MASCA
MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION
VOL. 51, NO. 9
An Invitation to Participate By KATE SALAS, Ed.D. School Counselor, Pembroke Community Middle School
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ASCA has approved a committee to study our current MA Model and its alignment with the new ASCA National Model. The ASCA National Model now contains the “ASCA Mindsets & Behaviors for Student Success: Collegeand Career-Readiness Standards for Every Student” that guide the development of effective school counseling programs around three domains: academic, career, and social/emotional development. The MA Model was created in 2006 and con-
tains the CDE Benchmarks. This committee would investigate the ASCA Mindsets and Behaviors as well as MASCA’s CDE Benchmarks and determine if changes are necessary to ensure comprehensive school counseling program implementation for the students of the Commonwealth. Please consider joining this committee. We will be meeting virtually at your convenience. Contact me at drkatesalas @gmail.com. ■
Attention, South Shore Counselors By DONNA BROWN, MASCA Executive Director
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his September, a very useful resource will become available for students on the South Shore. Joanna’s Place is a new organization that is dedicated to promoting resilience in children who are facing some of life’s most stressful events. It was founded in memory of six-year-old Joanna Mullin, who was murdered in August of 2007. Working with Maria Trozzi, M.Ed, her parents and their young family were guided from this devastating loss, and they have transformed their tragedy into strength and support for others. Three unique programs are being offered by the organization to South Shore families at no cost. 1. Talking Points. This program offers parents and /or guardians a one-hour session designed to help them talk to their child or children when facing a life-threatening illness, separation or divorce, or death of a loved one.
2. Circle Support Groups. The groups provide comprehensive family support groups for children facing the death of a parent or sibling, their parents’ separation or divorce, or the challenges of being a “typical” sibling. Throughout sixteen weekly sessions, children are surrounded by others who are their age and stage and facing the same challenges. The children learn to master coping skills and problem-solving, while sharing their stories. At the same time, their parents participate in their own circle, which encourages growth and offers parenting strategies and experience. 3. Resources and Referrals. South Shore community resources are provided, and referrals are made for families looking for counseling, programs, and caring professionals. To learn more or to make a referral, email info@joannasplace.org or call 781413-5141. ■
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Lessons Learned, the Hard Way By SALLY ANN CONNOLLY MASCA Counselor’s Notebook Editor
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he winter of 2015 turned out to be both the best of times and the worst of times. With a one-two punch, Old Man Winter inflicted property damage on tens of thousands of New Englanders as well as extensive personal injury, from which many individuals — myself included — are still recovering. My humble abode, tested by the historic snowfalls, failed miserably. “Majestic” ice dams and four feet of compacted snow on the roof thawed sufficiently to leave water stains throughout the house, a storm window that hangs precariously out of its frame, and a denuded kitchen cabinet, still shedding the effects of a voluminous cascade of water. Lady luck, however, was in my corner. My insurance company responded quickly, dispatching an adjuster and, then, a team of diligent workers, from Minnesota, to steam-melt the ice dams, clear the roof, shovel paths to my doors, and spread recently-purchased ice melt. Another team from the “land of 10,000 lakes” sported moisture detectors, and they unanimously decided that my kitchen could be salvaged without (continued on page 3)
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COUNSELOR’S NOTEBOOK
2014 – 2015 OFFICERS PRESIDENT TINA KARIDOYANES Mansfield High School 250 East Street, Mansfield, MA 02048 E-mail: president@masca.org PAST PRESIDENT THERESA A. COOGAN, Ph.D. Bridgewater State University Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: theresa.coogan@bridgew.edu PRESIDENT-ELECT RUTH CARRIGAN Whitman-Hanson Regional High School 600 Franklin Street, Whitman, MA 02382 Tel. 781-618-7434 • Fax 781-618-7098 E-mail: Ruth.Carrigan@whrsd.org 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 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 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.; AMY L. COOK, Ph.D. E-mail: vpcounselored@masca.org 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 KATIE KOZAK E-mail: secretary@masca.org MEMBERSHIP COORDINATOR DONNA BROWN E-mail: membership@masca.org WEBMASTER / TECHNOLOGY COORDINATOR ROSS WOLFSON E-mail: webmaster@masca.org; info@masca.org COORDINATOR OF PROFESSIONAL DEVELOPMENT HELEN O’DONNELL, Ed.D. E-mail: pdchair@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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CONNOLLY (continued from page 1) demolition and reconstruction. Hooray! “Moderate remediation” was what I sorely needed to hear, because throughout this morass, winter’s second blow had left me incapacitated. A wet, wooden floor, stripped of its soggy mat, took advantage of my momentary distraction. I