane of a special needs practice. Dr. Don Dresher, director of the Center for Research on Learning at the University of Kansas, believes that “Learning is an emotional, visceral, affective experience before it’s a cognitive one.“ It comes as no surprise, then, that children, adolescents, and adults with LD show increased risk for co-occurring anxiety, depression, and even suicide. In fact, some psychologists believe that the anxiety of being a different learner can start as early as kindergarten, when teachers, parents, siblings, and peers notice that a child can’t keep

To understand why therapeutic issues are so often co-morbid with learning disabilities, we must examine the persistent and counterproductive differences that LD can generate across the full range of a child’s coping mechanisms, including expressive and receptive language skills, compensatory behaviors, motivation, and social adaptation. First, it is important to remember that all humans have uniquely structured brains. The differences among us determine who will be a math wizard, who a gifted orator, who an intuitive empath, and who has a built-in GPS that orchestrates directional genius. These differences are accepted, and even celebrated, when they are positive and productive. However, differences which cause discrepancies or delays between age-appropriate expectations and accomplishments are disdained. continued on page 5

up. Children with LD are often frightened by the differences they

notice when comparing themselves to peers who learn typically. Some compensate with severe separation anxiety, some are plagued by nightmares. Others develop school phobia. Many students with LD find ways to deflect attention from their learning issues through impulsive and inappropriate behaviors. Compounded by teasing and frustration, the learning disability becomes the governing force which determines a child’s emotional well-being. By the time children with LD enter middle school—that developmental incubator committed to commonality—they work hard to carefully conceal differences from clothing to cognitio. Those who are not successful in masquerading as typical often adopt extreme presentations of self that indicate their disdain for the norm. Once thought to be the domain of the stupid or sluggish, learning differences are now recognized empirically as variations in neurobiology that cause brains to process information differently. When the only brains available for exploration were found in cadavers or in jars of formaldehyde, it was difficult to understand the workings of neurological diversity. Today, however, modern science, like Functional MRI and similar technology, has shown us that learning disabilities are direct consequences of atypical neurobiology. Differences in structure affect the brain’s ability to receive, process, store, respond to, and communicate information.

June / July 2014

IECA INSIGHTS 3

Technology, from page 1 addition, our members-only social media sites, the IECA TalkList and

(see page 35 for more details).

LinkedIn, continue to attract new users.

Forms that just a month ago needed to be printed out, filled in by hand, and faxed or mailed to the IECA office, can now be

The webinars may be the biggest hit of all, with more than 300

completed online. This includes specialty designation applications

attending during some months for the live presentations. We

to gain recognition for expertise in LD, global placements, and

expected to keep webinars live in our library (to view at your

more, as well as mentoring applications. Membership applications

convenience, any time) for a year, but many topics have proven so

can now be completed online and submitted with a single click.

popular that we have nearly 30 currently available.

Members who need copies of publications, IECA pins, college maps, directories, and more can order these online as well. Any costs

We will soon be introducing a required webinar on ethics that all members will view as a condition of their membership in IECA. This

involved (membership applications, publications, shipping) can be paid through our new e-commerce site. This allows members to do

will include video clips, as well as cases in print to fully engage participants.

their association work at a time that’s convenient for them: day or The Board has also approved the offering of short “webbies,”

night.

YouTube-style clips that will allow members to share information We have stepped up our social media efforts as well. During our

on topics for colleagues and parents. Also approved by the Board, a

recent gathering in Indianapolis, more than 650 tweets were posted or retweeted, including scores of photos. Thousands of photo and posting views were recorded on our Facebook page. Incredibly,

wiki-style FAQ page that will allow members to post questions and receive answers regarding Common Application issues that arise in the fall.

given the Association’s size, more than 6,300 people follow us Of course, the newsletter you are holding demonstrates that IECA

on social media—including thousands of admission offices in schools, programs, and colleges, as well as allied professionals. We have used social media to become the voice of the profession. In

seeks to achieve the value that comes with new technologies while not abandoning older communication styles that still work in meeting member needs.

WE’RE COMMITTED TO YOUTH ADDICTION RECOVERY FOR THE ENTIRE JOURNEY. Bigger by expanding our capacity to serve more young people. More services so we can give each adolescent and young adult we serve the best chance at an alcohol and drug-free life. Bigger, yet still focused on each young person and family we serve. Visit hazelden.org/youth or call 855-348-7012 for a free brochure for your clients: “Drug Abuse and Mental Health Issues in Young People.” 4711-6 IECA (Insights Newsletter) June 2014_F.indd 4 IECA INSIGHTS

5/8/14 / 10:58 June JulyAM2014

Special Focus problems. Most education professionals, even those who do not

LD to ED, from page 3 The process for determining whether or not a child has a specific learning disability is part of the problem. Federal guidelines require lengthy and detailed observations by parents, teachers, and diagnostic professionals. Unfortunately, children whose learning issues already predispose them to frustration, exclusion, and

claim expertise in the field of LD, are familiar with the concept of dyslexia, commonly considered a difficulty with reading. Dyslexia seems easy to understand and observe. In fact, many of us who think we understand dyslexia even joke about it when we inadvertently reverse a letter or misspell a word.

bullying, must undergo a lengthy process of prodding, poking,

It is unnerving to learn, however, that even experts trained to define

and public scrutiny before they can receive services to remediate

and categorize LD have trouble standardizing the description of

exasperating deficits. A group of diagnostic professionals must

dyslexia. Some define it simply as a learning disability affecting

monitor a child’s pattern of strengths and weaknesses to determine

reading. But when we consider the multiple abilities that must

who is eligible for services. Data must demonstrate that the child

combine to produce fluent reading, we realize that dyslexia

received appropriate instruction in regular education settings,

is actually an impairment of the ability to interpret spatial

delivered by qualified personnel.

relationships or to integrate auditory and visual information. With this in mind, we begin to understand how a child who is frustrated

To complicate matters, everyone’s learning process is unique.

by reading in class might be equally frustrated by interpreting

Learning disabilities vary in scope and severity from person

playground rules or peer culture.

to person. In endless manifestations, LD affects each person differently across a range of fundamental developmental tasks,

Samuel Orton, one of the first researchers to describe the emotional

such as reading, writing, understanding math, listening, speaking,

aspects of dyslexia, discovered that dyslexics develop anxiety

reasoning, and reading social cues.

because of their constant frustration and confusion in school.

Dyslexia serves as a great example of the way learning differences can be a hothouse for the development of co-morbid emotional

Some become fearful and avoidant of new events. Unfortunately, avoidance of situations that might highlight their problems—like

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IECA INSIGHTS 5

Presidentâ&#x20AC;&#x2122;s Letter, from page 2

Becoming involved in our organization can bring unexpected

Our Board is composed of members from different regions

personal and professional rewards. Ours is a profession that is based

across the United States who practice in all specialties: College,

upon developing relationships with our clients, schools, programs

School, Therapeutic, Graduate, and Global. The mission of

and colleges. For me, the inspiration to become active in IECA was

the Board is to serve our membership and we will be faithful

the result of teachers and mentors such as Diane Geller (CA) and

to that mission. Among our membership are former teachers,

Steve Antonoff (CO). These dedicated experts encouraged me to

school counselors, lawyers, admissions directors, therapists,

take a role in shaping our profession. I am grateful for their support

business people and many others who bring unique personal

of my own professional growth.

and professional talents to our organization and to our field.

In that spirit, I invite you to become involved with IECA. Start small

This brings with it the challenge of meeting the diverse needs of

by participating in regional groups or mentoring, taking on projects

our growing membership. Each of us brings a different skill set;

that allow you to use your areas of expertise, be they strategic,

I want to ensure that while we are enhanced by the distinctive

interpersonal or organizational skills. Through your involvement,

contributions of our members, we also foster our individual and

you will establish relationships with colleagues, share your

collective expertise, developing sound training in the ethics of our

talents and knowledge, and help shape the field of independent

profession as well as proficiency in our practice.

educational consulting. Your contributions will ensure that IECA

IECA members constantly seek to enhance their knowledge and

continues to serve as the leading independent educational

skills through continuing education; I want to make sure they

consulting organization.

receive credit for pre-conference workshops, webinars, and other

Please volunteer to become an active participant in IECA by joining

educational programs. The Masterâ&#x20AC;&#x2122;s Degree Ad Hoc Committee

a committee, by coming to local events, by communicating your

report, led by Valerie Broughton (MN) and Charlotte Klaar (MD),

ideas and enthusiasm with our peers. In doing so you will reap

suggests that IECA explore the avenues for recognition of expertise,

the rewards of IECA membership and meet some wonderful and

as well as considering other designations members could earn to

inspiring people.

distinguish them from non-IECA members. This is something we will investigate.

