Register for the conference here!

When you register you will be required to choose which sessions you would like to attend. Please reference the session information below.

7:00 AM-8:00 AM - Open for registration

8:00 AM-8:40 AM - Welcome Remarks

Session 1 – 8:45 AM - 9:45 AM

A-1 Empowering School Counselors: Expanding Inclusive Engineering Pathways for Underrepresented Students

High school counselors are critical in guiding students toward STEM careers, yet many underrepresented students face systemic barriers to accessing engineering pathways. As a participant in the NSF-funded Inclusive Career Counseling for Engineering (ICCE) program, in partnership with Arizona State University, I gained firsthand knowledge of effective strategies to increase diversity and inclusion in engineering. This session will provide school counselors with research-based insights, practical tools, and actionable strategies to help students from diverse backgrounds explore and succeed in engineering. Participants will discuss addressing equity gaps, fostering interest in STEM, and collaborating with educators and industry partners to create more inclusive career pathways. Join me in shaping a future where all students can thrive in engineering.

Amy Lombardo is a dedicated high school counselor at Carteret High School with over a decade of experience supporting students in their academic, social-emotional, and career development. She serves as an executive board member of the New Jersey School Counselor Association (NJSCA), where she actively contributes to advancing the profession. In addition to her work in K-12 education, Amy is an adjunct professor in the school counseling program at Monmouth University, mentoring future counselors.
Beyond her roles in education, Amy is the owner and founder of Amy Lombardo Life Coach LLC, where she empowers individuals to navigate personal and professional growth. She is currently pursuing her doctorate in Counselor Education and Supervision at National Louis University, furthering her expertise in the field. Passionate about advocacy, leadership, and student success, Amy remains committed to making a lasting impact in the counseling profession.

Audience: High School, Postsecondary, Supervisors/Directors/SC Administrators

A-2 A School Counselor, Student Assistance Counselor and School Based Clinician Walk Into a Crisis… A Team Based Approach to Addressing Urgent Student Matters

Student mental health concerns are an all time high, and frequently, multiple helpers are called to assist students during a crisis. While this is well meaning, it can be overwhelming for a student to relay their present situation, feelings, and family history to a large, frenzied group. It may also cause the helpers to duplicate services, and delay other worthy endeavors and student serving responsibilities. In this presentation, a school counselor, Student Assistance Counselor (SAC), and clinician will discuss their processes and procedures for addressing urgent or high stakes matters during the school day. Some of these include conducting student risk assessments, assisting students in a clinical crisis, or dealing with the sudden death of a student’s parent. Though we work as a team in this endeavor, each helper has strengths, duties, and requirements different from the others. By sharing information about our risk assessment procedures (including “who does what”), we hope the audience will increase understanding of how to implement a team based approach to help students quickly and effectively, and then resume to non urgent priorities. We will also give the audience time to “ask us anything” about our collaborations for student success, and how we streamline our work while capitalizing on our own skills. 

Chrysa Staiano is a licensed counselor and certified school counselor. She currently works for Rutgers UBHC as a school based clinician at North Hunterdon High School in Annandale, NJ. Chrysa holds master's degrees in School Counseling and Teaching English to Speakers of Other Languages (TESOL). She is a past NJSCA presenter.

Maggie Barraco is a certified school and SAC counselor who is working towards her LPC. She currently works for Voorhees High School in Glen Gardner, NJ, as a SAC counselor for all grades. Maggie holds a bachelor's degree in Behavioral Neuroscience and Psychology and a master's degree in Counseling Services.

Nicole Gallagher is a certified school counselor. She currently works for Voorhees High School in Glen Gardner, NJ, as a school counselor for students in grades 9 to 12, and their families. Nicole holds a bachelor's degree in Psychology and a master's degree in School Counseling.

