VIEWING INSTRUCTIONS
THE OFFICIAL PUBLICATION OF THE WINTER 2010 AD INDEX WASHINGTON SCHOOL COUNSELOR ASSOCIATION X AAMFT
X DigiPen Institute of Technology X The Evergreen State College School X Linfield College X ASCA Annual Conference Counselors RO K THE POWERC OF MANY VOICES SAVE THE DAT E JUNE 25–28, 2011 SHARPEN YOUR ADVOCACY SKILLS FOR A WHOLE LATTE AT THE WSCA/OSCA PROFESSIONAL DEVELOPMENT 2011 ANNUAL CONFERENCE
ASCA ANNUAL CONFERENCE SEATTLE | JUNE 25-28, 2011
ONLINE REGISTRATION OPENS JANUARY 3, 2011 www.schoolcounselor.org/seattle TABLE OF CONTENTS
FEATURES
The Power of Many Voices By Jeannie Beierle 6
Confessions of a THE OFFICIAL PUBLICATION OF THE Reluctant Advocate WASHINGTON SCHOOL COUNSELOR ASSOCIATION By Jaunita Hill 11
A Place at the Table By Diana Gruman 12
departments President’s Message 5 WSCA/OSCA 2011 Annual Conference 7 Ethics Committee Report 13 Technology O Committee Report 16 K A Leader in Game Development Education Offering Degree Programs in: R C Click Here To Get More Information t #BDIFMPSPG4DJFODFJO3FBM5JNF*OUFSBDUJWF4JNVMBUJPO t #BDIFMPSPG4DJFODFJO$PNQVUFS&OHJOFFSJOH t #BDIFMPSPG4DJFODFJO(BNF%FTJHO Offering Bachelor’s Degree Programs in: t #BDIFMPSPG"SUTJO(BNF%FTJHO t #BDIFMPSPG'JOF"SUTJO%JHJUBM"SUBOE"OJNBUJPO t .BTUFSPG4DJFODFJO$PNQVUFS4DJFODF(Full and Part-time available)
Like us on Facebook at www.facebook.com/DigiPen.edu @DigiPenNews
9931 Willows Road, Redmond, WA USA 98052 |1IPOF t'"9 | www.digipen.edu B GXkkp;lb\ =fjk\i`e^:_`c[i\eËj Af[\\9cXeZf Gi\m\ek`e^JZ_ffc9lccp`e^ AD INDEX X AAMFT FEC@E<I<>@JKI8K@FE X DigiPen Institute FG J8M<K?<;8K<ALE<),Æ)/#)'(( =FI8N?FC<C8KK<GIF= SAVE THE DAT E JUNE 25–28, 2011 FOR A WHOLE LATTE PROFESSIONAL DEVELOPMENT ASCA ANNUAL CONFERENCE /A1//< Treasurer Andra Kelley-Batstone [email protected] Confessions of a Executive Director Reluctant Advocate Chris Kelly [email protected] By Jaunita Hill 11 Elementary Level Vice President FEATURES Jaunita Hill [email protected] Middle School/Junior High Level 6 The Power of Many Voices A Place at the Table Vice President By Jeannie Beierle By Diana Gruman Cyd Bacon 12 [email protected] High School Level Vice President 11 Confessions of a Reluctant Advocate Jeannie Beierle departments [email protected] By Jaunita Hill Postsecondary Level Vice President Cher Edwards, Ph.D. President’s Message [email protected] 12 A Place at the Table 5 By Diana Gruman STANDING COMMITTEE CHAIRS WSCA/OSCA 2011 Annual Conference Communication Committee Chair 7 Chris Backman [email protected] Ethics Committee DEPARTMENTS Conference Committee Chair Report 13 Emily Chilson [email protected] 5 President’s Message Technology Ethics Committee Chair Committee Report Terry Rainwater 16 [email protected] 7 WSCA/OSCA 2011 Annual Conference Government Relations Jenny Morgan [email protected] 13 Ethics Committee Report Graduate Student Representative Katie Seaward [email protected] 16 Technology Committee Report Membership Committee Chair Jake Olsen [email protected] Nominations and Elections Committee Chair Norm Walker [email protected] OSPI Liaison Mike Hubert [email protected] Professional Recognition Committee Chair Wendy Dolan [email protected] Technology Chair Toby Marston [email protected] School Counselor Insights is published by the Washington School Counselor Association, a chartered organization of the American School Counselor Association. ©2010 Send address changes to WSCA, 8322 110th St. E., Payallup, WA 98373. For advertising inquiries, contact: Ken Cibroski, Ad Guidance, (877) 965 7492, (877) 562 9189 (Fax), [email protected]. VIEWING INSTRUCTIONS President’s Message LEGENDARY LEADERSHIP By Richard Cleveland AD INDEX ne of my friends tells a story about how he once entered a hotel elevator, and briefly nodded to the two men already inside as he reached for the button to X AAMFT Ohis floor. As the elevator started moving, he realized who the two men were: Lou Piniella and Dave Niehaus. A baseball enthusiast and dedicated Mariners fan, my friend always carries his “lucky X DigiPen Institute baseball,” and began pulling it from his coat pocket. Immediately, the gruff Piniella, of Technology noticed the action and grumbled, “I’m not signing any autographs today.” Respectfully my friend responded, “Actually, I wanted Mr. Niehaus’ autograph, sir.” My friend ends his X The Evergreen story that Niehaus grinned from ear to ear. State College I remembered this story when I heard about the crowd that recently gathered at X Linfield Safeco field in remembrance of Niehaus. The event, initially scheduled from noon As school counselors, we College to 3p.m., was extended an additional hour as over 3,400 people waited to pay their respects and say goodbye to “Mr. Mariner.” Baseball fans interviewed at the event ex- X ASCA Annual pressed their sadness over the loss of a legend, which struck me as relevant to school aren’t owner or manager of Conference counselors. Niehaus was not owner, manager or even player, but for so many fans he was the the building. Administrators voice of the Mariners; he was the unofficially authorized representative – how fans con- nected with the team. As school counselors, we aren’t owner or manager of the build- lead the team in an official ing. Administrators lead the team in an official capacity, yet for many students, parents or fellow educators, we are the voice, the face, the representative they seek when they need information or help. The stakes are high and, much to my friend’s chagrin I capacity, yet for so many would assert, even higher than in baseball. As school counselors, we serve our students through similar leadership. students, parents or fellow Our students may not seek our autographs or consider us legends, but Niehaus’ mis- sion was communication – how appropriate since as school counselors, we have the educators, we are the voice, potential to lead within our buildings by advocating for students and fostering positive building-wide systemic change. We regularly communicate with all our students. We the face, the representative help students and parents navigate the educational system whether our play-by-play involves an individualized education plan meeting, graduation requirements or behav- ioral concerns. Providing comprehensive guidance and school counseling, we can lead they seek when they need our team to success. We become legends by serving all students. information or help. Richard Cleveland, WSCA president, can be reached at [email protected]. SAVE THE DAT E JUNE 25–28, 2011 