Counselor's Notebook, May 2025

MASCA

Counselor’s Notebook

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

Vol. 61, No. 9

MAY 2025

MASCA Conference a Success!

By Jessica Descartes, MASCA 2024 -2025 Board Chair and Director of Student Services, Tech Boston Academy It was wonderful to meet many of you at this year’s conference! The sessions were so active and insightful, and I hope you left feeling empowered, inspired, energized, and ready to harness your power to bring fresh ideas to your school community. The opportunity to connect with fellow school counselor educators is always so refreshing, and of course, networking while singing along to Music Bingo makes for a memorable evening!

Please continue to visit the MASCA website for future events and PD opportunities, and if you are interested in becoming more active with MASCA, please do not hesitate to reach out to learn more.

Inside this Issue: Directory...................................2 Director's Message........................3 Conference Chair Message............4 Meet Olie!......................................5 Solving Absenteeism......................6 Mentoring................................7 New Members...............................9 Postpartum Depression................10 Governing Board Meeting ...........12 2025 MASCA Award Winners......13 MA Model...................................14 Ongoing PD Opportunities........... 16

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

2

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

Conference Highlights

By Bob Bardwell, MASCA Executive Director By the time you read this the annual spring conference is history and we are headed into the last six weeks (or so) of the school year. Thank you to the 593 registrants, exhibitors, poster presenters and sponsors who attended the 2025 annual conference.

While not a record breaker in terms of attendees, we did some other incredible things worth noting.

First off, a huge thank you to Ali Robidoux and the conference planning team, including Jordan Elkins and Robert Rabon from NCYI, the company which manages so many of the pieces of the conference behind the scenes. This was Ali’s first time as Conference Chair and she did a fabulous job. I am so excited to have her at the helm and I know that she already ideas about how to make next year’s conference even better.

Here are the highlights, for both those who attended and for those who were unable to join us.

Welcome Ollie to the MASCA family – I cannot tell you how exciting our launch of Ollie, the MASCA mascot was. Literally there were thousands of pictures taken with Ollie that flooded social media posts throughout the conference. We are the only state school counselor association with a mascot and we are thrilled with the smiles and excitement that Ollie brought to our conference. It is amazing just how much of an impact that a mascot can do for morale and participant engagement. Look for Ollie to make an appearance at other upcoming MASCA events in the future.

MASCA Table & photo booth – In addition to having squishy Ollies to give away, the MASCA Member Services Committee was proud to add a “Plinko” game board to the fun. Those who wanted to play the game could win Ollies, candy, discounts for membership renewals and to the 2025 Summer Camp. Returning for year two was our photo booth where hundreds of pictures were taken with various signs and props. There were so many great conversations and interactions that happened with our members. Many thanks to our Board volunteers who staffed the table throughout the conference. Mission accomplished. It you did not stop by then make sure to do so next year to see what new and exciting

MAY 2025

variety of gift cards. Maura already has ideas to make raffles next year even better!

Thank you to all who helped support this worthy cause.

Headshots – Ali was super excited to offer professional headshots to conference attendees as part of their conference experience – a first for MASCA. Many thanks to Lennie Underwood who was selected to take headshots for those who were interested. We estimate that a third of the conference attendees took advantage of this opportunity. An email was sent on April 17 to all registered participants that had the link to the Google folder where the photos can be downloaded.

Robert Bardwell member engagement options we will have.

New conference format – 2025 conference attendees were treated to a new, threeday format, which allowed for the addition of three more breakout sessions another evening social and more time with exhibitors. So far, the response to the new format has been positive which means we will keep the same format for next year.

Special Interest (SIG) and Affinity Group (AG) breakout sessions – One of the additional breakouts was a time for all the SIG and AG groups to meet if they wished to. And eleven of the thirteen took advantage of this opportunity. We were not sure how these sessions would go and feedback from all of the group leaders was very positive and exciting. There were also very few people in the exhibit areas so we know that the majority of folks were in one of the group meetings. This new feature will return in 2026 for sure.

Raffles – Raffles have returned to our conference after a brief hiatus. Thank you to Maura Ricardi, Emerging Leader and School Adjustment Counselor at East Street School in Ludlow, who stepped forward to coordinate the raffles. We raised $660 for the Dana Catarius Scholarship Fund. This will be able to fund two scholarships for the conference next year. There were numerous prizes up for grabs, ranging from a really big Hershey chocolate bar, to a free ASCA conference registration, to a

Exhibitors and sponsors – Due to the efforts of our NCYI colleagues, this year we had a record number of exhibitors and sponsors that filled all of the hallways and every corner of the Sheraton. We are very thankful to these folks who help ensure that the conference is not only affordable, but also provide great resources and opportunities for counselors but in turn for your students and families.

