Counselor’s Notebook
MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION
The Children are our Future
By Jessica Descartes, MASCA 2024 -2025 Board Chair and Director of Student Services, Tech Boston Academy, with co-author Shaulita Francis, TechBoston Academy Class of 2014
Whether you are familiar with George Benson’s version or Whitney Houston’s, both of these striking voices once sang…”I believe the children are our future. Teach them well and let them lead the way…show them all the beauty they possess inside”. (Greatest Love of All, written by Michael Masser & Linda Creed). As we head into October, it is important to remember this: the students who we are serving are our future and the next generation. In our current roles, we are shaping the world that they will inherit and we need to ensure that we are investing in their well-being, education, and development. I think about this often, but it truly resonated when I needed a hair appointment.
When my loctician left her salon for her maternity leave and it was time to find a new stylist, I was hesitant and reluctant. I had been very loyal to her
and the thought of having someone new maintaining my locs was not something I was ready for. However, after perusing the social medias for recommendations, I found Shaulita. Shaulita was a former student of mine, a member of TechBoston Academy’s Class of 2014, who had just left a full-time role in marketing to pursue her dream of becoming a licensed hair stylist. I did not know where she was in her styling journey or how much experience she had. However, I remembered how dedicated she was as a student. I scheduled an appointment with her and when the time came, it truly made me understand why we do this work. Our appointment consisted of laughter, catching up, finding old photos, and much reflection. I really wanted to know if Shaulita felt that she was supported during her time at TBA and she was happy to share her experiences:
Q1: How did you get to where you are now?
Shaulita’s response: “Through community. Every step of the way I have had a community of people invested in me and my holistic well being. My success is the result of every prayer, word of advice and connection I have had in my life. It’s truly a privilege to have people who see me and see value. In this particular season, when I decided to leave my full time job in marketing to further my education in haircare, it was my church’s prayers, my friends’ advice and my community’s financial support that made it possible. It’s simply a blessing that I only wish to give to others as well.”
Q2: How did your school and school counselor support you, before, during, after?
Shaulita’s response: “I had teachers who believed in me and pushed me to dream! One of my favorite teachers put it like this “ Dream big and let God work out the details”. Going to public school and growing up in an urban neighborhood, dreaming big can sometimes feel daunting and at times, it doesn’t even feel like an option due to our world of exposure. The teachers and counselors I had in high school pushed me to look past my frame of reference and encouraged me to pursue what I was interested in. Though my interests have shifted since my senior year of high
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Jessica Descartes
Governing Board
Chair
Jessica Descartes
School Counselor
Tech Boston Academy
Assistant Chair
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
Board Members
Mindy Cripps
Director of School Counseling
Billerica High School
John Crocker
Director of School Mental Health & Behavioral Services
Methuen Public Schools
Andrea Encarnacao
School Counselor
Boston Latin School
Cynthia Esielionis
School Counselor
Ayer Shirley Regional Middle School
Rani Gould
School Counselor
The Academy at Kiley Middle School
Cory McGann
School Counseling Department Head
Ashland High School
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School
Committees
Conference Committee
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School
Ethics Committee
Mindy Cripps
Guidance Director
Billerican High School
Fiscal Oversight Committee
John Crocker
Director of School Mental Health & Behavioral Services
Methuen Public Schools
Government Relations & Advocacy Committee
Juliette Coatsworth
School Counselor
Foxborough Regional Charter School
Fran Frederick
School Adjustment Counselor
Belchertown High School
Inclusion, Diversity, Equity & Access Com-
mittee - Currently vacant
MA Model Committee
Dave Elsner
School Counseling Coordinator
Medway Public Schools
Cynthia Esielionis
School Counselor
Ayer Shirley Regional Middle School
Member Services Committee
Renee Considine
School Counselor
Minnechaug Regional High School
Jacob Beaudoin
School Counselor
Rise Academy, Lawrence
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
MASCA 2024-25 DIRECTORY
Professional Development Committee
Paige Kenney
School Counselor
Professional Recognition Committee
Dina Sibilia
School Counselor
West Springfield High School
Tama Lang
School Counselor
Litwin Elementary School, Chicopee
Publicity Committee
Chris Soverow
Retired School Counselor
Easthampton High School
Research and Evaluation Committee
Tim Poynton
Professor
UMASS Boston
Strategic Planning Committee
Currently vacant
Technology Committee
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Ad Hoc Committee on School Counselor
Gaps
Olivia Hull
School Adjustment Counselor
Maynard High School
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Appointed Positions
Executive Director & Membership Coordinator
Bob Bardwell
School Counseling Department Head
Framingham Public Schools
Secretary
Julia Cahill-O’Shea
School Counselor
Hamilton- Wenham Regional High School
Counselors Notebook Editor & Webmaster
Jean Atwater-Williams
IT Consultant
BizTech Associates
Mentoring Coordinator
Maryanne Margiotta
Career Facilitator
Southwick Regional High School
Program Evaluation Coordinator
Karen Marie Harrington
Diversity Fellows
Josh Bordes
School Counselor
East Boston High School
Josselyn Guzman
School Counselor
Lynn Vocational Technical Institute
Roz Riggins-DesRuisseux
School Counselor
Snowden International School, Boston
Liaisons
Affiliate Liaison
Christine Weissman
Family & Community Engagement Counselor
Ware Jr.-Sr. High School
Counselor Educator Liaison
Megan Krell
Associate Professor
Fitchburg State University
DESE Liaison
Lisa Harney
MA Dept of Elem & Sec Education
Emerging Leader Liaison
Cory McGann
School Counseling Department Head
Ashland High School
Graduate Student Liaisons
Evelyn (Xiya) Chen
Graduate Student
Boston College
Rachel Flagg
Graduate Student
Assumption University
Julia Nathanson
Graduate Student
Boston University
Social Media Liaison
Jessica Almedia
School Counselor
Quinn Middle School, Hudson
Emerging Leaders
Chase Grogan
Student Development Counselor
Community Academy of Science and Health
Luz Mederos Dorleans
School Counselor