Gail Meyer IECA President

What Matters Most Relationships

est. 1963

Celebrate!50

www.littlekeswickschool.net P.O. Box 24, Keswick, VA 22947 434-295-0457 Fax: 434-977-1892 tcolumbus@littlekeswickschool.net 6 IECA INSIGHTS

June / July 2014

Special Focus LD to ED, from page 5 reading aloud or preparing homework—can be interpreted by schools as laziness or oppositional behavior. This lack of understanding causes the dyslexic to feel frustrated and angry. Unresolved anger can cause depression. Some

Therapeu�c Connec�ons

students with LD-related depression implode privately, but we are all frighteningly aware of what can happen when

presents

such a student explodes publicly. IECs who counsel students with diagnosed learning disabilities must be acutely aware that cognitive difficulties

Utah’s Fall Foliage Networking Event/Tour October 12th-17th, 2014

are rarely confined to the classroom. They must take care to understand diagnostic assessments and specific issues in order to make the right match between the student and a recommended school or program. Whether or not LD is indicated in parent or school reports, it is critical to take a thorough history before considering placement. Learn to ask what behaviors or incidents prompted educators to label a child “unmotivated” or “oppositional.” Be sensitive to the possibility that behavioral disturbances are simply another manifestation of learning difficulty. To complicate matters even more, some people have a single, isolated learning problem that has minimal impact while others have several overlapping disabilities. When a parent tells you, “She used to have LD in third grade, but

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that’s over now,” don’t disregard the information. Learning

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disabilities are lifelong conditions that should be recognized as a factor in the journey of every individual diagnosed. To make a placement that honors the individual and not the disability, IECs must remember that the appropriate school

Elements Wilderness Program Eva Carlston Academy

or program will recognize a student’s deficits as well as his

Gateway Academy

or her assets, will encourage self-advocacy, will support a

Homeward Bound

positive self-concept, and will anticipate problems before they occur. The best environment for a student with LD and

Maple Lake Academy

therapeutic issues will minimize competition and encourage collaborative learning. In today’s competitive world, learning differences are living differences. They don’t exist in a cognitive vacuum, and

Right Direction Crisis Intervention

Second Nature Wilderness Program

they can’t be encapsulated in an isolated area of the brain.

Telos RTC

Though the LD/ED combo can be complex and perplexing, it can be solved through the fundamental technique of good educational consultation—one step at a time. Remember, though, that some of your students will skip up that step, while others run and fall. Make sure to keep a first aid kit in your office—stocked amply with both literal and figurative

Vista Treatment Centers Waterfall Canyon Academy

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Please Contact: Laura Kemper- (385) 252-9688

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Email: Laura@therapeutic-connections.com

June / July 2014

IECA INSIGHTS 7

WHEELOCK

MCPHS

EMMANUEL

WENTWORTH

MassArt

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wheelock college wheelock.edu

mcphs mcphs.edu

A four-year, private, coeducational college with comprehensive arts, sciences, and professional programs. Wheelock College provides a transformational education to students passionate about making the world a better place-especially for children and families.

An accredited, private institution specializing in medical careers. Massachusetts College of Pharmacy and Health Sciences (MCPHS) prepares students for successful careers in health care through excellence in teaching, scholarship, research, professional service, and community engagement.

emmanuel college emmanuel.edu

wentworth institute of technology wit.edu

Emmanuel College is a coeducational, residential Catholic liberal arts and sciences college. Emmanuel educates students in a dynamic learning community rooted in the liberal arts and sciences and shaped by strong ethical values and a Catholic academic tradition.

8 IECA INSIGHTS

Wentworth provides a comprehensive interdisciplinary, project-based education in engineering, technology, design and management that integrates classroom, laboratory, studio, cooperative, and experiential learning resulting in a career-ready, skilled professional and engaged citizen.

massachusetts college of art and design MassArt.edu A public, independent college of visual and applied art. Massachusetts College of Art & Design strives to prepare students to participate in the creative economy as fine artists, designers, and art educators, and to engage in the well being of their society.

simmons college simmons.edu A four-year, private, non-sectarian undergraduate women’s college with a comprehensive liberal arts and professional curriculum, and four coeducational graduate professional schools. Transformative learning that links passion with lifelong purpose.

June / July 2014

Special Focus Using Research to Help Select the Best Therapeutic Program for Clients by Michael Gass, Ph.D., LMFT, University of New Hampshire

Selecting and recommending the best

to provide even more appropriate placements for clients. Objective

therapeutic program for clients is the

research data benefits IECs by:

objective of every Independent educational consultant (IEC). Until now this process has been somewhat subjective, dependent upon an IEC’s past experiences with programs, the strong marketing efforts of therapeutic

(a) Informing an IEC’s knowledge of specific programs’ efficacy with particular types of students, enhancing their program recommendations and their confidence in these recommendations; and

programs, and often times anecdotal or hearsay evidence of

(b) Providing IECs with the ability to share with and educate

program outcomes. Until now, the use of more objective and third-

parents on the types of programs (ideally across levels of care)

party-evaluated evidence has been sorely lacking.

that have demonstrated the best outcomes for a child such as their own; and outcome data on specific programs, providing

Organizations such as NATSAP (National Association for Therapeutic Schools and Programs) and OBHC (Outdoor Behavioral Healthcare Council) have recently devoted the time and resources

additional credibility to both the IEC as well as the parents in the program they ultimately choose.

to establish various research projects to assist IECs and their clients. This has led to establishing rich sources of additional information

continued on page 11

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June / July 2014

IECA INSIGHTS 9

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Compass Rose Academy Spring Tours Located in peaceful Wabash, Indiana, Compass Rose Academy is a licensed residential treatment center for troubled teens helping redirect, rebuild and restore girls ages 14-17. This spring, Compass Rose will offer campus tours surrounding the IECA conference. Tours will be offered on May 6 from 8 a.m. to 2 p.m. and on May 10 at 1 p.m. Compass Rose will provide transportation to and from Wabash or you may come with your own form of transportation. To schedule your campus tour or to make arrangements to see campus at another time, contact admissions director Denae Green at 260-569-4757 or denae.green@compassroseacademy.org.

Drug Abuse

Oppositional Defiant Disorder Post-Traumatic Stress Disorder

10 IECA INSIGHTS

Conduct Disorder

ADHD

Generalized Anxiety Disorder

Major Depressive Disorder Abuse Recovery

Bipolar Disorder

Mild Self-Harm

June / July 2014

Special Focus Using Research, from page 9

they produce clinically significant changes (e.g., “Was the therapy

Client-Centered Outcome Research

treatment effective, so the client no longer possess the criteria for

Positioned by itself, research can often be impractical for clients. When determining the best fit for their child, “p < .05” statistical values contain little solace for parents who wish to know the

the diagnosis?”) as well as practically significant changes (e.g., “Gains from the treatment approach were large, with 85% of the group experiencing positive changes, 14% remaining unchanged, and less than 1% regressing during treatment.”).

answers to questions such as: “Will the program work for my child?”

Risk Management In the 1990s, the wilderness therapy field was sometimes an

“Will my child be safe?” “How can I tell a good program from a bad one?” “Is the program worth the money I’m going to spend?”

inappropriately dangerous place for clients. But since that time, a number of professional programs have bonded together to radically change the field and create a level of safety that

While not the only source of information on these critical questions,

distances the professional practices of outdoor therapy from past

recent developments

inappropriate practices.

of research in the areas

In fact, programs

of client outcomes, risk

belonging to OBHC have

management, program

demonstrated that their

accreditation, and cost-

participants were about

benefit analyses have

two times less likely to

greatly enhanced the ability

visit an emergency room

of IECs to help clients

for an injury incurred than

make proper placement

the average American

decisions. Such efforts to

adolescent engaging in

center research results

various activities. Figure

around the needs of clients

2 [on page 12] illustrates

have made these research

the comparison of OBHC

mechanisms invaluable

injury rates to those of

in the decision-making

other common activities.

process. One example comparison Effective Client Treatment

Figure 1

In terms of program effectiveness, NATSAP participating programs have led the way with the development of a Practice Research Network (PRN). This research database contains outcome data from 59 programs and 3,000 clients with data acquired at intake, discharge, six-month follow-up, and 12-month follow-up. As seen in Figure 1, with enough data, effective

is that injuries during high-school football games are over 328 times more common than injuries experienced in OBHC programs. Note that IECs should be careful not to over generalize these figures to all wilderness therapy or outdoor behavioral healthcare programs. But all programs should be able to show their accident/incident rates for at least the past 10 years of operation.

programs can show their ability to take clients in therapeutic need, assist them in achieving healthy changes, and maintain such changes for up to one year following program discharge.

