Counselor's Notebook, September 2015

MASCA

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

Reach Higher: Making a Difference Every Day

VOL. 52, NO. 1

SEPTEMBER 2015

Montana School Counselor Tour mixes work with play

By RUTH CARRIGAN MASCA President

H

aving just returned from a busy summer that included the 2015 ASCA Conference in Phoenix and a college counselor tour in Montana, I feel excited and ready to take on the school year. Spending time with other school counselors and state leaders from across the country always makes me feel proud as I am reminded of the impact we can make on the students with whom we work.

One of the prevalent themes we heard about at ASCA was Reach Higher. As I’ve discussed in past issues of the Counselor’s Notebook, the goal of First Lady Michelle Obama’s Reach Higher Initiative is to help inspire every student in America to take charge of his/her future by completing education past high school, whether at a professional training program, a community college, or a four-year institution.

One of my goals this year is to help facilitate relevant and free or low-cost college and career readiness professional development to school counselors in Massachusetts. To meet this goal, MASCA and NEACAC are joining forces to offer a free Reach Higher Professional Development Day on November 6 at two locations: Stonehill College and UMass Lowell.

These great programs, modeled on workshops held in western Massachusetts last year, will feature presenters from colleges and universities, keynoters including university presidents and the DESE Office of College and Career Readiness, and school counselors sharing best practices from across the state. Attendees will learn about trends in college admission (continued on page 4)

MASCA President Ruth Carrigan (right) and Donna Lyons, Longmeadow High School counselor, enjoy the scenery at Yellowstone National Park during the Montana College Counselor Tour.

www.twitter.com/ReachHigher #ReachHigher

Inside . . .

Professional Development Opportunities . . . . . . . . . . . . . . . . . . 4 MA DESE, Office of College and Career Readiness Blog . . . . . . . 5 Mindfulness: Skills for a Lifetime . . . . . . . . . . . . . . . . . . . . . . . . . 6 Squaring Off on the Opiate Crisis . . . . . . . . . . . . . . . . . . . . . . . . . 7 MASCA Awards 2015 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

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COUNSELOR’S NOTEBOOK

Using Art to Help Students

2015 – 2016 OFFICERS PRESIDENT RUTH CARRIGAN Whitman-Hanson Regional High School 600 Franklin Street, Whitman, MA 02382 Tel. 781-618-7434 • Fax 781-618-7098 E-mail: Ruth.Carrigan@whrsd.org

By DONNA BROWN, MASCA Executive Director

PAST PRESIDENT TINA KARIDOYANES Mansfield High School 250 East Street, Mansfield, MA 02048 E-mail: president@masca.org PRESIDENT-ELECT KATE SALAS, Ed.D. Pembroke Community Middle School 559 School Street, Pembroke, MA 02359 Tel. 781-293-8627 E-mail: drkatesalas@gmail.com VICE PRESIDENT ELEMENTARY TBA VICE PRESIDENT MIDDLE / JUNIOR HIGH KATHLEEN SCOTT E-mail: scottk@amesburyma.gov VICE PRESIDENT SECONDARY JOHN S. STEERE Wellesley High School 50 Rice Street, Wellesley, MA 02481 Tel. 781-446-6290 x4653 • Fax 781-446-6308 E-mail: john_steere@wellesley.k12.ma.us VICE PRESIDENT ADMINISTRATORS MELANIE SHAW Rockland High School 52 Mackinlay Way, Rockland, MA 02370 E-mail: mshaw@rocklandschools.org VICE PRESIDENT POSTSECONDARY IRIS GODES Dean College 99 Main Street, Franklin, MA 02038 Tel. 508-541-1509 • Fax 508-541-8726 E-mail: igodes@dean.edu VICE PRESIDENT COUNSELOR EDUCATORS MEGAN KRELL, Ph.D.; AMY L. COOK, Ph.D. E-mail: vpcounselored@masca.org VICE PRESIDENT RETIREES HELEN O’DONNELL E-mail: vpretirees@masca.org EXECUTIVE DIRECTOR DONNA M. BROWN Adjunct Professor, UMass Boston P.O. Box 366, 779 Center Street Bryantville, MA 02327 Tel. 781-293-2835 E-mail: executivedirector@masca.org TREASURER ASHLEY CARON 25 Belmont Ave., Stoughton, MA 02072 Tel. 508-212-0676 E-mail: ashcicero@hotmail.com SECRETARY TBA MEMBERSHIP COORDINATOR TBA WEBMASTER / TECHNOLOGY COORDINATOR JEAN ATWATER-WILLIAMS E-mail: webmaster@masca.org COORDINATOR OF PROFESSIONAL DEVELOPMENT TBA COUNSELOR’S NOTEBOOK EDITOR SALLY ANN CONNOLLY 19 Bayberry Road, Danvers, MA 01923 Tel. 978-774-8158 • Fax 978-750-8154 E-mail: sallyconnolly@att.net

SEPTEMBER 2015

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elcome back! I hope you all had a wonderful, fun-filled summer.