Remember that the virtual content is available to all registered conference attendees until May 31, those who were in attendance and those who attended “virtually.” If you want PDPs, you must register here, pay the $25 fee and then submit the google form no later than June 13. The form to complete will be emailed to you after you register.

PDPs will not be processed until your payment has been received.

The planning for the 2026 spring conference is already underway, Mark your calendars – we’ll be back at the Sheraton Framingham March 15-17. Yes, it is a bit earlier than usual but these dates will be MCAS free so hopefully more of our colleagues will be able to join us. Make plans to attend. You don’t want to miss it.

Feeling some conference withdrawal?

Then consider joining the Conference Committee so you can help plan the 2026 conference. Just let Ali Robidoux know that you want to join. We are always looking for new, excited and committed volunteers. Look for the call for breakout session proposals in early September.

3

A Message from Your Conference Chair Wow — what an amazing few days we had together at the 2025 MASCA Spring Conference! I’m still riding high from all the energy, excitement, and connections we made. I loved everyone posting in the app and the happiness and comradery in the air. I personally was able to see some former Brockton High School coworkers (their first conferences!), hug an undergrad friend and award winner this year (hey, Charlsey!- Go RHODY!) and meet new friends, too!

This conference wouldn’t have been possible without the incredible support of our MASCA Board volunteers- you are the REAL MVPS! After all my emails to you, I was truly blown away by how smoothly everything ran — thanks to all of you working behind the scenes!

Our Executive Director did a wonderful job highlighting all the new and exciting things we had this year. Again, I’m in awe at the volunteers that made those new and exciting additions possible.

One theme I receive as feedback is a lot of “I wish there was a presentation on _____”... As we start thinking ahead, I welcome any and all suggestions about how we can make the 2026 conference even better. Your feedback is so important to me and to our whole team of volunteers. Our conference presenters are often your colleagues, so please, encourage them to put in the call for proposals in the fall!

Finally, if you want to be part of the planning magic, think about joining the 2026 Conference Committee — we’d love to have you!

Thank you again for making this such an unforgettable experience. I can’t wait to do it all again next year!

See you soon, Ali Robidoux MASCA 2025 Conference Chair

4

COUNSELOR’S NOTEBOOK

Meet Our Newest MASCA Member, Ollie!

The MASCA Membership Committee is excited to introduce our very own mascot and newest member, Ollie!

MASCA appears to be the only school counseling association who has adopted an official mascot. How did Ollie come to join the MASCA family?

Thanks to our 26 members who submitted 31 original designs and names as a potential MASCA mascot. Ollie was an amalgam of submissions by 3 of our members: Jess Nutter (King Phillip Regional High School), Luz Mederos-Dorleans (Boston Latin Academy) and Mike Penney (Abby Kelly Foster Charter Public School).

Ollie is a fitting mascot for MASCA because owls are naturally deep thinkers. According to BirdPersonality.com, those with owl personalities are work/ task oriented, have extensive patience, have multi-tasking abilities, and can easily adapt. Certainly these owl characteristics describe our strengths as school counselors!

Now that Ollie is an official MASCA member, you might see Ollie around at MASCA events or maybe even on MASCA merchandise. Be on the lookout for Ollie!

Check out Ollie in action at the 2025 MASCA Conference.

Were you one of the lucky ones who scored an owl stress “ball” at the conference?

MAY 2025

5

Solving Chronic Absenteeism

By Josh Bordes, School Counselor, East Boston HS and MASCA Diversity Fellow

Hello MASCA Membership! My name is Josh Bordes and I work as a school counselor at East Boston High School in the Boston Public Schools. As we start the home stretch from May into June, I am reminded of what type of article I would want to read in our monthly missive… a piece describing a highly effective best practice. My topic will be how to improve chronic absenteeism.

After the pandemic, chronic absenteeism has come into the national consciousness more than ever, and no more so than in urban schools.

