KISCA16: Session Presenters
Posted on February 2nd, 2016
*Listed alphabetically by presenters’ last name.
1. Ms. Diana Abukazam, MAED, MC, PPS, College Counselor, KIS Jeju, Conference Organizer and Closing Session
Biography: Diana’s experience in education is vast, covering elementary school students to graduate university students. She has supported students and parents in decision making, planning, and preparing for college, careers, undergraduate, graduate, and professional schools. Diana holds a Master of Arts degree in Education, Curriculum and Instruction Design with a specialization in computer education, and a Master of Arts degree in Counseling. She also has a counseling PPS credential to work with school-aged children and a teaching credential. Diana has also received specialized training and certificates from UCLA Career counseling center, and Didi Hirsch’s Crisis Counseling center. She is in her fifth year of being an Undergraduate Admissions Reader for UCLA.
I think everyone should read… “The Philosophy Gym: 25 Short Adventures in Thinking" by Stephen Law, “A Whole New Mind: Why Right-Brainers Will Rule the Future" by Daniel Pink, and “The Unlikely Pilgrimage of Harold Fry" by Rachel Joyce.
Outside of school, I most enjoy… riding my bike along the coast and hiking the mountains of Jeju.
I’m inspired by… the love, beauty, nature, and motivated people around me.
2. Dr. Chad Ebesutani, Psychology Professor and Clinical Psychologist, International Psychology Center/Duksung Women's University
Biography: Dr. Chad Ebesutani obtained his doctoral degree in clinical psychology from UCLA in 2011. He also received clinical training in a variety of settings, including the Center for Cognitive Behavior Therapy at the University of Hawaii, UCLA-affiliated clinics in the Los Angeles area, and the University of Mississippi VA Medical Center from 2005-2011, where he attended internship. He also received his Bachelors in Psychology at Brown University in 2003.
Dr. Ebesutani is also currently an Assistant Professor in the Psychology Department at Duksung University, in Seoul, Korea. He also serves as a mental health care consultant for PracticeWise, a widely-utilized mental health company in the United States that specializes in providing effective mental health treatments and services. He is also the clinical director of the International Psychology Center in Seoul, where he provide therapy and assessment for English-speaking international students, foreigners, and expats dealing with emotional and/or behavior problems such as depression, anxiety, inattention, school/work difficulties, family dysfunction, relationship/marital problems, and daily life distress.
Session title: Building Social-Emotional Competencies in Students: Evidence-based Targets, Procedures, and Assessment
Description: There is an increased interest in schools to strengthen social-emotional competencies in students given that social-emotional competencies are associated with improved mental health, increased productivity, healthier relationships, and better academic outcomes. Although we may share the common goal of wanting to strengthen social emotional competencies in students, the process of doing so is not so simple or straightforward; further, there are different (sometimes competing) ways in which teachers, counselors, staff, and administrations go about strengthening social-emotional competencies in their students—some, which are more effective than others.
In my presentation, I will be answering the following three important questions for teachers and counselors related to being able to strengthen social emotional competencies in students in a unified, effective fashion:
(1) do I know the most important Target Areas to support in students?;
(2) do I know empirically-tested and effective Procedures for increasing those Target Areas?; and
(3) do I know the current Status of each student with regards to each Target Area? To effectively support the social-emotional competencies of your students, I will outline why you need to know (1), (2), and (3).
Regarding knowing the most important Targets Areas, I will describe the work of a US-based group (called PracticeWise) who has been reviewing the literature of effective psychosocial procedures for youth for the past 20 years to identify empirically-supported Target Areas in students. I will share with you their findings regarding which empirically-supported Target Areas they identified (such as Relaxation Skills, Activity Scheduling, Long-Term Goal Setting, and Problem Solving Skills, etc)—which represent the Target Areas that you should focus on monitoring and supporting in your students.