Program Accreditation Recently, the OBHC invited the Association of Experiential Education (AEE) to jointly embark upon an expansion of their

Programs that have accumulated appropriate amounts of data in the database should also be able to show their effectiveness with clients presenting specific issues (e.g., show how successful this program is with adolescent girls with eating disorders, depression issues, and suicidal ideation). And finally, not only are these researched programs able to tell clients whether their programs produce statistically significant changes in the child, but also whether or not

June / July 2014

existing standards to better reflect the field’s current practices. This resulted in the creation of a detailed set of ethical, risk management, and treatment standards created by longstanding leaders in OBH, adventure therapy, and wilderness programming. OBH Accreditation is a voluntary credentialing program for OBH providers, where a third-party team of experts in the field continued on page 12

IECA INSIGHTS 11

Special Focus Using Research, from page 11 scrutinizes programs. Accredited OBH programs have demonstrated that they operate at or above industry-leading standards of ethical care, treatment evaluation, and risk-management practices. New and Expanding Ways IECs Can Play Key Roles in the Research Process One exciting and new initiative is to include IECs in the research process, allowing them to play a key role in furthering the field as well as improving services for their clients. No group of professionals is better positioned to collect valuable research data. The ability to track client progress from the initial inquiries of parents to the final conclusion of services is the domain of independent educational

Figure 2

consultants alone. Recent efforts by NATSAP have been joined by the Best Notes and Outcome Tools companies to assist IECs in the data-collection process. Nearly a dozen IECs have already joined this exciting initiative and expanded their ability to demonstrate to clientsâ&#x20AC;&#x201D;in statistical, clinical, and practical waysâ&#x20AC;&#x201D;how they are improving in their treatment outcomes. Interested IECs are encouraged to contact the OBH Council, NATSAP, Best Notes or Outcome Tools to see the ease, practicality and efficacy of these processes. Michael Gass can be reached at Michael.Gass@unh.edu Advertisement

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inbalranch.com June / July 2014

Special Focus Breaking up Is Hard to Do: Addiction and Attachments by John W. Tucker, Executive Director, Vista Taos Renewal Center There is a great George Thorogood song called, “I Drink Alone.” When I was 16, it seemed clever. Looking back on it now, I understand it through a much different lens. In the song, George declared that he “drinks alone, with nobody else. You know when I drink alone, I prefer to be by myself.” What he drinks, we quickly learn, is also who he drinks with. There’s Jack Daniel, his buddy “Weiser,” Johnnie Walker, and his brothers Blackie and Red. And together they drink alone, with nobody else. Many brands of alcohol take on personalities, implicitly or explicitly. As a marketing strategy, it’s brilliant. It is not a mistake that street drugs are referenced as people: Molly, Mr. Brownstone, Mary Jane…The language reflects the experience of the user. They are not merely taking a drug; they are entering into a relationship. Within the treatment industry, many are beginning to see addiction through the lens of attachment. We have all worked with young clients who defend marijuana with a passion and vigor usually reserved for the defense of a friend. Many of us have seen young heroin addicts, fully aware of the physical devastation wrought Advertisement

upon them, yet, unable to break free, much like those caught in an abusive relationship. An ostensive definition of addiction (not an exclusive one) may be that addiction occurs when attachment to substances becomes stronger than the attachment to people. Understanding Attachment Attachment rests on the experience of the predictability of primary caregivers. In utero we become accustomed to our mother’s voice, the rhythm of her breath, and her heartbeat. As infants we reach out to the world to find patterns, order. As toddlers we experience our primary caregivers as permanent, unchanging, and predictable. Secure attachment continues to develop as the child experiences a caregiver’s return after short absences. The caregiver’s predictable, pattered emotional responses further strengthen the attachment. The securely attached child can then generalize the process of attachment to other people with whom they come in contact. Attachment is an act of faith. We never know for certain the intentions of another. Yet, as a tribal, social animal whose young require many years of rearing, the process of attachment is necessary for survival. It is because of this that we experience attachment as a need. Attachment is beginning to be seen not as a secondary drive but as fundamental as sex, thirst, and hunger. With regard to mental health, the degree to which a person can regulate their own emotions is determined by the length and strength of their earliest attachment experiences. As evidence of the internal intentions and motivations of others, we can only rely on what we see and hear, what someone does and continued on page 15

June / July 2014

IECA INSIGHTS 13

experts in trauma treatment co r e i s s u e s The Meadows is a leading inpatient treatment center focusing on recovery from trauma, whether related to addiction, family-of-origin issues, or abuse in any form. The Meadows Model of Developmental Immaturity addresses the Core Issues and the subsequent developmental patterns that have contributed to behaviors such as addiction, depression, physical illness, issues with intimacy or spirituality, resentments, and negative control issues, by treating the underlying cause—unresolved psychological trauma. Our talented staff specialize in trauma resolution using cutting-edge therapeutic modalities including: • EMDR • Somatic Experiencing (SE)® • 12 Steps • Emotional Freedom Technique • Equine Therapy • Expressive Arts Therapy

what sets us apart The Meadows’ exceptional combination of clinical leadership and positive outcomes sets us apart from other trauma, addiction, and recovery treatment centers. Our patients benefit from the leadership expertise of our world-class team of Senior Fellows, including Pia Mellody, Dr. Claudia Black and John Bradshaw. These Senior Fellows guide The Meadows’ treatment approach and provide on-going training of our clinical staff in innovative treatment processes.

866.390.5100 | www.remudaranch.com

e at I n g D i s o r D e r s Remuda Ranch at The Meadows provides world-class individualized treatment for women and young girls whose lives and families have been affected by their eating disorder. We reach the underlying cause of the disorder using a specialized approach that combines proven medical and clinically intensive treatment with skills taught through our experiential programs, allowing the individual to make self-directed choices toward recovery, and to restore balance to their lives.

catalyst for change Unique to The Meadows is our signature Survivors Workshop, an essential element of our inpatient treatment program, but also a powerful stand-alone workshop. This intensive workshop is an educational and experiential process which allows participants to jump-start their personal recovery and practice new skills within a safe environment. While their child is in treatment, parents can attend Survivors Workshop to explore their own dysfunctional patterns, providing the opportunity to make the family system healthier and more supportive in the recovery process when their child returns home.

855.333.6075 | www.dawnthemeadows.com

Yo u n g a D u lt s

Dawn at The Meadows is a holistic, experientially-based, inpatient treatment program specifically designed for emerging adults ages 18-26 who struggle with dual diagnosis, failure to launch issues, addiction, or have had unsuccessful previous treatment experiences. The treatment process focuses on brain regulation and related emotional trauma difficulties.

The Meadows’ therapeutic approach and commitment to family make it a perfect choice for young adults in need of treatment. For more information about our inpatient services and workshop offerings, contact us today.

8 66.856.1279 | www.themeadows.com | Wickenburg, AZ 14 IECA INSIGHTS

June / July 2014

Special Focus us; in the moment it falls flat. They fear the loss the harder we hang

Addiction, from page 13 what they say. From this data we draw our conclusions. Yet in every

on. We begin to confuse need for this relationship with the need to survive. We begin to recall, with euphoria, the peak experiences.

perception there is a lifetime of memories. This data is filtered and distorted by previous experience. Some may experience the sarcasm of another as witty; others as a hurtful personal attack. Some of us see the attention of another as proof that we are their best friend ever in the

For others, a new search for the intensity of that connection begins. With focus and purpose, we know we will succeed. The addict’s relationship with the substance of addiction is similar if not identical.

whole wide world and we are going to do everything together; others

For an adolescent or young adult client whose attachment to

see it as a brief opportunity to connect before ways are parted once

substances often occurs simultaneously with sexual attachment

again.

and bonding, addiction treatment must be considered within the wider context of the attachment and relationship to others. A

