School Counseling

School Counseling


Friday, March 28
7:00 a.m. - 8:00 a.m.

School Counseling Academy
Wellness Academy
Program ID #110, Room 323B
Channeling Your Inner Sage: Innovative Taoist Theory and Tai Chi Applications To Enhance Your Counseling Practice

60-Minute Session
Richard Jun-Yuen Hang 
For decades, counselors have relied on eclectic counseling theories to conceptualize the varied, and often complex, presenting concerns of clients. This session introduces a novel theory based on Tai Chi and Taoist philosophy that ties together many time-tested therapies from MBSR and DBT to ACT and CBT, while offering practitioners new, effective strategies to help children and adolescents manage anxiety and difficult life situations. Participants will practice some basic, yet effective, Tai Chi exercises to facilitate client insight and relaxation and will learn how to use observable laws in nature to model and inspire adaptive behaviors in clients. Tips for piloting a successful Tai Chi school counseling program will be covered.


Friday, March 28
7:00 a.m. - 8:00 a.m.

School Counseling Academy
Multicultural and International Counseling Academy
Program ID #115, Room 325A-B
Press 1 for English, Press 2 To Learn About School Counselors as Advocates for English Language Learners

60-Minute Session
Diana L. Wildermuth 
This session is designed to provide an overview of the theoretical principles and practical knowledge that are essential for school counselors to understand the development and education of the English language learner and the counselor’s role in advocacy. Topics covered include the language acquisition process, relevant cultural factors, assessment, and professionalism. Legal and ethical responsibilities also will be addressed. Extensive resources to assist in your role as advocate will be provided.


Friday, March 28
10:30 a.m. - 11:00 a.m.

ACA Client-Focused Research Series
School Counseling Academy
Research Academy
Program ID #122, Room 305A-B
Factors in the Selection of Science Courses by Girls in Senior Secondary Schools in Benue State and Counselling Implications

30-Minute Session
Enechojo G. Egbe-Okpenge 
It seems that before now, no studies have investigated the factors in the selection of science courses by girls in senior secondary schools in Benue state. A lot of factors could be involved in the selection of science courses by girls. But how far does academic performance, parents’ or siblings’ occupation, the sex of science teachers, the site of the school, the type of school, and the like affect their selection? The study is poised to address this problem by investigating the factors. IThe implications for counseling were also will be discussed.


Friday, March 28
2:00 p.m. - 3:30 p.m.

School Counseling Academy
Multicultural and International Counseling Academy
Program ID #165, Room 317B
The Role of the High School Counselor: Overcoming Barriers and Finding Success for First-Generation and Minority Students

90-Minute Session
Jeanne H. Stec, Joel Lemus-Leon 
Experience an increased awareness of the hidden barriers of poverty, first-generation status, language, documentation and immigration status, and family expectations and responsibilities that impact high school students. The session will combine anecdotal experiences of the presenters and of their students with the relevant research. Strategies will be offered to address the challenges and provide positive strategies and interventions to guide students toward high school success and admission to higher education. Time will be provided for audience questions and sharing. Reúnase con nosotros para esta presentación.


Saturday, March 29
7:00 a.m. - 8:00 a.m.
ASGW Day of Learning
Group Work Academy
Program ID #208, Room 319A-B
Demonstration of Group Activities for Each Group Stage

60-Minute Session
Rebecca A. Schumacher 
Do you ever wonder what activities may be used in groups that facilitate goals and enhance successful outcomes for children and adolescent groups? This interactive session will demonstrate field-tested activities for all stages of group work (orientation, working, and termination). Learn how to select activities that enhance your group goals, and introduce and use activities as part of the group session. Processing activities, essential to learning and successful outcomes, will be described.


Saturday, March 29
10:00 a.m. - 11:30 a.m.

