Voice of the School Counselor - Texas Counseling Association

The
o f t h e S c h o o l C o u n s e l o r
the voice of the school counselor is a publication of tsca. publication of editorials, letters or
advertisements does not imply endorsement by tsca
A Division of the Texas Counseling Association
TSCA Newsletter December 2010, Vol. 20, Issue 5
Table of Contents
Message from the President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg. 1
Human Rights Arts Contest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg. 2 Bright Idea - Teaching Tolerance . . . . . . . . . . . . . . . . . . . . . . . .pg. 2
Key Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg. 3 Call for Nominations 2011-2012 . . . . . . . . . . . . . . . . . . . . . . . .pg. 3
Have You Filled Someone’s Bucket Today? . . . . . . . . . . . . . . . . . pg. 3 A Coffee Chat With The Counselor . . . . . . . . . . . . . . . . . . . . .pg. 4
Funding Is Available! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg. 4 Fundung Is Available! (Cont. from Page 4) . . . . . . . . . . . . . . .pg. 5
National School Counseling Week 2011 . . . . . . . . . . . . . . . . . . . pg. 5 The Impact of Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . .pg. 6
Advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg. 6 .Six Warning Signs that a Child is Being Bullied . . . . . . . . . . .pg. 7
Professional School Counselors - Our Identity . . . . . . . . . . . . . . pg. 8 2011 School Counselor Conference Ad . . . . . . . . . . . . . . . . . .pg. 9
TSCA Board 2010/2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg. 10
Message from the President
As introduced in the last edition, each newsletter this year will focus on one of the Texas School Counselor Association’s
strategic directions: Identity, Advocacy, Leadership, and Professional Development. The theme for the winter
issue is advocacy. How can we promote our profession and the appropriate role of the professional school counselor
in our schools to campus and district administration, our community, and our state?
One method for advocacy is to get positive stories about your counseling
program successes in the news. We are so proud to congratulate Sylvia
Lopez, the Texas Counseling Association Senator for TSCA. Sylvia was
named Supervisor of the Year by the Texas Association for Counselor Education
and Supervision at their annual luncheon and awards ceremony at the
TCA Professional Growth Conference in Austin. Sylvia serves as Director of
Counseling Services for Dallas ISD.
Heather Trepal, Janise Pries, Sylvia Lopez, Lynda Shuttlesworth
Another way to advocate for your counseling program is to complete the
application for a CREST award. The updated CREST application document
will be rolled out at the School Counselor Conference in Arlington in February. The CREST committee will be
traveling the state in the spring to train schools on the updated CREST application and process. Look for a training
session near you.
We would also like each of you to consider participating in one of TCA’s Advocacy Days
this spring. The dates are set as February 22, March 22, and April, 19, 2011. Find more
information on the Advocacy Days by navigating to the Public Policy page of the TCA
website, www.txca.org. We all need to have our voice heard in Austin during this very
important legislative session.
Inside you will find other advocacy tips including articles on National School Counselor Week, the School
Counselor Conference, the Human Rights Art Contest and Bright Ideas from the VPs. Enjoy this issue. TSCA
is dedicated to serving our members. If you have comments, suggestions, questions, or an article that you would
like to contribute, please contact me at benaglasscock@herefordisd.net.
Texas Counseling Association • 1204 San Antonio, Ste. 201 • Austin, Texas 78701

HUMAN RIGHTS ART CONTEST
by Laura Bannerman, Human Rights Chair
Whether we would like to admit it or not, there are injustices that happen all over the world and even in our neighborhoods. It seems daily
that we hear in the news about victims of abuse, human trafficking, racism, people fleeing their country because of persecution, etc. These
injustices are heart breaking.
One of the bright spots that sometimes the media fails to recognize is that there are numerous people and organizations making a difference
in the area of advocating for human rights of people who may not otherwise have a voice. As school counselors, we advocate for our
families and students who may be facing some of these injustices or who have in the past. We also promote human rights through our developmental
guidance program. TSCA’s Human Rights Art Contest gives students the opportunity to put into action what they have learned and
express their passion for justice for all people.
