My job centers on the care of children's social and emotional well-being at WES. I work with students at the individual, small group, and whole-class levels. Providing children with support, whether for emotional, social, or behavioral needs, greatly enhances their availability for learning. I like to work in collaboration with parents and teachers as the path to students' progress and success.
Updated September 16, 2009:
This fall I am leading the following groups and classroom programs:
1) Kindergarten Peaceful Problem Solving. This is a weekly half-hour program that will go into December. We use puppets, activities, role play and discussion to help kindergarteners practice skills in making friends, communicating respectfully, playing cooperatively, and solving everyday conflicts in a peaceful way.
2) 2nd grade Girls Group: This 6-week program helps 2rd grade girls strengthen their friendships and further develop skills of inclusion, expressing feelings in a constructive way, and problem-solving.
3) 3rd grade Girls Group: With a new constellation of girls in this class, this group will help girls develop their friendships by practicing skills in communication, expressing and recognizing feelings, and basic problem-solving.
Research shows that when elementary school-aged girls are provided support to develop their relationships, a foundation for healthy communication skills can be laid which girls can draw upon as they move towards the more complex terrain of adolescence.
Here is an overall look at what I do, based on a brochure I developed:
Mental Health Services in Elementary School: Your Child's Emotional and Social Well-being
WHAT IS MENTAL HEALTH?
Mental health is about self-esteem, constructive problem-solving, and safe connection with other human beings.
Everyone has mental health needs. We need: emotional support from friends and loved ones; to respect ourselves and others; to feel good about ourselves; to challenge ourselves to grow and learn.
For children, mental health also means developing the social, emotional, and behavioral skills to succeed as learners and in their relationships.
WHY MENTAL HEALTH SERVICES IN ELEMENTARY SCHOOL?
Mental health services in elementary school serve two general purposes. They facilitate children's social and emotional development, and they address problems that impede children's learning.
A primary task of child development is learning how to form trusting, give-and-take relationships. The social skills involved in this process require children to identify and manage their emotions and recognize others' emotions. Mental health services in school provide children additional support to learn responsibility, self-control, and empathy to reach these goals.
Issues that can impede children's learning vary. Children may have individual concerns, such as grieving a loss or dealing with abuse; environmental circumstances, such as family conflicts; or biological issues, such as depression or ADHD. Another factor is social; children may have difficulty with peer relationships.
All of these types of issues -- individual, environmental, biological, social -- impact children emotionally and can interfere with their readiness to learn.
A trained clinician in a school helps children manage their difficulties and develop their strengths; supports and helps parents with strategies at home; works with teachers to enhance classroom strategies that help the child succeed and work at her or his potential.
WHAT IS A SCHOOL ADJUSTMENT COUNSELOR?
A school adjustment counselor is a licensed psychotherapist who works in a school. Our primary responsibility is to the social and emotional well-being of students. This includes preventative education, direct crisis intervention, and ongoing counseling.
HOW TO ACCESS THE SCHOOL COUNSELOR
Parents may contact me at any time with concerns about their child. Students may also be referred by their teacher, school nurse, or principal. Children may also leave me a confidential note if they need to talk. A referral means that an adult has concerns about the child and would like me to check into the situation. I contact parents as soon as possible and assess the situation before deciding if counseling is necessary. I do not conduct counseling without the permission of children's parents/guardians unless it is a crisis situation.
Some children need more in-depth work because of trauma, family issues, or multiple social/emotional needs. In such cases I consult with parents about a referral to an outside therapist.
ARE CHILDREN SEEN ON AN INDIVIDUAL BASIS ONLY?
At WES, I meet with students at the individual, small group, and whole classroom levels. I also consult with teachers, work with parents, and serve as liaison between the school and community programs.
FREQUENTLY ASKED QUESTIONS
Q. If my child sees the school adjustment counselor, is something wrong with her/him?
A. No. There is nothing "wrong" with children who need help solving problems or who need some emotional support. I teach children that it's okay and important to ask for help. The benefit of receiving aid from a mental health professional is that we are trained and skilled at assessment and intervention, remaining emotionally distanced yet present and compassionate, and at helping empower people to help themselves.
Q. How long does counseling last?
A. Sessions range from 15-30 minutes. The length of time a student is in counseling varies. Some children resolve their issues in 6 sessions and some need ongoing support. Still other children I meet with regularly and then see on a check-in basis. Often children receive counseling as a part of their Individual Education Plan to help them sort out their feelings about themselves as a learner.
Q. Do you involve parents in their child's counseling?
A. It is vital for parents to be involved. I check in with parents by phone, and I encourage parents to contact me with any questions, concerns, and important information. I am happy to meet with parents at any time during their child's counseling process.
Q. Will the counselor tell me what's happening in my child's counseling?
Counseling in any setting works best when the client trusts the counselor to keep their work confidential, and children are no exception. There are also laws and ethical codes that protect clients' right to privacy.
At the same time, the best conditions for children's progress are parents and counselors working together. Typically children want the counselor to help them articulate to their parents what is going on for them. I keep parents apprised of their child's progress in counseling, the emotions they are working through, strategies they are practicing, and the themes raised in sessions. I let children know before I share information with their parents.
Q. Don't you have to break confidentiality if you are concerned about a child's safety?
A. All adults who work with children are mandated reporters, according to laws in the Commonwealth of Massachusetts. When an adult has "a suspicion of abuse or neglect," s/he is required to report their concerns to DSS. The way I explain this to children is like this: "Our sessions are private; I can't share the things you say without your permission. The only time I break this rule is if I have a major concern about your health or safety; and in that case I will let you know that I need to talk to an adult." If the situation seems like one where I would need to file a report with DSS, my practice is to notify parents before contacting DSS.
Q. Can I ask my child about what s/he talks about in counseling?
A. I recommend that parents refrain from asking their children what they talk about when they meet with me; this helps diminish any pressure children feel to please their parent by "succeeding" in counseling, and it respects their privacy. It is helpful to ask your child a general question ("How's it going?") to show you support their efforts to help themselves via counseling.
Q. Won't my child miss important academics while s/he is in counseling?
A. I make every effort to see students during non-instructional time, such as quiet reading periods. But more importantly, emotional issues can interfere with learning, preventing children's success in school. When children are preoccupied with worries about home, friends, or other issues, or if they cannot solve interpersonal problems successfully, or if they do not feel safe, they cannot focus on their school work. Seeing a counselor can help them develop coping strategies, improve their peer relationships, and ultimately feel better about themselves, freeing up their minds and making them emotionally available to work to their potential.
IN SUM, your school adjustment counselor is a:
* counselor
* parent supporter/educator
* mediator
* crisis interventionist
* teacher
* team member
* consultant
* community liaison
* resource and referral provider
Please feel free to contact me with any questions at 527-0561 or ewoodward@hr-k12.org
Thank you!
This Classpage Web Address: http://teacherclasspage.com/2268/ewoodward@hr-k12.org.html
