Helping Parents with their Children's Digital Reputation

Dr. Russ Sabella, Professor in the Department of Counseling, FGCU presented at the 2017 American School Counselor Association in Denver, Colorado, Mon, Jul 10, 2017.

Description: Students use technology constantly, but they need to use it wisely. Explore the latest human, relational and technological best practices to reduce online risks among children. Walk away with handouts and an actual presentation targeted to parents. Learning objectives: After attending this session, participants should be able to: 1) Discuss the prevalence, incidence and impact of cyberbullying. 2) Explain the nature of one's digital reputation. 3) Identify two technologies for monitoring online reputation and three technologies for blocking and filtering content. 4) Locate resources to help families develop their own technology policies.

For more information, visit http://www.guardingkids.com or http://schoolcounselor.com/

Law and Ethics in Counseling Conference

The third annual Law and Ethics in Counseling Conference will be held January 30 - February 2, 2018 at the Bourbon Orleans Hotel in the French Quarter in New Orleans, Louisiana. This is a refereed national conference that focuses on legal and ethical issues in counseling. Proposals for presentations are now being accepted. The deadline for proposals is September 15, 2017. 

To view details about the conference and hotel registration information, and to access the Call for Proposals, please visit this website: uhcno.edu/academics/continuing-studies/events/... If you have questions regarding the conference, in a separate message, send an email to the Conference Director, Dr. Ted Remley at tremley@uhcno.edu. 

Please forward this email message to any counselor educators, counselors, or counseling graduate students who may be interested in presenting at the conference or attending. Thank you. -- Theodore P. Remley, Jr., JD, PhD Professor of Counseling Department of Counseling and Behavioral Sciences University of Holy Cross 4123 Woodland Drive New Orleans, LA 70131 tremley@uhcno.edu (email) 504-398-2255 (office) 757-635-7477 (personal cell)

Ted Remley

tremley1@gmail.com

757-635-7477 (cell)

4222 Pitt Street

New Orleans, LA  70115

Program Assistant- Part Time: Big Brothers Big Sisters of the Sun Coast

Big Brothers Big Sisters of the Sun Coast is seeking a highly organized individual for a part time position in our Ft. Myers Office. Individual should be capable of fast paced multitasking in regards to database management skills, customer relations, answering phones, and filing. Working within a multidisciplinary team and excellent customer service is key. The successful applicant will be computer literate in Word, Excel, and database navigation. Strong verbal and written communication skills are a must. Bi-lingual a PLUS. 20 hours per week. Please submit cover letter including salary requirements and resume to hr@bbbssun.org.

New report examines the outcomes and experiences of Early Millennials as young adults.

New report examines the outcomes and experiences of Early Millennials as young adults. By 2012, 96 percent of students who were high school sophomores in 2002 had completed high school, 84 percent of them had attended postsecondary education, and about one-third of them had earned a bachelor's or higher degree. The National Center for Education Statistics (NCES), in the Institute of Education Sciences, released a new Statistical Analysis Report today (June 29), entitled Early Millennials: The Sophomore Class of 2002 a Decade Later. This report examines the extent to which 2002 high school sophomores achieved various milestones of early adulthood as of 2012, when most of them were 26 years old, including high school completion, enrollment in postsecondary education, and progress toward or completion of a college degree. The report also looks at family formation (marriage and having children), as well as employment status and earnings. This report uses data from the Education Longitudinal Study of 2002 (ELS:2002), a multifaceted survey conducted by NCES that was designed to study the 2002 sophomore cohort's transition from adolescence to adulthood. Main findings include: In 2012, the majority of 2002 high sophomores (93 percent) were in the workforce, including 82 percent who were employed and 11 percent who were unemployed but looking for a job. Seven percent were out of the labor force; Fewer cohort members had taken on such roles as spouse and parent by 2012, however. Thirty-one percent had married, including 28 percent who were currently married and 3 percent who had subsequently divorced, separated, or become widowed. About 23 percent were living with their parents, and one-third had become parents themselves; Outcomes varied among groups defined by various demographic and high school academic characteristics. In general, cohort members from advantaged backgrounds (e.g., those from families of high socioeconomic status and those with strong academic preparation in high school) tended to have higher educational attainment, employment rates, and earnings. Many of these differences were apparent when controlling for a wide range of characteristics in multivariate analyses; and Labor market outcomes were associated with educational attainment. For example, employed master's or other advanced degree holders earned a significantly higher hourly wage ($21) in their 2012 job than did those with a high school education or less ($15), even while controlling for demographic and academic backgrounds, job characteristics, current enrollment status, and marital and parenthood status. To view the full report, please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017437. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation and statistics.

