Budd A. Moore, Ed.D., NCC, NCCC, NCSC, CCBT, LCPC, MCC, LPC
Counselor
8864 Lorford Drive
Chambersburg, PA 17201-9335
bmoore@counselingceusonline.com
NBCC Provider #5936
Highlights Of Qualifications:
- Nineteen years experience as a teacher at the secondary level (Special Education/LD).
- Fourteen years experience as a counselor at the secondary level.
- Eight years experience as a counseling department chairperson at the secondary level.
- Fourteen years experience as an adjunct instructor at the college level.
- Eight years experience as a counselor at an alternative evening high school.
- Seven years experience as a counselor in a community counseling center.
- Seven years experience as a consultant in adolescent addictions.
- Eight years experience as an internship supervisor for Master’s level counseling students.
- Experience as a counselor educator at the graduate level.
- Sincere commitment to the welfare of the student.
- Dedicated to helping students make the best decisions they can for their lives.
- Sensitive to the needs of exceptional individuals in the schools.
- Competent in the employment of cognitive-behavioral counseling strategies to the school setting.
- Conversant with current special education law, programming, and procedures.
- Competent in assessing individual needs, interests, and psychological type.
- Conversant with current counseling theories and techniques in both individual and group settings.
- Works supportively and collaboratively with colleagues and administration.
- Sensitive to the needs of others through empathic understanding.
- Respects individuality, gender equity, and diversity in clients.
- Believes in the positive potential of students and works to facilitate personal development of every student.
- Competent in both Macintosh Operating System and Windows 2000 PC applications.
- Competent in both AS400 and Redeker Database and Scheduling Systems both in seven period and block-scheduling (four period) mode.
Professional Experience:
1988-1995 Counselor at North Hagerstown High School
1200 Pennsylvania Avenue
Hagerstown, MD 21742
1995-present Counselor at South Hagerstown High School
1101 South Potomac Street
Hagerstown, MD 21740
1995-present Counselor at Washington County Evening High School
50 West Oak Ridge Drive
Hagerstown, MD 21740
1980-present Administrator Of The American College Test, The Scholastic
Aptitude Test, National Engineering Aptitude Test
Individual Counseling
Counseled students on a wide range of issues:
- Student empowerment
- Career choice
- College choice and admissions
- Course and program selection
- Program development for exceptional students
- Physical, sexual, and emotional abuse/neglect
- Drug/alcohol abuse
- Suicide intervention
- Runaway intervention
- Dropout prevention
- Conflict resolution
- Stress due to divorce, separation, and death
- Adolescent depression
- Family issues in school counseling
Counseled students in groups for the following:
- Stress due to divorce, separation, and loss
- Stress due to living with an alcoholic parent/guardian
- Conflict resolution/anger management
- Social skills development for exceptional students
- Cross cultural student awareness
- Career/college choice
Competent in the following aspects of school counseling/programming:
- Familiar with both AS400 and Redecker scheduling systems
- Conversant with both seven period and block scheduling arrangements
- Competent in development and implementation of school master schedule
- Maintained accurate up-to-date academic records including:
*General counseling information
*Standardized testing information
*Report cards
*Academic information
*Correspondence
- Maintained confidentiality of records
- Conducted parent seminars on graduation requirements/school expectations
- Conducted orientation programs for students new to the school
- Advised special needs students
- Participated in the identification and programming process for exceptional students in the school
- Competent in the use of computer assisted guidance information systems, both stand alone packages and internet based sites
- Conducted classroom guidance modules on drug abuse, career development, alcohol abuse, smoking cessation
- Developed options for students who at-risk for withdrawing from school before graduation
- Competent in use of the Self Directed Search in the career decision-making process
- Competent in the use of career information from the Differential Aptitude Test in the career decision-making and course selection process
- Facilitated career decision-making process for every student in caseload
- Counseled exceptional students in career options and rehabilitation service opportunities
- Introduced student to the use of computer assisted guidance information systems to aid in the career decision-making process
- Counseled potential drop-out students in career options
- Competent in facilitating the development of career decision-making skills, values clarification, and communication skills
- Competent in facilitating college admissions for high school seniors
- Facilitated the application and recommendation process for college-bound students
- Coordinated a county-wide college information night for students in Washington County and surrounding areas for six years
- Conducted parent seminars on the college application and admission process
- Conducted parent seminars on the college financial aid process
- Facilitated financial aid workshops for students and parents
- Appeared on local television and radio describing the college admission process and financial aid
- Competent in the development and use of needs assessments
- Competent in the interpretation of the Holland Self Directed Search
- Competent in the interpretation of the Differential Aptitude Test
- Competent in the interpretation of the Strong-Campbell Interest Inventory
- Certified in the administration and interpretation of the Myers-Briggs Type Indicator
- Certified in the administration and interpretation of the Murphy-Meisgeier Type Indicator
- Competent in the administration and interpretation of the Keirsey-Bates Temperament Sorter
- Competent in the use of statistics and research in education for program improvement and development
- Familiar with the concept and implementation of state mandated assessment programs
- Initiated consultations with parents, faculty, board-level, and appropriate community and agency professionals
- Referred student to community and private agencies when appropriate
- Coordinated the intervention and services of the Department of Social Services, Department of Mental Health, Department of Child Protective Services, Office of Adolescent Addictions, other community and health agencies to assure timely and appropriate services to students of the school
1988 – 1995 Counselor at The Washington County Community Counseling Center
Counseled clients on a wide variety of issues:
- College admission
- Financial aid
- Career decision making
- Study skills
- Personal problems
- Anxiety
- Resume preparation and job interview preparation
- Pregnancy
- Academic concerns
1990 - 1997 Counselor/Consultant
for the State Police Early Assessment and Referral
program [S.P.E.A.R.]