FOR A WHOLE LATTE PROFESSIONAL DEVELOPMENT ASCA ANNUAL CONFERENCE SEATTLE | JUNE 25-28, 2011 ONLINE REGISTRATION OPENS JANUARY 3, 2011 5 WINTER 2010 insights www.schoolcounselor.org/seattle TABLE OF CONTENTS FEATURES THE POWER OF MANY VOICES The Power of Membership provides strong advocacy. Many Voices By Jeannie Beierle 6 By Jeannie Beierle Confessions of a ounselor advocacy has multiple We need to focus on the advocacy makes the difference for stu- Reluctant Advocate layers. We need to advocate for dents and allows them to be successful. By Jaunita Hill 11 C ourselves, but we also need to students we serve, and We need to focus on the students we advocate for our students. Since time serve, and in order to do this we need is precious and we never seem to have to maintain a strong membership at the enough of it, I am so thankful to be a part in order to do this we state level. A Place at the Table of WSCA as well as the American School Take advantage of the benefits of By Diana Gruman Counselor Association (ASCA). need to maintain a strong membership in WSCA and ASCA. Join 12 These two organizations provide strong forces with school counselors in our state advocacy for all Washington school coun- membership at the state level. and nation to advocate for our needs. selors. Knowing that a strong membership Membership is powerful, and there is no departments speaks with one voice to legislators and better way to advocate for our profession state educational leaders on my behalf is school counselors advocate for these than as a unified group. President’s Message reassuring, so I can focus on my primary students and their parents. We use our 5 job: advocating for students. expertise and experience to identify Jeannie Beierle, WSCA high school level Every week parents contact me for deficiencies, gaps in skill level or lack of vice president, can be reached at WSCA/OSCA 2011 help. These parents are frustrated and motivation. We act as a liaison between [email protected]. Annual Conference 7 feel that they are out of options, so students, parents and educators. Our Ethics Committee Report 13 Technology Committee Report 16 12:1 student-to-faculty ratio. More than 50% study abroad. 25% play varsity sports. That’s the po wer of a small college. That’s the power of Linf ield. YwäGDNFFDLJFDHHNMä ääD|{zD{zE}{| ä ä{{äwä{x ä ä ä{wä {äwx äb|{zäY {}{ääcyc{Bäe{} D insights WINTER 2010 6 VIEWING INSTRUCTIONS annual conference WSCA/OSCA 2011 Annual Conference: “SCHOOL COUNSELORS ROCK!” AD INDEX X AAMFT Keynote Speakers Preconference Workshops Helping Teachers With Motivating Stu- X DigiPen Institute dents to Learn: Techniques That Really of Technology Brian Law, Work, presented by Chris Sink, Ph.D., ASCA President Leslie Rondeau, Lauren Burris X The Evergreen Motivating students to learn is tricky State College business. It drives teachers to distrac- Christopher A. Law received the 2003-04 Georgia tion when they genuinely try to reach X Linfield Sink, Ph.D. College School Counselors (GSCA) Human Rights kids with a bad attitude. How can school Award, Region 10 Elementary Counselor counselors lend a hand to teachers in the X ASCA Annual of the Year and Georgia Elementary motivational process? Taking a strengths- Conference Christopher A. Sink, Ph.D., profes- Counselor of the Year award. He went on based and learner-centered approach, sor of counselor education at Seattle to receive the 2004-05 National Elemen- participants conceptually and practically Pacific University, has been active in the tary Counselor of the Year. He received explore key motivation topics that reso- school counseling profession for nearly the 2009-10 Georgia Secondary School nate with teachers. Look at the different 30 years. Prior to serving as a school Counselor of the Year award and was an sides of motivation, and address individ- counseling professor, he worked as a ASCA Top 10 School Counselor of the ual differences related to ethnic diversity, secondary and postsecondary school Year Finalist for 2009. special needs, etc. counselor. His many years of edito- He has served on the GSCA leader- In this multimedia session, participants rial experience in counseling-related ship team for eight years and served as (1) talk about conceptual issues that journals include ASCA’s Professional president for 2008-09. Currently he serves shape students’ motivation to learn; (2) School Counseling Journal and ACA’s as the GSCA finance chair. He has recently discuss how to support teachers as they Counseling and Values in areas related become a part-time adjunct professor in motivate students to achieve, improve to school counseling and educational the department of psychology and coun- academic self-efficacy and reach aca- psychology. Sink is a strong advocate for seling at Valdosta State University teach- demic potential; (3) share their student systemic and strengths-based, school- ing graduate school counseling students. motivation victories and struggles; and based counseling. Currently, his research (4) experience small-group conversation agenda includes topics examining the with real-life student motivational issues. outcomes of comprehensive school Sink is a strong advocate for sys- counseling programs, research methods School temic and strengths-based school-based in school counseling and spirituality counseling. His current research includes as an important feature of adolescent Counselors the outcomes of comprehensive school resiliency. Sink’s latest book is “Mental counseling programs, research methods Health Interventions for School Counsel- in school counseling and spirituality as an SAVE THE DAT E ors,” and he’s coauthor of the forthcom- O important feature of adolescent resil- JUNE 25–28, 2011 ing “Group Counseling in the Schools.” K iency. Sink has a three-year visiting professor/ R C FOR A WHOLE LATTE scholar appointment in the faculty of Register Now Spanish for School Counselors, PROFESSIONAL DEVELOPMENT education and theology at York St. John Don’t miss the WSCA/OSCA 2011 presented by Sarah Rowan University, York, England. Annual Conference “School Counselors Schools and other educational facilities Rock!” Feb. 17-19, 2011, at the Hilton across the country have a great need for Brian Law, current ASCA president, Hotel and Conference Center in Spanish language and cultural diversity served as an elementary school counsel- Vancouver, Wash. Visit the WSCA Web training due to the growing number of or, as counselor/coordinator for the Wil- site at