When a student has 1 or 2 unexcused absences, I put the student on my radar. I always start with a 1:1 student meeting in my office to formalize the setting. We talk about why the student was absent and if needed, we construct a COLLABORATIVE, yet student directed action plan to not have this happen again. Among the interventions we put in place are: having a guardian communicate with me as to where student is, having student and guardian call me jointly to let me where they are, calling/ emailing/texting another trusted staff or teacher ALONG with copying the guardian, having student sign in on the white board in my office when they arrive to school for several days as a check in.

The next level of intervention is a home or community visit. Home visits are effective. I interpret home visits broadly. To me, a home visit is anytime I go into the community and meet with a family outside of the school walls. At East Boston High, I am in charge of attendance for Grades 7 and 8. Now, I also know almost all of the Grade 9 and 10 students because they were once Grades 7 and 8. (our school added Grade 7 in 2021 and Grade 8 in 2022). And so I use these techniques with great efficacy informally with Grades 7-10.

6

So how you do the home visit matters, in my view. Assuming positive intentions is always a good start and I will always start that way by making an appointment with the family to discuss student attendance or whatever the issue is. We have difficulty getting guardians to sign legal documents, so sometimes I bring an IEP that needs a signature or an evaluation consent form. We often have parents who lack the resources or time to come to the school and meet during school hours, so I often go early in the morning before school 6/6:30 AM or in the afternoons or evenings, sometimes as late as 8/9 PM. Our headmaster authorizes me to do what needs to be done to work closely with our parents. During the home visit or me stopping by the guardian’s employer, we do the same thing we do in my office. Me, the guardian(s), and sometimes the student make a pro-active, action plan for improvement including student/parent check ins at the school entrance, students bringing breakfast to my office to share, or parents bringing a favorite book to share with their student.

Sometimes I do the home visits unannounced. This method is particularly effective for students are “stuck” and need to find their motivation to come to school. Often guardians HUGELY appreciate the personal touch of coming to the home or work location. Even if a surprise, it’s often a welcomed one. Also if the family isn’t home, it’s a great opportunity to leave a note or a reminder to contact the school to address the issue.

May 2025 Awareness Dates Asian-Pacific American Heritage Month Jewish American History Month Mental Health Month Military Appreciation Month National Foster Care Month National Physical Fitness and Sports Month Teen Pregnancy Prevention Month 5–9 National PTA Teacher Appreciation Week 8 National Children’s Mental Health Awareness Day 15 Global Accessibility Awareness Day 17 International Day Against Homophobia, Transphobia and Biphobia 17 Armed Forces Day 25 National Missing Children’s Day 31 World No Tobacco Day

Overall, attendance is often the most pressing issue in schools. The research indicates that once we get kids to school, we do a decent job of giving them what they need to succeed in life.

COUNSELOR’S NOTEBOOK

Mentoring - Who, Me? Yes, You!

by Marianne Margiotta, MASCA Mentoring Coordinator When we think about mentoring, often one of the first things that comes to mind is whether we can be a good one. Whether we are a veteran counselor, someone who’s been around a few years, or even retired…can we be of help to a brand-new counselor, in an ever-changing profession filled with many uncertainties, obstacles, and challenges?

I know that’s how I felt many years ago when I began my mentoring journey. Sure, I wanted to help--but how good would I be? Would I give my new mentee the “right” answers, the “right” advice, the “right” way to do things?

Now fast forward to 2025, and those questions can still remain--with a lot of other new worries and stressors built into our day.

I’m here to tell you—despite all that— yes, you CAN be a mentor, and a good one. Now more than ever, your guidance, support and expertise can make the difference to a new counselor, whether you have been in education for 5 years or 50. Our award-winning MASCA Mentoring Program is designed to ensure that new school counselors begin their first years with effective support that encourages skill development, collaboration, and reflection, strengthening their growth and confidence. Mentors assist their mentees in navigating school culture and dealing with barriers that college classes never prepared them for. The mentoring relationship helps strengthen the mentee’s professional identity at a time they especially need it, builds a network of support with other colleagues, and supports their self-care and wellness--so they can best help the students they interact with daily.

From my experiences in mentoring and coaching mentors throughout the years, I’ve come to realize that we as educators and counselors already have (and MAY 2025

continue to develop!) so many of the skills necessary to be a good mentor: Modeling professionalism. Mentees need role models who prioritize growth, both personally and professionally, and who stay up to date in counseling regulations and best practices. Your expertise and guidance are valuable.