was down for the count. The force of the fall broke my wrist in the most common of ways, and suddenly I had a disability (a Colles fracture) for which I was ill-prepared. The school of hard knocks, however, was ready with a few lessons. I would like to pass these along to my health care providers: • Keep in mind that although you deal daily with scores of patients, this is a first for me. Please use both care and empathy. • Take aside the patient who needs help completing the four-page registration form and cannot respond sotto voce. Affording her privacy and confidentiality avoids embarrassment for all of us. • Provide cap-less pens! • Upon initial intake at the urgent care facility/ emergency room / doctor’s office, remove all rings from my injured hand so that they don’t act as a tourniquet. • When you do grind off my diamond and gold rings, please offer a word of sympathy. And give me time to safely store these treasures (a challenging maneuver with one hand). • Offer to carry my coat, purse, or splint as we move from the holding area to exam room to x-ray to exam room to casting to waiting room. • Without my asking, offer a protective, lead apron and collar every time I get x-rays. • Offer a paper drape to protect my clothing from casting dust. • Provide information on dealing with limitations of movement. How do I handle personal hygiene and daily routines for four weeks and not lift anything heavier than a piece of paper with the injured arm? • Provide recommendations for physical activity and diet. Calcium and vitamin D, I know, are essential for bone health. I have heard that elderly patients deficient in protein have more complications after a fracture, including loss of independence, institutionalization, and even death. Anything else? • Offer suggestions on how to reduce frustration and discouragement. Above all, be aware that as a senior, living alone, I may need extra guidance and assistance.
The Winter of My Discontent
SNOWBOUND: Bayberry Road, Danvers, February 2015
I also have a few suggestions for fellow sufferers: • Food: Consume extra calories during the first few weeks because your body needs the fuel. Avoid cans and jars. Buy low-salt, low-fat, prepared entrées, divide them into smaller portions, and cook in a microwave or toaster-oven. Buy fruits and vegetables that don’t require cutting. Buy small containers of milk, juice, etc. And don’t forget a special treat. • Clothing: Bypass your tight-sleeved cardigans and opt for a shawl or cape. Keep your housecoat slightly zippered and step into it. Underwear: You CAN wear a bra. Fasten the snaps first and slip it over your head. Practice patience. • Personal hygiene: Sponge baths do the trick. Think about getting a professional pedicure. Loosen caps on lotion bottles, toothpaste, etc. Hair: Lower your expectations. No way can you style your hair with one hand. Have a hairdresser or volunteer wash / blow dry / set according to your normal procedures. When you are able, use a lightweight, travel hair dryer. • Medicines: The pill caddy, forget about it. You can’t refill it. The most dexterous toes and knees are no match for childproof caps. Have a volunteer loosen them or set up a several-weeks supply. • Emotional well-being: Stay engaged with friends, family members, and neighbors. Listen to your favorite music and watch LOL movies or TV programs to your heart’s content. At my colonoscopy, two days before the accident, I smugly replied that I hadn’t fallen in years. One careless slip later, and I am forced to think outside the box. Fortunately, new challenges are good for aging brains. And the kindness of strangers? It’s most welcome as I continue to fight the good fight. ■
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Conversations with Counselors Prompt Students to Prepare for College Arlington, VA, March 24, 2015 — Students who speak with a counselor about life after high school are more likely to say they will attend college and that they plan to apply for federal financial aid, according to a new study from the National Association for College Admission Counseling (NACAC). Conversations with counselors also increase the likelihood that students will search for college options and visit college campuses by the spring of their junior year, data show. The study — “A National Look at the High School Counseling Office: What Is It Doing and What Role Can It Play in Facilitating Students’ Paths to College?” — draws on recently released, nationally representative data. Its findings underscore the critical role counselors play in helping high school students plan for the transition to college, noted Jeff Fuller, NACAC president and director of student recruitment at the
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University of Houston (TX). “NACAC continues to invest a great deal — including research, training and advocacy — into the development and support of college-readiness counseling,” Fuller said. “Our objectives are to ensure that counselors receive the recognition they deserve, and that policymakers and administrators understand the scope of work that is needed to adequately support students for equitable access to postsecondary education.” Other key study findings show: • School leaders consider counseling crucial: More than half (55 percent) of principals identified “helping students prepare for postsecondary schooling” as their top priority. • Counselors are stretched: Fiftyfour percent of counselors reported that their counseling department spent less than 20 percent of its time on college readiness, selection and applications.
