Westchester Putnam Rockland Counseling Association - WPRCA.org

Year End Celebration May 22, 2012

MDelBalzo — Tue, 01 May 2012 10:45:00 -0700

OUR SALUTE TO THE END OF THE YEAR,
TO SUMMER,
HONORING RETIREES,
ANNOUNCING SCHOLARSHIP WINNERS AND
INTRODUCING THE NEW ELECTED OFFICERS OF THE ASSOCIATION

Sponsored by: LEHMAN COLLEGE AND MACAULAY HONORS COLLEGE OF THE CITY UNIVERSITY OF NEW YORK

You’re Invited!

Come join your colleagues and celebrate our profession and share in fellowship with all who make our group so vital and meaningful!

WHEN:

TUESDAY, MAY 22, 2012

WHERE:

KNOLLWOOD COUNTRY CLUB

200 Knollwood Road

Elmsford, New York 10523

*Valet Parking Available*

Click Here for Directions!

Registration 3:30 PM

Program 4:30 PM

Dinner 5:45 PM

ADMISSION:

Current WPRCA Members: FREE

Non-WPRCA Members: One-Time Event Fee $10

Become a WPRCA Member for only $30/year!

If you need to RENEW your membership or would like to become a NEW member, please attend

Early Registration from 3:30-4:30pm

RSVP by FRIDAY, MAY 18^TH

(If you haven’t already)

Clouangsiyotha@cw.edu

(914) 831-0466

New & Untenured Counselors Mentoring May 9

MDelBalzo — Mon, 30 Apr 2012 04:13:00 -0700

WESTCHESTER PUTNAM ROCKLAND COUNSELING ASSOCIATION

We invite all new or untenured high school counselors presently working in a school to attend a mentoring session this Spring!

NOTE: This is not the appropriate session for current graduate students or interns.

Enjoy a morning with other new colleagues and veteran counselors as we explore topics that are pertinent to the first few years on the job.

Topics will include but not be limited to:

Responsibilities of the new counselor
Supervision
Observations
Contact with parents/guardians/families
College process
Building relationships with faculty and staff

We ask the counselors to bring ideas, questions, and concerns they have about being new in their position and we discuss in a roundtable type setting.

We look forward to seeing you and please RSVP if you are able to attend.

WHEN:

Wednesday, May 9, 2012

8 - 10 AM

(light breakfast will be served)

WHERE:

Manhattanville College

East Library in Reid Castle

2900 Purchase Street
Purchase, NY 10577-2132

RSVP to either Susan or Eileen by Friday, May 4^th:

Susan Buchman: sbuchman@byramhills.org

Eileen Cawley: ecawley@somersschools.org

Call for Retirees, Hold the Date - May 22 Dinner

MDelBalzo — Sat, 28 Apr 2012 23:56:00 -0700

Dear WPRCA member,

Please Save the Date on Tuesday, May 22^nd, as it will be our final WPRCA gathering for the year to honor our retirees. If you know of anyone who is retiring or has retired, please kindly send Christine Louangsiyotha their name, school of affiliation, and contact information by Tuesday, May 15^th. Please note that they must be a member of WPRCA. Christine's contact information: clouangsiyotha@cw.edu or 914-831-0466.

Thank you for your help!

Dr. Charles Wilson Resources

MDelBalzo — Wed, 16 Nov 2011 12:44:00 -0800

Please see Counselor Resources page to Download PDF of Dr. Charles Wilson's materials from his Nov 5 WPRCA Presentation entitled:

REPORT ON COLLEGE COUNSELING PROGRAM PLACEMENT, TRENDS AND FUTURE DIRECTION OF SERVICES

Upcoming Events

MDelBalzo — Sun, 23 Jan 2011 08:11:00 -0800

WPRCA Upcoming Events - Save the Dates!

