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-
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.
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:
When I’m feeling upset, I usually:
A. Talk to someone I trust
C. Do something active (like exercising or playing a game)
D. Listen to music to help calm down
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.
B. Take some time to be alone
Jessica Descartes
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
Committees
Conference Committee
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School
Ethics Committee
Mindy Cripps
Director of School Counseling
Billerica High School
Fiscal Oversight Committee
John Crocker
Director of School Mental Health & Behavioral Services
Methuen Public Schools
Government Relations & Advocacy Committee
Juliette Coatsworth
School Counselor
Foxborough Regional Charter School
Fran Frederick
School Adjustment Counselor
Belchertown High School
Inclusion, Diversity, Equity & Access Committee - Currently vacant
MA Model Committee
Dave Elsner
School Counseling Coordinator
Medway Public Schools
Cynthia Esielionis
School Counselor
Ayer Shirley Regional Middle School
Member Services Committee
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
MASCA 2024-25 DIRECTORY
Professional Development Committee
John Crocker
Director of School Mental Health & Behav-
ioral Services, Methuen Public Schools
Amanda Ugrinow
School Counselor
Westborough High School
Professional Recognition Committee
Dina Sibilia
School Counselor
West Springfield High School
Tama Lang
School Counselor
Litwin Elementary School, Chicopee
Publicity Committee
Chris Soverow
Retired School Counselor
Easthampton High School
Research and Evaluation Committee
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
Technology Committee
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Appointed Positions
Executive Director & Membership Coor-
dinator
Bob Bardwell
School Counseling Department Head
Framingham Public Schools
Secretary
Julia Cahill-O’Shea
School Counselor
Hamilton- Wenham Regional High School
Counselors Notebook Editor & Webmaster
Jean Atwater-Williams
IT Consultant
BizTech Associates
Mentoring Coordinator
Maryanne Margiotta
Career Facilitator
Southwick Regional High School
Program Evaluation Coordinator
Kari Denitzio
Diversity Fellows
Josh Bordes
School Counselor
East Boston High School
Roz Riggins-DesRuisseux
School Counselor
Snowden International School, Boston
Amanda Berg
Hadley Elementary School
Denise Evans
The Carroll School
Liaisons
Affiliate Liaison
Christine Weissman
Family & Community Engagement Counselor
Ware Jr.-Sr. High School
Counselor Educator Liaison
Megan Krell
Associate Professor
Fitchburg State University
DESE Liaison
Lisa Harney
MA Dept of Elem & Sec Education
Emerging Leader Liaison
Cory McGann
School Counseling Department Head
Ashland High School
Graduate Student Liaisons
Evelyn (Xiya) Chen
Graduate Student
Boston College
Rachel Flagg
Graduate Student
Assumption University
Julia Nathanson
Graduate Student
Boston University
Social Media Liaison
Jessica Almedia
School Counselor
Quinn Middle School, Hudson
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
Megan McShane
School Counselor
St Columbkille Partnership School
Maura Ricardi
School Adjustment Counselor
East Street School, Ludlow
MultiLingual Learners
Raffaella Almeida
Bilingual School Counselor
Barnstable High School
Olivia Hull
School Adjustment Counselor
Brookline High School
Heidys Mendez
School Counselor
Woburn High School
Middle Level
Dee Cullen
Student Support Teacher
St. Mary's Westfield
Jackie Saunders
School Counselor
Gibbs School, Arlington
Tim Stonecipher
School Counselor
Pike School, Andover
Retirees
Helen O’Donnell
Retired School Counselor
Anne Thidemann French Retired School Adjustment Counselor
School Adjustment Counselors/ School Social Worker
Nychele Clark
School Adjustment Counselor
Gardner High School
Kate Niedel
Retired School Adjustment Counselor
Anne Thidemann French Retired School Adjustment Counselor
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
Jessica Descartes
School Counselor
Tech Boston Academy
Andrea Encarnacao
School Counselor
Boston Latin School
Aaron Spencer
School Counselor
Nashoba Valley Technical High School
LGBTQ+
Mindy Cripps
Director of School Counseling
Billerica High School
Jessica Almeida
School Counselor
Quinn Middle School, Hudson
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.
IDEA: Next Steps
By Bob Bardwell, MASCA Executive Director
• 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
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.
• 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!
Robert Bardwell
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.
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.
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Identity
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In another session, we invited a professional Indian dancer to host an Indian classical dance workshop where students learned basic mudras (hand gestures) and their symbolic meanings. The joy on their faces as they connected movement with storytelling transcended any language barriers.
The Counselor’s Role: More Than Cultural Ambassador
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
translation or cultural explanation. It’s about modeling authentic identity integration. When students see me navigate professional spaces while maintaining my cultural identity, they glimpse possibilities for their own futures.