Audience: Middle School, High School, Supervisors/Directors/SC Administrators

A-3 Late to Bed, Late to Rise Makes Teens Healthy and Wise

Adolescents are chronically sleep deprived, leading to poor physical/mental health, increased risky behaviors and poor academic performance. School start times are a modifiable parameter nationwide. Later start times improve academic, athletic, safety and health outcomes. Participants will learn how this public health intervention fosters a healthy environment for adolescents and the role school counselors can play to promote good sleep hygiene.

Deborah P. Steinbaum, M.D., M.P.H., F.A.A.P., is a general pediatrician in private practice at PediatriCare Associates in Northern NJ. Prior to her current position, she was an assistant professor of pediatrics at the Mount Sinai School of Medicine in New York City, specializing in primary care and child abuse pediatrics. She is a graduate of Harvard College and the Yale University School of Medicine and completed her Pediatric Residency and a General Academic Pediatric Fellowship at Mount Sinai. While there, her research involved identifying school-aged children exposed to traumatic stress and the integration of mental health into primary care pediatrics. She was involved in the initial planning and piloting of a telephone based psychiatric consult service in New York City and in implementing the Reaching Children Initiative, a regional training in mental health screening for pediatricians. After moving to New Jersey, she entered private practice while also working part time as a child abuse physician at Wynona’s House, the Newark-based Child Advocacy Center. She currently serves on the REACH Alumni Board and as a school physician for the Wanaque School District and The Forum School. In the NJAAP, she serves on the Governmental Affairs Committee and the Task Force for Adolescent Health and School Start Times. Prior to medical school, she lived in San Francisco, CA and spent several years in health care administration and research. She retains an avid interest in public policy and was part of One Village One Vote, a successful campaign to consolidate local elections. Dr. Steinbaum grew up in Bergen County and lives in Ridgewood, NJ with her husband, their two children, two cats and one dog.

Audience: All

A-4 Play Therapy in PK-12 Schools

Children evolve rapidly as they grow and develop in our schools. As children pass through significant milestones in their lives their cognitive, linguistic, physical, social-emotional, sexual/gender, moral and religious identities are formed. Along the way, many of our children face a traumatic experience or "Adverse Childhood Experiences" (ACEs). Along with ACEs, CDC's latest report highlights that over 21% of children are dealing with anxiety, depression or a behavioral disorder. The rapid developmental changes and the significant need for mental health supports requires school counselors to look for creative ways to intervene. One creative option to use in schools (including high schools) is Play Therapy. While some counselors might see play therapy as a waist of time, others know that it is an invaluable tool for connecting to children, especially resistant ones! Learn a basic overview of play therapy and essential play therapy interventions that work in schools for kids, all while having a little fun yourselves!

Elizabeth Meier Thornton, Professional School Counselor (CO & NJ), LPC (CO & NJ), PhD, NCC, Assistant Professor at NJCU, 

Audience: Elementary School, Middle School, High School

A-5 Harnessing AI and Neuroscience for personalized support from school counselors and to enhance the student-counselor relationship

Nearly 75% of students feel lost about their postsecondary plans. Neuroscience offers lessons for how to engage students for better outcomes like mental wellness, attendance and academic performance. Building on these insights, AI can then personalize guidance to enhance student agency and promote better student-counselor relationships. A cognitive scientist from MIT and Yale and an experienced school counselor will discuss how these lessons were put into practice in a recent pilot at Highland Park High School supported by the US Department of Education.

Izzat Jarudi’s journey took him from Lebanon to the US, and from near dropout to MIT Phi Beta Kappa in brain science and Yale PhD in moral psychology. As Co-Founder and CEO of Edifii, Dr. Jarudi is developing a personalized digital guidance assistant to complement human counselors. Edifii was one of a dozen companies chosen nationally by the US Department of Education for its Small Business Innovation Research grant in 2024.