Being an active listener. Just like the young people we counsel each day, the mentee also needs a listener who is actively engaged and showing that engagement by asking clarifying questions. Listening like this in a world of distractions is a priceless gift, and don’t under-estimate how important that is to a mentee (and, indeed, in any other relationship—watch what happens when your phone screen and your mental to-do list are silenced, and you actually LISTEN to the person in front of you). And better listening means LESS talking. Author Michael Linsin in The Happy Teacher Habits: 11 Habits of the Happiest, Most Effective Teachers on Earth, noted that “making a conscious decision to do less talking will automatically shut off that voice inside your head imploring you to express your own thoughts, ideas, and opinions. When you resolve just to listen, and not even try to squeeze in your own point of view, it’s amazing how much less stress you feel and how much more you learn.” And LEARNING about our mentee is a good thing.

Learning about a person’s individual needs. Listening allows us to hone right in on what is central to a mentee’s concerns. Some mentees enter the profession straight from college; others have been in education a while but are now switching into counseling. Some are working in large urban settings with unique populations; others are working in smaller schools with many different (and sometimes non-counseling) tasks. Some may be the only counselor

in their school and are looking for any kind of guidance to get them started!

In a time-crunched world, our MASCA Mentoring Program tailors the mentoring journey so the mentor is equipped to assist the mentee in the most time-efficient way to address the mentee’s specific concerns. And because new counselors often don’t know what they need to know until they actually dive right into their roles, mentors and mentees revisit those plans to ensure that the program is equipped to meet the mentee’s ever-changing needs.

Focusing on student success. As we prioritize helping our students become confident, engaged learners, our mentoring conversations need to be aligned to help mentees achieve that. I remember the early days of mentoring in schools, when new educators were matched with experienced mentors who could orient them to the school’s day-to-day routines. While this helpful advice is needed, it often led to mentors being the ones who provided all the answers.

Carol Radford is a former classroom teacher, university educator, author of four best-selling books for educators, and founder of mentoringinaction.com (a resource I recommend for mentors and mentees alike). Radford noted that mentoring has moved from a simple “buddy system” of mentoring, in which mentees are “given” the information they need, but rather one that is intentional and collaborative, in which mentors and mentees together explore ways to best achieve student success.

That’s where those important listening skills kick in. Radford says effective mentoring is less about fixing problems and more about initiating collaborative conversations that get to the needs of the mentee, as well as differentiating mentoring practices to meet those varied needs. “Conversations are aligned (continued next page)

7

Mentoring (continued from previous page) to educator evaluation and standards so novice teachers can learn the language of education and be successful on their evaluations,” she said. Mentors and mentees within the MASCA Mentoring Program use a collaborative log, adapted from a tool from the New Teacher Center at the University of California, Santa Cruz. The log clearly focuses on the needs of the mentee, the action steps both mentor and mentee will take, and the Massachusetts Evaluation standards that their mentoring conversation has addressed. This process makes it easy for both mentors and mentees to document evidence for their educator evaluations.

Being a non-judgmental person to turn to. Our MASCA Mentoring Program pairs mentors and mentees from all different grades in all different parts of the Commonwealth--in public and private schools, urban and rural, technical schools and regional schools.

One of the important features of the program is that a mentee is placed with someone outside their own school setting. Sometimes this is the only mentor that person will have; other times their MASCA mentor will be in addition to one they receive within the school. The benefit to the new mentee is that they will have a friendly, non-evaluative support person outside their school.

Many mentees report that having this trustworthy confidante is one of the most important benefits of having a MASCA mentor--having someone they can ask, “Does this seem right to you?” or “What should I do about this problem at my school?” and knowing their privacy is assured. A mentor can be that sounding board for them, a safe place for them to express their concerns. Your confidentiality and your non-judgmental guidance are worth more than you realize.

8

Exhibiting a positive attitude that inspires growth. New counselors often focus on what went wrong. Good mentors help them to focus on what went right. Mentors are willing to show empathy and flexibility, displaying an open mind to what the new counselor is facing. You can be there to encourage your mentee’s growth--while they will still have challenges in their new profession, good mentors help them to find their own personal ways to overcome them, challenging them to develop confidence and to grow on their own.

Mentees shine when you show enthusiasm for their accomplishments and celebrate their success, no matter how big or small. They are the mentee’s first steps toward establishing their identity in this profession, and a mentor’s encouragement can play a valuable role in that.

Encouraging self-care and wellness.