This art contest is a way to encourage students to highlight people and organizations that make a difference in the lives of people who are
victims of injustices. This year the theme is “Make a Difference---Show You Care.” All participants will receive a certificate of participation and
we will have first and second prizes awarded at each level-elementary, junior high/middle school, and high school. First prize winners receive
a $500 savings bond and second prize winners receive a $250 savings bond. The deadline for the art contest is March 1, 2011. Visit the
TSCA website for the art contest entry form at http://www.txca.org/tca/TSCA_Home.asp?SnID=198251945 under resources.
Ways to promote TSCA’s Human Rights Art Contest:
• Include the entry form in the school newsletter and/or website.
- Begin promoting the contest in Jan. or Feb. to give students adequate time to prepare their entries.
- Remind students of the contest through the school announcements or e-blasts.
- For high school, counselors may want to include this contest as a scholarship opportunity in a senior newsletter.
• During National School Counselor’s Week (Feb. 7th-11th) host a school art contest using the same theme and art contest entry form as
TSCA. Post the participants’ work outside your office or in the library. Then by March 1st turn in the entries for the contest.
- Then when the participation certificates arrive have a reception for participants and their families.
• Conduct Guidance Lessons on “Making a Difference-Show you Care”
- Have students begin on their entry at the end of the lesson or hand out entry forms to students who may be interested in entering.
- Visit the TSCA website under Bright Ideas for sample guidance lessons that you may use.
- If you have a lesson to share, send it to llbannerman@gmail.com to be shared.
• Involve your Art Teacher-Inform your art teacher of the contest.
- Your art teacher may be able to integrate the art contest into his/her curriculum.
- Your art teacher may also want to provide students opportunities to work on their entries after school or during a
special time during the day.
• Involve your History/Social Studies teachers in promoting the art contest.
• Inform clubs or organizations in your school or community
- Ex. PALS, Best Buddies, Boy Scouts, Girl Scouts, etc.,
• Organize a club after school one day a week for a month-Care Club/Human Rights Club
- Help students brainstorm ideas
- Provide materials for the art contest
Please contact Laura Bannerman at llbannerman@gmail.com if you have any questions about the Human Rights contest or
how to promote it.
Bright Idea
Genevieve Bennetts, MS Vice President
Teaching Tolerance was created in 1991 as a project of the Southern Poverty Law Center and according to
their website is “dedicated to reducing prejudice, improving intergroup relations and supporting equitable
school experiences for our nation’s children.” They offer a free magazine which is distributed in the United
States and abroad to over 400,000 educators as well as an email newsletter containing links to the magazine
articles online. They also have free curriculum kits available for order that address the issue of tolerance
throughout history and in our current society. Their teaching materials have won two Oscars, an Emmy and
more than 20 honors from the Association of Educational Publishers.
For more information please visit: http://www.tolerance.org/
KEY POINTS TO KEEP IN
MIND AS YOU ADVOCATE
FOR COUNSELING!
By Linda Hughes, Advocacy Chair
It is that time again! The 82nd Legislature will be meeting this spring and there are a few School Counselor issues on the
Public Policy Agenda.
Save the date for Advocacy Days:
February 22, 2011 • March 22, 201 • April 19, 2011
Each Advocacy Day will begin with breakfast in the Capitol Cafeteria located on the first floor of the Capitol extension, followed by an orientation.
The orientation will include an Advocacy Day Packet that includes resource materials to share with your elected officials as well as
updates on bills, committee meetings and other events that will be considered by the Legislature on that particular Advocacy Day.
An office visit is one of the most effective ways to communicate your interest in an issue or bill and to build a relationship with your elected
official. We encourage you to call to schedule an appointment with your Representative or Senator or their staff while you are in Austin. If you
are unable to confirm an appointment with your elected official, ask to meet with the staff person who handles mental health or education issues,
depending on your area of interest. Meeting with staff can be as, if not more, effective than meeting with your Legislator.
Texas School Counselor Association will provide a packet of information and power points for your chapter to use prior to attending Advocacy
Days. We will post the materials on our website as soon as we finalize the materials. These materials may be used to promote advocacy
within your organization and colleagues.
