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JL Long Counseling Department

Counseling department at JL Long Middle School--Dallas, Tx
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on 15 August 2016

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Transcript of JL Long Counseling Department

Notes
RtI Interventions
Student Support Team (SST)
Bullying
2016 JL Long
Counseling Department
"It's Our Duty"

Response to Intervention (RtI)
A multi-tier approach to the
early identification
and support of students with learning and behavior needs.
The RTI process begins with high-quality instruction
and universal screening of all children in the general education classroom. Struggling learners are provided with
interventions
at increasing levels of intensity to accelerate their rate of learning.
Youth and Family Center
Youth and Family Centers were created through a
partnership
to
promote and ensure physical and mental health care
, as well as other services to children and their families. This partnership utilizes an integrated approach to help students achieve optimal health and maximize school performance.

Dallas Independent School District and Parkland Health and Hospital System have combined resources to provide
cost-effective, accessible,
quality physical and mental health care services.


Suicide /Violence Risk Assessments
Child Abuse
The test of the morality of a society is what it does for its children.
-Dietrich Bonhoeffer
Counselor Roles
6th Grade- Elaine Perez
7th Grade- Carrie Landman
8th Grade- Kareeme Hawkins

Psychological Services- Veva Lane

JL Long Counselors website:
www.longcounselors.weebly.com
Counselor Referrals
(Individual & Group)
"We are dedicated liaisons between our students, parents and faculty. Our passion to provide academic, social, college and personal guidance to each student is imperative and our priority as advocates of Long students."

Section 504
What is Section 504
Section 504 of the Rehabilitation Act of 1973 is a national law that protects qualified individuals from
discrimination based on their disability.
What else about 504?
As defined by federal law: “An individual with a disability means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment”
that may include any disability, long-term illness, or various disorder that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of a learning-, behavior- or health-related condition.


The Teacher and 504
-Ensure 504 accommodations are provided for students

-Attend 504 meetings

-Three core members attend meeting


Math Mastery
Reading Mastery
Class stations
Manipulatives
ELPS
The Student Support Team is the
last step
a parent and/or teacher can take when they have a concern about a student’s progress at Long. The purpose of the SST is to design a support system for students having difficulty in the regular classroom after RtI interventions have been exhausted.

Definition: The behavior…
Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an
intimidating, threatening, or abusive educational environment for a student (SPP).

Exploits an imbalance of power.

Interferes with a student's education or substantially disrupts the operation of a school.



New Reporting Process
Employees will have access to the Student Discipline System (SDS) to report bullying incidences. Type in the EAD User Name and Password to log in.

<sds.dallasisd.org>


Now what do I do?

Suicide Assessment process

Suicide Research

Violence risk assessment Process

Before the school year starts meet with your principal to determine how they want to be notified about suicide and violent risk assessment cases
Communicate with principal the outcome of every suicide and violence risk assessment case

Communicate with principal


Additional steps If student is sad, upset, angry doesn’t want to die
Complete suicide risk assessment is recommended
Notify PSS by phone or email for possible referral
Counselor/parent decide if student returns to class
Counselor may want to do a safety plan with student
Schedule a follow-up meeting within 7 days with parent to set up supports and acquire consent for counseling
Follow up and monitor until counseling services get started


denies thoughts of suicide

Additional Steps

Notify PSS by phone or email and see if available to come to campus
Talk with parent about reducing access: keeping closer supervision, removing guns, meds, etc. out of home
Seek parent consent for YFC, PSS or agency services
When student returns to campus make a safety plan with them
Follow up and monitor student until they start counseling services


High risk

Additional Steps

Ask to hold and keep objects
Contact PSS staff to see about their availability
Give parent Timberlawn Hospital & Adapt mobile crisis information
Parent transports student to hospital or other provider
Ask parent to give consent to release discharge planning information from hospital to school counselor
When student returns to campus
go over safety plan developed in hospital or
develop one with the student
Follow up and monitor student until counseling services start