Boston Latin Academy
Colin Moge
School Counselor
West Springfield High School
Cheryl Ray-Bass
School Counselor
Rebecca Johnson Elementary School, Springfield
Maura Ricardi
School Adjustment Counselor
East Street School, Ludlow
Courtney Royal
School Counselor
Gloucester High School
Special Interest Group (SIG) Leaders
Counseling Directors
Meg Clougherty
School Counseling Program Director
Boston Latin School
Carol Cohen
Supervisor of Guidance (6-12)
Marlborough Public Schools
Elementary
Lori Ford
School Counselor
Martha’s Vineyard
Megan McShane
School Counselor
St Columbkille Partnership School
Maura Ricardi
School Adjustment Counselor
East Street School, Ludlow
MultiLingual Learners
Raffaella Almeida
Bilingual School Counselor
Barnstable High School
Olivia Hull
School Adjustment Counselor
Maynard High School
Heidys Mendez
School Counselor
Woburn High School
Middle Level
Dena Coffey
School Counselor
Pickering Middle School, Lynn
Jackie Saunders
School Counselor
Gibbs School, Arlington
Tim Stonecipher
School Counselor
Pike School, Andover
Retirees
Helen O’Donnell
Retired School Counselor
Anne Thidemann French
Retired School Adjustment Counselor
School Adjustment Counselors/ School Social Worker
Nychele Clark
School Adjustment Counselor
Gardner High School
Kate Niedel
Retired School Adjustment Counselor
Anne Thidemann French
Retired School Adjustment Counselor
Secondary
Karen McCrillis
School Counselor
Gardner High School
Leanne Soulard
School Counselor
Franklin High School
Rachael Weinhold
School Counselor
Winchendon High School
Urban
Rani Gould
School Counselor
The Academy at Kiley Middle School
Gisele Rojas
Director of Student Support Services
Holyoke Public Schools
Vocational/Technical
Annie McCarthy
School Counselor
Franklin County Technical School
Maryrose O’Neil
School Counselor
Tantasqua Regional High School
Lauren Robillard
School Counselor
Bay Path Regional Vocational Technical
High School
Affinity Group Leaders
Counselors of Color
Jessica Descartes
School Counselor
Tech Boston Academy
Andrea Encarnacao
School Counselor
Boston Latin School
Aaron Spencer
School Counselor
Nashoba Valley Technical High School
LGBTQ+
Mindy Cripps
Director of School Counseling
Billerica High School
Jessica Almeida
School Counselor
Quinn Middle School, Hudson
Filling the Pipeline
By Bob Bardwell, MASCA Executive Director and School Counseling Department Head, Framingham Public Schools
If you have been paying attention to our emails, social media posts and the most recent Wednesday’s MASCA Matters, then you have seen a few of the new videos drop that have been produced by MASCA in an effort to gather interest in the school counseling profession in Massachusetts.
The MASCA leadership has known for many years now that there are dwindling numbers of individuals entering into traditional school and school adjustment counseling preparation programs. When compounded by the need for increased emphasis on student mental health (in part due to the 2020 Coronavirus pandemic) and increased number of retirements, that for the first time in a very long time, the supply of school counselors and school adjustment counselors would not meet the growing demand.
Gone are the days when school districts would get over 150+ paper applications and resumes for one job. While the establishment of online applications (like School Spring or TalentEd) makes it so much easy for applicants to submit an application, the reality is that the numbers are no longer there. Highly desirable districts are lucky if they now get 25 applications and less desirable school districts are often in the single digits. Applicants now have choices so they often will only want to work in better paying districts or those with student populations with fewer challenges We are seeing candidates hired on emergency waivers from the MA DESE, positions going unfilled, graduate students being hired as a long-term substitute while also earning their required practicum hours simultaneously and even unqualified people hired for non-union or non-certified positions which fulfill the role of a school counselor.
There are 15 approved school counselor preparation programs in Massachusetts which offer a traditional master’s or CAGS program to earn a school counselor and/or school adjustment counselor certification. While the number of programs has relatively been the same for a number of years, the number of students, and thus graduates, has dwindled. In the 2018 school year, the programs enrolled some 1703 students but in 2023 there were only 723, a loss of 980 students in
Robert Bardwell Executive Director, MASCA
just five years. Of course, DESE has tried to address this reduction by allowing individuals to earn an emergency license or districts can request a waiver. For the first time in my 23-year adjunct professor career, I now have graduate students who are working full time in a counselor role who possess a waiver or emergency license, but have not completed a degree or earned licensure through a panel review.
The reality is that there is a pipeline issue or gap in pretty much every educator position. Simply put there are not enough counselors and teachers getting certified to meet the demand. MASCA has made efforts to address this and work collaboratively with our sister associations across the state to figure out a way to fill the pipeline. In April 2023, at our annual spring conference, MASCA invited the leaders of 12 education related organizations, including the three teacher unions and organizations like The Rennie Center and the Massachusetts Business Alliance for Education who often share interests in our projects, to begin to discuss these topics across educational organizations.
In June 2023, as a direct result of that meeting, the MASCA Governing Board approved the creation of the Ad Hoc Committee on the School Counselor Pipeline, co-chaired by Jen McGuire and Olivia Hull. The Committee has been working diligently to create ideas and opportunities to positively impact the pipeline for school counselors in Massachusetts.
I am proud to say that one of the tools that was identified by the Committee and endorsed by the Governing Board was to create a video of what it is like to be a school counselor in Massachusetts and the many reasons and motivations to consider this career. The goal is to share that widely through direct email and social media campaigns to the universe. One particular strategy is to share this information with undergraduate psychology advisors or undeclared majors as a way to encourage and entice undergraduate students to consider a career as a school counselor. You can view the long (6 minute) and short video clips (about one minute) on our MASCA YouTube Channel. The long video is also available on the homepage of the MASCA website Thank you to the several volunteers who were willing to be taped for this video. It was a truly inspiring and motivational project.
