THROUGH SBI, COUNSELORS MEET STUDENTS WHERE THEY ARE AND ENGAGE THEM IN A WAY THAT MAKES THEM FEEL COMFORTABLE AND CARED FOR WITHOUT THE ONUS OF LABELS.
Children and adolescents are one of the largest underserved populations for mental health services. In addition to academic and emotional stressors, students face significant pressure to fit in, and the stigma of therapy and counseling often make these students unreceptive to traditional therapy. SBI provides schools with counselors and tools that can be implemented in non-traditional settings and in ways that make students more comfortable in seeking help.
Students without diagnosable disorders reacting to stress in their lives often act out at school in ways that can become habitual problematic archetypes, such as bully, class clown, promiscuous or any of the several labels that describe these behaviors. Our counselors proved these students with a positive and empathetic role model who helps them process feelings, explore solutions, define their strengths and passions, and set goals and strategies towards a future that embodies their potential.
SBI training encourages counselors to leave their offices and be where their clients are. Clinical interactions do not need to take place in an office; the opportunity to interact with students in ways that supports therapeutic goals exists in lunchrooms, hallways, and after school clubs. School-based Interventionists actively find the students in need of support and work with them in the setting that is most beneficial to them, not the practitioner.
Building on the work of John Bowlby and Margaret Mahler, SBI training identifies behaviors associated with securely attached youth, supports the importance of Winnicott’s holding environment, and stresses the importance of the use-of-self in identifying transferences and counter-transference issues in establishing healthy relationships.