Similarities Between Attachment and Addiction

client may see others as unpredictable, judgmental, and disloyal; The neurology of attachment mirrors that of addiction. In both,

their substance of choice fills this void. It possesses with certainty

specific structures in the brain, amygdala, and hippocampus, as well as certain neurotransmitters and hormones (dopamine, serotonin, norepinephrine are involved as well as the hormone oxytocin). Recall an early love or attraction, how it crowded out and pushed aside other parts of your being, filling the void left behind. Remember the impulse, the impatience, the anticipation. Recall the soothing, the

that which we doubt in others. This is precisely where the “personality” of a program and the specific presumptions upon which the treatment approach rests are important. To understand a relationship, one must understand the needs it serves. To understand addiction, an exclusive relationship, one must understand that the needs it serves, deeply wired and neurologically significant.

comfort, the intense presence of the moment. It fades. For some, fear, doubt, and anxiety invade. A future without this connection

John Tucker can be reached at jtucker@vistataos.com

seems to lack meaning. Friends may use reason and logic to comfort

-Individual Therapy -Money Managment -12 Steps -College Counseling -Recovery Community -Volunteer/Service Work

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In Balance Transitional Living is a transition program for young men, ages 17-23 years of age, who have successfully completed primary treatment and need or desire additional support in order to maintain their sobriety while learning to take on the challenges of becoming a sober, happy and independent adult. Arizona

520-722-9631 or toll free at 877-304-3229

June / July 2014

inbalanceliving.com IECA INSIGHTS 15

Scenes from the Indy Conference

Latitude by YouScience got its national debut at the IECA conference and they attracted much attention, both from their product demos and the Indy race car at their booth that saw everyone from babies to oldsters climbing inside.

Breakout sessions covered more than 40 topics and were collectively among the highest-rated ever for IECA, a success for our new review process.

Roundtable Discussions on two mornings covered a host of topics and open conversation. Attendees list the opportunity for interaction as the most valuable part of the conference. Indy provided a number of opportunities to connect.

16 IECA INSIGHTS

June / July 2014

The School & College Fair on Thursday attracted over 250 participating institutions, including many attending their first IECA conference.

The Therapeutic Information Swap on Friday provided opportunities for about 170 programs to meet with IECs and share valuable information.

Jeffrey Selingo opened the conference with a presentation on The Future of Higher Education. â&#x20AC;&#x153;Course credit should be based on what you learn, not how many hours you sit in a classroom.â&#x20AC;?

Conference Central had it all: Make your own trail mix, exhibits, registration, an Indy race car, iPad give-aways, and most importantly, a place to network and connect with colleagues.

June / July 2014

IECA INSIGHTS 17

First, we uncover what really keeps students from reaching their full potential. Next, we meet students where they are through positive relationships that unlock opportunities for academic and life achievement. Fusion is a completely different type of private school. In one-to-one classrooms, our teachers listen, support, engage and empower students. Each student finds his own potential through a fully customized program created just for his current educational and emotional status. The outcome? The

fusionacademy.com

collaboration between student, teacher, and parent yields a potential for students that makes them unstoppable.

18 IECA INSIGHTS

June / July 2014

Ethics Straight Talk, Ethics 101: If In Doubt, Ask! But Sometimes, Please, Don’t Ask by Pamela Jobin, Vice President for Ethics and Professional Practices Please do ask. Your Ethics Committee this year is anxious to help our membership behave as ethically as possible. So, please ask us if you have ethics questions. You can access a copy of our Principles of Good Practice (PGP) at www.iecaonline.com/ PDF/IECA_Principles_of_Good_Practice. pdf , revised in May 2014. Also available online is our Code of

the President, or to our Ethics Committee. But enough of the negative! Let’s take this year to educate ourselves about ethical behavior, proper tour conduct and basic professionalism. Your ethics committee is looking forward to helping members be our best selves. We don’t see our role as policing, pointing fingers, or admonishing, but rather guiding, coaching, and encouraging our best behavior.

Conduct for IECA Members on Tours at www.iecaonline.com/ PDF/IECA_TourGuidelines.pdf, revised in 2014, and our Standards of Excellence by specialty with a 2013 publication date, www. iecaonline.com/PDF/IECA_Standards-of-Excellence.pdf . You can contact any of us by phone or by email with your questions. Pam Jobin: 303-882-2010, pam@ejobin.com Laurie Bookstein: 414-351-6801, cpsinclab@aol.com Bill Dingledine: 864-467-1838, WSDingle@educdir.com Kay Davison: 949-833-7899, kaydavison4@gmail.com Sometimes, please don’t ask. Don’t ask a school or program to pay for your transportation to visit them. Don’t ask a college to

And, speak up. If you see or hear something that concerns you,

give you mugs and school pennants for your office. Don’t ask

say something to the IECA member who just might need some

questions that put a college representative on the defensive.

support or a reminder about how we all prefer to be perceived.

Don’t ask if you can leave a tour to make a really important

It is easy to get caught up in our world of stressful work with

call to your client. Don’t ask tour guides questions that might

students and families and forget that our relationships with

be too personal. Don’t ask for special treatment. Of course, if a

colleges, schools, and programs are critical to the work we do

school representative offers something such as a dinner or to

in advocating for our students. Sometimes it is uncomfortable

cover travel expenses to visit, and you are certain that you are

to be the one who does speak up, but it ultimately benefits us

increasing your knowledge of the school and the people who

all. As IECA member, Lloyd Paradiso (PA), so wisely said in an

work there by accepting it, you can feel that you are behaving

article in the December 2013/January 2014 issue of Insights: “…

ethically. And if you are freely given a present, and it is valued

our individual behavior speaks for us all.” It is just too easy for

under $75, you are ethically allowed to graciously accept it.

one careless act to become part of the legend of independent

As members, we put schools, colleges and programs on a

educational consultant bad behavior. There is a really long life

student’s list, and when doing so, we are essentially doing free

for any indiscretion in the telling and retelling of inappropriate

marketing for them. Although we know we would only include

behavior. One incident, in its retelling by multiple people can

someplace which seems like the best fit, there is a fear, I hear,

seem like a tidal wave of selfish and demanding behavior. When

from schools and programs that if they deny one of our requests,

we all think before we act or speak, we can be assured of putting

we might “blackball” them. Please help dispel this myth! And,

our most ethical and professional faces forward in representing

please encourage schools, colleges and programs with a gripe

our association and ourselves.

about unethical IECA member behavior to speak to IECA’s CEO,

June / July 2014

IECA INSIGHTS 19

The Glenholme School Devereux Connecticut

Glenholme combines a traditional boarding school experience and therapeutic atmosphere complemented by a positive, motivational program devoted to young people with Asperger’s, depression, anxiety, and various learning differences. The school offers challenging extracurricular activities to instruct students to become competent, socially and academically. Enrollment is open for Glenholme’s middle school, high school, summer program, and the post-graduate and transition program. 81 Sabbaday Lane, Washington, CT 06793 Phone: (860) 868-7377 • Fax: (860) 868-7413 • www.theglenholmeschool.org

20 IECA INSIGHTS

June / July 2014

The New Evidence-Based SAT: Easier on the Reading, Harder on the Math What Ninth Graders Need to Know by Sam Rosensohn, Founder, College Planning Partnerships After trekking through the 211-page Test

The makers say that the new SAT is going to be an evidence-based

Specifications of the Redesigned SAT by

test, which we already know it to be. Evidence-based simply means

the College Board, our English and Math

the correct answer reflects what was stated in the text, not what the

departments concluded that in comparison to

student thought the text was saying. Correct answers will also be

the current test, the upcoming math appears

based on data represented graphically in diagrams, tables and charts;

to be more difficult, and the critical reading

this is a new addition to the exam. Here are some tips to pass on

appears to be easier.

to your ninth graders to help them prepare for the critical reading

Reasons why The College Board revamped the exam aside (to create

portion of the exam:

a diagnostic that will help colleges form a better picture of each

• Each night while doing homework pick one subject (Language

applicant or because it’s losing market share to the ACT), we’ve come

Arts, History, Science) and do not read that portion of your

up with some tips we’d like you to pass on to your current freshman

homework as you normally do—to finish it so you can rush on to

who will be the first to take the test. This will help them to ready

the next assignment. Read the paragraph more slowly and try to

themselves at a nice easy pace for the new test. Most of what we’re

put as much of it to memory as you can.

going to suggest can be done during regular homework time.

• When you’re done with the paragraph, try to reiterate verbally

But before we review the revised SAT, take a quick look at the diagram

or in writing as much of what the author stated as you can. Then

below to see how the current SAT compares to the revised test.

reread that paragraph to note how much you were able to retain

You’ve noted that the Essay, which used to be 25 minutes, is now 50

and how closely what you stated reflected what the author said.

minutes and optional. The test will be scored on a 400- to 1600-point

• This is the heart of evidence based-testing: the right answer will

scale. The Evidence Based Reading and Writing section will be scored

always reflect what the text stated. It’s never what you, the reader,

on a 200- to 800-point scale. The Math section will also be score on

think the text is stating, it’s what the text actually states.

