Counselor's Notebook, October 2014 by Sally Ann Connolly

MASCA

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

VOL. 51, NO. 2

OCTOBER 2014

Teaching Tolerance: A Resource for Counselors By DONNA BROWN, MASCA Executive Director

t the ASCA conference during the summer, I had occasion to talk to representatives from the Southern Poverty Law Center, which produces Teaching Tolerance. When I taught at Silver Lake RHS, I made a lot of use of this publication, but it had been several years since I had looked at a copy. What a wealth of material is available! Although the magazine is published only twice a year, a weekly online newsletter is available. A recent newsletter (No. 47, Summer 2014) contained an annotated list of books recommended by staff members. Two examples are: • “Ellen’s Broom, written by Kelly Starling Lyons and illustrated by Daniel Minter, is about an African-American family who live together as free people in post-slavery Virginia. Ellen’s parents can finally be legally recognized as husband and wife, and the broom that once served as their only symbol of marriage takes on new meaning.” (Reviewed by Monita Bell: “A joyful look at a rarely taught aspect of American slavery.”) • “What better way to convey the passion that drives social change than through poetry? Indivisible: Poems for Social Justice, edited by Gail Bush and Randy Meyer, leads readers line by line along a journey from social commentary to personal experience.” (Reviewed by Alice Pettway: “If you love protest songs, you’ll love these poems.”)

Several professional development books were also reviewed by staff members. One theme I noticed was working to close the gap between poor students and those who are more affluent. One featured book is Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap by Paul C. Gorski. Another, Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools by Diane Ravitch, looks very interesting. Some of you may recognize the author

from some of MASCA’s retweets. Any school counselor can sign up for Teaching Tolerance at www.tolerance.org. Available on the website are lessons on topics like diversity, multiculturalism, media literacy, and wealth and poverty. Criteria such as grade level (K-12), subject (social studies, language arts) or topic are all searchable. Blogs, activity shares, book reviews, and kits can also be found. If you need to teach lessons on respect, anti-bullying, empathy, or tolerance, this is a great place to start. ■

Make A Difference Day • October 27, 2014 "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed it is the only thing that ever has." — Margaret Mead

Character Education for a Challenging Century A Global Conference, Online and in Geneva, Switzerland October 22-24, 2014 A conference for all those working on integrating character education, through and via their organization: • Policymakers working to create jobs through innovative partnerships with business, schools and government, • National Associations and Non-Profits promoting character education, • Educators (teachers and administrators) with community and school programs working at the local level, • Philanthropies looking for the best options to fund successful, scalable programs, and • Business executives with a concern for lack of performance character traits in their employees.

For information, go to http://curriculumredesign.org/character/

Character Education Initiative Plainfield Public Schools in New Jersey have instituted a Character Education Initiative. Each month, students are recognized for “demonstrating excellence in a value that will help them not only develop into successful students in school but become successful citizens and human beings in life.” Character Education Traits of the Month are:

September: Responsibility. To carry out a duty or task carefully and thoroughly; be able to count on, depend or trust.

October: Respect / Courtesy. To feel or show honor for the feelings and rights of yourself, others and the world around you. Polite, well-mannered behavior toward others.

November: Self-Esteem / Pride. Proper delight or satisfaction in your accomplishments, achievements and status. To demonstrate a positive opinion of yourself.

December: Caring / Compassion. Being kind, friendly, considerate, and willing to listen, give, and share. Showing concern or sympathy for others.

January: Diligence / Perseverance. Working hard without giving up in a careful, consistent manner. February: Tolerance / Patience. Respecting the individual differences, views and beliefs of other people. The power to wait calmly without complaining. March: Honesty/ Fairness. Being truthful and just. April: Cooperation / Good Sportsmanship. Working together for a common purpose, the ability to take winning or losing without gloating or complaining.

