2017 Annual Conference

Amy Taylor

Elementary
Middle

Do you know students who are neglected, abused, homeless, and/or live with parents who abuse alcohol or drugs? Do you know students who are aggressive, have poor impulse control, lack focus, learning difficulties, lack ability to regulate emotions? If you answered yes, then you have students who might be struggling to deal with their traumatic experiences. Come learn what you can do to help your students be successful.

Participants will learn about adverse childhood experiences, trauma’s impact on health, relationships, and education. The session will also cover how participants can help counter the impact of trauma by fostering resiliency and compassion. We will look at behavior management, discuss some appropriate strategies, and practice some techniques related to mindfulness and breathing that can help. Participants will also learn about self-care due to compassion fatigue. Resources will be shared and lists of resources will be provided.

Sheila Garth

Elementary

Are you interested in making your lessons more engaging and creative? Arts Integration is for you! Arts Integration combines Art Standards (music, drama, dance, and visual arts) within the ASCA Behaviors and Mindset standards to create innovative, insightful, creative, and meaningful lessons.

The learning objective of the presentation is to provide counselors with take home lessons that contain Arts Integrated lesson plans that can be applied to ASCA Behaviors and Mindsets.  These lessons are comprised of drama, dance, music, and visual arts. Throughout the session, counselors will be acting, drawing, dancing, and singing/ listening to music as we explore the lessons that I am providing them. The outcome of my presentation is not only provide counselors with highly engaging lessons, but to also show them how we can collaborate with other content areas by considering their standards as well as our own. This “whole child” approach is a part of best practices in teaching and counseling. Below is an article that I have written (published on Education Closet.com) reflecting my own insights to the power of Arts Integration.

 

https://educationcloset.com/2016/11/10/social-emotional-connections-arts-integration/

Ken Jackson
Kimberly Jones

Middle
Secondary
Counselor Educator, Supervisor

Counselors are trained to deliver tier 1/foundation (core curriculum) as well as crisis responses, but what about the before- or after- the crisis? What can we do to support the students with mental health issues so that they manage and thrive?  We will explore what we can do as we approach a crisis and how to respond as follow up support.

Objectives- participants will:

*Re-examine and reframe how they can look at their role

*Consider specific interventions and strategies that they can apply in their work settings.

*Leave with at least one intervention to begin applying in their work setting.

 Summary- Supporting students’ emotional/social development is a high priority for school counselors. While school counselors do not provide extended therapy to address emotional disorders, they do offer support and short-term interventions in order to address barriers to student success.

Counselors are often trained to present core lessons and programs that provide preventative support for all students. They also are trained (or become trained) in responding to crisis situations. They often have less training in (1) how to support students who are moving toward a potential crisis situation. They also have little training on (2) how to support students once they are stabilized (perhaps in an outside setting) and then return to school to continue their learning and work on their emotional/social growth.

 

This session will focus on the following areas:

This session will focus on the following areas:

I. Claiming our role: We may be their fist or only access to mental health. We are the mental health specialists in the building who can look at the whole picture.

1. Medical (ex. micro traumas in soccer)
2. Developmental
3. Environmental (minority stress)
4. A first responder with mental health issues

II.Understanding the few cases in which our role may expand: ex. We are only access for some students

1. Family income
2. Family as the stressor
3. When do we get DFCS involved (neglect)

III. Initiating Post –crisis: reintegrating into the school setting.

1. Let families know when they leave the treatment facility, they should have a treatment plan from them
2. Re-entry and safety plan meetings (and who may be in it)
   1. triggers and supports

IV. Bridging between professionals (therapist, doctor, psychiatrists, treatment facility) and school

1. Sadly communication between professionals may not exist
2. Do we routinely offer our authorization to speak/release form to families (with student assent when possible)

V. Educating the student and family (and ourselves)

1. The benefits and need for outside mental health support
2. Resources suggestions/referrals
3. Confidentiality (teach the student what to expect from the therapist)
4. Talk therapy in conjunction with meds
5. Med reactions (note-many students may spend less than 30 min with a doctor before getting meds and may know little of them)
6. The need for their follow up with outside professionals (med reactions, concussions issues)