200- to 800-point scale, bringing us to the new combined top score of 1600. Scores for the essay will be reported separately just as the ACT does. There will no longer be a penalty for wrong answers, again very similar to the ACT. We think the critical reading portion is going to be easier than it currently is because it has been decided that rarely-spoken vocabulary

• Students have little practice doing this in school because the emphasis is rarely to have the students parrot back what the author stated; teachers are more often interested in student analysis. • Parents can help out by presenting articles they come across that use graphs or charts that represent data.

has had its day, and the text should not be as impenetrable. Based on

The Writing and Language Portion of the SAT (35 minutes, 44

the text the College Board has released, it’s clear to us that much of

questions) will consist of a range of texts in a variety of content areas,

the text is easier to decipher, making it more akin to ACT text. There

academic and career related. Students will be asked to revise the

will now be “informational text” on the test that focuses on science,

passages based on development, organization, use of language, and

history, and social studies.

continued on page 23

COMPARISON OF TEST LENGTH AND TIMING: CURRENT SAT AND REDESIGNED SAT Current SAT

Redesigned SAT

Component

Time Allotted (minutes)

Number of Questions/Tasks

Component

Time Allotted (minutes)

Number of Questions/Tasks

Critical Reading

Reading

Writing

Writing and Language

Essay

Essay (optional)

Mathematics

Math

Total

225

171

Total

180 (230 with Essay)

153 (154 with Essay)

June / July 2014

IECA INSIGHTS 21

IECA_Lynn University 4/21/14 4:44 PM Page 1

All styles welcome

Educational consultants and guidance counselors have always known that at Lynn University, we didn’t break the mold of higher education - we didn’t use one. But now, there’s a bigger “buzz” about Lynn than ever before - and with good reason: • We customize every student’s education to focus on the way they want to learn. • Our growing NCAA II athletics program boasts 21 national and 31 conference championships. • Lynn has one of higher education's most extensive tablet-based learning programs. • We offer extensive short- and long-term study abroad opportunities. • Lynn enrolls students from 90 countries and 45 states and territories. Encourage your students to experience Lynn University for themselves. Go to lynn.edu/visit, call admission at 561-237-7570 or email admission@lynn.edu.

561-237-7900 | 1-800-888-5966 lynn.edu Lynn University does not discriminate on the basis of race, color, gender, religion, nationality, ethnic origin, disability and/or age in administration of its educational and admission policies, scholarship and loan programs, athletic and/or other school-administered programs. Lynn University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate, masters and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Lynn University.

22 IECA INSIGHTS

June / July 2014

New SAT, from page 21 standard written grammar, the College Board noted. This format is more similar to how the ACT sets up this portion of the test than how it’s currently presented. Some of the passages and questions may be accompanied by tables, charts, or graphs. The grammar portion of the writing exam has always been the easiest portion of the test, because “SAT grammar” is so mechanical, limited, and predictable. The new writing examples we previewed on the College Board’s site, while limited in scope, appeared to be very manageable. This is another reason why we think the new combined Evidence Based Reading and Writing section is going to be easier than

asked in the abstract. Questions can range from converting currency when traveling abroad to understanding that population growth and decay is exponential and not linear—and then creating a function to approximate future population sizes. Another fact that should not go unnoticed is that the reading and writing exams have been reduced to 400 points each, and math will now make up one-half of the overall final score—much like it did before the College Board’s most recent change ten years ago. The emphasis is back on math, a lot of which will be covered in traditional Algebra II classes. This, however, does not mean students should wait to prepare for this exam until they have finished Algebra II.

the current Critical Reading section. Not only is the arcane vocabulary

Khan Academy provides a strong platform for students to practice

gone, some of the text softer, but 50 percent of the score is based on

arithmetic topics—some of which they haven’t seen in years—anytime

grammar, the easiest part of the current exam.

they wish. We recommend students get in the habit of practicing

Four weeks ago, after plodding through the 211-page Test Specifications of the Redesigned SAT, our math department quickly came to a surprising consensus: the 80-minute, 57-problem math section will be considerably more challenging than its predecessor.

arithmetic on Khan Academy 60 minutes a week without a calculator. We encourage students to bring more focus to math class, and to ask efficient questions so that they can understand not only how to do the work at hand, but its real world applications.

Here are some of the changes that students should be aware of well in

The new PSAT/NMSQT will be offered for the first time in

advance of test day.

October 2015.

Based on our experience working with students from all over the

Sam Rosensohn can be reached at sam@satprepct.com or 860-664-

globe, the introduction of the No-Calculator section will suppress the

9857. College Planning Partnerships, a test prep company based in

scores of those who are not proficient in arithmetic. We recommend

Connecticut, is a Strategic Partner with IECA.

that students complete as much of their in-school homework as is possible without the use of a calculator. College Board is now going to reward those who do not depend on a calculator; the no-calculator

section constitutes one-third of the math exam. Solving math with pencil and paper is foreign to many students, another reason to start this new practice now. The redesigned SAT is purported to require a stronger command of fewer, but more important math topics. Based on what we gleaned from the test specifications, we’ve found this statement to be a bit misleading. While some topics (such as series, sequences, combinations and permutations) appear to be disappearing from the scope of the examination, the College Board is adding considerably more new topics, including but not limited to the equation of a circle, complex numbers, and trigonometry. There’s been a lot of focus regarding the fewer number of topics on the redesign, but what we think is more helpful to zoom in on is the amount of weight each topic will be given. The test will no longer favor the student who excels in Geometry. While the current exam is approximately 28 percent geometry based, the new test will dedicate less than 10 percent to Geometry. The new test is placing considerably more emphasis on functions and relationships between variables—especially non-linear relationships (such as quadratics and exponential functions) that most students do not feel as comfortable with. No longer will the exam be about “pure” mathematics, but instead, the test will become context heavy—many more real-world applications and consequently fewer questions

June / July 2014

IECA INSIGHTS 23

The STAFF ASSISTANT EXPERIENCE at Ramapo A New Idea In Transition

•

Live with peer role models trained to help young adults with learning differences, ADHD and Asperger’s improve social skills

•

Work with job coaches to gain skills related to youth development, outdoor adventure-based programming, food service, maintenance and grounds keeping, office support, and sales, marketing and other business-related fields

•

Learn habits and routines which lead to greater independence

•

Develop and pursue educational and vocational goals through off-campus experiences and coursework

For more information on the Staff Assistant Experience: call 845.876.8403 or email sae@ramapoforchildren.org

24 IECA INSIGHTS

June / July 2014

IECA Announces a New Professional Achievement Award At IECA’s Spring Conference in Indianapolis, Steve Antonoff (CO) was awarded the first-ever Professional Achievement Award. The award was created to recognize an IECA member who has contributed the most to developing the profession of independent educational consulting. Steve has been in private practice as an independent educational consultant in Denver for over 25 years. He is a former dean of admissions and financial aid and dean of students at the University of Denver. He has been at the center of virtually every effort to promote the profession within and beyond IECA, and to train, educate, and inform both new and experienced IECs.

Program and serves on its Advisory Board. Steve is the author of College Match: A Blueprint for Choosing the Best School for You

Steve is a former president of IECA, and has served on the

and The College Finder. He is one of the most sought-after speakers

Association’s Board of Directors and on the Long Range and Strategic Planning Committees. He is the immediate past chair of the IECA Foundation Board of Trustees and was founding chair of the American Institute of Certified Educational Planners. He was instrumental in founding IECA’s Summer Training Institute and has

in the country on college admission topics, whether the audience is students, parents, admission professionals, or independent educational consultants. Steve has made elevating the profession through education the single top priority in an amazing career.

served on its faculty almost every year. In addition, he teaches in the

The award has now been named the Steven R. Antonoff Award for

University of California Irvine Extension Program’s IEC Certificate

Professional Achievement.

