Counselor's Notebook, January 2014 by Sally Ann Connolly

MASCA

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

Resolutions that Carry Weight By VERONICA KNIGHT MASCA VP Elementary

ccording to one U.S. government official website, the most popular New Year’s resolutions set by its citizens include: drink less alcohol, eat healthy food, get a better education, get a better job, get fit, lose weight, manage debt, manage stress, quit smoking, reduce, reuse, and recycle, save money, take a trip, and volunteer to help others. Coincidentally, Time magazine reports that the top ten commonly broken New Year’s resolutions are: lose weight and get fit, quit smoking, learn something new, eat healthier and diet, get out of debt and save money, spend more time with family, travel to new places, be less stressed, volunteer, and drink less. No wonder so many people now declare that they don’t believe in resolutions. Who wants to feel like a failure year after year? Explanations for why New Years’ resolutions seldom survive beyond February 1 are abundant. They are unrealistic, we set too many of them, our culture is too cynical to support positive change, we hold a false belief that conquering the resolution will result in increased happiness…. I offer one more thought for consideration. Common New Year’s resolutions seem punitive and restrictive. Many of them have the embedded message that we (continued on page 3)

VOL. 50, NO. 5

JANUARY 2014

Solution Focused Techniques that Work By TINA KARIDOYANES MASCA President-Elect

y January, counselors are in full swing and looking for ways to make things more efficient in the office and help students problem solve. This past summer while attending the ASCA conference, I participated in a workshop on the “Top 10 Solution Focused Techniques” for helping students. The workshop was presented by Arond Schonberg and Keith Fulthorp, who work as school counselors in Southern California, where caseloads topple 700 students per counselor. Their guiding principles are: • If what you are doing works, then keep doing it. • If what you are doing does not work, try something different. • Small changes lead to larger changes over time. • All students have the capacity to solve their own problems. • Not all problems happen 100% of the time. Using these principles, there are ten steps to helping students learn how to find solutions to their concerns. Each step helps students to clarify the problem and identify actions that they can take to solve the problem. The first seven steps help identify the problem, and the final

three steps are based on the first seven and guide students to different solutions. The steps are: Identifying the Problem. Ask students open-ended questions about why they have come to see you; have them describe their view; ask “what would you say is the biggest reason we are meeting today?” After the student has identified the problem, ask clarifying questions or any pertinent follow-up questions. This is an important step in helping students solve their own problem. By clearly identifying the problem, students will take ownership and increase the awareness of their actions and options. Ultimately it empowers them to move forward and create a solution. Scaling. Have students tell you where they are on a scale of 0 to 10 and define the scale (0 being nothing, 10 being the worst). It is important to follow this up with descriptive questions about what it would it look like if they were closer to zero? Or how would they know they were moving up or down the scale? If they are not at the top of the scale, review how to prevent moving up the scale, so that the problem does not escalate. By (continued on page 4)

Update your MASCA PDPs Submit your Certificates of Attendance / Evidence of Learning Forms as soon as possible. Search “PDP” on the MASCA website and follow the instructions for MASCA PDP Protocol.

www.masca.org

COUNSELOR’S NOTEBOOK

2013– 2014 OFFICERS PRESIDENT THERESA A. COOGAN, Ph.D. Bridgewater State University Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: theresa.coogan@bridgew.edu PAST PRESIDENT JENNIFER LISK Medway High School, Medway, MA 02053 Tel. 508-533-3228 x 5107 • Fax 508-533-3246 E-mail: jlisk@medway.k12.ma.us PRESIDENT-ELECT TINA KARIDOYANES Mansfield High School 250 East Street, Mansfield, MA 02048 Tel. 508-261-7540 x3122 • Fax 508-339-0259 E-mail: presidentelect@masca.org VICE PRESIDENT ELEMENTARY VERONICA KNIGHT Lowell Elementary School 175 Orchard Street, Watertown, MA 02472 Tel. 617-926-2666 E-mail: veronica.knight@watertown.k12.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 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 TBA

