Issuu

Volume 44

Number 4

www.masca.org

December 2007

Happy Holidays from MASCA! The Gift of Time: Is It on Your Holiday List?

JENNIFER JUST McGUIRE MASCA President

he holiday season makes us think about lots of things: school vacations, family, gift giving, and, did I mention, school vacations? Seriously, though, during this season of giving, many of us put much effort into selecting gifts for family and friends. I bet that if given the chance, many of us would wish for the gift of time. Extra time would certainly help us complete some of the many things we try to accomplish in a given year. I hope that this year’s MASCA theme, Charting the Course, has inspired you to move forward in implementing the Mass Model in your school. Between the wonderful fall MASCA conference, the Model Institutes, and the career planning professional development through the DOE, there have been many opportunities to receive training on how to make the Model work. As inspiring as all of this professional development may be, it can also be exhausting. We work tirelessly to serve our students, their families, and our schools, and it can be hard to find the time to take what we are learning and put it to

work. But if we collaborate and share our successes and challenges, think of all of the time we can save. Earlier this fall, I had the opportunity to invite thirteen counselors from other schools to see what we are doing at Upper Cape Tech in our in-class guidance curriculum. My colleagues spent the morning observing a lesson that incorporated using technology with career exploration. They also received copies of a few other lessons that we use, complete with preand post-tests. Hopefully, the counselors will be able to integrate our lessons into their existing or developing curricula. Sharing materials is a great way to increase our toolkits. That is why I encourage you to share with colleagues in your building what is happening in your school.

As individuals, we are overcoming obstacles, creating new programs, causing systemic changes, and contributing to student success through our efforts to implement the Mass Model. I also encourage you to reach out to counselors throughout your school district and neighboring towns. If you achieve success—even something small—share it! And send a report about your progress to the Counselor’s Notebook. If you are stumbling with something, contact your affiliate leaders or someone you met at the fall conference. Chances are that you will find someone who has already tackled the issue. When we work together, rather than recreating the wheel, we truly receive the gift of time. Happy Holidays! ■

Human Rights Day December 10, 2007 http://www.un.org/rights/50

Inside . . . Human Rights: Making a Difference By Karen D’Amour .......................... 4 Human Rights Every Day By Kim Gangwisch-Marsh ............... 6 Leadership: Where Is It Coming From? By Thom Hughart ............................ 8

Bringing the MA Model to Life By Christine Evans ................... 18 Cyberbullying By Russell A. Sabella................ 23

Membership Form .........................12 Officers Nomination Form ........... 13 MASCA PDP Signup Form ............ 17

MASCA Governing Board convenes at Massachusetts Maritime Academy in October COUNSELOR’S NOTEBOOK 2007– 2008 PRESIDENT JENNIFER JUST McGUIRE Upper Cape Cod Regional Technical School 220 Sandwich Road, Bourne, MA 02532 Tel. 508-759-7711 x247 • E-mail: jmcguire@uppercapetech.org PRESIDENT-ELECT KAREN M. D’AMOUR Manchester Essex Regional High School 36 Lincoln Street, Manchester, MA 01944 Tel. 978-526-7641 • Fax 978-526-2044 E-mail: damourk@mersd.org PAST PRESIDENT ROBERT BARDWELL Monson High School, 55 Margaret St., Monson, MA 01057 Tel. 413-267-4589 x1107 • Fax 413-267-4157 E-mail: bardwellr@monsonschools.com VICE PRESIDENT ELEMENTARY AMANNDA BARTRAM Lynn Public Schools, Lynn, MA 01902 E-mail: bartrama@lynnschools.org VICE PRESIDENT MIDDLE / JUNIOR HIGH CELESTE CIANFRANI Gateway Regional High School 12 Littleville Road, Huntington, MA 01050 Tel. 413-685-1109 • E-mail: ccianfrani@grsd.org VICE PRESIDENT SECONDARY MATT COLEMAN Southeastern Regional Vocational Technical High School 250 Foundry Street, South Easton, MA 02375-1780 Tel. 508-238-4371 • E-mail: mcoleman@sersd.org VICE PRESIDENT POSTSECONDARY JAY LEIENDECKER Vice President Enrollment Services, Dean College Tel. 508-541-1509 • Fax 508-541-8726 E-mail: jleiendecker@dean.edu VICE PRESIDENT ADMINISTRATORS THOMAS HUGHART Wellesley High School, Wellesley, MA 02481 Tel. 781-446-6305 x5142 • Fax 781-446-6308 E-mail: thom_hughart@wellesley.mec.edu VICE PRESIDENT COUNSELOR EDUCATORS REBECCA A. SCHUMACHER UMass Boston, Boston, MA 02125 Tel. 617-287-7651 • Fax 617-287-7667 E-mail: Rebecca.Schumacher@umb.edu VICE PRESIDENT RETIREES RALPH SENNOTT P.O. Box 1391, Westford, MA 01886 Tel. 978-692-8244 • E-mail: ralphsennott@hotmail.com EXECUTIVE DIRECTOR ROBERT QUIST 34 Clovelly Street, Lynn, MA 01902 Tel. 781-842-1645 • Fax 978-740-1122 • E-mail: bobqui@aol.com TREASURER TINA KARIDOYANES P.O. Box 1007, Monument Beach, MA 02553 Tel. 508-759-3986 • E-mail: tkaridoyanes@gmail.com SECRETARY ANN HOURIGAN North Reading High School, North Reading, MA 01864 Tel. 978-664-7800 • E-mail: annhourigan@yahoo.com Questions concerning membership in the Massachusetts School Counselors Association should be addressed to: MEMBERSHIP COORDINATOR DEBORAH CLEMENCE P.O. Box 805, East Dennis, MA 02641 E-mail: DeborahClemence@verizon.net The Counselor’s Notebook is published by the Massachusetts School Counselors Association, Inc. 10 times a year, September through June. The yearly subscription rate is $20.00; individual issues are $2.00. Opinions expressed in the articles published herein represent the ideas and/or beliefs of those who write them and do not necessarily reﬂect the views or policies of the Massachusetts School Counselors Association, Inc. The acceptance of an advertisement for publication does not imply MASCA endorsement of the advertiser’s programs, services, or views expressed. © 2007 by the Massachusetts School Counselors Association. All rights reserved. Questions concerning submission of articles, publication deadlines, advertising rates, etc., should be addressed to: SALLY A. CONNOLLY, Editor 19 Bayberry Road, Danvers, MA 01923 Tel. 978-774-8158 • Fax 978-750-8154 E-mail: sallyconnolly@att.net

