MASCA
MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION
Gap Year: Another Way to Learn
VOL. 49, NO. 6
Happy National School Counseling Week By JENNIFER LISK, MASCA President
By DONNA BROWN MASCA Executive Director
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ver the holiday, my friend Ann visited from Scotland. While she was here, we reminisced about the fall her son Keith had spent with us and attended Silver Lake. Keith had done really well on his A-level exams and had secured a place at the University of Edinburgh. Like many of his Scottish classmates, he decided to postpone going to university, opting to take a gap year that included attending senior year in the U.S., working, learning Japanese, and growing up. The following September, Keith entered the University of Edinburgh, remaining there until he earned his Ph.D. Gap years have long been a common occurrence for students in Europe and Australia, but are just now catching on in the U.S. The American Gap Association defines a gap year as “a structured period of time when students take a break from formal education to increase selfawareness, learn from different cultures, and experiment with possible careers.” Until recently, parents were very leery of having a child take a year off before going to college. Many voiced concerns that the student would never complete his/her education. Others feared that a year “off” would be viewed negatively by admissions offices. Recent data indicates that about 90% of gap year students enter college, have higher GPA’s, and graduate in greater numbers than students who went directly to college. Over the past ten years, a number of companies have started offering formal gap year programs running from a few weeks to an entire academic year. Other services help students navigate foreign applications or find appropriate placements. In some cases, the student finds (continued on page 11)
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JENNIFER LISK
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his year, National School Counseling Week is being celebrated from February 4-8, and the theme is School Counseling: Liberty and Learning for All. This week is a perfect opportunity to celebrate what we do on a daily basis. Do you promote the freedom for your students to be who they are and provide a safe climate for them? I am sure you do. Are you promoting learning for all students, regardless of their backgrounds, disabilities or gifts? I am sure you are. This theme seems particularly appropriate to me in highlighting what counselors do best.
Take some time to showcase what you do as a counselor to those within your school and community. Maybe you have earned a MARC or MARC Jr. award and should show it off. Maybe you have standards-based lessons that are designed to meet the needs of your school population. Maybe you take that extra minute, so the students know you care, although it cannot be quantified by standards. Then take some time for your own professional development. I hope to see many of you at the Spring Conference in Hyannis in April. If not, try a webinar or a workshop in an area that you want to learn more about. Give yourself a few minutes to read something from that pile — the one that you’ll get to later. Part of the beauty of being a school counselor is the ever-changing landscape and ability to keep learning from each other and our students. I wish you a Happy National School Counseling Week, and I hope that includes both time for your students and time for you. ■
23rd Annual Professional Day for Guidance Counselors and Administrators Sponsored by The Guidance Administrators Forum, an affiliate of MASCA
Taking Care of the Caretakers: Surviving and Thriving in Challenging Times Friday, March 8, 2013 Regis College, Weston • 8:30 am – 1:30 pm Keynoter: Robert Evans, Ed.D. For more information and the registration form, go to www.masca.org.
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One New England Tech Boulevard East Greenwich, RI 02818-1205 COUNSELOR’S NOTEBOOK
It’s Only a Number By SALLY ANN CONNOLLY MASCA Counselor’s Notebook Editor Northeast Counselors Association VP Retirees