This past June, I had the opportunity to represent MASCA at the ASCA national conference in Phoenix, Arizona.

What an experience! The heat was brutal (it hit 116º while we were there). “But it’s a dry heat,” locals say. No matter, that is still very, very hot. Inside the convention center, the air was cool, but the ideas were hot.

Since my transition to elementary/ middle school, I have attended ASCA workshops targeting those grade levels.

Wow, have I learned a lot from the knowledgeable, enthusiastic presenters. One standout this year was Julie Ford of Starr Elementary School in Oregon, Ohio. Her presentation, School Counseling with HeART, explored the many social and psychological benefits of art as suggested by current research.

Creating art helps many students improve concentration, critical thinking, and problem-solving skills. It also fosters self-discipline and better communication. Many students show improved behavior and virtually all students experience a reduction in stress. Because of the many benefits, Ford believes school counselors can (and perhaps should) incorporate art activities into their elementary classroom programs.

The activities discussed were divided into four categories: feelings, self-esteem, goal-setting, and coping skills. One of the activities in the feelings group is called “What is in your Heart.” In this activity, children are given crayons and the outline of a heart. Each generates a list of feelings and then chooses a color that represents that feeling. They are then instructed to color the heart with colors representing how they are feeling. The counselor talks with each child about the

color choices and feelings. A few weeks later, the counselor conducts the same exercise and compares it with the first heart to see if there has been an increase in positive feelings and a decrease in negative feelings.

An activity called “Iceberg” asks students to indicate on the part of the iceberg above the water, their “public face,” and in the large space below the water, who they really are. Follow-up conversations help both student and counselor understand the feelings involved.

Among the self-esteem activities are some tried and true: decorated affirmation cards, collages showing strengths, talents and positive qualities, and postcards to self. An interesting addition is an activity she calls “Artist Trading Cards.”

Students create miniature (2" x 3 ½") pieces of art that are signed, dated, and labeled with an original name. Students create these pieces focusing on positive traits, characteristics, and accomplishments using both words and images.

The cards can then be traded like baseball cards or given to other students.

Vision boards and mind mapping are two of the goal-setting art activities. Both support classroom lessons on planning and articulating goals. A variation on these activities is the “I Have a Dream Star.” Each student is given a large cutout of a star. On the front, students write their dreams; on the back, they list the steps to get there. The stars are decorated and embellished with glitter, stickers, etc., and students are encouraged to place their stars where they can see them every day.

Ford suggests using the book Dream by Susan Bosak with this activity.

The last group is coping skills art activities. Many of these focus on reducing stress and anxiety. Mandalas, Zentangle/ doodle art, and clay/Play-Doh can be used to help soothe an anxious child. Worry jars, worry dolls, and boxes can be created to capture those things that are upsetting to a student. Items like reminder rings, painted stones, and bracelets can help students recall strategies for learning or self-control.

Although Ford’s session was geared toward elementary counselors, most of the activities could be adapted easily for use with older students. ■

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Calling all School Counselor Retirees!

Reconnect for fun, professional development, and planning MASCA's 55th Birthday in April 2016.

E-mail Helen O'Donnell, VP Retirees vpretirees@masca.org

Professional Development Opportunities Reach Higher Professional Development Day Sponsored by MASCA and NEACAC Two locations: Stonehill College and UMass Lowell Friday, November 6 7:30 a.m. – 2:30 p.m.

This FREE professional development day will include Trends in College Admission and Financial Aid, College Application Review Exercise, What High School Counselors Need to Know About Recommendations, Transcripts, and Essays, The Power of Partnerships — Early College Awareness, and more! To register, go to http://goo.gl/forms/sZZvqz5aaR. For more information, contact Ruth.

Carrigan@whrsd.org.

