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School Consultation and School-Based Interventions

Whether you are seeking school consultation as a parent or a school, I provide direct support to the school for families that are encountering issues arising in the school setting for preschool, and elementary school aged children.  Often times children engage in challenging behaviors at school resulting in removal from the classroom, or being suspended.  I work by establishing a collaborative relationship with the teachers, with the goal to reduce any behavioral concerns often related to emotional dysregulation, and to assist in providing a nurturing educational environment to foster the social-emotional development.  

If your child is exhibiting challenges in the school setting and requires extra support, I can offer school based interventions. This means I can go to your child’s school, and provide direct services in the classroom or pull your child out for one-to-one session. This is often helpful for children exhibiting behavioral problems at school, who need support in emotional regulation, or who would benefit from guidance for social interactions. This process starts with the parents to see if the school is able to support school-based work. I request establishing a relationship with the school, teachers, and administration, and to observe your child (before they know who I am) in their natural school environment. This gives me information as to the best ways to intervene.

Finally, some children and teens benefit from additional educational services at school through either an Student Success Team (SST), 504 Plans, or and Individualized Education Plan (IEP). These supports can often support children with emotional dysregulation, a history of trauma, or neuro-diversity differences such as children with learning disorders, autism spectrum disorder, defiance, and ADHD. Please see my Resources tab for more information to get your child started with accommodations.

Through school consultation I can provide schools with parenting workshops such as Limit Settings with Preschool Aged Children, Parenting and School Accommodations for the Neurodiverse Child, The Impact of Trauma on a Child's Learning Brain, and How to Manage your Child’s Big Feelings: The Use of Attachment Strategies to Regulate Emotions

My Approach

 I start by observing the classroom approximately two to three times. After the observation phase I  collaborate with staff, teachers, and administrators to establish an Action Plan or Treatment Plan.  Usually these plans are to facilitate social-emotional curiculum to assist in handling child conflict, or manage emotional dysregulation in the classroom. I will then schedule a follow-up observation and session with the school to address any additional concerns that may have come up in order to support the long-term gains of therapeutic consultation. 

For parents, when I'm working with a school to directly support an individual child, I begin with an Intake with the parent(s) to gather an in-depth history. I then observe the child at the school once or twice before beginning interventions in the milieu. My length of support is often 90-minutes weekly or bi-weekly at the school site depending on the acuity of the problems. I request that parents meet regularly at my office to support any progress made at school. I work with teachers in the classroom in their approach with your child, and I often provide continuous weekly services until improvements are made in the classroom setting.