Full Presentation Descriptions OSCA 2019

Presenter 1 Name Presenter 2 Name Program Title Program Description Target Audience
Richard Wong   What's New in the ASCA National Model: 4th Edition & Updates to the RAMP application
Since 2003, the ASCA National Model has had tremendous impact on the school counseling profession. But students, schools and school counselors change, and the ASCA National Model has been updated to provide the most effective direction for the development of comprehensive school counseling programs. Come to this session will to learn about changes that are a part of the 4th edition of the ASCA National Model.  Whether you are new to the Recognized ASCA Model Program (RAMP) or if it's time to re-RAMP, understand how the revised 
ASCA National Model will impact your journey.
Cheri Lovre   Anxiety Anxiety: After a look at some of the thinking patterns and beliefs youth often have around anxiety, this session will provide coping strategies you can share with students, information that is helpful for their parents, and we'll take time for you to experience some of these coping strategies as well.  Participants will leave with access to descriptions of these strategies for use at school.  There is also an activity guide to share with parent for one of the best activities. K-12
Cheryl T Seagren   Play Therapy in the Schools This session will discuss how to incorporate play therapy - both group and individual - into your work with students. It will discuss the effectiveness and importance of this intervention, as well as how to tailor it to specific students, including those who have experienced significant trauma. The session will provide practical suggestions as to what materials are needed, how to structure the session, coordination with staff, and - importantly - how to "sell" your administrator on the importance of this using this powerful intervention in the school setting. K-5, 6-8
Beth Wigham   Beth Wigham, Oregon Department of Education - Stakeholder engagement listening session for HB 2876 Beth Wigham, Oregon Department of Education - Stakeholder engagement listening session for HB 2876  
 Peter Mortola  Diane Gans Strengthening individual voice and community connections: What we've learned from running 250 middle school counseling groups Peter Mortola and Diane Gans will present and discuss a middle-school, community-building curriculum that they have developed over the past 12 years. They will also describe what they have learned in the process of revising this curriculum into its present form. Specifically, they will detail what they have learned about what helps and what doesn't help young adolescents both develop their own voice as well as find connection and a sense of community in a group counseling setting. Participants will gain: 1) an understanding of key aspects of the structural arc of an 8 week counseling group curriculum; 2) a respect for the importance of seeing group counseling skills as a set of dialectic tensions based on the need to both support and challenge students; and, 3) ideas for particular exercises that can be used in a group session to engage middle school students in the difficult work of appreciating similarities and respecting differences. 6-8
Raquel MacSwain Julia Carr Impact of Nature on the Brain and Incorporating into School Counseling Practice This program will highlight the positive impacts of nature on the brain (and developing brain), and cultural considerations for including equitable access and indigenous issues. This research will speak to how school counselors can incorporate this into their practice and also be provided with examples of what this may look like. 9-12, K-12
Sally Simich Heather Lindsey Rolling out the new Universal Relaese of Information This session will share the cross-agency work Oregon has done with Department of Education, Vocational Rehabilitation, and the Office of Developmental Disability Services to create a universal release of information (UROI). The intended learning outcomes include: (a) understanding the methods used to create the single referral, (b) the benefits Oregon has found to its use, and (c) why it should expedite services, (d) the timeline for implementation. This will cover anyone that would fill out a release of information
Abraham Cazares-Cervantes Lisa Schulz School Counselors as Supervisors Current school counselors often are asked to supervise school counselors-in-training. The purpose of this presentation is to provide current school counselors with tools and information to better support their supervisees. Supervision is an essential element in the development of professional school counselors. Research indicates that supervision promotes counselor competence, knowledge and skills (Borders & Brown, 2005; Perera-Diltz & Mason, 2012), serves as a gatekeeping to the profession (Lazovsky & Shimoni, 2005), and provides students with opportunities to learn about the school environment (Lazovsky & Shimoni, 2005 ; Perera-Diltz & Mason, 2012). K-12
Kim Parker Llerenas Dean Craig Workforce Development Workforce Development: Kim Parker-Llerenas, Executive Director, and Dean Craig, Business Services Director both of Willamette Workforce Partnership, will provide an overview of the public workforce system, how local workforce development boards are engaging the public school system around the state, and how industry is at the center of the work being done. Also discussed will be how each local workforce area has identified targeted sectors that drive the economy of the area, and how workforce boards have put together a range of creative, innovative practices to engage the sectors with specific strategies. Other topics may include discussion of examples and best practices of how high school counselors and teachers can learn more about specific industries that their students may want to explore. Both K-12 and Post Secondary
Miranda Trullench Jazmin Otegui Journey Through the First Generation From a firsthand experience, being a first generation girl in America can be a very difficult and confusing time. There are a lot of American customs and traditions that are not present in a lot other cultures around the world. As Jazmin and I were talking about our school experiences, we had a lot of shared experiences about what our parents talked to us about, and mostly, what our parents didn’t talk to us about. We had to navigate the challenges of puberty, friends, boyfriends, and the experience of being a teenager through our friends and I always wondered why my mom didn’t think it was important, never realizing that it was because of the differences in all of these cultures. We want to talk about these differences and help our first generation girl students navigate through these times so they feel better equipped and don’t feel resentment towards their own culture. K-5, 6-8
Kim Wyatt   It Takes A Village: PBIS Data Team We use a weekly data team meeting at our large elementary school to attempt to meet the needs for behavior support at all 3 PBIS tiers. I will be presenting about our process of developing the team, as well as our current process for addressing student needs. There will be a focus on the role and responsibilities a school counselor can have on this team and how it fits with the ASCA framework. K-12