2012 – 2013 OFFICERS PRESIDENT JENNIFER LISK Medway High School, Medway, MA 02053 Tel. 508-533-3228 x 5107 • Fax 508-533-3246 E-mail: president@masca.org PAST PRESIDENT MICHELLE BURKE Beverly High School 100 Sohier Road Beverly, MA 01915-2654 Tel. 978-921-6132 x 11107 E-mail: mburke@beverlyschools.org PRESIDENT-ELECT THERESA A. COOGAN, Ph.D. Bridgewater State University Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: theresa.coogan@bridgew.edu VICE PRESIDENT ELEMENTARY JACQUELINE BROWN East Somerville Community School 42 Prescott Street, Somerville, MA 02143 Tel. 617-625-6600 x 6517 • Fax 617-591-7906 E-mail: jbrown@k12.somerville.ma.us VICE PRESIDENT MIDDLE / JUNIOR HIGH MARISA CASTELLO E-mail: castelloma@sps.springfield.ma.us KATHLEEN SCOTT E-mail: scottk@amesburyma.gov VICE PRESIDENT SECONDARY CARRIE KULICK-CLARK Braintree High School 128 Town Street, Braintree, MA 02184 Tel. 781-848-4000 ext 2273 • Fax 781-848-7799 E-mail: jd02375@aol.com VICE PRESIDENT POSTSECONDARY JOHN MARCUS Dean College 99 Main Street, Franklin, MA 02038 Tel. 508-541-1509 • Fax 508-541-8726 E-mail: jmarcus@dean.edu VICE PRESIDENT ADMINISTRATORS TBA VICE PRESIDENT COUNSELOR EDUCATORS MEGAN KRELL, Ph.D. E-mail: mkrell@fitchburgstate.edu VICE PRESIDENT RETIREES Joseph D. FitzGerald, Ed.D. 5 Progress Street, Weymouth, MA 02188 Tel. 781-264-3426 E-mail: jdfitz1831@gmail.com 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 JENNIFER McGUIRE Upper Cape Cod Regional Technical School 220 Sandwich Road, Bourne, MA 02532 Tel. 508-759-7711 x 247 • Fax 508-759-5455 E-mail: jmcguire@uppercapetech.org MEMBERSHIP COORDINATOR DEBORAH CLEMENCE P.O. Box 805, East Dennis, MA 02641 E-mail: membership@masca.org 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
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s I looked around the classroom, it hit me. OMG. I’m middle-aged. Like most of my fellow classmates who had returned to graduate school in search of a different career path, I stood in stark contrast to the traditional students. But, as I look around thirty years later, I have to agree with evolutionary anthropologist Oskar Burger of the Max Planck Institute for Demographic Research in Germany. “Seventy-two is the new 30.” In my twice-weekly Zumba classes, I dance along with “girls” from my elementary and high school days. They are kicking up their heels and having a ball. So am I. Also having fun are two other faithful attendees, Richard and Beverly, both of whom will celebrate their 85th birthday in April, one day apart. Richard, the elder, dances in seven Zumba classes during the week, some at the local Y and others at senior centers in two different communities. He supplements those classes with Step Aerobics four times each week. And when he’s not scooting around to these activities, helping his wife with yard work, or just plain walking, Richard finds time to Google his dance companions and others of interest. Beverly is just as amazing. After our Zumba class, she dashes off to a line dancing class in a community eighteen miles away. She maintains her own household, fills her social calendar, and treats health issues that arise as merely temporary setbacks. Productive activity is what characterizes my eighty-five-year-old neighbor. Almost every day, Buddy has a new project, either household repairs or landscaping. During warm weather months, he can be seen meticulously maintaining his inground pool. The fruits of his labor he graciously shares with all those seeking relief from the heat. When Buddy spies that a neighbor needs help, he springs to the rescue, mowing the lawn or removing leaves or snow. On trash collection day, my personal “leaf fairy” gifts me with emptied trash barrels lined up neatly by
the garage door. Buddy’s wife of 62 years, Pat, in addition to being a model homemaker, is a valued volunteer in her church. Her baked goods are as prized as her presence. Last year, the Archdiocese of Boston presented the prestigious Cheverus Award to both Pat and Buddy in recognition of their years of service and volunteerism. Another Energizer Bunny is my friend Jim. This eighty-five-year-old retired twice from his vocation: first, from a public
Physical activity, social networks, and meaningful engagement characterize these models for a new age. school and, then, from a private secondary school. But he did not set aside his avocation. Jim eagerly awaits the coming of each winter, so that he can ski to his heart’s content and share the love of his sport with others as an instructor and coach. In the public arena, 85-year-old Tony Bennett shows that age puts few limits on achievement. He continues to delight audiences both young and old, and with his Duets II album, he became the oldest living performer to top the Billboard 200. In 1955, then-Senator John F. Kennedy wrote a Pulitzer Prize-winning book about bravery and integrity. The heroes in Profiles in Courage were extraordinary men. Today’s heroes, I find, are ordinary people. They demonstrate their own brand of courage. They overcome obstacles, physical and emotional; and fortified with hope, they forge ahead. These models for a new age remain physically active, socially connected, and meaningfully involved. From what I have seen, they clearly demonstrate what scientists call the U-curve of life satisfaction. In a corner of my bedroom sits an empty rocking chair. Having just reentered my prime, I am determined to step out of my comfort zone, and — like the heroes around me — I am taking strides to keep my numbers up. ■