• Some services are underused: While 90 percent of counselors indicated that their schools offered college application assistance, the percentage of students who benefited from this assistance was far lower. • Schools could do more to track graduates: Despite the fact that most states possess longitudinal databases and that data from the National Student Clearinghouse are available, more schools relied on student surveys (49 percent) than a state or national database (22 percent) to track student outcomes after high school. The study is the second in a series of reports examining factors that influence college enrollment. The first segment analyzed the effects of early college counseling. NACAC will begin work in 2016 on the third installment, which will explore data on students who have gone through the college application process. — http://www.nacacnet.org/research/PublicationsResources/bulletin/2015Bulletin. ■
COUNSELOR’S NOTEBOOK
Ensuring Smooth Transitions By TINA KARIDOYANES MASCA President
Smooth transition requires a school-wide effort, and school counselors can lead the way.
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n late February, I had the opportunity to attend a one-day workshop at Bridgewater State University about transition planning for schools. Dr. Patrick Akos of the University of North Carolina at Chapel Hill presented both the theories behind the importance of transitions from elementary school to middle school and middle school to high school as well as practical steps that schools can implement to improve their transition plans. Dr. Akos started the presentation with the idea of taking advantage of the challenges that transitions bring to schools and turning them into opportunities. While covering the Who, What, Where, Why, and How, he incorporated the obstacles and opportunities that schools have in order to create a meaningful transitions. I was fortunate to have in attendance with me school counselors from both the middle school and high school as well as an administrator from each building. Throughout the day we learned valuable information, and at least two reoccurring themes resonated with me: (1) Smooth transition requires a school-wide effort. Although counselors have a huge role in the process, engaging faculty and students can help to improve the adjustment of incoming students to their new environment. (2) District-wide transitions plans are vital, so that themes and practices are carried consistently through K-12 and, as a result, students and parents know what to expect. Many ideas and evidenced-based sug-
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gestions were made that may or may not be appropriate for your district, but here are a few that should benefit all: • Create a district, vertical team that is committed to transition planning and include administrators, counselors, teachers, and support personnel. • Have older students create videos, where they can share their experiences at the next level and welcome the incoming class. • Have a cross-level exchange. Have teachers from different buildings (such as grades five and six or grades eight and nine) swap places for a day so that they can better understand where students are
coming from and where they are going. • Create common language across buildings. • Conduct professional development for teachers and support staff on transitions and incorporate the staff in the outcomes and processes to assist students. At the end of the workshop day, our team left with a “to do” list, some questions to be answered, and motivation to improve our school transitions plans. If you have solutions and ideas that work for your school, I would love to hear from you and share your ideas with our MASCA community. Please e-mail me at president@masca.org. ■
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The Value of Humor
The Mission of MASCA
By DONNA BROWN MASCA Executive Director
The mission of MASCA is to advocate for school counselors in the Commonwealth of Massachusetts by providing leadership, collaboration, and professional development. Stay informed by visiting MASCA’s website regularly. You can share your views with fellow MASCA members by joining in the Forum.