May: Loyalty/ Citizenship. Faithful to a person, a team, your country or an idea. Demonstrate your rights and privileges as a citizen of the United States as well as the school and community. June: Courage. The willingness to face obstacles and challenges with determination.

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

Reunion Workshop for MA Model Institute Cohort DoubleTree by Hilton, Leominster • October 20, 2014 Registration: 8:15 a.m. Workshop Training: 8:30 a.m.-3:00 p.m. FREE for current MA Model Institute registrants. Poster Session presenters, $25. Other registrants, $50. Morning snack and light lunch included. Past MA Model Institute participants, school counselors who have submitted a MARC or MARC Jr., and interested colleagues are invited to join us for a professional development day. Celebrate eight years of Institute training, recognize Fall 2014 MARC Jr. awardees, and visit Institute Poster Sessions. Morning training led by DESE staff: • Identify and explore sources of school data (profiles, DESE’s Data Warehouse, EDWIN, EWIS, etc.) • Interpret data • Brainstorm strategic interventions Afternoon training: • Presentations to help you work smarter with technology • Ideas for building and delivering standards based instruction • Collegial networking discussions for sharing implementation successes and strategies *If you are bringing a poster session, notify helenod@att.net or pdchair@masca.org.

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

OCTOBER 2014

RESEARCH NOTES Physical fitness can help prevent depression in young adolescents WASHINGTON, August 7, 2014 — Physically fit sixth-graders—especially girls — are less likely to report feeling depressed when they reach seventh grade, according to a study presented at the American Psychological Association’s 122nd Annual Convention. Depression in adolescence is associated with a range of poor school and health outcomes later on and is the main cause of disability in this age group according to the World Health Organization, Ruggero said. “Depression that begins at this time can lead to chronic or recurring depression in later years,” he said. “Fitness programs are one way to help prevent depression in middle schoolers, but schools should also use other interventions, such as one-on-one or group therapy, that more directly address symptom treatment among depressed adolescents.” — http://www.apa.org/news/press/releases/ 2014/08/physical-fitness.aspx.

Later school start time urged for teens Evidence continues to grow that teens would benefit from a later starting time for school. “Middle and high school students shouldn’t have to start school until 8:30 in the morning or later, the American Academy of Pediatrics says. ‘The research is clear that adolescents who get enough sleep have a reduced risk of being overweight or suffering depression, are less likely to be involved in automobile accidents, and have better grades, higher standardized test scores and an overall better quality of life,’ says Dr. Judith Owens, director of sleep medicine at Children's National Medical Center in Washington, who led the team that wrote the group’s policy statement on the issue.” — Maggie Fox and Erika Edwards, “Let Them Sleep In: Docs Want Later School Times for Teens,” http://www.nbcnews.com/health/kidshealth/let-them-sleep-docs-want-later-schooltimes-teens-n186976, August 24, 2014. ■

COUNSELOR’S NOTEBOOK

Reaching Student Families through Pinterest By JENNIFER JAMESON MASCA Graduate Student Liaison

e can all agree that social media has infiltrated the lives of our students. Many use Twitter, Instagram, and Snapchat as a means of communicating with friends on a daily basis (if not more). Parents are also joining social media platforms for communication. In an effort to reach parents, many schools are using these outlets as a way to communicate school happenings and events. Twitter and Facebook have both become common practice for many schools around the country. It’s been said time and time again: It’s all about getting the information out there in as succinct, and cost-effective, a manner as possible. But what if there are times when brevity isn’t best? The struggles of students and their families do not always warrant a quick tweet of 140 characters or fewer. With Pinterest, a free online resource, school counselors have the option of creating one main landing page that has almost limitless possibilities for content. Boards and pins can be strategically placed to provide information to families in a way that is comprehensive, without bombarding them with too many words on a page. Parents can access information at a time and place convenient for them, and they are provided a comforting sense of confidentiality. For a variety of reasons, parents are not always able to attend school meetings and events; as a result, some will miss key information. Parents, in addition, may not be aware of all available resources. On your Pinterest page, you could use such pages as: FAQs, Financial Aid Information, Stress Management Techniques, Community Resources, Mental Health Resources, etc. Taking this one step further, you could make the board a more comprehensive and holistic outlet by asking administration and teachers to provide ideas for content as well. Pinterest is a social media site that gives school counselors a creative way to reach parents, while still maintaining a budget. The link to your school’s Pinterest page can be mailed home at the beginning of the school year; it can be included in the school counselor’s e-mail signature; and it can also be posted on the school’s website. OCTOBER 2014