VI.. Advocating for the students

1. With family
2. With the school

 

VII. Implementing specific Interventions-a sample

1. Check in/Check out

           a. Academic check up

           b. Emotional check up

1. Inform teachers of strategies
2. Informs teacher how to monitor and inform you
3. “Open Hall Pass” to counselors and safe place (Note the ways to monitor this and not overuse it)
4. Strategies to use in class

            a. Panic disorder strategies

            b. Seating

            c. Triggers and supports

            d. Info on possible scenarios and how to respond

     6. The Student Life Center model

               Groups, outside counselors, professionals

                 See as—and make it—a supplement not a replacement

VIII. Tying to the goals of the school (Emotional/social-mental health relates to the school mission, CCRPI, and strategic plans: academic and post HS success); we must be the ones to advocate for this

IX. Increase our knowledge and skill level

1. DSM changes (we are often the interpreters and the referral source!)
2. Seeking supervision and continued training in clinical skills
3. Know our therapeutic skills—and our role in the school setting
4. Case notes and case plans—not just for outside counselors
5. Professional organizations- ASCA, GSCA (of course); LPCGA; ACA

X. Remembering who you are: the person of the counselor

1. Belief and worldview
2. Affect
3. Self-care

 

The program format is designed to use multiple methods of delivery (didactic presentation, interactive discussions, role play, etc.)

Dr. Karen Griffith

Elementary
Middle
Secondary
Independent
Counselor Educator, Supervisor
Post-secondary/Admissions

ASCA has developed a process that ensures school counselor interventions are well targeted and effectively measured. It represents best practice and ensures that students are receiving the best possible services and that school counselors can authentically measure those services. This session takes you through that process and includes how to best use the ASCA Mindsets and Behaviors to drive content and assessments. If you want to implement a comprehensive program or plan to apply for RAMP in the future, you need to understand this process.

Molly Ream
Jamie Hamrick

Secondary

Do you struggle with your role as the counselor of MOWR students?  Come discuss Best Practices to get our students into MOWR programs yet keep our sanity at the same time.  We will share forms, processes, and presentations on how to better serve your MOWR students and save yourself some time.

These past few years have brought big changes to the Move on When Ready program in Georgia and not everyone is aware of them.

Some schools promote MOWR and some schools dissuade involvement.  Why the difference? 

What type of student is successful in MOWR? 

How do we, as counselors, best advise and monitor these students along with the rest of our caseload?

These are the questions we would like to address in this workshop.

• We will cover the new legislation passed during the past two years.
• We will give examples of the different types of students who have been successful in MOWR programs.
• We will discuss the pros and cons of part-time and full-time students as well as on-college campus vs high school campus classes.
• We will go through our process of meeting with potential MOWR students as well as share best practices for maintaining current MOWR student information.  We will share all of our processes and forms with you and encourage others to bring theirs to share, too.
• We will discuss different ways MOWR students are assigned to counselors in both block and traditional schools.
• We will share our Information night presentations as well as our methods of informing all necessary students in order to meet the Bridge Bill requirements.

 We hope to see those counselors who work with MOWR students the most at their school and will encourage a sharing of best practices by all.

High school counselors will be our target audience, but middle school counselors are welcome!

 

Lee Edmondson Grimes and Natalie F. Spencer

Elementary
Middle
Secondary
Independent
Counselor Educator, Supervisor

Has a student experienced the death of a loved one and struggled to find a balance weeks or months later?  Grief and loss are experienced by almost all students, and school counselors are there to provide the support students need in the school setting.  Come and learn about implementing a small group using mindfulness techniques to help students who are grieving.

Participants will gain insight into the impact grief can have on the emotional/social and academic lives of students.

Participants will gain insight into the relevance of using mindfulness with grieving students.

Participants will gain the skill to develop a small group intervention for students in grades K-12 and how to differentiate mindfulness techniques for each developmental level.