SAVE THE DATE

THURSDAY, MAY 19

WPRCA ANNUAL END OF YEAR CELEBRATION AND RETIREMENT DINNER

TO BE HELD AT MERCY COLLEGE

MORE INFORMATION TO FOLLOW

New Membership Chair

MDelBalzo — Mon, 30 Aug 2010 13:32:00 -0700

Memberships

Please be advised that Lori Merante is Membership Coordinator.

If you have any questions about membership or need to contact Lori, you can email her at wprca@verizon.net or call her at 973-278-5400 x1218

Memberships/ Purchase Orders should be mailed to:

Berkeley College

Lori Merante

99 Church Street

White Plains, NY 10601

Thank you

Obama Address 9/8/09

MDelBalzo — Tue, 08 Sep 2009 04:52:09 -0700

The President's address scheduled for 9/8/09 at 12 noon eastern time.

For those interested in reading his remarks, it can be found at: http://www.whitehouse.gov/MediaResources/PreparedSchoolRemarks/.

You can also read his remarks on our site. We have downloaded it for your convenience and reference.

Mike Nerney resources

MDelBalzo — Mon, 10 Nov 2008 15:06:16 -0800

Welcome to the Adolescent BrainMICHAEL NERNEY and ASSOCIATESP.O. Box 93Long Lake, NY 12847-0093(518) 624-5351mcnerneyLL@frontiernet.net

Brain Facts: Why is this Brain at Risk?

200 Billion Cells Migration and Activation

Emotional Intensity

Brain Facts: Why Is This Brain at Risk? Problem Solving Risk taking

Risk and Motivation

Family Dysfunction

Emotional and Learning Disorders School Failure/Social Isolation Risk and Motivation

Emotional stressors

Boredom Money Sources: - No Place Like Home - School Shopping - Mall Walking - Street Cruising - Net Surfing Patterns: - As Needed - Partying - Cross-Generational

New Research on Alcohol

1. 2. 3. 4. New Research on Other Drugs

Stimulants:

Rx Cocaine Methamphetamine Depressants: Rx Narcotics Tranquilizers Sleeping Pills

Ecstasy:

Imported American

Marijuana:

Alternative Routes of Administration Loaded Blunts New Strains Risk Factors Hallucinogens:

Homegrown

Synthetics

Over the Counter:

Cough and Cold Caffeine Motion Sickness CONCERNS BRAIN CHANGES: 1) Reward System Shutdown 2) Embedded Emotional Memory LIFE CHANGES: 1) Limited Practice Skills 2) Dominant Response Long Term Outcomes of Underage Drinking and Drug Abuse Prevention and Intervention Strategies: MICHAEL NERNEY and ASSOCIATESP.O. Box 93Long Lake, NY 12847-0093(518) 624-5351 RESOURCE LIST Brizendine, Louann, MD, The Female Brain, Morgan Road Books, NY, 2006 Gurian, Michael, Boys and Girls Learn Differently! A Guide for Teachers and Parents, Jossey- Bass, San Francisco, 2001. Howard, Pierce J., The Owner’s Manual for the Brain: Everyday Applications from Mind-Brain Research, Bard Press, GA, 2000. Kuhn, Cynthia, Swartzwelder, Scott, and Wilson, Wilkie, Buzzed: The Straight Facts about the Most Used and Abused Drugs from Alcohol to Ecstasy, W.W. Norton & Company, New York, 2003. Lamb, Sharon, The Secret Life of Girls: What Good Girls Really Do – Sex Play, Aggression and Their Guilt, Simon and Schuster, New York, 2001. Restak, Richard, The Secret Life of the Brain, Dana Press, NY, 2001. Sheff, David, Beautiful Boy: A Father’s Journey Through His Son’s Addiction, Houghton Mifflin Company, NY, 2008. Sheff, Nic, Tweak: Growing Up on Methamphetamines, Simon and Schuster, NY, 2008. Simmons, Rachel, Odd Girl Out: The Hidden Culture of Aggression in Girls, Harcourt Inc., New York, 2002. Walsh, David, Why Do They Act That Way? A Survival Guide to the Adolescent Brain for You and Your Teen, Free Press, NY, 2004. MICHAEL NERNEY and ASSOCIATESP.O. Box 93Long Lake, NY 12847-0093(518) 624-5351 RESOURCE LIST, con’t. Ongoing Research: Brain Chemistry in Teens:Sandra Witelson, McMaster University, Ontario, CanadaBrain Chemistry in Teens – Amygdala Function:Jay Giedd, National Institute of Mental HealthLimbic System in Teens:Deborah Yurgelun-Todd, McLean Hospital, Belmont, MAGender Differences in Neurochemistry in Teens:Francine Benes, McLean Hospital, Belmont, MARisk Taking in Teens:Marvin Zuckerman, University of Delaware Web sites:Brain Development:www.dana.orgwww.nida.nih.gov and www.Brainconnection.comTeens and Drugs:Lloyd Johnson, “Monitoring the Future” Studywww.nida.nih.govCenter on Addiction and Substance Abuse, Columbia University, NYwww.casacolumbia.org