The Use of Data in School Counseling Dr. Trish Hatch Universal Technical Institute Friday, November 19, 8:30 a.m. – 3:30 p.m.

Fee: $129 includes Use of Data text ($119, for MASCA members); $99 for workshop only. This workshop is designed to provide participants with the attitudes, knowledge, and skills to utilize data to design, implement, evaluate, and improve their school counseling program. Register online under “Events” at www. hatchingresults.com. For more information, contact office@hatchingresults.com.

“Reach Higher” Project: Preparing ALL Students for Graduation and Beyond Sponsored by MSSAA and MASCA MSSAA Office, Franklin, MA Monday, October 25, 2015, and Tuesday, May 3, 2016 8:00 a.m. – 3:00 p.m.

Fee: MSSAA Member, $350; Non-member, $425. This year-long professional development opportunity for Principal / School Counselor teams will provide training and coaching on understanding the MA Model as a framework for systemic change; creating strong principal/counselor relationships that are focused on data-driven school improvement initiatives designed to improve college and career readiness; and much more. Virtual coaching is also provided.

Register online at http://mssaa.org/professionaldevelopment. For more information, contact carmenio@mssaa.org.

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CARRIGAN (continued from page 1) and financial aid as well as early college awareness. In addition, a college application review exercise will give participants a glimpse of the application decision-making process. For details on all this and more, check out MASCA’s website, look for e-mail blasts, or go to http://goo.gl/ forms/sZZvqz5aaR to register.

In addition to attending our Reach Higher Professional Development Day, here are a few ideas that you may want to consider to help your students reach higher.

1. Go on a college counselor tour during the school year or during the summer.

These tours are available in New England and all over the country, and this is a great way to really see what a college or university has to offer. If you are interested in going outside of New England, I highly recommend the Montana College Counselor Tour. The colleges and universities were excellent, the hospitality was outstanding, and the natural beauty of the area was amazing.

2. Attend your local affiliate meetings and get to know your school counselor colleagues. Some of the best initiatives I’ve brought to my school have come from school counselors sharing best practices.

3. Plan to attend the annual MASCA conference that will be held on Monday and Tuesday, April 4 and 5, 2016, at the Holiday Inn in Boxborough. Pre-conference will be held on Monday afternoon and a full conference on Tuesday. Our theme will be Reach Higher, and we will provide excellent, relevant workshops that you can bring back to your schools to implement. We’ve even extended an invitation to Michelle Obama to attend! Although we have no idea if the First Lady will participate, the 2016 MASCA Annual Conference promises to be great.

As you settle back in to the school year, please know that MASCA leadership appreciates the important work you do and the difference you make in student lives. I hope you will always remember these words from Michelle Obama’s address at the 2014 ASCA Conference: “With every life you transform, with every life you save, you all have an impact that is truly beyond measure.” ■ COUNSELOR’S NOTEBOOK

Massachusetts DESE, Office of College and Career Readiness Blog

Expanding Opportunities: New Reports Supporting Early College Programming

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or first generation and underrepresented students, early college is an opportunity to engage in college-level work, to develop a deeper understanding of the college experience, and to envision themselves as college students. As postsecondary education becomes increasingly necessary to participate in a 21st century economy, early college has the potential to close the educational attainment gap between advantaged and disadvantaged youth. Early college opportunities can increase all students’ ability to engage in an economically viable educational and career pathway.

The Rennie Center recently released a new issue brief, Early College Designs: Achieving College- and Career-Readiness for All. This report highlights innovative Massachusetts programs offering

pathways to college that allow students to pursue a postsecondary credential even before earning a high school diploma.

Early college designs — which allow students to earn both high school and college credits simultaneously— are among the most effective strategies for promoting higher rates of postsecondary access, persistence, and completion.

In its new report, part of the Roadmap to Expanding Opportunity series of issue briefs, the Rennie Center identifies three effective models of early college programs and compiles cost estimates for replicating these models in other districts. See recent coverage of the report release in The Atlantic and the National Journal, as well as a Letter to the Editor published in the Boston Globe.

Complimentary to this report, the

MA Department of Elementary and Secondary Education reissued its report on early college programming, the Massachusetts Landscape of Early College.

This report highlights several early college models throughout the Commonwealth and clarifies the common components found in this type of programming.

