Mental Health Programs and ServicesSomerset’s overriding goal is to provide children an opportunity to experience success in structured individualized educational and therapeutic settings in an effort to shift their inner working model to a more positive functional one. Through this intervention, the student will increase positive personal and social interaction, as well as student and family functioning so that the student achieves their full potential, and remains in the least restrictive home and school environments. Long term strategies are developed to assist the students in learning how to manage their mental illnesses in the least restrictive educational and social environments. Each student will have a comprehensive treatment plan which will map his/her road to recovery, and monitor progress toward his/her educational benefit.
Extended Day ClassAs a Special Education class for emotionally disturbed students, the Extended Day Class provides continuous therapeutic and crisis intervention support for students exhibiting severe emotional challenges. These challenges are often presented as significant learning and behavioral difficulties. The key feature is a longer school day and a classroom setting with a high ratio of educational and mental health professionals that allows for on-going daily therapeutic interventions, which will assist the students to effectively access their education. The daily interventions are designed to help students with long-term mental health disorders, to live their lives successfully. Continuous collaboration with students’ stakeholders, Least Restrictive Environment(LRE) placement team members, and district representatives, ensures the successful and timely transition to less restrictive main stream environments.
Day TreatmentThe Day Treatment Program uses a concept based on the Recovery Model of Mental Health Services. This model emphasizes the central role the individual plays in his/her own recovery. Through selection and participation in individualized evidenced based interventions, the student will develop a healthy lifestyle. Empowerment, self-definition, hope and meaningful roles encompass the recovery values that the individual acquires. A student will obtain a set of tools and techniques to assist him/her to restore and develop the ability to access his/her education, live independently, socialize and use effective life management skills. Groups are designed to teach daily life skills, through skill building therapies, and adjunctive therapies, which utilize self-expression (art, recreation, dance, and music) and use group process to facilitate the student’s development of skills necessary to deal with individual problems. The group process also allows and encourages peer interaction and support in developing problem solving strategies. We believe quality programs must provide measurable outcomes. Day Treatment is an after school program that consists of 210 minutes of therapeutic milieu, which include Process Groups, Skill Building Social Skills, Adjunctive Therapies, Community Milieu Meetings, Crisis Response Planning and Family Counseling.
Wraparound ServicesOur Wraparound Service is designed to supplement a multi-tiered system of positive behavior support that will address the needs of students who have complex emotional and behavioral challenges. The service is a team based collaborative process for developing and implementing individualized care plans for our students. Instead of a single service, this program is a process where specific school and/or community, home based interventions are designed, implemented and coordinated. Using the family and natural supports, helps develop and implement a plan acceptable to all team members. There are four distinct phases of this service, Engagement and Team Development, Initial Plan Development, Plan Implementation, and Plan Completion and Transition.
This is an outcome based program using the following indicators: successful discharges, hospitalizations, out of home placements, incarcerations, functional performance, community behavior, psychiatric symptomatology, living situation, school participation, and juvenile justice involvement.