COUNSELOR’S NOTEBOOK

DECEMBER 2007

Human Rights: Making a Difference By KAREN D’AMOUR, MASCA President-elect

KAREN D’AMOUR

oday I decided to focus my attention on positive signs of human rights, diversity, and tolerance in action in my high school. The school day started with an announcement by the Diversity Alliance inviting new members to join and encouraging students to read the signs about diversity that have been posted around the school. After school the Peer Leaders (seniors who have been selected by the

faculty for their positive leadership skills) held a collection site for school supplies for children in the Sudan. These examples showed that students at our high school are thinking about themselves and how they treat others. Other schools, I am sure, are taking similar steps. All in all, we do seem to be making progress with these issues in our schools. For many of us, however, it may not be fast enough. That is why we should acknowledge the efforts of those who make it a priority. MASCA is doing just that. We have formed a Human Rights Committee, and we have established a MASCA Human Rights Award, which will be presented annually at the MASCA fall conference. The purpose of this award is to recognize an individual who has sponsored or delivered outstanding human rights projects or activities. At this year’s fall conference, Sally Masters, a counselor at Hampshire Regional High School, received the award. Sally is an individual who leads by example and actively engages in activities that promote human rights for everyone. Those of us who attended the conference had the pleasure of hearing her speak about her involvements, and we learned from her example. Personally, I took from her comments the need to go back to my high school and check to make sure our written forms used inclusionary language. Fostering diversity creates opportunities for personal growth. Today’s student speaks in terms of wanting to make a difference. He or she taps into the core values of respect, compassion, and empathy. During a weekend in October, The Boston Globe had a pullout section titled, “Diversity Boston.” It was a wonderful read, and I learned a number of things. Did you know that Portuguese is the second language of Massachusetts and that 28% of Boston is Black and 14%, Latino? Another aspect of this section that I found exciting was the job advertising. All of it spoke the language of diversity. Positive change is happening. We see excellent role models in the private sector: Bono, Oprah Winfrey, and Bill Gates. Individually we can make a difference. Together we can make more of a difference. And if we look for and reinforce the signs of progress in human rights, there will be diversity, inclusion, and tolerance. ■ COUNSELOR’S NOTEBOOK

DECEMBER 2007

Human Rights Every Day By KIM GANGWISCH-MARSH MASCA Human Rights Committee Chair

reetings. If you attended the MASCA fall conference, I hope you heard Sally Master’s acceptance speech for the Human Rights Committee Award. Barely more than a couple of minutes long, Sally’s heartfelt words emphasized how important it is that we continue to address inequity and injustice at every opportunity. It was when she finished, however, that I realized how little I understand

what being a minority really means. For all outward appearances, I am middle class, white, heterosexual, welleducated, and employed. Although I have experienced ridicule and can professionally attest to the struggle women have with the still-existent glass ceiling and the oldboy network, I have never been personally denigrated for the color of my skin, the language that I speak, my sexual iden-

