School-Based Mental Health: Best Practices and Evidence-Based Interventions for Successful Treatment in a Complex Setting

CPD

Handouts

Speaker

Ashley Rose, LCSW, LSSW Related seminars and products

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Ashley Rose, LCSW, LSSW, has over ten years of experience providing mental health services to children in a school-based setting, most recently as a school social worker for Metro Nashville Public Schools.  Prior to that role, she served as a school-based therapist with Vanderbilt University’s community mental health program and as an in-home therapist who often met with clients at their schools.  Ashley earned her Master’s degree in social work from Middle Tennessee State University while simultaneously developing professional trainings for Tennessee Department of Children’s Services through an assistantship program with The Tennessee Center for Child Welfare.   Ashley also has 3 years of experience as an adoption specialist for high needs foster children through the Department of Social Services in South Carolina.  Ashley currently resides in Nashville, providing full-time care for her young son and promotes social emotional learning and early literacy by selling children’s books with Usborne Books & More.

Speaker Disclosures:

Financial: Ashley Rose receives a speaking honorarium from PESI, Inc. She has no relevant financial relationships with ineligible organizations.

Non-financial: Ashley Rose has no relevant non-financial relationships.

Objectives

1. Apply evidence-based intervention strategies for individual and group treatment, family engagement, and crisis intervention in a school setting. 
2. Develop effective protocol for responding to risk of breaches in client/student confidentiality when providing services in a school setting. 
3. Utilize effective communication and rapport building skills with school personnel who directly or indirectly work with your client/student.

Outline

School-Based Providers:  Defining your Role and Getting an “In” at Your Site

• Common language in education, 
• Key questions for pinpointing where your services are best utilized
• How to build positive relationships with staff while still setting boundaries
• When your physical space/office is less than ideal
• Working with staff who are sceptical of your role

Confidentiality in a Public Setting:  A Balancing Act that Relies on Communication

• FERPA and HIPAA requirements – what are the grey areas?
• How to address confidentiality in groups
• Should you be included in IEP and 504 meetings?
• What to do if confidentiality is violated
• Common scenarios where confidentiality can be compromised (and what to do):  
  •     Getting kids out of the classroom
  •     Seeing clients in the hallway
  •     When clients’ friends want to see you
  •     Who can see risk assessments?
  •     Contributing meaningfully in school meetings
  •     And more!

Evidence-Based Strategies and Interventions that Translate to a School Setting

• Skill building:  Expression of emotion, self-regulation, distress tolerance, impulse control
• School-based interventions for anxiety, depression, ADHD, oppositional behaviour, and more
• Family engagement:  communication difficulties, trust building, and overinvolved families
• Group therapy:  Who, when and how; pros and cons
• Beyond therapy:  crisis intervention, clinical conversations, and other school consultations

Target Audience

• School-Based Clinicians
• In-Home Mental Health Providers
• School Counselors
• School Social Workers
• School Psychologists
• Counselors
• Social Workers
• Psychologists
• Marriage and Family Therapists
• Speech-Language Pathologists
• Teachers
• School Administrators
• Occupational Therapists
• Occupational Therapy Assistants