KNIGHT (continued from page 1) are not doing something that we should be doing or that we should stop doing something we like doing. These resolutions carry the sense that we should somehow beat ourselves into betterment. My light bulb moment came at the end of a wonderful lecture about effective trauma intervention in schools. Because there were many questions, the lecturer ran out of time for the last slide: “self-care.” As students packed up their bags, she mentioned how important it was to attend to self-care in our roles as helpers. It dawned on me that at another recent training we also rushed through the topic of self-care at the end of a long day of learning. I wondered, “Why do we always put the topic of self-care at the end and never, or seldom, at the beginning? Do we not feel that we are worthy?” Many of us love the book Have You Filled a Bucket Today? by Carol McCloud. In counseling parents and teachers I often refer to the series of books about The 5 Love Languages by Gary Chapman, which talks about filling up our “love tanks” before trying to teach or correct behaviors. Conceptually we know that filling ourselves up with good things is a prerequisite to asking

ourselves to do what we do every day. This past year of dabbling in yoga has taught me a new concept: the idea that I should be kind and compassionate to myself. When that hamstring refuses to stretch any more, I hear the instructor’s voice telling me to listen to my body and honor where it is at. That is a good message to carry. Those extra few inches around the waist are there because this body thought it was under stress and about to be starved. I can honor that ageold adaptive, anthropological response rather than criticizing or despising it. As school counselors we are in this for the long haul! So, as we dive into 2014, let’s not criticize or despise or condemn any part of our lives, but rather seek to fill our own buckets. Perhaps we can schedule a reminder into our calendars to take twenty minutes and think about our favorite client moments. Or we can schedule a few blocks of time to fill our buckets through the tips of paintbrushes, the keys on the piano, a sun salutation, or a cup of tea with a special friend. Those extra few inches around my waist may decide that I no longer need them and melt away all by themselves. Not that I am depending on that to be happy or feel successful in 2014. ■

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 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 ASHLEY J. GUBA 30 Brezner Lane, Centerville, MA 02632 Tel. 508-367-7774 E-mail: secretary@masca.org MEMBERSHIP COORDINATOR 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

JANUARY 2014

Ed Bryant says “Thanks” Greetings, I wish to say “thank you” to all those counselors and schools in New England that notified their students regarding my 23rd Academy/ ROTC Night on November 6 at the Danversport Yacht Club. We had over 300 parents and students participating in an informative career education program. Best wishes to MASCA. I just turned 85 years of age and cannot drive to meetings at night. Miss those many meetings. Happy Holidays to you all! Ed Bryant, NCC MASCA Past President MASCA Past Executive Director MASCA Life Trustee

KARIDOYANES (continued from page 1) knowing where they are now, students can figure out where they want to go. Have them describe behaviors and feelings so that they make connections to know what it will feel like to “get better.” The Miracle Question. Have students visualize a time when they were problem free, with the belief that if they can see it, then they can achieve it. Example of a miracle question, “If you had a magic wand and could fix what is bothering you, what would that look like?” Positive Goals. Help students develop a goal based on their own actions and not the actions of others. This helps them to know that they can impact their own feelings without being dependent on another’s actions. By continuing to build awareness of the impact of their own actions, they can begin to effect positive change. Seeking Exceptions. Ask students to identify and describe times when the problem occurs less often. This helps them to know that there are times when the impact of the problem is not as great. What was different then? What were they able to make happen? Help them

