I think I just might have this. Wait and see. I believe I am attaching my resume and a copy of my document, "A Day in the Life of a Middle School Counselor.
Although I am not using the format described in Thriving for my resume, this is a format I use and have recommended. I like the Professional Highlights section and prefer work experience, even if it is just practicum or internship, to be immediately after that. I know the authors of Thriving suggest that the Education section should be near the beginning of a resume, but I would prefer to see what you are most proud of and what you have done related to your work. When I would read resumes, this was far more important to me than your education and your GPA. I hope this will be helpful and please contact me, if you need assistance with your resume.
I am about to push the orange "Publish Post" button. I hope this works . . .
Wednesday, June 9, 2010
Tuesday, June 8, 2010
IT Courses
Last week, I attended a Mac training. Two people had signed up for this training, but I was the only one who showed up. This allowed me to have an hour and a half with Mr. Lee from the Help Center. I don't have a Mac and have not used one in the past. I don't know what the icons mean and don't yet understand all of the capabilities of a Mac. However, Mr. Lee showed me quite a bit and recommended that I continue to work with one, which I will do by "playing" with a Mac when I am at MSU this summer and asking for assistance from those whose knowledge is greater than mine. Mr. Lee could not have been nicer and I am appreciative of his lack of judgement with regard to my abilities. He happens to be a Livingston parent so, we spent a bit of time discussing the schools and the counselors I know who are in Livingston.
I am also enrolled in a Blackboard 9.0 course this week and a Creative PPT training next week. Some of the students in my classes have developed incredibly sophisticated PowerPoint presentations and I look forward to being able to create similarly elegant presentation with all of the bells and whistles.
I am also enrolled in a Blackboard 9.0 course this week and a Creative PPT training next week. Some of the students in my classes have developed incredibly sophisticated PowerPoint presentations and I look forward to being able to create similarly elegant presentation with all of the bells and whistles.
Learning, needing support, being a client (again) . . .
I handed in my letter from my therapist, stating that I had completed three sessions. This was one of the possible assignments for a course. I am always amazed at how much I learn from being to talk about my life and to be reflective.
After the first week of class, I questioned whether I belonged in this program. Then, I began to be more confident. I've had to work hard, as, I am sure, everyone else in the class has needed to do. Counseling has given me some support and reflection.
What amazes me most is that life goes on as we go to class, try to learn and continue to grow. During the past four weeks, I have spent days at the ADP Center, where many people have helped me. Thanks, Joe, and the others whose faces I know, but whose names I do not know. I will be back during the summer and hope to learn who you are! I got to know some of the HelpLab personnel. There is a wonderfully astute young man who will be a senior and who helped me over several days and even introduced me to his girlfriend. I am learning to research, but am impressed with how difficult it is to narrow a topic. I had lunch with my foster daughter for the first time in more than a year ( I do love you, Jamie). We had a large Haledon reunion at our home and realized that more than 20 years have passed and that many of those who helped us and who we love are in their seventies and eighties, which makes us, OLD, also! What a bizarre experience it is to age. My husband fell at work and has a concussion, which makes him foggy and a bit more difficult than usual. I took Quiz # 3 today while one of our dogs was barking and barking and barking - and my husband-with-a-concussion was trying to sleep and all I wanted to do was leave the timed quiz and quiet the dog. I learned that I don't do well with noise.
What I believe is that counseling and life are integrally intertwined. Learning more about myself is an important part of this process. I am so fortunate to be able to return to school. I related much of what I read to what I have experienced. Attachment disorder studies help me to understand our children and to know that NO children should be born drug-addicted, suffer abuse and struggle just to exist. I am gaining a perspective that I could not have when I was in the middle of trying to parent two children who had been so seriously hurt. I am saddened that their early experiences so negatively impacted our lives. I have a chance now to perhaps help them through my enhanced knowledge and understanding. I so hope our relationships can be more gentle than they had been because I now know more. I don't know what their futures hold and there certainly are issues related to responsibility and morality, but I am leaving some judgements behind.
After the first week of class, I questioned whether I belonged in this program. Then, I began to be more confident. I've had to work hard, as, I am sure, everyone else in the class has needed to do. Counseling has given me some support and reflection.
What amazes me most is that life goes on as we go to class, try to learn and continue to grow. During the past four weeks, I have spent days at the ADP Center, where many people have helped me. Thanks, Joe, and the others whose faces I know, but whose names I do not know. I will be back during the summer and hope to learn who you are! I got to know some of the HelpLab personnel. There is a wonderfully astute young man who will be a senior and who helped me over several days and even introduced me to his girlfriend. I am learning to research, but am impressed with how difficult it is to narrow a topic. I had lunch with my foster daughter for the first time in more than a year ( I do love you, Jamie). We had a large Haledon reunion at our home and realized that more than 20 years have passed and that many of those who helped us and who we love are in their seventies and eighties, which makes us, OLD, also! What a bizarre experience it is to age. My husband fell at work and has a concussion, which makes him foggy and a bit more difficult than usual. I took Quiz # 3 today while one of our dogs was barking and barking and barking - and my husband-with-a-concussion was trying to sleep and all I wanted to do was leave the timed quiz and quiet the dog. I learned that I don't do well with noise.
What I believe is that counseling and life are integrally intertwined. Learning more about myself is an important part of this process. I am so fortunate to be able to return to school. I related much of what I read to what I have experienced. Attachment disorder studies help me to understand our children and to know that NO children should be born drug-addicted, suffer abuse and struggle just to exist. I am gaining a perspective that I could not have when I was in the middle of trying to parent two children who had been so seriously hurt. I am saddened that their early experiences so negatively impacted our lives. I have a chance now to perhaps help them through my enhanced knowledge and understanding. I so hope our relationships can be more gentle than they had been because I now know more. I don't know what their futures hold and there certainly are issues related to responsibility and morality, but I am leaving some judgements behind.