Most high schools offer some aspect of early college programming, such as Advanced Placement coursework, dual enrollment, articulated agreements, or career pathways in a specific industry or field. In Massachusetts, there is a unique mix of early college programming available to students. As mentors, it’s important to understand these options so all students can take advantage of these opportunities. ■

What if you could seize the day?

I know it’ll be tough, but I’m excited to expand my knowledge about chemistry.

WAYNE CLASS OF ’17 CHEMISTRY MAJOR

At Westfield, you can. westfield.ma.edu

SEPTEMBER 2015

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Mindfulness: Skills for a Lifetime

By AMANDA BRUNEAU M.Ed. Student in School Counseling, Bridgewater State University

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pring has always been a very stressful and busy time of year for students, especially at the high school level.

During my internship, however, I have come to recognize that school is always stressful.

Even after high school, students deal with an enormous amount of pressure — from home, school, peer groups, and, as we have seen lately, social media. Once students enter the next stage of life — whether that be college, a job, or the military— they face a world that is more chaotic and stressful than ever before.

The list of possible stressors seems to be endless.

During my internship, I was surprised to see so many students dealing with mental health issues directly linked to overt stressors. As counselors, we try to be pro-

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active rather than reactive with our students and help them find ways of coping with stress in a healthy manner. One proven method is mindfulness, the practice of being in the moment, having complete awareness of one’s thoughts, feelings, bodily sensations, and surrounding environment.

Developing mindfulness among students and faculty is a common theme this year at Scituate High School. We have sought to help channel stress in a positive direction, and one step was a presentation on mindfulness for our freshman class. Because it was held in the auditorium—not the most ideal location— and because keeping a large group of fourteen-year-olds engaged can be challenging, I was skeptical about how much they were going to get out of the

presentation.

The presentation began with the students doing breathing exercises that included a body scan. This took approximately thirty minutes. I was amazed. You could hear a pin drop in the auditorium.

Students were engaging in the activity to the point of losing track of time. They were in the moment and in full concen-

Mindfulness is an effective way to channel stress and improve both physical and emotional health. tration with their thoughts and body.

Once the bell rang, they moved into a classroom with the counselors to listen to a presentation. All of the counselors commented on how calm and cooperative they were for the lesson.

Some of the benefits of mindfulness have been found to include: • Better focus and concentration • Increased sense of calm • Decreased stress & anxiety • Enhanced health • Improved impulse control • Increased self-awareness • Skillful responses to difficult emotions • Increased empathy and understanding of others • Development of natural conflict resolution skills For more information on benefits, practices, and courses, go to the website Benefits of Mindfulness: www.mindful schools.org/about-mindfulness/mind fulness.

Everyone, not only students, can benefit from applying mindfulness. I encourage you to make a commitment to spend ten minutes each day in a mindful state of mind and see the benefits it can have on your mood and ability to concentrate.

With the never-ending demands and distractions of the world, full engagement is a rarity, but it can bring a sense of peace and control back to one’s life. ■ COUNSELOR’S NOTEBOOK

Squaring Off on the Opiate Crisis

By WILL ENGLISH TEAMM Program Counselor, North Andover High School

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chool counselors can do much to counter the growing substance use crisis in Massachusetts. The situation is so urgent that counselors must do everything possible to combat addiction. A good place to start is with the significant research already completed around school culture and how it affects substance use among school populations.

The top level summary is intuitive: students who feel welcome and cared for in school are less likely to use substances. R. S. Grana says: “Youth who feel invested and emotionally connected to their school may be less likely to degrade the school, more likely to report peers’ deviant behavior, and less likely to use substances than students who feel disconnected from the school.”

On the other hand, if the school culture is poised to treat students as offenders, they are more likely to act like offenders. The takeaway is clear. We need to continue to focus our work on building healthy, inclusive school communities.

School counselors are also ideally situated to collaborate with community members outside the school building who are working to combat the opiate crisis.

Addiction is a brain disease, and it should not be stigmatized by pejoratives such as “abuse” and “junkie.” Weekly meetings with student support services, law enforcement, and other youth services programs can help to create a united front in treating the disease.

Prevention is the best investment we can make. D. W. Soole points out that the most effective programs reach students before they have developed a significant use disorder, especially during late middle school or early high school.

Several easily accessible inventories can help gauge teen substance use and open a dialogue; and if you stress that there will be no punitive action for their disclosure, the students will likely be more honest. Two instruments that involve no special training are the 14-question Adolescent Alcohol and Drug Involvement Scale (AADIS) and the 30-question Drug and Alcohol Problem Quick Screen (DAP).