to see that there are times when they are problem free and that their choices and actions can help to control the situation. Cheerleading. Celebrate the positive successes, no matter how small. Show how the student is building momentum and making progress towards his goal. These conversations must be authentic and genuine. Work together to formulate a plan to continue building on the success. Flagging the Minefield. Help increase awareness of obstacles. By knowing where the minefields are, students can work to avoid those scenarios or develop a plan for how to react when they encounter a landmine. What Else and Instead Questions. Ask questions that elicit ideas, thoughts, and insights and record them. Show students what they have come up with, and let them know that they do have solutions available that they can implement. What’s Different or Better Questions. After a little time has passed, follow up to inquire how things are going and what is different or better since the last time you met. Help the student identify what worked or did not work. Depending upon the response, revisit the appropriate previous step to help regroup and work on a different solution. A Note and Compliment, Summarizing Strengths. Follow up with a handwritten note to praise the student’s growth. Compliment the student’s implementation of a problem-solving approach and/or the resulting positive change. By summarizing the student’s actions, you help to reinforce growth and empower the student to solve problems moving forward. I know that this step can be daunting. I was amazed that the presenters with caseloads at 700 didn’t skip this step; they stated, however, that this reinforces the lessons you are teaching the student and that you need to write only a couple of sentences. The impact is great. This year I started this process with a couple of students, and I am hopeful that some of the solutions that they are trying will help them as they move forward. One student was very appreciative of the follow-up note and has continued to keep me updated on her progress. For more in depth details and examples on using these techniques go to https:sites. google.com/site/schoolcounselingsolutions and look for the presentation materials for the 2013 ASCA conference. ■ COUNSELOR’S NOTEBOOK

Highlights of Fall Professional Development By HELEN O’DONNELL, Ed.D., MASCA Coordinator of Professional Development

ith the Fall 2013 RTTT Summit open to all colleagues coupled with the Fall Conference, attendees had the opportunity to experience a diverse program with outstanding speakers and workshop presenters. Chaired by Katie Gray, MASCA’s liaison to DESE, the 2013 RTTT Fall Summit kicked off with two speakers: DESE’s Keith Westrich, who warmly welcomed attendees and discussed College and Career Readiness initiatives and the value of data, and Dr. Mary Czajkowski, Barnstable Public Schools Superintendent, who informed attendees via SKYPE about “What superintendents want from School Counselors.” Collegial presentations by RTTT schools showcased promising projects being implemented at all grade levels. Afternoon highlights included EDWIN 102. After the presentation, EDWIN was presented an honorary MASCA membership. Katie Gray closed with a discussion about school counselor evaluation and DDMs. Atty. Regina Tate’s Legal and Ethical Workshop was a dynamic, informative, three-hour discussion of issues, challenges, and new initiatives impacting schools. Her advice, suggestions, and legal clarifications are outstanding guidelines to assist school counseling practice. Her handout is available with the Fall Conference materials at www.masca.org. She has given MASCA permission to link to her Client Letters via the website. The Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) was recognized by MASCA at an afternoon reception and celebration dinner for its ten years promoting and advocating for school counselors and the renaming of the Center in honor of Dr. Ronald Fredrickson, Professor Emeritus of UMass Amherst. Dr. Fredrickson flew in from Kansas to join the festivities, and he thanked Massachusetts school counselors for their dedication and commitment to promoting college and career readiness for ALL students. Special thanks to the 2011 MASCA 50th Birthday committee, co-chaired by Mary Westcott and Oscar Krichmar, for hosting this event. The Tuesday Fall Conference had many highlights including Dr. Jeffrey Arnett, keynote speaker; MARC Jr. Recognition Awards; and outstanding morning work-

JANUARY 2014

shop sessions. The two afternoon programs — School Counselor Evaluations with DESE’s Claire Abbott and Executive Functioning by Gail Okerman and Chandler Creedon—were well attended and highly praised. Thank you, presenters! The MASCA raffle tables and book sales were again a success with profits funding two MASCA Help-A-Kid Awards. Special appreciation to Maria Paoletti,

Marie Anderson, Donna Brown, Bob Bardwell, Keith Poulin, and FHGA for your support promoting the raffles. Thanks also to: sponsors and exhibitors for your support and presence, a dedicated conference planning team, NEIT (conference bags), Fitchburg State University (folders), and the Holiday Inn, Boxborough for making this event such a quality professional experience. ■

Focus on Health, Safety, and Behavior Green space promotes health Scientists in Australia report that “experiments demonstrate that exposure to parks and other ‘green spaces’ promote favourable psychological and physiological outcomes.” Their study—reported in BMJ Open (August 2013)—showed a lower risk of short sleep among those who live in greener neighborhoods. The authors conclude: “Green space planning policies may have wider public health benefits than previously recognized.” — “Does access to neighbourhood green space promote a healthy duration of sleep? Novel findings from a cross-sectional study of 259 319 Australians,” Thomas Astell-Burt, BMJ Open 2013;3:e 003094.