Wednesday, June 2, 2010
5, 10, 20 years from now . . . . and my teaching theory.
One of our assignments is to identify and write about future goals. I have been thinking about this task for the past couple of weeks and about how my life has changed, largely for the good.
It is so odd that my time frame is changing as I age. Because I am older and what some might think of as "old", I no longer can consider thinking about my life 40 or 50 years from now. It is unlikely that I will be alive after either period of time. I need to have much more finite goals for a nearer future than I would have had many years ago. This does not feel so bad, however, since I generally don't feel the angst and confusion I felt long ago over the need to make the right future decisions. I've made decisions, some right and some not so right, and have lived through them. So many decisions feel like options, rather than requirements, at this point, and their is an accompanying calm.
I am excited to be in the PhD. program and am anxious to complete my doctorate in three years. There is much I still long to do and experience - and time is something of which I am just more aware.
If I finish in 3 years (or 4 or 5), then I would like to be involved in other research projects, to be writing on a regular basis and to teach a few courses on a university level. I would like to be able to supervise school counselors in some capacity and/or to provide on-going professional development to those I mentor. In 10 years, I would like to be doing the same, but to have been published or to be able to write about a topic on a regular basis for a journal. Beyond that, I just am not certain of how I will feel or where I will live. I don't know whether I will want to continue with work or not, although I hope I will.
A year and a half ago, I had the opportunity of attending the "Counselors' Tour" at the University of Miami. While there, we had dinner with Donna Shalala, the University President,who is not young, but who is still vibrant, interesting and a great leader. I also met an 82-year old professor who heads a UMiami academic department and who has incredible energy and enthusiasm. These women are two of my role models.
My Teaching Theories:
In reviewing teaching theories, I have realized that my approach to applying teaching and learning theories is no different from my approach to using counseling theories. I believe in using a theory or theories based on the presenting needs and problems and the characteristics of those with whom I work. Of the more than 50 teaching theories I reviewed (http://wwwjourneytoexcellence.org/practice/instruction/theories/;http:tip.psychology.org), several seem to drive my approach to teaching and learning. Those I use most frequently are listed below:
1. Experiential Learning - This theory by Carl Rogers states that we learn from real-world experiences that build on our prior knowledge. Robers believed that all people can learn, but that learning best occurs in a positive setting, is practical and utilizes self-assessment. This theory is aligned with the meaningfulness of activities and, to me, can be highly successful due to the level of personal involvement and the use of a multimodal approach (auditory, visual, kinesthetic).
2. Social learning theory was posited by Bandura and "emphasizes the importance of observing and modeling the behaviors, attitutdes and emotional reactions of others" (http://tip.psychology.org/bandura.html, p.1). The value of social learning is apparent in the success of peer programs, in which peers model and use appropriate behaviors.
3. Problem-based learning poses inquiries to encourage higher-level, critical thinking. When the individual is engaged in solving a problem and is able to find the solution, brain research indicates that the person is more involved and more secure learning occurs.
4. I am a strong proponent of multiple intelligences theory. Howard Gardner, the author of this theory, believes that there are "multiple" intelligences which people possess. Rather than viewing ability traditionally as "verbal" and "non-verbal," Gardner believes that people possess intelligences across a variety of realms, such as "artistic" and "social." This theory moves away from a rigid view of teaching and learning to one which can encompass a variety of approaches and which gives each equal value.
5. Collaborative learning - Collaboration, or working together, can be a valuable means of pooling the resources of many to yield a stronger result than one person might have been able to generate. In such a structure, clear guidelines with regard to roles need to be defined. One of the drawbacks of this theory is that one or two people might generate most of the work for an entire group.
Together, the above teaching approaches and learning approaches are what I choose to utilize most often in my teaching. Some may be more appropriate at specific times, but I try to focus on the theories listed above.
It is so odd that my time frame is changing as I age. Because I am older and what some might think of as "old", I no longer can consider thinking about my life 40 or 50 years from now. It is unlikely that I will be alive after either period of time. I need to have much more finite goals for a nearer future than I would have had many years ago. This does not feel so bad, however, since I generally don't feel the angst and confusion I felt long ago over the need to make the right future decisions. I've made decisions, some right and some not so right, and have lived through them. So many decisions feel like options, rather than requirements, at this point, and their is an accompanying calm.
I am excited to be in the PhD. program and am anxious to complete my doctorate in three years. There is much I still long to do and experience - and time is something of which I am just more aware.
If I finish in 3 years (or 4 or 5), then I would like to be involved in other research projects, to be writing on a regular basis and to teach a few courses on a university level. I would like to be able to supervise school counselors in some capacity and/or to provide on-going professional development to those I mentor. In 10 years, I would like to be doing the same, but to have been published or to be able to write about a topic on a regular basis for a journal. Beyond that, I just am not certain of how I will feel or where I will live. I don't know whether I will want to continue with work or not, although I hope I will.
A year and a half ago, I had the opportunity of attending the "Counselors' Tour" at the University of Miami. While there, we had dinner with Donna Shalala, the University President,who is not young, but who is still vibrant, interesting and a great leader. I also met an 82-year old professor who heads a UMiami academic department and who has incredible energy and enthusiasm. These women are two of my role models.
