Counselor's Notebook, May 2024

GOVERNING BOARD

Chair: Mindy Cripps

Director of School Counseling, Billerica High School

Assistant Chair: Jessica Descartes

School Counselor, Tech Boston Academy

Governing Board Members:

Dana Catarius

School Counselor

Anne Fales Elementary, Westborough

Ed Connor

Executive Director of Admissions

Dean College

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

Lori Ford

School Adjustment Counselor

MLK Jr. Charter School of Excellence

Cory McGann

School Counseling Department Head

Ashland High School

COMMITTEES

Conference Committee

Ruth Carrigan

Director of School Counseling

Whitman-Hansen Regional High School

Ethics Committee

Mindy Cripps

Guidance Director

Billerican High School

Fiscal Oversight Committee

Ed Connor

Executive Director of Admissions

Dean College

Government Relations & Advocacy

Committee

Juliette Coatsworth

School Counselor

Foxborough Regional Charter School

Fran Frederick

School Adjustment Counselor

Belchertown High School

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 Public Schools)

MASCA 2023-24 DIRECTORY

Nomination and Bylaws Committee

Jessica Descartes

School Counselor

TechBoston Academy

Professional Development Committee

Ali Robidoux

School Adjustment Counselor

Apponequet Regional High School

Professional Recognition Committee

Dina Sibilia

School Counselor

West Springfield High School

Tama Lang

School Counselor

Litwin Elementary School

Publicity Committee

Chris Soverow

School Counselor

Easthampton High School

Research and Evaluation Committee

Tim Poynton

Associate Professor

UMass Boston

Technology Committee

Jennifer McGuire

College & Career Information

Coordinator

New Bedford Public Schools

Ad Hoc Committee on School Counselor Gaps

Dana Catarius

School Counselor

Anne Fales Elementary, Westborough

Jennifer McGuire

College & Career Information Coordinator

New Bedford Public Schools

APPOINTED POSITIONS

Executive Director

Bob Bardwell

Executive Director of School

Counseling Services

Boston Public Schools

Secretary

Julia Cahill-O’Shea

School Counselor

Hamilton- Wenham Regional High

School

Counselors Notebook Editor

Jean Atwater-Williams

IT Consultant

BizTech Associates

Membership Coordinator

Bob Bardwell

Executive Director of School Counseling Services

Boston Public Schools

Mentoring Coordinator

Maryanne Margiotta

Career Facilitator

Southwick Regional High School

Program Evaluation Coordinator

Karen Marie Harrington

Webmaster

Jean Atwater-Williams

IT Consultant

BizTech Associates

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 Liaisons

Cory McGann

School Counseling Department Head

Ashland High School

Dana Catarius

School Counselor

Anne Fales Elementary, Westborough

Graduate Student Liaisons

Alison Giglio

Graduate Student

Merrimack College

Alexis King

Graduate Student

Westfield State University

Leah Worth

Graduate Student

Boston College

Social Media Liaison

Jessica Almedia

School Counselor

Bedford High School

EMERGING LEADERS

Lauren Costanzo

School Counselor

Somerville Public Schools

Rani Gould

School Counselor

The Academy at Kiley Middle School

Jonathan Nardi

School Counselor

Natick High School

Paige Kenney

School Counselor

TEC Phoenix Academy

Gisele Rojas

Director of Student Support Services

Holyoke Public Schools

SPECIAL INTEREST GROUP (SIG) LEADERS

Career/Technical SIG

Anie McCarthy

School Counselor

Franklin County Technical School

Maryrose O'Neil

School Counselor

Tantsqua Regional High School

Lauren Robillard

School Counselor

Bay Path Regional Vocational Technical

HightSchool

Counseling Directors SIG

Dana Plunkett

Director of Guidance

Wellesley High School

Ross Wolfson

Assistant Director of School Counseling

Waltham High School

Elementary SIG

Maura Ricardi

School Adjustment Counselor

East Street School, Ludlow

Emma Russell

School Counselor

The Learning Project Elementary

School, Boston

MultiLingual Learners SIG

Olivia Hull

Graduate Student, Lesley University

Heidys Mendez

School Counselor, Lawrence HS

Raffaella Almeida

School Counselor, Barnstable HS

Middle Level SIG

Paige Kenney

School Counselor