Dr. Ann Engelland resources

MDelBalzo — Thu, 16 Oct 2008 10:37:33 -0700

WPRCA sponsored a program on Oct 15, 2008 featuringAnn Engelland, MD, Pediatrician Understanding Adolescent Quirkiness Dr. Ann Engelland, pediatrician, has a fascinating practice specializing in working with adolescents. See below for her suggestions and case studies from our workshop.She gave a great presentation and discussion. Dr. Engelland is an experienced, Westchester pediatrician specializing in adolescent medicine as described in a story in the May 2008 New York Times featuring Ann and her work. Her work as the Mamaroneck School District physician affords her another window into the importance of collaboration between health care providers and the schools.

Ann shared her observations about the physical and mental health of adolescents, the spectrum of problems they present and how a sensitive doctor and counselor can help and work together.

She touched on the adolescent interview in a doctor's office, what to do when a medical problem presents to the counselor before the doctor, how to facilitate communication between the school and the medical community and how to talk effectively with docs.Quoted from an article written by Joe Berger and published in the NY Times on May 4; "Her adolescent specialty exists because many teenagers don’t feel comfortable in pediatricians’ offices surrounded by crying babies and frisky toddlers. “I don’t have Lego or Dr. Seuss,” she says with a chuckle." '“I spend chunks of time talking to students about what makes them tick — family, friends, sexuality — and that’s where pathology emerges,” she said. “The conversation is not only diagnostic but therapeutic.”' http://www.nytimes.com/2008/05/04/nyregion/nyregionspecial2/04colwe.html?emc=eta1) Counselors and the Community: Case examples

CASE #1 In October, a posse of 8^th grade girls comes to talk with you. They are concerned about SJ, their friend who they believe has anorexia. What do they have to say?What do you need to know?What steps can you take?What can you do within the school?What if she is a junior and a varsity soccer player? What further steps might you take that require parental permission? ******CASE#2 In November, the honors Math teacher stops you in the hall to tell you she is concerned about CM, a sophomore football player. He seems distracted and disconnected and not himself at all. He failed the midterm. You know CM from last year when he came to you a few times to chat when his parents split up. You have also heard rumors that he and his longstanding girlfriend from middle school are no longer going out. You call him into your office.What does he say? Feels lousy, headaches, sleeping poorly, irritable. He does not think it is related to splitting up with his girlfriend; it was long overdue, he says, and his idea. And his parents are amicably separating; he and his sister have time with both parents and have seen a counselor together.Share your thoughts about this.What do you need to know?What do you recommend? ******CASE #3 In April, an 8^th grade girl comes to you because she has missed over 25 days of school and has not met her gym requirement. You look at her absentee record and realize that she has missed 3-4 days of school each month, at regular intervals. You suspect dysmenorrhea—pain with menstruation. You (or your sister) had really bad menstrual cramps as a teenager, so you are sympathetic. What do you ask her?What do you think she will tell you?What advice can you give?With whom might you speak to best help this girl? ****** CASE#4 BK, a sophomore boy, comes to you for advice. He thinks he has ADD. His older brother just came home from college and told him he has discovered Adderal and thinks he should try it because “we are just alike.” What do you want to know?What questions do you ask?How do you help him address the underlying issue here?When do you involve parents? When do you need to talk to a clinician? How do you proceed? *********

