Youth Experiencing Success in Schools
•Improve academic and behavioral functioning of children experiencing challenges in school
•Enhance home-school collaboration to improve child well-being
•Make support services more accessible to children and parents in rural communities
•Work collaboratively with community agencies to provide more comprehensive services to children and families
•Enhance consultation and support services for teachers
•Conduct research to evaluate program quality and effectiveness
•Comprehensive assessment to identify the child’s strengths and weaknesses
•Classroom-based behavioral programs – individualized to the child’s needs
•Individual parent support meetings
•Children’s groups and individual counseling (e.g., social skills, anger management, self-esteem)
•Teacher in-service training and consultation
Who provides the services?
Services are provided by supervised graduate student clinicians from the Department of Psychology at Ohio University, or by professional school counselors and school social workers within the school district. Y.E.S.S. Program facilitators spend at least 15 hours/week on-site at the elementary school.
Who may participate?
Y.E.S.S. Program services are currently available at five elementary schools in the Lancaster City School District (Cedar Heights, Tallmadge, Tarhe, South and West) and available upon request in the elementary schools in the Logan-Hocking Local School District.
Benefits to Children and Families in the Community
•Access to evidenced-based services
•Individualized services to best meet the child’s needs
•Parent and family support sessions
•The Y.E.S.S. Program serves as a link between home and school
Benefits to Schools
•Significant reduction in disruptive behavior and discipline referrals
•Principals have more time for administrative tasks
•Focus on home-school collaboration
•Intensive support for teacher, parent, & child
•Significant increase in student’s time on-task
•Significant increase in student academic and behavioral functioning
•Early intervention for children with special needs
•Proactive strategies rather than reactive strategies
•Consultation to teachers benefits the entire classroom
•Improved accuracy in referral for multi-factored evaluations
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