South Middle School Brockton

Dena Coffey

School Counselor

Pickering Middle School, Lynn

Retirees SIG

Helen O’Donnell

Retired School Counselor

Anne Thidemann French

Retired School Adjustment Counselor

School Adjustment Counselors/ School

Social Worker SIG

Nychele Clark

School Adjustment Counselor

Gardner High School

Kate Niedel

Retired School Adjustment Counselor

Anne Thidemann French

Retired School Adjustment Counselor

Secondary SIG

Karen McCrillis

School Counselor

Gardner High School

Leanne Soulard

School Counselor

Franklin High School

Rachael Weinhold

School Counselor

Winchendon High School

Urban SIG

Shelby Boisvert

School Counselor

Lowell High School

Rani Gould

School Counselor

The Academy at Kiley Middle School

AFFINITY GROUPS

Counselors of Color Affinity Group

Leaders: Jessica Descartes, Andrea Encarnacao & Aaron Spencer

LBGTQ+ Affinity Group

Leaders: Mindy Cripps & Jonathan Nardi

For complete contact information, please go to https://masca.wildapricot.org/GB+Staff/

Spring Conference Wrap-up

By Bob Bardwell, MASCA Executive Director and Executive Director of School Counseling Services Boston Public Schools

The MASCA Annual Spring Conference is now history. Thank you to the 602 folks who attended, 547 in-person and 55 virtually which includes school counselors, school adjustment counselors, social workers, graduate students, school counselor educators, presenters, sponsors and exhibitors. Additionally, there were 173 pre-conference registrants. In 2023 we had 554 participants and 142 pre-conference attendees. This represents a 9% increase in conference and a 22% increase in pre-conference registrations over 2023.

The 602 participants represent MASCA’s largest known number of people who attended one of our conferences (If you have information contrary to that, please let me know). In addition to the record number of participants, we also sold out of exhibitor tables (n=61) and had 48 graduate student poster presenters. The Sheraton Framingham, our new host, did a fantastic job meeting our every need. At this point we are planning on returning to the Sheraton for the 2025 conference tentatively scheduled for April 6-8, 2025.

I want to take this opportunity to thank Ruth Carrigan who has been the conference

chair since 2015. Ruth has been a longtime member, served as MASCA President two times, Vice-President for Administrators and Professional Development Chair. MASCA owes much of our recent conference success to Ruth. We wish her the best in her retirement.

MASCA Award Recipients: Dr. Robert Gracia, Counselor Educator of the Year; Nayelle Louis, Counseling Intern of the Year; Paige Kenney, Leadership Award, Ali Robidoux, School Adjustment Counselor and Nicole Graf, Counseling Department Head, Apponequet Regional High School, recipient of the Excellence in School Counseling Program Award; Jason Phillips, Rising Star; Terry Powe, Administrator of the Year; Colin Moge, School Counselor of the Year. CONGRATULATIONS to ALL!

I am pleased to announce publicly that Ali Robidoux, our current Professional Development Chair, will step into the Conference Chair role. She has been “in-training” this year under Ruth’s tutelage and already has ideas for things to add in the coming years. She was responsible for bringing Music Bingo to the Monday night reception and the free drink ticket! Look for a survey to ask your opinion about possible new conference formats and features as well as an opportunity to volunteer for the Conference Committee.

I also want to thank Robert Rabon, Jordan Elkins and Bob Nickel from NCYI. For those who do not know, NCYI is the company which MASCA hires to coordinate the vast majority of the logistics for the conference – registration, exhibitors and sponsorships, catering, AV, speakers and signage. NCYI manages dozens of conferences around the country so they bring a great deal of experience and knowledge to MASCA.

Don’t forget that you can still register to view the virtual content and get PDP’s or sign up for graduate credits through Lindenwood University until May 31.

Ruth Carrigan and Ali Robidoux, past and future MASCA Conference Chairs. THANK YOU, Ruth, and WELCOME, Ali!