The session will be a presentation from Prezi and also will utilize group discussion.  Handouts will be given so that participants will have the materials necessary to implement a six session small group for students.

 

Angela Guy

Elementary

Positive Behavior Intervention Support (PBIS) is a system that has helped many school systems decrease behavior issues significantly. More than that, PBIS provides a system for students that have needs for additional support for behaviors. Our role, as counselors, is to help advocate for our students, and facilitate them and their parents through the MTSS process.  This session is designed to help explain PBIS for beginners as well as provide some resources for counselors.

Learning objectives:

-Understanding PBIS

-Understanding how the counselor can use PBIS to advocate for students

-Sharing of resources

-Sharing of PBIS behavior interventions

There will be little audience participation.  There will be a list of resources and interventions distributed.

Jen Soloff

Elementary
Middle

 

You asked, and of course we listened! We are counselors, after all. In a response to last year’s session on small group activities, this session will explore more in depth ideas for using games and play centered activities with small groups ranging from K-8. We will discuss specific group topics and activities for each session, data collection, and aligning your small group counseling goals with ASCA mindsets and standards for student success. Participants will leave with a range of activities to put into “play” for their small groups when they return to their schools!

In this program, the format will be group discussion and idea sharing delivered through PowerPoint and demonstration. 

The outline of the program will be:

• Opening with an inspirational quote/video and check in.
• An open discussion with participants as an opportunity for all to share the biggest challenges they feel with running small groups.
• A discussion on; ideas for identification of members for small groups utilizing school data and teacher referrals, organization and logistical pieces of running small groups, data collection, and aligning small group counseling goals with ASCA Mindsets and Standards.
• Idea sharing of specific group topics with specific, ready-made outlines for each session with opportunities for audience participation.
• Question and answer time
• Closing
•  Learning Objectives/Outcomes of Session:
• Participants will be able to identify at least 2 new ways to utilize school data to identify small group members.
• Participants will be able to identify at least 3 small group topics with specific activities that they can utilize at their schools.
• Participants will be able to identify at least 3 new ways to collect perception and results data from small group counseling interventions.
• Participants will be able to identify at least 3 ways to align small group counseling goals with ASCA Mindsets and Standards.
•  Opportunities for Audience Participation:
•  In an opening dialogue, participants will have an opportunity to discuss what challenges they are facing with small group counseling.
• In demonstrations of games, the audience will have the opportunity to participate.
• There will be a question and answer session.
• Handouts/Resources for participants
•  A detailed list of all books and resources used will be provided. In addition, presenter contact information will be provided for future questions and support.

Natalie Edirmanasignhe, School Counselor and Doctoral Candidate, Gwinnett County Schools and Travis McKie-Voerste, Doctoral Candidate

Elementary
Middle
Secondary
Independent

In 2015, over 40 million people living in the U.S. were foreign-born. Georgia is one of the top ten states in the country with foreign-born residents. However, school counselors have received little training on helping these students and families. This session will offer a discussion panel for counselors to ask questions to better support their immigrant populations. Ask questions and get answers from people who can help you better serve your immigrant families!

See above.

Brent Henderson, Ed.S., NCC, NCSC
Amy Shipp, LCSW
Beck Schillizzi, B.A.

Elementary
Middle
Secondary
Independent
Counselor Educator, Supervisor

Do you have the skills it takes to work with transgender youth in your school? This interactive presentation will equip you with the knowledge and confidence to support and advocate for this vulnerable population. Through videos, activities, and discussion of personal experiences, you will learn to use transgender affirmative language, increase your understanding of gender identity and expression, identify the impact of discrimination on the wellbeing of transgender students, and promote transgender student success.

This interactive presentation will equip conference attendees with the knowledge and confidence to support and advocate for transgender and/or gender nonconforming youth.  The presenters will utilize videos, activities and personal experiences to engage the audience in an informative and thought-provoking discussion of how to best serve these vulnerable youth in their schools.

