Chaminade University of Honolulu

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Counselor of the Year

Chaminade alumna recognized for her work and contributions

In a teary emotional speech she gave after returning from Washington, D.C. as the 2023  Hawai‘i School Counselor of the Year, Brittnie Caraulia thanked her Helemano Elementary School colleagues, expressing her gratitude for their support and all the work that they do for the keiki.

“This is the highest honor,” said Caraulia, MSCP ’15, on being honored with the 2023 Hawai‘i School Counselor of the Year by the American School Counselor Association (ASCA) during its annual National School Counselor of the Year ceremonies in the nation’s capital. “This brings me the greatest joy in life, and I’m proud of everything that we do together.”

The ASCA School Counselor of the Year award honors professionals who devote their careers to advocating for the nation’s students and addressing their academic and social-emotional development, and college and career readiness needs. Honorees were judged based on their ability to create systemic change within the school counseling profession.

Brittnie Caraulia was recognized as Hawaii’s School Counselor of the Year.

“The role of our school counselors are so integral to the success of our students,” said Hawai‘i Department of Education Superintendent, Keith Hayashi, in a news release. “Now more than ever, we rely on their expertise and guidance in creating positive and innovative ways to enhance the academic and social-emotional needs of our students. The Department is grateful to have counselors like Ms. Caraulia in our schools, every day, working tirelessly to advocate for and support student success. She is a shining example of Helemano’s efforts to grow a ‘leaderful’ organization.”

A school counselor for grades 3-5 at Helemano Elementary since 2019 and a Hawai‘i State Department of Education school counselor since 2015, one of Caraulia’s greatest accomplishments has been establishing a data-driven Multi-Tiered System of Support (MTSS) program within her school. The program takes a systemic approach to monitoring student success, creating school-wide, social-emotional learning (SEL) initiatives that focus on quality teacher-student relationships. As a result of implementing this program, students’ perception of overall school safety improved from 56 percent to over 90 percent. 

Caraulia also helped to establish a Helemano School Counseling Program, where she conducts quarterly training for staff on SEL interventions and classroom management, collaborates with teachers to incorporate SEL into their core curriculum, creates biweekly SEL lessons for all grade levels, and has designed a referral system to make data-informed decisions for all students. The school counseling program now serves as a foundation for student social-emotional, behavioral and academic success. Caraulia regularly trains staff on the program and has even shared the success of this program with other elementary schools across the state.

“Ms. Caraulia is an indispensable resource to our school—providing an excellent counseling program, a fierce devotion to students and teachers, and an innovative method of vastly advancing the social and emotional needs of our students,” Helemano Elementary Principal Ernest Muh said. “She advocates vigorously for all students at our school by collaborating with parents and teachers to determine the most beneficial course of action to assist each individual student.”

Caraulia’s passion in serving her school community is felt individually and collectively throughout the school by both teachers and students. In addition to helping the students, Caraulia has cultivated a nurturing environment for teachers, focusing on their mental health and wellness needs. She has an open-door policy for any staff needing to share personal or professional concerns and has spearheaded activities that promote and prioritize staff well-being. 

 “My proudest accomplishment during my time as a school counselor at Helemano Elementary has been establishing a data-driven MTSS and school counseling program,” Caraulia said. “What I find most rewarding about being a school counselor is the relationships I build with my students, staff and families.”

Economic Education

Including indigenous cultures and values into education is not about making the Indigenous populations stronger. They are already strong. It’s about changing the way the world perceives that strength.”

Guanlin Gao, Ph.D., adapted from G.D. Anderson’s famous quote about feminism

Economics professor promotes financial literacy

Guanlin Gao, Ph.D., likes to play games. And during the recent National Association of Economic Education (NAEE) Conference at the Federal Reserve Bank of St. Louis, the Chaminade Economics associate professor and Director of Economic Education Center for Excellence devoted part of her presentation playing the Public Goods Game (PGG), in which players are given tokens—in this case Kona coffee beans—and given the opportunity to anonymously allocate them in either private or public funds.

“The purpose of the game is to let participants experience the indigenous culture through a hands-on game,” Gao explains. “The game is also related to the shared natural resources and land management of ahupua‘a, where people have shared responsibility and contribute to the common good with their expertise.”