There’s a delicate balance to maintain. I’m careful not to assume all Asian American students share the same experiences or needs. The diversity within this community is vast—a student from a third-generation Japanese American family has different needs than a newly arrived Vietnamese immigrant.
I’m learning to listen first, to be present without presuming, and to offer cultural connection as a resource rather than an imposition. Sometimes students want to discuss cultural identity conflicts; other times, they just want help with schedule changes or friendship difficulties like any other student.
Lessons for Fellow Interns
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:
Navigate the duality of your role with intention. As culturally diverse counselors, we exist in the spaces between—between cultures, between professional and personal identity, between theory and lived experience. This position offers a unique vantage point, allowing us to serve as cultural bridges while maintaining professional boundaries. Consider how your own cultural journey informs your counseling approach without becoming the entirety of your professional identity.
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.
Create spaces for authentic expression while acknowledging systemic context. While affinity groups provide crucial spaces for identity exploration, we must also help students understand how their individual experiences connect to broader social contexts. This means facilitating conversations that acknowledge both cultural celebration and the challenges of navigating systems not designed with cultural diversity in mind.
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 to support both journeys without judgment, recognizing that cultural identity development is deeply personal and rarely linear.
As I continue my internship journey, I know there’s still so much to learn. But I’m grateful for this opportunity to serve as a bridge—connecting students to resources, to a sense of belonging, and ultimately, to their own authentic selves. In supporting my students to embrace their cultural identities, I’ve found a deeper appreciation for my own.
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!
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.
● Review key counseling techniques such as cognitive-behavioral strategies, motivational interviewing, and crisis intervention methods.
● Review the ASCA National Model and MA Model 3.0.
● Reach out to your practicum supervisor before the end of the current school year; inquire about any recommended readings or training materials.
● 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:
● Attend staff meetings to understand school dynamics and introduce yourself to other school professionals.
● Collaborate with teachers by offering to assist with classroom lessons or discussing how to best support their students’ social-emotional needs.
● 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.
● Keep a detailed log of student interactions, interventions used, and follow-ups needed while maintaining confidentiality.
● Set specific practicum goals, such as leading five classroom lessons, report out at an IEP meeting, and improve data collection skills.
● 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
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Practicum Prep
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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.
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.
Guiying Zhu
Boston University Excel High School
Make the most of your time at your school. Every day contains a learning opportunity that can add to your counseling skills!
Anna Mullen
Merrimack College
Atlantic Middle School, Quincy
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
Caroline Blake
Chante Bonds
Kelley Buonopane
Stephanie Corcione
Melissa Curley
Ellen Duff
Heather Escandel
Tessa Fredette
Sarah Gentile
Johnna Hooks
Maureen Kacvinsky
Genevieve Kane-Howse
Brian Kehrl
Jonathan Lashua
Michelle Ledoux
Alexandra Levin
Colleen McGowan
Jaclyn Mickiewicz
Sharyn Mulvaney
Lam Nguyen
Elizabeth Nowak
Grace Osberg
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
Jiani Yuan
If you know any of these new members, please extend a warm welcome and greeting.
We are happy you have joined us!
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
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.
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.
The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students, by Thomas 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.
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
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 having the same conversations with teachers about how of course Max couldn’t sit still because they’ve
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?
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.
As fears of deportation have intensified across the nation, school attendance has fallen among immigrant children. Massachusetts is no exception. In January, as President Trump promised to ramp up ICE enforcement, even in schools, hospitals, and places of worship, families kept their children home to avoid anticipated ICE raids. While the immigration enforcement agency would need parental consent or an official order from a judge to detain a student, rumors of raids occurring in schools spread on social media. Parents also worried that their children would be picked up on their commutes to school. These fears can erode mental health and affect academic performance. Attorney General Andrea Campbell has suggested that districts collect less information about students so as to ease families’ fears when enrolling their children. “School districts may want to consider revising their enrollment policies to collect only the informa-
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 documentation.
Another issue facing this population is the president’s latest executive order to close the federal Department of Education. The DOE is responsible for doling out grants that serve low-income students, many of whom are newcomers. The DOE’s office of civil rights also investigates complaints brought by families against states accused of violating the rights of students in protected groups.
To learn more about students’ rights at school and beyond, please attend MASCA’s Pop-Up Webinar - Know Your Rights: ICE Encounters in Schools, taking place on Wed. April 2.
The ML SIG would also love to see you at our lunch table at Annual Conference - please introduce yourself and share your experiences with multilingual students.
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.
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
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!
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.
MASCA Counselors Notebook
Since the fall of 2017, the CN has published MA Model Implementation Articles. Archived editions https://masca.wildapricot.org/Publications. The May CN will publish the categorized chart of articles and
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 Improve Student Achievement?
-Conference and Summer Camp Summer Camp Sessons.
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MA Model
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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.
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