Counselor's Notebook, April 2025

MASCA

Counselor’s Notebook

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

Vol. 61, No. 8

APRIL 2025

Community Engagement: Host an SEL Night!

By Jessica Descartes, MASCA 2024 -2025 Board Chair and Director of Student Services, Tech Boston Academy April showers bring May Flowers! I hope that you have continued to grow in this season.

One of my goals this year was to strengthen family engagement in our school community. When I attended the ASCA Conference in Kansas City last summer, one of the session presenters shared how they incorporated an SEL night for their students and families. This was a fabulous idea and I knew that I wanted to bring this back to my school. I partnered with our family liaison and our restorative justice coordinator and we developed a plan for the evening.

First, after a welcome opener and some refreshments, we explained the purpose of the event, which was to help promote and foster healthy relationships, emotional well-being, and effective communication within our school and family communities. Our facilita-

Inside this Issue: Directory...................................2 Director's Message........................3 Identity as Resource ....................4 MASCA & Me..................................6 Practicum Prep..............................7

B. Take some time to be alone C. Do something active (like exercising or playing a game) D. Listen to music to help calm down

Jessica Descartes tor explained what SEL is and how we incorporate it in our school community and learning. Those in attendance then had the opportunity to ask any clarifying questions and when they were ready, we jumped into our activity for the evening. We originally had a list of activities and stations; however, we needed to make adjustments due to the number of participants present.

So our activity was “Four Corners”.

For those not familiar, Four Corners consists of presenting a statement or question and in the four corners of the room, an opinion or response is posted.

Participants then share their opinion or response by standing in front of one of four statements, and then talking to others about why they have chosen their corner.

Multi Lingual Learners.................12

For this session, our facilitator prepared statements around emotions and self-awareness, gratitude, conflict resolution, empathy, and coping with stress. For example, our question for emotion & self-awareness was:

Trusting Yourself..........................13

When I’m feeling upset, I usually:

New Members...............................9 The Most Important Thing...........10 Professional Development...........11

MA Model...................................14

A. Talk to someone I trust

After some discussion within each corner, we asked participants to share why they chose their responses. This led to meaningful discussion, where everyone participating, students, families and educators, were able to share with one another. All were able to reflect on what was shared and how it affected them personally. Following some robust conversation, we discussed ways to continue practicing SEL at school, at home and with our friends and community. We also provided a goodie bag that included some gifts, fidget toys and an “SEL at Home” resource guide with tips and activities students & families can use regularly.

SEL has become such an important aspect of education, as it helps students develop essential skills such self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. If you are able to host an SEL Night, it is a wonderful way to engage students, families, and your fellow educators. It creates a space for conversation and positive interactions, and it builds strong connections between students, their families, and the school community. By making SEL a part of the school culture, schools can help students develop the emotional skills necessary to thrive both personally and academically.

MASCA 2024-25 DIRECTORY Governing Board Chair Jessica Descartes School Counselor Tech Boston Academy Assistant Chair Lori Ford School Counselor The Edgartown School, Martha’s Vineyard Board Members Mindy Cripps Director of School Counseling Billerica High School John Crocker Director of School Mental Health & Behavioral Services Methuen Public Schools Andrea Encarnacao School Counselor Boston Latin School Cynthia Esielionis School Counselor Ayer Shirley Regional Middle School Rani Gould School Counselor The Academy at Kiley Middle School Cory McGann School Counseling Department Head Ashland High School Ali Robidoux School Adjustment Counselor Apponequet Regional High School

Professional Development Committee John Crocker Director of School Mental Health & Behavioral Services, Methuen Public Schools Amanda Ugrinow School Counselor Westborough High School Professional Recognition Committee Dina Sibilia School Counselor West Springfield High School

Rachel Flagg Graduate Student Assumption University

Tim Poynton Professor UMASS Boston School Counselor Pipeline Committee Olivia Hull School Adjustment Counselor Brookline High School Jennifer McGuire College & Career Information Coordinator New Bedford Public Schools Strategic Planning Committee Position currently vacant

Conference Committee

Technology Committee

Ali Robidoux School Adjustment Counselor Apponequet Regional High School

Jennifer McGuire College & Career Information Coordinator New Bedford Public Schools

Ethics Committee

Appointed Positions

Mindy Cripps Director of School Counseling Billerica High School

Executive Director & Membership Coordinator Bob Bardwell School Counseling Department Head Framingham Public Schools

John Crocker Director of School Mental Health & Behavioral Services Methuen Public Schools Government Relations & Advocacy Committee Juliette Coatsworth School Counselor Foxborough Regional Charter School

Secretary Julia Cahill-O’Shea School Counselor Hamilton- Wenham Regional High School Counselors Notebook Editor & Webmaster Jean Atwater-Williams IT Consultant BizTech Associates

Fran Frederick School Adjustment Counselor Belchertown High School

Mentoring Coordinator Maryanne Margiotta Career Facilitator Southwick Regional High School

Inclusion, Diversity, Equity & Access Committee - Currently vacant

Program Evaluation Coordinator Kari Denitzio

MA Model Committee

Diversity Fellows

Dave Elsner School Counseling Coordinator Medway Public Schools

Josh Bordes School Counselor East Boston High School

Cynthia Esielionis School Counselor Ayer Shirley Regional Middle School

Roz Riggins-DesRuisseux School Counselor Snowden International School, Boston

Member Services Committee

Amanda Berg Hadley Elementary School

Renee Considine School Counselor Minnechaug Regional High School Jacob Beaudoin School Counselor Rise Academy, Lawrence Nominating & Bylaws Committee Lori Ford School Counselor The Edgartown School, Martha’s Vineyard