This fundamental economic game has become a classic laboratory environment for studying collective group decisions in which participants decide how much to contribute to a common pool. The countervailing effect, however, is that there is an incentive for group members to “free-ride” on individuals who contribute positive amounts to the common pool. 

Guanlin Gao presents at the National Association of Economic Education Spring Conference at the Federal Reserve Bank of St. Louis

Those who invested in the private fund could keep the funds, and divide the shares among its members. However, for those who invested in the public fund, they could either share the return among all the groups or simply keep the yield within their own group.

“On the East Coast, players would largely invest in private funds,” Gao says. “But in Hawaii, most players contribute to public funds, which evenly distributes the return among all members. We have a more inclusive culture in Hawaii, as opposed to individualism.”

The NAEE’s three-day Spring Professional Development Conference was attended by economic educators at the state and federal level, as well as educational institutions that house the equivalent to Chaminade’s Economic Education for Excellence. One of NAEE’s primary missions is to provide professional development programs and training for educators to promote economics, personal finance and entrepreneurial education in the classroom.

“Right now, the country is having a movement about economic literacy, and it starts at an early age,” Gao says. “We want the younger generation to have a foundational understanding of personal finance and economics. We want to provide them the tools they need to make informed financial decisions, and create a better life for themselves and for those around them.”

The overall goal of the three-day conference was to promote economic and personal financial education from K-12 through college. Various departments of education around the country already stipulate that students take an economics or personal financial class in order to graduate. Gao is working on this with Hawaii Department of Education but, in the meantime, she’s sharing her knowledge with other teachers.

“I wanted the participants to walk away knowing more about the unique, yet diverse cultures, in this country, and promote economics and personal finance education in a way that relates and speaks to the populations we serve,” Gao notes. “I also talked about the traditions of sharing, not owning in Hawaii (for example, abundance means we have a lot to share, not how much we own), and why the conventional economic assumptions of ‘everyone is self-interested’ and ‘the only goal for a firm is to maximize profit’ do not resonate with our students’ identities and beliefs.”

Consider the Facts*

Many young people lack the basic financial knowledge and skills to prosper in life. Like many educators, the Council for Economic Education cares about equipping students with the knowledge they need to improve their futures.

40% of Americans have less than $300 in savings
24%
of Millennials demonstrate basic financial literacy
50%
of America’s youth will earn less than their parents

2 Million+
Students reached by CEE programs and teachers
Over 50,000
Teachers reached worldwide
1,000+
Lessons, guides & activities for teachers

*Council for Economic Education

HPA Board Appointments

Psychology faculty members gain HPA board seats

The Hawai‘i Psychological Association (HPA) members have elected several Chaminade University faculty to its 2023-2024 Board. Sean Scanlan, Ph.D., becomes the society’s next president-elect. Also appointed to the HPA Board are Lianne Philhower as Secretary, Katie Chun as Clinical Division Representative and student representative Kendyl Oshiro.

Dr. Scanlan is currently an Associate Professor of Clinical Psychology and is the Director of the Hawai‘i School of Professional Psychology. He earned his Ph.D. in Clinical Psychology from the University of Hawai‘i at Manoa, and is licensed as a clinical psychologist in Hawai‘i. He has held several psychology-related administrative positions since 2000 and has served as the program’s director since 2014. His interests are in child and adolescent psychopathology, assessment and treatment. For more than 20 years, Scanlan has worked with hundreds of Hawai‘i’s children and adolescents as a therapist, behavioral consultant, parent trainer, treatment program director, teacher and coach. His specialty is in autism spectrum disorder and externalizing behavior disorders.

Dr. Philhower, Psy.D., M.P.H., is an Associate Professor and licensed clinical psychologist. Her diverse professional background includes working in public health environments, outpatient community mental health programs, private practice, school consultation and education. She utilizes a developmentally-informed, Cognitive Behavioral perspective that is highly compatible with Health Service Provider in Psychology’s (HSPP) aim to educate and train students employing a practitioner-scholar model. As a scholar, Philhower has provided community trainings, consultation and presentations, and has supported the research projects of countless students. She continues her own education and scholarship by pursuing a Ph.D. in Integrative Medicine.

Jeff Stern, Ph.D. has been appointed to the State Board of Psychology.