Here is a brief outline of what to do when you visit the Capitol:
• Introduce yourself and tell where you live
• State the purpose of the visit
• Tell your story
• Ask to meet the staff person
• Thank them for their time
As Professional School Counselors, we are the VOICE to support and advocate for our profession. If not you, then who else will do it?
CALL FOR NOMINATIONS 2011-2012
WATCH FOR THE TCA NOMINATION ANNOUNCEMENT
THE NOMINATION PROCESS WILL BEGIN JANUARY 7, 2011
ENDING AT MIDNIGHT FEB 1, 2011
TSCA PRESIDENT-ELECT
The President-Elect is a three-year commitment to serve as President-Elect, President, then as Past-President. The year as President-Elect
is for learning the processes and procedures of TSCA as well as for beginning preparation for the year as President.
HIGH SCHOOL VICE-PRESIDENT • COLLEGE EDUCATOR VICE-PRESIDENT • COUNSELOR SUPERVISORY VICE-PRESIDENT
The candidates for these positions must be currently employed in the area that they are elected to represent (i.e. be a High School Counselor,
Counselor Educator, or Counseling Director or Coordinator of a district program). If elected they serve to represent the professional school
counselors of their respective areas and serve as a resource for state concerns. Each position is a two-year commitment.
TSCA SENATOR
The Senator works closely with the TSCA Director to promote the needs and concerns of TSCA to TCA. This position is a three-year
commitment.
Michelle Shoulders Elementary VP
Counselors are always thinking of ways to get students to focus on being kind to each other. One
idea is to read “Have you Filled a Bucket Today?” by Carol McCloud. You can read it during guidance
lessons or have teachers read the book to each of their classes. The book discusses how each person
carries an invisible bucket that needs to be filled. The way to fill these buckets is to smile, be polite, be
helpful and kind, etc. Provide each classroom a bucket or have teachers provide a bucket for their own
rooms. Let students know to be on the lookout for kind behaviors that fill buckets. When they see one,
they can write it on a slip of paper and place it in the bucket. At the end of each week, a student or the
teacher can read the slips to the class. The class can work each week to fill their class bucket.
2 3

A COFFEE CHAT WITH THE COUNSELOR
by Dr. Leon Kilpatrick, Counselor Educator, Vice President, Counselor Supervisor, Dallas ISD
With all that is being put on our work plate as counselors, it is difficult to keep up with the key
foundation in what we do as counselors which is building relationships with our stakeholders.
With a fast track schedule almost on a daily basis, sometimes just being able to return a phone call
within 24 hours can be a major effort. This is especially true with parents who are also on the go but
expect an immediate return phone call from you about their child/children. One practice to help establish
and maintain a relationship with parents is to have a set time and campus location to simply meet with
parents over coffee (or tea). This informal meeting, coffee chat, would be a time to dialogue with parents about counseling
concerns with their child/children. No agenda or appointment is needed. Your coffee chat with the parent could be
held before or after school depending on your unique campus needs and resources. The coffee chat could be as short
as 15 minutes one or two days a week. This might be particularly useful for parents of upper classmen who may also be
very busy and not have the time to meet for a parent conference but still have a need to have an answer to an important,
yet quick question. One suggestion to help establish the best time to have your coffee chat is to include the question on
your Counseling Needs Assessment Survey or take a poll at parent meetings such as the PTA. The bottom line is to
establish a forum in which you can build new relationships and maintain old relationships with parents while chatting over
a cup of coffee. Providing such a forum on a consistent basis can help reduce phone calls from parents or the need to
return calls during the work day. Also, it gives you the opportunity to communicate in person with a key stakeholder who
has a vested interest in the academic success of your student, the parent.
Funding is available! ‘Get Connected’ to the
Texas Virtual School Network (TxVSN)!
By Laura I. Hodges, MA, LPC-S, NCC, ACS
In Senate Bill 1788, the 80th Texas Legislature established a state virtual school network to provide online courses for
Texas students. The Texas Virtual School Network (TxVSN) began serving students in January 2009 with a fee-based catalog of
foundation courses.
