Paul De Sena, Ed.D, is a professor of counselor education and served as Chairperson of the Department of Education for 8 years, Director of the School Psychology Program for 6 years and for over 37 years served as the Director of Counselor Education at Loyola Marymount University in Los Angeles where he has been a faculty member for 47 years. He also served as the Director of Internship and Field Experiences at LMU for 5 years and the School of Education Co- Coordinator and Counseling Center Counselor for 3 years. He is a licensed Marriage and Family Therapist, and Educational Psychologist. He is a Nationally Certified School Psychologist and credentialed school counselor and K-12 teacher. He is past president of the California Association for Counselor Educators and Supervisors, (CACES) former president of the California Association for Specialists in Group Work (CASGW) and served on the Board for the California Coalition for Counselor Licensure (CCCL) which was successful in bringing Licensure for Professional Counselors to California in 2009. He served on the Executive Council and the Educational Foundation Board of the California Counseling Association (CCA) and is on the Governing Board of the California Association of School Counselors (CASC) serving as Counselor Educator Representative. He has also served on the Awards Committee for the American Association of Counselor Educators and Supervisors (ACES).
Pennsylvania State University: Ed.D., Counselor Education/Higher Education
University of Hartford: M.Ed., Counseling and Guidance
Central Connecticut State College: B.S., Elementary Education/Psychology
Areas of Expertise (5)
Marriage & Family Counseling
Industry Expertise (3)
Training and Development
• Standard Teaching Credential (Elementary-Life)
• Standard Services Credentials (Life): School Counseling, School Psychology, School Psychometry
• California Licenses: Educational Psychologist, Marriage Family and Child Therapist
- Nationally Certified School Psychologist
- California Association for Counselor Educators and Supervisors
- California Association for Specialists in Group Work
Counseling Theories and Techniques
Culturally Responsive Counseling with Individuals
P. De Sena & D. Borello
The primary objective of this study was to empirically demonstrate that school counseling services are one of the significant factors contributing to student's academic achievement from kindergarten through high school. The empirical evidence, demonstrating that school counseling services do contribute significantly to student academic achievement, will prove to be valuable in our efforts to increase accountability and achievement in our lowest academically performing public schools. The study addresses the question of whether the services being provided are addressing the priority needs of the students being served and which services appear to have the most impact on promoting change. Finally, the data will assist in identifying the components within our university training programs that may need more attention if we are to meet the priority needs of students and increase academic proficiency and productivity at all grade levels.
3 matched groups of 42 consistent over-, under- and normal-achieving male college students were administered the Brown-Holtzman Survey of Study Habits and Attitudes and Borow's College Inventory of Academic Adjustment to compare the effectiveness of these instruments in identifying nonintellectual factors which discriminate among consistent over-, under- and normal-achievers, and which may significantly influence academic achievement. Both instruments show evidence of being most useful in identifying nonintellectual factors which may influence academic achievement and in discriminating among over-, under- and normal-achieving students.