Our members can also play a significant role in helping to address the gap. Yes, we know that being a school counselor or adjustment counselor is most likely challenging and frustrating. Counselors often feel overwhelmed, overworked and under resourced. This is true for sure; however, our profession has many rewards and benefits that often outweigh the negatives. We all have had that success story when despite the incredible effort, the student passes that class, achieves their dream or makes a positive decision.
So, here is the ask. If you are able, please like, share and repost these videos on your social media pages, or if you are not active on social media, share our website link with your family, friends and colleagues. If you see talent, maturity, motivation and/or personality in some of your students, encourage them to become a school counselor. I know of at least four of my high school students who have entered the school counseling profession. There is no feeling like seeing one of your former students succeed as a school counselor. Call it magical, inspiring and coming full circle.
What will you do to help close the gap and help fill these unfilled vacancies?
Children
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school, I will never let go of “Dream big and let God work out the details”.
Q3: Who would have thought that you would be styling the educators who supported you?! What does this mean to you?
Shaulita’s response: “I think it’s beautiful to be on the other side of things. When I was in high school, you were the one pouring into me and my friends, making sure we completed our school work and were on track to graduate. Now it’s an honor to be the one pouring into your cup and serving as your hairstylist.”
Q4: What advice do you have for educators supporting students today?
Shaulita’s response: “Listen to your students, especially the quiet ones that tend to go unnoticed. Encourage them to try new things, things outside their comfort zone and to dream big.”
Overall, Shaulita emphasized the need for us to pour into our students. This is so important because it fosters growth, potential and confidence in our young people. When we are intentional about investing our time and energy in their learning, we can inspire them to reach for their stars.
Students who are learning in supportive and nurturing environments are more likely to be even more engaged in their learning; thus, not afraid to reach for their stars. Finally, it does not end with graduation. We should continue to follow our students, support their visions and understand that they are now the exemplars for our future generations. This is the reality: Our students are our future stylists, our future doctors, our future musicians, our future school counselors, our future insert more here…let us come together to create environments where they will thrive and be successful.
Welcome to our Newest Members!
The following have joined MASCA in the last month:
Aminmentse Bekongcho
Annis Spencer
Bailey Caitlin
Bannon Kristen
Borge Samuel
Brewer Audrey
Cairney Aimee
Charlot Danielle
Cormier Grace
Couto Elizabeth
Creamer Mary Margaret
DaSilva Alexandra
Depuy Harrison
Diogene Oneisha
Flynn Alyssa
Gagne Aryana
Garces Marcela
Gordon Amanda
Greene Ashley
Griffin Janie
Hadmack Christa
Hamilton Patrick
Horton Nicole
Jefferson Lauren
Jelden Sofie
Jones Katelyn
Kelly Amanda
Kelly Kristyl
Kuzma Kirsten
Lally Kristen
Lane Jordan
LeMay Lauren
Lomba Sonia
Lopes Vanda
Martinez Tatiana
mccarriston jenna
McCarthy Elizabeth
McCraven Paige
McCuish Julienne
McGee Molly
Metivier Michael
Miller Jaclyn
Montiel-Flores Karina
Mooney Marla
Moran Lacy
Moreschi Gabriella
Morrow Madalyn
Peak Andrea
Rivera-Earley Tabatha
Ruffin Natalia
Suarez Lauren
Topaz Danielle
Totniou Maria
Troy Owen
Wang Zhiyuan
Worden Emily
Young Andrea
Zhang Yichen
If you know any of these new members, please extend a warm welcome and greeting.
We are happy you have joined us!
504 TRAINING WORKSHOP
This in-person workshop, will be held at College of the Holy Cross in Worcester, MA Our day will be filled with engaging keynotes, and a 4-hour workshop by led by Felicia Vasudevan, an attorney specializing in Education Law and Special Education Law. The training will cover all elements of Section 504 from determining eligibility, writing 504 Plans, assess ing needs for extracurriculars and transportation to addressing claims of discrimination. Counselors will walk away with how to practically handle different 504 questions or situations that arise in their schools They will understand how to respond and address difficult situations that arise in their practice.
Reach out with questions: alimrobidoux@gmail com
Improvisational Theater Can Help Students
Research demonstrates the mental health benefits of theater, specifically improvisational theater. Improv increases creativity, self-esteem and self-efficacy.1 It appears that the atmosphere of trust needed to improvise is one reason - participants learn to “make their partner look good” and learn to say “yes and . . .” to the others’ ideas.
By engaging in role playing to address conflicts, whether it is about sharing something on the playground or how to deal with an imaginary monster conjured out of a bag of props, improv gives students a new context for working together and a safe space to try out new strategies. It also allows students more drawn to kinesthetic learning a chance to shine as many games, particularly in the beginning, are non-verbal. This opens up a space for these students who might typically be receiving negative feedback about “behaviors” to become role models and be recognized for their abilities.
Piti Theatre Company, an award-winning touring troupe based in Charlemont, was asked by a principal during the pandemic to develop something that would be both deeply engaging and a lot of fun for her students . . . that could be offered outside. Four years later, “Inclusion Improv” has been offered at elementary schools across New England. Blending improv
1 Schwenke, Diana (2021). Improv to Improve: The Impact of Improvisational Theater on Creativity, Acceptance, and Psychological Well-Being. Journal of Creativity in Mental Health, Vol. 16, 2021, issue 1.
games with conflict resolution skills and focusing on social-emotional development, Inclusion Improv has been welcomed by principals and teachers as well as guidance counselors looking to reach harder to reach students.