State virtual school allotment funds
The 81st Texas Legislature created a ‘state virtual school allotment’ in House Bill 3646. This funding can be used to
pay for online courses taken through TxVSN that students have successfully completed. In order to be eligible for access to
state virtual school allotment funds, the online course must:
• satisfy a curriculum requirement for the student’s graduation
• be provided through the TxVSN, and
• be part of the student’s normal course load. Additional funding for courses taken outside
the normal course load is also available.
A student has successfully completed a course when they have achieved a final grade of 70 or better, and have completed
all required course activities and assessments. When these requirements have been met, then the course provider (the entity
teaching the online course) will receive $400 in allotment funds, and the receiving district or open enrollment charter school
where the student is enrolled will receive $80. The Texas Education Agency (TEA) Finance division will electronically deposit
allotment funds for successfully completed courses into a district’s account in a timely manner.
Increased academic opportunities
There are a variety of online courses available to students through TxVSN. Foundation and elective courses, Advanced
Placement® and dual credit courses are all available in the TxVSN course catalog. These courses are provided by public
school districts, open enrollment charter schools, educational service centers, or colleges and universities. Each course has
undergone a rigorous course review to ensure that each course is 100% TEKS-aligned and also aligned with the International
Association for K-12 Online Learning’s National Standards of Quality for Online Courses. High school courses are led by a
Texas certified instructor in the subject area taught who has completed TxVSN-approved professional development in online
instruction.
(Cont. from Page 4)
District and Open
Enrollment Charter
Participation
4 5
29
193
335
420
District participation
As depicted in the chart, district participation in the TxVSN continues to
grow. The opportunity to take a TxVSN online course has provided academic
opportunities for students not previously available to some districts and open
enrollment charter schools, as well as allowing for flexibility in scheduling due to
master schedule constraints.
Is online learning the best option for a student?
It is important to find out if students have the knowledge, attributes, and
Spring 2009
Spring 2010
Summer 2010
skills necessary to be successful in an online course. TxVSN provides SmarterMeasure
at no cost to each district completing the TxVSN district registra-
Fall 2010
September 30, 2010
tion process. SmarterMeasure is a web-based pre-assessment that can assist
districts in seeing what types of support a student may need in order to be successful in a course. Additionally, this pre-assessment
can also help students see what they need to do to support their own success in online learning. Self motivation, time
management skills, persistence, and on screen reading rate and recall are just a few of the areas included on a summary report
that is provided upon student completion of the pre-assessment. Carefully matching student skills to the online learning environment
helps ensure an appropriate academic setting for the student.
How does a district ‘get connected’ to TxVSN?
All districts and open enrollment charter schools are invited to visit the TxVSN website at www.txvsn.org . Regularly
scheduled informational and training webinars are available, as well as TETN sessions which may be accessed through regional
education service centers. Additionally, the TxVSN Help Desk may be contacted at 1-866-938-9876 or emailed at txvsncentral@txvsn.org.
National School
Counseling Week 2011
by Michael Kaprelian, President-Elect
National School Counseling Week 2011 will be celebrated the week of February
7 through 11, 2011. This event is a week-long celebration to focus public attention on
the unique contribution of professional school counselors and our role in promoting
academic success, career development, as well as the social and emotional development of
the students we serve. Sponsored by the American School Counselor Association (ASCA), National
School Counseling Week provides an effective means of educating stakeholders about the vital work of the
school counselor.
If you don’t already have an account on the ASCA SCENE, now is an excellent time to set one up in order to follow
the discussion of ideas for celebrating National School Counseling Week. To help you promote the week, ASCA has developed
many materials and documents, a number of which are free. To order any of the other materials, place your order
online at www.schoolcounselor.org. Orders must be placed by January 28, 2011, to ensure timely delivery. Some of the
items available for free include a Proclamation for your governor, superintendent, mayor or other dignitary to sign, morning
announcements, and a Certificate of Appreciation to help you show your appreciation to those faculty members, parents
and other stakeholders who help you promote your school counseling program throughout the year. Among the items
available for sale are posters, pencils and stickers.
Take advantage of the resources provided by our national organization to promote National School Counseling Week
2011, and the vital work you do on a daily basis to promote success for all students.

