Schools Fall Short: Lack of Therapeutic Continuum of Care in Public Schools
Keywords:attachment theory, School Social Work, school-based counseling, Attachment Theory, insecure attachment, Disruption in Therapeutic Services, behavioral disabilities, special education, affect regulation, solution-focused therapy, disrupted therapeutic care, therapeutic alliance, gangs, summer break
Public schools usually provide mental health counseling as a service during the school year. However, most do not provide counseling throughout school breaks. The risks from interrupted care may become more evident when summer break arrives. This may pose great risk for students, especially those with a history of attachment difficulties, who may decompensate over the lengthy summer break without consistent therapeutic support. This paper discusses school-based counseling, its effectiveness, and what happens when counseling services are disrupted, especially in the case of a student with attachment issues. I will use a case study to illustrate the decompensation of one student over the summer break and why it is vital that public schools offer continued mental health counseling throughout the summer months.
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NARRATIVES OF PROFESSIONAL HELPING
Cleveland State University
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