Tricks to communicating with pediatricians, family docs, and other clinicians. Ahead of time:

Be sure you have done your homework within the building/school.
Gather as much information as possible.
Get written parental consent to speak to the clinician.

Then:

Email if possible.

State your concerns clearly.

Make a phone date to talk. (try lunch, last thing in the day, first thing in the morning)
Let them know how you would like them to help you.

If parents are meeting with the clinician, help them

by putting together a package that has all the info the physician might need: test scores, grades, teacher comments, psychological testing you may have available, a photograph of the student. Consider highlighting (I mean with a marker!)the key points. State your impression, your questions and your recommendations.

Suggest to parents that they schedule a “Consultation” visit with the pediatrician. No one benefits if the visit is scheduled the way a strep throat would be. Consultations are better scheduled first thing in the afternoon, before or after hours. Send the information ahead of time if possible.

Talk to a nurse practitioner whenever possible!

Scholarship Opportunities

John Fleck — Wed, 05 Oct 2005 18:05:10 -0700

SCHOLARSHIP APPLICATION FOR NYSSCA CONFERENCE WPRCA is proud to announce a scholarship opportunity for a WPRCA member to attend the NYSSCA conference this fall to be held on November 13-15. This scholarship is available to either a practicing school counselor or a current graduate student enrolled in a counseling program. The scholarship will cover the cost of registration for the conference. Please complete the application below and e-mail it to Mr. John Fleck at jfleck@somers.k12.ny.us by OCTOBER 27^TH.

NAME_________________________________________________________________

ADDRESS______________________________________________________________

TELEPHONE__________________ E-MAIL_________________________________

TITLE_________________________________________________________________

INSTITUTION OR GRADUATE SCHOOL_________________________________ Briefly explain how your attendance at the conference will benefit you professionally.

New Counselor advice

MDelBalzo — Tue, 15 Jan 2008 06:16:19 -0800

ADVICE FOR NEW COUNSELORS

Consult with your profs who are teaching your capstone counseling course, and network, network, network!
Attend WPRCA meetings (next one is March 6)
check the New York Times Week In Review regularly
go to local district web home pages for job postings and application process, as well as local job fair prospects - check regularly
Source your current and past school placement contacts for news of job openings
be open to possibilities!

In the Wake of VA Tech, some helpful suggestions

MDelBalzo — Wed, 25 Apr 2007 08:25:15 -0700

Crosspost from ASCA – some excellent suggestions

Best,

Mary Beth Del Balzo

WPRCA Technology Liaison

MANAGEMENT INSTITUTE

PO Box 331

* Salem, OR 97308 * (503) 585-3484

Guidelines for Helping College Students

in the Aftermath of the Shooting at Virginia Tech

No one could have imagined that this could happen. The magnitude of the shooting at Virginia Tech makes it difficult to know how best to support these young adults. This guideline is a starting place for parents of

college students and adults who work with college students to begin to address how this assaults their sense of safety in the world. There are some over-arching issues that come into play.

College years are supposed to be when youth are really individuated from their parents. Yet events like this

often bring young adults to need most of all to reconnect with family. This is a time to help students connect

with those who are primary support. Depending on past history, the proximity to the event and many other

factors, some may want to go home for a time and some may need reassurance over the phone more often.

Routine gives us a sense of security. Having something like this occur anywhere is terrible. Encourage these young people to do those things that provide a sense of routine and predictability in their lives.