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tity, my economic status, or my choice of worship. Thus, Sally’s words reminded me that what I often take for granted — the most basic of human rights — is an ongoing struggle for others. One of Sally’s points spoke to her immersion, as a young child, in a culture totally different from her own. She was the minority. But this formative experience was life changing in a positive and inclusive way, unlike what some of our students face. What can we do to broaden all students’ understanding, tolerance, and acceptance of differences? How can we make all children feel included? Yes, little things count. At Hampshire Regional school system, one of the things Sally fought to remove was the non-inclusive wording on school forms and publications, such as the term “family” instead of “parent.” This feedback from a student gives credence to her efforts. The student said, “I live with a foster family. They are not my parents, but they are my family. Thank you for making me feel included.” Sally closed her acceptance speech by saying: “In my own coming-out process, had there been one person in my life, who had by word or deed conveyed to me that being gay was okay, my life would have been different, for the better. You have the opportunity to make this kind of difference in the lives of your students.” As human beings and as counselors, we must remember that it really is the little things we do or say that can make the biggest difference in the lives of the people we come in contact with. We know this, so let’s go forth with intention. In his book, We Can’t Teach What We Don’t Know, Gary Howard declares: “Diversity is not a choice, but our responses to it certainly are.” Fellow counselors, let’s make this our thought for the day, every day, and our resolution for the upcoming year. It starts with us. Happy holidays. ■ “Civil rights — racial, gender, GLBT, class . . . . starts with one person. It starts with me.” — Taka, Pandagon blogsite, July 1, 2007

COUNSELOR’S NOTEBOOK

DECEMBER 2007

Leadership: Where Is It Coming From?

THOM HUGHART MASCA VP Administrators

ere it is the last day and last hour before this article is due. I procrastinated for a very good reason: I was waiting for inspiration. It didn’t happen, or if it did I missed it. So, I have decided to rerun an article that I wrote two years ago and add a few thoughts to it. The topic is leadership and where it comes from. I want to put a plug in for interns and the value of having them work in our departments. I am still puzzled by guidance directors who do not have at least one intern in their department. If space is the issue, there are ways to overcome the

problem. I have found them. I cannot imagine providing all the services we provide at my school without the help of our two interns. What they do for our department is so important. But equally important is what they can do for our counselors. They can teach us, keep us up to date on what’s new in the field, and contribute to our own professional development. Interns have to do action research or some type of research project. Turn them loose on your school. What have you wanted to study, explore, or better understand? Of course, someone has to provide supervision and fill out some forms for their school, but nothing is really free. The payoff, I believe, totally outweighs the cost.

Finding our future leaders Here is the piece about future leaders. If we truly feel a commitment to our profession, then I believe we have a commitment to do our part in cultivating our aspiring leaders. This was my major concern for our profession, which I dis-

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cussed last year in the November issue of CN. Where are the leaders for tomorrow? They are sitting in our Counselor Education Programs, they are interning in our schools and we are supervising them, they are working in our departments as new counselors. We can spot them; take a look around. They are the ones who have the energy and enthusiasm to jump right in and get the job done. They ask the probing questions and struggle to understand every last drop of meaning in our responses. They think and act with the perfect balance of independence and interdependence. They are not afraid of words like “accountability, data driven or standards based.” They are comfortable with change and do not see it as a threat. They have successful ways of controlling stress in their lives and still love their jobs. They are neither naive nor cynical. And they firmly grasp the reality of our profession and want to improve it. In other words, we know our future leaders. We work with them. We don’t have to hunt for them; we only have to open our eyes and see them. But that’s not enough. We must nurture them, care for them, support them, and mentor them. We have to tell them that we see these leadership qualities in them, and we should help direct them to forums where they can be leaders, first in their own schools, then in the larger arenas. We can encourage them to lead a committee or co-lead one, or we could recommend that they represent the department on a board or committee. Find opportunities for them to become involved in district, state, or national organizations and activities. If possible, allow them released time to pursue these leadership opportunities. They need our assistance and direction to move from potential leadership to actual leadership. And we need these new leaders now. As professional school counselors we are called upon to define ourselves, rewrite our job descriptions, compose mission statements, and take back control of who we are and what we do. We need the freshness of perception and the dynamism of our newer colleagues. Help identify our emerging leaders and encourage them to step up. ■ COUNSELOR’S NOTEBOOK

DECEMBER 2007

Time to Step Up!

Massachusetts School Counselors Association

Order Form 2008 DIRECTORY OF MASSACHUSETTS SCHOOL COUNSELORS The Directory lists school counselors in K-12 public, private, parochial, regional and technical high schools. Phone, fax, and e-mail information is included. Each MASCA member will receive one (1) complimentary copy of the Directory. Any additional questions may be sent to Janice M. Tkaczyk at jantkaczyk@ comcast.net. PLEASE USE THE ORDER FORM BELOW TO ORDER YOUR COPIES, order online and use your credit card, or download the form at www.masca.org.