Dr. Chun is an Associate Professor who earned her Ph.D. in Clinical Psychology at the California School of Professional Psychology at Alliant International University, San Francisco Bay campus. Upon returning to Hawai‘i, she worked in child maltreatment and family trauma as a Hawai‘i-licensed clinical psychologist. After working at a nonprofit community mental health center, she went into private practice, providing assessment and therapy services to children, adolescents and adults in individual, Parent-Child Interaction Therapy and family therapy, as well as emotional and behavioral consultation. She also worked as the psychological evaluator at a K-12 independent school. Chun is a member of the American Psychological Association (APA), the APA Division 5, and HPA.

As the leading resource for psychological health, research and policy in the state, HPA’s mission is to enhance the quality of life for the people of Hawai’i by encouraging, integrating, applying and communicating the contributions of Psychology in all its branches. The organization also seeks to strengthen public relations, advocate for a psychologically healthy community, develop solutions for mental health care, be responsive to the multiple cultures in Hawai’ i, promote the highest standards of professional ethics, and to diffuse psychological knowledge through meetings, conventions and publications.

In other faculty news, Dr. Jeffrey Stern was recently appointed to the State Board of Psychology, which oversees licensing laws and professional conduct among other issues. Stern received his Ph.D. from the University of Hawaiʻi at Manoa and has been a licensed psychologist in Hawaii for more than 15 years. He is a past president of the Hawaiʻi Psychological Association and has been an HPA board member for more than a decade. Besides maintaining a clinical practice and teaching full time, Stern is the clinical director of the Hawaiʻi MCHLEND (Maternal Child Health – Leadership Education in Neurodevelopmental Disabilities) program, supported by a Federal training grant. He has served as an expert witness in due process hearings, frequently writes testimony as a member of the HPA Legislative Action Committe, and chaired the committee that drafted the continuing education statute for psychologists in the state. His research interests and current activities are focused on children with neurodevelopmental disabilities, and their families and workplace well-being.

White Coat Ceremony

Nursing students enter clinical phase of their education

Health care team work is most successful when team members respect each other, trust each other, and can depend on each other for the delivery of ethical and effective patient care.

Rhoberta Haley, Ph.D.

The journey to become a nurse often begins with a desire and commitment to help improve peoples’ lives. Along the way, several milestones mark a nursing student’s road to progression, including the White Coat Ceremony.

“Gaining entrance into nursing school and progressing to this point is an accomplishment, and we hope that this ceremony is associated with much pride and anticipation for all of you,” said Nursing and Health Professions Dean, Rhoberta Haley, Ph.D., in her opening remarks to the students. “The giving and accepting of a white coat in this ceremony symbolizes your commitment to the values and responsibilities of the nursing profession.”

Sophomores received their white coats during an annual ceremony.
Sophomores received their white coats during an annual ceremony.

What started in 1993 for strictly medical students, the White Coat Ceremony would later extend to nursing programs in 2014, recognizing the vital role that nurses play in the healthcare profession. Since then, more than 450 schools of nursing have participated, with Chaminade’s School of Nursing & Health Professions among them.

“This ceremony emphasizes the ethics of the profession, and the responsibilities that come with wearing the uniform of the healer,” Haley said. “You are making a commitment to grow your compassion, your ability to provide kind and wise care to patients, families and communities in any setting worldwide.”

A group of 112 mostly sophomores participated in the White Coat Ceremony, which recognizes students’ entry into the health profession as they undertake clinical education. After receiving their white coats, nurses-to-be took the International Council of Nurses pledge to uphold nursing ethics and deliver the best care.

“In addition to congratulating each one of you in receiving your white coat today, I would like to personally thank you all for your pledge to serve in this noblest of professions,” said Dr. Lynn Babington, Chaminade president, who is also a nurse and former healthcare administrator. “Healthcare and nursing were my calling, and I’m proud that so many have made it yours.”

In her closing remarks, Haley delineated three cornerstones of the nursing profession: responsibility, trustworthiness and respect.

“At Chaminade, we believe in these values, and we are committed to help you achieve your highest level of performance and providing assistance when needed,” she said. “It is a privilege for Nursing faculty and staff to promote professionalism and share what we know and love about nursing with all of you.”