Robert Bardwell Executive Director, MASCA

Impactful Students - Answers to Last Month's Question

If you have been following Bob Bardwell's column, you know that recently he has been asking a question each month to engage readers and encourage more people to contribute to our monthly publication. The question from last month was “In just a couple of sentences, what student (pseudonyms are totally appropriate) has had the most impact on you in your school counseling career and why? Here are your responses::

Kathi Moody, School Counseling Department Head, Lynnfield High School

“I work in high school where college is the top priority for most kids. A few years ago I worked with a senior who wasn’t planning to go to college- she wanted to become a flight attendant. She struggled with all of the social pressure and the constant college chatter. When she graduated, she went to work for the airlines and she was able to become a flight attendant! She’s sent me a few Instagram posts and someday I hope to run into her on a flight. She’s a wonderful reminder of making sure we acknowledge and support all of our students’ dreams and aspirations.”

Jessica Almeida, School Counselor, Quinn

Middle School

“One student in particular, a 7th grader named Marco, has truly touched my heart. Marco had a traumatic journey to the United States when in elementary school, and has struggled to adjust to life in America and the guilt he carries about “making it” here when others cannot. In particular, he struggles with adult relationships and often burns bridges to protect himself. Although I was initially worried about working with him, we have grown to understand each other. Recently, he has begun calling me “tía” or “tía Almeida” and telling all of his friends how much he enjoys meeting with me. It means a lot to me knowing that this student trusts me, especially given his history. It is students like him that remind me why I do this job!”

Nereida

Soto Rosario, New Bedford High School

“The students that have had the most impact on my school counseling career are my SLIFE students. These are students with limited and or interrupted formal education. Most of them come from Guatemala. They have studied in the past up to second or six grade, and are placed in Freshman year. In my experience when we are in our sessions I can discover that: Most are MKV, they work more than 10 hours daily, pay bills, help their families in their country. Even when it is difficult to attend school because they are so tired, they do. I call them if they stop attending school. When they commit to, they do their school work, pass their test, learn English, complete the MCAS requirements and finally graduate with a diploma. After 17 years of school counseling in a primary school, this new experience at NBHS working with my SLIFE student has made a great impact oin my school counseling career.”

Rachel Schwab Rehorka, Retired, Athol-Royalston Regional School District

“I had a student who I worked with intensively from preschool right up through 4th grade. He had major medical problems, mental health issues, and academic concerns. His parents worked incredibly hard to meet all of his needs, so did his wonderful classroom teachers, special education teachers, specialists and special education aides, in our small, suburban public elementary school. In June of his first year at the middle school, he showed up in the lobby of our little school with his mother, carrying his report card and an honors student certificate in his hands, looking for me. I was so incredibly happy for him and his family, and so proud of him for all of his hard work! I was also so surprised and humbled that he would come back to visit me. Somehow he had chosen me as the person who had made a real difference in his young life. His mother thanked me profusely.

I never thought that all the friendship groups, individual counseling, crisis responses to his classrooms, writing of his social-emotional goals, and progress reports, special education meetings, frequent consults with his teachers, school staff and the principal, would ever have an impact like this! I was and still am humbled by his stellar progress, and that he felt so positively impacted by me. It just goes to show you that the research is true. Sometimes it’s one person in a child’s life who can make a huge difference. I will never forget him, and I hope he continues on his fantastic and successful path!”

Kelli Reyngoudt, Senior Associate Director of College Counseling, Worcester Academy

“Kevin, who taught me how resilient a student can be, and who I’ve watched in awe as he has attained the lofty dreams he had as a high school student. Juliette, who inspired me with her strength and wisdom as she faced an unspeakable family challenge and always left my office saying she felt a bit better after talking. Zack, who reminds me to slow down, listen, and care deeply about the here and now, because life is often too short. Joshua, and many others like him, who was able to attend a wonderful college in part because of the financial aid knowledge I was able to pass along.”

Dr. Judith Josephs, Retired School Counselor, Lynn Tech

“JMW is a student who has worked with me for ten years raising more than $30,000 for the Lynn Tech Alumni Association scholarship fund. I helped him get his first job as a Computer Operator with Livermore Shoe, as well as other members of this family (he is one of 12 children). He is an active alum and community supporter.”