DIRECTORY OF SCHOOL COUNSELORS 1-5 copies @ $30.00 each . . . . . . . . . . . . . . . . . . . . . # ______

$_________

Additional Copies 6 or more @ $25.00 each . . . . . . . . . . . . . . . . . . . . . # ______

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5.00 P. O. Processing Fee (per order) . . . . . . . . . . . . . . . . . . . . . . . . . . $ _________ Checks payable to: MASCA

TOTAL ENCLOSED: . $ _________

If paying by credit card, please check this box ■ and forward to Jan Tkaczyk. If mailing the form, please send to: Janice M. Tkaczyk P.O. Box 318 East Dennis, MA 02641

Your name and contact information: Name: ______________________________________________________________ School District/Business: _______________________________________________ Mailing Address: _____________________________________________________

___________________________________________________________________ E-mail Address: ______________________________________________________ Phone: _____________________________________________________________

ROBERT BARDWELL MASCA Past President

f you have been reading my column over the past two years, you know that I am concerned about school counselors advocating for themselves, leadership in the school counseling profession in Massachusetts, and moving MASCA forward. Just last month I wrote about eliminating the school guidance counselor and school adjustment counselor certifications in favor of one certification for all student support personnel. And I discussed how this would improve student services in all schools. Now is time for me to talk about having more school counselors become members of MASCA and about having more members volunteer to participate in our leadership and professional development programs. Of the estimated 2100 school counselors in Massachusetts, only about half belong to MASCA. I realize that I am preaching to the choir because only members will read this article. But what have you, as a member, done to promote membership among your peers? Have you suggested that they join? Have you shared with them the resources that you get or materials you receive after attending a conference or workshop? Have you discussed with them the MA Model and its recently-released Implementation Guide? If you have an intern, have you encouraged that graduate student to join? These are all simple things that you can do to help ensure the continued growth of our membership. MASCA provides high quality programs, enriching benefits, and leadership for promoting the role of the school counselor and the impact we have on student achievement. Although it is the responsibility of the Governing Board to provide these things, I believe all members COUNSELOR’S NOTEBOOK

have a duty to promote the organization and its benefits. What better way to get others interested in MASCA than by having current members share their positive experiences.

Finding MASCA’s leaders It is also time for us to begin the nomination process for new officers. In addition to a president-elect, we will also be looking for vice-presidents for guidance administrators, middle/junior high school, counselor educators, and and retirees. The time commitment required depends upon the office. The president-elect is a three-year commitment, serving as president the second year and past president the year after that. This position obviously requires a significant amount of time and travel. Vice presidents serve a two-year term, and they are expected to

a strategic plan and accompanying work plan, a policy and procedure manual, and an efficient and energetic Governing Board, just to name a few. This is a perfect time to get involved and continue the momentum. Much of the groundwork has already been completed. The nomination form for officers is included in this issue of the CN. It must be returned to me with a picture no later than February 1, 2008. Candidate biographies and the ballot will appear in the March and April editions of the Notebook. You will be able to vote at the

spring conference in Hyannis or by mailing the ballot directly. Please contact me for more information or if you would like a copy of the job description for an office: bardwellr@monsonschools.com. I challenge you to get involved. We have so many talented members, but we always seem to have trouble finding members to come forward voluntarily. This is not unique to MASCA. But if you don’t step up to the plate and give back to the profession, who will be there to ensure that MASCA survives into the next generation? ■

MASCA will be sustained only if we have members willing to make the sacrifice. represent their constituencies on the Executive Council and Governing Boards as well as assist with professional development and other programs. I know how hard it is to find time. I have a family, including two children (ages nine and seven), who participate in activities outside of school. I have a full-time job that requires time commitments outside of the workday and I teach two adjunct courses and volunteer for other professional organizations. In order to attend the October Governing Board meeting, I missed two soccer games and one hockey game. Although I felt some guilt, I also knew that there would be more games and only limited time on the Governing Board. I realize that MASCA is a volunteer organization and that there has to be a balance of professional and personal demands. But we can all find excuses why we don’t have the time. MASCA will be sustained only if we have members willing to make the sacrifice. This is an exciting time in our profession. MASCA has accomplished many things recently: an exciting Model to help provide a framework for what school counselors do, high quality and rewarding professional development programs, DECEMBER 2007

COUNSELOR’S NOTEBOOK

Massachusetts School Counselors Association Officers Nomination Form 2008-2009 Nominations may be submitted by either of the following: 1) an affiliate association with authorized signature, or 2) the signatures of ten MASCA members. Please note: • Nominees must be paid-up members of MASCA and have indicated a willingness to serve. • The President-elect automatically becomes President. • The slate will consist of President-elect, VP Counselor Educators, VP Guidance Administrators, VP Middle / Jr. High, and VP Retirees. Mail by February 1 to: Bob Bardwell Monson High School 55 Margaret Street Monson, MA 01057

Deadline for receipt of nominations is February 1, 2008.