My Teaching Theories:
In reviewing teaching theories, I have realized that my approach to applying teaching and learning theories is no different from my approach to using counseling theories. I believe in using a theory or theories based on the presenting needs and problems and the characteristics of those with whom I work. Of the more than 50 teaching theories I reviewed (http://wwwjourneytoexcellence.org/practice/instruction/theories/;http:tip.psychology.org), several seem to drive my approach to teaching and learning. Those I use most frequently are listed below:
1. Experiential Learning - This theory by Carl Rogers states that we learn from real-world experiences that build on our prior knowledge. Robers believed that all people can learn, but that learning best occurs in a positive setting, is practical and utilizes self-assessment. This theory is aligned with the meaningfulness of activities and, to me, can be highly successful due to the level of personal involvement and the use of a multimodal approach (auditory, visual, kinesthetic).
2. Social learning theory was posited by Bandura and "emphasizes the importance of observing and modeling the behaviors, attitutdes and emotional reactions of others" (http://tip.psychology.org/bandura.html, p.1). The value of social learning is apparent in the success of peer programs, in which peers model and use appropriate behaviors.
3. Problem-based learning poses inquiries to encourage higher-level, critical thinking. When the individual is engaged in solving a problem and is able to find the solution, brain research indicates that the person is more involved and more secure learning occurs.
4. I am a strong proponent of multiple intelligences theory. Howard Gardner, the author of this theory, believes that there are "multiple" intelligences which people possess. Rather than viewing ability traditionally as "verbal" and "non-verbal," Gardner believes that people possess intelligences across a variety of realms, such as "artistic" and "social." This theory moves away from a rigid view of teaching and learning to one which can encompass a variety of approaches and which gives each equal value.
5. Collaborative learning - Collaboration, or working together, can be a valuable means of pooling the resources of many to yield a stronger result than one person might have been able to generate. In such a structure, clear guidelines with regard to roles need to be defined. One of the drawbacks of this theory is that one or two people might generate most of the work for an entire group.
Together, the above teaching approaches and learning approaches are what I choose to utilize most often in my teaching. Some may be more appropriate at specific times, but I try to focus on the theories listed above.
2nd AA Meeting
On Monday night, I attended an AA meeting. I had gone to an Alanon meeting the week before. The meeting Monday night was small, but I was so impressed with the kindness of the people in the room. From their stories and their willingness to share, it was obvious that AA has made a difference in their lives. Each person talked about the problems they had experienced prior to involvement in AA and what the program and the AA community had given them. I am so impressed with the value when people truly follow the program. All of those attending the meeting had many years of sobriety and each person talked about what their life probably would have been like without AA and the calm they've experienced with AA. They do value continued attendance at the meetings.
Something that has struck me as a result of attending meetings is looking at my own relationship with alcohol over the years - when I drink, why I drink, who I am with, why I want to drink. My husband and I went to a party on Sunday and, on the way home, my husband asked, "Was there beer there?" I had only seen one person with a can of beer and no one, including us, was drinking alcoholic beverages. We had a great time and I realized that simply because alcohol is at a party might not be a reason to always drink.
Something that has struck me as a result of attending meetings is looking at my own relationship with alcohol over the years - when I drink, why I drink, who I am with, why I want to drink. My husband and I went to a party on Sunday and, on the way home, my husband asked, "Was there beer there?" I had only seen one person with a can of beer and no one, including us, was drinking alcoholic beverages. We had a great time and I realized that simply because alcohol is at a party might not be a reason to always drink.
Monday, May 31, 2010
Professional Development Activities - and learning
To date, I have completed the following for this course:
1. Attended an AlAnon meeting.
I plan to attend another tonight or tomorrow. One of the benefits of attending these 12-step programs is that I've learned more about the programs and the assistance they offer. I had wanted to attend a Gamblers Anonymous meeting, but the meeting in my area doesn't work with my schedule. However, I have talked about this at home and my husband and I will attend some Gamblers Anonymous meetings in the future. Someone we know has had an issue with gambling and we've decided that attending some meetings might help us to help this person. Gambling is but one addiction which can ruin lives and about which denial can result in no change in attitude or behavior. We have watched this from a distance and are witness to the devastation this addiction can cause.
2. Joined professional organizations.
I have been an ACA and ASCA member for years and had joined the AADA Division about a year ago. I joined the ACES division, as required for this class and learned that retirees are able to join NACES, the national organization for free, so I am also an NACES member. I have considered becoming a member of the multicultural organization affiliated with ACA and also joined that division. I expect that the literature I receive will be valuable as I continue in school.
3. I have decided to attend the 2010 ASCA conference in Boston. Although the conference does not begin until July 2, which is after this course has ended, I look forward to attending the conference. I will spend my days going to workshops, listening to speakers and meeting with colleagues. I generally leave conferences feeling renewed about my profession.
4. I have been going to the ADP Center frequently for assistance and will be attending an Intro to Mac training through the Office for Technology tomorrow. I have registered for a Blackboard 9 training and a Creative PPT training later this month. I intend to attend many trainings this summer and to become comfortable and adept with technology.
5. I completed an entry for Dr. Renfro-Michel on "A Day in the Life of a Middle School Counselor." I will present in class this Wed and hope the presentation will be interesting and informative to my classmates. I decided against a PPT in favor of something a bit more theatrical. We'll see. . . I guess I should provide feedback forms!