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Denise Evans The Carroll School Liaisons Affiliate Liaison Christine Weissman Family & Community Engagement Counselor Ware Jr.-Sr. High School

Jackie Saunders School Counselor Gibbs School, Arlington Tim Stonecipher School Counselor Pike School, Andover Retirees

Graduate Student Liaisons

Publicity Committee

Research and Evaluation Committee

Dee Cullen Student Support Teacher St. Mary's Westfield

Emerging Leader Liaison Cory McGann School Counseling Department Head Ashland High School Evelyn (Xiya) Chen Graduate Student Boston College

Chris Soverow Retired School Counselor Easthampton High School

Middle Level

DESE Liaison Lisa Harney MA Dept of Elem & Sec Education

Tama Lang School Counselor Litwin Elementary School, Chicopee

Committees

Fiscal Oversight Committee

Counselor Educator Liaison Megan Krell Associate Professor Fitchburg State University

Helen O’Donnell Retired School Counselor Anne Thidemann French Retired School Adjustment Counselor School Adjustment Counselors/ School Social Worker

Julia Nathanson Graduate Student Boston University

Nychele Clark School Adjustment Counselor Gardner High School

Social Media Liaison Jessica Almedia School Counselor Quinn Middle School, Hudson

Kate Niedel Retired School Adjustment Counselor Anne Thidemann French Retired School Adjustment Counselor

Emerging Leaders Chase Grogan Student Development Counselor Community Academy of Science and Health Luz Mederos Dorleans School Counselor Boston Latin Academy Colin Moge School Counselor West Springfield High School Cheryl Ray-Bass School Counselor Rebecca Johnson Elementary School, Springfield Maura Ricardi School Adjustment Counselor East Street School, Ludlow Courtney Royal School Counselor Gloucester High School Special Interest Group (SIG) Leaders Counseling Directors Meg Clougherty School Counseling Program Director Boston Latin School Carol Cohen Supervisor of Guidance (6-12) Marlborough Public Schools Elementary Lori Ford School Counselor Martha’s Vineyard

Secondary Karen McCrillis School Counselor Gardner High School Leanne Soulard School Counselor Franklin High School Rachael Weinhold School Counselor Winchendon High School Urban Rani Gould School Counselor The Academy at Kiley Middle School Gisele Rojas Director of Student Support Services Holyoke Public Schools Vocational/Technical Annie McCarthy School Counselor Franklin County Technical School Maryrose O’Neil School Counselor Tantasqua Regional High School Lauren Robillard School Counselor Bay Path Regional Vocational Technical High School Affinity Group Leaders Counselors of Color

Megan McShane School Counselor St Columbkille Partnership School

Jessica Descartes School Counselor Tech Boston Academy

Maura Ricardi School Adjustment Counselor East Street School, Ludlow

Andrea Encarnacao School Counselor Boston Latin School

MultiLingual Learners

Aaron Spencer School Counselor Nashoba Valley Technical High School

Raffaella Almeida Bilingual School Counselor Barnstable High School

LGBTQ+

Olivia Hull School Adjustment Counselor Brookline High School

Mindy Cripps Director of School Counseling Billerica High School

Heidys Mendez School Counselor Woburn High School

Jessica Almeida School Counselor Quinn Middle School, Hudson

COUNSELOR’S NOTEBOOK

IDEA: Next Steps

By Bob Bardwell, MASCA Executive Director Let me be crystal clear so there is neither confusion nor uncertainty. MASCA will not be changing, retreating or altering from our mission, core values, programs or services, especially those that have been recent targets of the current presidential administration. I wish I did not even have to say this because it is hopefully assumed, but just in case anyone is wondering, we will not be bullied, intimidated or scared in any way, shape or form. We will not be changing a thing when it comes to our Inclusion, Diversity, Equity and Access (IDEA) focus.

Yes, our country may be in a crisis and the lives of so many of our citizens and residents have been turned upside down and forever impacted, but as far as MASCA is concerned, we are moving full steam ahead continuing to provide resources, supports and services to our students and their families. No ifs, ands or buts.

Now that I have made that important statement, here is an update regarding our IDEA efforts and activities. I am pleased to report that we continue to make progress. If you recall from my February 2025 column, I listed eight specific projects that the Diversity Fellows were considering ranging from professional development, to specific IDEA conference breakout sessions to curating an IDEA guide of resources and services across the state. Since the February release of that article, the Diversity Fellows have focused on four activities: • Planning for their April 6 pre-conference session - Academic and Emotional Supports for Struggling “Diverse” Learners at the Sheraton Framingham from 2:00-5:30.

• Implementing a successful webinar – Counselors of Color Leaders Panel – on March 4 which included five of our last eight School Counselors of the Year (Merylina Asselin - 2018, Jessica Descartes - 2021, Tama Lang - 2022, Andrea Encarnacao Martin - 2023, and Sugeily Santos - 2025) who also happen to be counselors of color.

• Working with the Book Club Coordinators to ensure that at least one of the reads each year is dedicated to an IDEA related topic.

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a safe space. Look for this cool and exciting resource in April.

• Translator/Interpretation Resource – We will soon launch a survey to our members asking for recommendations for either free or fee-based resources and services for schools/school districts that are looking for translation or language interpretation assistance. Larger districts most likely have internal staff and supports to fill this need, but smaller, less-resourced schools may likely not have these resources and struggle where to find them.

Robert Bardwell •

When we launch the 2025-26 mentoring program, we will offer mentees the opportunity to request a mentor from a specific ethnicity, race or identity (e.g.: Black male, Lesbian, Spanish speaking). While we cannot make any guarantees, it is our hope that adding an identify as an additional factor that can be matched will enrich and improve the mentor/mentee experience.