Jada Gore is a born and raised “Jersey Girl.” She has 16 years of combined experience working with middle school, high school and adult aged students. Prior to becoming a School Counselor, Jada earned her undergraduate degree from Montclair State University where she majored in Psychology. Upon graduating, she began her career as a Youth Employment Specialist with Orange High School’s School Based Youth Service Program (SBYSP in Orange, NJ). Pursuing her passion for education, helping students, and supporting families–Jada completed her Masters of Arts degree from Kean University, where she studied School Counseling and received her State of New Jersey School Counseling Certification. She then transitioned to Hudson County College’s Center for Student Success in Jersey City, NJ, where she worked as an Academic Advisor and Adjunct Professor. Jada returned to Orange High as a School Counselor to share the post-secondary knowledge and resources she gained. Currently she is a School Counselor in Highland Park, NJ.

Audience: Middle School, High School

A-6 “Fostering Safe Schools: The Role of Gender and Sexuality Alliances in Middle School Inclusion” 

“Fostering Safe Schools: The Role of Gender and Sexuality Alliances in Middle School Inclusion” Middle school is a vital time for students as they encounter academic, social, and emotional difficulties. For LGBTQ+ students, this period can be especially challenging as they begin to navigate and express their identities while facing discrimination and harassment. Gender and Sexuality Alliances (GSAs) provide a crucial support system in middle schools, creating a sense of belonging, promoting inclusivity, and creating safe and affirming environments for all students. An abundance of anti-LGBTQ+ policies have been introduced and enacted last year, significantly harming the mental, emotional, and physical well-being of LBTQ+ youth. These policies also minimize the experiences of, stigmatize, and endanger LGBTQ+ young people in our schools. According to the Trevor Project’s 2024 U.S. National Survey on the Mental Health of LGBTQ+ Young People, “The overwhelming majority (90%) of LGBTQ+ young people said their well-being was negatively impacted due to recent politics. Over half (53%) said their well-being was negatively impacted by politics a lot.” I established Lighthouse Collaborative in 2021 with the mission of fostering safe and inclusive school spaces for LGBTQ+ youth. By assisting schools in establishing GSAs, I’ve seen firsthand how essential and rewarding it is to provide LGBTQ+ students and their allies with opportunities to connect, educate, advocate, and promote acceptance within the LGBTQ+ community. This presentation will showcase the valuable insights and lessons I’ve gained through my collaboration with schools and my ongoing advocating for LGBTQ+ youth, with a focus on promoting and creating safer, more inclusive school environments.

Laura Pellettiere earned her Master’s in Counseling and holds a New Jersey School Counselor Certification from Montclair State University and earned a Bachelor of Arts degree from The College of New Jersey. Laura has over 17 years of school counseling experience. Laura has presented scholarly research on multicultural issues at local, regional, and national conferences. She is the owner and founder of Lighthouse Collaborative which operates out of Union County. Lighthouse Collaborative assists schools in establishing and sustaining Gender and Sexuality Alliances (GSAs). They provide schools with faculty and staff professional development and parent presentations on supporting LGBTQ+ Youth, provide schools with LGBTQ+ inclusive materials and resources, offer rainbow career nights for students and various other pride events throughout the school year for GSA members. Laura founded her first middle school GSA in 2012. The Union County Board of County Commissioners approved Lighthouse Collaborative's proposal to establish a Union County Middle School Gender and Sexuality Network. In her spare time, Laura enjoys spending time with her family and friends, backpacking through Europe and exploring museums. 

Audience: Middle School, High School, Supervisors/Directors/SC Administrators

A-7 Elementary Counseling-Supplement, Sparkle, and Shine

Join us on a journey to discover creative ways to enhance your elementary counseling program. We'll think outside the box and explore a variety of supplemental supports available to you. Get ready to shine as we equip you with the tools and strategies to make your program truly sparkle!

Laurie Corizzo has been an Elementary School Counselor for twenty seven years. She has a passion for the profession, and hopes to continue to foster her love and energy for all things school counseling, by sharing best practices amongst her peers.
Kristina Damato is currently attending Montclair University pursuing a Master's degree in School Counseling. Kristina is completing her internship at the Elementary level under Mrs. Corizzo's guidance. 