Piti Theatre also offers an afterschool program for teens, currently available in Greenfield, Shelburne Falls and Holyoke, called Valley Playwright Mentoring (VPM) where student actors receive a stipend for participating and develop a performance based on stories from their lives with the support of a therapist and professional playwright. The program is inspired by Barrington Stage Company’s long running Playwright Mentoring Project in Pittsfield and North Adams.
If you are interested in these programs for your school, be aware that Mass Cultural Council grants typically fully fund Piti residencies in MA schools under their creative projects for schools, but hurry! The deadline for this grant is Oct. 10.
For more info, contact Piti Theatre Company’s Artistic Director, Jonathan Mirin at (413) 625 – 6569.
October 2024 Awareness Dates
MONTH:
ADHD Awareness
Blind Equality Achievement
Communicate with Your Kids
Computer Learning
Crime Prevention
Domestic Violence Awareness
Down Syndrome Awareness
Dyslexia Awareness
Health Literacy
LGBTQ+ History
National Book
National Bullying Prevention Awareness
National Depression and Mental Health Screening
Positive Attitude
DAY(S):
5 World Teacher’s Day
6–12 Mental Illness Awareness Week
7 World Day of Bullying Prevention
7 Child Health Day
9 Walk to School Day
10 National Depression Screening Day
10 World Mental Health Day
11 National Coming Out Day
14 Indigenous Peoples’ Day
16 World Food Day
16 Unity Day – Kindness, Acceptance, Inclusion
20–26 America’s Safe Schools Week
21–25 National Health Education Week
21–25 National School Bus Safety Week
22 International Stuttering Awareness Day
23–31 Red Ribbon Week (DrugFree America)
October Question of the Month:
Do your students, your school counseling team or you dress up in celebration of the October Halloween holiday? If so, what was your best/most favorite costume?
Mary Downie, School Counselor, Southwick Regional School
Yes- some kids and some faculty do. I try to every year - it’s my favorite holiday! My best was a few years ago - I want as Snooki - Jersey Shore! LOL! The kids didn’t quite get it - the adults loved it!
Elsa Fernadez, School Counselor, Southeastern Vocational HS
Yes - Last year our office did Barbie. This year we are now working on a team we have not decide yet.
Tama Lang, Litwin Elementary School Chicopee
Every year we host a Trunk-or-Treat for students and families. My own children help create the trunk decorations. One year they designed a castle, so I dressed up as royalty and passed out ring pops from a huge treasure box. Students who came in princess costumes were excited to see a grown up dressed like them!
Ann Marie Flanagan, School Counselor, Tantasqua Regional High School
Yes - students and staff. We were all pirates one year, and Disney characters another year, and then there was the time we were all M&Ms!!! I think last year we were all some version of Where’s Waldo...and of course, there was the time we were all witches... :)
Thank you to all who participated in this month’s QOTM. Ready for the November QOTM?
November is the month of Thanksgiving.
Either in your personal or professional life, what are you thankful for?
Just filll out this form no later than Wednesday, October 23.
Photos (clockwise from top left) contributed by Elsa Fernandes, Mary Downie, Gina Massa, Anne Marie Flanagain, Gina Massa and Tama Lang.
Games for Social Emotional Learning with Elementary Students
By Dana Fullerton, presenter at MASCA Summer Camp 2024
Taking turns. Inviting to join. Asking questions. Managing disappointment. These are just a few of the amazing social and coping skills that students can build while playing social emotional games. I had the opportunity to be a presenter at the MASCA Summer Camp and presented about using social emotional games with elementary students. I categorized the games based on the 5 competencies of the CASEL Framework: Self Awareness, Self Management, Relationship Building, Social Awareness, and Responsible Decision Making. Since social emotional curriculums tend to be connected to CASEL, no matter what curriculum you are using, you should be able to incorporate these games into your activities with students.
Here are a few examples of what we played. I also included images of the games on the facing page that you can use for the self awareness, self management, and social awareness games.
Self Awareness
How are You Feeling Today?
Each player starts with one feelings card. Place extra cards face down on a table. Without looking at the feelings card, hold the card to your forehead. Move around the room. Other players will give you visual and verbal clues about your feeling without giving the name of the feeling. Once you guess your feeling, place your card face down, and pick out a new card. Either set a time limit for the game or play until everyone has had all of the feelings cards.
Dana Fullerton
Self Management
Colorful Drive
Do mindfulness color meditation with cars. Color each street according to the color and add extra details if desired. Choose a car. (Kids love the part of using toy cars.) Drive your car to a color and name an object in the room of that color. Drive to every color. Repeat colors if desired. This can be played individually or with a partner. Notice any differences in how you feel before and after the activity.
Relationship Building
Tell Me a Story
Sit or stand in a circle. Hold a stuffed animal or other object. Say one or two sentences of a story. For example, “Once upon a time, a dog wanted to travel to the moon.” Pass
the animal around the circle. Each person adds to the story. Once the object has passed around the circle, the person who started can add, “The end.”
Social Awareness
Social Skills Dice
In this fall version of the game, students work to develop perspective taking skills of identifying feelings and predicting what will happen next. Students roll dice to determine the character (who), the character’s feelings, and the events. Based on this, the students predict what the character will do next. Students take turns sharing their stories.
Responsible Decision Making
Human Knot
Students practice working as a group to problem solve and give encouragement. Form a standing circle. Each participant puts hands in the middle and holds hands with 2 different people. The group works together to untangle the human knot - without letting go of hands - until a circle is formed again.
I hope you’ve enjoyed these game ideas. If you have any questions about the directions or resources, please reach out to me at dfullerton@gloucesterschools.com.
Have a wonderful school year!
