Midwest PBIS Network Role of the Clinician Content


The role of the school-based clinician is constantly changing to meet the needs of our youth, schools, families and communities. Please join us to continue to create dialogue, share successes, face hurdles, and strategize together around data, systems, and practices for supporting our youth. Training is mainly geared towards school-based clinicians and any interested administration. Clinicians who work directly with the schools (i.e. community/mental health based) are also encouraged to attend.


Role of Clinician in a Three-Tiered Model of Support, Part 1

Please join us for this one day session to continue to create dialogue, share successes, face hurdles, and strategize together around data, systems, and practices for supporting our youth.

Who Should Participate  
Training is mainly geared towards school-based clinicians and any interested administration. Clinicians who work directly with the schools (i.e. community/mental health based) are also encouraged to attend.

Participants Can Expect to Leave Being Able to:
  • Create concrete action steps to help support MTSS in their settings
  • Feel rejuvenated in their work and empowered to make a difference in the school, district, communities, and systems that they work in
  • With a greater understanding of how behavioral supports and interventions can best be supported by data-based decision making, school-wide systems and evidence-based practices
  • Feeling as though they have networked with others in similar positions, in an effort to advance their own knowledge base and feel part of a community of support and learning
Agenda

Role of the Clinician in a Three-Tiered Model of Support: Part 2 Expanding Your Toolbox

In order to effectively meet the social and emotional needs of ALL of our students it is critical to utilize the clinician time as effectively and efficiently as possible. Schools/districts can effectively do this by harnessing the skills and abilities of the clinicians as social and emotional leaders in the building. In this session we will explore critical concepts that clinicians can gain information about to bring back to staff in a Universal way and activities and strategies for doing so. This one day session will briefly touch on the core concepts of Classroom Management, Function-Based Thinking, Trauma, and Restorative Practices.

Who Should Participate  
Training is mainly geared towards school-based clinicians and any interested administration. Clinicians who work directly with the schools (i.e. community/mental health based) are also encouraged to attend.

Participants Can Expect to Leave Being Able To

  • Participants will be introduced to the concept of being a Social Emotional Leader in a school building, and how this position can help expand the capacity of the whole school to more adequately support the social/emotional needs of all youth.

  • Participants will be exposed to the core concepts of Classroom Management, Function-Based Thinking, Trauma, and Restorative Practices and will gain a greater understanding of how foundational concepts from each can help to strengthen the culture and climate of a school and the toolbox of the educational professionals who interact with youth daily.

  • Participants will receive guiding questions, activities, and resources to bring back to their schools.  These foundational tools will be first steps towards building the capacity for all staff to support the social/emotional needs of all youth, potentially reducing the number of youth needing higher levels of support.


Materials

Guiding Questions for Clinician