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Lifelong Learning Opportunities By Joe FitzGerald, Ed.D., MASCA VP Retirees
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o everyone, particularly those of us who are retired, I wish you a Happy New Year and a busy one. With that in mind, I have two words for you: Lifelong Learning. For quite a while, I have been interested in this form of education. It has the potential of providing an enjoyable, high-interest, and stress-free way of learning. I have found that it gives me focus, and I have really gotten into it as a participant and instructor. Recently, I found a list of lifelong learning programs on the Commonwealth of Massachusetts website and thought it would be of interest to retirees. The site is http://www. mass.gov/elders/civic-engagement/ lifelong-learning/non-credit-courses/ Once you reach this page, click on blue link, Lifelong Learning Institutes, and you will be taken to a list of the programs in Massachusetts. Most are not expensive and usually have a set fee for the semester/ year. A wide range of courses and programs are offered. In February, I will con-
Art Athletic Training Biology Business Management Chemistry Communication Computer Information Systems Compute Science Criminal Justice Economics Education English Environmental Science Ethnic and Gender Studies General Science History Liberal Studies Mathematics Movement Science Music Nursing Political Science Psychology Regional Planning Social Work Sociology Spanish Theatre Arts
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Explorers Lifelong Learning Institute of Salem State College Salem State College www.explorerslli.org Five Colleges Learning in Retirement Smith College www.5clir.org
JOE FITZGERALD centrate on the four Osher Lifelong Learning Institutes that are housed at various colleges in Massachusetts. I have included the name of each program and its website, so that you can look online for a program in your area of the state: Academy for Lifelong Learning of Cape Cod, Inc. (ALL) Cape Cod Community College www.allcapecod.org
Harvard Institute for Learning in Retirement (HILR) Harvard University www.hilr.harvard.edu/ Learning in Later Life Springfield College www.spfldcol.edu/homepage/dept.nsf/ officeofspecialprograms Learning in Retirement Association (LIRA) University of Massachusetts Lowell www.uml.edu/community/LIRA
Discover more by visiting us online at westfield.ma.edu. Westfield State University Office of Admission Post Office Box 1630 · Westfield, MA 01086 (413) 572-5218 · westfield.ma.edu COUNSELOR’S NOTEBOOK
Life Long Learning Northern Essex Community College www.necc.mass.edu/academics/coursesprograms/non-credit/life-long-learning cboucher@necc.mass.edu Lifelong Learning at Regis College (LLARC) Regis College www.regiscollege.edu/campus_ community/life_long_learning.cfm Middlesex Inst. for Lifelong Learning for Seniors (MILES) Middlesex Community College www.middlesex.mass.edu/careertraining/ miles.aspx Norton Institute for Continuing Learning (NICE) Wheaton College / Epoch Assisted Living of Norton nicecourse.org/currentprograms.html Osher Lifelong Learning Institute Berkshire Community College / Williams College www.berkshireolli.org
MASCA 2013 Spring Conference Improving the Utilization of School Counselors Through Partnerships Resort and Conference Center at Hyannis April 7-8, 2013 April 7 • Keynoter Mandy Savitz-Romer, Ph.D., Lecturer on Education and Director of Prevention Science and Practice, Harvard Graduate School of Education • Graduate student programming and poster sessions • Welcome reception and concurrent workshops
April 8 • Jill Cook, ASCA Assistant Director, Extended session on new 3.0 ASCA Model • Full day of concurrent workshops
Registration form can be found on page 8 of this issue. For details, go to MASCA’s website, www.masca.org/
Osher Lifelong Learning Institute University of Massachusetts Boston www.umb.edu/olli/about/programs Osher Lifelong Learning Institute Tufts University www.ase.tufts.edu/lli Osher Lifelong Learning Institute Brandeis University www.brandeis.edu/bolli Stonewall Communities at OLLI UMASS Boston UMASS Boston www.umb.edu/olli/about/programs The Second Half: Lifelong Learning - 50+ University of Massachusetts Dartmouth www.umassd.edu/secondhalf Worcester Institute For Senior Education (Wise) Assumption College cce.assumption.edu/worcester-institutesenior-education-wise ■ FEBRUARY 2013
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MASCA Spring RTTT Workshop Resort & Conference Center at Hyannis Tuesday, April 9, 2013 For details, go to www.masca.org.
