Lincoln County School District #2

Mental Health Services

Please visit our Suicide Prevention page for a range of resources: https://lcsd2.org/suicide-prevention/

If you or someone you love is stuggling with thoughts of suicide or is in need of suicide prevention support, call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) or dial 911.

Per the Wyoming Department of Education Memorandums No.2014-087, 2014-091, 2016-033, and starting with the 2014-15 school year, the Jason Flatt Act  (JFA) requires all teachers and administrators to complete eight hours of suicide prevention training every four years, with two hours of training during the first year of employment if they haven’t received prior training.

Statewide Tip Line that allows all Wyoming students and community members to report school safety concerns and confidentiality.

https://www.safe2tellwy.org

Tip Line: 1.844.996.7233

 

An initiative between local, county, and state agencies, in which the school system is notified when a child experiences a traumatic event that the school may not otherwise be aware of. Read More Here

Threat assessment best occurs in school climates of safety, respect, and emotional support. Student behavior rather than a student’s demographic or personal characteristics will serve as the basis for a school-based threat assessment.

Each school has a threat assessment team that includes the building psychologist/counselor, administrator, and relevant members as needed.

Communication and collaboration with parent/guardian is an integral component of the process.

The threat assessment process is distinct from student discipline procedures but also doesn’t prevent district personnel from acting immediately to address an imminent threat.

OUR MISSION

The school mental health team acknowledges that while we may have unique perspectives, mental health and well-being are of central importance and intrinsic to our lives and for academic success. We believe having a mentally healthy community is not about being happy all the time but about working together through challenges, celebrating together, and feeling supported, heard, accepted, valued, and empowered. Resilience is an important focus for students of all ages and grades. We believe in working together for assessment and supportive strategies to help your student feel positive and successful.

YOUR ROLE AS PARENT/GUARDIAN

The parent/guardian makes decisions about their children. Lincoln County School District #2 (LCSD2) values the knowledge and cooperation of parents/guardians regarding their children. Mental Health services collaborate when needed with parents/guardians so that any child with mental health needs can access public education. Nothing should be construed in our practices that would prohibit communication from school personnel to the parent/guardian or inhibit the parent/guardian from participating in decisions regarding their child’s mental health during the school day unless otherwise stated in the law.

District mental health team

Secondary Schools

Ben Hale

Jeff Johnson

Reed Lesuma

Arty Johnson

Barb Merritt

Dr. Brandon Hensheid

Robbie Everett

Elementary Schools

Dr. Lana Putman

Christina Leeper

Jeff Madsen

Karsen Keech

Marie Erickson

Cokeville Schools

Rylee Lester

Mental Health Roles in Lincoln County School District #2

Wyoming Board Licensed Counselor/Social Worker

Clinical social workers and counselors shall adhere to the values and ethics of the social work and counseling profession and are governed by the Wyoming Board of Occupational Licenses. They use specialized skills and intervention with individuals, families, and groups, assessing the needs of students, working with families and the education system to find solutions, and making appropriate referrals as needed. Adequate safeguards for privacy will be maintained.

Wyoming Board Certified Behavioral Analyst

A Wyoming Board Certified Behavioral Analyst (BCBA) in a school setting specializes in applying principles of Applied Behavior Analysis (ABA) to support students with behavioral and developmental challenges. BCBAs conduct comprehensive functional behavior assessments (FBAs) to identify the underlying causes of challenging behaviors and develop individualized treatment plans based on data-driven techniques. They collaborate with teachers, parents, and other school staff to ensure consistent and effective implementation of interventions, regularly monitor student progress, and adjust strategies to meet evolving needs. BCBAs play a crucial role in creating a supportive and inclusive environment that promotes students' academic and personal growth with behavioral challenges while respecting and involving parents' rights and participation in the decision-making process.

Professional Teachers Standard Board Psychologist

School psychologists are essential members of school teams who are specially trained to enhance both student learning and teaching effectiveness. They utilize their knowledge in mental health, learning, and behavior to assist children and adolescents in achieving success in academic, social, behavioral, and emotional areas. Collaborating closely with families, teachers, school administrators, and other professionals, school psychologists work to foster safe, healthy, and supportive learning environments, reinforcing the vital links between home, school, and the community.

