Need Recommendations for Behavioral/Mental Health Programs for HS students

Parents Forum
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<p>I have a dear friend who's 9th grade son attempted suicide (hanging) in April. Here is a very general time line of his care since his failed attempt. This young man is struggling with Anxiety, Depression, ADHD, Anger and has experimented with some recreational drugs.</p>

<ul>
<li>taken to ER followed by 7 days in-patient care/counseling</li>
<li>3 weeks (M-F) 8AM-3PM out-patient care/counseling</li>
<li>attempted returning to his HS but after 2 days, he felt unsafe and requested that his parents take him back to the hospital.</li>
<li>2 days in-patient care/counseling</li>
</ul>

<p>Since that time, he was home schooled by a trained/certified teacher until the academic year ended. He missed six weeks of school. He now attends Summer School but is in a segregated classroom with one teacher (no other students). </p>

<p>I told my friend I would seek your help. The young man's parents are seeking alternative schooling for the Fall 2010 Academic Year. They believe it is in their son's best interest that their son be in a Boarding environment. Cost is still a consideration. </p>

<p>While brain storming, I wondered if there are any clinical studies their son might qualify for. Are there any grants that might target HS Behavioral/Mental Health Issues?<br>
Here is the kicker....... this young man's HS has had SIX attempted suicides since January 2010. Bullying seems to be one common issue. </p>

<p>In an attempt to protect the identity of this young man, I will not disclose his location.</p>

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<p>Mom, in the case of poor socialization with peers, I would not suggest boarding school unless possibly a Quaker boarding school such as George School (has scholarship funds). Even then, boarding school seems too soon for his changing, confused brain in turmoil. I would suggest finding a supportive private school at home (again, Quaker schools are all about being inclusive despite sexual identity, gender identity, and appearance etc.). You can go the opposite route of military school as well. There are some residential facilities for troubled teens but usually takes $$$ and mental health funds are tough to come by these days adn unfortunately you have to wait until they get in trouble and a court order. Plus, his age is on the young side to qualify. At the age of 16, kids in my community are able to transfer to a HS program at the CC which works great for kids wanting out of the drama of HS.</p>

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<p>Some psych. hospitals have schools for teens in this situation: McLean’s in Belmont MA has one, I believe.</p>

<p>Many public school systems have “alternative” schools, that are small, inclusive, flexible, and geared to kids with a variety of problems in making their way through a traditional program. Is this type of thing available?</p>

<p>Community college is a good option to explore.</p>

<p>Online courses can help. Some kids can go to the regular high school for a few courses, and take others online. Public schools can count a mixture of approaches, including CC, online, or traditional classes, though it can be hard for a depressed or anxious kid to deal with more than one educational structure at a time.</p>

<p>There are online homeschool programs such as Keystone, Clonlara, or online programs such as Virtual High School and Aventa.</p>

<p>Finally and perhaps most importantly, with the right advocacy, and perhaps legal help, this child might be able to obtain an out-of-district placement in a special school, including residential schools, if there is support and documentation from medical, neuro-psych., and/or psychiatric providers.</p>

<p>Does he have a definitive diagnosis? Is he being treated for ADHD? Does he have a good psychopharmacologist or psychiatrist (for instance, ADHD meds can cause anxiety, and also some mental health problems can resemble ADHD). Are there siblings being affected?</p>

<p>Is the high school a high pressure, competitive place? Many schools with a high rate of suicide like this, seem to be located in areas where parents are affluent and well-educated, and the kids have some pressures on them to achieve. Is this relevant, or is it mainly bullying that is going on there?</p>

<p>You must be a good friend to post this, and I hope that someone can post something that is helpful.</p>

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<p>Maybe one of these would work.</p>

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<p>My 15 year old is in a very similar situation but at a much lower level of intervention. She was feeling depressed and suicidal in January, diagnosed with OCD and put on medication and went to therapy twice and then once a week. The anxiety she felt at school was just too overwhelming and, so, for the last month of school, went “home-bound.” (Yes, there is a lot more to this story but that’s the basic outline.) A teacher came to our home a hour a day. She was able to complete all her work, pass her classes and ended with a pretty good GPA, considering. But now we are at a crossroad – how should she continue her schooling? We meet with an educational pychologist next week for further evalution. I, too, welcome all suggestions.</p>

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<p>sn: just pm’ed you…didn’t want to hijack this thread…</p>

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<p>Just adding also that one of my kids, who has some chronic medical problems that flare for a couple of months at a time, had an accommodations program (in a 504 plan) recommended by a lawyer. (Regular tutoring by a school designee was not going to work, because the tutor might show up at a time when our daughter was too sick to do the work).</p>

<p>Every day, each and every teacher filled out a form that we supplied via the school nurse. The form had what was done in class, homework assigned, a place to attach class notes, quizzes or tests, and info on any grades missing (to help keep track of things).</p>

<p>They filled this out whether she was there or not, because they could not seem to remember otherwise.</p>

<p>With this system, our daughter could move in and out of school as needed, seamlessly. Some day, she would go up for two classes, come home and rest, then go up for the last class.</p>

<p>Also, she had written permission in her 504 plan to participate in extracurriculars after school, even if she had not been in school the whole day, or even at school at all that day. This was important for her social/emotional development.</p>

<p>This might be awkward for issues that are harder to explain to peers, but I am posting just to show the flexibility that kids need and deserve from the public school system , for problems that interfere with attendance.</p>