The results of these inventories can be used to identify students most at risk

SEPTEMBER 2015

and develop effective outreach.

As school counselors, we need to proactively combat addiction, both by building a healthy school culture and by working with members of the broader community. We need open and honest dialogue with teens about substance use.

Avoiding talking about drugs and alcohol only compounds the problem. And the school community needs to implement a collaborative approach where counselors take an active part. Prevention is possible only by working across an entire community. ■

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MASCA Awards 2015

By KATE SALAS, Ed.D. MASCA Awards Committee Chair

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chool counselors are like the horse trainers of the Kentucky Derby. They work tirelessly to ensure that the realistic goals set forth by the team are executed without complications. If there are issues such as injuries, the horse trainer is equipped with resources to manage them and assist the team in regaining focus on the ultimate goal: winning the Kentucky Derby. As the trainer stands by with pride, the jockey, horse, and owners are celebrated in the winner’s circle.

In a similar way, school counselors often work behind the scenes to ensure student success, and much of what they do goes unrecognized. Counselors ensure

students set realistic goals. Working with a student who has many challenges, the school counselor ensures that the student is placed in the correct class with the best teacher for his learning style and with peers who will support him.

Counselors do this because they know that it will give the student the best possible chance for success.

School counselors provide direct support to students individually, and they also implement a comprehensive guidance curriculum to provide all students with skills to succeed academically, cope with personal and social issues, and explore postsecondary options.

The following counselors are some of these successful “trainers.” They were selected by their peers to be recognized for their contributions to the school counseling field, and their nominations were submitted to the Awards Committee.

At an Awards Ceremony & Presidential Reception held on April 6 at the Holiday Inn in Boxborough, the nominations were read as family and friends celebrated. Although not quite the Kentucky Derby, it was a fabulous celebration nonetheless.

A special thank you is extended to the ceremony’s sponsor, Bentley University. ■

Counselor of the Year

Counselor of the Year

Administrator of the Year

Wendy Rosazza Granite Valley Middle School

Kate Salas Pembroke Community Middle School Nominators: Ruth Carrigan and Joanne McClune Kate is a school counselor and 21st Century Skills teacher at Pembroke Community Middle School. Three years ago, she developed the 21st Century Skills curriculum for the newly proposed class at Pembroke Community Middle School, and she created each lesson plan for the entire first year. As a result of her forward thinking, vision, and willingness to tackle the challenge of creating a class specifically taught by a school counselor, the class has morphed into a model for all school counselors.

Kate brings a level of passion to everything she does, and her dedication to the counseling profession is matched only by her love of teaching and generosity as a colleague.

Recently, Kate presented at the South Shore Guidance Association Professional Development meeting, where she shared her expertise on Career and College Readiness Technology Tools for counselors.

Kate frequently presents at MASCA conferences, and on the national level she has presented at three ASCA conferences.

As a counselor educator at Suffolk University, Kate mentors graduate school counseling students, helping to prepare them for the important work of a professional school counselor.

Christine Evans St. Paul’s School

Nominator: Bob Bardwell Wendy, school counselor at Granite Valley Middle School, works with all middle school students (N=396). This, in itself, is a challenge. Great effort and energy are needed in order to get to know all students and their families as well as each student’s learning needs.

Wendy often participates in classroom guidance lessons, especially for the Grade 5 Student Success Skills Evidence Based curriculum. She also coordinates the Wise Mentor Training for eighth graders, who assist fifth graders with their academics.

Wendy regularly goes above and beyond the expectations of her job. She collects coats and supplies for kids in need and often stays late in the afternoon and evenings in order to complete jobs that simply cannot be accomplished during the school day.

A dedicated member of WMCA, Wendy was recently named “WMCA Counselor of the Year 2015.”

Wendy loves working with her students, and she brings a smile to all she encounters. She is committed, engaged, and willing to go the extra mile. Her efforts to improve the lives and academic achievement of students, families, and the town of Monson make her a most worthy recipient.

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Nominator: Donna Brown A school counselor for many years, past MASCA president, and former MASCA Counselor of the Year, Christine says: “One of the main motivators for me to move into administration was to promote and advance high quality school counseling programs. My experience in working as a counselor and as a director of guidance formed my strong conviction that administrators who understand and support school counselors are key in the development and support of quality comprehensive counseling programs that serve all students.”

