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School-based mental health professional describes yearlong use of MBB in schools and adolescent treatment groups
Summary
An unnamed school-based mental health professional said they have used MBB for about a year, completed Phase 2 training and are applying the practice with elementary, middle and some high-school students as well as in weekly groups at an adolescent day treatment facility.
An unnamed school-based mental health professional (CSW) told meeting attendees they have used MBB for about a year and completed Phase 2 of training, and are now applying the practice in school and adolescent treatment settings.
“The most useful aspects of MBB for me has really been the awareness I get and I receive from softening or diffusing those requirements, bringing up my natural functioning so that I'm able to participate more effectively in my life,” the professional said, adding that the practice helps them “respond rather than, like, a reaction to things, stressful things in my life or in ... professional settings.”
The speaker said they work as a school-based mental health professional with an elementary school and a middle school and also sees some high-school clients. They said they run weekly MBB groups at an adolescent day treatment facility that serves young people who engage in self-harming or other unsafe behaviors. In individual school sessions, they said they incorporate MBB practices “as I see clinically appropriate with some of my kiddos,” and that some MBB tools are not suitable for very young children.
The professional described MBB as both personally and professionally useful, saying it provides “a really wonderful lens” for understanding clients and integrating other practices (the speaker also referenced “MVP practices”) when clinically appropriate. They said Phase 2 of training was recently completed and that their use of MBB has shifted from personal integration to more professional application.
No formal actions, votes or policy decisions were recorded in the transcript segment containing these remarks. The comments reported on training, clinical use and scope limitations rather than proposing or adopting any formal program changes.
