Five Questions With Bob Weires
Nov. 9-13 was National School Psychology Week, an occasion when the Clark County School District (CCSD) spotlighted the invaluable contributions of school psychologists and other employees who are making a difference in the lives of our children. Students and their families, along with educators, have been experiencing an incredible amount of anxiety during the pandemic that has taken a toll on their mental health. We recently got in touch with Bob Weires, director of CCSD’s Psychological Services, to get his perspective.
What are the main mental health issues confronting students and their families?
Bob Weires: Human contact is very important to all of us. Although there are different ways to reach out and connect with others, it is more difficult currently for students to build and maintain satisfactory relationships when they have limited opportunities for face-to-face contacts with peers. Additionally, what used to be fairly regular routines for both students and their families have been impacted: work patterns, eating/dining patterns, shopping practices, tv viewing practices, bedtimes, etc.). These factors can all lead to imbalances in students’ day-to-day lives and increased stress. Feelings of isolation, uncertainty, and generalized anxiety can grow. In 2020, students in general are perceived as being at a higher risk for these pressures, and some individual students will be impacted more significantly than their peers.
How has CCSD been able to help students during this time, when students cannot be physically present?
Weires: CCSD invested time and effort at the beginning of the 2020-2021 school year to increase staff awareness of student mental health needs, provide teachers and other staff with strategies for building student relationships and social emotional learning opportunities, and remind staff of available resources related to prevention and intervention. Written guidance and professional learning opportunities were offered. The District continues to operate several workgroups looking into better ways to reach out and support student wellness.
Improved student connectivity for distance education was targeted districtwide and addressed. Priority was also placed on increasing student contacts and personal wellness checks. Everyone has been looking into stronger connections and more positive impacts for students. Teachers have expanded virtual office hours for student help. More counselors and social workers have been visiting virtual classrooms to support the teachers, students, and instruction. With respect to school psychologists, they are part of multi-disciplinary school teams that are completing individual, face-to-face assessments with students for special education in the schools. They have also been spending additional time in problem-solving student needs with parents and other staff members.
What are ways that parents and caregivers can reduce stress for their children, including the use of coping skills?
Weires: I learned a long time ago that students generally respond positively to certain elements present in their environments, whether that is a school setting or the family’s home. In connecting with students, they like ‘immediacy’ in our engagement and responses. Use eye contact, active listening, repeating back key messages, and providing timely encouragement, compliments, and reinforcement. They also like consistency in our behavior. That is, we can help them deepen their trust in how we engage, support, and reinforce them.
Similarly, students like some degree of structure in their lives. Are there some basic routines in the household with respect to when a child should complete homework, complete personal chores, take personal time for games/tv/music, and routinely go to bed? Basic routines help build predictability in their lives. Finally, continue to show them your respect and love for them. These simple strategies alone can help you help them rebalance their lives and nudge them forward with healthy development.
What advice would you offer a parent who is worried about their child and, for that matter, what should a student do if they are concerned about their own or a friend’s mental health?
Weires: One program CCSD uses for suicide prevention training with students is the Signs of Suicide (SOS) Education Program. SOS introduces the acronym ACT, which stands for Acknowledge, Care, and Tell. That is, acknowledge that you see signs of depression or suicide in a friend or yourself, care by showing your friend that you are worried about him/her and offer support, and tell a trusted adult to get help. Students are encouraged to tell a parent, a teacher, a counselor, or another educator if they are concerned about themselves or other students.
Another option available to students and parents is the SafeVoice anonymous tip reporting system for any concerns related to student safety and well-being. SafeVoice operates every day of the calendar year, 24/7, and provides live engagement responses. Reports can be made by phone (Hotline: 1-833-216-7233), online (www.safevoicenv.org), or via a downloaded mobile app. (For more information, visit https://www.ccsd.net/students/safevoice/.)
Finally, parents are always encouraged to directly contact their children’s schools if they have concerns. School counselors, school social workers and safe school professionals, and other educators are available to assist with problem solving, exploring schools supports, and offering resources available to families in the community for possible mental health services and supports for students/families.
CCSD employees obviously are under a lot of pressure, too. What advice would you give them, and what options exist for them to get assistance?
Weires: CCSD employees first need to acknowledge that they, too, are facing some of the very same pressures our students are facing – limited face-to-face contacts and possible feelings of isolation, harder work efforts just to maintain routines, personal lives somewhat out of balance, etc.
Once acknowledged, they also need to make a personal commitment – both for their benefit and the benefit of their loved ones – to be intentional and plan for their own self-care. Fatigue, negative distractions, and burnout are real threats, and it is always best to proactively avoid or minimize those risks. The first, best place to start might just be to identify those areas causing the most anxiety or stress – for example, not eating regularly – then taking corrective action to address such threats.
There is also an Employee Assistance Plan offered to CCSD employees through Behavioral Healthcare Options (BHO). (For more information, contact BHO at 1-800-280-3782 or visit the EAP website at www.bhoptions.com.)