5900 Little Falls Road
Arlington, VA 22207
Fax: 703-228-2300
Saturday, May 23, 2015


Counselor to Counselor  link

 The above address is a link to my Livebinders (Elementary School Counseling Program) ASCA14 Presentation 
The above address is Mary Beth McCormac's blog which provides information and discussion for elementary counselors.
Mary Beth McCormac and Kaitlin Bresnahan presented at the Virginia School Counselors Association Conference in 2013.  The references follow:

Alsaker, F. D., & Nägele, C. (2008). Bullying in kindergarten and prevention. In W. Craig, & D. Pepler (Eds.), An International Perspective on Understanding and Addressing Bullying.  PREVNet Series, Volume I. PREVNet: Kingston, Canada.

Anti-Defamation League. (Winter 2005). Using children's literature to increase empathy and help students cope with bullying. ADL Curriculum Quarterly   http://www.adl.org/education/curriculum_connections/winter_2005/Words_that_Heal1.as p?cc_section=Words_that_Heal1

American School Counselor Association. (2012). The ASCA national model: A framework for  school counseling programs (3rd ed.). Alexandria, VA: Author.

Austin, S., Reynolds, G., & Barnes, S. (2012). School leadership and counselors working  together to address bullying. Education, 133(2), 283-290.

Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The  Elementary School Journal, 108(5), 362-375.

Bell, C. D., Raczynski, K. A., & Horne, A. M. (2010). Bully busters abbreviated:  Evaluation of  a group-based bully intervention and prevention program. Group Dynamics: Theory, Research, and Practice, 14(3), 257-267.

Beran, T., & Shapiro, B. (2005). Evaluation of an anti-bullying program: Student reports of knowledge and confidence to manage bullying. Canadian Journal of Education, 28(4), 700-717.

Black, S. A., & Jackson, E. (2007). Using bullying incident density to evaluate the Olweus Bullying Prevention Programme. School Psychology International, 28, 623-638.

Blake, J., Lund, E., Zhou, Q., Oi-man, K., & Benz, M. (2012). National prevalence rates of bully  victimization among students with disabilities in the United States. School Psychology Quarterly, 27(4), 210-222.

Bradshaw, C. P., O'Brennan, L. M., & Sawyer, A. L. (2008). Examining variations in attitudes  toward aggressive retaliation and perceptions of safety among bullies, victims, and bully/victims. Professional School Counseling, 12(1), 10-20.

Brown, E. C., Low, S., Smith, B. H., & Haggerty, K. P. (2011). Outcomes from a school-randomized controlled trial of steps to respect: A bullying prevention program. School  Psychology Review, 40(3), 423–443.

Buhs, E., Ladd, G., & Harald, S. (2006). Peer exclusion and victimization: Processes that  mediate the relation between peer group rejection and children's classroom engagement  and achievement? Journal of Educational Psychology, 98(1), 1-13.

Committee for Children (2001). Steps to respect: Bullying prevention for elementary school. Seattle, WA: Author.

Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: What works? School  Psychology International, 28, 465-476.

Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between  victimization and internalizing-externalizing distress from bullying. School Psychology  Review, 36(3), 383-405.

Frey, K. S., Hirschstein, M.K., Snell, J.L., Edstrom, L. MacKenzie, E.P., & Broderick, C. J.  (2005). Reducing playground bullying and supporting beliefs: An experimental trial of  the Steps to Respect Program. Developmental Psychology, 41, 479-491.

Frey, K. S., Hirschstein, M. K., Edstrom, L., & Snell, J. L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101(2), 466–481.

Guerra, N., Williams, K., & Sadek, S. (2011). Understanding bullying and victimization during childhood and adolescence: A mixed methods study. Child Development, 82(1), 295-310.

Hodges, E. V. E., Boivin, M., Vitaro, F., and Bukowski, W. M. (1999). The power of  friendship: Protection against an escalating cycle of peer victimization.  Developmental Psychology, 35, 94–101.

Hirschstein, M. K., Edstrom, L. V. S., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007).    Walking the talk in bullying prevention: Teacher implementation variables related to  initial impact of the Steps to Respect program. School Psychology Review, 36(1), 3–21.

Jacobsen, K. E., & Bauman, S. (2007). Bullying in schools: School counselors' responses to three types of bullying incidents. Professional School Counseling, 11(1), 1-9.

Kokko, T. H. J., & Porhola, M. (2009). Tackling bullying: Victimized by peers as a pupil, an effective intervener as a teacher? Teaching and Teacher Education, 25, 1000- 1008.

Low, S., Frey, K. S., & Brockman, C. J. (2010). Gossip on the playground: Changes associated  with universal intervention, retaliation beliefs, and supportive friends. School Psychology  Review, 39(4), 536–551.

McAdams, C. R., & Schmidt, C.D. (2007). How to help a bully: Recommendations for counseling the proactive aggressor. Professional School Counseling, 11(2), 120-127.

Petrosino, A., Guckenburg, S., DeVoe, J., & Hanson, T. (2010). What characteristics of  bullying, bullying victims, and schools are associated with increased reporting of  bullying to school officials? (Issues & Answers Report, REL 2010–No. 092).

Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A meta-analysis of school-based bullying prevention programs' effects on bystander intervention behavior. School Psychology Review, 41(1), 47-65.

Pugh, R., & Chitiyo, M. (2012). The problem of bullying in schools and the promise of positive behaviour supports. Journal of Research in Special Educational Needs, 12(2), 47-53.

Sacco, D. T., Silbaugh, K., Corredor, F., Casey, J., & Doherty, D. (2012). An Overview of State Anti-Bullying Legislation and Other Related Laws. Born This Way Foundation: Harvard    University Retrieved from: http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/State _Anti_bullying_Legislation_Overview_0.pdf

Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of  Clinical Child & Adolescent Psychology, 40(5), 668-676.

Shallcross, L. (2013, February). Bully pulpit. Counseling Today, 30-39.

Smolinski, P. R., & Kopasz, K. H. (2005). Bullying in schools: An overview of types, effects,  family characteristics, and intervention strategies. Children & Schools, 27(2), 101-111.

Twemlow, S. W., & Sacco, F. C. 2. (2008). Why school antibullying programs don't work. Lanham, MD: Jason Aronson.

University of Virginia Viloence Project. (2012, May 24). Spring 2012 safe schools survey  report: Elementary schools. Retrieved from http://curry.virginia.edu/research/projects/bullying/elementary-school-bullying

Veenstra, R., Lindenberg, S., De Winter, A. F., Oldenhinkel, A. J., & Ormel, J. (2005). Bullying  and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41(4), 672-682.

Vreeman, R.C, & Carroll, A.E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics and Adolescent Medicine, 161(1), 78-88.

Washington, DC: U.S. Department of Education, Institute of Education Sciences,  National  Center for Education Evaluation and Regional Assistance, Regional Educational  Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/ edlabs.

Mary Beth McCormac presented on anxiety at the 2011 Virginia Counselors Annual Conference in Richmond, VA, the 2012 ASCA Conference in Minneapolis, MN, and the 2012 Virginia Counselors Association Conference in Fredericksburg, VA.  The references for these presentation follow:  
Bloch, S. (2008). Butterflies in my stomach and other school hazards. New York, NY: Sterling.

Bottner, B. & Kruglik, G. (2004).Wallace’s Lists. China: Katherine Tegen Books.

Brown, M. (1983). Arthur’s April fool. Boston, MA: Little, Brown and Company.

Buron, K. D. (2006). When my worries get too big! Shawnie Mission, KS: Autism

Asperger Publishing Company.

Carrick, C. (1984). Dark and full of secrets. New York, NY: Clarion Books.

Carrick, C. (1988). Left Behind. New York, NY: Clarion Books.

Chansky, T. E. (2004). Freeing Your Child from Anxiety. New York, NY: Three Rivers Press.

Crisit, J.J. (2004). What to do when you’re scared & worried: A guide for kids.

Minneapolis, MN:Free Spirit.

Dewdney, A. (2010). Roly poly pangolin. New York, NY: Viking.

Drachman, E. (2001). Leo the lightning bug. Los Angeles, CA: Kidwick Books.

            http://eleaston.com/chicken.html The Story of Chicken Little

Eisen, A. R. & Engler, L. B. (2006). Helping Your Child Overcome Separation Anxiety or School Refusal. Oakland,     
          CA: New Harbinger Publications
Edwards, P.D. (1999). The worrywarts. New York: Harper Trophy. Chapin, SC: YouthLight.
Faculty of Education Brandon University. Strategies for ClassroomTeachers of Students with Separation Anxiety Disorder.


Feigh, A. (2008). On those runaway days. Minneapolis, MN: Free Spirit Publishing.

Frank, K. (2007). The handbook for helping kids with anxiety and stress. Chapin, SC: YouthLight.

Guanci, A. M. (2001). David and the worry beast. Far Hills, NJ: New Horizon Press.

Goodyear-Brown, P. (2009). Strategic play therapy techniques for anxious preschoolers. In J. Nash & C. Schaefer (Eds.) Play Therapy with Preschool Children (pp. 107-129). Washington, DC: American Psychological Association.

Hay, L. L. & Tracey, K. (2008). I think, I am! Carlsbad, CA: Hay House.

Heidi, F. P. (2000). Some things are scary.  Boston, MA: Walker Books.

Huebner, D. A. (2003). Sometimes I worry too much, but now I know how to stop.

Wilkes-Barres, PA: Childswork Childsplay.

Huebner, D. A. (2006). What to do when you worry too much: A kid’s guide to

overcoming anxiety. Washington, DC: Magination Press.

Kachenmeister, C. (1989). On Monday when it rained. Boston, MA: Houghton Mifflin


Lite, L. (1996). A boy and a bear: The children’s relaxation book. Plantation, FL:

Specialty Press,Inc.

Lite, L. (1997). The affirmation web: A believe in yourself adventure. Plantation, FL:

Specialty Press,Inc.

Maier, I.(2002). When Lizzy was afraid of trying new things. Washington, DC:

Magination Press.