The Impact of Collaboration:
Westwood Journey Down Character Road
By Barbara Gruener
Westwood Elementary School began recharging its character battery six years ago after a trip through the rocky terrain of turnaround
and transition. Our leadership had changed hands three times, our state scores had dropped and discipline referrals were on the rise.
Teacher efficacy was declining and we craved stability so that we could heal and move on. Our commitment to educating productive citizens
of society in a positive school climate needed refueling. Our new vision statement - Dynamically Shaping Hearts and Minds for the Future –
gave us direction, but how would we get everybody – faculty, staff, students, parents, and community stakeholders – on board?
As an initial step toward igniting a culture of character, we created a Character Advisory Committee. Their first task was to bring our
Board-adopted core values - the Character Counts! Six Pillars of Character – to life. Committee representatives worked at weaving the Six
Pillar framework into our curriculum so that our character infusion into everyday routines and classroom maintenance became intentional,
purposeful and pervasive.
To generate a climate of caring, we trained six faculty members in the Capturing Kids’ Hearts program. We hosted a summer retreat day
so that these leaders could train other staff members and engage them with some team-building activities. Now an annual event, this gathering
unified us and strengthened our bond as a family. Restoring trust and security among the staff was key to moving forward.
Classroom meetings provided a rest stop and safe place for students to share their thoughts, feelings, affirmations, and good news, accelerating
the connection with the teacher and one another. Giving our littlest leaders voice and choice has sparked good things; confidence
levels have skyrocketed. Students started initiating and carrying out service projects to help the community. They now lead and serve in
groups like the Green Team, the Pillar Patrol and the Knitting Club. In fact, we have traveled to lobby on Capitol Hill three times as a result of
our knitting partnership to help Save the Children.
Most recently, we are training our teachers to turn up the H.E.A.T. – Higher Order Thinking, Engagement, Authenticity, Technology – in
their daily lessons as they prepare our little learners to be 21st century thinkers.
Our character journey has gained momentum in the community and created a palpable synergy. In 2009, volunteers collectively accumulated
46.5 hours per day serving at Westwood. 98% of our school Climate Survey respondents agree with the statement: Interactions with
Westwood personnel are respectful, caring and productive. Our collaborative relationship with the Friendswood community accelerates our
character-building efforts because our visitors actively put our ethical principles into practice.
Does character education have an impact? Since we jumpstarted our character quest, discipline referrals have declined by 65% and
our high passing rate on the State-mandated Reading Test has earned us Exemplary status, the highest rating given by the Texas Education
Agency. Survey data and the fact that teacher turnover is almost nil suggests that teacher satisfaction is high. Students are happy here, too,
and want to be at school. At 96.7%, our attendance rate continues to creep toward Gold Standard Performance. The Character Education
Partnership has recognized us as a Texas State School and National School of Character. Their Quality Standards Assessment Rubric has
been our roadmap in all areas of character-development.
With character as our driving force, Westwood is clearly moving in the right direction. The most powerful evidence might very well be
testimonials like this one from a guest who recently told us, “I wish this had been my school when I was a child.”
Visit us online at www.fisdk12.net/ww/ww.html or plan a road trip of your own and come and see character in action. We’d love to
do whatever we can to help you in your character building!
ADVOCACY
School counselors should take every opportunity to show students, parents, staff, administration, the school board and the community
the unique services that counselors provide each day in the school. Writing an article for your school newsletter or your community newspaper
about your guidance and counseling program will advocate for our important work. Develop a website for your school’s counseling
program and provide information about how the counselor serves the school and your community. High visibility in halls, car pool lines, at
every parent meeting and student activity will enhance your role as a leader.
by Lynda Shuttlesworth,
VP for Supervisors
Counselors have professional training and knowledge that no one else can provide to assist families in your building. Professional
counselors must develop rapport with student, staff and parents. When trust is earned, then students and families are helped. Providing your
unique services and knowledge is an excellent way to advocate for all school counselors.
Go to http://www.capitol.state.tx.us/ and type in your zip code to identify who your representatives are at the state and national
level. Their address and phone number is listed on this web page. You can also call 202-225-3121 for the U.S. Capitol switchboard and ask
to be transferred to your lawmaker’s office. When we have school and counselor related bills, it is important to take the time to write a letter
to tell the representatives why the bill is important for you and the students of Texas.