The last reader input question for this school year for the June CN is: “How will you spend your upcoming summer break? Working? Relaxing? Vacation?” Email Bob Bardwell your responses if you want to be included in the next CN edition.

Welcome to our Newest Members!

The following have joined MASCA in the last month:

Julia Alden

Raffaella Almeida

Maggie Andrulis

Elizabeth Barron

Alessandra Bazo Vienrich

Emily Beaulieu

Payton Brandyberry

Jamie Brass

David Casey

Ryan Cutillo

Meghan Davala

Lauren DeMoraes

Michael DeSantis

Michelle Driscoll

Nicole Ferreira

Cassandra Fleury

Shawnna Fontaine

Taryn Gabby

Scottie Gage

Michele Gross

Michelle Gunschel

Melissa Harms

Rebecca Harrington

Richard Hawkes

Sheila Hazell

Ryan Healy

Daniel Hikes

Andrea Hotchkin

Mariano Humphrey

Rebecca Kearney

Rebecca Kearney

Tim Kilcullen

Seth Kleinman

De'Arna Krinsky

Jayson LaRiviere

Lianne Lippman

Kelly Loria

Huan-Tang Lu

Pamela Mackey

Carly Mahoney

Arianna Malaforte

Erin Mansfield

Helena Martinez

Rebecca Miller

Gabrielle Montevecchi

Jana Nadolski

Gabrielle Napolitano

Cate Nesbitt

Brian O'Connell

Melissa Peterson

Meghan Powers

Tracy Purvis

Hollie Reese

Norma Rey-Alicea

Magaly Rivera

Jordan Rocdan

Jadine Ruiz

Jessica Simpson

Rogelle Solomon

Jill St Martin

Remy Sullivan

Daniel Tartakovsky

Lisa Tyrrell

Zoe Ulrich

Steve VanDriest

Brian Vieira

Ashley Wallen

Kaila Walters

John Webb

If you know any of these new members, please extend a warm welcome and greeting. We are happy you have joined us!

Examining the use of bibliotherapy as an intervention to reduce anxiety for students

By Laurie Dickstein-Fischer, Ph.D., Salem State University & Sean Godbout MEd in School Counseling & School Adjustment Candidate ‘24, Salem State University

Schools are currently witnessing a notable surge in student anxiety, presenting a burgeoning challenge for Professional School Counselors working within the PK-12 settings nationwide. It is customary for individuals to encounter a degree of concern or anxiety in their daily lives, as a certain level of anxiety is essential for optimal performance. However, the concern arises when these feelings escalate to excessive levels. The prevalence of anxiety is on the rise within school environments, leading to an uptick in referrals for counselors. According to Tkacz and Brady (2021) for individuals aged 4-17, there has been a noteworthy 34.6% increase in childhood mental health diagnoses from 2012 to 2018. This data underscores the pressing need for a comprehensive understanding of and proactive approach to address the escalating issue of anxiety in educational settings.

According to the DSM-5-TR (APA, 2022) diagnosable anxiety disorders share features that include excessive fear, non-normative anxiety, and related behavioral disturbances. Developmentally normative fear and anxiety are normal and must be differentiated from those who suffer from excessive and persistent anxiety (APA, 2022). The major difference between normative and clinically diagnosable anxiety is that those suffering from clinical anxiety present symptoms that are often stress-induced, persistent, and last for 6 months or longer (APA, 2022). Thompson et al. (2015) conveys that a significant number of students with undiagnosed anxiety disorders continue to be untreated and fly under the radar in schools. Thompson et al. (2015) warns school counselors that if student anxiety is left untreated, anxiety disorders can detrimentally impede personal, social, academic, and career development. Excessive worrying can also lead to feelings of loss of control and avoidant behaviors at school

(Huberty, 2009). School counselors, in their influential role, can adeptly employ a trio of activities in the facilitation of classroom curriculum lessons, group sessions, or individual counseling sessions to assist students with their anxiety.

