Mental Health Resources
Crisis Resources
Suicide & Crisis Lifeline: 988
Textline: 741-741 (Start text with word HEAL)
Crisis Textline for youth of color: 741-741 (Start text with STEVE)
King County Crisis Line (24/7): 206-461-3222 or 1-866-427-4747
Teen Link (talk with a trained teen, 6-10pm): 1-866-833-6546
- Anxiety
- Bullying
- Counseling
- Depression
- Eating Disorders
- LGBTQ
- Sexual Violence
- Substance Abuse & Gambling
- Suicide & Self-Harm
Anxiety
Anxiety is a common mental health problem. These are fears and worries that are out of scale with the situation and get in the way of normal day-to-day activities. Often a child has considerable distress and negative thinking and tries to avoid what causes their stress.
Signs & Symptoms
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Arguing/irritability/physical aggression
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Bedtime routine problems
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Complaints like headaches or stomach aches
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Difficulties with transitions
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Excessive device use
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Extremely high expectations of self/others
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Refusing to go to school
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Avoiding people, places, situations
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Bed-wetting
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Crying
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Difficulty settling down for bed
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Excessive worrying
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Hiding
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Withdrawal
Supports Available
Elementary: For short term anxiety/depression, the social worker (SW) can provide short-term intervention for anxiety or situational type depression with 1:1 check ins or small groups. For long term intervention, SW will have the parent contact the child's pediatrician and also refer out to counseling services.
Middle: Social worker, counselor, and student support team connect students and families to resources (e.g. NAVOS, Consejo, Atlantic Street Center, SOUND, Cowlitz Tribal Health, ACRS (Asian Counseling & Referral Services), Therapeutic Health Services, and Washington’s Mental Health Referral Service for Children and Teens) for support with tangible needs and social-emotional support depending on their unique situation and needs.
High: Students work with social workers and counselors to find ways to address anxieties. If it's because of school struggles we work with them to identify what are the struggles and develop a plan to reduce the stress.
If anxiety is sourced outside of the school we work to see if services exist to limit, prevent, or remove the impact of barriers.
Bullying
Counseling
Resources
Asian Counseling and Referral Services (specializing in services for the Asian American Pacific Islander community): 206-695-7600
Consejo Counseling and Referral Service (specializing in services for the Latino community): 206-461-4880
Muckleshoot Behavioral Health Program (specializing in services for the Native American community): 253-804-8752
Navos Mental Health Solutions: 206-248-8226
Sea Mar Community Health Centers (specializing in services for the Latino community)
Seattle Counseling Service (specializing in services for the LGBTQ community): 206-323-1768
Southwest Youth & Family Services: 206-937-7680
Depression
Depression is when normal feelings like being sad, down, grumpy or irritable are very intense, go on too long, and get in the way of normal life.
Signs & Symptoms
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Appetite changes, alcohol or substance use
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Difficulty concentrating
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Difficulty with relationships
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Homework refusal
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Isolating from people
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Low motivation for fun activities
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Negative thoughts about oneself and guilt
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Sensitivity to rejection/failure
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Thoughts about death/suicide
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Big emotional responses to small issues
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Difficulty getting up for school
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Excessive use of electronic devices
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Irritability, agitation, anger, or hostility
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Lack of energy and feelings of boredom
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Low self-esteem
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Sad mood, hopelessness, and/or despair
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Sleeping too much or too little
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Thinking it would be better to not be alive
Supports Available
Elementary: For short term anxiety/depression, the social worker (SW) can provide short-term intervention for anxiety or situational type depression with 1:1 check ins or small groups. For long term intervention, SW will have the parent contact the child's pediatrician and also refer out to counseling services.
Middle: Social worker, counselor, and student support team connect students and families to resources (e.g. NAVOS, Consejo, Atlantic Street Center, SOUND, Cowlitz Tribal Health, ACRS (Asian Counseling & Referral Services), Therapeutic Health Services, and Washington’s Mental Health Referral Service for Children and Teens) for support with tangible needs and social-emotional support depending on their unique situation and needs.
High: Students work with social workers and counselors to find ways to address depression. If it's because of school struggles we work with them to identify what are the struggles and develop a plan to reduce the stress.
Eating Disorders
Eating disorders affect many areas relating to eating and body image. People with an eating disorder show an unhealthy focus on eating, exercise, and body weight or shape. Eating disorders typically first develop in the preteen and teen years. People from all backgrounds and with different body sizes can be affected by an eating disorder.