Learning Objectives:

1. Learn to use transgender affirmative language.
2. Increase understanding of gender identity and expression.
3. Identify the impact of stigma, prejudice, violence and discrimination on the health and well-being of transgender students.
4. Promote transgender student success.

Handouts/Resources:

• Copy of PowerPoint Presentation
• Glossary of Relevant Terms
• Multiple Handouts from Trans Student Educational Resources
• List of State and National Resources

Opportunities for Audience Participation:

• Experiential Activity
• Guided Discussion of Video Clip

Q&A Throughout the Presentation

Melanie Cannon
mmrackley@valdosta.edu
Cell Number: 229-854-9774
Valdosta State University School Counseling Graduate Student

Cherelle Townsend
cltownsend@valdosta.edu
Cell Number: 229-588-1820
Valdosta State University School Counseling Graduate Student

Stuart Evans
stuevans@valdosta.edu
Cell Number: 951-491-1506
Valdosta State University School Counseling Graduate Student

Elementary
Middle

In recent years, Growth Mindset has gained attention in the school setting. This presentation will inform the audience the basics of Growth Mindset, evidence base practices related to Growth Mindset, person-praise, and how to start implementing this concept in the schools. Participants will learn if they have a fixed or growth mindset and how to develop a growth mindset throughout their school.

Learning Objectives: Participants will learn the basics of growth mindset, person-praise, and how to start implementing growth mindset in their school.

Participation: Learn if they have a fixed or growth mindset, practice person-praise.

Handout: Growth Mindset basics handout, Growth Mindset Quiz, Person-Praise handout.

Growth Mindset Proposal

The power of yet. That is the basis behind this phenomenon known as growth mindset. Growth mindset is the belief that basic abilities and intelligence can be developed through dedication and hard work; whereas, a fixed mindset is the belief that abilities are fixed traits that should be documented, not developed. Those with a growth mindset will challenge themselves to learn that which they do not know, they listen to feedback so they can learn from it, and they believe effort and facing challenges are developing their intelligence (Dweck, 2006). Those with a fixed mindset see challenges as weakness and would rather not try than look unintelligent. Carol Dweck (2006) who is a psychologist at Stanford University has discovered this idea during decades of research on success and achievement. Since then many studies have been conducted on growth mindset and the benefits for students, teachers, and school systems as a whole.

Mindsets are simply a person’s beliefs on their abilities and intelligence. Like any other belief, mindsets can be changed. Those who suffer from a fixed mindset can develop a growth mindset. This begins by teaching someone that intelligence is malleable (Dweck, 2006). That is why it is important for school systems to have a system wide growth mindset focus. Developing a growth mindset environment starts with the adults. Teachers, school counselors, and administrators first need to develop their own growth mindset. Carol Dweck (2006) gives four easy steps to doing just that. First, the person must hear their own fixed mindset, then recognize that they have a choice. Change the fixed mindset to a growth mindset. For example, do not say “I cannot do this” instead say “I cannot do this yet”. Finally, take action. Someone with a growth mindset will face the challenge and learn from it.  Once the adults have a growth mindset, the students can begin to learn to have a growth mindset as well.

To begin implementing a growth mindset in a school system, it is important to establish high expectations of student and make sure they know they can reach these expectations.  Praise students for their progress, not for perfection. Allow the students to face challenges and learn from their mistakes. Help students to understand that the brain is malleable and people learn from mistakes (Dweck, 2006).

Rationale

Research has shown the benefits of training students to have a growth mindset. These benefits include improving test scores (Blackwell, Trzesniewski, & Dweck, 2007), helping students to use deeper skills to solve problems (Grant & Dweck, 2003), and even closing the achievement gap for minority students and females (Aronson, Fried, & Good, 2002). School counselors aim to help students with academic, personal/social, and career development. Implementing a growth mindset focused school environment will help the students in every aspect of their lives. This will support the achievement of the mission and vision of a school counseling program. A growth mindset will be taken with the students throughout the rest of their lives, which will help them be productive members of society.