Research Study
What Support School Counselors/Social Workers Say Would Be Helpful:
Requests for Consideration from Massachusetts Department of Elementary and Secondary Education and Massachusetts School Counseling Association
by Kadyn Germain, M.Ed, Christine Shaw, Ph.D
Introduction:
This qualitative research study reports on the supports school counseling staff in Massachusetts state would be helpful from the Department of Elementary and Secondary Education and School Counselors Association in Massachusetts. The data was gathered through The Massachusetts School Counselor Association (MASCA) Survey of the Field. From the 36 item survey, two open ended questions focusing on support needs of the community, were analyzed for this study. A qualitative process, finding themes within the data and then quantifying the clusters of like responses was utilized. Four major themes emerged for both MASCA and DESE support requests: training and professional development, role clarification and standardization, advocacy, and resources.
Research Questions:
This study utilized the following questions that were part of the survey:
● “What do you feel the Dept. of Elementary and Secondary Education could do to support school counselors?”
● “What can MASCA do to support you and your department?”
Background:
In a 2024 article published by the National Education Association, the authors state that public schools across the nation are struggling to employ qualified school counselors and social workers (Solis, Feb. 2024), while the mental health needs of today’s youth continues to grow (CDC, 2021). The Youth Risk Behavior Survey Data Summary & Trends Report: 2011–2021 found that over 40% of the youth reported a consistent feeling of sadness or depression with roughly a third, saying they struggle with mental health issues (CDC, 2021). Shortages of community based practitioners have been reported across the country, with the American Academy of Child and Adolescent Psychiatry reporting that the national average of psychiatrists
trained to support youth is 14 professionals to every 100,000 children (Berkowitz, 2023). When we consider that one in five youth struggle with a mental health issue (CDC, 2024) and over 33% of adolescents reported they struggle with mental health, community based services are not enough. School counselors and school social workers play a critical role in addressing this increased need however structures and supports are necessary for effective delivery of services.
School counselors however have reported challenges to delivering high quality mental health, academic and career/college services. Studies have found that the non-counseling tasks often take away from the services that counselors would provide directly to students, reducing the social-emotional, academic or college/career counseling services provided (Solis, 2024; Blake, 2020). Additionally, researchers have also found role definition and clarity is a concern across the school counseling profession, causing confusion regarding duties and expectations (Dahir, et. al., 2019; Perea-Diltz & Mason, 2008; Scarborough & Culbreth, 2008). Another study conducted in 2020 determined that some of the causes of role ambiguity were poor or unclear job descriptions, being supervised by non-counseling staff and poorly administered work performance evaluations (Blake, 2020).
Time restraints and duty demands create a barrier to connections being made for the growing population of students needing support (Hecht-Weber, 2021). Hecht-Weber (2021) also found that student performance was improved when they had time to develop positive supportive relationships with their counselor, suggesting that defining roles, providing resources and advocating for the school based counselor profession are all critical to the future success of our youth.
When considering how we advance and promote counseling and social work services in schools, one study found that counselors are one of the best sources for information on interventions and needs for students (Tuzgöl Dost, 2022). The MASCA Survey of the Field 2022, provided an
opportunity for counselors to ‘speak’ directly to the support structures (MASCA and DESE) designed to offer guidance, regulative structures to competencies and licensure, and continued professional development.
MASCA clearly states that our mission is “Position MASCA as a recognized, valuable and respected voice at local, state, and regional levels by building the awareness of the importance and impact of the work and role of the school counselor.” (MASCA, 2021). The Survey of the Field provided a vehicle for this voice and an opportunity for agencies to respond.
Method:
This study and findings are based off of a survey conducted in 2022-2023 which consists of 36 questions (qualitative and quantitative) addressing areas of role definition and duties, service delivery areas, group counseling, instruction and curriculum, supervision and evaluation. The survey was sent out via the MASCA membership with direction to share with others (non members) over a four month time frame in an effort to gather as many responses as possible.
The analysis for this article focused in on two qualitative questions:
○ “What do you feel the Dept. of Elementary and Secondary Education could do to support school counselors?”
○ “What can MASCA do to support you and your department?”
Out of the over all 473 responses, 161 answered “What can MASCA do to support you and your department?” and 201 responded to the question“What do you feel the Dept. of Elementary and Secondary Education could do to support school counselors?”. For clarification purposes, anyone identifying as a guidance counselor or grade specific counselor who had a DESE license, was coded as ‘school counselor’. Anyone who identified as a school adjust(continued next page)
Research
(continued from previous page)
ment counselor or school social worker and had the appropriate DESE license was identified as a school social worker (using the universal title rather than the state specific title of adjustment counselor).
All of the open ended responses were extracted from SPSS into an excel spreadsheet and sorted by word use. Then key terms were identified in the responses and flagged to identify themes and patterns across the open ended responses. The results below highlight the themes that arose across the responses of both counselors and social workers currently employed in schools across Massachusetts.
Results and Findings:
Four themes emerged in regards to support with some slight variations in the percent of the responses mentioning the specific area (see Table 1); Training/Professional Development, Role Clarification/Standardization, Advocacy and Resources.
Interestingly, 50% of the responding counselors and social workers mentioned training or professional development services as a service they would like to see offered (or continued to be offered by MASCA. This aligns with the continued increase in professional development offered by MASCA over the years. Combined with those seeking this type of support from MA DESE, this was the most requested type of support across all of the areas (82%).
This is closely followed by the request for role clarification and standardization across the positions and roles/responsibilities (77%), resources (76%) and advocacy support (52%). The highest mentioned area for support requested from the MA DESE had to do with role clarification and standardization (51%) suggesting that the field sees the role that DESE plays in the definition of duties, tasks and licensing competency requirements. Resources were seen as something that could come from both MASCA and DESE, while advocacy was suggested
as more of a MASCA role and service. The sections below take a closer look at each of the categories that emerged from the survey data.
Training and Professional Development:
Over half of the respondents would like to see professional development and training offered by DESE and by MASCA. The responses fell into four major categories, ‘general requests’, ‘specific requests’, program evaluation and license related professional development.
The majority of requests for specific training focused on mental health and clinical skills, “More training in mental health and tangible techniques” and crisis intervention and SEL strategies, “Mandate more training in special emotional learning and crisis interventions”. Additional requests for training that addresses the needs of rural communities, school based social workers and supporting gender identity support for students was mentioned.