Counseled adolescents who were charged with possession
and/or consumption of alcohol and/or drugs for the Washington County Health
Department in association with the Maryland State Police, The Washington County
Sheriff’s Department, and the Hagerstown City Police
1986
Vocational Assessment Coordinator/Counselor for JTPA/Private Industry
Council/Maryland Department of Corrections at MCI
Vocational assessment and counseling prior to inmates being paroled.
1985-1987
Vocational Assessment Coordinator/Counselor for JTPA/Private Industry
Council/Washington County Board Of Education
Vocational assessment and counseling of disadvantaged and
unemployed youth.
1979
Vocational Assessment Coordinator/Counselor for CETA/Washington County
Board of Education
Assessment, counseling, and job coaching for CETA clients
1979
Vocational Assessment Coordinator/Counselor for JTPA/CASA/Washington
County Board of Education
Assessment, counseling, job coaching for abused and disadvantaged females.
1994 – 1998
Site Supervisor for Masters’ level counseling students from
Shippensburg University, Western Maryland College, Frostburg State University, and West Virginia University
Site supervisor for Masters’
level Practicum and Field Experience students from the above universities and
colleges.
1997 Teaching/Supervision Internships – Virginia Polytechnic Institute And
State University
Taught Beginning Counseling Techniques and Advanced Counseling Techniques in spring and summer sessions with attendant individual and group supervision of Masters’ level counseling students.
College/University
Teaching
2001 Teaching In Education Department of Frostburg State University - Hagerstown Center
Summer I - Career Development In The Schools - Principles And Practices
Semester I 2001-2002 - Career Issues For School Counselors
1997
Teaching/Supervision Internships – Virginia Polytechnic Institute And
State University
Taught Beginning Counseling Techniques and Advanced
Counseling Techniques in spring and summer sessions with attendant individual
and group supervision of Masters’ level counseling students.
1989 –
present
Adjunct instructor in the Department of Behavioral and Social Sciences at
Hagerstown Community College
Teach undergraduate courses in Special Education and
Learning Disabilities.
Teaching
1969 – 1988 Taught Level IV – Structured Learning Environment [a cross categorical class for moderately developmentally delayed and learning disabled adolescents] North Hagerstown High School
Education And Training:
College
and University Training
INSTITUTION / MAJOR DATES DEGREE
________________________________________________________________________
Virginia Polytechnic Institute And State University 1994 -1999 Ed.D (Counselor Education)
Dissertation: The Efficacy Of Group Counseling Interventions Employing Short-Term Rational Emotive Behavior Therapy In Altering The Beliefs, Attitudes, And Behaviors of At-Risk Adolescents.
Abstract
An experimental, randomized, control-group, pretest-postest design was employed in this study to examine the efficacy of the use of two short-term group counseling interventions employing Rational Emotive Behavior Therapy with at-risk adolescents in changing their beliefs, altering their attitude toward school, and moderating behaviors that are problematic in an educational setting.