This nomination submitted by:_______________________________________________________________ Affiliate association: ________________________________________________________________________ Authorized signature: _______________________________________________________________________ Date: ____________________________________________________________________________________ Telephone number: _________________________________________________________________________ MASCA Members:

School Address:

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ DECEMBER 2007

Nominee Information Sheet 2008-2009 Candidate for the office of: __________________________________________________________________ Nominee: _________________________________________________________________________________ Position now held: _________________________________________________________________________ School address: ____________________________________________________________________________ _________________________________________________________________________________________ Home address: ____________________________________________________________________________ _________________________________________________________________________________________

Educational background:____________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Experience in School Counseling:_____________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Professional affiliations: ____________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Please attach a recent photograph of the candidate. 14

COUNSELOR’S NOTEBOOK

EXEC’S NEWS

ROBERT QUIST MASCA Executive Director

Concerns are still being raised about the impact the current formula of a strict four-year, start to finish timeline will have on AYP and what that means, especially for urban schools, those with big ELL programs, and schools with programs that, by their very nature, are longer than four years. School counselors have been concerned about these issues, and they will continue to make their voices heard. The BOE is contemplating changes in the recommended requirements for admission to the four-year state colleges and universities. The main change centers

around increasing the math requirement from three to four years. Other changes may be voted on as well. Secondary school counselors should check out www.MEFA.org. Click on Guidance Counselors and view the upcoming Guidance Counselor Statewide Financial Aid Training. This year’s sessions focus on excessive student borrowing, financial aid scams, Internet fees, and new resources for school counselors. Trainings run from 8:30 a.m. until 2:30 p.m. Until next time — best wishes and happy holidays. ■

s fall ends and a typical New England winter is almost upon us, you can almost hear the sounds of the season. For secondary school counselors, nothing says “holiday” better than: “Can I choose which recommendations to send out to X and Y colleges?” Or how about the classic; “I know it is the last day before the December break. Is it okay if I bring you ten applications? They are not due until January 1.” For all of us at MASCA this has been a very busy season. The fall conference held at the Boxborough Holiday Inn was an outstanding collection of workshops and networking. Our keynoter, Eric Sparks, president of the American School Counselor Association (ASCA), provided inspirational and tangible ideas on how to use data to answer the question, “How are students different as a result of what school counselors do?” In addition, in his breakout session he provided a workable plan on how to move forward in the collection of data and not become data experts in the process. Sally Masters, counselor at Hampshire Regional High School, received the MASCA Human Rights Award in recognition of her service to GLBT and her school’s GSA. She has led the charge in getting her school to recognize and be sensitive to the issues surrounding our economically disadvantaged students. Thanks to the work of Helen O’Donnell and her team of volunteers, the conference had fourteen different breakout sessions and attracted more than 250 school counselors. Great job, Helen! The Graduation Rate Task Force set up by the Board of Education (BOE) has met twice since the fall, and it will be putting the final touches on its recommendation to the BOE for their January meeting.

DECEMBER 2007

Graduate Students contribute to MASCA Fall Conference By ERIN McCRAVE MASCA Graduate Student Liaison

he 2007 MASCA Fall Conference held at the Holiday Inn in Boxborough was attended by graduate students from school counseling programs across the state. Even representatives from a few programs outside of Massachusetts made the trip to Boxborough. Among the students attending were some from Boston College, Cambridge College, Fitchburg College, Lesley University, Salem State College, Suffolk University, UMass /Amherst, UMass / Boston. Providence College and Saint Joseph College were also represented. Graduate students were able to enjoy the many breakout sessions, the great exhibits, and a photo opportunity with ASCA President Eric Sparks. Nine graduate poster sessions were on exhibit

throughout the conference, and students from UMass/Boston, Boston College, and Saint Joseph College presented at two different poster sessions. The topics were interesting and varied, ranging from violence prevention and gang intervention to youth empowerment and service learning. Graduate students were also able to sit and chat over lunch at one of the three graduate student lunch tables. One lucky graduate student, Mary Lee, won the Graduate Student 50-50 Raffle. Over all, the conference was a great experience for all involved, and the next generation of school counselors looks to be a strong and dedicated group, who will have a positive impact on school counseling in the future. ■