New counselors face the same stresses all new educators face: juggling home and work, managing a whirlwind of new tasks, grad school requirements, navigating a new school culture. Making sure that our students have the support they need often leaves little time for new counselors to prioritize their own self-care. That’s where competent mentors can help mentees take care of themselves. Mindfulness practices, yoga, positive affirmations, finding time for an after-school walk or a hobby--all of these can bring balance and peace to our mentees’ lives (and it’s something we as mentors can’t forget, either). Our profession needs us more than ever. A mentor can be the reminder a new counselor needs to avoid burnout and ensure they are taking enough time for their own self-care and wellness.

Giving your time…in whatever ways you can. Mentors and mentees in our MASCA Mentoring Program schedule regular meetings at least twice a month during the school year, at times that are mutually convenient. Mentors

and mentees can meet virtually; if you live a bit closer, perhaps you can sometimes arrange to meet for coffee after school. One mentor loved sending little cards in the mail just to brighten their mentee’s day. I have always been a fan of Radford’s mentoring “five-minute compliment meeting,” in which you took five minutes to note something that your mentee said or did that went well. Even if you can’t see your mentee every day at school, just a five-minute email or a text to compliment their work or to stay in touch conveys to our mentees that we are always there for them!

Think mentoring is only something a mentee benefits from? Not so! Mentoring a colleague is a two-way street!

Mentors consistently tell me how much their partnerships are reciprocal experiences in which they both grow and learn from each other. By being a mentor, you are showing your desire to give back to others in your profession, developing your coaching, inter-personal, and leadership skills, and creating opportunities to expand your professional network. Combine that with the opportunity to gain the personal satisfaction of guiding and sharing with someone new in our profession…and mentoring becomes something that both mentors and mentees, new counselors and veteran ones, can find to be a rewarding and enriching experience. For more information about our MASCA Mentoring Program, check out our link on the website, or contact me at mmargiotta@ stgrsd.org.

I hope you will consider becoming a mentor--yes, why NOT you???

References: Linsin, Michael. The Happy Teacher Habits:11 Habits of the Happiest, Most Effective Teachers on Earth. JME Publishing, 2016. San Diego. https://bit. ly/3EkVtFD Radford, Carol. Mentoringinaction. com COUNSELOR’S NOTEBOOK

Welcome to our Newest Members!

The following have joined MASCA in the last month:

Tatiana Baez

Elizabeth OBrien

Amanda Barnett

Steven Gahl Adam Goldberg

Kristin Brochu Francisco Castillo-Fierro Elizabeth Collins

Evan Hecht Erin Hilson

Genesis Peguero Upasana Prasad Crystal Quinton Laurie Rodgers

Catherine Jenkins

Lauren Colwell Jazlyn Contreras Heather Courtney

Kristian Johannesen Thomas Kendrick Sharon Lee

Erin Coyne Tawny Desjardins

Julie Little Suzanne Missert

Taryn Dickey

Daniel Molina

Hannah Dillis Meghan Flatley

Gari Shand

Cindy Nelson

Liz Smith Latoya Steinbrink Melanea Vallejo Alisha Vargo-Wood Michael Vaughan Stephanie Wells Emily Wurm

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

We are happy you have joined us!

MAY 2025

9

A Call to Action: Addressing Postpartum Depression in Adolescent Mothers within School Settings

By Laurie Dickstein-Fischer, Ph.D., Salem State University & Margaret Mullaney School Counseling & School Adjustment Candidate ‘26, Salem State University