Christine took on the role of principal of St. Paul’s School in Hingham three years ago. Since then, she has created a guidance position and implemented a comprehensive school counseling program in all grades.

Donna Brown, school counselor at St. Paul’s, says: “Counselors receive varying levels of support from their administrators. Thankfully, Christine is the type of administrator with a passion and enthusiasm for student success that is grounded in the foundation of the MA Model. She envisions and supports a school counseling program that is a regular part of the curriculum with a support system that ensures success for all students.”

COUNSELOR’S NOTEBOOK

George Thompson Memorial Scholarship

Rising Star Torch Award Jessica Austin South Hadley High School Nominator: Patricia Richmond

Jennifer Jameson Bridgewater State University Nominator: Tina Karidoyanes

Jessica, a high school counselor at South Hadley High School, is highly praised by both colleagues and students. In addition to her technical guidance skills, she brings excellent people skills and professionalism to her work. She is self-motivated, dedicated, responsible, and enthusiastic; and she is upbeat about both the role of education and that of school counselors.

Last year, Jessica was voted “Teacher of the Year” at SHHS. Recently, she was chosen by Western Massachusetts Counselor Association as its “Rising Star 20142015.”

Jillian Fagan Foxborough Regional Charter School Nominator: Ruth Carrigan

In her second year as a professional school counselor at Foxborough Regional Charter School, Jillian has worked diligently to develop and implement a comprehensive school counseling curriculum for grades 8-12. Recently, she presented her work at a South Shore Guidance Association College & Career Readiness Professional Development Meeting, and she will present at MASCA as well. A young counselor with boundless energy and enthusiasm, Jill always tries to make a difference in the lives of her students.

SEPTEMBER 2015

Graduate Student Scholarship Winners Kristina Haugh, Bridgewater State University Lara Solinsky, Suffolk University Judy Ferrara, Salem State University Erin Wetherell, UMass Amherst Recipients received $100.00 in exchange for ten hours for volunteer work for the MASCA conference.

CURRY COLLEGE

Q UICK F ACTS :

Rising Star Torch Award

Jennifer, a recent graduate of Bridgewater State University, is described by her supervisor as a compassionate, professional, proactive, detail-oriented, and consummate team player.

Her vibrancy and enthusiasm for the profession show in all of her endeavors and the relationships she has established with both students and colleagues. Jen’s interpersonal skills are notable, and she works effortlessly with students to guide them through identifying postsecondary plans, the college admissions process, and dealing with personal issues. Students are drawn to her positive energy and passion for her job.

• A private, four-year, co-educational liberal arts college founded in 1879

• 21 majors and 65+ minors/concentrations leading to bachelor's and master's degrees

• Serving over 2,000 traditional undergraduate students

• Student/faculty ratio is 11:1 Average class size is 20 students

• Approximately 1,575 students reside on campus

• Approximately 70% of undergraduate students receive some form of financial aid

• 131-acre New England campus located just minutes from downtown Boston

• Offering a wide array of extra-curricular activities including 14 NCAA Division III athletic teams

(800) 669-0686 or (617) 333-2210 1071 Blue Hill Ave. • Milton, MA 02186 www.curry.edu curryadm@curry.edu

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PEOPLE, PLACES, & PROGRAMS Retelle to lead Anna Maria College Paxton, MA—Anna Maria College Board of Trustees has selected Mary Lou Retelle as its president following a year-long role as interim president. A seasoned administrative executive with in-depth knowledge of Anna Maria campus dynamics, Retelle will serve as the college’s eleventh president since its founding by the Sisters of Saint Anne congregation in 1946.

Retelle is the first woman to lead the institution in more than twenty years and the first woman outside of the college’s founding congregation to serve as president. She brings twenty-five years of experience as an executive administrator at academic institutions. Since 2011, she has served as an Anna Maria executive, joining the college as executive vice president.

She was then promoted to interim pres-

ident and had oversight for the college functions related to enrollment, student life, and athletic programs.

Retelle was an enrollment consultant for Suffolk University following fifteen years at Merrimack College, where she served as Vice President for Enrollment and Student Services, Vice President for Enrollment Management, and Dean of Admission and Financial Aid. She also served as Director of Admission and Enrollment Management at State University of New York, Potsdam, from 1991 to 1994. During her tenure at Merrimack, the college served as home base for MASCA’s affiliate, Northeast Counselors Association, and each year, Retelle hosted several meetings.