Regarding empirically-tested, effective Procedures (for increasing those Target Areas), I will be sharing with you some of the Procedures (empirically-tested by the US PracticeWise Group) for increasing these empirically-supported Target Areas in children and adolescents. I will also be sharing with you worksheets that you can use with your students to strengthen these areas in your students’ lives. Cultural considerations (related to the unique academic and social environment of South Korea) will also be addressed as they pertain to effective procedures for strengthening these Target Areas.
Regarding knowing the current Status of each student across these Target Areas, I will be sharing with you a new assessment questionnaire recently developed in collaboration with the PracticeWise Team to measure these empirically-supported Target Areas of Social-Emotional Competencies in students. I will be demonstrating the type of useful assessment results, information and feedback you can obtain from this type of assessment, as well as how this information can be used by teachers, counselors, and school administrators to make important decisions with respect to supporting students’ social-emotional development and growth.
Purpose: I expect the audience members to (1) understand what are Evidence-based Social-Emotional Targets, Procedures, and Assessments, (2) understand how they are different from each other, yet all important for building Social-Emotional Competencies in students. I also expect the audience members to (3) learn the main evidence-based Social-Emotional Targets in students (such as Problem Solving, Activity Scheduling, and Relaxation Skills, etc), (4) how to increase these (evidence-based) Target areas via effective Procedures in their students (including via worksheets I will provide that they can use with their students), and (5) an understanding of why it is important to measure and assess these empirically-supported Target areas in students.
Audience: Elementary Counselor, MS Counselor, HS Counselor, Admin
3. Mr. Dan Furness, Head of Individual Needs, North London College, Jeju
Biography: I have a background in School Social Work having been the only Social Worker employed by a school in the UK. I have worked in South Africa and Bristol, UK before coming out to Jeju, South Korea 3 1/2 years ago. Whilst I worked as a Social Worker I worked with an organization called Mentoring Plus for 2 years providing a mentoring program for young people at risk of offending. I have also set up a Peer Mentoring program at NLCS Jeju that now includes over 100 Peer Mentors and is in it's 3rd year. I have also 4 years experience in the UK working as the schools lead in Child Protection dealing with, on average 3-4 cases of abuse a week. I would then work with the local Social Work team to provide the best care and outcomes for these families as possible.
Session title: Starting and running a Peer Mentoring Program
Description: Peer Mentoring workshop will provide information based on experience on setting up and running successful mentoring programs. This will be applicable for both staff and student mentoring.
Safeguarding will include a synopsis of experience in child protection on Jeju and a 'round table' discussion on how we can work together to safeguard the children in our schools. It will include information about the recent audit we have undertook and how you can apply this in your school setting. I will also discuss the ways you can support victims of child abuse.
Purpose: To be able to set up and run a successful Mentoring program in their school.
To be able to learn more and share experience of safeguarding in the Korean context.
Audience: Elementary Counselor, MS Counselor, HS Counselor, ADMIN
4. Dr. Elethia Rhoden, MS Counselor, Korea International School Pangyo,
Biography: Dr. Rhoden is ecstatic to embark on the many wonders that is middle school in the international realm. Dr. Rhoden received her Bachelor’s degree in Psychology from Hunter College in New York, New York. She received her Master’s degree in School Counseling from Loyola College in Baltimore, Maryland. She received both her Specialist degree (Administration and Supervision) and her Doctoral degree (Executive Leadership) from Lincoln Memorial University in Harrogate, Tennessee. Dr. Rhoden is both a Licensed Professional Counselor and a Nationally Certified Counselor; with over 14 years of experience. Dr. Rhoden has served students as a school counselor on the elementary, middle and high school levels to enhance a holistic understanding of the development of our future leaders. Dr. Rhoden is from the Atlanta, Georgia metropolitan area.
MS Job Alike Session: KIS is a melting pot of academic and social success. Though this time includes hormonal changes, body maturation and abstract development; this journey is both self enriching and enlightening. The counselor assists all students in overcoming any hurdles or barriers that may hinder success. The comprehensive Middle School Counseling program has a focus on students' ability to be independent, academically and socially career oriented lifelong learners. The counselor collaborates with all stakeholders (student, parent, teacher, administrator) to ensure all aspects are covered and addressed. Dr. Rhoden enjoys the success of her students; which is evident as she interacts with the students in their environment (classroom, halls, cafe, etc.).