In addition, here are additional IDEA activities that will be happening or are in the planning stages: • Know Your Rights: ICE Encounters in Schools webinar with Erika Richmond Walton, an attorney with Lawyers for Civil Rights in Boston, on April 2 at 1:00 PM via zoom. No pre-registration is necessary. The webinar will cover the legal rights of students and families, what to do if ICE appears on or near campus, and how school personnel can respond in ways that protect and support immigrant communities.

• Creating an office audit checklist to ensure that school counseling offices are inclusive, welcoming and calming. While counselors may think that their office space is a safe space for all students, this audit will ensure that students and guests are in

• Supporting our Trans students and student athletes – No doubt that our trans students are experiencing significant fear and uncertainty, and if they play a sport, then they are going through extremely turbulent times.

MASCA is partnering with other organizations and individuals who can help us learn how to best support our trans students during these attacks.

Do you have other ideas or suggestions about what MASCA can and should be doing to support our IDEA efforts? If so, please reach out to me. We welcome your ideas about what MASCA can do to make things better for our students and their families.

Finally, I am also happy to announce the addition of Amanda Berg (Hadley Elementary School) and Denise Evans (The Carroll School) as our two new Diversity Fellows, joining Josh Bordes (East Boston High School) and Roz Riggins-Desruisseaux (Snowden International High School). Amanda and Denise have hit the ground running and have already dug in to advance our IDEA efforts.

Regardless of whether you work in a school or community where the recent attacks on our most vulnerable and marginalized populations are numerous, relentless and downright cruel, the fact that MASCA is doubling-down on our IDEA efforts is hopefully welcomed and appreciated.

During this time of great distress and consternation, we need to support each other especially now. MASCA is not going anywhere and we are committed to support our IDEA objectives now more than ever. Hop on this bandwagon. We need you!

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Identity as Resource: Leveraging Cultural Experience in Practice

By Evelyn Chen, Boston College Graduate Student, MASCA Graduate Student Liaison

When I first arrived in the United States from China to pursue my education, I never imagined how my cultural background would become such a powerful tool in my professional journey. As a school counseling intern at a K-8 school in Brookline since winter 2024, I’ve found myself in a unique position to support the diverse Asian American and Pacific Islander student population that makes up a significant portion of our school community.

My journey began in student teaching, where I observed firsthand the need to support children holistically. I saw students struggling not just academically but emotionally and socially as well. I wanted to address the whole child—their emotional well-being, their sense of belonging, their cultural identity—aspects that sometimes get overlooked in traditional educational settings.

This realization led me to pivot toward school counseling, a field where I could help students navigate not just academic challenges but also social-emotional ones.

When I stepped into my internship site in Brookline, I immediately noticed the steady stream of Asian American students registering throughout the entire school year.

Many were recent immigrants or children of immigrants, navigating the complex waters of cultural identity and belonging. I saw reflections of my own experience in their eyes, the struggle to balance heritage with assimilation, traditional family expectations with U.S. school culture, and the search for one’s authentic self amid these competing forces.

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Finding My Place in the AANHPI Affinity Group One of my first initiatives was to actively participate in the school’s Asian American, Native Hawaiian, and Pacific Islander (AANHPI) Affinity Group for 7th and 8th graders.

Initially, I observed and supported, but my supervisor soon recognized the value of my perspective and invited me to co-lead the group with her. Our Wednesday lunch meetings quickly became a highlight of my week. There’s something powerful about creating a space where students don’t have to explain themselves or their cultural references— where they can simply be. When we conducted a mid-year survey of our members, their responses affirmed the importance of this space: • “Keep doing what you do!

I love Wednesdays because of AAPI :)” • “I feel like this is a safe place because we’re close with the teachers and each other.”

• “I share more openly about my identity in this group because it feels like I won’t be judged since that’s what this group is about.”

• “Got to see friends or classmates I don’t sit with at lunch in AANHPI.”

Cultural Celebrations as Bridges During Lunar New Year, our group decorated the campus with red lanterns, paper cuttings, and student-created artwork. The school came alive with colors and symbols that many of our Asian American students recognized from home celebrations. We also dedicated time to learning about Ramadan, with students leading presentations about this important observance. I was particularly moved when discussing how the district will include Eid al-Fitr as a Category I holiday in next year’s school calendar. Eid al-Fitr marks the end of Ramadan, the month of fasting, and is one of the most significant celebrations in Islam. As one student noted, “It means something different to have a holiday or school day off for your own cultural celebration.”

What struck me most was how these celebrations benefited not just Asian American students but the entire school community. Cultural sharing became a two-way street of learning and appreciation rather than exoticism or tokenism.

Beyond Celebrations: Art as Expression Perhaps our most impactful initiative was inviting Brent Bataclan, a Filipino-American artist, to lead an art workshop for our group. Students created pieces that represented their cultural identities and experiences. One student, usually quiet in class settings, created a powerful image blending traditional Chinese landscape techniques with modern American city skylines. (continued next page) COUNSELOR’S NOTEBOOK

Identity

translation or cultural explanation.