School Counseling Academy
Program ID #238, Room 325A-B
Student Success Skills: Third-Year Results of an IES-Funded, Randomized Control Trial

90-Minute Session, Advanced
Linda Webb, Greg Brigman, Elizabeth Villares, Karen Harrington 
The results of the first three years of an IES-funded, randomized control trial of Student Success Skills (SSS), a school counseling intervention known to increase student achievement, will be presented. Data from more than 5,000 fifth graders in two Florida districts are included. Proximal outcomes are reported including the extent to which SSS impacts cognitive and behavioral engagement, meta-cognitive strategy use, test anxiety, academic self-efficacy, self-efficacy, and social competence as well as the extent to which SSS improves classroom climate. Distal outcomes are reported for test scores, grades, and student attendance. Details about instrumentation will also be reported. This session is a follow-up to an ACA 2013 poster session.


Saturday, March 29
2:00 p.m. - 3:30 p.m.

ACA Author Session
Child & Adolescent Counseling Academy
School Counseling Academy
Program ID #249, Room 316A
Youth at Risk

90-Minute Session
David Capuzzi, Mark D. Stauffer, Laura Haddock, Colleen Logan 
This session will focus on the material in the sixth edition of Youth at Risk and will provide an overview of approaches to prevention and intervention from individual, family, school, and community perspectives. Topics covered will include at-risk population identification, causal factors of problematic behaviors, and promotion of resiliency in youth. This session is appropriate for professionals who work in any setting with children and adolescents who are at risk for engaging in dangerous behavior.


Saturday, March 29
2:00 p.m. - 3:30 p.m.

Child & Adolescent Counseling Academy
Program ID #264, Room 317B
What’s Mentionable Is Manageable: Explaining Death to a Child and Promoting Peer-to-Peer Groups

90-Minute Session
Emilio Parga, Kimberly Smerkers 
Death, grief, and loss can be the most stressful events that children and adolescents encounter. They may experience psychiatric problems and social dysfunction during their childhood and possibly throughout their adult life. One support intervention is the use of intentional peer grouping. Discover the types of peer grouping and the influence of multicultural influences on the grief and loss perspectives, and develop a plan to establish grief and loss peer support groups in any professional setting.


Saturday, March 29
4:00 p.m. - 5:00 p.m.

School Counseling Academy
Research Academy
Program ID #287, Room 305A-B
Making Meaning of Sibling Abuse: A Phenomenological Study of School Counselors’ Shared Attitudes and Beliefs

60-Minute Session
Diane Stutey, Jennifer Murdock, Elysia Clemens 
Nearly one half of all children experience a form of sibling abuse, ranging from mild to extreme forms of abuse, during childhood (Wiehe, 1997). Sibling abuse is often hidden or excused as sibling rivalry, yet it can have lasting long-term psychological effects. In this Sessionkey findings from our recent phenomenological study on sibling abuse will be shared. These findings can help counselors advance their understanding of sibling abuse and develop advocacy and prevention strategies to use in their work with clients, specifically with children and families.


Sunday, March 30
7:00 a.m. - 8:00 a.m.

School Counseling Academy
Program ID #309, Room 318A-B
Perspectives of Elementary-Aged Students on a STEM-Based Program: A Qualitative Study

60-Minute Session
Robert L. Smith, Erika L. Schmit, Wannigar Ratanavivan, Adriana Dyurich 
This session discusses perspectives of young children related to STEM subject areas specifically math and science. A qualitative study was conducted to gain a better understanding of young childrens' interest, knowledge, achievement thinking, and achievement behaviors in math and science. The session utilizes Xtranormal, cartoon videos demonstrating conversations about math and science between two characters. This session is beneficial for professional counselors, counselor educators, and teachers working directly with young children.


Sunday, March 30
7:00 a.m. - 8:00 a.m.

School Counseling Academy
Program ID #313, Room 323A
CSCORE’s Annual Review of Research: Identifying Best Practices for Counseling in Schools

60-Minute Session, Advanced
Karen M. Harrington 
The Fredrickson Center for School Counseling Outcome Research and Evaluation provides an in-depth review of cutting-edge outcome research that practicing counselors can use right now to improve their work in schools. This session is designed to meet the needs of school counselors committed to using evidence-based approaches to enhancing the personal/social, career development, and academic achievement needs of their students.