more than just the “baby blues” that many new moms experience—it is a serious mental health condition that affects a person’s ability to function day-to-day (American Psychiatric Association, 2022). Symptoms include deep sadness, loss of interest in once-enjoyed activities, changes in eating or sleeping habits, and feelings of extreme exhaustion or restlessness. Some women struggle When I was pregnant, I was en- with focus, feel overwhelmed by couraged to formulate my ideal guilt, or even experience thoughts birth plan. After laboring with my of self-harm. son for what felt like an eternity, I had a complication and found my- PPD does not discriminate—it afself being rushed into an emergen- fects mothers of all ages, backcy C-section. In the weeks that fol- grounds, and life experiences. lowed, I struggled. The exhaustion However, adolescent mothers face of recovery, the demands of caring a particularly harsh reality. In May, for a newborn, the stress of running a month that celebrates Mother’s a large school counseling program, Day and raises awareness for materand the overwhelming emotions of nal mental health, I reflect on how early motherhood took their toll. much more we need to do to supSlowly, I realized I wasn’t just port adolescent mothers, especially tired—I was drowning. Despite my in high schools. mental health training, I couldn’t shake the feelings of inadequacy The American School Counselor and hopelessness that consumed Association (ASCA) has long been at the forefront of addressing the me. I felt ashamed. diverse needs of students, but there While I had the support of my pro- is a pressing need to specifically fessional background and a stable include postpartum depression as career, I often think about young a condition that adolescent mothmothers navigating these same ers face in today’s schools (Ameremotions without such resources. ican School Counselor AssociaThe experience of childbirth and tion, 2012; Birkeland, Thompson, the drastic hormonal shifts that & Phares, 2005; Boath, Henshaw, come with it can be disorienting. & Bradley, 2013; May, 2022). For Many new mothers feel like they’ve teenage moms, balancing the delost their sense of identity or con- mands of schoolwork, mothertrol during this transformative peri- hood, and adolescence can be overod. Postpartum depression (PPD) is whelming. Research consistently Mother’s Day, the second Sunday in May, has always held a special place in my heart. It is a day to honor the strength, resilience, and unconditional love of mothers everywhere. But for me, it is also a day that brings a mix of emotions, as it reminds me of my own journey into motherhood—a journey that was as tumultuous as it was transformative.

10

shows that adolescent mothers are twice as likely to experience PPD compared to their adult counterparts (Ladores & Corcoran, 2019).

One study found that at six months postpartum, 26.9% of adolescent mothers experienced mild depression, 11.3% experienced moderate depression, and 3.8% experienced severe depression, leading to an overall PPD rate of 42% among adolescent mothers (Watts, 2022).

This staggering figure demands our immediate attention.

The increased vulnerability of adolescent mothers to PPD stems from multiple factors. The social stigma of teenage pregnancy often leads to isolation and a lack of support systems (Birkeland, Thompson, & Phares, 2005). Additionally, adolescent mothers face unique challenges such as disrupted education, financial instability, and the overwhelming task of balancing school responsibilities with parenting (Boath, Henshaw, & Bradley, 2013; May, 2022). These stressors, combined with the hormonal and physical changes of childbirth, create a perfect storm for the development of PPD. The consequences of untreated PPD extend beyond the young mothers themselves—it ripples out, affecting their children, families, and entire communities. Studies show that children of mothers with PPD are at greater risk for developmental chal(continued next page) COUNSELOR’S NOTEBOOK

mothers in schools and integrate it into training programs for school counselors.

Postpartum Depression (continued from previous page)

lenges, including cognitive delays and behavioral issues (Boath, Henshaw, & Bradley, 2013). In schools, these challenges can manifest as academic struggles and social difficulties, making it harder for these children to thrive (Ladores & Corcoran, 2019).

The Role of School Counselors School counselors are uniquely positioned to support adolescent mothers experiencing PPD. To effectively address this issue, ASCA and school counseling programs must take the following steps: •

Recognize PPD as a critical issue affecting adolescent

•

Implement screening tools for early identification of PPD among student mothers.

•

Develop peer support groups where adolescent mothers can connect and share experiences.

•

Provide school-based therapy or facilitate referrals to mental health professionals specializing in maternal mental health.

•

Advocate for policy changes that provide adolescent mothers with access to childcare and flexible school schedules.

•

Educate teachers and school staff on the challenges of PPD in adolescent mothers to foster a more supportive school environment.

As school counselors, we strive to meet the needs of all students, yet adolescent mothers remain an underserved population. By officially recognizing PPD as a condition affecting adolescent mothers in schools, ASCA can pave the way for targeted interventions and systemic support. Every adolescent mother deserves the opportunity to thrive as both a parent and a student. It is our responsibility to ensure they have the support they need—not just for their well-being but for the well-being of their children and communities. Let’s take action now to build a better future for them all.

The NCAA Eligibility Center is excited to share "A High School Counselor’s Tutorial to the NCAA Eligibility Center." This asynchronous course will prepare school counselors to advise student-athletes as they navigate the initial-eligibility process and provide much needed education on the Eligibility Center processes for high schools, many of which are managed by school counselors. This course is FREE to school counselors!

To review the course content, please see this document.

