Name: Crystal Garcia
Position: Clinical Intervention Specialist @ Rosemary Elementary in Campbell/San Jose, CA
What led you to your current position? I interned at an elementary and middle school as a school social worker/counselor during my final year in my MSW program last school year, and it was really my first time being in position that focused on mental health/social emotional behavioral health in a school setting. While it was definitely very challenging for me, I really enjoyed being able to work with so many kiddos and support them in further identifying strengths and developing further skills. After the internship, I felt that I barely even grazed the surface of what this type of work actually looks like. I was seeking an opportunity to continue with that line of work while also continuing to have the support of a team and supervisor. When I interviewed at Seneca, I was excited about the idea of working as part of a UE team, while also still working directly with a clinical supervisor. I also felt that the UE model was in line with my own beliefs as a person and professional. 
Fun Fact/Quote? I love tea! I have it pretty much every morning. I also love making the tea into lattes (sometimes). A few years ago, while on a trip to San Luis Obispo, I had my first “bowl of soul” —which is I believe just is a combination of steamed soy milk along with an herbal tea (usually chamomile), honey, and some spices—and now I love those too!
What does your average day look like? It's different each day, but this week I’ve been trying to start off my mornings with a “mindfulness while driving” exercise I found on YouTube in order to be in a better headspace before getting to work. After that, I get to my site, log on to my computer, get scheduling and other things settled. Then meet with different students throughout the day, sometimes connect with teachers or parents about their students, and try to finish up my day with mental health notes. 
Why do you do this work? I highly believe in the power of education and how positively it can impact someone’s life... unfortunately, I don’t believe our school system is set up to really be able to adequately serve all students and their varying needs. I do this work in hope that one day all students will feel supported and as though they truly have a place and sense of belonging within the education system because I think everyone deserves that.

Name: Lidia Sebhat
Position: Student Support Assistant (SSA) at Learning Without Limits
What led you to your current position? I would say Seneca found me. I was really interested in entering the mental health sphere, and specifically, I wanted to work with kids and learn more about how a non-profit organization functions. Seneca's unconditional care model really struck me and I was sold from there. 
Fun Fact/Quote?  PLAY! I love getting to incorporate movement, games, and laughter into all the work I do. Helping a kid who struggles transitioning out of recess could look like races to line, bear crawls down the hall or being a secret agent who has to sneak into class "without anyone seeing them." Being creative is 90% of the job and I love turning games into learning opportunities. Joy is one of Seneca's core values that I really align with and work hard to keep at the forefront of all my work. 
What does your average day look like?  I tend to work with students who need all day supports, helping them both in the classroom and in social settings, like lunch and recess. My work has a high emphasis on social-emotional learning and growth in order for students to access education. This encompasses teaching social skills, self-regulatory skills, as well as providing academic scaffolding and support to help students feel successful academically and have students feel good in their bodies throughout the day.
Why do you do this work? I've worked with kids heavily in past jobs in summer camps and after school programs but it wasn't until working at Seneca that I felt like I had the tools to support ALL kids. Seneca's really works to meet students wherever they're at and create individualized goals and plans to ensure that the child is able to grow not just academically but really give them tools to help them navigate themselves and the world around them with more ease and joy. There are so many incredible trainings offered at Seneca that have really helped me become a better service provider and build up my skills and capacity to support kids with extensive trauma histories and/or differently abled students. Seneca also does a great job of providing career advancement opportunities. Anytime I've been interested in a different position, role or program, I've been able to talk to my supervisor and feel supported in any and all career exploration. 

The mission of Seneca’s Oakland Alameda Public Schools (SOAPS) program is to provide each student with the best individualized academic, behavioral, social, and emotional support possible in the least restrictive environment. The I-CECs include a multidisciplinary team of the district teacher, district teacher’s aide, Seneca Mental Health Counselors, Seneca Classroom Therapist, and a Seneca UE Coach. Through team collaboration, each student’s unique needs and goals are addressed through a personalized treatment plan that includes individual, group, and often family therapy, supported by intensive case management and crisis intervention services. Program services are designed and tailored to enable each individual student the best possible behavioral, therapeutic, and educational support.
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The classroom at Think College Now (TCN) is new to SOAPS this year. TCN is a college-focused elementary school in Oakland’s Fruitvale district who’s mission is that all students will have the tools to choose their life’s path and desired occupation with an equitable opportunity to attend college and pursue their dreams. There are currently four 4th – 6th grade students enrolled in the classroom, all of whom are working on specialized behavioral and academic plans. Students receive individual therapy every week as well participate in group social skills, and the classroom therapist is available for check-ins with students as needed. With the support of the classroom team, three students who are partially mainstreaming in general education classes, and the remaining student will be joining their peers very soon. 

Every Friday morning, the students, teachers, administrators and staff gather in the yard before school starts and recite in unison the school’s vision statement. The fourth and fifth grade voices roar loud and proud and lead the voices of the kindergarten and first grade voices, as everyone makes hand signals along with the words they recite. Rain or shine, this tradition repeats itself weekly, and it is a warm way to start the morning, seeing hundreds of children of all colors, ages, sizes and backgrounds coming together and passionately reciting words of encouragement in unison.

“We stand on the shoulders of those who came before us. As we grow into leaders who are passionate and care about making the world better, we are equipped with skills and knowledge, filled with curiosity. And we know that even when we face challenges we will achieve.”

Many of the young bright faces that recite this statement do so out of habit and memorization. But when we really dissect the meaning behind these words, we can see how much meaning they truly hold.