One extremely helpful intervention is Bibliotherapy, a therapeutic approach which utilizes literature as a means of promoting emotional and psychological well-being, has gained recognition as an effective tool in addressing anxiety among students. School counselors are increasingly incorporating bibliotherapy into their practices to provide students with a constructive outlet for understanding and managing anxiety. By carefully selecting literature that resonates with the emotional experiences of students, counselors can create a safe and supportive environment for exploration and reflection. Through guided discussions about characters’ struggles and triumphs, students can gain insights into their own emotions, fostering empathy and self-awareness. Bibliotherapy not only serves as a valuable complement to traditional counseling methods but also empowers students with a literary lens through which they can navigate and cope with the challenges associated with anxiety in the school setting.

Below is a list of books for a variety of grade levels that features a character that experiences anxiety and finds strategies to succeed. Books can be paired with individual counseling sessions, group sessions, or classroom curriculum lessons to help assist students with their anxiety. Use these books to inspire your students to enjoy reading and explore effective coping skills to help with anxiety!

• Ruby Finds a Worry by Tom Percival (Preschool- Gr K)

• Ninja’s Know the CBT Triangle by Mary Nhin (Preschool-

Gr 6)

• Find Your Calm by Gabi Garcia (Gr 1-5)

• When Harley Has Anxiety by Regine Galanti, PhD (Gr K-4)

• Beautiful Oops! by Barney Saltzberg (Preschool- Gr 1)

• Mae’s First Day of School by Kate Berube (Preschool- Gr 1)

• The Whatifs by Emily Kilgore (Preschool- Gr 2)

• Catching Thoughts by Bonnie Clark (Preschool- Gr 3)

• Five Things About Ava Andrews by Margaret Dilloway (Gr 5+)

• The Summer of June by Jamie Sumner (Gr 6+)

• Give and Take by Elly Swartz (Gr 3-6)

• Be Mindful of Monsters by Lauren Stockly (Gr K-2)

• Pilar’s Worries by Victoria M. Sanchez (Preschool- Gr K)

• Don’t Feed Me the Worry Bug by Andi Green (Preschool- Gr 1)

• Wemberly Worried by Kevin Henkes (Preschool- Gr K)

• Help your Dragon Deal with Anxiety by Steve Herman (Gr K-3)

• Everyone Feels Anxious Sometimes by Daniela Owen (Preschool- Gr 5)

• Speak by Laurie Anderson (Gr 8-12)

• Eliza and Her Monsters by Francesca Zappia (Gr 9-12)

• Starfish by Akemi Dawn Bowman (Gr 7-9)

• You Asked for Perfect by Laura Silverman (Gr 9-12)

• Everything in Its Place: A Story of Books and Belonging by Pauline David-Sax (Preschool- Gr 1)

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References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https:// doi.org/10.1176/appi. books.9780890425787

Huberty, T. J. (2009). Test and performance anxiety. Principal Leadership, 12–16.

Thompson, E. H., Robertson, P., Curtis, R., & Frick, M. H. (2015). Students with anxiety: Implications for professional school counselors. Professional School Counseling, 16(4_suppl). https://doi. org/10.1177/2156759x1501604s02

Tkacz, J., & Brady, B. L. (2021). Increasing rate of diagnosed childhood mental illness in the United States: Incidence, prevalence and costs Public Health in Practice. https:// www.sciencedirect.com/science/ article/pii/S2666535221001294

The Ethics Committe Presents Counseling Students Who Aspire to Uncoventional yet Legal Careers

by Melinda Cripps, MASCA Ethics Committe Chair

As school counselors, we are entrusted with the vital role of guiding students in their personal and career development. While most students express interest in conventional career paths, some may explore options that are legal but unconventional or controversial, such as (but not limited to), exotic dancer, cannabis grower, card dealer, actor in the adult film industry, or an alcohol brewer. These situations can pose ethical challenges for counselors, requiring us to navigate the complexities with professionalism, objectivity, and an unwavering commitment to supporting our students.

Maintaining an Open and Non-Judgmental Approach

When a student expresses interest in an unconventional career path, it is crucial to approach the situation with curiosity and a desire to understand their motivations, interests, and goals. Passing judgment or making assumptions can shut down productive dialogue and erode the student’s trust. Instead, actively listen, ask open-ended questions, and seek to comprehend their perspective without imposing personal values or biases.