Growth mindset is an easy intervention to implement because it can align well with any school counseling program. Workshops can be implemented to teach administrators and teachers about this concept. The ideas behind growth mindset can be a support for small groups, classroom lessons, and individual sessions of all topics.

Theory

In reviewing the literature, the best theory to use with the concept growth mindset is Rational Emotive Based Therapy (REBT). The ABC model of REBT is a great way to help change students from a fixed mindset to a growth mindset. The first step for students to overcome a fixed mindset is to be aware of it. In the ABC Model, the antecedent is the belief that the student has the ability to do something but are presented with a problem that eludes their current understanding. Then the behavior is that the student chooses not to try to solve the problem because they do not want to look unintelligent. The consequence is that the work is not completed, and the student does not learn (Corey, 2016). The school counselor can help change the fixed mindset by implementing interventions focused on a growth mindset. School counselors can also create workshops with teachers to help them break the mold of fixed mindsets. For the teachers, they must first create a growth mindset for themselves before they can help students.

People with a fixed mindset tend to document their talents and believe that only their current abilities will solve whatever problem they are faced with (Dweck, 2010). When the student realizes that their talent cannot get them through the problem, they become bored or frustrated with whatever it is they are working on. The student may give up or not believe that they can grow their talents to solve the problem. These mindsets are not simply dichotomous because there is room to have a growth mindset in one area while having a fixed mindset in another (Mercer & Ryan, 2010).

The assumption behind Rational Emotive Behavior Therapy is that the counselor works with the client to help them identify their irrational beliefs and change their worldview. It is the duty of the school counselor to help the students create a growth mindset. For many cases the students need to understand that they have irrational beliefs about their own intelligence. The counselor can make this known to the student that they have a fixed mindset, but this mindset can be changed to a growth mindset. The students self-fulfilling prophecies need to be addressed. In an article by Sparks (2013), the author explains that students who were always labeled as ‘smart’ by the system had a closed mindset and always thought themselves to be intelligent. When these students faced a challenge that was too difficult for them, they began to shut down. This closed mindset set led them down a path where they no longer believed they had enough potential to be smart anymore. By using a REBT intervention, students will overcome that self-defeating fixed mindset. When the school counselor changes their own mindset, they can begin to transform the mindset of the students that they counsel.

By doing a workshop with teachers, the counselor can educate the teachers about mindsets and how they can help implement this intervention in their classrooms. Working with the teachers to implement a growth mindset classroom will immensely help the students develop this growth mindset. A study conducted by Dweck (2010) shows that students can change from a fixed mindset to a growth mindset when teachers are properly taught how to implement this intervention. Dweck (2010) has stated that when teachers foster a growth mindset, the students are better able to identify what they need to improve on.

Research Literature

Ever since Carol Dweck introduced the idea of a growth mindset with her book Mindset in 2006, researchers have created studies to learn more about this concept. Carol Dweck (2006) explained what a mindset is and how her research on achievement led her to this discovery. She found that in the United States around 40% of students have a fixed mindset, 40% have a growth mindset, and the other 20% have a mix of both (Dweck, 2006). An intervention was done with middle school children to teach them to have a growth mindset, and these students began to receive higher grades (Dweck, 2006).

A study conducted by Blackwell et al., (2007) implemented an intervention with African American and Latino students who were going into the seventh grade. These students had poor grades and were continually declining. Both the control and experimental group went through an eight-week study skills training; however, the experimental group also received training on growth mindset. Results show that those students who were in the experimental group began to improve drastically in regards to their grades.

Aronson et al. (2002) conducted an experiment with a growth mindset intervention for college students. The control group did not have a change in achievement, while the growth mindset intervention showed an increase in achievement. The most significant part is that the achievement gap between Caucasian and African American students no longer existed. Boaler (2013) came to the conclusion from her study that “fixed mindset beliefs contribute to inequalities in education as they particularly harm minority students and girls; they also contribute to overall low achievement and participation” (p. 143).