Violence exposure affects health “More than 15 million U.S. children live in families affected by intimate partner violence; about 7 million witness severe violence, such as the assault of one parent by another. Exposure to such violence has been linked to higher rates of physical health problems.” — Megan Bair-Merritt, M.D., et al., New England Journal of Medicine, October 31, 2013.

Concussion reports in Massachusetts increase

Soda consumption increases behavior problems

“Students across Massachusetts suffered more than 4,400 concussions or other head injuries while playing school sports during the last school year, according to surveys submitted to the state by about 360 public and private schools. The most head injuries were reported by large schools with robust sports programs. Boston College High School, an all-boys private school in Dorchester for grades 7 through 12, cited 63 head injuries, followed by Needham High with 58 and Andover High with 55…. This was the second year that the surveys were collected under the state’s 2010 concussion law, and about 150 more schools submitted data this time around. The total number of reported head injuries rose by about 1,000 over the previous year.”

A study published in The Journal of Pediatrics (August 2013) reported that aggression, attention problems, and withdrawal behavior are associated with soft drink consumption in young children. In the study, mothers reported the soda consumption of their children, indicating that 43% of the children drank at least one serving per day. Those children who were reported as drinking more than four per day were more than twice as likely to destroy things belonging to others, get into fights, and physically attack people. They also demonstrated greater attention problems and withdrawal behavior.

— Evan Allen, “Mass. schools report 4,400 sports-related head injuries,” The Boston Globe, November 25, 2013.

Tanning increases skin cancer risk

“Concussions in youth sports overall spiked 66 percent from 2001 to 2009 — with young women especially at risk — and the only way to stop the damage is to break through a ‘culture of resistance’ from parents, coaches and young players, a comprehensive new study suggests…. Football helmets fail to protect against concussions, the report found, although the committee, a group of pediatricians, educators, psychiatrists and engineers, recommended protective gear to prevent other injuries.” • High school and college level sports with highest reported concussion rates among males include: football, ice hockey, lacrosse, wrestling, and soccer. • Females have higher concussion rates in soccer and basketball.

The Melanoma Foundation of New England reports that: • “People who use tanning beds once a month before the age of 35 increase their melanoma risk by 75%. • It is not safe to tan in the sun or in a tanning booth. • The more you tan and the younger you start tanning, the more likely it is that you will get melanoma. • Using a tanning bed for 20 minutes is equivalent to spending one to three hours a day at the beach with no sun protection at all. • Tanning beds put out three to six times the amount of radiation given off by the sun. • For most people, 5-10 minutes of unprotected sun 2-3 times a week is enough to help your skin make Vitamin D, which is essential for your health. Getting more sun won’t increase your Vitamin D level, but it will increase your risk of skin cancer. Vitamin D also comes from orange juice, milk, fish, and supplements.”

— Linda Carroll, “Girl athletes at risk for concussions as ‘culture of resistance’ keeps rates high,” www.nbc.news.com, October 20, 2013.

— http://mfne.org/learn-about-melanoma/ tanning-and-melanoma-facts, Accessed on August 9, 2013.

Concussions in youth sports increase

— http://www.jpeds.com/content/JPEDSSuglia, Accessed on August 19, 2013.

Researchers recommend removal of sedentary electronic games “Removal of sedentary electronic games from the child’s home and replacing these with active electronic games both resulted in small, objectively measured improvements in after-school activity and sedentary time. Parents can be advised that replacing sedentary electronic games with active electronic games is likely to have the same effect as removing all electronic games.” — Leon M. Straker, et al., “To remove or to replace traditional electronic games? A crossover randomised controlled trial on the impact of removing or replacing home access to electronic games on physical activity and sedentary behaviour in children aged 10–12 years,” BMJ Open 2013, http://www.bmjopen.bmj.com/content/3/6/e002 629, Accessed on July 6, 2013.