Professional Teachers Standard Board Counselor

School counselors work to maximize student success, promoting access and equity for all students. As vital members of the school leadership team, school counselors create a school culture of success for all. School counselors design and deliver school counseling programs that improve student outcomes.

Wyoming Board Licensed Psychologist

Clinical and School Psychologists are trained to conduct, as needed and agreed to by the parent, a wide range of assessments to evaluate various aspects of a person's psychological functioning, including cognitive abilities, personality traits, emotional functioning, and mental health symptoms. They may use standardized psychological instruments and assessment tools to measure specific aspects of psychological functioning including intelligence tests, personality inventories, neuropsychological tests to assess attention, memory, and language abilities, as well as threat/risk assessments. Evaluations are completed as part of a comprehensive plan requiring guardians' involvement and consent.

All Wyoming Board Licensed professionals are subject to Wyoming Statutes related to the Acts & Administrative Rules of their licensing area.

Mental Health Services and parental Rights in Education

Description of Services:

To aid students in academic placement, help them with concerns, and work with the school team, including parents/guardians, so that students feel supported in their learning.
To work with other agencies and the family to provide a support systems approach as needed for the benefit of your child.
To assess needs, determine if further services are needed such as testing or counseling support, including referral when prudent.

Parental Consent:

Mental Health Team members work hard to maintain a “team approach,” including parents/guardians. We believe that working in this way provides the most positive approach for students' success. Students have access to “check in” with a counselor at their leisure. However, if a student requires more intervention such as screenings, assessments, or more intensive services, communication with parent/guardian will be made.
A Release of Information will be offered when sharing or receiving information from outside Health Providers or family Health providers is prudent
Students who need or have an Individual Education Program (IEP)/ 504 will be aided by the standards we hold for managing their IEP or 504, including confidentiality, communication, and support.

Parental Communication/Notice:

In the event of a significant change in a student’s well-being, parents/guardians will be contacted by school personnel. However, we are bound as mandated reporters to follow laws to protect students and follow protocol/ statutes.
Temporary stress (e.g., not being prepared to turn in a paper or hearing other students say hurtful things) may constitute a check-in to help the student get back to the classroom but may not constitute a need for contact with a parent. Often, when working with older students, we encourage the student to share their check-in with their parents to facilitate a good relationship between family members.

Examples to Clarify our practices to meet the spirit and letter of the new state statue W.S. 21-3-135

In the context of mental health within school settings, situations such as a student wanting to see a counselor because their family dog passed away over the weekend or feeling anxious about a test are generally considered normal reactions to specific events rather than significant changes in behavior that would trigger parental rights under state Parental Rights Rules. Here’s a closer look at these scenarios:

Nature: The death of a pet can cause temporary emotional distress. Seeking counseling for grief is a healthy and normal response.

Parental Rights: While parents might be informed about the student’s request to see a counselor, this situation is generally seen as a part of normal emotional development and coping with loss, not a significant behavioral change.

Implication: This type of counseling is typically a short-term support to help the student process their emotions and does not indicate an ongoing mental health issue.

Nature: Feeling anxious about a test, especially if the student doesn’t feel prepared, is a common experience. Requesting to see a counselor in this context is often a way for the student to manage their anxiety and develop better coping strategies.

Parental Rights: In most cases, parents may not be informed about every instance of test-related anxiety unless it becomes a recurring issue that significantly impacts the student’s overall well-being or academic performance.

Implication: This situation is usually addressed through brief counseling sessions focused on anxiety management and study skills rather than an indication of a more serious mental health concern.

When Mental Health Issues may constitute a change in behavior:

If a student frequently seeks counseling for grief, anxiety, or other emotional issues, it may suggest an underlying mental health concern that constitutes a significant behavior change. In such cases, parents are typically informed following professional licensing board practices and other state statutes, and further interventions may be necessary.

If a student’s grief or anxiety is severe enough to interfere with their daily functioning, academic performance, or social interactions, it would be considered a significant change in behavior, prompting parental notification and possibly more intensive support.

If a student’s emotional issues indicate potential mental health disorders (e.g., signs of depression, severe anxiety), this would be considered a significant change, necessitating parental involvement and possibly professional mental health services.

In summary, normal emotional reactions to specific events, such as grief over a pet’s death or anxiety about a test, are generally not considered significant changes in behavior under state Parental Rights Rules. However, recurring, severe, or prolonged emotional distress would be considered significant and require parental notification and potential intervention.