2017 Annual Conference

Ken Jackson
Kimberly Jones

Counselors are trained to deliver tier 1/foundation (core curriculum) as well as crisis responses, but what about the before- or after- the crisis? What can we do to support the students with mental health issues so that they manage and thrive?  We will explore what we can do as we approach a crisis and how to respond as follow up support.

Objectives- participants will:

*Re-examine and reframe how they can look at their role

*Consider specific interventions and strategies that they can apply in their work settings.

*Leave with at least one intervention to begin applying in their work setting.

 Summary- Supporting students’ emotional/social development is a high priority for school counselors. While school counselors do not provide extended therapy to address emotional disorders, they do offer support and short-term interventions in order to address barriers to student success.

Counselors are often trained to present core lessons and programs that provide preventative support for all students. They also are trained (or become trained) in responding to crisis situations. They often have less training in (1) how to support students who are moving toward a potential crisis situation. They also have little training on (2) how to support students once they are stabilized (perhaps in an outside setting) and then return to school to continue their learning and work on their emotional/social growth.

This session will focus on the following areas:

This session will focus on the following areas:

I. Claiming our role: We may be their fist or only access to mental health. We are the mental health specialists in the building who can look at the whole picture.

1. Medical (ex. micro traumas in soccer)
2. Developmental
3. Environmental (minority stress)
4. A first responder with mental health issues

II.Understanding the few cases in which our role may expand: ex. We are only access for some students

1. Family income
2. Family as the stressor
3. When do we get DFCS involved (neglect)

III. Initiating Post –crisis: reintegrating into the school setting.

1. Let families know when they leave the treatment facility, they should have a treatment plan from them
2. Re-entry and safety plan meetings (and who may be in it)
   1. triggers and supports

IV. Bridging between professionals (therapist, doctor, psychiatrists, treatment facility) and school

1. Sadly communication between professionals may not exist
2. Do we routinely offer our authorization to speak/release form to families (with student assent when possible)

V. Educating the student and family (and ourselves)

1. The benefits and need for outside mental health support
2. Resources suggestions/referrals
3. Confidentiality (teach the student what to expect from the therapist)
4. Talk therapy in conjunction with meds
5. Med reactions (note-many students may spend less than 30 min with a doctor before getting meds and may know little of them)
6. The need for their follow up with outside professionals (med reactions, concussions issues)

VI.. Advocating for the students

1. With family
2. With the school

VII. Implementing specific Interventions-a sample

1. Check in/Check out

           a. Academic check up

           b. Emotional check up

1. Inform teachers of strategies
2. Informs teacher how to monitor and inform you
3. “Open Hall Pass” to counselors and safe place (Note the ways to monitor this and not overuse it)
4. Strategies to use in class

            a. Panic disorder strategies

            b. Seating

            c. Triggers and supports

            d. Info on possible scenarios and how to respond

     6. The Student Life Center model

               Groups, outside counselors, professionals

                 See as—and make it—a supplement not a replacement

VIII. Tying to the goals of the school (Emotional/social-mental health relates to the school mission, CCRPI, and strategic plans: academic and post HS success); we must be the ones to advocate for this

IX. Increase our knowledge and skill level

1. DSM changes (we are often the interpreters and the referral source!)
2. Seeking supervision and continued training in clinical skills
3. Know our therapeutic skills—and our role in the school setting
4. Case notes and case plans—not just for outside counselors
5. Professional organizations- ASCA, GSCA (of course); LPCGA; ACA

X. Remembering who you are: the person of the counselor

1. Belief and worldview
2. Affect
3. Self-care

The program format is designed to use multiple methods of delivery (didactic presentation, interactive discussions, role play, etc.)