Encourage them to turn off the TV! There is a psychological saturation that comes from watching news

coverage of these events, and the healthiest way to take in information about these overwhelming events is to get the information from radio or reading, and then to discuss it with others. Brains function in a more openly receptive mode with no time between graphic images for critical thinking. The horror of the event reaches the parts of the brain most susceptible to nightmares and flashbacks when we watch television coverage. All of us need to limit our diet of television coverage.

Opportunities for youth to gather are crucial. All colleges would do well to offer both faith-based support

and forums or other student gatherings. You don’t have to have answers. You just need to show up for them. Bring them together. Allow them to have space to talk and know that you’re really listening. It is very possible to frame these such that the focus isn’t on blame, but on what troubles us and how we might address this.

Some of the messages that might be helpful at forums could include:

• An administrator voices appreciation for students coming together at a time such as this.

• Make a statement of observation: This was just beyond what any of us believed would happen. The

magnitude is great, and it hits close to home when it is another university.

• Normalize reactions: When things like this happen, some of us are shaken to the core, some are

profoundly sad, some feel anxious, and some may be less bothered than others. There is a wide range

of reactions we might be seeing in one another.

• Reinforce the value of community: These are the times we all pull together. These are the times that

we lean on one another. We at the university want to entirely avail ourselves to you a time when we

can all begin to look at why and how these things happen and how this impacts all of us. Even though

we have no answers that can make it all better, coming together is the beginning of moving forward to

a better place.

• If the group is small enough to have open discussion, you might frame it specifically enough that

there is some focus, at least at first. There are often two categories of concerns that students voice.

Some are problems that can be addressed and others are fears or anxieties with which we must learn

to live. It is empowering if you can label those that are problems that can be addressed.. So a good

place to begin might be: What can we do that can help you all feel safe right now? What troubles you

in terms of campus life about which we could do something? Draw out their suggestions about

whether they want extra security for dorms at night, etc.

• Then you might move into the other aspect: What is it about what happened today that troubles you

most? For some students it might be existential - that there is such violence in the world. For others

it may be closer to home, yet without a solution. How can I know if I can trust boys that I meet and

might want to date? If it is possible to have counselors, chaplains and other adult support, students

could break into small groups for this part and have it be more of a discussion, but it is probably best

MANAGEMENT INSTITUTE

PO Box 331

* Salem, OR 97308 * (503) 585-3484

for there to be some adult guidance or support in that process. It can still work well as a large group

(or even auditorium level) discussion. Have cordless mics so students can be heard if in a large group.

For many students, this may be the first time they’ve been away from home and faced a major fear on

their own. Listen closely so you can help guide and support them, and normalize that it isn’t unusual for the

distance from home to feel greater at times like this.

Resist the impulse to always have an answer. We often feel that we need to have an answer or to take away the pain… to give hope when there is fear. Sometimes this is our own discomfort in seeing children suffer.

Voice your belief that we get through these things together, and that somehow, we'll cope and recover.

Entertainment and diversion are helpful. It is really important to have breaks from the grieving, the worry,

the event. Go out for pizza… go to non-violent, light and entertaining movies. Taking a break isn't

disrespectful -- it allows us to recharge our energies. The bad news isn't going away. The breaks just give us

time to regenerate so we can continue to cope. That means that parents need breaks, too.

How to get students to talk when they don't seem to want to? Often it is because we ask questions that

are quite direct, like "Are you worried about a school shooting happening on our campus?" or “Are you fearful of sleeping in the dorm?” A way of asking those questions in a way that feels safer to answer is to ask for their insight. "What kinds of things do you think college kids are worried about? What do you think the our

students would like us to know?" This strategy gives them a full "step" of distance from the question,

making it less personal. By doing this, they can talk about their fears without feeling so vulnerable, because

they are thinking of it as though they're speaking for others. And a great question for students…. "What

do you most wish adults understood about what it is like to be a college student today?"

The fastest way to keep kids from talking more once they open up is to give advice or try to take away their pain. Of course you want to take away the pain and fear. But the most empowering part of this is for kids to talk without interruption about how this is for them. Don't rush in with advice on why they don't have to worry. Ask questions like, "Can you help me understand more about that?" or "When you think about that, what is the next thing that comes to mind?"