It’s about modeling authentic iden(continued from previous page) tity integration. When students see In another session, we invited a me navigate professional spaces professional Indian dancer to host while maintaining my cultural idenan Indian classical dance workshop tity, they glimpse possibilities for where students learned basic mu- their own futures. dras (hand gestures) and their sym- There’s a delicate balance to mainbolic meanings. The joy on their tain. I’m careful not to assume all faces as they connected movement Asian American students share the with storytelling transcended any same experiences or needs. The language barriers. diversity within this community is The Counselor’s Role: More Than Cultural Ambassador

Recognize that cultural competence is an ongoing journey, not a destination. Even within cultures we consider “our own,” there exist countless variations, regional differences, generational divides, and individual experiences. I’ve been humbled to learn from my Asian American students whose backgrounds and experiences differ significantly from mine. True cultural competence requires perpetual curiosity and the willingness to be both teacher and student simultaneously.

vast—a student from a third-generation Japanese American family has different needs than a newly arrived Create spaces for authentic expresVietnamese immigrant. sion while acknowledging systemic context. While affinity groups I’m learning to listen first, to be provide crucial spaces for identity present without presuming, and to exploration, we must also help stuoffer cultural connection as a re- dents understand how their individsource rather than an imposition. ual experiences connect to broader Sometimes students want to dis- social contexts. This means facilicuss cultural identity conflicts; oth- tating conversations that acknowler times, they just want help with edge both cultural celebration and schedule changes or friendship dif- the challenges of navigating sysficulties like any other student. tems not designed with cultural diversity in mind.

Lessons for Fellow Interns

Balance cultural advocacy with individual autonomy. Some students may find comfort in cultural connection, while others may be working to define themselves beyond cultural expectations. Our role is Navigate the duality of your role to support both journeys without with intention. As culturally diverse judgment, recognizing that cultural counselors, we exist in the spaces identity development is deeply perbetween—between cultures, be- sonal and rarely linear. tween professional and personal identity, between theory and lived As I continue my internship journey, experience. This position offers a I know there’s still so much to learn. unique vantage point, allowing us But I’m grateful for this opportunito serve as cultural bridges while ty to serve as a bridge—connecting maintaining professional boundar- students to resources, to a sense of ies. Consider how your own cultur- belonging, and ultimately, to their al journey informs your counseling own authentic selves. In supporting approach without becoming the en- my students to embrace their cultirety of your professional identity. tural identities, I’ve found a deeper appreciation for my own.

For other counseling interns, especially those who bring diverse cultural backgrounds to their work, I’ve learned several valuable lessons that go beyond simple advice:

As I’ve grown in this role, I’ve realized that being a counselor who shares cultural background with students is about more than just

APRIL 2025

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COUNSELOR’S NOTEBOOK

Practicum Prep 101: Tips for Graduate Students

by Megan M. Krell, Ph.D Embarking on your school counseling practicum is a critical step in completing your degree and preparing for your career. This experience allows you to apply what you’ve learned in your coursework while developing essential skills to support K-12 students. As a counselor educator, I have supported students through their practicum for the past 15 years. Now, I am sharing with you strategies I have seen practicum students do to make the most of this opportunity!

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Attend staff meetings to understand school dynamics and introduce yourself to other school professionals.

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Collaborate with teachers by offering to assist with classroom lessons or discussing how to best support their students’ social-emotional needs.

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Summer Preparation and Beginning of the Year Over the summer and/or at the beginning of the school year: ●

Solidify your schedule. Consider what days/times important school meetings may occur.

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Review key counseling techniques such as cognitive-behavioral strategies, motivational interviewing, and crisis intervention methods.

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Review the ASCA National Model and MA Model 3.0.

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Reach out to your practicum supervisor before the end of the current school year; inquire about any recommended readings or training materials.

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Research school-specific tools, including student information systems, scheduling platforms, and behavioral tracking software.

Establish Strong Relationships Building strong professional relationships with your site supervisor, teachers, administrators, and other staff members is crucial. To do this:

Take initiative by volunteering at school events, such as open houses or student orientation, to build rapport with staff, students, and families.

Stay Organized and Set Goals With a busy school environment, keeping track of your responsibilities and documenting your hours is essential.

To stay on top of your tasks: ●

Use a digital calendar or planner to schedule appointments, classroom lessons, and meetings.

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Keep a detailed log of student interactions, interventions used, and follow-ups needed while maintaining confidentiality.

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Set specific practicum goals, such as leading five classroom lessons, report out at an IEP meeting, and improve data collection skills.

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Regularly check in with your supervisor to review progress, seek feedback, and adjust goals as needed.

In addition to these tips, current graduate students completing practicum have offered their advice for you. Don’t just take it from me; listen to those who are currently going through the practicum process. Thank you to those who contributed!

Do not be afraid to ask your intern supervisor questions! You are learning the ways of a school counselor and if you are uncertain about a counseling style or you need more clarification on something, ASK. Karina Montiel-Flores Boston College Somerville High School in Somerville, MA

Be confident in your knowledge set!

You bring a lot of valuable information and experience as a graduate student to your practicum site. Also, go ahead and jump in and try things like teaching a guidance class! It might feel intimidating in your head, but when you’re in the moment teaching you’ll likely find your footing and it will go well!

Gianna Bizzarro Lesley University Hubbardston Center School, Quabbin Regional School District

Ask to be in meetings, even ones you might not have thought about. Shadow people in different departments, learn from whoever is willing to provide you insight into the program at which you are interning. Join free outside PD opportunities, or if they are paid for by the school. Create connections with other support staff like admin, nurses, and teachers. Start or join groups so you get a variety of counseling experiences. And ask questions! If you have a question, ask! You are there to learn, advocate for yourself so you feel like you are getting the education you want/ need/deserve.

Kye Lesley University Diman Regional Vocational Technical High School (continued next page)

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Practicum Prep (continued from previous page) Be open to new experiences and opportunities during your practicum. Don’t be afraid to ask questions or seek guidance, every conversation could lead to a valuable learning moment. Lean on your team; they want to see you succeed and are there to support you. Your supervisors are experts, so take advantage of their knowledge and insights.

Stay open-minded while also recognizing your strengths and maintaining balance, pacing yourself will help prevent burnout. Remember, what you put into this experience is what you will get out of it. This is your time to grow, learn, and make a meaningful impact!