Providing Objective Information and Exploring Alternatives

While refraining from promoting or discouraging any particular career path, counselors can play a valuable role in

providing objective information about the pros, cons, legal considerations, and potential risks associated with various careers. This information should be presented factually, without moralizing or passing judgment.

Additionally, it can be helpful to explore alternative career paths that may align with the student’s underlying interests or skillsets. This approach not only expands their options but also demonstrates a genuine interest in understanding their aspirations and finding suitable avenues to pursue them.

Establishing a Safe and Supportive Environment

Recognizing that social norms and personal biases can influence perceptions of certain careers, it is crucial for counselors to establish the counseling space as a safe and non-judgmental environment. Students should feel comfortable sharing their thoughts and aspirations, even if their expressed interests may be controversial or unconventional.

Counselors should be aware of their own views and strive to separate them from their professional role, ensuring that personal beliefs do not unduly influence their interactions with students or the guidance they provide.

Consulting Professional Guidelines and Engaging in Ongoing Discussion

When faced with ethical dilemmas or

complex situations, counselors should not hesitate to consult professional guidelines and resources, such as those provided by the American School Counselor Association (ASCA). These guidelines can offer valuable insights and recommendations for navigating challenging scenarios.

Furthermore, engaging in ongoing discussion and collaboration with colleagues and professional counseling communities can prove invaluable. These conversations can foster a deeper understanding of ethical considerations, provide diverse perspectives, and ultimately strengthen the counseling profession’s ability to support students in their diverse career aspirations.

Conclusion

While counseling students interested in unconventional or controversial career paths may pose ethical challenges, it is our duty as school counselors to approach these situations with professionalism, objectivity, and a student-centered mindset. By maintaining an open and non-judgmental approach, providing objective information, exploring alternative options, establishing a safe and supportive environment, and consulting professional guidelines and colleagues, we can effectively guide students towards legal and fulfilling career paths that align with their interests and aspirations.

Another Compelling Answer to April's Question "Why I became a School Counselor"

by Cynthia Jackson, MASCA Member and School Counselor, Kennedy Middle School

I have wanted to work in a school for as long as I can remember. At 8 years old, I thought teaching history was the coolest job in the world. My third grade teacher played a large role in my view of teachers at the time. She was smart, fun, and kind, and I wanted to be just like her when I grew up. Naturally, I thought having the same job as her would make me the kind of person I wanted to be. As I got older and had more experiences in school, I realized not all of my teachers were like Ms. Smee. Not all of the adults around me saw my potential or accepted me for who I was. At times, the lack of support I got that I saw other students receiving, spoke louder than words ever could. The memories of feeling that I had done something wrong, that I was not good enough and did not matter stay with me today.

By the end of 11th grade, I knew I wanted to teach history and English. This decision was no longer only based on my love for learning these subjects or from wanting to be like my favorite teachers. At 16, I was driven by a sleu of recent experiences in which I felt like teachers were failing to manage their classrooms and protect the interests of all of their students inside the classroom. I remember the day that two boys wasted 40 minutes out of 45 minute period of class time, discussing all the reasons they felt it was ridiculous to learn about slavery. Conversations negatively directed at people of color were not new to me. It was considered normal at my private school to insult Blacks and Mexicans and praise God within the same sentence. While it bothered me a lot, what was said is not what I found shocking. I could not believe that this misguided conver-

sation happened in class and that my teacher allowed this to derail an entire lesson (one that was actually about a Black person for once). By the end of class, she hadn’t even told us a legitimate reason why we should learn about slavery in school. Conversations like these happened almost every day in her class. As a result, I usually left class those days having said no more than “good morning” and “have a great day”. When progress reports were sent home, I saw this teacher had given me a lower grade than I expected. Upset, I told my mom. Never one to give me the easy way out, my mom sent me to talk to my teacher myself. Upon arriving in her classroom and discussing my grade, she reminded me of the conversation that took place about slavery. She expressed that she had expected me to contribute to the discussion and was disappointed when I did not. I, for 5 years the only Black kid in my grade in honors and AP courses, had messed up once again by not realizing I was the designated spokesperson for the Black community. From her point of view, this was an example of me failing to participate. From mine, this was an example of her failing to create a space that would allow me to.