You can enroll by using this link

MAY 2025

11

Summary of April 11, 2025 MASCA Governing Board Meeting At the MASCA meeting held on April 11, 2025, the session was called to order by Jessica at 12:35 PM with a warm welcome extended to new members. The agenda and previous meeting minutes from February 11 were approved unanimously. Several committee and liaison reports were noted for prior reading, with a few key ones presented during the meeting. Executive Director Bob Bardwell reported on MASCA’s involvement with key state education initiatives, including the Graduation Council and SISP Rubric Revision Committee, as well as updates on training events, budget planning, and diversity efforts. Notably, two new diversity fellows were appointed, and a Pinnacle Award nomination was submitted.

Bob Bardwell also provided a financial update, stating that MASCA is in stable financial shape, with conference sponsorships and participation on the rise. A new accountant has joined the team, and while conference bills are still outstanding, the overall fiscal health is positive. Leisl Moriarty from ASCA commended MASCA’s advocacy efforts and community impact. The Conference Committee, led by Ali Robidoux, shared reflections and logistical concerns about the annual conference timing, suggesting potential new dates for future events while considering school schedules and weather patterns.

A major portion of the meeting focused on a proposal to transition MASCA’s Executive Director position from part-time to full-time.

12

The conversation highlighted the importance of long-term sustainability, workload management, and funding implications. After an indepth discussion and the current ED stepping out temporarily, a motion was passed to move forward with supporting a full-time Executive Director role, with future negotiations and budgeting to follow. This decision marked a significant step in MASCA’s organizational development.

The meeting also addressed legislative endorsements. The group voted unanimously to support two bills: H.544/S.369 establishing the Whole Child Grant Program, and H.543/S.417 supporting Recess for elementary and middle school students. A proposal to override the GRAC’s non-recommendation of Senate Bill 283 related to LMHC endorsements for school counselors failed to pass, reflecting continued concerns about clinical supervision adequacy and role clarity within schools.

Additional actions included the appointment of several new committee chairs and co-chairs, the approval to switch MASCA’s debit card to a credit card to maximize financial benefits, and the endorsement to send three representatives to the MTA conference. The meeting concluded with announcements for upcoming events, including LDI on August 3–4, and a motion to adjourn was passed at 1:55 PM. Respectfully, Julie Cahill-O’Shea

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

Congratulations to MASCA's 2025 Award Winners!

Nicole Henkel Intern of the Year.

Kage Sagan Graduate Student of the Year

Charlsey Lynn Penney Leadership Award

Allison Batista Rising Star Award

Johanna Smith Counselor Educator Award

Anne Thidemann French Special Award

Awardee Ellen Kokinidis Administrator of the Year

Burlington School District, Excellence in School Counseling Program Award

Litwin School-Chicopee Public Schools Excellence in School Counseling Program Award

For information about Sugeily Santos, MASCA's 2025 School Counselor of the Year, please go to www.masca.org or refer to the March 2025 issue of the Counselor's Notebook.

MAY 2025

13

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

Graduate Students Gather Data to Assess Impact of Practicum Program Initiatives Our compliments to the 20 graduate students (15 female and 5 male) who shared with colleagues the details and impact of their practicum/internship work with students. The 2025 posters highlighted all domains of the MA Model for Comprehensive School Counseling Programs (Academic, SEL, and Career/Workplace Readiness) and all grade levels (Elem, MS and HS).

Thank You to Maria Letasz, Conference Graduate Student Poster Chair and Westfield State University Program Director, who had 7 graduate students participate. Thank you also to the other 5 Graduate Counseling Programs and their Faculty Advisors who encouraged action research practices to assess impact of initiatives: UM Boston 5 presenters advised by Emily Strong and Julie Trask; Springfield College 3 presenters advised by Kelley Paige and Allison Cummings McCann; Merrimack College 2 presenters advised by Christine Shaw; UM Amherst 1 presenter advised by Carrie Dimmitt, and A.I.C 1 presenter advised by Bob Bardwell.

Congratulations to the winners of the 2025 Dr. Ronald Fredrickson Action Research Scholarships:

Sophie Elser, Springfield College advised by Allison Cummings McCann

Poster Title: Mental Health in Schools: Using Universal Screening and Minute Meetings to Identify, Plan, and Evaluate Interventions in Elementary Schools

14

Poster Description: Bridging the gap to accessing free-of-cost hygiene and personal care items to middle and high school students to uplift their success and eliminate barriers in school by focusing on their basic needs.