Reading literary fiction enhances skill level “Two researchers from The New School for Social Research have published a paper in Science demonstrating that reading literary fiction enhances a set of skills and thought processes fundamental to complex social relationships — and functional societies.” As opposed to popular fiction and nonfiction works, literary fiction “requires intellectual engagement and creative thought from their readers.” — “Reading literary fiction improves ‘mindreading’ skills,” http://esciencenews.com/articles/ 2013/10/04/reading.literary.fiction.improves. mind.reading.skills, October 4, 2013.

COUNSELOR’S NOTEBOOK

Networking in the Role of School Counseling By NANCY A. LeBLANC Post-Master’s Student in School Counseling, Bridgewater State University

s we embark upon our journey as graduate students in the field of school counseling, it is important to keep in mind the role that networking plays in the activities we perform while helping students with their goals. School counselors work with multiple stakeholders, and that connection begins with our practicum work. Working with students provides numerous opportunities for networking. Our positive relationships with educators allow for school counseling core curriculum to be infused into the classroom setting. We work in partnership with educators when students are having classroom difficulties and during IEP and 504 meetings. We strive to bridge conversations in schools with parents regarding best practices for optimal learning for their child in the classroom. With high school students, especially, we constantly model effective networking practices, providing mock interviews to prepare for an upcoming job or college interview, assisting students with college and career resumes, and even coaching a student to go after school and meet with teachers when there is a need for extra help. Going after school and asking for help is a positive way to self-advocate and network as well as an integral life skill. As a graduate student with BSU, there were many opportunities to create and present a poster of school counseling core curriculum at MASCA conferences. During one event I had the opportunity to meet a guidance director from a local school. A year later while assisting my practicum site toward the journey of a MARC Jr., this individual’s name came up as a key player in the process. Again we were in conversation — this time in a collaborative effort on the work front. I have learned to “never underestimate the power of a contact,” and I am continually reminded of these words throughout my professional journey. These opportunities occur in schools every day. As we network with administration, educators, principals, community partners, parents, and students, we are constantly reminded of how we are connected and that relationships matter. Even with NEASC coming and reviewing the CORE values of my practicum site (Rigor, JANUARY 2014

Relevance, Responsibility, Relationships and Respect), it became apparent that networking is a component in every core value. It is also important to note that students who feel part of the network and fabric of the school are more likely to be successful and graduate on time. From the moment we begin our professional journey, networking is a key to

our success, so it is not a surprise that these elements also help our students toward their personal successes. As school counseling professionals we utilize multiple stakeholders in a collaborative effort in our roles. As a result of these efforts, our students benefit in their journeys toward academic, career, and personal / social success. ■

Opportunities Abound at MASCA By THERESA A. COOGAN, Ph.D. MASCA President

Calling all School Counselors, Counselor Educators, Graduate Students and Retirees! There are several exciting opportunities available now to get involved with MASCA. Consider joining one of the committees. Join MASCA or renew your membership today. Details for eligibility as well as descriptions of the committees are provided below.

THERESA COOGAN

everal MASCA committees handle many important tasks of the association. The MASCA ByLaws describes all committees in more detail. The following committees have current openings. All positions require active status and good standing as a MASCA member for the duration of the position.

Awards & Publicity Committee This committee meets annually to select the various awards sponsored by MASCA, which include the Counseling, Leadership, Administrative, and Special Awards. The committee also assists the Human Rights Chair with the Human Service Award. Committee selections are presented at the Annual Conference. Publicity is an ongoing part of the Committee’s work. This includes taking photographs and highlighting the many activities of school counselors in the state through press releases, proclamations, and public service announcements. Publicity includes, but is not limited to, publicizing awards, accomplishments of members and officers, and programs and activities of the organization. Available now through June 2014.

