eva In school, Eva was usually seen as “one of those kids.” With behaviors ranging from disruptive to withdrawn, she was usually either in trouble or being ignored. Instead of uncovering where these behaviors stemmed from, Eva’s teachers moved her into classes for students dealing with learning disabilities, making her feel misunderstood and even more frustrated. And instead of improving, Eva just got more reactive until she was eventually placed in a special classroom with mental health services for added support. During the process of getting to know Eva and assess her needs, her team discovered that learning was actually not difficult for her; in fact, Eva was highly intelligent and could be a very engaging student. Eva’s behaviors came from always feeling marginalized and misunderstood by her teachers and socially inept with her peers—she just didn’t have the skills she needed to process her thoughts, feelings and needs appropriately. Her team decided to help Eva gain the skills she needed to successful graduate high school and secure a better future—two things that Eva really wanted. Supporting Eva involved really engaging with her to find what would help her rebuild her self-esteem. At only 17, Eva was extremely quick witted but had gotten used to downplaying her intelligence because it made her uncomfortable. Instead of talking down to Eva, as she was accustomed to, her team focused on positively praising her, showing her that intelligence was a strength. Eva’s team also helped her build up healthier coping and social skills through modeling and behavior incentive plan. Each week, Eva seemed to grow more confident and capable. As graduation neared, Eva had made great strides to reach this life- changing goal. Her team worried that she wouldn’t want to celebrate her accomplishment with her class, and she’d opt to not walk in the graduation ceremony. But Eva surprised them once again by not only choosing to walk, but asking her team members to come watch. With a stronger self-image, Eva held her head high as she received her diploma, finally showing the world the young woman she wanted to be. therapeutic family care Through Therapeutic Family Care, we provide one-on-one individualized behavioral counseling intervention designed to stabilize the behavior of children/youth. This care is provided to foster youth in order to prevent their removal from the home or to help them transition back into the home from a higher level of care. school-based mental health program (SBMH) SBMH is designed to provide support to students placed in specialized classrooms in order to stabilize behaviors; keep students at home and in their school placements; increase school participation and performance; and foster positive relationships. Services are offered in partnership with the SLO County Office of Education (COE) and the County Behavioral Health Department. In this collaboration, we provide specialty trained Behavioral Counselors (one per classroom), Behavioral Health Services provides full-time therapists, and COE provides teachers, aids and program coordination. This unique, collaborative approach has been highly effective in meeting the emotional, behavioral and academic needs of the students in SLO County. Since its inception, 1,025 children have been served in SBMH and 93% of placement days were successful based on: • Improved school attendance • Improved academic achievement • Diversion from a higher placement 2017-2018 Outcomes Youth Served 109 Successful Program Days 96% 18