Laurel Barbosa Merrimack CollegeNorth Andover High School

Go into your practicum with questions, and embrace the possibility that answers may not come quickly—or at all. This is not a failure; it is part of the process. Let these questions stay with you, allowing them to evolve and even become a source of motivation. The act of questioning and reflection itself holds deep meaning.

For me, as someone who spent over a decade in the media industry before transitioning to school counseling, I see a fundamental connection between these two fields: both strive to ensure that people have access to the information they need to navigate their world. The media operates in the public sphere, ensuring that individuals receive comprehensive and reliable reporting about what is happening around them. Our work was to shape public understanding of the present and provide insights for the future by delivering factual information about the relationship between individuals, society, and the times they live in.

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School counseling, on the other hand, exists at the intersection of the public and private spheres. Societal issues continuously filter into the school environment, forming a subtle yet persistent backdrop to students’ lives. At the same time, deeply personal experiences shape each student’s sense of meaning and their vision for the future. As school counselors, our role is to support students in navigating their individual paths—helping them make informed choices that align with both self-awareness and a broader understanding of the world around them.

So, don’t be discouraged if answers don’t come right away. The process of questioning is what helps you grow into a great counselor. We are living in an era of uncertainty—hold onto your faith in human growth, and weave that faith into how you envision the future.

Trust your curiosity, sit with uncertainty, and let your questions guide you, rather than rushing to resolve them.

April 2025 Awareness Dates Alcohol Awareness Month Arab American Heritage Month Autism Acceptance Month Child Abuse Prevention Month Community Service Month Counseling Awareness Month Deaf History Month Month of the Military Child National STD Awareness Month National Youth Sports Safety Month School Library Month

Guiying Zhu Boston University Excel High School

Sexual Assault Awareness and Prevention Month

Make the most of your time at your school. Every day contains a learning opportunity that can add to your counseling skills!

2 International Children’s Book Day

Anna Mullen Merrimack College Atlantic Middle School, Quincy

10 National Alcohol Screening Day

1 Sexual Assault Awareness Day of Action

2 World Autism Awareness Day

7 World Health Day 6–12 National Library Week 10 National Youth HIV/AIDS Awareness Day 20–26 National Volunteer Week 22 Earth Day 28–May 2 National Specialized Instructional Support Personnel Appreciation Week

COUNSELOR’S NOTEBOOK

Welcome to our Newest Members!

The following have joined MASCA in the last month: Blanche Hines

Maddy Abrams Cee’Jae Agnew-Carter Fernanda Andrade Emma Bernier

Genevieve Kane-Howse

Jonathan Lashua

Chante Bonds Kelley Buonopane Stephanie Corcione Melissa Curley

Michelle Ledoux Alexandra Levin Colleen McGowan Jaclyn Mickiewicz

Ellen Duff Heather Escandel

Sarah Gentile

Maureen Kacvinsky

Brian Kehrl

Caroline Blake

Tessa Fredette

Johnna Hooks

Sharyn Mulvaney Lam Nguyen Elizabeth Nowak

Rebecca Perrone Robert Pomer Berta Ramon Padilla Anna Rogers Anastasia Sapirstein Jerrika St. John Greg Taylor Jonathan Trapp Patricia Valdez Angelina Verdieu Qin Wang Catherine Wood-Fontoura

Grace Osberg

Jiani Yuan

If you know any of these new members, please extend a warm welcome and greeting.

We are happy you have joined us!

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The Thing You Do That is the Most Important

by Cory McGann

Reason #562 of why I love being a School Counselor is that I can never predict my day. With a large number of students, and a large amount of potential issues that they are facing, it is impossible to know for sure what I will be doing on any day at any time.

But that’s what makes us all superstars right? The ability to be flexible, quick-thinking, solution-oriented, and caring captains of caretaking allow us to be students’ best advocates for the things they are going through.

What is amazing though is the sheer new-ness of some of the issues that

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students are facing, and how much of it is due to a world that the adults in their lives are creating. Why are we as adults so good at making things hard for kids at the same time as (supposedly) being their supporters?

I wish I had a time machine (for lots of reasons). I’d love to go back and be a School Counselor in various decades. To be able to do this job, in schools, working with the same age students, but experience the different challenges and issues that are presented. Would I even know how to do the job?

Ultimately the answer to that ques-

tion is yes. Because it all comes down to one important principle: you have to get to know the kids, and know the challenges they face, and meet them there to help them through.

This is easier said (written) than done. It takes time (already a finite resource), energy, enthusiasm, and a big-ass heart. The bigger the better. But when we do it, it makes us that much better at our jobs, and we are able to help the kids where they need it most.

If I had that time machine, I wouldn’t just go back and see what School Counselors were doing back in the day. I’d jump into the future to see that job too. Would we be replaced by robots, spewing out information and advice from some AI generated chatbot? I asked ChatGPT if they could replace a School Counselor and thankfully it said no. Primarily because it lacks “emotional understanding.” I like that a lot. Emotional Understanding. It sounds like the title of the next Noah Kahan record.

But this is what we need to lean into when we are working with our kids.

We need to lean into that emotional understanding so that we can give the kids what they need, regardless of what the need is. Our job is more interesting in the fact that the needs are so varied, and it makes us all the more valuable.

So, what is the most important aspect of you that makes you good at your job? That emotional understanding piece. So make sure you spend time growing and developing it whenever and however you can.

It’s what sets you apart, and brings you value in every interaction you have with students and their families.

COUNSELOR’S NOTEBOOK

Improve your District's Professional Development!