5. Ms. Young Soo (Kalei) Jang-Brumsickle, Elementary School Counselor, Korea International School Jeju
Biography: I am currently working as an Elementary Counselor at Korea International School Jeju. I grew up in South Korea, but my home has been the state of Oregon in the US for many years. Prior to moving to Jeju, my husband and I worked at international schools in many different parts of the world for over 20 years including Hawaii, Korea, Indonesia, Bangladesh, Poland and Hong Kong and Malaysia. My experience working in various international schools has been priceless and has touched in many different areas in my life for good. I am honored to work at many finest international schools in the world and their diverse young population where I can contribute to make a difference in young minds.
I love reading during my free time, then watch movies of the books I read. I like cycling when I go back to Oregon during summer and spotting some wild animals on the bike paths or in the plain fields. I enjoy trying different types of cuisine from different parts of the world when I have time. I am a life- long learner and my learning never stops. I take great pleasure sharing my knowledge with my students, parents, and fellow teachers whenever I can.
Session title: Understanding the roots of anxiety through the lens of attachment based developmental approach
Description: The presentation and focus this session is on “alarm" and “the root of anxiety". Alarm can be defined as any threats to all of us that cause us vulnerable feelings. When human beings deal with too much alarm without rest, our brain works hard to defend and protect us against vulnerable feelings too much to bear. When we are too defended, we tend to not see the true source of alarm, which normally originates from facing or experiencing separation, therefore causes anxiety. Most of us are familiar with the basics of how our body’s alarm system works. Human beings are not meant to live in a chronic state of alarm. This presentation is to see alarm problems in relation to anxiety through the lens of attachment based developmental approach in order to gain insight on how we can address anxiety problems and support our students as well as ourselves.
Purpose: I would like to help participants see anxiety based alarm problems through the lens of attachment based developmental approach, to gain insight and to help address the true source of alarm.
Audience: Elementary Counselor, MS Counselor, HS Counselor, ADMIN
6. Mr. Amos Z. Stamp-Jerabek, MA, MED, Head of Student Services and Special Programs, KIS Jeju; Conference Budget Organizer, and Opening Session
Biography: Mr. Z. Amos Stamp-Jerabek, a global nomad, is from many places, notably Prague and Liverpool. Amos is a doctoral student in Mind, Brain and Teaching at Johns Hopkins University, and was a founding member of KIS Jeju in 2011. He holds a Master of Education in International Counseling from Lehigh University, a Professional Certification in Secondary Social Studies from The College of New Jersey, a master’s degree in Social Policy from the University of York, and a bachelor’s degree with honors in Sociology and Psychology from Liverpool Hope University College, University of Liverpool.
I think everyone needs to read… “The Little Prince" by Antoine de Saint-Exupéry and “Jonathan Livingston Seagull" by Richard Bach.
Outside of school, I most enjoy… doing instead of having, and running.
I’m inspired by… John Dewey’s words, “Education is not preparation for life; education is life itself."
7. Milim Oh, Counselor, Dulwich College Seoul; HS Job Alike Session
Biography: Milim Oh is a Counselor at Dulwich College Seoul. She is originally from South Korea, but has been educated not only in Korean but also in Guam, Indonesia, and the US. She received her BA in Psychology from Smith College, followed by an MA in Psychology in Education from Teachers College, Columbia University. She also has a Korean Certification in Youth Counseling. She has been working as a school counselor in international schools for 5 years, and has a passion in international education as a Third Culture Kid.
8. Ms. Margaret Park, Elementary School Counselor at Seoul Foreign School, and Ms. Sarah Carpenter, MS, MA, Digital Learning Coach at Seoul Foreign School
Margaret Park Biography: I have been a counselor at SFS for the past 4 years and am passionate about raising awareness on salient mental health issues that our students face today. I have spoken at KISCA in the past and will be speaking at the International School Counselor's Association conference this year.