Variations in eating practices can exist, but it becomes a disorder when thoughts, feelings, and behaviors affect a person’s quality of life and cause severe or life-threatening medical problems. A variety of treatment options exist to support a person with an eating disorder, and these can provide positive outcomes for a happy, healthy and productive life.
Signs & Symptoms
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In general, behaviors and attitudes that indicate that weight loss, dieting and control of food are becoming primary concerns
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Preoccupation with weight, food, calories, carbohydrates, fat grams and dieting
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Refusal to eat certain foods, progressing to restrictions against whole categories of food (e.g., no carbohydrates, etc.)
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Appears uncomfortable eating around others
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Food rituals (e.g., eats only a particular food or food group [e.g., condiments], excessive chewing, doesn’t allow foods to touch)
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Skipping meals or taking small portions of food at regular meals
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Any new practices with food or fad diets, including cutting out entire food groups (no sugar, no carbs, no dairy, vegetarianism/veganism)
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Withdrawal from usual friends and activities
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Frequent dieting
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Extreme concern with body size and shape
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Frequent checking in the mirror for perceived flaws in appearance
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Extreme mood swings
Supports Available
Elementary: Social Worker will reach out to child’s parent and pediatrician or refer child to community resource (e.g. PACT in-home counseling, Sound Health, Consejo, Childhaven, CCORS)
Middle: In school, social workers can create 504 plans to provide classroom accommodations for students whose disabilities or mental health challenges interfere with their ability to benefit fully from the educational experience. Currently, setting those up is a collaborative effort between the counseling team and administrators.
High: Social workers and counselors engage with the student and if allowed by the student, they also try to connect with the family to work on engaging them in speaking to doctors or participating in programs or evaluations to access this support.
Resources
The Emily Program: 1-888-364-5977
National Eating Disorders Association: 1-800-931-2237
Seattle Children's Hospital: 206-987-2028
LGBTQ
Resources
The Lambert House: 206-322-2515
Trans Lifeline: 877-565-8860
The Trevor Project: 866-488-7386
Sexual Violence
Substance Abuse & Gambling
Substance use, other than that prescribed by a doctor, can occur for many reasons. Some people use drugs to relieve pain, escape reality, deal with life’s challenges, and/or try to fit in. Those are just a few of the reasons people use drugs. Even if people are aware of the negative effects recurrent drug use can have on their health, they may struggle to stop using drugs. Recurrent drug use can lead to changes in the brain that makes it extremely difficult to stop using, even if a person wants to. When this happens, the person is experiencing a substance use disorder.
Signs & Symptoms
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Sullen, withdrawn, or depressed
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Less motivated
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Silent, uncommunicative
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Hostile, angry, uncooperative
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Deceitful or secretive
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Unable to focus
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A sudden loss of inhibitions
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Hyperactive or unusually elated
Supports Available
Elementary: Social Worker will reach out to child’s parent and pediatrician or refer child to community resource (e.g. PACT in-home counseling, Sound Health, Consejo, Childhaven, CCORS)
Middle: Our Prevention/Intervention Specialist, Bill James is our go-to for any substance abuse concerns.
High: Administration can request a Substance Abuse evaluation if the student is found with the substance at school. Social workers will then work with TSD partners (ACRS, Childhaven, Sound etc.) to connect students to services + programs.
Suicide & Self-Harm
Inflicting self-injury with the intent to cause harm.
Signs & Symptoms:
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Severe sadness or moodiness. Long-lasting sadness, mood swings, and unexpected rage
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Hopelessness
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Sleep problems
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Sudden calmness
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Withdrawal
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Changes in personality or appearance
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Dangerous or self-harmful behavior
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Recent trauma or life crisis
Supports Available
Elementary: If a student is self-harming, SW will notify admin and the parent immediately. If the student is actively cutting or actively having suicidal ideation...SW also makes a call to CPS, district nurse and PD (if necessary). Depending on the situation, SW will facilitate the referral to CCORS or again depending on the severity- might require that the parent have them evaluated before returning to school.
Middle: Social Worker would recommend parents take the student immediately to the Seattle Children's Hospital Emergency Room. The in-school support SW’s provide for suicidal ideation is a safety plan, developed collaboratively with the student, parents, counselor, and administrator. These would be in addition to the mental health supports offered to all students.
High: Social workers (SW) are partnered with the University of Washington's Forefrone Suicide Prevention program at Foster. They have a written policy and action plan to address any reports of suicidal ideation. SW’s develop a safety plan when a student affirms having thoughts of suicide. Contact caregivers to inform them of the plan. If the risk is imminent SW’s connect with emergency services to evaluate and determine if the student needs to go for inpatient services. The plan also outlines how to address reentry and postvention.