www.wa-schoolcounselor.org/ non-English speaking students and fami- liams Middle School Alternative Program, content.asp?pl=106&contentid=106 for lies they encounter. Participants in this and the Valdosta City School System in registration and conference details. interactive workshop learn basic Span- Valdosta, Ga., currently employs Law as a ish language skills. The workshop meets high school counselor. the needs of beginning and intermedi- ASCA ANNUAL CONFERENCE SEATTLE | JUNE 25-28, 2011 ONLINE REGISTRATION OPENS JANUARY 3, 2011 7 WINTER 2010 insights www.schoolcounselor.org/seattle TABLE OF CONTENTS FEATURES The Power of Many Voices By Jeannie Beierle 6 ate Spanish speakers. Discuss cultural voice, high self-respect and a positive The Dependable Strengths Articulation issues for a better understanding of the relationship with their female elders and Process: Identifying Strengths, Building Hispanic population’s background and peers. She presents to educators and Self-Esteem and Increasing Mutual Re- relevant cultural values. professionals such as the Association of spect presented by Allen Boivin-Brown Confessions of a Workshop topics: Experiential College, Washington School and Beth Landy Reluctant Advocate n Greet students/families and engag- Counselor Association, Pacific Northwest Participants experience key steps of By Jaunita Hill 11 ing in basic conversation. Association of Independent Schools, the Dependable Strengths Articulation n Obtain student information including American School Counselor Association Process (DSAP). Begin to identify your medical and academic history. and the Mean Girls Conference. She also own unique pattern of skills, talents and n Learn about issues that affect the presents her program for girls in col- abilities (Dependable Strengths®), gain A Place at the Table Hispanic student population includ- laboration with the YWCA, YMCA, the self-esteem and increase appreciation By Diana Gruman ing immigration stress, family, reli- Girl Scouts, The Oregon Girls Summit, Big for others. This powerful process was 12 gious and cultural values. Brothers/Big Sisters and other schools originated by the pioneer of career-and- n Learn culturally sensitive approaches and organizations in Washington and employment counseling, Bernard Hal- to conflict resolution, alcohol and Oregon. dane, Ph.D., refined for over 50 years and departments drug-use prevention and gang influence. President’s Message Rowan, the founder of ¡Salud! Span- 5 ish programs, has more than 20 years Win an 8GB experience in teaching, translation and WSCA/OSCA 2011 curriculum development in a variety 4th Generation Annual Conference 7 of educational environments including universities, elementary and secondary iPod Touch Ethics Committee schools, private companies and health- Report 13 care facilities. A group of Spanish-speak- Become a new member of ing school counselors assists Rowan in Technology teaching this workshop. WSCA SCENE for a chance Committee Report to win at the conference. 16 We Hate Sarah: Games, Activities and Discussion on Creating Emotionally Safe Join the new, free, online community for Schools, presented by Peggy Rubins-Ellis school counselors in Washington State. The In this full-day workshop, learn to em- WSCA SCENE is accessible at https://school- power preteen girls to make healthy counselor.groupsite.com/main/summary. Sign choices about friendship problems. Look up for the ASCA SCENE, and click on “join” at current research, explore feelings to- to sign up for free. Once you’re on the ASCA ward relational aggression (RA), discover SCENE, find the WSCA SCENE under the affects of RA and learn how to create the “subgroups” tab on the main ASCA an emotionally safe school. Participate in SCENE page. Go to WSCA SCENE, and activities that engage higher-level think- look for “membership,” and click “join ing skills about RA. All activities are easy WSCA SCENE.” to facilitate, require few materials and fit Once you join WSCA SCENE you are in with current research. Discuss and set eligible to win one of two Apple iPod Touch 8 GB (4th Generation). The drawing goals for your school. Wear comfortable occurs at the annual conference Feb. 17-19, 2011, in Vancouver, Wash. We will draw clothing and come prepared to play, par- two names randomly from the pool of WSCA SCENE members and announce the ticipate and share your valuable insights. two iPod Touch winners at the conference. Sign up today for WSCA SCENE, and tell Leave with a variety of engaging activi- your fellow Washington school counselors to sign up for this unique opportunity to ties and ideas and inspiration for creating win one of these cool devices. an emotionally safe school. Eligible participants must be a member of WSCA SCENE, hold a valid Washing- Rubens-Ellis is a practicing elementary ton school counselor certificate and be presently working as a school counselor in school counselor and the founder of Washington State or a school counseling student enrolled in a state school counsel- Creative Crossings, a company commit- ing program at a university in Washington state. ted to helping preteen girls cross through For more information about WSCA SCENE, visit http://connectshaman.na5. adolescence with self-esteem intact. She acrobat.com/wscaSCENE/. is passionate about helping girls emerge from the adolescence with a strong insights WINTER 2010 8 VIEWING INSTRUCTIONS AD INDEX researched at the University of Washing- ton. It is a foundational step in knowing A Rockin’ Conference X AAMFT one’s best self and reaching full potential. By Richard Cleveland The DSAP is an essential tool for any school counseling professional. This ses- This coming February school counselors from both Oregon X DigiPen Institute sion gives participants valuable prepara- and Washington meet together at the Hilton Hotel and Con- of Technology tion for reviewing the elementary, middle ference Center in Vancouver Washington. The hotel has no and high school adaptations of the DSAP idea what they’re in for. X The Evergreen for students at a later session in the con- If the conference title “School Counselors Rock!” seems a tad State College ference. Discover what the DSAP does ambitious, consider for a moment the wide range of content X Linfield for you and how it helps students. and expertise the event will host. The conference begins with College Landy is a college-career counselor pre-conference workshops focusing on student motivation, and instructor with more than 18 