Ryan Beck, UM Amherst advised by Carey Dimmitt Poster Description: Understanding mental health in schools has become extremely important in the role of a School Counselor. One way Counselors can collect mental health data is by utilizing universal screening. Universal screening can help Counselors identify symptoms of mental health disorders such as anxiety in their students allowing the development of data-driven plans for intervention.

Poster Title: The Importance of Mindfulness: Educators and Students Alike

Nicole Henkel, Springfield College Poster Description: Mindfulness has advised by Kelley Paige

Poster Title: Empowering Student Well-Being: How a Care Closet Supports Hygiene, Academics, Mental Health, and Confidence for Middle and High School Students ŵƉŽǁĞƌŝŶŐ ^ƚƵĚĞŶƚ tĞůůͲ ĞŝŶŐ͗ ,Žǁ Ă ĂƌĞ ůŽƐĞƚ ^ƵƉƉŽƌƚƐ ,LJŐŝĞŶĞ͕ DĞŶƚĂů ,ĞĂůƚŚ͕ ŽŶĨŝĚĞŶĐĞ͕ ĂŶĚ ĐĂĚĞŵŝĐƐ ĨŽƌ DŝĚĚůĞ ĂŶĚ ,ŝŐŚ ^ĐŚŽŽů ^ƚƵĚĞŶƚƐ Nicole Henkel

Introduction

The Care Closet project is an opportunity for our 6th12th grade students to obtain free-of-cost hygiene supplies during the school day.

Accessibility to these products is one way to alleviate stress on our students so they can focus on their academics, mental health, and feel more confident in school.

MTSS Framework The Care Closet aims to provide Tier One support to all students in the building. All students are welcome and encouraged to utilize this school-universal resource.

Materials & Methods Supplies that we offer: Shampoo, Conditioner, Soap/ Body Wash, Toothbrushes, Toothpaste, Face Wipes, Lotion, Pads, Tampons, Socks, Deodorant, Hairbrushes, Hair Combs, Hair Picks, Hair Gel, Hair Ties, Chapstick & more!

Process of Operation Students attend during their advisory block to request supplies.

Students can fill out a C.C. slip any time of the day, and we deliver their bag of items within the week.

Conclusions

Results Closet attendance: Spring 2024: 162 students (9 weeks of operation) Fall 2024: 198 students (6 weeks of operation) ƚƚĞŶĚĂŶĐĞ Λ ůŽƐĞƚ ϱϬ ϰϱ ϰϬ ϯϱ ϯϬ Ϯϱ ϮϬ ϭϱ ϭϬ ϱ Ϭ

ϭ

Ϯ

ϯ

ϰ tĞĞŬůLJ ƚƚĞŶĚĂŶĐĞ

ϱ

ϲ

When students have support to attain their basic needs, they can focus more on their academic, socialemotional, and behavioral responsibilities in school. Students, staff, administration, and families have expressed gratitude for this program. To continue its success moving forward, we have partnered with CityConnects.

roots dating back to ancient times.

Consistent practice has proven to be directly correlated with a host of mental and physical health benefits. The fundamental components of mindfulness will be communciated through the presentation, including how educators have begun to effectively integrate mindfulness into their curriculum to improve emotion regulation and cognitive functioning, and the link between mindfulness and emotional intelligence.

Acknowledgement Thank you to the DonorsChoose donors, AmeriCorps, City Connects and SCOTA for the ability to fund and support this project.

RESEAR CH PO STER PRESENT ATI ON D ESIGN © 2 02 5

www.PosterPresentations.com

(continued next page)

COUNSELOR’S NOTEBOOK

MA Model

(continued from previous page)

Lally, Julia, Springfield College advised by Allison Cummings McCann

Poster Title: Bridging the Gap: Strengthening Connections Between School Counselors, Students, and Their Support Networks Poster Description: This project focused on understanding the school community’s awareness of the role

and services provided by school counselors. Data was collected through surveys and discussions with students,

teachers, and families to assess their knowledge and identify gaps. Based on the findings, a user-friendly self-referral form was developed, enabling individuals to request support efficiently. Additionally, an informative and engaging bulletin board was created to highlight the Counselor’s role, available services, and steps for accessing support. Together, these tools empower the school community to advocate for their needs and strengthen the connection between counselors and those they serve.

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.

MAY 2025

15

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

16

COUNSELOR’S NOTEBOOK