A study conducted by Grant and Dweck (2003) showed that students with a growth mindset were able to bounce back from a poor grade. This is not to say that a student with a growth mindset will not be upset by a poor grade; however, the actions they take afterward are much different from someone with a fixed mindset. The students with a growth mindset studied more effectively and ended up doing much better on the next test, while those with a fixed mindset did poorly again.

Finally, a study conducted by Claro, Paunesku, and Dweck (2016) in Chile showed that even students who had a low socioeconomic status were more likely to achieve higher grades if they had a growth mindset rather than a fixed mindset. This shows the importance of students to have a growth mindset, especially if they also suffer from other obstacles such as a low socioeconomic status. Students with similar characteristics and socioeconomic status were more likely to be successful if they held a growth mindset.

There is an abundance of research that supports the beneficial impact of teaching growth mindset to students. It is in the best interest of school systems to take this information and begin implementing a growth mindset intervention.

Best Practice

 

Social-Psychological interventions are relied on heavily when implementing a growth mindset. Social-Psychological interventions are brief interventions used in education that target a student’s thoughts, feelings, and beliefs in and about school (Yeager & Walton, 2011). Social-Psychological interventions come out of the theory of social psychology. Social psychology theory asserts that people’s thoughts, feelings, and beliefs are influenced by the actual, imagined, or implied presence of others. 

These interventions increase academic achievement even though they are not designed to teach the student academic related information. By changing the student’s thoughts, feelings, and beliefs about school and education, allows the student increased learning capacity because they believe that they can learn and achieve (Wilson & Burrick, 2016). Social-Psychological interventions use several different strategies and methods. Using specific types of praise and teaching short lessons on the intelligence malleability theory (brains ability to grow), and implementing a growth mindset culture and system are most commonly used.

When using praise, evidence suggests that receiving feedback is beneficial to students, there have been many studies focused on whether process or person praise is most efficient. Supporters of growth mindset support the idea that process praise is more beneficial than person praise. In 1999, Carol Dweck and Melissa Kamins described person praise as being based on a specific behavior or performance of an individual student. This type of praise teaches children to appraise themselves by their performance and ultimately produces more helpless reactions which can result in learned helplessness. Carol Dweck developed her theory of Growth Mindset because of her study of learned helplessness in animals and attribution theory.

During her studies, she concluded that how people attribute the cause of their success or failure influences how much effort they apply in the future (Yeager & Walton, 2011). If the way individuals evaluate their selves is cognitively, evaluation leads to a positive emotional outcome. Also, if there is a high expectation of future success, the person typically shows greater willingness to undertake such tasks in the future. Conversely, if the attribution leads to a negative feeling and low expectation of success, the person tends to act in a more helpless manner when placed in a similar situation. In contrast, process praise is focused on effort and strategy behind a behavior. This type of praise is focused more on the mastery of a behavior rather than the results yielded from the behavior. Phrases such as “you found a really good way to do that”, “I can tell you’ve really been practicing that”, and “you seem to really understand the process”, are all examples of process praise and are phrases that may be used when implementing a Social-Psychological intervention.

In general, intelligence is thought to be a result of genetics and environmental factors. The intelligence malleability theory asserts that human intelligence can be changed and increased. A study by Jones, Rakes, and Randon (2013), concluded that Malawian students who viewed intelligence as malleable and able to change and increase, did better academically than those who saw intelligence as a fixed construct. Therefore, teaching lessons that present intelligence in this manner supports the concept of growth mindset in its entirety.  

 A growth mindset culture consists of having small groups using growth mindset curriculum, educating teachers and staff about growth mindset, and making growth mindset a school wide theme. Research shows that kids who are taught about Growth Mindset perform better (King, 2016). Small group topics should include lessons on mindfulness, identifying brain basics, and self-talk. Classroom curriculum should also include these topics but will be taught on a larger scale to all students. It comes as no surprise that as the concepts of growth mindset is taught to students, faculty and staff will become interested. Conducting staff professional development training on what growth mindset is, is vital to successfully creating a school climate that promotes growth mindset.