years Spanish for school counselors, identifying student strengths X ASCA Annual experience, first at the University of through the Dependable Strengths program, relational aggres- Conference Oregon and at Lane Community College sion and creating emotionally safe schools through the We since 1998. A critical foundation of her Hate Sarah program and addressing contemporary child abuse work is DSAP: helping people discover, issues. Keynote speakers for the conference are articulate and develop confidence in their Brian Law, 2010-11 President of ASCA and Chris strengths and potential. Landy is a past- Sink, professor of counselor education at Seattle president of the Oregon Career Develop- Pacific University. Both speakers actively fuse ment Association and a past board chair their passion for serving students with current of Oregon Career Information System. best practice knowledge. You will leave with Boivin-Brown is president of the Cen- your heart inspired and your mind geared ter for Dependable Strengths, a nonprofit up with relevant tools and information charity in Seattle, and former career ready to implement. Such an “opening counselor for the Everett School District act” of presenters, sets the stage for the for more than 20 years. He is president “main show” of workshops which will be of the board of directors for the Wash- taking place during the conference itself. ington Occupational Information System. I encourage you to visit your WSCA He is a master trainer of the DSAP and website at http://www.wa-schoolcounselor. in 2001 led a DSAP team to South Africa org/ and check out the full details for all the to assist in alleviating massive unem- pre-conference sessions, main conference ployment and despair after the end of workshops, presenters and keynote speak- apartheid. ers. Connect with fellow colleagues via the WSCA SCENE to talk about workshops, Child Abuse for School Counselors- coordinating rides and where to visit at the Contemporary Child Abuse Issues, conference’s end. The time of learning and SAVE THE DAT E presented by Manivong Ratts, Ph.D. collaborating with each other will be ener- This full day workshop explores types getic and definitely a “rockin’’ time! JUNE 25–28, 2011 of child abuse, mandatory reporting re- FOR A WHOLE LATTE quirements, teacher consultation, sexual Richard Cleveland, WSCA president, can be reached at PROFESSIONAL DEVELOPMENT predators, Child Protective Services and [email protected]. civil/criminal systems as they relate to child abuse. This workshop meets the requirement for Washington State Con- department of counseling and school Ratts’ writes and researches on topics of tinuing Education Staff Associate school psychology at Seattle University. He is a social justice, multicultural and advocacy counselor certification. Participants nationally certified counselor, a licensed competence and school counseling. complete an exit exam to receive 10 clock school counselor and serves on the edi- Specifically, his teaching, scholarship and hours for this workshop. torial board of the Journal of Counseling service focus on advancing social justice Ratts is assistant professor and school and Development and the Journal for So- counseling as the “fifth force” among counseling program director in the cial Action in Counseling and Pyschology. counseling paradigms. ASCA ANNUAL CONFERENCE SEATTLE | JUNE 25-28, 2011 ONLINE REGISTRATION OPENS JANUARY 3, 2011 9 WINTER 2010 insights www.schoolcounselor.org/seattle TABLE OF annual conference CONTENTS FEATURES The Power of Many Voices By Jeannie Beierle 6 Confessions of a Mentoring As practitioners, school counselors can modations, support students in Reluctant Advocate stay current on issues in the field and carpooling or room sharing. By Jaunita Hill 11 the Next best-practice recommendations – a great n Talk to students about the benefits way to stay up to date and informed as a of attending the conference, includ- Generation professional school counselor. Network- ing networking and professional- ing continues past the job search phase; development opportunities. The benefits of conference A Place at the Table relationships formed at conferences n Encourage students to submit pre- By Diana Gruman attendance for school provide school counselors with resources sentation proposals. Offer to review 12 counseling students for consultation and collaboration. Con- the proposals and provide feedback. ferences offer a venue for students and Consider copresenting with stu- By Cher Edwards school counselors to give back to their dents or linking interested students departments profession through volunteering, serving together for joint presentations. One of my favorite roles as a school on the board and giving professional n Promote professional organiza- President’s Message counselor professor and practicum/ presentations. tion membership throughout the 5 internship supervisor is that of mentor for The benefits of conference attendance year, not just at conference time, to the next generation of school counsel- are great for students at every stage of facilitate a culture of professional in- WSCA/OSCA 2011 ors. Coursework and clinical experiences their school counseling program and pro- volvement at your university or site. Annual Conference 7 within the program provide obvious fessional development. School counselor Talk with students about the benefits opportunities to support student learning professors and supervisors can foster of being a part of the organization Ethics Committee and professional development. Faculty this connection in the students that they both personally and professionally Report 13 and supervisors can continue to build on mentor through the following: and how membership supports the this excellent foundation by encourag- n Make students aware of the confer- profession as a whole. Share details Technology ing student attendance and participation ence dates and opportunities for of the purpose of professional orga- Committee Report 16 at professional conferences such as the attendance. E-mail students links to nizations including how membership upcoming Washington/Oregon School conference information, and provide dues are spent and the organiza- Counselor Association joint state confer- conference registration materials in tion’s contribution to the profession. ence in Vancouver, Wash. class or during supervision. Professional conference involvement n Seek scholarship opportunities for ATTENTION STUDENTS can benefit