Sarah Park Biography: Sarah is currently employed as a Digital Learning Coach at Seoul Foreign School. I originally trained as an elementary teacher with many years of classroom experience and recently completed my MS in School Counseling. I have presented at both ISCA and KORKOS and am looking forwarding to co-presenting with Margaret on an area that we both feel is vital for counselors to develop a knowledge and awareness of.
Session title: What’s The Deal With Cyber Bullying?
Description: Bullying is a salient issue for schools today. Instances of cyber bullying are on the increase and schools are struggling to know how to manage these issues. Fostering student empathy and interpersonal relationships can help reduce instances of bullying in your school.
Margaret and Sarah will present some excellent resources and strategies that can be used with elementary and middle student to help empower them to make good choices.
Purpose: Participants will gain information about current research on cyber bullying and resources/strategies to empower students to make good choices.
Audience: Elementary Counselors, MS Counselors
9. Ms. Michelle Pownall, PK-2, 9-10, Head of Department School Counselor, Gyeonggi Suwon International School
Biography: Michelle started her career in education in 2003 in the state of Arizona. She worked as a kindergarten-3rd grade teacher for 10 years at various schools in Arizona. Michelle earned her Master’s of Arts in Education from Ottawa University with a guidance counseling emphasis in 2010.. Korea is Michelle’s first international teaching experience. She has been at Gyeonggi Suwon International School since January of 2013.
Session title: Steps to writing a Child Safety/Protection Plan
Description: The purpose and intent of this workshop will leave participants with what steps are included in a comprehensive Child Safety and Protection Plan as well as providing a common language for all IS schools in Korea in regards to child safety.
Purpose: Participants will walk away with updates to the Korean child safety laws. Participants will also leave with the steps their school can put in place to start writing a Child Safety plan. Participants will also leave with samples of Child Safety plans.
Audience: Elementary Counselor, MS Counselor, HS Counselor, Admin
10. Dr. Kelly So Young Yi, Senior Consultant/Head of Professional Development Adaptable Human Solutions
Biography: Dr. Kelly Yi is a licensed psychologist in CA. He is currently Senior Consultant/Head of Professional Development at Adaptable Humans Solutions in Seoul, South Korea. He is also founder of The Mindful Center for Individual, Couple and Family Therapy in Oakland, CA. Dr. Yi was a research assistant on The Cultivating Emotional Balance Project at UCSF sponsored by The Mind and Life Institute and is a certified Cultivating Emotional Balance teacher. He has trained licensed clinicians and clinicians-in-training in mindfulness-based interventions at The Pacific Graduate School of Psychology/Stanford, The Institute for the Advancement of Psychotherapy, and The Mindful Center for Individual, Couple and Family Therapy.
Session title: Mindfulness, Cultivating Emotional Balance (CEB), and Social-Emotional Development
Biography: Purpose of the presentation is to provide a general understanding of what mindfulness is, review how mindfulness is presented and used in the empirically supported treatment of Cultivating Emotional Balance (CEB), and how CEB can facilitate social-emotional development.
Participants can expect to: 1) get an intellectual and experiential understanding of mindfulness; 2) gain a general understanding of CEB and exposure to a few of its practices; 3) understand how CEB can facilitate social-emotional development; and 4) have an intellectual and experiential understanding of how to apply at least 1-2 practices for kids and adolescents.
The content is applicable to counselors, educators, and administrators who work with students from K-12. Practices reviewed in the presentation may be particularly applicable to students from 3rd grade-12th.
1) General intellectual and experiential understanding of mindfulness
2) General understanding of the Cultivating Emotional Balance (CEB) intervention with exposure to a few of its practices
3) Understanding how mindfulness and CEB can be applied to cultivate social-emotional development
Audience: Elementary Counselors, MS Counselors