Graduate Student Professional Development By REBECCA A. SCHUMACHER MASCA VP Counselor Educators

he MASCA 2007 Fall Conference, “MA Model Implementation: Charting the Course,” was a grand success, thanks both to the conference and exhibit chairs, Helen O’Donnell, and Jan Tkaczyk, and members of the conference committee, who did a magnificent job in organizing such a high quality conference. The Graduate Student Poster Session was one session that I particularly want to highlight. This is the third year that MASCA has designed a session to provide graduate students the opportunity to develop their professional and presentation skills. This just demonstrates the significance MASCA places on contributing to the development of our future school counselors. At this year’s fall conference, fifteen school counseling graduate students shared their knowledge on a range of topics pertaining to the MA Model domains. Each poster session was very well attended. Resoundingly positive feedback was heard from both school counselors who viewed the presentations and graduate students who presented. Graduate students are very ably represented on the MASCA Board, and this leadership was evident in the poster session. A huge round of applause goes to Erin McCrave and Carol Read, the MASCA Graduate Student Liaisons, for their organization and oversight of the Graduate Student Poster Session. Their dedication and work greatly contributed to the success of this year’s event. Although the 2008 Spring Conference seems a long way off, planning for graduate student sessions are well underway. We will again have Graduate Student Poster Sessions, and the call for the proposals will be e-mailed after the beginning of the year. Counselor educators will be e-mailed the information to pass along COUNSELOR’S NOTEBOOK

to their respective students, and Carol and Erin will e-mail graduate students. If you are a school counseling graduate student, we encourage and very much welcome your participation at the spring conference. This is an opportunity to network with other graduate student and school counselors, have some fun, and attend informative and worthy content sessions. If you would like to have your Graduate Student Liaisons contact you about the spring conference, please e-mail me and I will forward your address. Feel free to e-mail me at any time about the spring conference. My address is Rebecca. schumacher@umb.edu. ■

Congratulations to Graduate Student Poster Session Presenters

MASCA PDP SIGNUP FORM I want to sign up for MASCA PDPs. Name: __________________________________________________________ Address: ________________________________________________________ ________________________________________________________________ E-mail: _________________________________________________________

Enclose your MASCA Conferences Certificates of Attendance and completed Evidence of Learning Forms documenting at least 10 hours of professional development training. Send along with check for $25.00 made payable to MASCA to: Helen O’Donnell, Ed.D. MASCA Professional Development Chair 10 Maplewood Terrace Hadley, MA 01035

Amani Allen University of Massachusetts-Boston Samantha Eggleston University of Massachusetts-Boston Mike Engel University of Massachusetts-Boston Ellen Fanning Boston College Courtney LaCroix University of Massachusetts-Boston Melissa Mann Saint Joseph College Myles McPartland University of Massachusetts-Boston Niki Motolla University of Massachusetts-Boston Lauren Nadeau Saint Joseph College Amanda Paskiewicz Saint Joseph College

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n June of this year, I had a meeting with the superintendent of the East Bridgewater Public Schools to discuss the offer I received to come on board as the new Director of Guidance and Student Support Services. During the meeting, we talked about the need for a comprehensive school counseling program and for sharing our vision about what it could

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Since that first meeting, I have participated in many more meetings — most of them with the building administrators — to define and focus the direction and goals of the school counseling program. The school district is looking to me for leadership in designing and putting into action a developmentally appropriate and comprehensive school counseling and support program. By sending me to the MA Model Implementation Institute in July, they demonstrated their commitment to this goal. Our mission is to reach every student. And as I share with the administrators, staff, and community the value of what we are doing and how it helps students succeed, we are gaining the support needed to make the vision a reality. Key elements in the process have been leadership and collaboration. Leadership has involved making a consistent effort to communicate early and often with all stakeholders about what we are doing, how it impacts students, and what needs to be done in the future. Our communication has included faculty meetings, department meetings, school committee meetings, newsletters, and even conversations in the faculty room. Another key element is collaboration. The initial meetings we held with central office administrators, the building administrator, and the counseling staff helped to lay the foundation. Then, through continued collaboration, we set about working out the details of the program. With the framework in place, we gained the support of faculty and support staff in the building. This was crucial for planning classroom visits and coordinating our objectives. We also collaborated with middle school and elementary school counselors and their building administrators, discussing common concerns and focusing on how to better serve our students. Already, we are seeing the results of this partnership. By sharing with the faculty, all those involved have remained focused on the purpose of helping students realize their potential. We have also worked to formalize and streamline processes and procedures around ADA acCOUNSELOR’S NOTEBOOK

commodation plans and individual student success plans (ISSPs). By aligning these processes, we have resolved issues that often occur when students transition from elementary to middle school, and then from middle school to high school. Through collaboration, we have eliminated the problems that arise from interruptions or discontinuation in support services.