I Go To College

Fifth-Graders Attend Classes and a Mock Graduation Ceremony

The excitement was palpable as 254 fifth-graders from Catholic schools across the islands descended on campus to participate in the inaugural “I Go To College” event. Gathering at the Sullivan Family Library Lawn, 20 students from St. Theresa Honolulu were playing cornhole, spike ball and Jenga, as they waited for fellow students to arrive from St. Catherine, St. Anthony’s on Maui, St. Theresa Kauai, Holy Family Catholic Academy, Mary Star of the Sea, Our Lady of Good Counsel, Saint Louis, St. John Vianney, St. Joseph Parish School, and St. Joseph in Hilo. Chaminade President Dr. Lynn Babington welcomed the students, their teachers and chaperones to campus.

“This is all they could talk about yesterday and today on the bus,” said St. Theresa Honolulu fifth-grade teacher Alyssa Yabes of the students. “Some of them were even saying that they were going to graduate from college even before their older siblings.”

Started approximately 15 years ago on the mainland, the “I Go To College” program aims to expose 9-12-year-old students to higher education, even before they step onto a middle school campus. According to Llewellyn Young, Ph.D., superintendent of Hawaii Catholic Schools, this type of early exposure encourages these fifth graders to start thinking about attending college.

“I’ve seen the anecdotal results of these visits,” said Young, a former dean at Arizona Western, where “I Go To College” visits have taken place since 2010. “We want these kids to see that going to college isn’t such a far-fetched idea. It is achievable.”

Sitting across from each other during “What’s for Dinner? Setting an Interfaith Table” with Sister Malia Wong, Ph.D., Keslen Carroll and Julia Carlos from Holy Family Catholic Academy were enthusiastic about being on campus, both expressing that they plan to attend college.

Keslen Carroll receives her diploma from Drs. Lynn Babington and Lance Askildson during a mock commencement at Mamiya Theatre.
Keslen Carroll receives her diploma from Drs. Lynn Babington and Lance Askildson during a mock commencement at Mamiya Theatre.

“This is going to be a good day,” said Carlos, with a wide smile. “I’m not sure where I want to go college, but maybe Idaho University because I like the snow.”

A seven-year longitudinal study* of a college prep program for middle school students showed that “college visits were an integral part of the program.” Students who went on a campus visit had more positive perceptions of college than those who did not. Research also shows the importance of starting college and career planning, and awareness in middle school. Early exposure to a college campus makes a difference, especially among first-generation college-bound, and other underrepresented groups, which are an integral element to increase college enrollment and diversity on campus.

“We’re trying to make the transition from grade school to university as seamless as possible,” said Dr. Janet Davidson, Chaminade Vice Provost and Academic Affairs Professor, who helped organize the day’s event. “We’re hoping that these kids will continue with their education and with their Catholic journey.”

Before setting off on their campus tour, students were divided into eight groups, offering a more intimate setting to simulate the typical Chaminade class size. Class topics varied from “Landing on the Moon on Mars—An Engineering Design Challenge” and EDventures in Science: Water is Life” to “Agriculture and Food Waste” and “Pocket Sharks & Water Bears: An Introduction to Biodiversity.”

“By the time they’re in grade eight or nine, it’s almost too late to spark their interest in college,” Young said. “We’re collaborating with Chaminade in a way that we’ve never collaborated in the past. When I approached Drs. Babington and Askildson about ‘I Go to College,’ they were thrilled, and immediately said yes. This is our pilot year and we’re already talking about how to refine it for next year.”  

Students ended the day with a “graduation” ceremony at Mamiya Theatre with Dr. Lynn Babington and Chaminade Provost Dr. Lance Askildson presenting them with certificates. 

“You are now part of our Silversword ‘ohana,” Babington told students. “I hope you learned a lot after completing your first full day of college.” 

*Research in Middle Level Education, Rich A. Radcliffe & Liz C. Stephens, 2008

Fifth-graders attended classes, toured the campus and participated in a mock Commencement during “I Go To College” event, which aims to expose 9-12-year-old students to higher education.

Art Teacher

Amy Rose Craig ’18 overcomes obstacles on her path to becoming an art teacher

During her senior year at University of South Florida, Amy Rose Craig required surgery to remove a benign tumor the size of a beach ball. Her fiancé had left her for another woman. And she could neither work nor attend classes, setting her back emotionally, financially and academically. It was a disastrous trifecta that had her in a downward spiral and ready to quit.

Then, she had an epiphany.

“I discovered my own faith,” says Craig ’18 (Master’s of Art Teaching), with tears welling up in her eyes. “I asked God to intervene and to help me.”