During my third year of college, I began to acknowledge that all of my goals did not align with teaching in a classroom as well as they used to. School counseling, I had learned, was an avenue to foster a school culture of inclusiveness and representation, and facilitate tough conversations between students and teachers.

From administrators, teachers, coaches, and counselors in my own life, I learned the good and potential harm

educators can bestow. I am grateful for the experiences I have had because they fuel me why. I never want another student to feel the same way I did as a child. I want my students to feel safe and loved, to know that they are intelligent and talented, and should let the world see it too.

I see the power I have as an educator. I have the power to help student’s believe in themselves or confirm their biggest fears. I have the power to challenge students to better themselves or encourage them to live lives within protective, but ultimately unfulfilling bubbles. Ultimately I, and all school counselors, have the ability to empower students. I take this responsibility seriously and am honored to have it.

From Cynthia's MASCA Member Profile:

" As a black educator, I am passionate about helping students claim their identities and use their strengths as a foundation for future success. As a prior teacher, I equip students with the skills they need to be critical thinkers and effective communicators, guiding them to apply learned content towards navigating our culturally diverse world. As a school counselor, I provide students with the academic and emotional support they require as they prepare for various post-secondary paths: higher education, military, and the workforce. Empowering students to practice positive citizenship skills and use their abilities to impact the communities they live in, I enjoy helping students find ways to express themselves both within and outside of school."

Middle School Notebook

by Dena Coffey, School Counselor, Pickering Middle School and Middle SIG leader

The landscape and responsibilities of a school counselor are continuously changing and evolving. Being a school counselor in a middle school is a different adventure. I joined the Middle School Special Interest Group because I found myself in positions and working in areas of the school that I did not even know were under my work umbrella. I wanted to connect with other middle school counselors to see if we could compare job responsibilities or if our jobs are changing from what my job description was when I began in this position. I wanted to professionalize my role to avoid feeling so scattered and to also avoid burnout.

To be clear, as most counselors, I have never just stuck to a “Job Description” for me to perform my duties or tasks of the day. I am a team player, a “helper” and I must admit a bit curious. I find myself getting involved with many different initiatives that are going on, I speak with the front office staff for updates and seem to always be there when needed. This has allowed me to connect with many different people in our building, from the principal and the administrative team to the building custodians. I began to ask myself, what are my actual daily responsibilities?

Once I joined the Middle School SIG, I quickly realized I am not alone. Every middle school counselor needs another middle school counselor to discuss things with. As confusing, hectic, awkward, and demanding middle school is for students it can be the same when being a counselor in a middle school. When I thought about setting some

boundaries, I quickly realized there were many tasks I was performing that I did not want to recuse myself from. In addition to academic counseling, college and career readiness and offering student support, counselors wear many different hats. I like being involved and being the person students, teachers and families can turn to in many diverse situations. Being a part of the Middel School SIG not only helped me to identify my personal strengths but also helped reignite my passion for the job.

I decided to look at my evaluations and I spoke to my evaluator. I examined the priority elements and indicators. I will always triage the portions of my position that are my district expectations. I will perform those duties and tasks daily with the utmost professionalism. I will set boundaries when necessary. As far as all the other tasks coming my way, I use the approach-be the person you needed when you were younger. There are times when I can jump right in and other times where I will let another take the lead.

To conclude, I am reflecting on an episode from today. A teacher just dropped a post-it on my desk that says. “Student X eats paper in my class because he likes the way it tastes, please address this with him and his parents.”

So, when I am on my way to my next middle school staff meeting, I will have this in the back of my mind as we review the goals and initiatives. This job is not an exact science but can feel like a journey to be discovered as you travel through.

Which MASCA SIG or Affinity Group is right for you?