Government Relations Committee The Government Relations Committee works to advocate for school counselors among all facets of the state and national government. The Committee works closely with legislators and educational leaders, proposing, monitoring, and promoting legislation that will impact our work. Committee members also help to plan state-level advocacy events. Current needs include Chair and committee members. The Chair must have served on MASCA leadership previously or have commensurate experience for this role. Available now through June 2014.

Human Rights Committee The Human Rights Committee develops programs that foster and ensure a supportive environment that establishes the worth and dignity of all persons, especially those from traditionally underrepresented areas. The Committee strives to be the social conscience of MASCA by promoting awareness, sensitivity, and appreciation of human differences. Available now through June 2014.

Strategic Planning Committee Conferences Committee The Conferences Committee plans the annual spring and fall conferences. Committee work is usually completed using technology (phone, e-mail, and Web Ex conferencing) and occasional subcommittee meetings. New members always welcome. Current need includes assisting existing teams in areas of exhibits/sponsorships/ads, registration, programs, and events and hospitality. Committee members are expected to attend the conferences and assist as needed while at the conferences. Available now through June 2014.

This Committee is charged with looking at the long-term goals of the organization, looking beyond immediate concerns and proposing actions that will strengthen the association and provide additional services to its members. This committee will be formed in Spring 2014 and will commence July 1, 2014.

Member Services Committee

bership base and provide incentive for membership. The Committee will work closely with the Membership Coordinator and Member Services Chair to organize activities and outreach efforts. Available now through June 2014.

Professional Development Committee The Professional Development Committee develops, presents, and promotes professional development workshops and activities. It coordinates with other MASCA committees, affiliates, and the Conference Program Committee to ensure multiple opportunities for professional development education designed for school counselors. The committee provides PDPs according to DESE guidelines. In addition, it cultivates membership through such initiatives. The Committee will work closely with the Professional Development Coordinator and Professional Development Committee Chair to organize activities and outreach efforts. Available now through June 2014.

Technology Committee This Committee is charged with keeping MASCA on the cutting edge of technology and ensuring that the organization and its members are using technology to its fullest. This is accomplished through programming opportunities, awareness activities, and information dissemination. Members also promote the ethical use of technology in the profession. This committee will work closely with the Webmaster and Technology Committee Chair. Available now through June 2014. ■

The Member Services Committee accepts responsibility for promotion of membership, new and renewal. It seeks programs and ideas that will strengthen the memCOUNSELOR’S NOTEBOOK

MASCA Committee Sign Up Form Name __________________________________________________________________________________________________ Title ___________________________________________________________________________________________________ School/Organization______________________________________________________________________________________ Address ________________________________________________________________________________________________ City/State/Zip ___________________________________________________________________________________________ Phone __________________________________________________________________________________________________ E-Mail _________________________________________________________________________________________________ **Note: Membership status will be checked before individuals will be considered for any committee. To be on a committee, individuals must maintain active membership with MASCA. RETURN COMPLETED FORMS TO: MASCA 430 Franklin Village Drive, PMB #254 Franklin, MA 02038

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How to Get Money Back for College By HOWARD FREEDMAN Senior Counselor, www.financialaidconsulting.com

ne of the best financial rewards for attending college is the tax break the IRS provides for students attending qualified educational institutions. Unfortunately many families may overlook these programs because important tax information is normally sent to the student and not the parent who claims them as a dependent on their tax. This is a common oversight that can be avoided when you understand what to do when you receive Form 1098-T: Tuition Statement. It is the information return that certain postsecondary educational institutions are required to issue for a student’s eligibility for the American Opportunity and Lifetime Learning credits. These and other education credits are explained in the IRS Publication 970, Tax Benefits for Education, available online at www.irs.gov. Most accredited public, nonprofit, and private postsecondary institutions such as colleges, universities, and vocational schools are required to file Form 1098-T for qualified tuition and related expenses. Expenses can either be reported as the amount received or the amount billed for qualified tuition and related educational expenses from any source during the calendar year. The 1098-T is mailed or electronically delivered to each student as well as reported to the IRS. This form reports qual-