This would be her first proverbial miracle.

“The hospital forgave my $30,000 debt,” Craig recalls. “And my professors all gave me A’s. It was truly a miracle.”

While recovering from surgery, her friends convinced her that she needed time to recuperate. So, she decided—wisely or not—to pack up her bags and work for a Northern Michigan Christian camp, making the 1,800-mile drive with her surgical sutures still intact. For two years, she worked at SpringHill Experiences with children with disabilities, bringing out the artistic talent in them.

Amy Rose Craig '18 now teaches art at Honolulu Museum of Art.
Amy Rose Craig ’18 now teaches art at Honolulu Museum of Art.

Faith would have it that Craig would befriend someone at the camp who was set to start a ministry at the University of Hawai‘i–Mānoa. A few months later, she found herself on a flight across the Pacific headed to then-named Honolulu International Airport.

“I was trying to enroll in UH’s BFA program, but I kept facing hurdles,” Craig says. “Again, I leaned on God to help me get through UH.”

And again, she received an answer from a higher being.

Craig would eventually graduate with her BA, matriculating in what she calls her own BFA program. Then she says she had a calling. As she pondered what to do next, she did a Google search, typing in four key words: master arts teaching hawaii. Chaminade University appeared at the top of the page.

“I didn’t even know there was such a program,” Craig says. “I was already teaching art on and off, so I applied and got in right away.”

To make ends meet, Craig worked part-time at the Cheesecake Factory in Waikīkī. It wouldn’t last long. But her luck was changing. Out of the blue, she received a letter from Kailua High School’s then-principal Francine Honda, who invited her in for an interview for an undisclosed job opening.  

“It turns out they had several emergency hire teaching positions open, and the one that they wanted me for was FSC/CBI (Fully Self Contained/Community Based Instruction),” Craig explains. “Teaching kids life and job skills, and helping them function in life; the position sounded wonderful.”

Her interview with Honda would again alter her life’s trajectory. “She explained to me that even though I would need to change the focus of my new master’s program, she thought that a master’s in special education was a much better fit for the art education role I was trying to design for myself, and she turned out to be right.”

Honda advised Craig that she could use art modalities and processes in many creative ways in meeting her Individualized Educational Plan (IEP) goals, which she has since instituted in her studios and classrooms. 

When Craig first entered University of South Florida, she had never stepped foot in an educational institution. Her parents not only mistrusted the public education system, but they didn’t believe in home schooling, preferring what Craig calls “unschooling.”

“They were pioneers long before home schooling entered the national lexicon,” Craig says. “I had an unusaul childhood, and we lived off the grid, moving around from northern, southern, eastern and western parts of the country.”

So when she started her undergraduate studies in Florida, she not only lacked structure, patterns and discipline, but she was never diagonsed with a learning disability, unable to do the simplest of assignments, such as write a short essay or solve simple math problems.

“Getting my master’s at Chaminade—knowing I had moderate disabilities—was one of the key [elements] that helped me begin to understand and unlock,” Craig asserts. “I started treating and advocating for myself as a person who had disabilities. Up until that point, I had hidden and ignored it, and I did my best to work around it and I kept it a secret. I was embarrassed and ashamed.”

In her bestseller “Educated,” American author Tara Westover writes about overcoming her survivalist Mormon family in order to go to college, and emphasizes the importance of education in enlarging her world. It’s a memoir that Craig strongly identifies with and relates to, having endured years of emotional and physical isolation, lack of support and empathy.

“I was part of my parents’ great social experiment,” says Craig, with a tinge of irony. “I always felt I was walking on egg shells, which is the title of one of my performances, and it is what I experienced during my childhood.”

Craig is currently a Teaching Artist at Honolulu Museum of Art (HoMa) studio arts, where her workshops/sessions are open to pre-school keiki and adults alike, covering a variety of subjects, from an overview of art and drawing to painting and assemblage. Her class, ‘Finding Beauty in the Everyday,” was inspired by walks with her mom in the forest, where she would collect leaves or anything that she deemed beautiful, and glue them to what she now calls “Amy’s Nature Sticks.”

“I resented how I was educated,” Craig says. “But now I’ve come full circle with a new perspective. I overcame a lot of obstacles to be where I am today, and I am glad I didn’t quit.”