While it is always good to advocate for school counseling to the legislature, we must first gain respect in our school and community.
When students, their families and the community know who the counselor is and how we serve the community, then we can make a
difference!.
Six Warning
Signs that a
Child is Being
Bullied
By Ted Zeff, Ph.D.
Approximately 160,000 children miss school every day in the United States for fear of being bullied. More than 50 suicides have been linked
to prolonged bullying. Approximately 85 percent of school shootings have revenge against bullies as a major motive. School-related bullying
has led to depression and poor school performance in many children. The costs of bullying are high, but, unfortunately, many children suffer
alone, keeping their experiences of being bullied to themselves.
Many children are taught that it is a sign of weakness to ask for help, and frequently fail to tell a parent or even a counselor or therapist when
they are being bullied for fear of appearing weak. Many children feel shame and assume, “Something must be wrong with me. Why else
would they target me?”
Children who are bullied are at risk for developing a number of emotional difficulties, including depression and anxiety symptoms. Children
who are particularly traumatized may develop post-traumatic stress disorder (PTSD). PTSD is usually brought on by a terrifying physical or
emotional event or series of events. Some of the symptoms of PTSD include trouble sleeping, withdrawal from normal activities, a lack of concentration,
and emotional numbness. When children are suffering from PTSD, they are prone to developing strong physical symptoms in situations
where they feel unsafe and in danger. They appear disconnected from others, and they may experience an intense physical response
from their nervous system that can involve angry outbursts, jumpyness, and hyper alertness. This reaction is the nervous system’s response to
potential danger, whether real or imagined, creating constriction and disassociation in order to protect the body.
When children experience trauma, they often become frozen and exhibit feelings of helplessness and shame, rendering them nearly unable
to defend themselves when attacked or put under pressure. These traumatized children then bring this frozen state of helplessness to many
other situations that they perceive as threatening throughout their lives. And, the more withdrawn these children become, the more fearful and
helpless they feel, the stronger the likelihood that they will slip into serious emotional trouble.
Although children may experience depression, severe anxiety, or PTSD due to a variety of factors, frequently these symptoms are related to
school bullying. The following is a list of red flags that a child may be bullied:
Is the child disconnecting from people and isolating him/herself in their room? Although teens usually separate from the family, they normally
connect more often with their friends.
Has the child developed physical problems such as stomachaches and headaches that interfere with their life?
Has the child’s schoolwork recently suffered, and is it difficult for the child to concentrate?
Does the child have trouble falling or staying asleep or experience frequent nightmares?
Does the child seem listless, unenthusiastic, and disinterested in life?
Does the child seems hypervigilant, extremely nervous, depressed, or emotionally explosive (beyond the normal teenage angst and moodiness)?
If the child is suffering from any of the above symptoms as a result of school bullying, it’s important to immediately intervene on many levels
simultaneously with the child, parents, and school personnel.
Dr. Ted Zeff is the author of The Strong, Sensitive Boy
For more information please visit www.drtedzeff.com or the amazon.com book link: http://amzn.to/ciWRxa
6 7

Professional School Counselors:
OUR IDENTITY
By Tammi Mackeben, TSCA Treasurer
Who are professional school counselors? That is a question that is so important to answer for the profession, for the
identity of professional school counselors and ultimately for the success of all students. Professional school counselors hold so
many roles, but the most vital is the role we play in the academic success of all students. School counselors are collaborators,
advocators, guiders and leaders on our campus, city, region, state and nationally.
As professional school counselors in the state of Texas, we are experts in our field. We are masters level professionals
with unique training in human growth and development, training in how to develop, implement and evaluate a guidance and
counseling program, knowledge of multicultural issues and so much more. It is our duty to not only value our special training
and role on a campus and beyond, but also to educate others on the value of a comprehensive developmental guidance and
counseling program on a campus.
Professional school counselors
students are successful. School counand
outside agencies to provide
career services and resources for all
play the role of building teams on
those teams. Parents and staff are
school counselors that assist them
have that impede learning. Although
practice, we realize the value of many
Advocacy is such an imcounselors.