Audience: Elementary School

Session 2 – 10:00 AM – 11:00 AM

B-1 The AI Advantage: Coaching Students in Using AI During the College Admissions Process and Beyond

Cara Ruggiero is a Learning Experience Strategist at Berkeley College with over 10 years of experience in teaching and school administration. Cara has taught students aged 3-18, as well as mentored teachers and facilitated professional development in both the PreK-12 and higher education spaces. After receiving her Masters in Curriculum and Teaching from Teachers College, Columbia University, Cara found her greatest passion in curriculum development—namely curriculum that highlights creativity and collaboration. At Berkeley College, Cara consults with faculty to incorporate student-centered teaching approaches throughout courses to engage learners in 21st century skills.

Dr. Cheryl Tice is an accomplished Instructional Technology Strategist and part-time professor at Berkeley College with over 25 years of hands-on experience developing engaging and customized learning experiences, as well as professional learning opportunities for educators. She collaborates cross-functionally to design innovative courses and resources tailored to diverse learning modalities and aligned to strategic initiatives. Leveraging her background in higher education and K12 contexts, Dr. Tice uses emerging technologies and applies evidence-based strategies to promote accessibility, engagement, and academic excellence. Her passion shines through in the professional learning sessions she offers on a wide variety of ed-tech and instructional topics, including generative AI, Canvas LMS, Culturally Responsive Teaching, UDL, Backward Design, and other evidence-based strategies. An experienced presenter, she has enjoyed sharing her knowledge at leading conferences, including ISTE, NYSCATE, Teaching Professor Online Conference, and the Association of Proprietary Colleges. In most cases, GenAI has completely changed how people approach many tasks, and the same is true for students in the college admissions process. During this session, we will discuss experiences with students in higher education and what they know and believe about these tools, as well as provide some actionable tips and steps to coaching students in using the tools with discernment and not surrendering their personal voice. 

Audience: High School, Postsecondary

B-2 Guiding the Guides: The Power of Mentorship for School Counselors

New counselors are often assigned mentors as they enter the profession, but continuous mentorship within school counseling can also be beneficial. "Guiding the Guides: The Power of Mentorship for School Counselors" will speak to the benefits of mentorship for all school counselors and provide a creative toolbox of realistic methods for providing mentorship during our busy school days. 

Ciera Spady has served as a school counselor at Clearview Regional Middle School for 5 years and began serving as a adjunct professor in the Psychology department virtually at Morris Brown College this past January. Ciera is a doctoral student at Rowan University and is in the process of writing her dissertation about the benefits of mentorship for Black women at Historically Black Colleges and Universities. She has a 3 year old son and a old lady dog who both keep her going for walks. Ciera enjoys helping others, traveling the world, and trying new restaurants.

Audience: All

B-3 The SAFE Model: School Counselors Supporting Queer/LGBTQIA+ Student Identity Development

The SAFE model is a conceptual model that school counseling practitioners can use as a pragmatic approach working with queer-identifying students who are questioning and exploring their gender identities. Some counselors perceive their ability to effectively counsel and support queer youth as inadequate and underprepared. A model is needed to offer guidance to helping professionals. The SAFE model is anchored in Bronfenbrenner’s Ecological Model (1979), Cass’s Identity Model (1979), and Breakwell’s Identity Process Theory (2015). The 4 tenets of The SAFE Model will be presented and discussed. Attendees will learn how to implement The SAFE Model in their school counseling curriculum using an MTSS approach and establishing community partnerships. Practitioners using The SAFE model could see an increase sense of belonging and inclusion, retention, and persistence rates in schools among queer-identifying students.

Dr. Clewiston Challenger, PhD—Is an assistant professor of school counseling at Montclair State University. He has more than 8 years of experience as a school counselor in urban schools and communities (Hartford, CT and New York City, NY). Dr. Challenger’s research interests focus on student adjustment to school, sense of belonging and inclusion, academic motivation and buoyancy, institutional “fit”, and mental health. Dr. Challenger received his BA and MA degrees from the University of Connecticut (UConn) and his PhD in Counselor Education and Supervision from Penn State.