By Juliette Coatsworth, School Counselor, Foxborough Regional Charter School and MASCA Government Relations Committee

If you’re anything like me, you’ve sat in on a lot of professional development targeted at the teachers for social-emotional learning, culturally responsive teaching, UDL, and more. Chances are these sessions are too big in scope, too surface-level in depth, or way too generalized to be of any use. The topics are great in and of themselves but there’s something about the delivery that loses the impact, and in the end, we’re lucky if even one teacher puts into practice something spoken about during those three hours. If you’re tired of this experience and would like everyone to have a valuable experience, then get ready to strap into your advocacy boots, because I have a book for you.

to get even deeper into the material.

Second, the book is perfectly set up for “breakout group” work or department/grade-level team planning, as the chapters provide lots of specific activities and the appendices group together learning experiences across content areas. Whether there are multiple PD sessions or more common planning work required, the book can support any level of depth desired.

Finally, the book would provide everyone a common language to return to when discussing supporting students in and out of the classroom, particularly those “heavy-hitters” that we seem to find a lot of our days focused on. Instead of The Power of the Adolescent Brain: having the same conversations with Strategies for Teaching Middle and teachers about how of course Max High School Students, by Thomas couldn’t sit still because they’ve Armstrong, is a book I have used for four years in a course I teach at Bridgewater State University (Adolescent Development for Middle and High School Teachers), and I recommend that you pitch it to your principal or district leader for future professional development.

been listening to lectures all day, we can reframe the conversation to ask what activities incorporate learning through the body to better engage Max and other students in the lesson.

By shifting our approach to professional development and embracing resources like The Power of the Adolescent Brain, we can move beyond the typical, surface-level training sessions and into meaningful, actionable change. This book offers a practical framework that educators can actually use, providing strategies that align with how students learn best. If we truly want to support both teachers and students, it’s time to advocate for impactful professional development. So, instead of another forgettable workshop, why not start with a book that could actually make a difference?

First of all, it is an easily consumable book that serves as both a reference and a guide, providing not only the “what” and “why” but also the “how.” Of the ten chapters, eight are focused on one “brain friendly” strategy (e.g., peer learning connections, metacognitive strategies, expressive arts activities, etc.). Each chapter explores how the strategy works with, as opposed to against, the brain and how it ultimately makes learning a more pleasant experience for all involved. Even better, there are chapter companion videos directly from the author online, so there are plenty of resources APRIL 2025

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Multi Lingual SIG Update

By Olivia Hull, School Adjustment Counselor, Brookline High School and MASCA Multi Lingual Learner SIG Leader

Kudos to all the MASCA counselors who support multilingual students!

This vulnerable population needs your support now more than ever in light of recent events at the national level.

tion necessary to verify the student’s age and residence,” she wrote in a memo to education administrators.

Even if raids do not occur at Massachusetts schools, students may be worried about their family members and friends who do not have docuAs fears of deportation have intensi- mentation. fied across the nation, school attendance has fallen among immigrant Another issue facing this population children. Massachusetts is no excep- is the president’s latest executive ortion. In January, as President Trump der to close the federal Department promised to ramp up ICE enforce- of Education. The DOE is responsiment, even in schools, hospitals, and ble for doling out grants that serve places of worship, families kept their low-income students, many of whom children home to avoid anticipated are newcomers. The DOE’s office ICE raids. While the immigration en- of civil rights also investigates comforcement agency would need paren- plaints brought by families against tal consent or an official order from states accused of violating the rights a judge to detain a student, rumors of students in protected groups. of raids occurring in schools spread on social media. Parents also worried To learn more about students’ rights that their children would be picked up at school and beyond, please attend on their commutes to school. These MASCA’s Pop-Up Webinar - Know fears can erode mental health and af- Your Rights: ICE Encounters in fect academic performance. Attorney Schools, taking place on Wed. April General Andrea Campbell has sug- 2. gested that districts collect less infor- The ML SIG would also love to see mation about students so as to ease you at our lunch table at Annual Confamilies’ fears when enrolling their ference - please introduce yourself children. “School districts may want and share your experiences with multo consider revising their enrollment tilingual students. policies to collect only the informa-

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As witnesses and first responders to the youth mental health crisis, school personnel are an important liaison between students and families and the behavioral health services system.

The Behavioral Health Help Line (BHHL) is a new tool for the toolboxes of such professionals, whether used by school personnel with or on behalf of students and families. TheBHHL is available 24/7/365 by phone/text/chat, has no health insurance requirements, provides interpretation in 200+languages, and connects anyone in the Commonwealth with treatment or resources for mental health, substance use,and health-related social needs.

From a routine question to a behavioral health crisis, the BHHL can help. Find more information or connect directly with the BHHL here: Massachusetts Behavioral Health Help Line (masshelpline.com). Order free posters for your schools in many languages here: Behavioral Health: Massachusetts Health PromotionClearinghouse (state.ma.us). Please reach out with any questions or presentation requests to Eneida.m.anjos@mass.gov.

COUNSELOR’S NOTEBOOK

Learning to Trust Yourself: The Graduate Student's Guide to Beating Imposter Syndrome

By Julia Nathanson, Graduate Student at Boston University, MASCA Graduate Student Liaison

When thinking about what to write for this month’s counselor’s notebook entry, I wanted to reflect on my experiences as a graduate student intern, and the encounters I’ve had with imposter syndrome. As a second-year graduate student looking for a full-time position in just a few months, I have had my fair share of run-ins with imposter syndrome, and I’ve navigated these feelings differently as I’ve grown in my role as an intern. Imposter syndrome can often help catalyze personal growth, but how can it impact us as graduate students who are new to the field of school counseling?