ified expenses and other information when determining if a taxpayer qualifies for these tax credits. IRS Form 8863 Education Credits is then used to enter this information to calculate the amount of the tax credit that a taxpayer is allowed. Students should be sensitive to the importance of form 1098-T as much as they are for receiving their W-2. They should contact their financial aid office to find out how to get a duplicate copy if they have not received one by the end of January. Delivery problems can occur if the student’s address or e-mail accounts are not up-to-date. Form 1098-T reports qualified tuition and related expenses regardless of whether they were paid for in cash, loans, etc. In other words, these were the amounts that the student was billed or paid for the qualified education expenses. Explanations of these and other information are on the back of this form. You may ask: If this is so simple how can there be any problems? Although the rules are well explained, beware of the following trouble spots. Parents that claim the credit for themselves, a spouse, or the student they claim as a dependent, can claim the tax credit, even if the student did not contribute to their education. • A student can claim the tax credit if they take the tax exemption and are not

Herter Memorial Scholarship 2014 Each year, the Christian A. Herter Memorial Scholarship program receives nominations/applications of high school sophomores and juniors who have encountered difficult circumstances in their lives, but have managed to become successful students and leaders in both their school and home communities. The Massachusetts Office of Student Financial Assistance (OSFA) already has completed mailing of the application to all Massachusetts high school principals and guidance offices as well as many community agencies. The application is also available online, and it can be downloaded at http:// www.osfa.mass.edu/pdfs/Herter_Application-2014.pdf. The deadline for receipt of completed applications is February 3. For additional information, contact: Robert Brun Associate Commissioner Massachusetts Department of Higher Education Office of Student Financial Assistance

taken as a dependent on their parents’ tax return. • Families should determine the economic tax advantages. Consult with a tax professional when determining who should take the tax exemption. • Parents cannot take the credit if their filing status is married filing separately. • Taxpayers can file amended tax returns to recapture these credits in years that they could have been taken. The American Opportunity Credit Act allows up to a $2500 tax credit per eligible student to reduce the amount of income tax paid. This credit reduces taxes, unlike a deduction that reduces the amount of income subject to this tax. The tax credit is available for only four tax years per eligible student pursuing an undergraduate degree or other recognized educational credential. The student must be enrolled at least half-time for at least one academic period that begins during the tax year. Qualified expenses are tuition and fees required for enrollment. Course-related books, supplies, and equipment do not need to be purchased from the institution to qualify. There can be no felony or drug convictions on a student’s record. This deduction is subject to income limits described in Publication 970. The Lifetime Learning Credit allows up to a $2500 tax credit per tax return to reduce the amount of income tax paid. The tax credit is available for an unlimited number of years. The student does not need to be pursuing a degree or other recognized education credential and may take one or more courses. Courserelated books, supplies, and equipment paid to the institution qualify. Students with felony drug convictions are eligible. This deduction is subject to income limits described in IRS Publication 970. Although students may not be involved in preparing tax returns, they should be on the lookout for form 1098-T. Reducing a parent’s tax liability frees up additional dollars that can be used to reduce the need for borrowing more for college. The process for determining eligibility for either program is relatively painless. There are also many other educational credits and deductions for loans, tuition and fees, etc. described in IRS publication 970 for which the student may qualify. ■ COUNSELOR’S NOTEBOOK

JANUARY 2014

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.

Conference News for Graduate Students and Counselor Educators MASCA will sponsor several graduate student opportunities for the upcoming Spring 2014 Conference on Tuesday, April 8, 2014, in Leominster. Opportunities include: • An evening networking reception on Monday, April 7. • A panel Q&A conference session for graduate students to ask pertinent questions about getting a job and what those first years in the field really entail. • Graduate student poster sessions. • $75 Graduate student scholarships. Please see the MASCA website for more information. Send your inquiries to mkrell@ fitchburgstate.edu.