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MASCA Website Update By Joe FitzGerald, Ed.D. MASCA Technology Coordinator
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uring the past year, the Phase 3 major update to the MASCA website was completed. The website now has additional and updated modules. Because we are trying to use “open” software that is either free or inexpensive, we occasionally encounter incompatibility issues. However, the web design product that we use (Joomla) is a professional web management system used by many of the biggest organizations worldwide. You will not notice much of the infrastructure put in place, but you will see a new “look and feel” to the pages, which gives a cleaner, more visual experience. We have moved the sidebar from the left to the right side, and you will find the following updates: • Calendar • Login • Slider (with changing pictures) • JomSocial in the Members Only area. Included here are member Profiles, Groups (kind of a Facebook set up), privacy settings, etc. • Forums, also in the Members Only area. To access, select Forums from the Resources tab. Currently, Forums is an underused section, but it has a lot of potential. I continue to urge you to go to the site, look around, and use some of these exciting new features. The information is timely and will keep the busy counselor professionally up to date. In the coming months we will be adding features that may not be noticeable to the average user. These include an ad manager and online conference proposals. We will also be including a Best Practices Guide. The Guide will help maintain uniformity on the website as more contributors join in. We are also working on getting comfortable with the Ad Manager and setting up video capabilities. Basically, our web designer has finished Phase 3. While we were going through the phases, masca.org was “housed” on the web designer’s host site. In late November 2012, we moved to our own hosting area. I encourage you to visit and use the website often, and I encourage MASCA to explore ways to place counselor relevant content on the website. ■ COUNSELOR’S NOTEBOOK
THE INTERN’S TALE The Burning Question By JILLIAN M. FAGAN, M.Ed. Student in School Counseling, Bridgewater State University
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here are several questions that high school students ask themselves that can create a lot of stress: Do I need to change my schedule? Do I take the SATs again? How many applications do I fill out? What am I doing this weekend? One stressor that I have heard time and time again is “What do I write my college essay about?” At my internship site we do everything we can to make the college essay the best it can be for every student without causing too much anxiety. One way is through a program facilitated by the Guidance Department: The College Essay Project. In this project, counselors collaborate with English teachers and College Admission Counselors to assist students. This past year we had admission representatives from eight colleges / universities from across New England participate in the program. During the second week of school the guidance staff invites an admissions counselor to the school for a day to present a workshop to all of our high school seniors. In this workshop students learn what admissions counselors are looking for, and not looking for, in a college essay. At one point the admissions representative told students that he did not want to hear about sports, dance, community service projects, or their grandparents. Most students in the room seemed to have blank expressions on their faces with a question of, “Then what am I supposed to write about?” The admissions representative helped them understand that admissions counselors want to know about the student, not about their grandmother. Students then work with their English teachers on their college essay. On deadline day all high school seniors submit an essay to their English teacher, and those essays are brought to guidance. We mail the essays to our college admissions partners, who read and critique them. About a month after we mail the essays, the admission counselors come to the school and present to the one or two English classes that they partnered with. They return the essays, share feedback, and answer questions. Although students don’t always like what they hear, we feel
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it is important that they get a chance to see — prior to their actual college application — exactly what an admissions representative thinks of their essays. It was very interesting sitting in on the admission counselors’ presentations. Overall, the students were very engaged and wanted to know what they could do
to make their essay better. I now describe the college essay as the one piece of the college application where you truly get to express who you are. Out of all the things about you, what do you want college admissions counselors to know? That is the million dollar question. ■
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COUNSELOR’S NOTEBOOK
THE INTERN’S TALE Engaging Students through Creative Techniques By KRISTIN ROCHEFORT, M.Ed. Student in School Counseling, Bridgewater State University
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t is well known that students often learn best when they are engaged in what they are learning. In the classroom, teachers may present a lesson, and then give the students a related activity. Through my internship experience I have found the same is true of school counseling with all ages in large-group, small-group and individual settings. Engaging students of all ages and allowing them to experience what they are learning helps them practice skills and transfer learning into their real world setting, while building relationships and instilling knowledge. There are endless possibilities a school counselor may choose to engage students. Some of these possibilities include the use of technology, games, art, and other expressive techniques. I have found technology to be especially useful with college and career planning. For example, many students know that they want to go to college, but don’t know where to begin. The Internet may be the answer. During my internship I taught a largegroup lesson on doing a college search on CollegeBoard.com to high school seniors, then had students actively do a college search themselves. This teaches students what is out there for them and builds confidence in their ability to find it. It also builds motivation for continued college planning on their own. Their next step may be to attend open houses of the colleges they find, where they will continue to learn though experience. Games may also be useful tools for school counselors to use to engage students. One game I have used with a small group of middle school boys is helpful with facilitating social skills development. Each week I have the students choose a name and game out of a bag. They have a different partner and game or discussion topic every week. They are able to practice their social skills in a safe environment and can then transfer the skills learned into their real world setting. Art can be a creative tool to use when building relationships with students in an individual setting. Some students may feel nervous when meeting with their school counselor for the first time or may
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not be able to express their feelings or experiences well in words. In such cases, they may be able to draw it or write it down, and the visual helps them describe it and understand it better, while helping their school counselor to better understand them and how to help. Some students need more hands-on ap-
proaches to become engaged, learn, and transfer knowledge. These are just a few tools I have found helpful. There are many more possibilities. Overall, almost any student can benefit from learning through engagement and experience, and these activities can benefit the students both now and in the future. ■
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FOCUS ON HEALTH AND SAFETY Injuries put students at risk “The most extensive examination to date of deceased athletes’ brains shows that most had signs of brain damage after suffering repeated head injuries — including two high school football players who died in their teens.” The Boston University School of Medicine study “provides new insight into an Alzheimer’s-like condition, called chronic traumatic encephalopathy, that is thought to be caused by repeat concussions or blows to the head …. Included in the study were football players, wrestlers, hockey players, boxers, and military veterans who served in combat zones.” This study “comes as concerns mount over the dangers of head injuries in contact sports and some call for banning tackle football for younger children.” — Deborah Kotz, “Evidence of brain damage from head injuries mounts,” The Boston Globe, December 3, 2012.