Before I go into how I’ve experienced and confronted imposter syndrome in my role as an intern, I wanted to address any new school counseling interns that may be reading this: it’s normal to feel overwhelmed and out of place as you are starting a new internship, especially if you haven’t worked in a school before. Don’t let those feelings discourage you from showing up as your authentic self! Trust your instincts and what you’ve learned in your program.

During my time in graduate school, I have had the pleasure of gaining experience as a school counseling intern at both public and private high schools in the greater Boston area, and have gained immense knowledge and support at both schools that will be invaluable as I start my future career. Despite this outpouring of support and positive experiences, I have fallen victim to imposter syndrome numerous times, feeling as though my role of “intern” has made me less qualified or knowledgable about the work I do with students.

Feeling like an imposter in a field I’m incredibly passionate about was disheartening at first, but I realized that APRIL 2025

there will always be learning opportunities as I continue to grow professionally, and I can’t be so hard on myself as I’m just starting out. I’ve realized just how important it is to reach out to those around me for support, and encourage every graduate student to identify who their support people are, whether that’s a peer, professor, family member, and/ or supervisor.

How did I combat how I was feeling?

Well, I’ll be honest - at first, I didn’t.

I felt as though I couldn’t share these feelings with anyone, especially my supervisors, because I feared they would think I wasn’t able to step up and be part of the counseling team. I started to share these feelings with friends in my program and a BU supervisor, eventually gaining the courage and confidence to discuss how I was feeling and viewing my role as an intern with my on-site supervisors. One huge piece of advice I would give to anyone experiencing imposter syndrome is to be vulnerable and connect with your supervisor(s), as scary as that may be. Thanks to my supervisors’ support, I’ve become more confident in both myself and my counseling skills, and I can’t say I did it all on my own.

Evelyn Chen, second year graduate student at Boston College, shared her experiences with imposter syndrome as she navigated her practicum experience at a K-8 School in Brookline. She said she “second-guessed [her] decisions and viewpoints made in grade-level meetings or with teachers, when I was trying to advocate for the student,” and noted that she received immense support and encouragement from her college supervisor when her concerns were discussed. Evelyn’s supervisor encouraged and reminded her that the

training we receive in our programs well-equips us to be interns in schools, with Evelyn also sharing that seeing the positive change in students has helped her work through her feelings of imposter syndrome.

The American Psychological Association has an article titled “How to Overcome Imposter Phenomenon,” which I found incredibly helpful when writing this article. It was an assigned reading from my program last fall, but I’ve gone back to re-read the article many times since I first read it for class. The author gives seven strategies for “overcoming” these feelings. These seven strategies are: 1. Learn the facts: address the feeling(s) and what could be contributing to them 2. Share your feelings with a supervisor, coworker, peer, etc.

3. Celebrate your successes! no matter how small, they are worth being celebrated!

4. Let go of the idea of being “perfect” - we’re in school to learn how to be effective counselors, so try to reframe it as “progress over perfection” 5. Cultivate self-compassion 6. Share your failures 7. Accept and normalize it: we will always have new experiences throughout our lives!

Overall, I just want to say that I am incredibly proud of each and every graduate student going through their practicum experience, as it isn’t always an easy task balancing that time with school, as well as other outside responsibilities. Keep doing what you’re doing, and do it with confidence!

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Implementing the MA Model 3.0: A Framework for ComprehensiveSchool Counseling Programs

by Helen O'Donnell, Ed.D, MASCA MA Model Committee, 3.0 Writing Team Co-Chair, PD Institute Trainer Endorsed by both MA DESE and MA School Counselors Association's Governing Board, the MA Model 3.0: Framework for Comprehensive School Counseling Programs is an evolving document to guide professional best practice. It was presented as a professional courtesy to the field in the spring of 2020 as a public domain resource. This ongoing Counselor’s Notebook (CN) series shares steps and strategies for implementing the MA Mode 3.0 and ASCA Model 4.0©.

A library of updated MA Model resources and CN implementation articles available at https://masca.wildapricot.org/MA-Model_3.0

MA Model Embedded in MASCA Policy and Initiative As we approach the 20th year of our MA Model: A Framework for Comprehensive School Counseling Programs, it is time to celebrate the impact of this guidance document endorsed by both MA DESE and MASCA Governing Boards.

Summarized below, is a snapshot of how the MA Model has grown from a document to become a guide for developing and evaluating school counseling curriculum, programs and professional practice and educating stakeholders about the role of the school counselor as a collaborator, advocate, leader and systemic change agent.

MASCA Governing Documents: MASCA CORE Values include: •

•

Collaboration – Working together with all stakeholders allows school counselors to deliver the highest quality school counseling program for all students.

Excellence - Maintaining the highest level of professional standards and advancing the delivery of comprehensive school counseling programs (i.e.: MA Model) for all students.

MASCA Strategic Objective #4 – Professional Development

•

Create, provide and/or promote relevant, high-quality, accessible, and timely professional development to meet the needs of our members and support the implementation of comprehensive school counseling programs.

MASCA Website and MA Model Webpage In addition to MA Model PD listed https://masca.wildapricot.org/ events the MA Model webpage https://masca.wildapricot.org/ MA-Model_3.0 (currently under enhansement) offers an abundant variety of resources ( lessons, curriculum, MARC/MARC Jr. documents and templates, mission and vision statements, etc.) contributed by colleagues. There is also a link to the MA Model 3.0 document When completed, the webpage will include a chart with links to 60 CN articles organized in categories: Define, Assess, Manage, and Deliver plus identification of recorded, archived MA Model training webinars.

reference the CN edition to access the article, until the webpage has easy access to the articles.