Forty-eight subjects were included in this study from an alternative evening high school setting and were assessed in the initial stage of treatment using The Idea Inventory and The Majoribanks Attitude-To-School Inventory. The School Social Behavior Scale was employed at this beginning point to observe these students by teachers and administrators with regard to social competence and anti-social behaviors. Subjects were selected from a pool of regularly attending students in an alternative high school program and randomly assigned to three groups, one employing REBT concepts and techniques alone, one using REBT concepts and techniques in conjunction with the therapeutic board game, Let’s Get Rational, and a control group. The treatment and control group designations were also randomly assigned to the counseling groups. Ten weekly 50 minute group counseling sessions were conducted by two master’s level counselors employing the tenets of REBT with adolescents. Group participants had the opportunity to learn new interpersonal skills and behaviors that may be helpful to them in staying in school. At the conclusion of the 10 week treatment group sessions, the subjects in the three groups were re-assessed employing the same instruments mentioned before to determine if the activities in the group sessions made significant differences in the rational thinking, attitude to school, and school social behaviors of these at-risk students in an alternative setting.
Data were analyzed using descriptive statistics in addition to a factorial analysis of variance (ANOVA) to measure the pretest and posttest performance and understanding of the subjects. Results revealed that the differences in the scores of the treatment groups were significant for the REBT group employing the game, Let’s Get Rational, contributing to students learning and understanding of the tenets of REBT at the .05 alpha level on the variable of Social Competence only. There were no significant differences between genders regarding the four dependent variables, and there was a lack of a significant interaction between the intervention approach taken and the gender of the group members. There was no significant interaction between the gender of the subject and the treatment group placement. The results from both REBT groups support the efficacy of using the tenets of REBT with school aged populations who are at risk for failure. Appropriate conclusions and recommendations based upon the study findings were made. Implications for secondary school counselors and those counselors working with at-risk students were delineated.
Shippensburg University 1986-1988 M. Ed. (School Counseling)
Shippensburg University 1976-1981 M. Ed. (Special Education - Learning Disabilities)
Shippensburg University 1969-1973 M. Ed. (History)
Frostburg State University 1967-1969 B. S. (History/Secondary Education)
Hagerstown Community College 1965-1967 A. A. (Teacher Education)
Professional
Seminars And Workshops:
-
March,
2000
ACA World Conference: Washington, D.C.
- November, 1997 Workshop: Washington County School-To-Work Initiative
- December, 1996 Seminar: Perspectives In Student Financial Aid [US DOE]
- December, 1996 Workshop: Financing A College Education [MSDOE]
- November, 1996 Workshop: Rational Emotive Education/Counseling [UVA]
- July, 1996 Workshop: Counseling The College-Bound Student [UVA]
- April, 1996 ACA National Convention in Pittsburgh, PA.
- July, 1995 Conference: MAATI Conference on Addictions [IUP]
- April, 1995 ACA National Convention in Denver Colorado
- April, 1995 PDI: Values Clarification In Career Decision-Making
- April, 1995 PDI: The Theory and Practice of Group Counseling
- October, 1994 Certification Institute: Primary Certification in REBT
- April, 1994 ACA National Convention in Minneapolis, Minnesota
- April, 1994 PDI: Restructuring School Guidance Programs
- April, 1994 PDI: Use of Assessment Instruments in Career Decision Making
- March, 1994 Teleconference: University of Wisconsin Conference on Transition From School to The Workplace
- October, 1993 Western Maryland Counselors’ Conference
- June, 1993 Facilitator Training: Alcohol/Drug Education through PRIDE’s Parent to Parent Model
- May, 1993 Workshop: Eating Disorders and The Implications For Counselors
- March, 1993 ACA National Convention in Atlanta, Georgia
- February, 1993 Conference: Engineering and Support Operations Overview
- January, 1993 Conference: Critical Incidence Stress Debriefing
- January, 1993 Conference: Pet Loss Grieving
- January, 1993 Conference: Maryland State SAP Annual Seminar
- October, 1993 Western Maryland Counselors’ Conference
- July, 1992 Workshop: The ITO Model in the High School
- April, 1992 Workshop: Improved Career Development Workshop
- March, 1992 ACA National Convention in Baltimore, MD
- January, 1992 Conference: Maryland State SAP Annual Seminar
- July, 1991 Symposium: Americans For Competitive Economic Systems
- February, 1991 Conference: Building Comprehensive Guidance and Counseling Programs
- January, 1991 Conference: Family Systems and School Interventions
- December, 1990 Conference: Maryland State Department of Education Conference on At-Risk Children
- December, 1990 Symposium: College Financial Aid Symposium at Allegheny Community College [MSDOE]