Injury from concussion persists In Massachusetts, “21 percent of Massachusetts students reported concussion symptoms after a head injury in sports in the previous 12 months,” with most of the injuries occurring while playing football or girls’ soccer. Some of these students “are at risk of returning to the field or rink before their brain is fully healed, according to a new study on a concussion test used by more than 300 schools in Massachusetts.” — Lisa Kocian, “Student athletes return too soon after concussion,” The Boston Globe, December 28, 2012.
Seau suffered brain damage “Junior Seau, who committed suicide last May, two years after retiring as one of the premier linebackers in NFL history, suffered from the type of chronic brain damage that also has been found in dozens of deceased former players, five brain specialists consulted by the National Institutes of Health concluded.” — Mark Fainaru-Wada, Jim Avila and Steve Fainaru, “Doctors: Junior Seau’s brain had CTE,” http://espn.go.com/espn/otl/story/, Accessed on January 10, 2013. ■
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COUNSELOR’S NOTEBOOK
BROWN (continued from page 1) and structures his own year often combining experiences working, traveling, volunteering and learning something totally new. Considering the present economic situation, it is no surprise that a number of students choose to work during their gap year. The ideal work situation is one that allows the student to explore a career area of interest. A student interested in becoming a veterinarian might work at a vet’s office, a zoo, or a working farm. The job might be local, or it might provide a travel adventure. The job might be an end to a means. A music student might work at Pizza Hut to pay for additional music lessons or a trip to Vienna. Especially popular are programs that combine travel and volunteerism. There is no part of the world that is off limits. Students can be found teaching toddlers English in South America, constructing wells in Africa, working in orphanages in India, or assisting with reconstruction efforts in Haiti. Conservation programs that promote wildlife protection or monitor the state of the environment are also very popular. Cultural experiences, whether for a few weeks or a year or more, are especially beneficial for students eager to expand their knowledge of the world. Working as an au pair gives a student the opportunity to learn about a new culture while earning some money. Au pair opportunities are available in countries as different as Brazil and China. It is also possible to work on archeological digs in Africa or anthropology projects in the South Pacific. The possibilities are endless; the results usually very positive. So, what is the role of the professional school counselor in all of this? I believe we need to learn some gap year basics, so that we can offer the concept as a possibility for some of our students. A number of websites and blogs can help develop an understanding of gap year experiences:
website is a trove of gap year information: http://careers.owu.edu/students/gap YearIdeas.html. • Additionally, there are gap year fairs that offer students, counselors, and parents the chance to talk to representatives
of gap year programs and to hear at least one presentation about the experience. The next fair in our area is March 03, 2013 from 1:00 – 3:30 pm at Noble and Greenough School in Dedham. For information, go to http://www.usagap yearfairs.org. ■
For another look at the value of a Gap Year, go to http://www.time.com/time/magazine/article/ 0,9171,2015783,00.html/
• TeenLife offers many resources for college-bound students, their parents, and educators. Information about all kinds of programs including those for the gap year is available. Go to https://www. teenlife.com/pages/gap-year-programs. • Initially designed for its students, Ohio Wesleyan University’s resource-filled FEBRUARY 2013
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Massachusetts School Counselors Association, Inc. COUNSELOR’S NOTEBOOK Sally Ann Connolly, Editor
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