Martin, B. & Archambault, J.(1985). The ghost-eye tree. New York, NY: Henry Holt

and Company. Also available on web as reader’s theatre script http://sites.google.com/site/fun2teachandlearn/TheGhostEyeTree.pdf?attredirects=0

McCully, E.A. (1992). Mirette on the high wire. New York, NY: Scholastic.

Munsinger, L. (2003). Something might happen. Boston, MA: Houghton Mifflin


Nickle, J. (1999). The Ant Bully. New York, NY: Scholastic.

Orlick, T. Spaghetti Toes: Positive Living Skills for Children CD


Payne, L.M. & Rohling, C.(1994). A leader’s guide to just because I am.  Minneapolis,

MN: Free Spirit.

Paloco, P. (1990).  Thundercake. New York, NY: Paper Star.

Piper, W. (1961). The little engine that could. New York, NY:Platt & Munk.

Quinn, P.O. & Stern, J.M.(2000). Fifty activities and games for kids with ADHD.

Washington, DC:Magination Press.

Rossman, M. (2010). The worry solution: Using breakthrough brain science to turn stress and anxiety into confidence          
           and happiness.New York: NY: Crown Publishing Group.

Scott, A. H. (1996). Brave as a mountain lion. New York:Clarion Books.

Sitsch, G. M. & Senn, D. S.(2002). Puzzle pieces classroom guidance connection K-5.

Chapin, SC: YouthLight.

Steig, W. (1986). Brave Irene. China: A Sunburst Book.

Weber, B. (2002). Courage.  Boston, MA: Houghton Mifflin.

Wittmer, J., Thompson, D.W., & Loesch, L.C. (2000). Classroom guidance activities: A

source book for elementary school counselors. Minneapolis, MN: Education Media.

Yale University.  The RULER Approach.  http://therulerapproach.org/
On March 14, 2012 Dr. McCormac and Kaitlin Bresnahan presented "Incorporating Children's Literature into Group Work in Elementary School."   The Power Point for this presentation is posted on the VSCA web site.

On March 18, 2010 Dr. McCormac and Ms. Brenckle presented "The Mentor and Protege Relationship: Taking a Walk Together" at the Virginia School Counselors Association Annual Conference in Richmond, VA.  The session goals were to: 1) build an understanding of key elements of mentoring relationships for counselors; 2) share experiences from the perspective of a mentor and a protege; 3) provide strategies for successful mentoring; and 4) learn from participants additional ideas about mentoring new counselors. Ideas were shared for the beginning, middle, and end of the school year.  If you would like a copy of the Power point email mmccorma@arlington.k12.va.us.

On March 8, 2010 Dr. McCormac and Ms. Grogan presented "Relaxing with Friends: A Group Proposal for Students with Anxiety" at the VASGW Group-A-Rama in Fairfax, VA.  The session presented background on anxiety in children and the eleven session group the co-presenters had lead with third grade students.  The results of the group were also shared.

On April 26, 2009 Dr. McCormac presented "Building a Culture of Respect: Implementing a K-5 Program to Reduce Bullying Behavior" at the Virginia School Counselors Association Annual Conference in Newport News, VA.  This program highlighted the implementation of a literature based schoolwide bullying prevention and intervention program. The counselor and psychologist at Nottingham Elementary School trained all staff to take bullying reports and all teachers to coach students involved in bullying behavior. The program uses Steps to Respect material developed by the Committee for Children in Grades 3-5.  In grades K-2 the counselor developed lessons using children's literature.  All teachers, the librarian, and counselors are involved in teaching students about bullying.  Schoolwide events such as Mix It Up at Lunch Day and No Name Calling Week are used to keep interest high during the school year and reinforce key concepts.
On April 3, 2008 Dr. McCormac presented a session at the Virginia School Counselors Association Annual Conference in Newport News, VA on "Lessons Learned: Starting Over in a New School."  The session outlined ten important tips for using the ASCA National Model as the basis for building a program at a new school.
  1. Explain your role, procedures, and program to administrators (principal's agreement-use of time, meet weekly to educate about the ASCA Model, budget)
  2. Examine the existing counseling program and clarify what is working that you want to keep (consistent with the ASCA Model) and what is not working or should be part of the counseling program. Document your program in binder(s). Transition
  3. Conduct needs assessment with students, staff, and parents to prioritize focus of the counseling program
  4. Create an annual plan with curriculum action plan, master calendar and annual goals, including time to plan your program and write the classroom lesson plans and group curriculum
  5. Explain your role, procedures, and program to staff* (in-service, brochure, distribute National Standards, set classroom lesson expectation in August, post daily/weekly schedule, etc.)
  6. Explain your role, procedures (confidentiality), and program to parents (presentations, parent coffees, office hours, brochure, newsletters, links, book reviews, etc.) Two-way communication
  7. Deliver academic, career, and personal/social lessons the first year (theme for each grade level)
  8. Form an advisory council (build support for your program, candidates, develop a mission statement, assist with projects, etc.)
  9. Make your program visible in the community (big event, web site, bulletin board/counseling hallway, announcements, newsletters, etc.)
  10. Evaluate some aspects of the counseling program every year and share results (newsletter, staff notes, web site, etc.)














Last Modified on June 26, 2014