Program evaluation and development related to training focused more on assistance with developing models. For example, one respondent wrote “...Help schools create more robust tier 1 programming that treats mental health as an aspect of all students’ development.” Another stated “Provide more development in curriculum and delivery model integration....”.
Six responses mentioned that they would like professional development offered for ‘free’ that assisted directly with licensing. One unique focus assistance with mental health counseling license in Massachusetts, “Help offer trainings to keep LMHC license as I need to find resources on my own that may not relate to school counselors” . This topic came up in other areas of the survey regarding the recognition of school counseling course work and field work toward other licensing areas.
Overall, respondents wanted to see more professional development offered within their regions, free of cost, that focused on topics of concern for school counselors and school social workers. Location and expense were themes throughout the responses.
Role Clarification and Standardization Across Positions and Licenses:
The second theme to emerge was requests for clarification of the roles for both school counselors and school adjustment/social workers and standardization across the field for the duties, tasks and responsibilities. Role clarification dominated the emerging themes in this sub category with over 70% mentioning assistance in this area. This was followed by requests for licensure and certification assistance, caseload limits and counselor evaluation.
Quite a few of the respondents (over 60) mentioned the need to clarify titles, tasks and responsibilities of different support personnel positions within the school. For example, “clarify the similarities and differences amongst SACs and School Counselors and identify appropriate ways for schools to utilize these roles.” and “… Guidelines regarding caseloads and appropriate duties (I.e. we don’t have any school counselors at the ele-
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mentary level, only adjustment counselors -” were common themes. Suggestions to also streamline the titles used in districts focusing on the title ‘school counselor’ were also common, “Change the license to Pk-12, push districts to rename positions in schools to School Counselor”, and “Combine all the counseling certification subgroups into one official title. I have the experience in doing “adjustment counseling” including as a therapist outside of school and this should be considered as acceptable to schools that advertise SACs or Social Workers. It’s a LOT of overlap and the same work.”
The requests for role standardization transitioned into requests around licensure in a few comments suggesting these two areas are more connected than not, “An initiative to get school counseling course and field work accepted for LMHC would do wonders for the field in helping us clearly define our roles as mental, social, and behavioral health care providers....” , and connected to the areas of supervision and evaluation, “Provide clinical supervisors.... offer ways to help facilitate the licensure process (e.g. reimburse counselors for an exam and/or the preparation), offer CEUs if needed, clarify the similarities and differences amongst SACs and School Counselors and identify appropriate ways for schools to utilize these roles.”.
Requests for guidelines on caseload limits and job tasks also appeared in this section. A common theme that emerged was an overall request that the Department of Elementary and Secondary education streamline licensure looking to either merge, or distinguish the different titles currently licensed (school psychologist, school guidance counselor, school counselor, school adjustment counselor/social worker). Additionally, licensure assistance was mentioned by a number of responders. One request focused in on bridging the gap between different licensing agencies, ‘An initiative to get school counseling course and field work accepted for LMHC would do wonders for the field in helping us clearly define our roles as mental, social, and behavioral health care”.
Advocacy and Regulation:
The third theme to emerge was comments and statements referencing advocacy and regulation within the field. Interestingly, one of the highest areas of comment focused on role acknowledgement and the value added of school counselors/school social workers as part of the critical educational delivery team. Additional areas for advocacy had to do with resources, and then a number mentioned more specifically, case load regulation and management.
The concept of advocacy for resources focused primarily on ‘staffing’ and ‘time’ to do the tasks involved in counseling, “Have enough staffing by looking at ASCA RATIOs and the needs of the communityFUND urban schools better! Reinforce to school leaders that time for SEL IS ESSENTIAL and part of DESE’s framework…” A number of responses mentioned understaffing of counseling services and the idea that counseling seemed to be an ‘afterthought’ in the school delivery model. This could tie into the “burnout” mentioned from respondents and feeling ‘under appreciated’ as part of the student success model. Comments identified examples such as the use of the teacher evaluation tool, and lack of clinical supervision as examples of this in other areas of the survey responses. One request stated, “Acknowledge and value the work, the very HARD work we do with students and families that assist in their academic successes.”
Finally, counselors want high standards for delivery along with that clarification and distinction of the position ., “We need DESE to work with MASCA to hold schools accountable to follow best practices and ethical boundaries so that we can properly do our jobs.”.
Resources:
The fourth theme to emerge was resources needed to support school counseling staff within the field. Responses were analyzed further to see what resources were requested from school counselors with themes including networking/community collaboration in the field, curriculum content, funding, and specific resources that could not just be categorized into one theme. Funding and specific requests for resources were at the top of the supports requested from MASCA. These included requests for 504 fact sheets, brochures and written resources for families, curriculum content and sample lessons for individual and group work, and updated lists of outside agencies that are accessible for students. One resource that was highly requested by
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school counseling staff is having their own evaluation rubric, which is a resource requested but can also fall in the role clarification and standardization theme.
Funding requests focused on needs to increase staffing and help with creation of curriculum content. One unique idea, “Hire and train paraprofessionals in the basics of social and emotional as well as behavior modification strategies and assign them to work alongside the school counselor.”, suggests applying a strategy used in specialized education services for years as a way to expand counseling services.
MASCA has dramatically increased the networking opportunities which respondents mentioned they appreciated (note almost 40% seeing this as a role for MASCA compared to 9% for DESE). Additional requests for this along the lines of working together for lesson plans and sharing tiered intervention ideas was mentioned.
It is important to mention the request that counselors also made for DESE to recognize the challenges in the field and need to recognize the mental health wellness of teachers, administrators, staff and counselors “DESE needs to prioritize student and educator well-being by giving time to address stress and mental health challenges. In giving this time to schools, counselors will feel less overwhelmed with crises and negative (sometimes even toxic) school climate.”