Uinta

Leading Multi-Dimensional Program for Girls Struggling with: Attachment/Relationship • Trauma • Anxiety

Depression •Identity Development • Substance Abuse

Progressive and Innovative Treatment Programs: Intense Clinical Therapy • Family Involvement • Equine Therapy Cultural Arts Integration • Yoga & Healthy Lifestyles Experiential Therapy • Horticultural Therapy

www.uintaacademy.com • (435) 245-2600 June / July 2014

IECA INSIGHTS 25

The Learning CLiniC, inC. Brooklyn, Connecticut

Nestled in the rolling hills of the “Quiet Corner” of Northeast Connecticut, The Learning Clinic, Inc. was founded from the strong belief that each child must form strong ties with his or her family, school, and community. The school is small, selective and personal, and has evolved into a unique educational community in an intimate environment. Through its Day, Extended Day, Residential, and Assisted Living programs, TLC offers every child guidance and nurturance. Our students find challenge and motivation in wilderness camping, canoing, and hiking. Noncompetitive sports and games, swimming, boating, and biking are part of the daily program. We want students to have fun and increase their self-esteem while practicing new skills. The Learning Clinic, Inc. provides strong academic instruction combined with a full range of clinical on-campus services. Each student receives personalized services in each part of the program with nurturance, defined objectives, and authentic experience. Contact Information: 860-774-1036 www.thelearningclinic.org admissions@thelearningclinic.org

“.... Because every child can succeed”

26 IECA INSIGHTS

June / July 2014

Campus Visits

Jill Burstein (IL), Rachel Sobel (PA), Diane Geller (CA), and

On April 7 and 8, the “Maryland 4” (St. James School, Oldfields, St. Timothy’s

Harriett Bay (CA) visited Chapel Haven West in March.

School and West Nottingham Academy) hosted a group of independent

Pictured with a Chapel Haven student in the center are

educational consultants. Pictured, during their visit to West Nottingham

Rachel Sobel (L) and Harriett Bay (R).

Academy, are: Pam Jobin (CO), Steven Bozak (NY), Robert Chen (Taiwan), Jean Hague (GA), and Marie Bullock (VA).

Linkin’ ‘n Learnin’ in Indianapolis by John C. Huie, Ph.D. IECA (NC) Advertisement

IECA hosted a Link ‘n Learn workshop prior to the Indianapolis conference, and included 12 NATSAP member programs. This Link ‘n Learn was the most effective and productive gathering of its kind that I have attended. The setting in Griffin Exhibit Hall was

“Reaching and Teaching” the most challenging student populations currently failing in educational programming due to emotional, learning or behavioral challenges.

superb—wonderfully spacious with meeting tables far apart from

fully accredited Therapeutic Day School provides specialized programming for both educational and residential service options for students K-12 with:

each other, high ceilings, excellent acoustics, and nourishing snacks. Twelve independent educational consultants from all regions of the country enjoyed 25 minutes each with representatives from twelve schools and programs—wilderness programs, therapeutic boarding schools, and residential treatment centers. Now let me tell you, 25

• Social/Emotional Disabilities • Learning Disabilities • Traumatic Brain Injuries

• Cognitive Impairment • Speech/Language Impairment • Autism Spectrum Disorders

minutes is plenty of time not only to receive information but also to tell a few stories, have a few laughs, and make some new friends. My favorite question to ask as each encounter was coming to a close was, “What are the top three pieces of information you would like me to retain from our conversation?” And thank goodness no

Rehabilitative services provided by Alternative teaching strategies to certified & licensed professionals. motivate students. • Assessments & treatment planning

one tested me at the end!

• Expressive Therapies & Therapeutic Recreation

The best thing about this Link ‘n Learn was not feeling rushed

• Family Engagement & Counseling

and being in a space that allowed for real communication. School

• Small class sizes • Affective Education Program • Extra Learning online classroom & Tutoring • Vocational Education, Job Readiness/Placement

and program representatives were articulate and well prepared to highlight their mission and methods. The relaxed pace gave us time to connect as friends and colleagues. As a result of my experience in Indianapolis, I will be more likely in

Mary H. Hollie MSW, ACSW • Chief Executive Officer Northwest Region Chicago Region Elgin, IL 60121-6089 Chicago, IL 60625 Phone (847) 488-0446 Phone (773) 769-3500 www.lawrencehall.org

the future to take advantage of Link ‘n Learn opportunities. Hats off to IECA and NATSAP for putting this one together so well!

June / July 2014

IECA INSIGHTS 27

IECA Members & College Admission Officials Gather as NACAC Meets in Indianapolis September 17-20 Luncheon for IECA Members & College Admission Officials Thursday, September 18, 11:30 a.m. - 12:30 p.m. The unofficial start of the NACAC conference for hundreds is the traditional IECA Members and Admission Reps Luncheon, held annually just before the opening general session. We expect 300 or more guests to join us! College admission officers and IECA members should watch their mail for the invitation in August. Transitioning to Private Practice College Consulting Wednesday, September 17

IECA in the Exhibit Hall

IECA’s widely acclaimed full day workshop for school-based counselors or university-based admission reps looking to transition into independent educational consulting has again been endorsed by NACAC as one of its official preconference seminars. Registration is being conducted through the NACAC conference registration site, with program details found on the IECA website.

Thursday-Saturday, September 18 – 20 • Booth #420 Come visit the IECA team, learn about IECA membership, member services, IECA/College Admission relations, and much more. Visit with IECA Chief Executive Officer, Mark Sklarow; Deputy Executive Director, Sue DePra; and Member Services Manager, Janice Berger.

IECA National Office

Phone: 703-591-4850 • info@IECAonline.com

Mark Sklarow Chief Executive Officer ext. 6972 MSklarow@IECAonline.com

Sarah Brachman Manager of Communications ext. 6971 Sarah@IECAonline.com

Laura Simmons Membership Assistant ext. 6974 Laura@IECAonline.com

Sue DePra Deputy Executive Director ext. 6975 Sue@IECAonline.com

Rachel King Conference Manager ext. 6978 Rachel@IECAonline.com

Mary Patrick Accounting Specialist ext. 6976 Mary@IECAonline.com

Janice Berger Manager of Member Services ext. 6973 Janice@IECAonline.com

Valerie Vasquez-Guzman Education Manager ext. 6977 Valerie@IECAonline.com

Sheila Kirk Educationa & Conference Assistant ext. 6981 Sheila@IECAonline.com

LeAnnette Bailey Office Administrator ext. 6970 LeAnnette@IECAonline.com

28 IECA INSIGHTS

June / July 2014

Empowering Students With Autism Spectrum Disorder by Debra Mandell, O.T.R./L, M.A., Director, Monarch School, Monarch Center for Autism

Employment outcomes for individuals with Autism Spectrum Disorder (ASD) are not encouraging. Autism Speaks reports that 50,000 teens with ASD turn 18 each year, many without marketable skills. In 2009, the percentage of young adults with autism who had a job was almost half that of all young adults with disabilities (33% versus 59%). With a nearly 90 percent unemployment and underemployment rate for individuals with ASD, job prospects for adults with autism are crushingly bleak. Often, due to communication and/or behavior challenges, students with ASD have limited opportunities for career

independence in numerous critical life skills, including: executive

development and work experience while in high school. The lack

functioning, health and safety, self-determination, employability,

of employment for adults with autism creates a heightened sense

social competency, consumer awareness, recreation, and

of isolation, despondency, and dependence on others, which

independent living, which prepares them to live and work to their

negatively impacts society as a whole.

optimal potential.

Effective school-based transition education programs for

Key components of a successful school-based transition education

individuals ages 14 to 22 with ASD, are now more critical than

program include:

ever. As outlined in the Individuals with Disabilities Education

A staff comprised of speech, occupational and behavior therapists,

Act (IDEA), Transition Services are designed to facilitate the

intervention specialists and associate teachers. Success is

child’s movement from school to post-school activities (including

dependent on this team being well-versed in both autism and

post-secondary education, vocational education, integrated

vocational education/transition planning, instructing the on-campus

employment, continuing and adult education, adult services,

school services and off-campus work site/recreational activities.

independent living, or community participation) and is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes: instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. An effective transition education program includes a collaborative learning environment that simulates real-world experiences, and incorporates daily community-based instruction in a natural setting. Students are taught self-direction through practice and mastery of functional routines, and experiential learning supports comprehension and skill generalization. Students achieve

A detailed Transition Plan and Individualized Education Plan (IEP) that drive instruction. These plans should be developed based on assessments of critical life skills, student interests and aptitudes, and input from family and care providers. Transition meetings with the student’s planning team should be scheduled to review both the transition plan and student progress, and to identify steps for future planning. On-site simulated work and living experiences. Environments should be evaluated and adapted to meet the unique sensory needs and learning styles of young adults with ASD. Sample environments might include a fitness center, student-run store, greenhouse, technology center, employee lounge, assembly/ continued on page 30

June / July 2014

IECA INSIGHTS 29

boundaries, should be taught and practiced throughout the breadth

Autism, from page 29 packing center, clerical skills center, and independent living centers

of a transition education program in a variety of settings.

such as a laundry room or living room.

