Dianna Sawyers, MSW, LCSW Bringing Therapy to Schools- How to work with schools and school personnel to improve mental health outcomes. Dianna Sawyers, MSW, LCSW

Objectives Understand educational policies influencing staff and teachers. Understand your role as the mental health provider. Learn strategies for effective and improved communication with school personnel.

Discussion Points Culture of the School Barriers to Treatment School Employee vs. School Provider Education of Educators Role of the Administrator Teacher Involvement

Context 2002 President's New Freedom Commission on Mental Health 2.1. Develop an individualized plan of care for every child with a serious emotional disturbance 4.1. Promote the mental health of young children 4.2. Improve and expand school mental health programs

Context Cont. 75% of children needing mental health services receive those services through school resources Service Provision in Schools 63% provide prevention services 59% provide behavioral services 75% provide safe and drug free schools Service Providers Approximately 50% by school personnel 23% join effort of school personnel and outside professionals 27% by outside professionals only

Success of School Based Programs Nature of intervention Characteristics of the Professional Client population School/Organization Dynamics Service Delivery System

Nature of Intervention Define your space Creating boundaries and structure Creating a mobile play room Toy selection Environment Management

Clinician Characteristics Flexible, Flexible Flexible!!! Acknowledgement of being a guest Public Relations, Human Services, Advocate, Therapist, Team Leader, Supervisor, Subordinate

Client Population Pre-school, elementary/primary, secondary Presenting concern Cultural dynamics

Service Delivery System State and Federal Policies Current Services State Policies Peer Support School Structure Administrative Leadership School Norms Physical Environment School Policies

School/Organization dynamics -educational and developmental philosophies -understanding of mental health -laws and policies Organization: -expectations of service delivery -management philosophy -rules and policies

Barriers Parental Involvement Support of School Staff Support of Employer Other Responsibilities Logistical Components Who is the client?

School Employee or School Provider- What is the difference? School employees are internal providers, reporting within the school’s established chain of command, adhering to school calendar, and often serving many different roles and responsibilities School providers are external providers, deemed visitors of the school, reporting to non-school directors while cooperating with school administration and policy, functioning within but independently from the school calendar, whose responsibilities are solely connected to the mental health provision to student clients. Why does it matter? Funding Freedom of practice Developing a successful program Administrative responsibilities Celebrating Success and eliminating barriers

Education of Educators Treatment expectations Diagnosis of clients Behavioral expectations Team approach Role of education and school personnel in treatment

Role of Administrators Understanding the administrative structure Impact of administration on staff and students Liaison into the school system

Faculty Involvement in Treatment Referral Process Reporting of Progress Classroom teachers vs. special educators vs. administration Involving school personnel in the action plan

Resources Langley, A. K., Nadeem, E., Katoaka, S. H., Stein, B. D., & Jaycox, L. H. (2010). Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation. School Mental Health, 2, 105-113. Stephen, S. H., Weist, M., Kataoka, S., Adlesheim, S., & Mills, C. (2007). Transformation of Children's Mental Health Services: The Role of School Mental Health. Psychiatric Services, 58(10), 1330-1338.