The value of leadership and collaboration Leadership and collaboration have helped bring about systemic change, not only in the administration of the school counseling program but also in the way decisions are made at all levels. When administrators, faculty, and community members work together and communicate about a vision of success and achievement for all students, we become aware that all school policies and processes must be examined. The critical question becomes, “How will this particular process /element help students?” In our comprehensive counseling program, we need to look at the data available and make decisions, not based upon the educational “flavor of the month” or a whim, but upon research. We need to look at what we have done and how it has worked for our students. When we find a practice that is not conducive to student growth and achievement, change needs to be made. But none of this can be accomplished by any one person or department. Only through collaborative effort and effective leadership can system-wide change come about. That is what we are doing in the East Bridgewater Public Schools, and that is what is making a difference for all our students. Thanks to the leaders of the MA Model Implementation Institute for showing the way and guiding our steps as we move forward. ■

Model Implementation Progress Let us know if you are making progress with MA Model implementation. E-mail Jennifer McGuire at jmcguire@uppercapetech.org or Katie Gray at uniquepotential@comcast.net.

DECEMBER 2007

If your students are considering careers in

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ED’S VIEWS

MASCA Spring Conference volunteers sought Contact Helen O’Donnell at helenod@att.net ED BRYANT MASCA Life Trustee

he fall MASCA conference was a success, thanks to many people, especially Dr. Helen O’Donnell and her hardworking committee. I was named co-chair of the MASCA 50th Reunion Committee, along with Mary Westcott; but since there’s too much on my plate already, I couldn’t accept the position. Oscar Krichmar graciously stepped in for me. For the reunion I will be arranging a social gathering sponsored by colleges. Fuji Fulgueras of Massachusetts Maritime Academy and Jay Leiendecker of Dean College agreed to accept the challenge. Other duties were assigned to members in attendance: John Gould, Larry West, Ralph Sennott, Andy Tarka, and Carol Ryan. We expect others to join the committee in the future. According to the “National Certified Counselor,” NBCC is designated as a “non-governmental organization partner with the United Nations Scientific and Cultural Organization” working towards “converging endeavours in the service of international cooperation and development.” At the recent North Shore Guidance Directors meeting held in North Andover, the topic was Naviance. This web-based planning and advising system supports all aspects of the counseling process. A recent meeting of Northeast Counselors Association highlighted another planning system, ConnectEdu. This is “a free allin-one web solution that streamlines the administrative tasks in the entire ‘going to college’ process.” To benefit from programs such as these, counselors, students, and parents need to understand the new technology. For more information about ConnectEdu, call 888887-8380. It’s free. Congratulations to the presidents of NSGDA and NECA for alerting their members. Question. Is your school dropping career education because of the extra attention given to achievement testing? You know my feelings about career development. Congratulations to Sally Connolly on the publication of her new book, Never Better: All Things Considered. After forty-three years, USNA finally defeated University of Notre Dame. Go Navy! Football’s famous coach, Lou Holtz said, “I never learn anything talking. I only learn things when I ask questions.” ■ COUNSELOR’S NOTEBOOK

An Update on FAFSA

or 2008-09, paper FAFSAs will not be available for order in bulk. Students will be able to obtain a paper FAFSA by calling the Federal Student Aid Information Center at 1-800-4-FED-AID (1800-433-3243) or by visiting www.edpubs .org. Students may request up to three copies of the paper application and should receive their FAFSAs in three to seven business days. New for 2008-09 is a PDF version of the FAFSA that students can submit for processing. Beginning in mid-November the PDF will be available for download on various Federal Student Aid websites, such as www.FederalStudentAid.ed.gov. Students can access the PDF, complete the form on the computer or by hand, and mail it to the address provided for processing. Schools will also be able to access the PDF from www.FSAPubs.org. With your support, we will continue to encourage students to use the online method for filing the application. The FAFSA on the Web Worksheet, the most effective tool students can use to facilitate the online application process, will still be available for bulk order by schools. In addition, Federal Student Aid has several promotional publications that list application resources, explain how students can file the FAFSA, and provide tips for completing the application. In mid-November, we will include some of these items in our Toolkit mailing.