Technology and visual supports. The integration of technology

Community-based work experiences. Schools should create

is often key to reaching and motivating young adults with ASD.

partnerships with community stakeholders including local stores,

Therapists and teachers can use technology to create individualized

hotels, universities, and non-profit organizations, to offer a range

visual supports for students which include social stories, visual

of teachable, off-campus experiences. This enables students to

schedules, topic display boards, video models, and more.

generalize learned skills in a real-life setting, with the oversight of a

The goal of an effective school-based Transition Education Program

teacher or therapist. These experiences help students broaden social

is to provide its students with the services and supports they need

circles, build self-esteem, identify new interests, and foster a sense of

to make a successful move into adult life, so they are as empowered

purpose through meaningful contribution. Residential schools have a

and independent as possible. A recent study published in the Journal

unique advantage in that the weekend and after-school hours afford

of Autism and Developmental Disorders, shines a light on positive

additional opportunities for varied work, recreational, and life-skills

employment outcomes. The study found that adults with autism

experiences.

who held jobs saw significant improvement in the symptoms of

Recreational and leisure skills. These skills should initially be

autism. The study also revealed that people with autism who worked

systematically taught and then practiced via formed clubs such as

independently (as opposed to in sheltered workshops) exhibited

drama/film club, game club, fitness club, and cooking club, which

even greater improvement in their symptoms.

nurture positive socialization and friendship development based on

Thoughtful transition planning, facilitated by qualified therapists/

common interests. The incorporation of daily community “explorers”

instructors who provide meaningful real-world experiences in

groups that venture to locations including the bank, grocery store

varied settings with accompanying supports, can help students with

and library, provide important opportunities for students to practice

ASD experience opportunities that lead to fulfilling adult lives and

practical, everyday skills.

meaningful employment.

Life skills. Daily living skills such as hygiene, health, nutrition,

Debra Mandell can be reached at Mandelld@bellefairejcb.org. For

personal safety, money management, sexuality, and social

more information, go to www.monarchcenterforautism.org.

A Salute to IECA’s Mentors We applaud our mentors who volunteer their time to help their IECA member colleagues throughout the year. And a special thank you goes out to Judge Mason (AZ) for recruiting and matching mentors with mentees. Please consider volunteering as a mentor to share your knowledge and expertise with other members. IECA member consultants may volunteer as a mentor or be matched with a mentor. For more information, go to www.iecaonline.com/mentor.html

Susan Hanflik

Luisa Rabe

Tina Heiman

Jan Rooker

Linda Kay

Ann Rossbach

Joan Koven

Susan Samson

Jeff Levy

Helese Sandler

Barbara LeWinter

Christine Scott

Mandee Heller Adler

Jeannie Borin

Kristina Dooley

Terry Lloyd

Suzanne Scott

David Altshuler

Andrew Bryan

Marilyn Emerson

Roz Lowenhaupt

Peter Stevens

Eileen Antalek

Nancy Cadwallader

Sandy Furth

Marylou Marcus

Susan Sykes

Judy Bass

Joan Casey

Pearl Glassman

Bill Morse

Pam Tedeschi

Sandy Bercu

Steve Cruz

Renee Goldberg

Martha Moses

Lucia Tyler

Gordon Bingham

Debbie Davis

Nancy Greene

Victoria Newman

Imy Wax

Lisa Bleich

Bill Dingledine

Alan Haas

Connie Pollack

Rachelle Wolosoff

Lora Block

Jody Dobson

Jean Hague

Lori Potts-Dupre

Christie Woodfin

30 IECA INSIGHTS

June / July 2014

Luisa Inclán-Bird (Puerto Rico) has worked

Introductions

as an IEC for five years. She works with IECA associate member Martha Segurola. Luisa

Please Welcome IECA’s New Professional Members Calli Christenson (TX) has worked as an

students from pre-

been an associate

kindergarten through

member for three

Fortune 500 executives

years. She previously

as a classroom teacher,

worked as assistant

tutor, curriculum writer,

director and director

human resources

of Undergraduate

specialist, career

Admissions at Vanguard University of

coach, and educational consultant for over

Southern California.

15 years.

Calli earned a B.A. from Vanguard

Brad graduated magna cum laude

University of Southern California, and a

from Penn State University with a B.S.

Certificate in Independent Educational

in Elementary Education and earned a

Consulting from UC Irvine. She attended

master’s degree in Curriculum & Instruction

IECA’s 2011 Summer Training Institute.

at Hood College, graduating with honors. He is also an Elementary Math and Science Specialist and holds an Advanced

She has two sons, ages two and four. Her

Professional Teaching Certificate from the

husband, a former teacher and now Ph.D.

state of Maryland.

student in environmental engineering, oversees her test prep initiatives at CLC College Prep. They enjoy touring colleges together and spending time at home with their sons.

of American Educators, the Learning Disabilities Association of America, the National Council of Teachers of Mathematics, the National Science Teachers Association, and the Parents

CLC College Prep Services

League of New York.

Lubbock TX 79453 806-438-0030 calli@clccollegeprep.com www.clccollegeprep.com Specialty: C

Department; in the Legal Division of the Puerto Rico Electric Power Authority; and owned a private law firm specializing in Civil Law and Family Law. She also worked as special aid for the former Governor of Puerto Rico; as legal consultant to Puerto Rico’s Resident Commissioner in Washington, D.C.; and as legal consultant in the Puerto Rico House of Representatives. Luisa earned a B.A. from Regis College in Weston, Massachusetts; graduated summa cum laude and First Honor in both Civil and Criminal Law from Inter American University Law School in Puerto Rico; and a Master of Laws from Cornell University. She attended IECA’s 2013 Summer Training Institute. Luisa is admitted to the Puerto Rico State

Brad is a member of the Association

Calli Christenson

PO Box 53308

the Puerto Rico Justice

Brad Hoffman (NY) has worked with

IEC for four years and

Calli is a member of TACAC.

previously worked in

Bar, the Puerto Rico Federal District Court, and the U.S. Federal First Circuit Court in Boston. She serves on the Board of Trustees of Colegio Puertorriqueño de Niñas in Puerto Rico. Luisa is married to Antonio J. Bonnet, a tennis professional in Puerto Rico.

In 2009, Brad and his wife, Faya Hoffman, launched My Learning Springboard to help families construct and manage private teams of experts focused on educational

They have three children, Francisco, 26, Roberto, 23, and Jacqueline, 16. She enjoys traveling, public speaking, music, and Puerto Rico’s beaches.

consultation. Luisa Inclán-Bird, Esq. Brad Hoffman, M.S. My Learning Springboard 132 Duane St., #3 New York NY 10013 646-478-8692 brad@mylearningspringboard.com

Moving Forward Puerto Rico Garden Hills, IA-17 Miramontes Guaynabo PR 00966 787-231-4406 inclanbird@yahoo.com Specialty: C

www.mylearningspringboard.com Specialty: S

June / July 2014

IECA INSIGHTS 31

Calvin Ishii (HI) has worked as an IEC for 10

Linda R. Lavin (NY) has worked as an

Barbara W. Levy (GA) has worked as an

years. He has worked

IEC and has been an

IEC for 20 years. She

as the director of a

associate member for

previously worked

private test preparation

five years. She owned

at The Westminster

and education center

her own occupational

Schools, as a pediatric

for over 15 years. As

therapy business for

practice consultant,

director, he has had

20 years.

and taught junior

experience in teaching SAT, ACT, GMAT and SSAT, studying various math methods originated from India, Korea, China and Japan. Calvin earned an M.A. in Biochemistry and a B.S. in Molecular Biology from the University of California at Berkeley. He also attended Haas Business School and was an American Heart Association fellow. Calvin is a member of NACAC, HACAC, and MENSA. He is fluent in Japanese and volunteers as an interpreter and translator for nonprofit organizations. His volunteer work includes

Linda earned a B.S. in Occupational Therapy from Quinnipiac University.

Barbara earned a B.A. in Sociology; an

Training Institute.

