Throughout my adolescent and adult life, one aspect of my career journey has remained the same: I have always enjoyed working with children. When I was a child, this goal would have translated to a single, recognizable career identity, likely "A Teacher" or perhaps "A Nurse.” It was only as an adult that I discovered the many different avenues one can take to working with children – and since then I have tried on several of them.

My first job, for instance, was working for a children's play place (similar to the more recognizable icon of Chuck E. Cheese's.) I wasn’t a teacher, and I wasn’t a nurse, but I was working with kids. Yet even at the time I knew that this was a temporary role, a “stepping stone” so to speak. Looking back, I would say that my career journey really began with the two jobs I held in college, working in research labs – first studying language and cognition, and subsequently attachment. Instead of supervising children, I was studying them – a new role, with new responsibilities, and a much broader range of required skills.

Since then, I have been a special education aide, earned a Master’s in Fine Arts, taught classes on social justice & creative writing through an arts and education non-profit, set up side-gigs making art, transcribing audio, and substitute teaching, and most recently interned at my first MFT site placement with East Bay Agency for Children. Now here I am, working as a clinical intern with Seneca’s All-In program, and in May I will finish my master’s program and begin working towards licensure as a marriage and family therapist.

In some ways, I see MFT licensure as a “finish line,” establishing the career path that – at least as of now – I expect to follow long-term. Yet I still struggle sometimes with the questions “What do you do?” and “What do you want to be?” At twenty-nine years old, I have already “been” many things. Each of these roles has prompted me to strengthen new skills, tackle new problems, and take on new perspectives – contributing far more, in my opinion, to my sense of who I am than any particular job title. I try to keep this in mind when working with my clients, who also cannot be defined by any one role or aspect of their identities. And if anyone asks “What do you do?” Well, I listen, learn, try my best to be of service. “What do you want to be?” Empathetic, kind, and perhaps most importantly, flexible enough that, no matter what role I find myself in, I can continue to grow as an individual. 

Name: Raquel Monge
Position: Clinical Intern and Mental Health Counselor for All-In! KIPP Bayview Elementary
 
What led you to your current position? My passion has always been in social work. I started with Seneca in SF Connections as an ISS Mobile Counselor. Shortly after, I started my MSW program with USC and found my niche in school social work! I joined the All-In Program last year and have grown so much in my professional development. I LOVE the opportunities I get to serve kiddos and families in the Bayview/Hunter’s Point neighborhood.
 
Fun Fact/Quote? In December I will be graduating from my MSW program! Yay! 😊
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What does your average day look like? My average day involves supporting KIPP Bayview Elementary (TK-2) with the implementation of their multi-tiered system. This is Seneca’s first year partnering with KIPP, so helping set the precedent for school wellness is one of my top priorities. I provide consultation for staff, Tier 2 supports in the form of social skills, and Tier 3 individual counseling services for students.
 
Why do you do this work? I do this work because I love working in this community and helping provide a holistic approach to care in the education setting. I believe that every student has the right to access their education in a way that suits their individual needs and promotes healing and success. Creating safe spaces in schools for children and families fills my bucket

​Kipp Bayview Elementary is in its second year of serving the Hunter's Point community with quality, early childhood education. Housing students from Transitional Kindergarten through second grade, KBE boasted a strong restorative approach to discipline and positive behavioral interventions before Seneca even entered the building. Now, in our first year of partnership together, Seneca and KBE are taking the next step in trauma-informed education for the children and families of our community. Gage McGarry, the Unconditional Education Coach at KBE, has been able to build on the three school-wide behavioral expectations, "Work Hard/Be Kind/Be Safe," and create a set of visuals that line the halls and various locations on campus. KBE students kicked off the year with engaging lessons at each major location on campus, practicing the school rules in each setting. The students also just had their kick-off assembly, in which students from every class were acknowledged with "Student of the Week" for meeting and exceeding these expectations. The classroom with the most Class Dojo points, the online school-wide currency system that KBE employs, received the Class of The Week award. So, what does a KBE student receive for these accomplishments? They get to spin a digital Wheel of Fortune to earn extra recess, special game time, class parties, or another exciting reward.