Imminent risk

Explain limits of confidentiality

Obtain details and context from student about behavior of concern

After student finishes their story if you are not clear about student’s state of mind, you may ask:
“Sometimes students who are in a similar situation think about wishing they were dead, Are you thinking of killing yourself? “


Student interview

Exhaustion of personal resources
Hope
Energy
Coping skills
Exhaustion of familial resources
Legal
Financial
Emotional
Intolerable stress or pain
Perceives suicide as a viable option





Common Characteristics

Factors in assessment

Schedule training for your campus staff to review
suicide warning signs
district policy and procedures

Review suicide reporting procedures for teaching staff
8am-4pm bring student to counseling office asap
After school
Contact parent
Contact administrator

Check with your counseling supervisors in Counseling department for power point presentation



Campus Training

Call PSS for a crisis team
Confirm death through a family member and verify the cause of death was suicide
Reduce misinformation & rumors on campus
Inform staff immediately and give them information on how students and parents will be given the news
Answer questions staff may have regarding postvention plans
No memorial service on campus after a death for any reason
Follow through on postvention plans developed with campus administration

Suicide Postvention Steps

Suicide attempts on campus are to be treated as a medical emergency and student is to be assessed by the nurse
The student should be brought to the nurse by the adult who found student
School nurse will contact parents and determine action
When student returns to campus develop a safety plan and refer for counseling
Follow-up and monitor until counseling services begin

Suicide attempts

Complete Suicide Risk assessment Report Form
Use forms provided by PSS to document actions taken
Cases that are High Risk must be referred to PSS staff
Send Report Form to:
Psychological & Social Services, Box 437





Document

Additional steps

Counselor and parent may decide if student can return to class or go home with parent
Notify PSS by phone or email and see if available to come to campus
Seek parent consent for YFC, PSS or agency services
Talk with parent about reducing access: closer supervision, removing guns, meds, etc. out of home
Develop a safety plan with student before returning to class
Follow up and monitor student until they start counseling services


Medium to low risk

The student disclosed information about their thoughts and plans. Keep them in your office until you have reached a parent.
PSS staff is available if you need to consult about the case
When you call the parent be prepared to ask them to come up to the school for 3 reasons:
To give written consent for the suicide risk assessment
To take their child home because they are too upset to stay
To transport their child for further care at a hospital or other setting


after the interview

School district policy requires that information about a student who is having suicidal thoughts and possibly intends to kill themselves requires parent contact:

Parents must be informed about the suicidal risk and potential for injury or death
Parents must give written consent for a suicide risk assessment



Parent notification & Consent for assessment

To prevent harm to self or others during a crisis a student must be
Monitored
Assessed
Guided

School counselors working with a student in crisis should
Encourage self-disclosure
Be non-judgmental
Be calm and supportive
Actively listen and positively reinforce better choices

Student Interview guide

Predisposing vulnerability prior attempts, presence of thought disorder, high level of unresolvable stress
Readiness to act ideation with plan or high impulsivity, loss of control, high levels of rage, panic, or uncontrollable violent behavior
Acceptability of suicide reasons for dying, attraction to death as an escape, hopelessness, feeling like a burden to others
Loss of supports social isolation, low help seeking behavior, no one to monitor
Failed protections poor behavioral controls, intoxication, availability of means

Suicide Risk:
conversation checklist

Each suicide affects at least 6 other people
8-15 serious attempts for each completion
90% for ages 10-19 involve firearms or hanging
HS classroom averages 3 students ( 1 boy, 2 girls) that have attempted suicide in the past year


Suicide facts

Campus training
Research on suicide
Risk assessment process
Suicide attempts
Suicide postvention
Violence risk assessment

overview

A student who is referred because there is a concern that they may be suicidal needs to be seen immediately


Student-on-student referral send for student

Teacher referral ask teacher to bring student to your office with
Copies of note, journal entry
Drawings


student referral

G.R.I.S

Guidance Curriculum

Responsive Services

Individual Planning

System Support


The Other Counseling Responsibilities
Class Schedules

Academic support

College Culture

Guidance Advisory Committee

Staff relations
Full transcript