Conclusion and Recommendations:
This report includes only a handful of theamazing comments and suggestions that the field provided in their responses to the MASCA Survey of the Field. It would be beneficial if representatives of the Massachusetts Department of Elementary and Secondary Education reviewed the comments along with MASCA leadership, and utilize the feedback to guide future practice and opportunities for counselors and social workers in the schools. The responses suggest that the following recommendations are taken into consideration by these agencies:
Massachusetts Department of Elementary and Secondary Education:
● Clarify the roles and responsibilities under the licenses for school based counselors, social workers (adj counselors) and psychologists.
● Advocate for recognition of school counselor field work and course work with other licensing agencies (clinical mental health and social work licenses for example)
● Revisit the evaluation tool used for counselors and school social workers (align with more relevant counseling tiered tasks)
● Explore requirements for supervision to include appropriately licensed and
trained administrators (counseling/social work/psychology, etc.).
● Advocate for inclusion in student success models
● Work with MASCA to help clarify the roles and responsibilities of counselors with stakeholders (superintendents, school committees, community)
MASCA
● Continue offering networking and collaborative opportunities with a focus on resource development and sharing models of delivery
● Increase regional professional development opportunities
● Offer specific training in clinical, gender identity, SEL content, etc.
● Work with DESE to help clarify the roles and responsibilities of counselors with stakeholders (superintendents, school committees, community)
The field identifies clear areas for improvement within the field such as licensing and role standardization, targeted professional development, resources for interventions and advocacy for the role that school counselors and social workers play in the success of students across the Commonwealth. With that said, there were also a few amazing comments in support of MASCA and the work they are doing and a great note to end on…..
“You are doing great MASCA!”
“you already do so so much!!!!”
“Thank you for all your support and for advocating for us!”
“MASCA is fantastic”
Limits of the study and validity:
The purpose of this study was to examine school counselors’ thoughts on what supports the Massachusetts Department of Elementary and Secondary Education and Massachusetts School Counseling Association. Counseling staff felt as though support from both organizations in training and professional development, role clarification and standardization, advocacy, and resources would be beneficial to their work in the field.
Responses within the MASCA Survey of the Field regarding these research questions were qualitative, creating a rigorous data analysis that required numerous hours to categorize and organize. Because of the nature of qualitative analysis, there is always the risk of validity based on instrumentation and testing. Effort was made to align specific comments and phrases with the broader themes and all comments are available for review.
Implementing the MA Model 3.0: A Framework for ComprehensiveSchool Counseling Programs
by Helen O'Donnell,
Ed.D, MASCA MA Model Committee, 3.0 Writing Team Co-Chair, PD Institute Trainer
Endorsed by both MA DESE and MA School Counselors Association's Governing Board, the MA Model 3.0: Framework for Comprehensive School Counseling Programs is an evolving document to guide professional best practice. It was presented as a professional courtesy to the field in the spring of 2020 as a public domain resource. This ongoing Counselor’s Notebook (CN) series shares steps and strategies for implementing the MA Mode 3.0 and ASCA Model 4.0©. A library of updated MA Model resources and CN implementation articles available at https://masca.wildapricot.org/MA-Model_3.0
MA Model - A PROFESSIONAL DEVELOPMENT RESOURCE
In the spring of 2024 Dr. Christine Shaw, School Counseling Program Director at Merrimack College and her graduate students delivered a summary of their course research findings from A Survey of the Field 2024 to the MASCA Governing Board. Responses submitted by MASCA colleagues included requests for PD focused on developing and strengthening school counseling programs/curricula and program assessment. Impressed with the quality and depth of their compiled research, students were offered a scholarship stipend from MASCA’s Ronald Fredrickson Endowment Scholarship Fund for PD and School Counseling Research if they were willing to write a Research Brief for publication in the Counselors Notebook. The first research article based on their findings is published in this October issue.
After studying the report*, this article discusses and documents how the MA Model 3.0: A Framework for School Counseling Programs document and MA Model PD offerings are perfectly aligned to four (4) of the requested PD categories from the study.
*What Support School Counselors/Social Workers Say Would Be Helpful: Requests for Consideration from Massachusetts Department of Elementary and Secondary Education and Massachusetts School Counseling Association. K.Germain, M.Ed, C. Shaw, Ph.D MASCA Counselors Notebook, Oct.2024.
Category: Training and Professional Development
Report Request: “free or a minimal cost PD”
• The free downloadable MA Model 3.0 document (aligned with MA DESE and ASCA 4.0) was designed to be educational and informative with outstanding resource links withing the document and the appendix. Plus, there are outstanding free, download-
able MA Model 3.0 resources (contributed by colleagues in the field) that can be found on the MA Model pages of the MASCA website.
• Multi-tiered PD is offered for a minimal cost or FREE and delivered with available mentoring support in multiple formats including webinars, independent study, conference and MASCA Summer Camp workshops, and occasionally at MASCA SIG meetings. The multi-tiered PD offerings (accompanying this article) usually allow registrants opportunities to earn MASCA PDP’s or 3 graduate credits with registration for one of the four MA Model Institutes (cohort and/or individual virtual training and mentoring). Inquiries: helenod@att.net
Report Request: “Curriculum content”, “specific resources”, “sample lessons: individuals or group”,
“Provide more development in curriculum and delivery model integration....”.
MA Model PD is very closely aligned with the MA DESE Ed Evaluation goals for all educators include Standard 1: Curriculum Planning and Assessment (Systemic Planning and Delivery) and Standard 2: Teaching All students. The MA Model Institutes all have required assignment expectations for Tier 1 curriculum development and delivery for their students. Contributed by Institute participants, the MA Model webpage on the MASCA website has an extensive, diverse sampling of K-12 curriculum materials and standards-aligned lessons with data collection suggestions for Tier 1 and 2 delivery in all domains (Academic, Career, Personal Social/SEL Transitions). If you do not find a lesson you need, please contact me.