​While the Seneca and KBE staff have been focusing on explicit instruction and celebrating positive behaviors, they have also been responding to high levels of need on campus. Bayview/Hunter's Point is a strong community with a solid history of activism and sticking together through challenging times. It is also a neighborhood that has been historically undeserved and highly impacted by poverty and community violence. Many children at KBE demonstrate the internalizing and/or externalizing behaviors commonly associated with early childhood trauma exposure. While these behaviors can often make school a tricky place to be, our Clinical Intervention Specialist, Raquel Monge, and the rest of the KBE team are ready and willing to support all of their amazing students. One of our Kindergartners, who prefers to be called "Ice" or "Tony Stark," depending on his mood, was eloping and demonstrating risky behaviors on a daily basis (i.e. climbing to high places and threatening to jump off). Our staff have been working hard to develop strong, supportive relationships with Ice, and it is certainly paying off. Recently, Ice ran out of class and towards the staircase, which used to be a precursor for dangerous behavior. But this time, he ran right up to the UE Coach, grabbed his hand, and said "will you please help me fly like Superman back to my classroom?" The UE Coach smiled and said "Absolutely" before scooping Ice up and soaring down the hall to his classroom. For this little guy, that flight was evidence that he can trust the adults around him to keep him safe and meet his needs at school. We are so proud of Ice and all of our KBE students for the new skills they are acquiring and the hard work they do everyday. Keep your eye on this new little school in Hunter's Point! They are certainly on a path to greatness this year.
 

​This year marks our 10th year of implementing integrated school-based programs in the vision of what we have come to call Unconditional Education. As we celebrate this milestone and kick off the new school year, it is exciting to reflect on what has changed over that time and the work that is still ahead. When we started this work ten years ago, few schools readily made connections between a students’ academic achievement and their emotional wellness. Fewer still utilized a systematic approach to improving culture and climate as a foundation to promote equitable student outcomes. In our time, we have seen discussions of culture and climate and trauma informed practices readily integrated into the lexicon of schools. In addition, we have seen the adoption of the California state dashboard which institutes accountability measures related to social emotional well-being and the performance of students in special education, and the introduction of initial legislative efforts to incentivize collaboration between school districts and county mental health departments. 

Moving into this new school year, our Unconditional Education programs have continued to grow! This school year we have:
·         48 school or network partners implementing some or all of the UE model
·         12 partners who are new this school year
·         158 staff, which includes:​​​
                           - 48 Clinical Intervention Specialists & Interns
                           - 42 Student Support & Mental Health Counselors
                           - 17 UE Coaches
                           - 9 Academic Intervention Specialists
                           - 6 School Psychologists & Interns
                           - 3 Speech Providers
                           - 2 Occupational Therapists

​With this breadth of collaboration our potential is greater than ever and new state level legislative priorities provide opportunities for further impact.
Looking forward to a safe and happy school year ahead!

Name: Chelsea Hara
Your Position?  Academic Intervention Specialist

What led you to your current position? I was seeking an opportunity to become a special education teacher post grad. I was searching for numerous positions until the position with Seneca jumped out at me. I loved the message about unconditional care within the school systems and also staff members. That is something everyone strives for but Seneca holds it with every best intention. I immediately expressed interests, had some interviews, made a decision, and the rest is history. This is my first job EVER out of college and I am confident enough to say that I believe I made an amazing decision. 

Fun Fact/Quote? I grew up in Vallejo, CA but moved to New Jersey when I was about 3 years old and lived there for 15 years. I recently graduated from West Chester University of Pennsylvania and moved to San Francisco a month after graduating! You could say I live coast to coast!

What does your average day look like?  My average day looks like me implementing Specialized Academic Instruction to students in grades ranging from 2nd to 5th grade. When I am not working with students I have prep time, collaboration time, or meetings with team members. 

Why do you do this work? I do this work because of the deep passion I have for serving students who have not been served in the past. I have experience with being underestimated with the power of my knowledge due to a label given to me on paper and I want to give my students the power they deserve. I believe every student takes their own time and path to get where they need to be. Sometimes with a little help along the way which is more than okay. I want to be that person to help those students find what it is they need to be their most successful self.