6. As an act of advocacy, I wrote an email against passage of the Opportunity Scholarship Act, which I will attach to my Blog once I figure out how to do it. The Opportunity Scholarship Act is the proposed legislation which will provide tax benefits to corporations for their support of charter schools. I received an email from the NJ Supervisors and Principals Assn. (http://capwiz.com/njpsa/mailapp/) regarding this and immediately wrote my email. I AM SO AGAINST THIS and believe that many people truly are working toward the demise of public education. My email was sent to Christopher Bateman (R-NJ 16th), Peter J. Biondi (R-NJ 16th) and Denise Coyle (R-NJ 16th). In my email I offered to speak with them in person. I wish they would take me up on my offer!
Related to my position of advocacy against charter schools and vouchers and in favor of public education which is truly equitable, I also purchased the book, The Death and Life of the Great American School System, by Diane Ravitch. I had heard an interview last week on NPR with Dr. Ravitch and was intrigued by the data she was able to present and her views on public education, which are that public education is an important and necessary institution, that schools should not be run like corporations, that family involvement is crucial to student success, and that teachers should be paid for the job they do - teaching - and not based on the data which results from unreliable, invalid tests. Go, Diane! I don't know how much of this I will read before the end of this course, but I certainly intend to read it after June 10th. What saddens me is that I doubt that a great many people will read this book and understand what is being said about the value of public education.
7. The last of my professional development activities was the result of the angst I experienced the first week of class: I returned to therapy. As a child and an adolescent, I never believed I was particularly intelligent or capable. I struggled with math and with some other logical, sequential skills. Family issues and genetic history led to on-going struggles with what I later learned was depression. Throughout my life, I haved visited and re-visited therapy as a means of learning more about myself and how I may be most happy/calm/social/focused/successful. Education and therapy seem to have led me to now entering a doctoral program, something about which I have been excited and apprehensive. The first week of this class rekindled some of the old insecurities and doubts and I decided that an appropriate and beneficial professional development activity would be to return to therapy for a few sessions. I am back and am more excited about my PhD. program than apprehensive.
So, about the "learning" aspect of my professional development activities:
I do greatly enjoy challenges and believe there is so much that can enrich my life: I hope to never stop learning. For me, the structure of school and of required assignments encourages my learning. I can learn on my own, but learning from others who know much more than I do about specific topics is teaching and mentoring at its very best. I love the collaboration of sharing information and experiences in class and of our being able to learn from one another. I enjoy the tasks assigned by passionate instructors who know that the opportunities they provide will lead to increased knowledge and expertise. I have learned from the professional development activities and will take many of them with me in my future coursework.
1. Attended an AlAnon meeting.
I plan to attend another tonight or tomorrow. One of the benefits of attending these 12-step programs is that I've learned more about the programs and the assistance they offer. I had wanted to attend a Gamblers Anonymous meeting, but the meeting in my area doesn't work with my schedule. However, I have talked about this at home and my husband and I will attend some Gamblers Anonymous meetings in the future. Someone we know has had an issue with gambling and we've decided that attending some meetings might help us to help this person. Gambling is but one addiction which can ruin lives and about which denial can result in no change in attitude or behavior. We have watched this from a distance and are witness to the devastation this addiction can cause.
2. Joined professional organizations.
I have been an ACA and ASCA member for years and had joined the AADA Division about a year ago. I joined the ACES division, as required for this class and learned that retirees are able to join NACES, the national organization for free, so I am also an NACES member. I have considered becoming a member of the multicultural organization affiliated with ACA and also joined that division. I expect that the literature I receive will be valuable as I continue in school.
3. I have decided to attend the 2010 ASCA conference in Boston. Although the conference does not begin until July 2, which is after this course has ended, I look forward to attending the conference. I will spend my days going to workshops, listening to speakers and meeting with colleagues. I generally leave conferences feeling renewed about my profession.
4. I have been going to the ADP Center frequently for assistance and will be attending an Intro to Mac training through the Office for Technology tomorrow. I have registered for a Blackboard 9 training and a Creative PPT training later this month. I intend to attend many trainings this summer and to become comfortable and adept with technology.
5. I completed an entry for Dr. Renfro-Michel on "A Day in the Life of a Middle School Counselor." I will present in class this Wed and hope the presentation will be interesting and informative to my classmates. I decided against a PPT in favor of something a bit more theatrical. We'll see. . . I guess I should provide feedback forms!
6. As an act of advocacy, I wrote an email against passage of the Opportunity Scholarship Act, which I will attach to my Blog once I figure out how to do it. The Opportunity Scholarship Act is the proposed legislation which will provide tax benefits to corporations for their support of charter schools. I received an email from the NJ Supervisors and Principals Assn. (http://capwiz.com/njpsa/mailapp/) regarding this and immediately wrote my email. I AM SO AGAINST THIS and believe that many people truly are working toward the demise of public education. My email was sent to Christopher Bateman (R-NJ 16th), Peter J. Biondi (R-NJ 16th) and Denise Coyle (R-NJ 16th). In my email I offered to speak with them in person. I wish they would take me up on my offer!
Related to my position of advocacy against charter schools and vouchers and in favor of public education which is truly equitable, I also purchased the book, The Death and Life of the Great American School System, by Diane Ravitch. I had heard an interview last week on NPR with Dr. Ravitch and was intrigued by the data she was able to present and her views on public education, which are that public education is an important and necessary institution, that schools should not be run like corporations, that family involvement is crucial to student success, and that teachers should be paid for the job they do - teaching - and not based on the data which results from unreliable, invalid tests. Go, Diane! I don't know how much of this I will read before the end of this course, but I certainly intend to read it after June 10th. What saddens me is that I doubt that a great many people will read this book and understand what is being said about the value of public education.