Afghanistan University Support and Workforce Development Program (USWDP)

University of Massachusetts, Amherst
Location: Kabul, Afghanistan
Application Deadline: Review begins immediately & continues until position is filled
Anticipated Start Date: August 01, 2017

Project Summary
Afghanistan University Support and Workforce Development Program (USWDP) is designed to help Afghanistan's higher education professionals effectively manage the growth of tertiary education while improving academic quality. Building on the successes of the Afghanistan Higher Education Project and other initiatives, the USWDP project will improve the management capacity of the Ministry of Higher Education (MoHE) and up to 11 public universities to ensure quality education and employment for a larger number of Afghan men and women. It will also assist in developing learning environments that foster well qualified and professional faculty members, highly capable and motivated students, diverse and market-oriented academic programs, sustainable public-private collaboration, international university partnerships, and other innovations that move Afghanistan toward the higher education system it deserves.


Job Summary: The Short-Term Technical Assistant will be work with the USWDP field staff at eleven University Career Centers to ensure the successful implementation of a newly modified Career Center Model in Afghanistan.

Primary Duties and Responsibilities:

1. Review existing project evaluation reports (i.e. Project Mid-term Evaluation Report and Program Technical Quality Assessment Report) ensuring the newly modified Career Center Model is aligned and suggest possible changes to the newly modified Career Center Model.
2. In close consultation with University Support Department, review each function of the modified Career Center model and make sure all the recommendations of the mid-term review team are fully considered for implementation.
3. Design and deliver training sessions on Career Counseling, Internships and Student Placement to the Heads of Career Centers, other field staff who are engaged in workforce development activities and the university counterparts who work with the University Support department.
4. Provide technical guidance and feedback to the Career Center staff as they establish Career Centers at their respective universities.
5. Assist the Heads of Career Centers in the development of their Annual Career Center Action Plans.
6. Assist the University Support team in efforts to enhance visibility of University Career Centers in Afghanistan through the development of Career Center brochures and other written materials.
7. Work with Career Center Staff to draft an internship manual for the internship programs.
8. Assist the University Support Staff in the design and facilitation of the University Support Annual Coordination Workshop.

MINIMUM QUALIFICATIONS

1. University Education (Master's Degree with five years' work experience or Bachelor Degree with seven years' experience) in higher education and/or student career services.
2. Experience of creating and/or recreating Career Development Centers in the past.
3. Experience and ability to translate data analysis into marketing actions and activities that promote the Career Center, on and beyond the university.
4. Experience in design and execution of Career Centers in developing countries such as Afghanistan, Vietnam, Bangladesh, Pakistan and/or Central Asia.
5. Experience in redeveloping Career Centers after third party assessment and recommendations for change.
6. Strong inter-personal skills and written and oral communication skills.
7. Ability to organize and effectively follow through on multiple complex tasks.
8. Good judgment and decision-making skills.
9. Knowledge of Afghan culture, international norms of conduct, and the current political situation in Afghanistan.
10. Ability to travel to provinces (Kabul, Balkh and Herat)
11. Ability to work both independently and in a team.
12. Excellent coordination and communication skills.

How to Apply
Submit a CV and a letter of interest to the following email address for consideration. To facilitate review, please include names and contact information for three professional relevant references. The title of the position being applied for must be indicated in the subject line of your e-mail.
hepcie@inbox.com
We thank all individuals for their interest, however only short-listed candidates will be contacted.

Center for International Education
University of Massachusetts, Amherst
http:/www.umass.edu/cie

Academic Manager Wanted

We're not going anywhere :)

The News-Press and Naples Daily News reported today that, "... the board voted to eliminate FGCU's master of education in school counseling degree program. FGCU stopped enrolling new students in the program in 2016"

We are still here and will be for the long-term! The FGCU Counseling program consolidated its two school counseling master’s programs (MED and MA) under the MA degree. No students have been admitted to the MED since 2015 and all school counseling students will continue to graduate with high quality and fully CACREP accredited and Florida DOE approved degrees under the Master of Arts in School Counseling