school counseling students students to attend. WSCA provides Students can take the lead. If you have during their program and beyond. Cur- scholarships for volunteers. Some not been approached by a faculty rent students can cultivate relationships universities and school settings member or supervisor, take the initiative with individuals from other programs, have scholarships or professional to contact them to see what resources school counselors and school counseling development funds that can be are available to you or contact WSCA professors throughout the state who may accessed for conferences. If con- directly. WSCA board members encour- serve as support systems during their ference requires travel or accom- age student involvement and are here to current program. As students prepare for help. Ask about scholarships, reduced graduation and professional practice, the conference fees for student attendance, relationships formed at conferences may As students prepare for and presentation and leadership op- serve graduates well during their search portunities. Professional organization for employment. Professional organiza- graduation and professional involvement and conference participation tion membership, such as WSCA, demon- provides you with a great skill base as strates a commitment to the profession practice, the relationships you continue your journey from student and to ongoing professional develop- to professional and soon after, as a men- ment. Conference attendance cultivates tor to the next generation of our profes- relationships with professional organiza- formed at conferences serve sion. tions, encouraging ongoing membership which supports our profession and in graduates well during their Cher Edwards, WSCA postsecondary turn, provides opportunities for leader- vice president, can be reached at ship and advocacy. search for employment. [email protected]. insights WINTER 2010 10 VIEWING INSTRUCTIONS CONFESSIONS OF A RELUCTANT ADVOCATE Be a compassionate school counselor and a passionate force to be reckoned with. By Jaunita Hill am the hand-holding, tear-wiping, Here is my confession. I have been I challenge you to step outside of your friendship-mending, puppet-using selfish with my abilities and a bit afraid comfort zone. I challenge you to believe AD INDEX I instructor that often comes to mind to advocate beyond the comfortable that you can be a compassionate school when you envision an elementary school boundaries of my school and community. counselor and a force to be reckoned X AAMFT counselor. I am also passionate about my The reasons are many: small children, with. I challenge you to find a way to work with students, families and staff. national boards and other distractions. share your gifts and talents on behalf of I strive to understand and implement a And as a result I’m quick to respond your students and fellow school counsel- X DigiPen Institute comprehensive program that serves the “not now” when asked to get involved ors across the state. Challenging times of Technology academic, social and career needs of stu- in WSCA, despite a sincere interest in ahead will require our collective voice, dents in my school. I seek out profession- professional advocacy. our collective energy and our collective X The Evergreen al development about research-based However, I am glad I finally made the resolve to move forward this year. The State College best practices in my field. I participate leap and agreed to get active on the WSCA board is here to help you find your X Linfield in multidisciplinary teams at building, WSCA Board. The board members have voice. College district and community levels. I believe made my transition delightful, and all that handholding compassion balanced they bring to our association inspires Jaunita Hill, WSCA elementary level vice X ASCA Annual with passion, drive and advocacy is what me. The opportunities to participate at president, can be reached at nitascott@ Conference my students need and what makes me the state level are both challenging and harbornet.com. successful in this field. inspiring. other colleges the evergreen state college SAVE THE DAT E JUNE 25–28, 2011 FOR A WHOLE LATTE PROFESSIONAL DEVELOPMENT take a fresh look at evergreen • Unique interdisciplinary approach that focuses on real-world issues • Nationally acclaimed academic quality (Colleges that Change Lives, Princeton Review) • Exceptional value for Washington residents (public college tuition, private college benefits) • Customized academic pathways that reflect student goals • High acceptance rate to graduate schools www.evergreen.edu/why ASCA ANNUAL CONFERENCE SEATTLE | JUNE 25-28, 2011 ONLINE REGISTRATION OPENS JANUARY 3, 2011 11 WINTER 2010 insights www.schoolcounselor.org/seattle TABLE OF CONTENTS A PLACE AT THE TABLE FEATURES Every decision-making team needs your role as a student advocate. By Diana Gruman The Power of Many Voices By Jeannie Beierle 6 s we enter the season of family where important decisions are made in ing for our students. In this role, we give gatherings and group parties, the school building. They contribute to voice to a silent individual or group in Confessions of a A some of us may celebrate Hanuk- student-assistance teams, work on com- an effort to change the system. As part Reluctant Advocate kah or the Solstice and others Kwanza mittees or prepare materials for large- of these efforts, we must be in the room By Jaunita Hill 11 or Christmas. No matter our reason for scale programs, but sometimes these when decisions are made that affect assembling, we’ve all had the experi- duties are on the periphery of influence. these students. ence of sharing a meal with multiple Are you part of the group that shapes If the decision-making bodies in your generations. In my house, I remember the policy in your school building or district? setting haven’t invited you, it is time to A Place at the Table “tween” years when was I was assigned Do school board members know you volunteer. The ASCA National Model pro- By Diana Gruman to the table with the smaller children. It by name because you attend meetings motes the school counseling program as 12 was awkward. At that age, sitting at the or volunteer for a task force? Are you integral to the mission of the school. It is kids table felt like I was not recognized as present when the team determines next time to move our place setting and settle a contributor to the “real” conversations year’s school-improvement plan goals? in for business at the big table. departments with the adults. When I talk to school counselors, PULL UP A CHAIR Diana Gruman, WSCA president-elect, can be President’s Message they sometimes feel they have not been When we talk about advocacy, we often reached at [email protected]. 