MASCA MA Model PD Opportunities -Multi-tiered PD registration opportunities for individuals and small cohorts are posted with MASCA PD. https://masca. wildapricot.org/events. Following this article is a summary of the PD and graduate coursework detailing cost and/or MASCA PDP’s and or Graduate Credits from Fitchburg State University Inquiries: helenod@att.net -District Staff Training opportunities begin soon. Site training topics includeSchool Counselors Using Data to Improve Student Achievement and School Climate Mapping Your School Counseling Curriculum: Yes it Can Be Done How to Develop a Comprehensive School Counseling Program That Will Make A Difference For Your Students

MA Model 3.0: What, Why, Who, When, Why & How. Will It Really Since the fall of 2017, the CN has Improve Student Achievement? published MA Model Implementation Articles. Archived editions -Conference and Summer Camp https://masca.wildapricot.org/Pub- Summer Camp Sessons. lications. The May CN will publish the categorized chart of articles and MASCA Counselors Notebook

(continued next page)

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COUNSELOR’S NOTEBOOK

MA Model

(continued from previous page)

MASCA’s Ronald Fredrickson Research and Professional Developent Scholarships Annual scholarships recognize school counseling research (Assess component of the MA Model) and assist with MA Model related PD registration fees. helenod@att.net MASCA Evaluation Committee

“The MASCA Program Evaluation committee designed a systematic process to holistically assess school counseling programs, with the MA Model serving as the benchmark and aspirational goal for departments to work towards.

The recommendations . . . offer a blueprint for delivering an effective and equitable program consistent with the objectives outlined in our state’s Model for comprehensive school counseling programs.” For complete article: CN Feb. 2025 pg.

10-11. Inquiries: mascaprogramevaluation@gmail.com MASCA Professional Recognition Committee: The Professional Recognition Committee recently established an Excellence in School Counseling Program Award. Support documentation includes a variety of MA Model implementation artifacts.

Inquiries: Dina Sibilia, Chair, sibilia@wsps.org

The mission of MASCA is to promote excellence in the school counseling profession by advocating for, connecting, supporting, and empowering school counselors in the Commonwealth of Massachusetts through leadership, collaboration, and professional development.

Visit us on the web at www.MASCA.org MASCA deeply values its diverse membership and is fully committed to creating an organization where each individual is welcomed, included, respected and empowered. No person will be excluded from MASCA on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, political affiliation or military status, or for any other discriminatory reason.

These activities include, but are not limited to, appointment of its Governing Board, hiring or firing of staff, selection of volunteers and vendors, and the providing of services.

APRIL 2025

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Calling School Counselors, Adjustment Counselors, Grad Students!

Join Colleagues in MA Model Professional Development.

Cohorts or individuals choose from multi-tiered PDP offerings or graduate credit.

Trainer: Helen C. O’Donnell, Ed.D

Inquiries, description and registration: helenod@att.net

Opportunity #1 Select one or all of the Independent Study Offerings • Series #1 Be Informed (FREE) Registration includes links to 5 free webinars.

• Series #2 Be Prepared: Annual Calendar Development - Templates and Guided mentoring available.

15 MASCA PDP’s - Cost $80. (Registration $75 School Counselor Week 2/1-2/15)

• Series #3 Be Organized: Curriculum Development and Mapping - Templates and Guided Mentoring available.

15 MASCA PDP’s - Cost $80. (Registration $75 School Counselor Week 2/1-2/15)

Opportunity #2

Google Meet/Zoom instructional sessions with independent study

• Series #4: Be Accountable and Data Informed 25 MASCA PDP’s - Cost $150 (Registration $140 School Counselor Week 2/1-2/15) Hybrid PD with individual or cohort zoom sessions scheduled at convenience of registrants.

Registrants will identify a research question, design/implement a research project, analyze on-going implementation data, complete a MARC Jr. capstone project. Includes guided mentoring, webinars viewing, independent project work. Resources, templates, and rubrics provided.

Opportunity #3: 4 Hybrid MA Model Implementation Courses for PDP or GRADUATE CREDIT • MA Model Introductory Institute (Assignments in each component: Define, Assess, Manage, Deliver) • MA Model 2: Next Steps (Advanced work in each component of MA Model) • Counselors in K-12 Classrooms: Delivering Curriculum That Supports Academic Achievement & CCR (includes lesson planning, curriculum mapping, and delivering standards-based instruction) • Counselors in K-12 Classrooms: Action Research and Program Assessment (developing/reviewing curriculum maps, evaluating instructional data, data-informed action planning) Course Registration: $450 (Registration $400 School Counselor Week 2/1-2/15) includes 45 MASCA PDP’s OR 3 Grad. credits from Fitchburg State University (add’l $295 grad. credit registration fee at FSU). Open enrollment for spring (course completion date 10/1) and summer (course completion date 1/15/26).

Grade posted or PDP issued as soon as assignments are completed.

Course Inquiries, registration information, and request syllabi summaries: helenod@att.net Individual or cohort registrations welcomed. Google Meet/Zoom instruction scheduled at convenience of registrant/s.

Course assignments personalized to meet your professional needs. Consultation, guided mentoring, webinar viewing, independent study. Instructional materials, templates provided. All courses include data assessment.

Dig into your data to determine program or learning gaps, review the MA Model 3.0 and MA Accountability Report Cards (MARC Jr.) template, and write your SMART research question.

Assess if your lessons and curriculum are standards-aligned, data-driven; Apply action research strategies and the Cycle of Inquiry for on-going project assessment.

Target strategic interventions and gather inclusive participation, perception, and outcome data.

Analyze compiled formative and summative data in the aggregate and in disaggregated formats to assess impact of instruction that informs/guide data-driven decision-making. Answer your research question with data.

MA Model PD Events are now listed on the events page of the MASCA website REGISTER HERE: https://masca.wildapricot.org/events

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COUNSELOR’S NOTEBOOK