Madelyn “Maddie” Cantrell—Is a master’s student at Montclair State University in the counseling program focusing on school counseling. Maddie received her BA degree from Michigan State University and is currently a school counseling intern at an elementary school in Nutley, NJ.

Linda Colon—Is a doctoral student at Montclair State University with a school counseling focus. Linda is a former school counselor who served over 20 years in the Washington DC public schools. Linda also interned for ASCA where she was instrumental in developing some of their school counseling policies. 

Audience: Middle School, High School, Postsecondary, Supervisors/Directors/SC Administrators

B-4 Broaching Topics of Race, Ethnicity, and Culture in School Counseling

This session will help you define and explore broaching, coined by Dr. Day-Vines et al., (2007), which is bringing up topics of race, ethnicity, and culture, in counseling. Styles of broaching, as well as the relevancy in school counseling literature and practice will be discussed. The goal is for all attendees to engage in self-reflection around their broaching and leave with a clear understanding of this counseling tool.

Jessica Miserentino is a professional counselor (LPC and NCC) with mental health and school experience. She has school counseling experience at both the elementary and high school level and currently works as a high school counselor. She also teaches counseling courses as an adjunct professor at Montclair State University, where she is a doctoral candidate.

Audience: Elementary School, Middle School, High School, Postsecondary, Supervisors/Directors/SC Administrators, All

B-5 Strengthening Success: Tailoring 504 Plans to Support Executive Functioning in ADHD Students

In this presentation, we will explore how to create customized 504 plans that effectively support ADHD students, with a particular focus on strengthening executive functioning skills. Attendees will learn about key accommodations that can enhance organization, time management, task initiation, and self-regulation. Practical strategies for addressing the unique needs of ADHD students in the classroom will be shared, along with insights on how to collaborate with educators, parents, and support staff to ensure success.

With 22 years of experience as a school counselor and a background as a social worker in child protective services, Kristin Callahan has dedicated her career to supporting students and advocating for their needs. Over the past five years, my professional goal has been to raise awareness and deepen the understanding of ADHD students, focusing on developing 504 plans that include accommodations that truly work for their success. I am passionate about helping educators and families create environments where ADHD students can thrive academically and personally. Outside of my professional life, I am married to a Philadelphia Police Sergeant and am the proud mother of two children. My personal and professional experiences continue to drive my commitment to making a meaningful difference in the lives of students.

Audience: Elementary School, Middle School, High School

B-6 Where are all the Black Male School Counselors?

This workshop shares the research of Dr. Best who seeks to find other Black Male School Counselors. The discussion will revolve around the low number of Black Male School Counselors, the benefits of having Black Male School Counselors specifically, and support for those practicing and those seeking to practice.

L. B. Best, Ph.D., holds a Masters degree in Counseling and a Doctorate in Educational Leadership. Dr. Best is currently a practicing School Counselor and has been a School Counselor at all levels, elementary, middle, and high school. Dr. Best has been a School Counselor in charter schools and public schools, both in urban and suburban districts. Dr. Best has done a national qualitative study to give voice to Black Male School Counselors.

Audience: Elementary School, Middle School, High School, Postsecondary, Supervisors/Directors/SC Administrators, All

B-7 Manage Elementary Student Anxiety

In today's school counseling world, we often encounter students that experience feelings of anxiety. Whether it is a meltdown in a classroom or getting calls from the nurses's office, school counselors need to develop a strong understanding of what anxiety is, how to spot it, and how to effectively manage it. It goes beyond just telling a student to breath or "calm down." There is so much more to it! In this presentation, I share my experiences (both personal and professional) and lessons learned. I will be presenting on this topic at the 2025 ASCA National Conference in Long Beach, California this summer to continue educating school counselors on what is an often misunderstood feeling.