7. The last of my professional development activities was the result of the angst I experienced the first week of class: I returned to therapy. As a child and an adolescent, I never believed I was particularly intelligent or capable. I struggled with math and with some other logical, sequential skills. Family issues and genetic history led to on-going struggles with what I later learned was depression. Throughout my life, I haved visited and re-visited therapy as a means of learning more about myself and how I may be most happy/calm/social/focused/successful. Education and therapy seem to have led me to now entering a doctoral program, something about which I have been excited and apprehensive. The first week of this class rekindled some of the old insecurities and doubts and I decided that an appropriate and beneficial professional development activity would be to return to therapy for a few sessions. I am back and am more excited about my PhD. program than apprehensive.
So, about the "learning" aspect of my professional development activities:
I do greatly enjoy challenges and believe there is so much that can enrich my life: I hope to never stop learning. For me, the structure of school and of required assignments encourages my learning. I can learn on my own, but learning from others who know much more than I do about specific topics is teaching and mentoring at its very best. I love the collaboration of sharing information and experiences in class and of our being able to learn from one another. I enjoy the tasks assigned by passionate instructors who know that the opportunities they provide will lead to increased knowledge and expertise. I have learned from the professional development activities and will take many of them with me in my future coursework.
Friday, May 28, 2010
ASCA
I'm writing a lot tonight, but it seems there is a lot about which to write.
I have decided to attend the American School Counseling Association (ASCA) Conference in Boston. I had not planned to go because our granddaughter is coming with her Mom from WI and there seemed to be a conflict. However, they now are not arriving until July 5 or 6, which means I can go to Boston on July 1 - 5. ASCA is July 2 - 5. I have attended these conferences for several years and I always learn so much. I can't believe how excited I am about attending. I feel as though I am getting my "school counseling fix." This seems to be the area for which I have great passion and in which I believe. I KNOW school counselors have a "captive audience" in being able to work with all of the students in a school or schools. School counselors have the opportunity of being integrally involved with students, parents/guardians and school staff/administrators. They have the opportunity of advocating and of assisting underrepresented populations. In Livingston, the Chinese parents tended to be less visible than some of the other ethnic populations for a variety of reasons. We began holding meetings at their sites, with great success. The counselors and I were invited to a Chinese Mother's Day celebration where the Moms brought homemade foods and celebrated one another. We were given the opportunity of speaking about why we valued their increased participation in school events and we had some of the best Chinese food we had ever eaten! I was so happy to be a part of this and the relationships that were formed enhanced mutual trust.
At ASCA, I will be able to go to workshops, see people I know in the field, listen to speakers share some great research - and be in Boston. ASCA is expensive, but I think it will be worth it. There are some workshops related to "best practice" in school counseling, the implementation of the ASCA model, technology, and multicultural issues. If anyone in class also plans to attend, let me know.
I have decided to attend the American School Counseling Association (ASCA) Conference in Boston. I had not planned to go because our granddaughter is coming with her Mom from WI and there seemed to be a conflict. However, they now are not arriving until July 5 or 6, which means I can go to Boston on July 1 - 5. ASCA is July 2 - 5. I have attended these conferences for several years and I always learn so much. I can't believe how excited I am about attending. I feel as though I am getting my "school counseling fix." This seems to be the area for which I have great passion and in which I believe. I KNOW school counselors have a "captive audience" in being able to work with all of the students in a school or schools. School counselors have the opportunity of being integrally involved with students, parents/guardians and school staff/administrators. They have the opportunity of advocating and of assisting underrepresented populations. In Livingston, the Chinese parents tended to be less visible than some of the other ethnic populations for a variety of reasons. We began holding meetings at their sites, with great success. The counselors and I were invited to a Chinese Mother's Day celebration where the Moms brought homemade foods and celebrated one another. We were given the opportunity of speaking about why we valued their increased participation in school events and we had some of the best Chinese food we had ever eaten! I was so happy to be a part of this and the relationships that were formed enhanced mutual trust.
At ASCA, I will be able to go to workshops, see people I know in the field, listen to speakers share some great research - and be in Boston. ASCA is expensive, but I think it will be worth it. There are some workshops related to "best practice" in school counseling, the implementation of the ASCA model, technology, and multicultural issues. If anyone in class also plans to attend, let me know.
Technology - not so terrified
Tonight I will post my response to the first Ethical Dilemma on the Discussion Board. I have been working on my responses for a couple of days. The people in the Center on the first floor of University Hall have been wonderful to me. Yesterday, I learned the symbol for Word on the Mac. Hurrah! I also took the quiz and found that my panic over time and computer issues negatively impacts my performance. I experienced the same issues when I took the GRE online in February. I'm hoping to reduce the anxiety by having a plan for my next quiz. I spend a lot of time at the Center in case I have problems. It is so much more reassuring for me to have people with technological expertise nearby than to be at home fighting with my computer. I'm most grateful for their assistance and lack of judgement.
I spent some time at Sprague Library yesterday and learned that I would like to spend hours and hours of days and days watching some of the counseling videos. There is so much available. I'm particulary interested in watching some of the videos related to multicultural and racial issues. Again, this course has taught me more about what is available on campus. If anyone in class wants to have a "video night" to watch some of these, let me know. We could meet at Sprague and I'll bring snacks!
I spent some time at Sprague Library yesterday and learned that I would like to spend hours and hours of days and days watching some of the counseling videos. There is so much available. I'm particulary interested in watching some of the videos related to multicultural and racial issues. Again, this course has taught me more about what is available on campus. If anyone in class wants to have a "video night" to watch some of these, let me know. We could meet at Sprague and I'll bring snacks!