5 invited to “sit at the big table” – the place mean the energy we put into advocat- WSCA/OSCA 2011 Annual Conference 7 Ethics Committee Report 13 7+($$0)7,167,787(6 Technology )25$'9$1&('&/,1,&$/75$,1,1* Committee Report 16 0$5&+6$17$)(1(:0(;,&2 WORK HARD PLAY HARD (DUQRUKRXUVRIFRQWLQXLQJHGXFDWLRQ 5HJLVWHURQOLQHDWZZZDDPIWRUJ insights WINTER 2010 12 VIEWING INSTRUCTIONS ETHICS COMMITTEE REPORT SCHOOL COUNSELOR CONFIDENTIALITY VS. COLLABORATIVE PRINCIPAL RELATIONSHIPS Research shows that the school counselor-principal relationship is the key to serving students. AD INDEX By Terry Rainwater, Ph.D., Alice Amaya, and Louise Berman X AAMFT X DigiPen Institute “What should I do when my principal of Technology asks for specific information about students?” X The Evergreen State College ontemporary school-reform X Linfield literature consistently notes the College C importance of school counselor- principal relationships, and that their X ASCA Annual collaboration is an essential approach for Conference improving services to students. Yet one of the most difficult issues for school coun- selors and principals is student confidenti- ality in the school counseling relationship. The American School Counselor Asso- ciation (ASCA) 2010 Ethical Standards for School Counselors includes references to school counselors’ responsibilities to other school professionals such as faculty, staff and administrators. For example, Standard D.1 specifies that the school counselor “inform appropriate school officials of potentially destructive or disruptive tive school environment and the limits of of conditions that may be poten- acts of students. confidentiality. This different perspective tially disruptive or damaging to the on confidentiality may lead to a conflict school’s mission, personnel and Ethical Requirements and ineffective use of time and energy property while honoring the con- Despite the advent of the ASCA National for both principals and school counselors. fidentiality between the counselee Model, which has established a clearer According to Williams, most principals and [school] counselor.” definition of the school counselor’s role, assess an effective school environment According to the American Counseling many administrators may not be aware of from a macro level. They must consider Association, when required to disclose school counselors’ ethical requirements. the big picture regarding the school’s confidential information without a client’s According to Rhonda Williams, Ed.D, in operations. They fulfill a multitude of roles permission, school counselors are to reveal her 2009 ASCA School Counselor article, including disciplinarian, curriculum plan- only essential information. For example, “Confidentiality vs. Principal Relation- ner, supervisor, negotiator, budgeter and SAVE THE DAT E even during an individualized educational ships,” a recent study at the Univer- change agent. Principals operate from the program meeting in which all participants sity of Colorado, at Colorado Springs, perspective of what is done for one must JUNE 25–28, 2011 have a general idea of a student’s counsel- documented that students were unaware be done for all. They assess the impact FOR A WHOLE LATTE ing goals and how these relate to other school counselors even had ethical stan- to the safety and climate of the entire PROFESSIONAL DEVELOPMENT academic goals, school counselors are dards. That might explain their lack of educational institution. Some principals expected to present information related understanding about the impact breach- view confidentiality as an impediment to to the student’s progress in meeting those ing confidentiality might have on the collaborative problem solving. They may goals but should not disclose specific relationship between students and school feel that only one side of the story is being details of their counseling sessions. School counselors. heard under the pretext of confidentiality. counselors may have difficulty determin- School counselors, on the other hand, ing the proper ethical standards from the Different operate from the micro level, which professional organizations if expected to Perspectives demands they assess how each student keep student disclosures confidential with- Principals and school counselors often becomes self aware and self motivated to in limits but also to inform school officials differ in their perception of a produc- achieve academic success. School coun- ASCA ANNUAL CONFERENCE SEATTLE | JUNE 25-28, 2011 ONLINE REGISTRATION OPENS JANUARY 3, 2011 13 WINTER 2010 insights www.schoolcounselor.org/seattle TABLE OF CONTENTS FEATURES The Power of Many Voices By Jeannie Beierle 6 Confessions of a Reluctant Advocate By Jaunita Hill 11 selors consider the impact the school has different approaches for addressing the STRATEGIES A Place at the Table on individual students. Their focus is on same student concerns and use different Regular Meetings By Diana Gruman what is best for the students. They see the frameworks for dealing with challenges. A number of strategies to build strong 12 life pressures for each student interfering School counselors advocate for individual collaborative relationships between school with achievement, which they must deal students while principals focus more on counselors and principals have surfaced. with on an individual level in a confidential the school as a whole. Regular meetings allow the team to estab- departments and private manner. Students report that A recent study found that only slightly lish a respectful and trusting relationship. their leading concern about school coun- more than two-thirds of the school coun- These meetings provide a time to discuss President’s Message seling, including their decision to enter a selors surveyed said their training helped ongoing student issues, to develop pro- 5 counseling relationship, is the assurance them understand how much to disclose cesses and protocols for handling complex of confidentiality. Williams asserts that to principals regarding student confi- and sensitive student issues and to be- WSCA/OSCA 2011 confidentiality is the cornerstone of our dences. Even fewer elementary principals come familiar with differing