Robert Maruca is a school counselor at Irving Primary School in the Highland Park School District. This is his 4th year as a school counselor. Previously, he was a paraprofessional for seven years in the Seaside Heights School District. When not working as a school counselor, he does telehealth at night as a Licensed Associate Counselor (LAC). Through his experiences both in school and clinically, he focused much of his time and energy on understanding anxiety. Robert will be presenting at the ASCA National Conference in Long Beach, California this summer to share his experiences and lessons learned on elementary student anxiety.

Audience: Elementary School

Buffet Lunch – 11:10 AM - 12:10 PM

12:15 PM - 1:15 PM : Keynote Address - Vanessa De Jesus Guzman

"The Counselor’s Compass: Navigating Chaos and Finding Center Without Losing Yourself.”

Session 3 – 1:30 PM – 2:30 PM

C-1 Bridging the Gap: Leveraging Non-Academic Skills to Close Achievement Gaps

Achievement gaps in academics have long been a concern, but the COVID-19 pandemic has significantly intensified these academic disparities. Recent studies indicate that the gaps in core subjects, including Math and Language Arts, have widened, while the pace of recovery has slowed, further exacerbating the issue. How can we, as educators, support our students in bridging these gaps? Join us as we examine the data and explore effective strategies for closing achievement gaps by leveraging non-academic skills in the classroom to strengthen academic growth.

Anthony Giudice, Senior Partnership Manager at ACT, has been with the organization since 2019. In his role, Anthony engages with school officials nationwide to discuss the benefits and impact of essential skills, while providing guidance and leadership for the Mosaic by ACT SEL program. He collaborates with all internal divisions of Mosaic by ACT, as well as external partners both nationally and internationally, to ensure seamless implementation and integration, serving as a trusted subject matter expert. With over 25 years of experience as a classroom teacher and administrator, Anthony is able to work effectively with students and educators at all levels. He holds degrees from the University of Central Florida and resides in New Jersey with his wife and two children.

Cristina Anguiano-Carrasco, Ph.D. is currently a Research Scientist at the Center for Social, Emotional, and Academic Learning (SEAL-Team) at ACT, Inc. She completed her doctoral dissertation in Behavioral Assessment and Measurement from the University Rovira I Virgili, Spain in 2013. She has also been a visiting scholar at CITO, in the Netherlands, and the University of Massachusetts, in the United States. Thereafter, she served as a Senior Research Associate at the Center for Academic and Workforce Readiness and Success, ETS (2014-2017). Her research focuses on social and emotional skills, response biases, and improving measurement and assessment. Over the course of her career, she has published extensively, having developed over 20 different social and emotional skills assessments for different populations (i.e., K-12, higher education, and the workforce). Dr. Anguiano-Carrasco is currently the lead scientist on a range of ACT research projects, which focus on improving the measurement of social and emotional skills, evaluation of social and emotional programs and services, and culturally relevant, justice-oriented approaches to measurement. 

Audience: All

C-2 How to successfully design, execute, and facilitate a district Wellness Day for students and staff

Does your district value student and staff wellness? Today’s session will focus on how counselors and counseling supervisors can lead a district-wide professional development initiative focused on staff and student wellness. During this session, you will learn the key stakeholders needed to create a Wellness Committee, how to get started in identifying vendors and programs, budgeting for the programs, and post professional development activities to continuously engage students and staff. 

Mrs. Brenda Gupta brings a wealth of knowledge and experience as the Supervisor of School Counseling at Morris Hills High School. Through her career as a school counselor and Supervisor of School Counseling, Mrs. Gupta has demonstrated a comprehensive understanding of the multifaceted world of school counseling. Her experience spans across various domains, including academic advising, social-emotional support, college and career guidance, and crisis intervention. Ms. Gupta has not only worked directly with
students to address their individual needs but has also collaborated with teachers, counselors, administrators, and families to create a holistic support system. In her supervisory role, she has mentored new counselors, developed and implemented counseling programs, and advocated for the importance of mental health services in schools. Her breadth of knowledge and hands-on experience have allowed Ms. Gupta to touch upon all aspects of the school counseling profession, making her a respected and invaluable resource in the field.

