In the Nest: Case Studies from the School-Based Mental Health Collaboration

ABSTRACT

This paper illustrates the workings of a novel school-based mental health intervention through two case studies. The School-Based Mental Health Collaboration (SBMHC) is a partnership between Teachers College, Columbia University and underserved public schools. The program places graduate students in classrooms one half-day per week for the school year. Graduate students work clinically with children and teachers toward improving children’s classroom behaviors, addressing the teacher’s style in behavioral management, and developing a cohesive school-wide social and emotional framework. These multiple goals are addressed through the lens of psychodynamic theory, attachment, and mentalization theories. This is a multi-level intervention in which SBMHC clinicians work with all stakeholders as they are integrated into the school community. Key to the success of the program, the SBMHC model makes use of “nested mentalization” in which supervisory staff create a supportive and reflective environment for the graduate students that promotes their growth as clinicians and their abilities for self-reflection. As graduate students grow in these capacities, they learn to engender a similar environment for all key players in the school, leaving them better equipped to work with teachers, students, and families within complex and demanding settings.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The individuals described in these case studies had given their consent to participate in our IRB study. To further protect their privacy, and to assure anonymity, all identifying information has been changed, and some details from other case studies have been incorporated into their stories. These details were added judiciously to the cases, and have not changed their substance or validity.

2. For a more thorough explanation of the different components of SBMHC’s program model, please see Eppler-Wolff et al. (2018).

3. There is suggested content for the weekly teacher meetings, but they are not fully scripted. Please see Eppler-Wolff, et al. The School Based Mental Health Collaboration: Clinical consultant guidebook, (Eppler-Wolff et al., 2020).

4. SBMHC CCs do not serve as individual therapists for teachers. Rather, they engender a mentalizing stance and focus on teachers’ experiences as they relate to specific students, to the school, or to teaching overall.

5. CASEL is an acronym for The Collaborative for Academic, Social and Emotional Learning, and its mission is to make evidence-based social and emotional learning a key part of the educational process from Kindergarten through high school.

6. SBMHC uses evidence-based push-in interventions, including mindfulness techniques and emotional labeling. As the CC administers these interventions, a self-reflective component is added (Eppler-Wolff et al., 2020).

7. Just as CCs meet regularly with teachers, supervisors are also in regular contact with school administrators to discuss specific policies, programs, teachers or students/families through the same reflective lens; working to help school leaders to slow down and pay attention, and to make space for wondering and curiosity as much as is possible within their demanding schedules. For a fuller description of the program model and its various components, see Eppler-Wolff et al. (2018).

8. GoNoodle is a collection of interactive online videos, games, and activities. Educators can use the site to incorporate short, five- to 10-minute physical activity breaks into the school day.