perspectives Annual Conference 7 profession. Professional school counselors stated their training prepared them to on critical issues like confidentiality of acknowledge the limitations of hearing know to what extent school counselors student information. In order to facilitate Ethics Committee one side of the story and understand should disclose. The study concluded administrators’ awareness of confidential- Report 13 the necessity of providing safety and a that both school administrators and ity’s complexity, school counselors should trusting relationship between themselves school counselors viewed their profes- explain their ethical concerns about harm- Technology and the student. Most importantly, school sional training as inadequate to prepare ing the student if they reveal confidential Committee Report 16 counselors understand the price of break- them to work together and understand information. ing confidentiality. the boundaries of confidentiality in this Professional school counselors struggle relationship. Since administrators and Trust with the dilemma of respecting student school counselors receive separate train- When we examine issues of collabora- privacy and confidentiality while working ing, they have few opportunities to learn tion between school counselors and their closely with principals and other school about each other’s roles, responsibilities principals and student confidentiality, we personnel. They do not decide to breach and perspectives. find that the relationship is most produc- confidentiality easily, and when they do Despite differences in professional tive when each respects the role of the they provide what they believe to be preparation and orientation, research other including ethical and legal guidelines sound and justifiable reasons for doing confirms that collaboration among prin- that shape their roles. When trust is pres- so, relying on ethical and legal standards cipals and school counselors results in ent, principals don’t ask school counselors as well as professional-personal priorities more effective programs and services that to break confidentiality. Likewise, when and values. They balance confidentiality positively influence student academic, trust characterizes the relationship, school between both personal and professional personal and social growth. Numerous counselors openly advocate for students values as well as other factors. How shall studies identify the unique and power- but respect the principal’s need to disci- I act? What is necessary information? ful relationship that emerges between pline students and maintain a safe school What constitutes the best interest of the a school counselor and principal when environment. Both parties understand student? They consider the contextual ap- they collaborate on student issues. This and respecte the role of the other and plications regarding confidentiality such as relationship appears to develop over acknowledge how that role contributes to maturity of the student or what is consid- time as a “felt sense” of trust that is the health of the school. It is important for ered of legitimate educational interest. built “unconsciously.” Risk-taking often school counselors and principals to form represents the evolving relationship, but partnerships based on knowledge, trust Different Training once trust is established with the principal, and positive regard. Research shows that school principals the principal-school counselor working and professional school counselors often relationship improves. This suggests that Clear Policies and Procedures approach student concerns from different principals and school counselors need to Strong relationships between school perspectives based on their training and work toward building trust and establish- counselors and principals are built by philosophical orientation. They also have ing a mutually respectful relationship. clearly voiced policies and procedures for insights WINTER 2010 14 VIEWING INSTRUCTIONS AD INDEX handling confidentiality issues where their Educating principals about those who work in nonschool settings. X AAMFT roles might differ. Procedures for shar- There may be times when the best inter- ing information should be in place and ests of minor clients are served by includ- understood by both parties. “Collaborative the school counseling process ing the principal and other stakeholders. X DigiPen Institute ethics” means constant, effective com- This does not imply that school counselors of Technology munication. It entails having the hard dis- helps them understand how should automatically share confidential cussion before the crisis occurs. It means information, but rather that they should The Evergreen X educating each other on the boundaries, disclosing against a student’s acknowledge the likelihood that princi- State College both legal and ethical. Most importantly, it pals will want information about students. X Linfield means mutual respect from both sides and wishes may result in negative Engaging in strong informed-consent College building a collaborative relationship. practices can prevent conflict. Educating principals about the school X ASCA Annual Advocacy consequences. counseling process helps them understand Conference Because school counselors’ roles include how disclosing against a student’s wishes student advocacy, they are often at odds derstanding of the legal and inherent may result in negative consequences. It with other school personnel. Principals rights of parents/guardians to be the is important to assure administrators that who understand the importance of con- guiding voice in their children’s lives.” they will be informed if the school coun- fidentiality demonstrate respect for the These standards pertain to the school selor believes a student is in harm’s way. importance of confidentiality by interced- counselor’s relationship with students and Determining what constitutes potential ing with other school personnel to support other school personnel, such as principals. harm is not easy, but school counselors the importance of confidentiality in the Future conflicts can be prevented by should assume that principals are asking student-school counselor relationship. sharing results of various studies. School for information out of a desire to serve all counselors can demonstrate their commit- students. Sharing Ethical Standards ment to confidentiality as well as provide Confidentiality seems to cause the most Confidentiality is