Wednesday, May 26, 2010
An Addendum to My CACREP Post
Dr. Renfro-Michel stated in class that she "loves to learn." I believe learning also has been important to me and that much of my life has been characterized by an interest in learning and loving those experiences. Last week, however, tested my mettle. I found so much challenging and found myself discouraged. This week is much better. Reading Thriving is helping me to realize I am a new student all over again in a new program doing something I've never done before. I am taking better care of myself, sleeping better, eating better and finding time for activities other than fighting with my computer. I'm able to be a bit more gentle with being new to some major learning tasks.
My view last week was rather negative and I believe this was reflected in my blog entry regarding CACREP. I still believe there might be some conflicts with what can be taught in a CACREP-accredited program and what ASCA requires, but I am beginning to better understand the necessity for a CACREP program at MSU. I believe there are means of fully educating school counselors through this program and of assuring that they are well-prepared and knowledgeable about the differences between someone with a Master's degree in Community, Addictions or Higher Ed Counseling or an LPC and someone who works in a school. I spoke of not conducting in-depth on-going "clinical" counseling in a school and also realized that there should be differences in how school counselors conduct interviews related to issues of possible abuse. There was an incident that occurred in my former district from which I learned a great deal and which certainly impacts school counselors, but which might impact other counselors. I would like to learn more about whether a counselor in an agency would have had the same experience - or not.
A student in one of the elementary schools mentioned to a teacher possible sexual abuse by a parent. The teacher reported this allegation to a school counselor, who then met with the student. The counselor asked specific questions regarding the alleged abuse and then contacted DYFS and the local police, which is the procedure to be followed with any DYFS indident. The County Prosecutor's Office became involved, but the case was thrown out because the counselor had conducted such an in-depth interview that this was believed to possibly taint the accuracy of the student's reporting. The school counseling department was instructed to conduct only brief interviews in the future. We were informed that it is the role of DYFS and of the County Prosecutor's Office to conduct the in-depth interviews. It is my belief that, if a student shares any information related to possible abuse during a general school counseling interview, which does occur, the counselor would immediately need to stop any further questioning and contact DYFS and the police.
Back to CACREP - It seems to me that the thoroughness of a CACREP-accredited program provides a depth and breadth of knowledge related to counseling which is important and which will help school counselors to learn and to be well-prepared. MSU, by amending the practicum to being an on-site practicum experience, has added a component which leads to greater knowledge of counseling in the area of specialization. I am not convinced, however, that practicum and internship sites should be the same and tend to believe there might be a broader experience if students are able to complete these requirements in two different settings.
My view last week was rather negative and I believe this was reflected in my blog entry regarding CACREP. I still believe there might be some conflicts with what can be taught in a CACREP-accredited program and what ASCA requires, but I am beginning to better understand the necessity for a CACREP program at MSU. I believe there are means of fully educating school counselors through this program and of assuring that they are well-prepared and knowledgeable about the differences between someone with a Master's degree in Community, Addictions or Higher Ed Counseling or an LPC and someone who works in a school. I spoke of not conducting in-depth on-going "clinical" counseling in a school and also realized that there should be differences in how school counselors conduct interviews related to issues of possible abuse. There was an incident that occurred in my former district from which I learned a great deal and which certainly impacts school counselors, but which might impact other counselors. I would like to learn more about whether a counselor in an agency would have had the same experience - or not.
A student in one of the elementary schools mentioned to a teacher possible sexual abuse by a parent. The teacher reported this allegation to a school counselor, who then met with the student. The counselor asked specific questions regarding the alleged abuse and then contacted DYFS and the local police, which is the procedure to be followed with any DYFS indident. The County Prosecutor's Office became involved, but the case was thrown out because the counselor had conducted such an in-depth interview that this was believed to possibly taint the accuracy of the student's reporting. The school counseling department was instructed to conduct only brief interviews in the future. We were informed that it is the role of DYFS and of the County Prosecutor's Office to conduct the in-depth interviews. It is my belief that, if a student shares any information related to possible abuse during a general school counseling interview, which does occur, the counselor would immediately need to stop any further questioning and contact DYFS and the police.
Back to CACREP - It seems to me that the thoroughness of a CACREP-accredited program provides a depth and breadth of knowledge related to counseling which is important and which will help school counselors to learn and to be well-prepared. MSU, by amending the practicum to being an on-site practicum experience, has added a component which leads to greater knowledge of counseling in the area of specialization. I am not convinced, however, that practicum and internship sites should be the same and tend to believe there might be a broader experience if students are able to complete these requirements in two different settings.
AlAnon Attendance
I attended an AlAnon meeting this week. I had decided that AlAnon would be more comfortable for me and that my presence might be more readily accepted by those in the group. I was amazed by the welcome I received. I did share that I have a recovering family member and that I was attending due to that fact and that I probably should have attended AlAnon years ago. I also let them know that I am enrolled in a graduate counseling course which offered an assignment of attendance at meetings as a means of learning more about the various 12-Step programs. I had attended an AA and an OA meeting several years ago as a part of another counseling course and for years have recommended AlAnon and AlaTeen to students and families I've counseled in schools. I found the meeting comfortable and valuable. The people in the room clearly live a 12-Step program and offer tremendous support to one another. The meeting began with the Serenity Prayer and a review of the steps and traditions. After that, people had the opportunity to share. It was clear that the support offered helped various individuals, not necessarily with dealing with issues of alcoholism, but with issues of life. It was most obvious that the consistency of a group that is positive can be of benefit since many people in the room were individuals who had been involved for years. I believe there is data that indicates that a 12-Step program combined with therapy/counseling provides the most success, but I need to do some research to be certain this is supported, which I will do. I am so grateful for the kindness of the people I met. This was a wonderful experience.