Often emotions are so overwhelming that staying more cognitive is helpful. That means focusing on what students think instead of what they feel part of the time. Often emotions defy description and sometimes it makes us feel vulnerable to focus on feelings. Try asking some questions that are more cognitive than emotion based, such as questions about what they think instead of what they feel, what anyone can do now that will help, how you can help them plan how to feel safer. This sometimes brings a sense of control that then allows children to talk about feelings more easily. Alternate focus on thoughts and feelings.

Reassure students that, although this was terrifying, it is extremely unusual for people to be so mentally

upset and out of control that they will do this sort of thing. Although at some points in people’s greatest

desperation, many may contemplate what it would be like to do something hurtful, very few actually follow

through. Help them discern the difference in "everyday anger" that we all have and how this is different.

Don't make promises you can't keep, however, so don't promise it won't happen.

To some degree, students will do as well as the adults around them. Take care of yourself. Remember not to voice your fears to them; voice your concerns to other adults who can give you support, but don't feed them to your children! Voice confidence in their safety at college.

Visit our web site at and look on the home page in the lower right corner for the "free

downloads" link. There are other helpful guidelines for parents and others on helping children cope at difficult times. And remember! Your children are lucky to have you as caring parents and concerned university staff.

Together you can make a difference that neither of you can make alone. Reach out and be part of what brings support to all of the students. Really, all kids are "our kids."

ETHICS IN COUNSELING ENCOUNTERS

MDelBalzo — Fri, 02 Feb 2007 08:46:20 -0800

ETHICS IN COUNSELING ENCOUNTERS

MICHAEL KOCET, PH.D., LMHC, NCC

Friday, March 30, 2007

Reid Castle, Manhattanville College

11:30 a.m. – 2:30 p.m. – Bring your lunch

CEU’S available.

Directions: 914-694-2200

RSVP by March 26 (see below)

Program: Counselors of all specialties are often faced with crucial decisions concerning the welfare of their clients. Situations arise where they may ask: Is this in the best interest of my client? Should I get the client’s consent to confer with others? Do I have the necessary training to handle this case? Is this assessment a proper means of evaluation? Professional ethics codes have been created to offer guidance and solutions to counselors in serving and protecting their clients. This program presents the American Counseling Association (ACA) revised set of ethical guidelines, and the opportunity for each of us to understand our responsibilities and actions.

We are most fortunate to have Michael Kocet, chair of the ACA code revision taskforce which was responsible for creating the 2005 ACA code of ethics, as our presenter on this very important topic. Dr. Kocet has served on the ACA Ethics Committee since 2001, and is an Assistant Professor and Student Affairs Program Director in the Department of Counselor Education at Bridgewater State College in Massachusetts. He was recently nominated as president-elect of the Association for Gay, Lesbian, Bisexual Issues in Counseling, a division of ACA.

This meeting provides a timely opportunity to obtain vital knowledge of how the ACA Code of Ethics can help you improve counseling relationships and answer difficult questions in helping situations.

NOTE: Please complete the enclosed 2007-2009 Networking Directory Form and return to Gloria Goldstein. All respondents will be included in the Directory.

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Everyone must RSVP by March 26 to guarantee seating and handouts. Responses/questions to Gloria Goldstein, email: gloagol@aol.com, phone 914-777-8118 or Elaine Sozzi 914-674-3612 or esozzi@wlsmail.org. Meetings are free for members who joined for the 2006-7 year. If you are not a member and would like to attend this meeting, send a check for $35 payable to WCCN, to Gloria Goldstein, 940 Sylvan Lane, Mamaroneck, NY 10543 .

Name: Telephone:

Address: Organization:

E-mail Address:

( ) Attending March 30th meeting as a member ( ) I need CEU’s

( ) Check for $35 for March 30^th meeting