The role of a school-based mental health provider is complex, nuanced, and multi-faceted. And as more schools deliver on the urgent need for mental health services for students, clinicians are finding themselves in a new role where the culture, expectations, and delivery of services is unlike any other setting.
Join Ashley Rose, LCSW, LSSW, for this 3-hour training that highlights everything you need to know to confidently provide quality care and establish your unique role within the school, including how to:
Develop positive working relationships with teachers, administration, and support staff
Provide evidence-based strategies and interventions for anxiety, depression, ADHD, oppositional behaviour, and more
Navigate the grey area of protecting confidentiality in such a public setting
If you work with kids or adolescents in a school, community, or in-home setting, you don’t want to miss this compelling training – sign up today!
Continuing Professional Development Certificates
- PESI Australia, in collaboration with PESI in the USA, offers quality online continuing professional development events from the leaders in the field at a standard recognized by professional associations including psychology, social work, occupational therapy, alcohol and drug professionals, counselling and psychotherapy. On completion of the training, a Professional Development Certificate is issued after the individual has answered and submitted a quiz and course evaluation. This online program is worth 3 hours CPD.
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.
Financial: Ashley Rose receives a speaking honorarium from PESI, Inc.
Non-financial: Ashley Rose has no relevant non-financial relationship to disclose.
Access for Self-Study (Non-Interactive)
Access never expires for this product.
Apply evidence-based intervention strategies for individual and group treatment, family engagement, and crisis intervention in a school setting.
Develop effective protocol for responding to risk of breaches in client/student confidentiality when providing services in a school setting.
Utilize effective communication and rapport building skills with school personnel who directly or indirectly work with your client/student.
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
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
In-Home Mental Health Providers
School Social Workers
Marriage and Family Therapists
Occupational Therapy Assistants
Please note that the product you are purchasing is a pre-order and has not yet been recorded.
Typically, it is 4-6 weeks after the program date before the digital seminar will be available. If you decide to purchase, you will be notified when the product is ready to view.