Sunday, March 30
7:00 a.m. - 8:00 a.m.

School Counseling Academy
Program ID #317, Room 317A
Cultivating School Counselor Leadership Capacity

60-Minute Session
Anita A. Young, Laura Owen 
This session highlights the results of a national school counselor leadership study. Using characteristics identified from the survey, school counselor leadership behaviors and practices are shared that promote positive systemic student outcomes for all students and support college readiness. A cohort model to cultivate and increase school counselor leadership capacity will be presented. 


Sunday, March 30
8:30 a.m. - 10:00 a.m.

School Counseling Academy
Program ID #338, Room 325A-B
Incorporating Social Justice Initiatives into the ASCA Model: A Role of the School Counselor

90-Minute Session
Helena Rindone, Lisa Wines 
The ASCA Model (2005) clearly outlines the role of advocacy in the role of the school counselor. This session will provide exposure to the need for the ASCA Model to incorporate social justice into the framework of required functioning for school counselors. There is a need to steer away from social justice advocacy as on objective initiative and have it be an imperative in the regular functioning of a school counselor’s job. You will be provided with a model of how to integrate the social justice advocacy standards into their daily counseling practices, and will take away a working knowledge of how to implement the best practices for social justice advocacy in schools.


Sunday, March 30
8:30 a.m. - 10:00 a.m.

Program ID #340, Room 317A
Grieving College Students: A Hidden Campus Epidemic

90-Minute Session, Advanced
Nick P. Patras, Sandy Stillo, Susan Bray 
College students dealing with loss and grief could represent up to 50 percent of a student population, often grieving in silence. Developmental status, personal characteristics and campus environment all impact the grief response. Often geographically distanced from family, many students suffer needlessly alone. The presenters will provide a brief review of current literature and models of loss adaptation with special attention paid to normal and complicated grief responses by college students. Leave with strategies for working with college students and their families who are dealing with death and non-death losses.


Sunday, March 30
10:30 a.m. - 11:30 a.m.

School Counseling Academy
Creativity in Counseling Academy
Program ID #347, Room 316A
Reciprocal Writing as a Creative Technique for Solution-Focused Counseling in Secondary-level School Children

60-Minute Session
Nancy L. Davis 
Using Solution-Focused Therapy as a backdrop, this session examines the process of reciprocal writing as a technique to encourage secondary-level (10-18) school-age students how to find solutions to presenting problems. Often secondary-level school children focus more on the problem than the possible solutions. Using the educational technique for reciprocal reading, which is questioning, summarizing, clarifying, and predicting, reciprocal writing allows the counselor to question and guide in a structured format using writing as the tool. This format purposefully helps the student analyze, critique, and clarify, thus, allowing for a concrete written document that can be used and reviewed.


Sunday, March 30
10:30 a.m. - 11:30 a.m.

School Counseling Academy
Counselor Education & Supervision Academy
Program ID #362, Room 317B
The Development of School Counselor Trainees’ Leadership Role in a Comprehensive, Developmental School Counseling Program

60-Minute Session
Jeannine R. Studer, Kitty Pruett, Tracy Cagle 
The presenters will share how school counselor trainees learn about the ASCA National Model through collaboration with area schools. When students are able to authentically learn about a comprehensive, developmental school counseling (CDSC) program under supervision, they have a more comprehensive understanding of their leadership role as school counselors. Through a partnership between the training program and local K-12 schools, school counseling students learn essential program tasks while developing a CDSC program for a local school, practitioners are able to continue building the program from this foundation, and administrators have a better understanding of the school counselor’s role.

Register Today!

Professional / regular
$480

New Professional / student / retiree
$345

Non-member Attendee
$615

Non-member student
$505

Register

Preconference Learning Institutes

Advance Rates Thru 2/15/14

Professional / regular
Day: $170
Evening: $125

New Professional / student / retiree
Day: $125
Evening: $100

Non-member Attendee
Day: $230
Evening: $185

Non-member student
Day: $185
Evening: $160

Register