Technology Terrors II
I have had some successes with technology and can't wait to get to the point where I don't feel that some of what I do still escapes into some great void and I have no idea how to re-connect with what I've lost. I wrote a blog entry a couple of days ago about my visit to an AlAnon meeting, hit "preview" and my entry disappeared. Today is a day to re-write and to try to catch up. I am sure technology is like a puzzle or the development of any new skill and that, with practice and time, I will figure it out, but there certainly are still some gaps and lacks in my technology knowledge. That being said, it is becoming more fun and I am seeing the value of a blog and of enhanced technological expertise. Rather than being awake at night worrying about what I don't know, which was the case a week ago, I can laugh at some of the things that occur related to my learning.
Last week, after having spent three hours with a friend learning how to blog, I went into one of the quiet study rooms at MSU to "play" with blogging. I saw the blogs of several classmates and was moving around with the cursor. Suddenly, rock and roll came BLASTING from my laptop! I pulled the plug out of the wall. STILL BLASTING!! I pushed buttons. STILL BLASTING - and some of the people around me were beginning to look annoyed. I pushed the laptop cover to close it, but the music still played. Muffled rock 'n roll, but STILL LOUD. I did think the music selections were good and began to think that, under other circumstances, I would enjoy the music, but more people were looking at me and were beginning to make less than appreciative faces. I grabbed my laptop, apologized to those around me and quickly left the study room. Now, it's funny, but it wasn't at the time.
Last week, after having spent three hours with a friend learning how to blog, I went into one of the quiet study rooms at MSU to "play" with blogging. I saw the blogs of several classmates and was moving around with the cursor. Suddenly, rock and roll came BLASTING from my laptop! I pulled the plug out of the wall. STILL BLASTING!! I pushed buttons. STILL BLASTING - and some of the people around me were beginning to look annoyed. I pushed the laptop cover to close it, but the music still played. Muffled rock 'n roll, but STILL LOUD. I did think the music selections were good and began to think that, under other circumstances, I would enjoy the music, but more people were looking at me and were beginning to make less than appreciative faces. I grabbed my laptop, apologized to those around me and quickly left the study room. Now, it's funny, but it wasn't at the time.
Saturday, May 22, 2010
Meeting Attendance
I plan to attend two AA meetings this week to try to see what the differences are related to the specific group. I am curious as to whether meetings are consistent or whether there are significant variations. One meeting is an Open - Discussion meeting which is held tomorrow evening. The other meetings I am considering are one at the Market Street Mission in Morristown or a meeting at a church in Bernardsville. Both are relatively close to where I live. I think it would be interesting to attend the Market Street Mission meeting since this is an organization to which I have donated for years. The Mission does wonderful work with populations which include the homeless, addicts and the mentally ill. I believe the work done by the Mission truly helps many men to put their lives back together. I just don't want those involved in the meetings to feel I am a voyeur who is observing them and that is my concern. I suspect those who attend the meetings on a regular basis will be more comfortable with my attendance than I will be. I have a couple of days to decide and will let you know which meetings I attend and what I learned.
I have a family member for whom AA has been a lifesaver. This family member suffered through years of issues of drug and alcohol addiction. I have offered to attend meetings, but this was never accepted. I hope that attending and discussing my attendance will help to support this person, whom I dearly love. I am thinking as I write that I should have attended AlAnon years ago. It is not too late for me to learn more and I value this assignment.
I have a family member for whom AA has been a lifesaver. This family member suffered through years of issues of drug and alcohol addiction. I have offered to attend meetings, but this was never accepted. I hope that attending and discussing my attendance will help to support this person, whom I dearly love. I am thinking as I write that I should have attended AlAnon years ago. It is not too late for me to learn more and I value this assignment.
Friday, May 21, 2010
CACREP - I have mixed views regarding CACREP. I believe the structure and professional expectations of a CACREP-approved program are of significant value. Having a body which examines and approves counseling programs gives weight and consistency to the profession. Knowing that all CACREP-approved programs provide the same educational components is significant and valuable. CACREP provides the means to move toward a consistent national counseling program.
I am unsure of how CACREP fits with school counseling. School counselors should not diagnose and, in fact, could lose their New Jersey State certification if they were to diagnose students. Having an understanding of mental health issues and a knowledge of pathology is beneficial, but I am not certain it is necessary. School counselors should not provide on-going mental health counseling, but, rather, are expected to suggest referrals to mental health professionals if student issues seem to require such services. The focii of school counseling, according to the American School Counseling Association, is to address issues related to the academic, personal/social and career domains in order to maximize academic achievement for each student. A school counseling program should be developmentally appropriate and proactive.
Similar to community counseling, the school counselor needs to be an advocate for each student, a leader and someone who provides services which lead to wellness and improved functioning for all students. Addressing issues of equity; having a knowledge of multicultural, multiracial concerns; and being a strong student advocate; being able to effectively work with staff, parents/guardians and students; and having a strong knowledge of learning are critical for school counselors. This information needs to be an important aspect of school counselor training. A thorough knowledge of learning and of lesson design are not necessarily included in a CACREP program and may be a lack.
I am unsure of how CACREP fits with school counseling. School counselors should not diagnose and, in fact, could lose their New Jersey State certification if they were to diagnose students. Having an understanding of mental health issues and a knowledge of pathology is beneficial, but I am not certain it is necessary. School counselors should not provide on-going mental health counseling, but, rather, are expected to suggest referrals to mental health professionals if student issues seem to require such services. The focii of school counseling, according to the American School Counseling Association, is to address issues related to the academic, personal/social and career domains in order to maximize academic achievement for each student. A school counseling program should be developmentally appropriate and proactive.