a concept based on information about ethical, legal, proce- ethical dilemmas for school counselors. ethical principles, so school counselors dural or other conditions that may lead Working together to meet students’ best should share information about ethical to breaching it. Sharing this information interests requires establishing strong col- standards of practice for school counsel- enhances trust in school counselors as laborative relationships with principals. It ing. By reviewing pertinent standards professionals who act according to ethical is vital for school counselors to develop with principals, school counselors can principles that are primarily in the best a type of collaborative ethics. Through better explain their role and professional interest of the client, which contributes to collaboration with the principals, school behavior. Section A.2 of the ASCA Ethical the enhancement of the school counseling counselors can balance students’ needs Standards addresses confidentiality, and profession’s status in general. for confidentiality with principals’ needs your review should specifically focus on to maintain an operative school setting. A.2.f, which states, Professional Development Because confidentiality is complex, it “The professional school counselor School counselors can request that their is important to have a strong working SAVE THE DAT E protects the confidentiality of infor- district provide professional development relationship and commitment to joint mation received in the counseling workshops on current local and state efforts. Educating your principal about JUNE 25–28, 2011 relationship as specified by federal policies and laws regarding confidentiality the rationale for confidentiality is impera- FOR A WHOLE LATTE and state laws, written policies and and their duty to protect students from tive. Sharing ethical standards can be the PROFESSIONAL DEVELOPMENT applicable ethical standards. Such danger. These professional development first step, and ongoing communication is information is only to be revealed to sessions should include information on paramount. others with the informed consent of procedures for when school personnel the student, consistent with the coun- must breach confidentiality. It is helpful Contact the authors for a list of refer- selor’s ethical obligations.” for school counselors to have a network of ences to this article. A.2.g, states, peers with whom they can consult when “The professional school counselor difficult situations arise. When possible, Terry Rainwater, Ph.D., WSCA Ethics recognizes his/her primary obligation they can broaden their own perspectives Committee chair, can be reached at for confidentiality is to the student but by including colleagues in their network [email protected]. Contributors to this balances that obligation with the un- who work at other school levels as well as article are Alice Amaya and Louise Berman. ASCA ANNUAL CONFERENCE SEATTLE | JUNE 25-28, 2011 ONLINE REGISTRATION OPENS JANUARY 3, 2011 15 WINTER 2010 insights www.schoolcounselor.org/seattle TABLE OF Technology committee report CONTENTS FEATURES STAY CONNECTED The Power of WSCA resources to support your work as a school counselor Many Voices By Jeannie Beierle 6 By Toby Marston Confessions of a Reluctant Advocate SCA supports school counsel- By Jaunita Hill 11 or efforts to promote student W success. With increasing workloads and diminishing resources, school counselors need to collaborate, A Place at the Table make data-driven decisions, and imple- By Diana Gruman ment and improve programs. Below is a 12 snapshot of current technology initia- tives. departments n WSCA SCENE is a networking site where school counselors share and President’s Message collaborate. This site is part of the 5 larger American School Counselor As- sociation’s ASCA SCENE. In the past WSCA/OSCA 2011 year, the number of school counselors Annual Conference 7 registered on this Web site has soared. In addition to WSCA updates, discus- Ethics Committee sion topics range from ASCA Board Report 13 candidacy to Navigation 101 imple- mentation. Join the WSCA SCENE at Technology https://schoolcounselor.groupsite.com/ Committee Report 16 group/wsca. n Webinars are affordable, convenient and valid for continuing education With increasing workloads state data systems and state-required credits. Last year webinar topics district reporting requirements that included Navigation 101 and and diminishing resources, support the development of district- EZAnalyze. Watch this newsletter and level K-12 dropout prevention, interven- www.wa-schoolcounselor.org for up- tion and reengagement systems.” Visit coming webinars. school counselors need to www.k12.wa.us/buildingbridges/ n WSCA Annual Conference: This year’s default.aspx for more information. WSCA/OSCA Joint Annual Conference, collaborate, make n WSCA Web site: WSCA members can Feb. 17 - 19, 2011, covers technology access advocacy resources, ethics guide- topics such as data analysis and data-driven decisions, lines, training information, professional understanding Skyward. Register at development opportunities, member- www.wa-schoolcounselor.org. ship details, conference news, WSCA n WSIPC Collaboration: The Washington and implement and Insights issues, links to the WSCA SCENE School Information Processing Coop- networking site and more. Go to www. erative provides information services improve programs. wa-schoolcounselor.org. to over 280 school districts in the state. WSIPC Enhanced Skyward Point- Send an e-mail, or post a comment on and-Click (WESPaC) software suite is n Dropout Prevention: Building on the the WSCA SCENE to communicate about the tool most school counselors use on success of the Dropout Prevention the technology resources you find most a daily basis in WSCA districts. WSIPC, Summit WSCA cosponsored last year effective, which resources need improve- in partnership with WSCA, is develop- with the Office of the Superintendent ment and new technology resources you ing an online professional-learning of Public Instruction, WSCA is working would like to see. community to provide support and with the Building Bridges Workgroup. development for school counselors. The focus of this work, according to Toby Marston, WSCA Technology Look for more information about this OSPI, is “…to develop recommenda- Committee chair, can be reached at opportunity this fall at www.wsipc.org. tions regarding the improvement of [email protected]. insights WINTER 2010 16