RON VAN TREUREN, PH.D. DIVISION DIRECTOR SEVEN COUNTIES SERVICES, INC. SCHOOL – MENTAL HEALTH COLLABORATION: HOW IT’S SUPPOSED TO WORK August 1 st 2014

STORM STREET SCHOOL, JERSEY CITY, NEW JERSEY 1978

LESSONS LEARNED: IMPORTANT ISSUES All students have behavioral challenges Kids congregate in groups (bus, playground, gym, cafeteria, classroom, hallways, etc.) Space Partitioned corner of the principals office System Supports Non existent – on my own Supervision Supportive - hands on Common Goals I worked on behavior disconnected from academic progress – not good

SPACE: THE FINAL FRONTIER (OK, NOT FUNNY IF YOU DIDN’T WATCH STAR TREK) Confidential Professional services warrant confidential space Consistent Staff shouldn’t have to hunt for a room to see students every day they come to a school The school served should know the schedule of the mental health professional and expect consistency Clean Some spaces are alright (like large closets) but must be put on the regular building maintenance schedule Safe Safety for children and staff. May include phone access and review of the school procedure for children that become physical What is the role of the mental health professional?

SYSTEM SUPPORTS Problem Solving – issues will arise Space issues: For example, if the space is small it may not be conducive to running groups Communication between mental health professional and school staff (Principal, referring teacher, counselor, FRYSC, etc.) What level of information is needed? You are not alone – part of the school but not part of the school How do outside professionals participate in school events? What are appropriate boundaries? (for lunchroom, hallway, afterschool, etc.)

THINGS TO CONSIDER Duplication of resources The need is great and resources are scarce. Coordination and planning are key. Focused efforts to help students are more effective than the shotgun approach Partner with schools Local District Customer Service At the school level At the parent/family level Is there a formal process for gathering feedback? How will it be used? Outcomes – Measuring Progress Symptoms Functioning Academic Success

DUPLICATION OF RESOURCES PRESENTING PROBLEMS

DIAGNOSTIC BREAKDOWN

PARTNER WITH YOUR SCHOOL Teacher/staff input Develop common goals Agree on what you will see when goals are achieved Feedback to staff When are you done? Consider district level meetings

CUSTOMER SERVICE Who is your customer? The School Staff The student The student’s family Do you have a formal way of capturing input from all three levels? How will you use the data?

OUTCOMES: SYMPTOMS

OUTCOMES: FUNCTIONING SBS N = 200 SBS N = 303

OUTCOMES: ACADEMICS MEAN GRADE POINT AVERAGE

BESIDES THE OBVIOUS, WHAT DO GRADES TELL US?

OUTCOMES: TARDIES

OUTCOMES: ATTENDANCE

OUTCOMES: SUSPENSIONS

WHY PROVIDE MENTAL HEALTH SERVICES IN SCHOOL? Less stigma Minneapolis School District: 50% - 60% first experience with mental health professional Same here in Jefferson County Greater access to family and teachers Systems approach (rather than individual approach) Naturalistic Observation Greater coordination of care Improved follow-up Prevention, early detection and early intervention

THE REFERRAL PROCESS Teachers, Administrators, Parents Everyone has a role: Counselors, FRYSC and Seven Counties Collaborative scheduling with teachers Track communication, parental verbal consent/interest, follow-up, appointments set up

FORMULA FOR SUCCESS Shared Outcomes or Common Goals Removing Barriers Focus on Academics Maximize learning potential Collaborative Screening of Referrals Working together with key point person at the school Follow-up Principal, Assistant Principal, Teacher, Counselor, FRYSC as appropriate

KEEP CURRENT WITH THE WEB Center for School Mental Health Assistance, University of Maryland. Website: School Mental Health Project, UCLA Website: Contact Info: Ron Van Treuren, Ph. D.