Similar to community counseling, the school counselor needs to be an advocate for each student, a leader and someone who provides services which lead to wellness and improved functioning for all students. Addressing issues of equity; having a knowledge of multicultural, multiracial concerns; and being a strong student advocate; being able to effectively work with staff, parents/guardians and students; and having a strong knowledge of learning are critical for school counselors. This information needs to be an important aspect of school counselor training. A thorough knowledge of learning and of lesson design are not necessarily included in a CACREP program and may be a lack.
Definition of Counseling
The MSU links will be down tomorrow and, perhaps, on Sunday so, I am trying to complete some assignments before midnight.
To me, counseling is a profession which enables individuals seeking help to reflect on the issues in their lives, to discover options and to be able to arrive at resolutions which are healthy. I think of counseling as "graduate school" in the sense that, through counseling, one has the opportunity to learn more and to grow. I don't necessarily believe counseling is or should be time-constrained, but, rather, that a person might choose to move in and out of counseling, depending upon the individual's interest in personal growth or the individual's personal need. I do not believe counseling always must address problems: Counseling can just be a means of learning how to deal with life.
I do believe that school counseling differs in many ways from community counseling. School counselors are charged with helping students to achieve academically. Often, this requires a focus on the issues that impede learning. The issues might involve learning disabilities; distractions in the family; poverty; being a member of a non-dominant cultural group; addiction; trauma in the family; diabetes, lupus or another chronic physical; harassment in school; childhood psychiatric issues; or a host of other concerns. Lack of academic success could be as simple as having a teacher who lacks sensitivity to the needs of a particular student or the rigidity of an educational system that refuses to offer accommodations to students without formal identification of a learning disability. It is the school counselor's role to try to provide support to the student, to help to educate staff and to work with parents/guardians. What a school counselor should NOT do is diagnose and provide on-going mental health counseling. Providing referrals is an important aspect of school counseling, but needs to be done as a "suggestion" and not as a dictate or the school could be responsible for paying for psychotherapeutic services, something school districts are not wont to do.
To me, counseling is a profession which enables individuals seeking help to reflect on the issues in their lives, to discover options and to be able to arrive at resolutions which are healthy. I think of counseling as "graduate school" in the sense that, through counseling, one has the opportunity to learn more and to grow. I don't necessarily believe counseling is or should be time-constrained, but, rather, that a person might choose to move in and out of counseling, depending upon the individual's interest in personal growth or the individual's personal need. I do not believe counseling always must address problems: Counseling can just be a means of learning how to deal with life.
I do believe that school counseling differs in many ways from community counseling. School counselors are charged with helping students to achieve academically. Often, this requires a focus on the issues that impede learning. The issues might involve learning disabilities; distractions in the family; poverty; being a member of a non-dominant cultural group; addiction; trauma in the family; diabetes, lupus or another chronic physical; harassment in school; childhood psychiatric issues; or a host of other concerns. Lack of academic success could be as simple as having a teacher who lacks sensitivity to the needs of a particular student or the rigidity of an educational system that refuses to offer accommodations to students without formal identification of a learning disability. It is the school counselor's role to try to provide support to the student, to help to educate staff and to work with parents/guardians. What a school counselor should NOT do is diagnose and provide on-going mental health counseling. Providing referrals is an important aspect of school counseling, but needs to be done as a "suggestion" and not as a dictate or the school could be responsible for paying for psychotherapeutic services, something school districts are not wont to do.
Technology Terrors
This is humbling. I am going to be a student in a doctoral program and am (finally) being forced to become current with technology. I believe I have been sensitive to the issues of students with learning issues, emotional issues, family dysfunction and other concerns which negatively impact learning in my work as a teacher, Learning Disabilities Teacher-Consultant, school counselor and Director of Guidance. There were times in my life when I felt less than smart and discovering over the years that I could learn, that I could contribute and that I was intelligent was part of my journey. This is another step, but IT ISN'T FUN TO FEEL STUPID! I am working so hard to learn about technology and merely being able to write this tonight is a success. I know I CAN and WILL succeed, but it is a bit of a struggle.
I listen to the other students in my current class and they know so much more about technology than I do. I am in awe of their knowledge and their facility with what I find difficult and belabored. I believe I know quite a bit about counseling. I hope we can share and help one another to learn and to feel comfortable with our new journeys. I like my class. I am fortunate to be with others for whom counseling is an interest. For several summers, I attended a one-week workshop in Counseling Leadership at UMASS/Amherst. These were weeks spent with over 100 other counselors. We would laugh about what a pleasure it was to be with people who knew how to get along and how to resolve conflicts. I feel as though this class is something akin to that experience.
I listen to the other students in my current class and they know so much more about technology than I do. I am in awe of their knowledge and their facility with what I find difficult and belabored. I believe I know quite a bit about counseling. I hope we can share and help one another to learn and to feel comfortable with our new journeys. I like my class. I am fortunate to be with others for whom counseling is an interest. For several summers, I attended a one-week workshop in Counseling Leadership at UMASS/Amherst. These were weeks spent with over 100 other counselors. We would laugh about what a pleasure it was to be with people who knew how to get along and how to resolve conflicts. I feel as though this class is something akin to that experience.
Tuesday, May 18, 2010
Welcome Notes
Welcome to Julia Mazzarella's Counseling Blog. This is a site developed for a Counseling course and to force me to finally move from my paper and pencil, non-technological world. This blog will contain information regarding my thoughts related to the value of counseling, with specific information related to school counseling; my resume; and information regarding my growth through this course. So, welcome and I invite your thoughts and observations.
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