Not only do school
students, but also for the profession of
are in a perfect situation to advocate for
in being advocates to remove barriers that
recognize that a group of students is not
our responsibility to ask the hard questions,
data to the forefront that might be unpopular,
students.
collaborate with stakeholders to assure that
selors work with administrators, teachers
academic, personal, social, emotional and
students. Many times school counselors
a campus and providing leadership to
provided information and education by
in recognizing barriers that students may
as counselors we are competent in our
ideas and solutions to problems.
portant part of the identity of school
counselors advocate for the equity of
school counseling. As counselors, we
the needs of students. Our identity lies
students have in being successful. If we
receiving an equitable education, it is
engage in passionate conflict and bring
but necessary in providing the very best for
School counselors in Texas guide students by teaching skills in Self-Confidence, Motivation to Achieve, Decision
Making and Goal Setting, Interpersonal Effectiveness, Communication Skills, Cross Cultural Effectiveness, and Responsible
Behavior. School counselors must look at data to see what the needs of the campus are and then teach skills to help close
gaps between subgroups of students. Direction through guidance lessons in the classroom, working with groups and working
with individual students, provides students with the skills they will need in school, postsecondary education and in life.
Although collaboration, advocacy and guidance are important, leadership is a trait that defines us as professionals.
We serve as leaders on our campus and district, as well as statewide and nationally every day. The relationship between the
counselor and the administration is vital for school success. We both are leaders with our own specific training and skills to
offer. Leadership is a role that is sometimes uncomfortable for school counselors, but the knowledge, training and skills that we
as school counselors have make it imperative that we step up to the plate and promote student success for ALL students. The
role of a school counselor is significant. When we as school counselors are asked, “Who are you and what do you do?” we
must stand strong and confidently educate others on our identity. If we don’t, who will?
2011 School Counselor Conference
Arlington, Texas
Sunday, Feb. 13 - Tuesday, Feb. 15
The annual School Counselor Conference, hosted by the TSCA Texas School Counselor
Association and TCA Texas Counseling Association combines the former Elementary and
Secondary School Counselor conferences and last year drew over 1,300 professional
school counselors.
Key Note Speaker: Dr. Ed Jacobs
Ed Jacobs, Ph.D. is a professor in the Counseling, Counseling Psychology, and Rehabilitation
Department at West Virginia University, where he has taught for more than 30 years.
He currently is serving as the coordinator of the masters program at West Virginia University.
He also is the founder and director of Impact Therapy Associates which offers private
counseling and 25-30 presentations a year.
Arlington Sheraton - 800.442.7275
1500 Convention Center Drive
Arlington, Texas
Block closes January 28, 2011
Rates: $129/single and $149/double
PRE-REGISTRATION DEADLINE: January 24, 2011
Pre-Registration Fee: $100 by January 24, 2011
AVOID DISAPPOINTMENT! REGISTER AT www.txca.org
AND MAKE YOUR HOTEL RESERVATIONS NOW!
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Non-Profit Org.
U.S. Postage Paid
Permit No. 182
Austin, Texas
Texas Counseling Association
A Division of the Texas Counseling Association
1204 San Antonio, Ste. 201
Austin, Texas 78701
TSCA Board 2010/2011
Executive Board for 2010-11
President Bena Glasscock
President-elect Michael Kaprelian
Past President Anita Horton
Secretary Janise Pries
TCA Director Sharon Bey
TCA Senator Sylvia Lopez
Elementary VP Michelle Shoulders
Middle/JH VP Genevieve Zelaya
Secondary VP Dalia Gonzales
Counselor Ed VP Leon Kilpatrick
Supervisor VP Lynda Shuttlesworth
Non-voting Members
Treasurer Tammi Mackeben
Committee Chairs for 2010-11
Advocacy Linda Hughes
Ethics Gloria Montalvo,
Diana Villarreal
Media Debbie Cogan
Membership Betty White
Human Rights Laura Bannerman
CREST Hilda Lopez
Professional Recognition Calvin Phillips
Nominations Anita Horton,
Past President
Finance Tammi Mackeben,
Treasurer
Conference Anita Horton,
Past President
Emerging Leader Diane Lowe