Means of communication We plan to increase our use of e-mail as a communication vehicle. Please visit www .FSAPubs.org and check your account information to confirm that we have the correct e-mail address for you. FSAPubs is the one-stop source for ordering all of Federal Student Aid’s free publications. Please review the attachment for infor-

mation on a few of our most popular publications. If you have any questions or comments about the information provided in this letter, please email us at FAFSA .Comments@ed.gov. — Student Aid Awareness and Applicant Services, Federal Student Aid, Department of Education ■

Reasons for the change While we have successfully decreased reliance on the paper FAFSA over the last several years, until now, Federal Student Aid has continued to print and distribute millions of unused paper forms to schools each year. Approximately 500,000 paper FAFSAs have been processed to date for 2007-08. For the same period in 200607, there were 778,000 forms processed. These numbers represent almost a 50 percent decline in the number of paper applications processed. Understanding the importance of this trend, Federal Student Aid concluded that our new distribution strategy not only reduces waste and costs, it also provides students with viable alternatives for completing and submitting the FAFSA. DECEMBER 2007

PEOPLE, PLACES, AND PROGRAMS Restaurant / Food Service scholarships being offered Since the spring of 2001, the Massachusetts Restaurant Association Educational Foundation in partnership with the National Restaurant Association Educational Foundation has awarded almost $500,000 in scholarships to 188 high school and undergrad students in Massachusetts who are continuing their education in food service. Granting these awards is made possible only through the continuous generosity from the MRA membership, who support the future of many students and their industry. Please encourage your students who are interested in the food service industry to apply for scholarships for the 20082009 academic school year. Applicants — high school seniors, college undergraduates, or GED credential holders—must be planning to attend or already be attending an accredited postsecondary restaurant / foodservice program. To learn more about eligibility requirements or to receive an application, go to the MRA website on or before January 1, 2008: www.marestaurantassoc.org. The application will be posted and will be downloadable. Or you can call the MRAEF at 508-303-9985 to receive an application through the mail or to learn more about eligibility.

NECA meets in December On December 12, Northeast Counselors Association will hold its holiday meeting at Jimmy’s Allenhurst in Danvers. The sponsor is New England Institute of Technology. ■

COUNSELOR’S NOTEBOOK

Cyberbullying: A Note for Parents By RUSSELL A. SABELLA, Ph.D.

yberbullying involves the use of information and communication technologies such as e-mail, cell phone, text messaging, instant messaging, defamatory personal websites, and defamatory online personal polling websites, to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others. It seems to be even worse than live bullying because the perpetrators are not bound by time or space, and the audience can be much, much bigger. With the power of technology, the offenses can be much more cruel since they can incorporate a rich array of media (sounds, altered graphics, text, video, slide shows, and photos) to deliver the attacks. Consider the following real situation among cyberbullying victims as reported in one national newspaper: When Joanne had a row with a longtime friend last year, she had no idea it would spill into cyberspace. But what started as a spat at a teenage sleep over swiftly escalated into a three-month harangue of threatening e-mails and defacement of her weblog. “It was a non-stop nightmare,” says Joanne, 14, a freshman at a private high school in Southern California. “I dreaded going on my computer.”

child. Let them know that you trust and support them. Also work with trusted adults at school such as a principal, teacher, or school counselor. • If they are being bullied, explain that taking vengeance is not solving the problem and that it could make the situation worse. • Help your child to keep all records including chat transcripts, photos, website pages, e-mails (including full headers) as evidence for future use.

• Inform the perpetrators’ Internet Service Provider (ISP) or cell phone service provider of the abuse. • If you can communicate to the perpetrators and their parents, explain to them that what they are doing is cyberbullying and that you will report to the authorities if it continues. You see, some kids may not recognize what they are doing is bullying and may believe that it is innocent play. Using the word “bullying” serves as a wake up call. ■

What to do if you suspect cyberbullying You may notice that your child is acting a bit odd and wonder what is going on with him or her. Know first of all that pre-adolescence and especially adolescence (the teenager years) can be a weird time for everyone even under “normal” circumstances. Still, you may notice a deviation from what you are used to or perhaps extreme changes, especially one or more of the following: • Your child is using their computer late at night more than usual. • Your child’s grades are declining. • He or she is misbehaving in school more than usual. • Changes in ordinary daily activities and conditions such as eating, sleeping, mood swings, etc. • Your child appears upset after Internet use. Or, in general seems more anxious and fearful, especially as it relates to school attendance. • There is some evidence that your child is covering their online tracks. What to do if your child is being cyberbullied • Don’t freak out. Stay calm and maintain open communication with your DECEMBER 2007

SAVE THE DATES!

MASCA 2008 Spring Conference Four Points Sheraton, Hyannis Thursday – Saturday, April 10 -12, 2008 KEYNOTE SPEAKERS including Rosamond Wiseman, author of Queen Bees

3 full days of professional development activities, networking, and hospitality. For exhibitor information or to plan a program, suggest an activity, or join the Conference Committee, contact Helen O’Donnell, Conference Chair, at helenod@att.net.

YOUR MEMBERSHIP RENEWAL DATE IS INDICATED BY YEAR AND MONTH ON YOUR ADDRESS LABEL BELOW.

When you renew your membership, return both the application and your check made payable to “MASCA” to the Membership Coordinator. To receive an acknowledgement of your membership, please include your e-mail address.

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

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