Conclusion

In conclusion, fostering the development of a growth mindset will help to move students out of their fixed mindsets that they often find themselves trapped in. By teaching students how to view intelligence as being malleable, they can go from believing that they cannot accomplish something to believing that if they do not have the ability, they can gain that ability to do so. Students with a growth mindset have been shown to have better test scores and problem solving skills. By using a theoretical background of Rational Emotive Behavior Therapy, school counselors can help students break out of their fixed mindset and be on the road towards a growth mindset. Many studies have shown that by having a growth mindset, there can be a great amount of growth in the students' academic work, social lives, and eventually careers.

By using brief Social-Psychological interventions, the students can foster their own growth mindset. Teachers and counselors can implement change by praising student's work instead of praising their intelligence. By doing this, the students will believe that they can gain the ability to succeed instead of languishing in their fixed mindset. This comes from the irrational belief that since they are smart, then they should automatically be able to do anything, without the effort. By having a growth mindset culture, the students and teachers can have a better time in working together to accomplish their goals.

References

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2),113-125.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.

Boaler, J. (2013). Ability and mathematics: The mindset revolution that is reshaping education. Forum, 55(1), 143.

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.

Corey, G. (2017). Theory and practice of counseling and psychotherapy. Boston, MA: Cengage Learning.

Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16-20.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553.

Jones, B. D., Rakes, L., & Landon, K. (2013). Malawian secondary students’ beliefs about intelligence. International Journal of Psychology, 48(5), 785-796.

Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835-847.

King, L. (2016). Mindset matters: a counseling curriculum to help students understand how to help themselves succeed with a growth mindset. Chattanooga, TN: National Center for Youth Issues.

Mercer, S., & Ryan, S. (2009). A mindset for EFL: Learners' beliefs about the role of natural talent. ELT Journal, 64(4), 436-444.

Sparks, S. D. (2013). Growth mindset gaining traction as school improvement strategy. Education Week, 33(3), 1-21.

Wilson, T. D., & Burrick, N. R. (2016). New directions in social psychological interventions to improve academic achievement. Journal of Educational Psychology, 108(3), 392-396.

Yeager, D. S., & Walton, G. M. (2011). Social-Psychological interventions in education: They're not magic. Review of Educational Research, 81(2), 267-301.

 

Dr. LaVonna Groce

Secondary

Undocumented students can attend college and there are resources to help them with college access.  However, because of their lack of citizenship status undocumented students can confront many obstacles while trying to access college but college is still possible.  This session wants to help dispel myths to college access for undocumented students and give resources and support to school counselors trying to help undocumented students access college. 

There seems to be some incorrect information amongst individuals in education right now about undocumented students and college access.  This session hopes to confront and define some of the myths and issues in the field of school counseling.  The session presenter will lecture using a PowerPoint with information on DACA, Lawful Presence, and Scholarship/Financial Aid tools and Information for undocumented students.  Helpful tips will also be included on how school counselors can help undocumented students access college.  The PowerPoint will be handed out as a resource that includes websites, tips, and tools that session attendees can use to help undocumented students access college.

Amy Lancaster, Director of Workforce Development, Metro Atlanta Chamber

Joyce Chandler, Retired School Counselor. Georgia State Representative

Middle
Secondary
Independent
Counselor Educator, Supervisor

The "Your Talent-Your Future" program will review occupational demand and correlating degrees and certifications needed to meet that demand to Georgia's supply of these degrees and certifications.  Program attendees will receive valuable information for their students including the degrees and certifications that are oversupplied and under supplied in Georgia at all educational levels, the top occupations and industries in the state, and recommendations for closing the skills gap.  

A widening gap between employer talent  demand and skilled worker supply is a challenge in the global marketplace and, more specifically, for states and cities across the United States that are concerned about growing local economics.  With 15,496 job postings between 2010 and 2015, Georgia is similarly situated.  The Metro Atlanta Chamber, in collaboration with partner Accenture, developed the "Your Talent-Your Future" report that compares occupational demand and correlating degrees and certifications needed to meet the demand to Georgia's supply of these degrees and certifications.  The findings from the Metro Atlanta Chamber will be presented.