Retelle obtained her Bachelor of Arts in Biology from Merrimack College and her Master of Education in Student Personnel Services from Northeastern University.

port Yacht Club in Danvers. Sponsor of the event, once again, was Dean College, and the college representatives presenting updates on the campus and its programs were Iris Godes, Assistant VP for Enrollment / Dean of Admissions, and Jaclyn Cowell, Assistant Director of Admissions.

NECA award recipients were:

NECA honors colleagues

Special Awards Dr. Judith Josephs Kathleen Scott ■

Northeast Counselors Association held its Annual Awards Night in May at Danvers-

Leadership Award Keith Westrich DESE Director of College and Career Readiness Administrator of the Year Dr. Kristen Lazzaro Director of Guidance Triton Regional High School Torch Award Tom Woodbury Barbara Coutinho

FOCUS ON HEALTH & SAFETY Combined efforts needed to combat melanoma The most common form of cancer in the U.S. is skin cancer, and the deadliest form of skin cancer is melanoma.

The CDC reports that melanoma rates doubled between 1982 and 2011 and the rates will continue to climb without community prevention efforts.

With effective education, mass media campaigns, and policy changes, an estimated 230,000 melanoma skin cancers could be prevented and $2.7 billion in treatment costs could be saved.

— http://www.mdlinx.com/oncology/medical-news-article/2015/06/04/6169988/?news.

Daily consumption of BBQ sausages implicated in death “A rectal surgeon has attributed the recent death of a 17-year-old boy from colorectal cancer to his daily consumption of sausages, which contain nitrates that can be converted into cancer-causing nitro-

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samines in the body…. Most processed meats, such as sausages and bacon, are high in nitrates, which can form nitrosamines after they enter the human body, Huang [Shuan-yuan, physician, Changhua Christian Hospital’s Division of Colon and Rectal Surgery] said, adding that eating charred processed foods is particularly detrimental to human health as it can cause changes in body cells that can lead to cancer.”

— Stacy Hsu, “Teen’s fatal cancer tied to daily habit of BBQ sausages,” The Taipei Times, www.taipeitimes.com/News/taiwan/archives/201 5/04/02/2003614985, April 2, 2015.

Teenage distracted driving worse than previously thought WASHINGTON, D.C., March 25, 2015 The most comprehensive research ever conducted into crash videos of teen drivers has found significant evidence that distracted driving is likely much more serious a problem than previously known,

according to the AAA Foundation for Traffic Safety. The unprecedented video analysis finds that distraction was a factor in nearly 6 out of 10 moderate-tosevere teen crashes, which is four times as many as official estimates based on police reports.

The most common forms of distraction leading up to a crash by a teen driver included: • Interacting with one or more passengers • Cell phone use • Looking at something in the vehicle • Looking at something outside the vehicle • Singing/moving to music • Grooming • Reaching for an object Researchers found that drivers manipulating their cell phone (includes calling, texting or other uses), had their eyes off the road for an average of 4.1 out of the final six seconds leading up to a crash,” said AAA CEO Bob Darbelnet. ■ COUNSELOR’S NOTEBOOK

95%

OF RECENT B.A/B.S. GRADS completed their degree in 4 years

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ACADEMIC COACHES available for student support

ASSOCIATE and BACHELOR’S DEGREES

Degrees of Difference

877-TRY-DEAN • dean.edu/masca

SEPTEMBER 2015

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Massachusetts School Counselors Association, Inc. COUNSELOR’S NOTEBOOK Sally Ann Connolly, Editor

PRSRT STD U.S. POSTAGE PAID NEWBURYPORT, MA PERMIT NO. 96

IN CASE OF NON-DELIVERY, RETURN TO: Donna M. Brown P.O. Box 366 Bryantville, MA 02327

Your membership renewal date is indicated by year and month on your address label above.

To renew your membership, go to MASCA’s website, www.masca.org.

The Mission of MASCA The mission of MASCA is to advocate for school counselors in the Commonwealth of Massachusetts by providing leadership, collaboration, and professional development.

Stay informed by visiting MASCA’s website regularly.

You can share your views with fellow MASCA members by joining in the Forum.

www.masca.org

Experience TRADITIONAL without settling for TYPICAL.