Career/Technical, Counseling Directors, Elementary, Multi-Lingual Learners, Middle School, Retirees, School Adjustment Counselors / Social Workers, Secondary, Urban, Counselors of Color, LGBTQ+

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

6-10 National PTA Teacher Appreciation Week

9 National Children’s Mental Health Awareness Day

17 International Day Against Homophobia, Transphobia and Biphobia

16 Global Accessibility Awareness Day

18 Armed Forces Day

25 National Missing Children’s Day

31 World No Tobacco Day

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 Deliver Services and Assist with Program Research

Graduate students provide counseling departments valuable support and assistance delivering curriculum and multitiered counseling support in schools. Each spring, the MASCA spring conference recognizes the valuable impact of graduate students assisting students by inviting them to showcase their work by participating as graduate student poster session presenters. MASCA appreciated and thanks all graduate students for their willingness to share their research results with practitioner colleagues!

Participants in MASCA’s 2024 Spring Conference Graduate Poster Carousels were invited to apply for a $30 MASCA endowed research scholarship honoring the legacy of Dr. Ronald Fredrickson, professor emeritus, UM Amherst. Applicants submitted a picture of their poster which summarized results of their capstone action research projects completed during their 2023-24 practicum/internships. Poster research presentations vary from formal presentation styles to colorful, creative posters. Graduate students have reported presenting their posters was an incredible opportunity.

Announcing WINNERS of the 2024 Ronald Fredrickson Graduate Student Research Scholarships. Note: Emails are included to request poster photos or ask questions.

Sophie Elser ‘25, Springfield College selser@springfieldcollege.edu

Title: Mental Health in Schools: Using Universal Screening to Identify, Plan, and Evaluate Interventions in Middle Schools

Assessment question: How did you know if the student is ready to be released from group with reduced anxiety?

Response: “We measure impact by using the pre-test, either the GAD-7 or the PHQ-9, as a post-test as well. We will then compare the results of their pre test to their post test in order to determine how effective group was for each individual student. If the results show little change in symptoms of anxiety or depression after the small group interventions a counselor will begin more one-on-one work with the student. We may also make referrals to outside resources such as the Latino Counseling Center who comes into the school to provide therapy for students during the school day.”

Nicole Graves ‘24, Springfield College gravessn11@gmail.com

Counselors for Social Justice-SC President

Title: Empowering Young Girls: A Comprehensive Guide to Positive Youth Development in after school programs.

Summary: The poster highlights positive youth development and gender-centered curriculum.

Research results suggest that increased levels of self-confidence and self-worth, as well as increased healthy behaviors occur in student who are in gender-based curriculum-centered programs. “The outcome

demonstrates that our program motivates and enables girls to develop enduring healthy physical and mental routines even after the program ends. An impressive 97% of the girls are in agreement” with this statement.

Hailey MacDonald ’24, Springfield College macdonald.haileyj@gmail.com

Title: Universal Screening as a Tool for Developing Interventions and Increasing Family Engagement.

Summary: “Minute meetings are simple, short and structured meetings that aim to take place with every student in your assigned grade, entire building, or even caseload. By utilizing minute meetings, School Counselors get face-to-face, oneon-one time with their students. They can learn about them and their family, see how the student thinks they are doing in school and identify potential areas of support they may need. The data can work to identify interventions, tier students according to the MTSS Model, and learn more about the students you are working with. Additionally, they can bridge the gaps between school and family as the counselor can reach out to families with information about local resources or supports as needed.”

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.

Multi-tiered Spring/Summer 2024 MA Model PD Opportunities.

Opportunity #1 — Select your Independent Study Offering

• Series #1 -Be Informed (FREE)

• Series #2 — Be Prepared

• Series #3 — Be Accountable and Data Informed

Opportunity #2 — "Digging Into DATA" Document Your Success with Data and a MARC Jr.!

Opportunity #3 -- MA Model Graduate Classes Academic year courses. Spring/Summer courses open.

• MA Model Introductory Institute

• MA Model 2: Next Steps

• Counselors in K-12 Classrooms: Delivering Curriculum That Supports Academic Achievement & CCR

• Counselors in K-12 Classrooms: Action Research and Program Assessment

For complete details, including costs and credits, go to https://masca.wildapricot.org/MA-MODEL-PD/ For inquiries, email helenod@att.net

Ronald Fredrickson Endowment Scholarships (up to 50% of selected PD option) available for MARC Jr. development and MA Model Professional Development. See https://masca.wildapricot.org/MA-Model-PD for more information