M.Ed. in Guidance and Counseling; and

Linda is a member of the American Occupational Therapy Association, and Asperger’s Association of New England. She holds leadership positions in AOTA and NYSOTA, and is a

Takahisa Calvin Ishii, M.A. College Success, LLC 780 Moaniala Street Honolulu HI 96826 808-343-0087 taka.ishii@cal.berkeley.edu www.college-connections.org

She has written for the Huffington Post education blog, and written workbooks for children.

disabilities and on parenting.

Garden, ARCS, Atlanta Speech School, and

Linda volunteers for Parent to Parent and NYS Partners in Policymaking.

mother of a young adult with complex

for his family.

middle school.

Barbara volunteers at the Atlanta Botanical

is a District Chair for the Hawaii region.

time he likes to travel, invest, and cook

a Teaching Certificate in elementary and

frequent speaker on issues relating to

She is married to John Lavin, and is the

17-year-old daughter, Hidemi. In his free

development classes.

She attended IECA’s 2008 Summer

UC Berkeley Alumni Association where he

Calvin and his wife Karen, have a

college child

The Temple. She has two daughters and three granddaughters. She enjoys gardening, tennis, and volunteering in her community.

developmental disability and mental

Barbara W. Levy, M.Ed.

health issues. She enjoys nature and

Education Connection Advisors

outdoor pursuits.

4700 Harris Trail

Linda R. Lavin Taconic Educational Placement 40 Olsen Road Rhinebeck NY 12572 845-758-3613

Atlanta GA 30327 404-350-2228 educon@earthlink.net www.educationconnection.us Specialties: S (+LD)

LindaRLavin@gmail.com www.taconiceducationalplacement.com Specialty: T

Specialty: C

32 IECA INSIGHTS

June / July 2014

Levia Nahary (CO) has worked as an

Lavona See (OH) has worked as an IEC for

Susan Smith (MA) has worked as an IEC

IEC since 2006. She

seven years and has

for four years and was

recently returned to

been an associate

an associate member

the U.S. after a year

member for several

for two years. She

working overseas

years. She also

previously worked at

with Chinese college-

works as executive

Smith Pinto Consulting

administrator for the

(her own corporate

going students. Levia has over 20 years

consulting firm) and

Ohio Association for Bain & Company.

of admissions experience advising

College Admission Counseling and as an

students on college admissions. She has

enrollment consultant at Trinity Lutheran

worked in recruiting and counseling with

School. She previously worked as a high

several colleges, including the University

school at-risk youth and peer tutoring class

of Pennsylvania, Bryn Mawr College,

manager; associate director of admission

Albuquerque Academy, and Robert College

at Otterbein University; residence life hall

She attended IECA’s 2012 Summer Training

in Istanbul, Turkey.

director at Ohio State; and as a high school

Institute and will finish the UC Irvine IEC

business education teacher.

Certificate program this summer.

The University of Scranton, and an M.S. in

Lavona earned a B.S.Ed. and M.A.Ed. from

Susan is a member of OACAC.

Higher Educational Counseling from West

Ohio State University. She attended IECA’s

She is a mentor in Harvard’s First

Chester University.

Transitioning to Private Practice workshop

Generation Mentor Program and volunteers

in 2006.

for the local Community Food Pantry.

Lavona is a member of NACAC; chair of the

She is married and has two

state and regional executive administrators

teenagers. She enjoys creative

counterparts; and Up With People

writing, cooking Indian food, and

International Alumni Association.

getting lost in campus bookstores.

She volunteers at church, for high school

Susan Smith, M.B.A.

athletics and show choir, and at The Human

Starbound Partners LLC

Society and The Hope Center Personal

35 Beharrell Street, #1341

Needs Pantry.

Concord MA 01742

Lavona is a CEP and earned a life member

978-505-3304

award from the Ohio Association for

susan@starboundpartners.com

College Admission Counseling.

www.starboundpartners.com

Levia earned a B.A. in Liberal Arts from

She is a member of NACAC. Levia served on the board of the Sussman Miller Educational Assistance Fund and as Head of Faculty for College Horizons, a pre-college summer program for Native American high school students. She is an avid hiker, cross country skier, world traveler, and amateur sommelier. Levia Nahary, M.S. College Counselor 310 S. Clay Street Denver CO 80219

She has a son studying Mechanical

505-400-0421

Engineering at Florida Institute of

laviva21@gmail.com

Technology, and a daughter in high school.

www.levianahary.com

She enjoys travel and living on 85 acres in

Specialty: C

the country.

Susan earned a B.A. from Harvard College and an M.B.A. from Harvard Business School.

Specialty: C

Lavona L. See, M.A.Ed. See Higher Education 17700 Bear Swamp Rd., PO Box 959 Marysville OH 43040 614-314-4907 lavona@seehighered.com www.seehighered.com Specialty: C

June / July 2014

IECA INSIGHTS 33

Helping young people build confidence. Montcalm School, a program of Starr Commonwealth with 100 years of experience in youth development, features a therapeutic boarding school for boys and girls, ages 12-21. We work with students struggling academically, behaviorally and socially, as well as those with autism spectrum disorders and other neurological differences. At Montcalm, we believe all people have strengths. This belief drives Montcalm’s strength-based relationship model. Given the opportunity to learn and practice the proper skills, children will go on to lead healthy, successful lives. To learn more about Montcalm, visit our website at montcalmschool.org Take a virtual tour of Montcalm’s Albion, Mich., campus by clicking on “Explore Our Campus.”

866.244.4321 www.montcalmschool.org/summerprogram

34 IECA INSIGHTS

June / July 2014

In the News Janet Rosier (NY), Joan Casey (MA), Julie Gross (NY), and Marilyn

Marilyn Emerson (NY) wrote an article entitled, Thinking About

Emerson (NY) were featured in the Time magazine article, 5 Ways to

Graduate School? Here’s Some Helpful Information, that was

Fix College Admissions, on May 1.

featured in Graduate Schools Magazine.

Don McMillan (MA) was featured in the Boston Globe article, Many

Sue Luse (MN) was interviewed by Minnesota Public radio on April

Applicants Bide Time On Colleges’ Wait Lists, on May 2.

15, on the cost of college vs. the return on investment and the pros

Jeannie Borin (CA) was interviewed by NBC TV affiliate, San Antonio, on “The Role of Parents in the College Process.”; she was interviewed by Seventeen Magazine on Social Media Safety for

and cons of investing in a college education; and she was quoted in the Minnesota Private Colleges Newsletter in the article, Amount Families Actually Pay At Our Colleges Remains Stable in May.

Teens Preparing for College on April 24; and was interviewed for a

Diane Rapp (NY) presented a webinar in March for TABS with Peter

podcast for Homeschool ideas101.com on Tips and Strategies for

Curran, dean of admission at Blair Academy, titled, A Win:Win for

Homeschoolers During the College Process, on April 3.

Schools and Families—Strong Admissions: Consultant Relationships.

Katherine Cohen (NY) appeared recently on the Today Show, CNBC

Associate member Christopher Parsons (SC) was featured in

Worldwide Exchange, CBS New York The Couch, Huffington Post

the article, Teacher Helps Kids Get Into College on March 27 in

Live, and Access Hollywood, discussing college admission topics.

myhorrynews.com

Tap into the IECA Career Center to Find a Job, an Associate, or Employee If you are looking for a potential associate for your practice, a new job, or a new employee, take a look at the IECA Career Center. IECA’s Career Center is part of a nationwide database listing jobs in independent educational consulting, counseling, school, college, and program admission positions, and related opportunities. You can use the Career Center in three ways: Advertise openings in your firm or institution; post your resume for those looking to hire; find job listings at educational institutions and other businesses. Access the IECA Career Center from the IECA home page, then click either the Job Seeker tab or the Employers tab

resume. If you have questions, click the Help tab for FAQs and more.

on the right-hand side of the page. If you are a potential employer, set up an employer account to get started. Job seekers can set up an account and upload their

June / July 2014

IECA will tweet job postings from the Career Center on Twitter, so you get more mileage from your posting.

IECA INSIGHTS 35

INDEPENDENT EDUCATIONAL CONSULTANTS ASSOCIATION 3251 Old Lee Highway, Suite 510 Fairfax, Virginia 22030

Insights June / July 2014

Printed on recycled paper

The Newsletter of the Independent Educational Consultants Association Inside This Issue:

Inside the Member-to-Member Section:

•

What to Expect from the New SAT

•

Report from the Board

•

Indy Conference Photo Album

•

Loan Repayment Options for Your Clients

•

Special Focus: Therapeutic Advising

•

How Students Can Use Social Media in College Search

info@IECAonline.com • 703-591-4850 • www.IECAonline.com