​Position: Clinician at Ford Elementary School.
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What led you to your current position? I have a background in working with young children, first in a childcare setting as a teacher assistant and then in a shelter setting for unhoused families with children. At the shelter, one of my responsibilities involved developing and implementing therapeutic activities to increase family bonding and social-emotional skills. This work was challenging but extremely rewarding for me. After five fulfilling years at the shelter, I felt like something was missing. I realized that I was longing to take my passion for supporting families and children to the next level by embarking on a more clinical journey. This journey led me to a master's program in social work which opened up the possibility for me to explore more opportunities for healing and child wellness. When I stumbled upon Seneca in my job search, I was reminded of many people whom I crossed paths with who spoke so highly of Seneca and it's different programs. I was excited to apply to Seneca and hoped that I would be able to land my dream position as a clinician with them. When I heard back from Seneca after my interview, my response was a no brainer! 

What inspires you to do this work? I am a "glass half full" (rather than half empty) kind of person. I love searching for the small wins in this work and I hold onto the moments of compassion, growth and success. For me, these small moments get me up in the morning with a sense of purpose and satisfaction. I also adore working with children because I get to see the word though their creative and innovative eyes. I learn so much every day from the people I serve, and this feeds my soul. 

What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role? Recently at work, a student shared with me that he wanted to leave the school because he felt unseen and undervalued. After connecting with more staff, we were able to brainstorm and develop a plan to help the student feel like an active and important member of the school community by offering him two leadership roles. The student later told me (with a smile from ear to ear) that he didn't want to leave school anymore because he was CHOSEN to be a "junior coach"! I felt so moved by the significant impact that the sense of belonging can have on a child, and this is just one example of the small moments that I hold onto. 

 Share your life motto or something unique about yourself. My life motto is that everything happens for a reason. 

Position: School-based Therapist (ERMHS) 

What led you to your current position? During my first year of graduate school at CSU Northridge, I had the opportunity to intern with Seneca. The services and support provided by UE school programs truly inspired me. I resonated and felt aligned with Seneca's model and values, which led to my return after graduation. Now, as I approach my third Seneca-versary, I am filled with gratitude for the chance to contribute to such impactful work. My passion for our mission continues to grow.
 
What inspires you to do this work? Growing up, I always knew I wanted to go into the field of behavioral health and felt driven by this desire to help others. Along my journey, I was fortunate to receive guidance and support from school counselors and social workers. These individuals played important roles in shaping my life and they inspired me to give back to school communities and become the trusted adult for students who are navigating challenges. My everyday inspiration comes from the children and youth I support. I strive to create a safe space where they feel heard, valued, and understood. My hope is to be a positive influence and make a meaningful difference in their lives, empowering them to overcome obstacles and thrive.
 
What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role? In both my professional and personal life, I have come to understand the beauty of trusting the process. It is about learning to slow down in a world that often urges us to rush. This has taught me to appreciate the present and the value of patience.
 
Share your life motto or something unique about yourself. I am a coffee enthusiast and have visited over three hundred coffee shops.

​Researchers in the field of psychology have long questioned what makes therapy effective. Study after study has shown that, after controlling for variables such as different therapeutic modalities, interventions, therapist experience, etc., the greatest predictor of successful therapeutic and behavioral outcomes is the relationship between the therapist and the client.[1] We call this bond the therapeutic alliance. What makes a strong therapeutic alliance? Think about your own experience of needing social-emotional or behavioral help from someone else. Chances are the issue(s) that brought you to that point touch on vulnerabilities that you don’t share with just anyone. What are the qualities that you need in a relationship to accept that help? Here are some common answers to that question: trust, empathy, non-judgmental acceptance, understanding, honesty, and accountability.
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For those of us who interact with kids on the daily (parents and caregivers, school-based therapists, behavioral aides, teachers, afterschool staff, coaches, etc.) it comes as no surprise that relationship is the most powerful factor in supporting social, emotional, or behavioral change. The concept of therapeutic alliance can be generalized to include any support team.[2] In the Unconditional Education model, we seek to partner with all adults in a young person’s life as we work to support the social-emotional and behavioral health of the students that we serve.  For this reason, we use the concept of the collaborative alliance to describe the relationship between the student/caregiver, the school team, and any other support people that the family identifies as important to the youth’s growth. When we are working closely with a student, we aim to establish strong relationships within the team built on the same qualities that were mentioned above: trust, empathy, non-judgmental acceptance, honesty, and accountability. There are three practices that we implement to build and maintain a strong collaborative alliance:

• Center the voice of the student and family:
  • Listening openly to gain a complete understanding of their experience(s)
  • Expressing curiosity about their point of view
  • Focusing on and elevating their goals, in their own words
• Transparency:
  • Openly and consistently communicating about what we are doing and why
  • Regularly sharing data (quantitative and qualitative) on progress towards the youth and family’s goals
• Accountability:
  • Regularly reflecting with the team (formally and informally) on progress and interventions
  • Soliciting feedback from students and families about how things are going, if they feel supported and understood, and if they feel like their experience is being centered and elevated
  • Using the information gathered above to inform next steps in treatment

 
Maintaining a strong collaborative alliance, like all relationships, is a process that requires ongoing attention and dedication. It is not enough to engage in the practices above only when you first start working with a student. These practices must be integrated into every phase of treatment. By tending to and nurturing the relationship, you are focusing on the factor that has the greatest potential to help a student meet their goals.[3]


[1] Prusinski, Thomas, The Strength of Alliance in Individual Psychotherapy and Patient's Wellbeing: The Relationships of the Therapeutic Alliance to Psychological Wellbeing, Satisfaction With Life, and Flourishing in Adult Patients Attending Individual Psychotherapy. Front Psychiatry. 2022; 13: 827321.Published online 2022 Jan 31. doi: 10.3389/fpsyt.2022.827321
 

[2] Ablon, Stuart J., The Biggest Predictor of Success in Helping Someone Change: Social science research tells us what to focus on. Psychology Today, 2019
 

[3] Pierson, Rita, Every Kid Needs a Champion, TED TALK. May, 2013
 

Blog By: Robyn Ganeles, Clinical Supervisor