Professional Affiliations:
Dr. Moore is a member of the following professional organizations:
The Maryland School Counselors Association
Washington County School Counselors Association [Past President and Vice President]
Chi Sigma Iota International Honorary Counseling Society
Council For Exceptional Children [CEC #141791]
Division For Learning Disabilities
Division For Career Development
Council For Learning Disabilities
National Career Counselor Network
Friend [#0024] - Albert Ellis Institute For Rational Emotive Behavior Therapy
Primary Certification - Rational Emotive Behavior Therapy [ Albert Ellis Institute]
Learning Disabilities Association Of America
American Counseling Association [ACA #M5009333]
American School Counselors Association
National Career Development Association
Association For Specialists In Group Work
Association For Counselor Education And Supervision
National Certified Counselor [NCC] #224346
Natinal Certified Career Counselor [NCCC] #22436
National Certified School Counselor [NCSC] #22436
Certified Professional Counselor [CPC] [Maryland]
Licensed Clinical Professional Counselor [Maryland] – License #LC0633
Certified Cognitive Behavior Therapist
Master Career Counselor [NCDA]
Licensed Professional Counselor [Pennsylvania] - License #0000169
Certification
And Awards:
MARYLAND
STATE DEPARTMENT OF EDUCATION
History/Social Studies - Secondary
Special Education - K - 12
Counseling - K - 12
OTTO
KROEGER ASSOCIATES
Myers-Briggs Type Indicator Certification (1988)
NATIONAL
BOARD FOR CERTIFIED COUNSELORS
National Certified Counselor (1989)
National Certified Career Counselor (1991)
National Certified School Counselor (1991)
MARYLAND
BOARD OF EXAMINERS FOR PROFESSIONAL COUNSELORS
Certified Professional Counselor (1991)
Licensed Clinical Professional Counselor (1999)
INSTITUTE
FOR RATIONAL EMOTIVE THERAPY
Primary Certification In REBT (1994)
ACTIVE
PARENTING, INC.
Parent To Parent Drug Education Facilitator (1993)
WASHINGTON
COUNTY BOARD OF EDUCATION/WASHINGTON COUNTY CHAMBER OF COMMERCE
Award For
Excellence In Education (1994)
CHI SIGMA
IOTA
Induction
Into Chi Sigma Iota - International Honorary Counseling Society (1992)
NATIONAL
ASSOCIATION OF COGNITIVE BEHAVIORAL THERAPISTS
Certified Cognitive Behavioral Therapist (1996)
NATIONAL CAREER DEVELOPMENT ASSOCIATION
Master Career Counselor (2002)
PENNSYLVANIA STATE BOARD OF SOCIAL WORKERS, MARRIAGE & FAMILY THERAPISTS, AND PROFESSIONAL COUNSELORS
Licensed Professional Counselor [LPC] (2002)
___________________________________________________________________________________
Essential Elements Of My Philosophy Of School Counseling
____________________________________________________________________________________
I believe that a professional counselor must possess the characteristics
that enable him or her to establish and maintain a therapeutic relationship with
students and facilitate their constructive change processes. I often tell people
when asked what it is I do, “I help students make better decisions about their
lives.” This is the essence of
school counseling to me. I believe
that a counselor needs to be committed to the welfare of others and be sensitive
to others. The goal should be to assist students with major decisions and act in
their best interest. Empathy and respect for individuality and diversity
permeate the role of the counselor in the school. The counselor needs to communicate an understanding of each
student’s world as perceived by that student. A school counselor needs to
believe in the positive potential of the students and be conversant with the
avenues to facilitate the personal and career development of each and every one.
The goal is to instill hope in each student and to express a belief in
the student’s capacity to solve problems, manage his/her life, and grow.
Tangentially, to accomplish this, the school counselor must constantly and
systematically conceptualize human behavior and the process for change.
A counselor must have a high tolerance for stress and frustration yet be
able to communicate effectively and in an understanding and empathic manner.
In addition, I believe a counselor needs to be flexible and creative,
maintain objectivity, exercise self-discipline, and definitely have and
cultivate a sense of humor. I have always believed that a professional counselor, like
any other professional in any other field, needs to be committed to continued
professional growth and development. The counselor needs to stay up to date in
the field and the technological underpinnings that are making major inroads into
the field of school counseling. It
is important for a counselor to be familiar with, committed to, and uphold
professional ethics in the field. A
counselor in the school needs to build bridges of cooperation and collaboration
with the school staff and the family of each student.
All of the above elements of school counseling are essential to help
students indeed make the best decision that will hold the greatest promise for
their future. I am personally and professionally committed to each of these
elements and regard them as essential for a counselor to succeed in the schools.
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