Report Request: “… treats mental health as an aspect of all students’ development.”
One of the MA Model 3.0 and MA Career
Development Education (CDE) Benchmark domains is proactive, Tier 1 Person/ Social or Social Emotional Learning curriculum and programming for all students. K-12 school counselors and SAC’s often partner delivering the mental health curriculum with classroom teachers.
Report Request: “Help offer trainings to keep LMHC license as I need to find resources on my own that may not relate to school counselors” .
Since LMHS license renewals do not accept PDP’s, SAC’s have participated in MA Model Institutes (ex: Counselors in K-12 Classrooms) for graduate credit developing programming and partnering with teachers and counselors to deliver and assess the impact multi-tiered standards-aligned mental health lessons and activities for their student caseloads or in a Tier 1 format. The graduate credits they have earned from successful Institute work has been accepted for LMHS licenses.
Category 2 & 3: Role Clarification; Advocacy and Regulation (Evaluations)
“… push districts to rename positions in schools to School Counselor”,
The MA Model 3.0, aligned with the ASCA Model clearly advocates for schools to update their references from guidance counselors to School Counselors and School Counseling Office. The MA Model 3.0 document and Appendix F, Role of the School Counselor, includes multiple MASCA and ASCA resources clarifying school counselor v. SAC role definition
“…their own evaluation rubric”
MA Model 3.0 addresses state (MA DESE) and national guidelines (ASCA Professional School Counselor Standards and Competencies, Professional Standards for Teachers). Specific references include the DESE SISP Evaluation rubrics (pg. 2122), Annual Administrator Agreements / SMART goals (pg. 32, and Appendix E: Role Specific Indicators (5 pgs.)
Join Our MASCA Retirees SIG
Anne Thidemann French annethidemannfrench@gmail.com and Helen O’Donnell helenod@att.net invite you to drop into our SIG meetings to share your retirement experiences. We welcome attendees to participate in discussions, ask technology questions, and suggest new topics and speakers. Whether you are retired or just dreaming of retirement we are here for you. Past programming has included sessions by a leader and advocate from Retirees United, an MTA Rep explaining How to Plan for Retirement, Sharing Travel Adventures, Blogging, Genealogy, and Technology Tips. Looking forward to “seeing” you at our next meeting. Although we are a small MASCA SIG, our Sept. 19 meeting, Staying Engaged Professionally and Socially in Retirement, allowed attendees to reconnect or meet new colleagues and share the very exciting work and adventures they are having in retirement. Genealogy work, consulting, teaching, traveling seems to keep everyone busy. We began a discussion on AI and how it might relate to retirees. Perhaps it will be a theme for a future meeting… Congratulations to Donna Hubbard on her June retirement from Quabbin Regional Middle High School.
As we prepare for our November meeting with Marie Ardito, we announced that MASCA’s Retiree SIG has taken out a membership in Retirees United and plan to post valuable information from this advocacy group on our new MASCA’s Retiree SIG webpage at: https://masca.wildapricot.org/page-18134
You can find the Retirees United Summer 2024 newsletter posted there already. It is FULL of issues facing retirees and the huge legislative advocacy initiative for full repeal of WEP and GPO! Anyone deserving social security should read the newsletter and get active, since MA is one of just a few states that does not allow full social security payments or widow benefits if you have a Teacher’s retirement pension.
A recent advocacy success was raising the estate cap exclusion from $1 million to $2 million dollars!
2024-25 Agenda: Meetings are on Thursdays from 3:30-4:30 via ZOOM.
Nov. 21-Issues Facing Retirees – Speaker: Marie Ardito, Retirees United.
Email retirement questions to helenod@ att.net with Retiree SIG in subject line Jan 16- Getting Started with Genealogy
Speaker: Jessy Wheeler, Genealogy Specialist, Boston Public Library
March 20 -TBA
Multi-tiered 2024 -25 MA Model PD Opportunities.
Trainer: Helen C. O’Donnell, Ed.D, All inquiries: helenod@att.net
Opportunity #1 — Select your Independent Study Offering
• Series #1 Be Informed (FREE) Registration includes links to 5 free webinars.
• Series #2 Be Prepared: Annual Calendar Development - Templates and Guided mentoring available. 15 MASCA PDP’s Cost $80,
• Series #3 – Be Organized: Curriculum Mapping (NEW) - Templates and Guided Mentoring available. 15 MASCA PDP’s Cost $80.
Opportunity #2 Zoom sessions and Independent Study
Series #4: Be Accountable and Data Informed Hybrid PD with zoom sessions and guided mentoring
25 MASCA PDP’s - Cost $150 Identify a research question. Design and implement a research project. Analyze on-going implementation data. Capstone: Summarize project and outcomes with a MARC Jr. Several webinars provided. Template and rubric provided.
Opportunity #3: Select an academic year course. Request syllabi summaries: helenod@att.net
Registration: $450 includes 45 MASCA PDP’s OR 3 Grad. credits from Fitchburg State University (add’ $295 grad registration fee at FSU).Webinars, instructional materials, templates provided.
MA Model Introductory Institute
• MA Model 2: Next Steps
• Counselors in K-12 Classrooms: Delivering Curriculum That Supports Academic Achievement & CCR
• Counselors in K-12 Classrooms: Action Research and Program Assessment
The mission of MASCA is to promote excellence in the school counseling profession by advocating for, connecting, supporting, and empowering school counselors in the Commonwealth of Massachusetts through leadership, collaboration, and professional development.
Visit us on the web at www.MASCA.org
MASCA deeply values its diverse membership and is fully committed to creating an organization where each individual is welcomed, included, respected and empowered. No person will be excluded from MASCA on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, political affiliation or military status, or for any other discriminatory reason.
These activities include, but are not limited to, appointment of its Governing Board, hiring or firing of staff, selection of volunteers and vendors, and the providing of services.