If you’re considering a Pinterest board for your school, please remember: the pins will link ANYWHERE. Be mindful of this and vet any resource carefully before adding it to a Pinterest board. If a particular pin looks good, make sure you know where the link is going. It is often best to create your own pins rather than re-pinning from an unknown source.

This ensures you are in control of the final destination. Also, if possible, recheck the links from time to time. As with anything on the Internet, links can become broken, websites can move, etc. A quick scan of resources can avoid this issue and provide a wonderful resource for families. Happy pinning! ■

Children’s Online Privacy Protection By THERESA A. COOGAN, Ph.D. MASCA Past President

n 1998, Congress enacted the Children’s Online Privacy Protection Act. The act was revised in December 2012, and the revisions became effective July 1, 2013. The main goal of COPPA is to put parents in control over what information is collected from their young children online. According to the FCC, “COPPA imposes certain requirements on operators of websites or online services directed to children under 13 years of age, and on operators of other websites or online services that have actual knowledge that they are collecting personal information online from a child under 13 years.” Social media as well as commercial sites are included. COPPA requires companies with online services or sites to post clear disclosure and privacy policies if the site collects information about the user in any way. Parents must have the option to review the information. Many websites include a verification box that asks the user to

confirm his/her age and to click a box indicating that the age they entered is true. When a user enters an age of 13 or under and the site will collect data on the user, a second window appears, stating that in order to continue using the site, permission of a parent or legal guardian is needed.

Children are not capable of appreciating the long-term impact of online postings. To learn more about COPPA and other information related to children’s privacy in the online environment, visit http:// business.ftc.gov/privacy-and-security/ childrens-privacy. Although this is a great example of legislative efforts to address the safety and privacy concerns of our nation’s youth, additional prevention work is needed.

We no longer have a culture in which there is a clear separation between home and school. Rather, in our technological world, there can be continual access to everything and choices can follow you a lot longer than ever before. I believe we can all think of a situation where social media outlets enabled a student’s choices or behaviors to be shared almost instantaneously with countless other students, even those beyond the school. Sometimes this sharing is positive; in other cases, however, it can be maladaptive, affecting the student in negative ways. Developmentally, children (especially those under the age of 13) are not capable of understanding the complexity of how decisions made online can have an impact for years to come. Research shows overwhelmingly that abstract and critical thinking skills do not begin to develop until the mid- to late-teen years. Even then, the pre-frontal cortex does not finish developing until around 21 years of age! Although children may be more advanced than many adults at using technology, this does not mean they fully understand all of the possible effects from choices in the online environment. Schools are continuing to infuse technology literacy into the curriculum as a way of supporting the 21st Century student. Some schools require and/or supply iPads. Others engage students through class projects with different software programs. There are many strategies that can meet the variety of districts and budgets, while — at the same time — focusing on technology literacy and adaptive habits to keep the children safe. I ask the members of the school counseling field in Massachusetts: How can we collaborate with parents on the issue of safety and literacy online, so that we can help our students develop adaptive, online habits and behaviors? What programs or initiatives do you have in your district to address this systemic cultural issue? What supports and resources do you find most helpful to establishing, maintaining, and growing this type of relationship with your school community’s parents? I welcome an on-going dialogue on this topic. Keeping our children safe online has clear implications across all grade levels. ■ COUNSELOR’S NOTEBOOK

OCTOBER 2014

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

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