Annie Zenn   Community Response after a Suicide: Individual, Family and Community Healing Developed by NAMI New Hampshire, the Connect Suicide Postvention program has developed specific best practice protocols to increase the capacity of a community or organization to respond effectively to a suicide death in order to prevent additional suicides and promote healing for survivors of suicide loss. The shock and grief of a suicide goes well beyond immediate family and friends and can ripple throughout the community affecting friends, co-workers, schools and faith communities. Connect postvention training uses a holistic, socio-ecological model that examines suicide in the context of the individual, family, tribe, community and society. K-12, Post Secondary
Lesley Klecan Sarah Seeborg College Admissions Tips & Strategies for Success Students wonder how to get into college. Applications can be both straight forward and confusing for them. Yet there are things that nearly every admissions officer would like to see. From answering questions directly to being authentic, learn simple tips to help engage students and strengthen their applications. In this interactive session, hear tips and strategies. Walk away with ready-made lessons and resources to utilize this season. 9-12
Tina Crowell   Vicarious Trauma vs. Burn-Out and How to Keep On Keeping On Learn to recognize signs of Vicarious Trauma (the cost of caring) and differentiate between this and burn-out. Tools for identifying, strategies for self-care, and handouts to take home to families to discuss. Discussion on HOW TO keep showing up for these kids in a meaningful, effective, and SELF-KIND way. K-5, 6-8, 9-12, K-12, Post Secondary
Roberto Aguilar   Affinity Groups: Key to success for students and staff (PLUS the creation of the OSCA Latino Affinity and Mentorship Program) Discuss how Affinity groups, using Milwaukie Ascensión as an example, help create a sense of belonging for students which equates to the feeling of safety and positive self-esteem that leads to future academic success. In addition, this session will show how the group helps the school community evolve and allows staff members to be more empathetic towards student of this culture. Last, this session will call for the need for staff affinity groups and ask for the creation of the Latino Affinity & Mentorship Program. 9-12
Jennifer Hartman   Mindful Play: Teaching Mindfulness, Yoga, and Breathing to All Ages This session aims to describe mindfulness practices and their relevance to school counselors; explore the relationship between neuroscience and mindfulness; demonstrate ways to teach yoga and mindfulness that are playful and healing with individuals, groups, and in guidance lessons; and practice teaching these strategies. Opportunities to collect data and use assessments will also be discussed. K-5, 6-8
Jess Firestone Jasmine Springs Race Forward in K-5: Student-facilitated conversations about race Learn how Buckman Elementary translated Grant High School's Race Forward program to the K-5 level. Race Forward is a model in which students collaborate with staff to develop a presentation for their peers that facilitates conversations about race. In May 2019, Buckman 5th graders created a PowerPoint, activity, discussion questions, and recorded a video that they shared with all 3rd-5th grade classrooms on the topic of Racial Assumptions. The presenters will walk you through Buckman's process and give you tools to begin a Race Forward program at your elementary school. K-5
Ronda Gatewood   Closing that Gap Everyone is Always Talking About The terms "Closing the Gap" and "data" can be scary and overwhelming - but they don't need to be! Let's take a look at how to use data to inform a solid closing the gap goal and then how to implement it, collect data, and use the results to inform stakeholders and impact students. Whether you are applying to RAMP or just getting your feet wet as a new school counselor, this presentation is for all experience levels and grade levels. K-12
Marnie Jewell   School Counseling What I wish I had known When you find out stuff that you wish you had known years before! This session will be offered by school counselor, Marnie Jewell. Marnie worked for several years in both large and small districts. Along the way, she learned about tools and tricks that would have made everything easier...If only she had known! Let's sit down and connect. Marnie is offering this on her own personal time, and not as any representative of any agency. K-5, 6-8, 9-12
Marnie Jewell   How school counselors impact attendance and improve Chronic Absenteeism This session will give a brief overview of the Every Day Matters initiative, which is focused on lowering Chronic Absenteeism in Oregon. Specific attention will be given to strategies school counselors can use to impact attendance in their schools, using a collective impact model. K-5, 6-8, 9-12, K-12
Dr. Laura Barbour Dr. Gene Eakin The Prevalence of Compassion Fatigue and Compassion Satisfaction Among Oregon School Counselors: Exploring Self-Compassion as a Protective Factor for Compassion Fatigue School counselors are at risk for secondary traumatic stress and burnout from exposure to trauma as they are often the first line of intervention for students and families in crisis. This presentation will examine the relationship between compassion fatigue, compassion satisfaction, and self-compassion based on recent research which explored the professional quality of life of school counselors in Oregon. This session will include practical strategies and techniques for school counselors to prevent burnout and enhance their professional quality of life through the practice of self-compassion. This presentation will inform school counselors, school counselor educators, and district administrators of strategies to mitigate school counselor burnout.
After attending this session you should be able to:
  • Identify signs and symptoms of compassion fatigue, including secondary traumatic stress and burnout
  • Identify the risk and protective factors of compassion fatigue
  • Learn practical self-compassion practices to increase self-care and mitigate burnout
  • Apply knowledge to prevent school counselor burnout
The session will present the results of quantitative research conducted on professional school counselors including risk and protective factors for compassion fatigue and include opportunities for participants to experience the content by exploring their professional quality of life. Participants will learn prevention strategies and engage in self-compassion exercises.
Annette Rost   Fanning the Flames: Advocating for Our Profession Why school counselors need to self advocate, simple ways we can advocate within our buildings, and the results of one school counselor doing so. K-12
Jill Baker   Jill Baker, Oregon Health Authority: Laws about suicide prevention and money to make it happen Jill Baker, Oregon Health Authority: Laws about suicide prevention and money to make it happen Any
Liz Mogil Alex Liechty Legal and ethical Q&A We will have a brief discussion surrounding the legal and ethical obligations of school counselors, and then provide some time for case formulations and Q&A. Any