www.masca.org
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few weeks ago, I looked at my copy of Edutopia and was delighted to see an article entitled “Laughter and Learning: Humor Boosts Retention” by Sarah Henderson, a high school English teacher. Ever since I read Norman Cousins book, Anatomy of an Illness, I’ve been interested in the relationship between mind and body. Cousins had become sick with an
extremely serious illness, and his doctors immediately hospitalized him. After a short time, Cousins realized he was not getting better. He thought he needed a different treatment and started looking for other ways to heal himself. Laughter, he thought, might make him feel a little better. Against his doctor’s advice, he left the hospital, rented a hotel suite, and ordered a movie projector and a bunch of funny movies. Amazingly, he began to feel better, and he started to heal. Cousins literally laughed himself well. I loved the story and became fascinated with the many things humor and laughter could do to the human body. Thus, an article that indicated that humor and laughter could enhance learning really caught my eye. In her article, Henderson makes several interesting points. She cites a Harvard study that found “the contagious nature of humor naturally builds a sense of community by lowering defenses and bringing individuals together.” She goes on to say: “Neuroscience research reveals that humor systematically activates the brain’s dopamine reward system, and cognitive studies show that dopamine is important for both goal-oriented motivation and long term memory, while educational research indicates that correctly-used humor can be an effective intervention to improve retention in students from kindergarten through college.” Sesame Street took the lead on this. We learned to count with the Count. We learned about friendship with Grover. And we learned to handle difficult people from Oscar. Virtually all us of can cite specific episodes that we (or our children) remember; and, with that remembrance, the lesson learned. Humor does have a place in education, but keep in mind: it needs to enhance learning, be content-related and ageappropriate, and have as its goal the development of community and the increase of retention. ■ COUNSELOR’S NOTEBOOK
A Message for MASCA Affiliates By GLENN FORGUE MASCA Affiliate Liaison
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pread throughout Massachusetts are sixteen MASCA affiliate organizations. As the MASCA Affiliate Liaison, it has been my pleasure to work with all of these groups, helping to coordinate information and improve communication with the MASCA Governing Board. My initial task as liaison was to reach out to the leaders of each affiliate and update contact information for the MASCA website. The main goal was to improve attendance at our Governing Board meetings by increasing participation by affiliate members. I am pleased to report that we have been successful. Each year, new officers take control of their affiliate organization, and they begin a busy year of planning meetings and professional development opportunities for all of their members. Affiliate presidents or assigned representatives, also, are invited to participate in the MASCA Governing Board meetings. This is an important obligation, and I encourage all affiliates to have a voice in the decision-making process. This year, the Governing Board began its activities with the annual MASCA Leadership Conference, hosted by Dean College. Recently, the Board voted to accept the proposed budget for the 2015-2016 fiscal year. As a current member of South Shore Guidance Association (SSGA) and a former member and past president of Cape & Islands School Counselor Association (CISCA), I know the amount of work that goes into planning and organizing a busy affiliate calendar. Building relationships with college representatives and community organizations is an integral part of having a successful year. Thank you to all of the hard-working affiliate leaders, who spend countless hours of their time planning, organizing, hosting, and attending these meetings. Affiliate members have many ongoing opportunities to get more involved in efforts to support our profession. Step one: join MASCA. Although affiliMAY 2015
ate meetings are fun and informative, all of us should join together to support our state (MASCA) and national (ASCA) associations. I look forward to seeing many familiar faces at the upcoming MASCA Spring Conference. And I urge you to get involved
with the “Reach Higher” initiative or to work on improving the implementation of the MA Model at your school. If you have ideas to improve affiliate participation with the MASCA organization, please send me an e-mail at gforgue @newbedfordschools.org. Thank you. ■
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Massachusetts School Counselors Association, Inc. COUNSELOR’S NOTEBOOK Sally Ann Connolly, Editor
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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.
DESE Monthly Webinars 5/12/15 Individual Learning Plans 6/09/15 MA Model for Comprehensive School Counseling Programs
MassGrad Showcase May 6, 2015 An opportunity to celebrate and share the great work happening across the state in increasing graduation rates and reducing dropout rates. Register online at www.surveymonkey.com/ MassGradShowcase