Audience: Supervisors/Directors/SC Administrators, All

C-3 AI Toolbox for School Counselors

Learn how generative AI can support your school counseling practice by improving efficiency, fostering empathy, and staying aware of digital trends that affect student well-being. This session will introduce you to AI tools for workflow, provide guidance on navigating commercial apps, and offer insights into the social and emotional implications for students.

Dr. Karas has been in the field of school counseling for over 25 years, serving as a high school counselor and director of school counseling throughout central New Jersey. Dr. Karas has served as a state president for NJSCA, spearheading the revision of the NJSCA School Counselor Evaluation Model, and was the 2017 New Jersey School Counselor of the Year, representing the state at the White House under the Obama administration. Outside of school counseling, Dr. Karas loves spending time with her 2 Cavalier King Charles Spaniels, and her husband and daughter at their home away from home, Disney World.

Audience: All

C-4 Daily Calm: small group counseling program that fits everyone’s needs

Do you have various group topics in small group? Are you using several curriculums to teach these different topics? Daily Calm integrates feelings identification and processing, coping strategies and social skills. Using this in my elementary school for the past 2 years, I have seen what a difference the experiential learning can do for children’s coping habits.

Gina Neri is an elementary school counselor and licensed professional counselor in the state of New Jersey. With over 10 years of experience in the school setting and another 7 in community counseling, she has combined social emotional learning and mental health into her practices. As a certified yoga instructor, she shows children how we have tools within ourselves in Daily Calm and wants to teach future generations these self regulation and interrelationship skills that create peace and harmony.

Audience: Elementary School, Middle School, High School

C-5 "Evidence-Based Healing: Research-Driven Counseling Strategies for Trauma"

This training provides a comprehensive understanding of trauma, exploring how it manifests in the body and impacts behavior. Participants will learn a framework for conceptualizing every day cases through a trauma-informed lens. Through concrete questioning techniques and the use of trauma-informed language, school counselors will be equipped to help students recognize and articulate their experiences, fostering a supportive and empathetic environment for healing and growth. 

Jennifer Basilone is a Student Assistance Counselor at Pequannock Township High School and a Licensed Professional Counselor. She is certified in Eye Movement Desensitization and Reprocessing (EMDR) and trained in Integrative Trauma Psychotherapy. With a strong background in trauma-informed care, Jennifer is dedicated to supporting students' emotional and mental well-being, helping them navigate challenges and build resilience.

Audience: Middle School, High School, Postsecondary

C-6 Middle School Grading Sessions: A Focused Look at Grading

Presentation will focus on exposing middle school students to grading reports, allowing them to understand not only the grades they are achieving, but why they are receiving them.

Jordan Harris is a K-8 counselor at Catto Family School in Camden, NJ. Longtime NJSCA member with close to 10 years school counseling experience.

Audience: Middle School, High School

C-7 Soluna: Solving the Youth Mental Health Crisis with Free Digital Mental Health Support

New Jersey youth face rising mental health challenges amid a provider shortage, requiring new solutions. Digital mental health (DMH) tools like Soluna, a DCF-funded platform, support teens 13-18 with self-guided content, a peer community, 1:1 professional support, and a resource finder. This session helps counselors identify students who may benefit from DMH tools like Soluna and integrate them into their practice to enhance support

Hunter Robbins has 9 years of experience Behavioral Health operations, specializing in safeguarding, crisis management, and community engagement. 

Tammy Ramos, LCSW-QS, CCTP, is a nationally recognized leader in clinical trauma practice, education, and quality assurance with 17 years of experience advancing mental health services.

.Audience: Middle School, High School, Supervisors/Directors/SC Administrators