Clinician Role
Phase 0.5: Orientation
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Phase Overview
This training phase centers around Clinicians gaining a comprehensive understanding of School-based Mental Health and Wellness (SBMHW) by exploring its themes and core components, with an emphasis on approaching their work through a DEIB (diversity, equity, inclusion, and belonging) lens. Clinicians will also focus on understanding their roles and responsibilities, diving into healthcare billing processes, navigating school sites and relationships, and grasping crisis-related protocols for response, reporting, and documentation in a school setting.
Phase Goals/Objections
Develop an in-depth understanding of SBMHW including the themes and core components of the model
Understand the importance of approaching work with a diversity, equity, inclusion, belonging (DEIB) lens
Understand roles and the responsibilities assigned
Develop understanding of clinical role in healthcare billing, and documentation requirements associated
Understand protection legislation (HIPAA & FERPA), and areas where legislation may conflict
Understand crisis-related processes including response, reporting, and documentation
SCOE New Employee Orientation
Attend the SCOE New Employee Orientation to receive essential information about employment with the Sacramento County Board of Education. This orientation provides an overview of organizational policies, procedures, and expectations.
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• Attend SCOE New Employee Orientation
SCOE School-based Mental Health & Wellness Employee Orientation
Attend the SCOE School-based Mental Health & Wellness Employee Orientation to acquire essential information about the program. This orientation will provide you with a foundational knowledge base central to your role. Gaining this understanding is key to effectively participating in and contributing in the functional aspects of your role.
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• Attend School-based Mental Health & Wellness (SBMHW) Orientation
• Participate in shadowing opportunities (with exposure to Epic and Teams)
Post-Orientation Support
Understand who to contact for support during and following the orientation process. Clinicians are given specific administrative and clinical points of contact within the program to facilitate efficient communication and support. These measures ensure Clinicians have access to the necessary resources and mentorship for successful integration into their positions. Having designated contacts helps streamline problem-solving and decision-making, promoting a smoother transition that cultivates a supportive environment where Clinicians can thrive and provide high-quality care.
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• Clinicians are provided program administrative points of contact
• Schedule 1:1s with established clinicians within my region, with insight into Epic & Teams
• Receive administrative points of contact (coordinator)
• Receive clinical points of contact (clinician II)
Post-SBMHW Orientation Assessment
During my onboarding and orientation, I have developed understanding of the following topics in relation to SBMHW:
General Program Knowledge
Clinicians should have gathered the vision, mission, and values of the School-based Mental Health & Wellness (SBMHW) program, emphasizing the significance of adult protective relationships and their role in fostering such relationships.
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☐ I understand the vision, mission and values of SBMHW
☐ I understand the importance of adult protective relationships and my role in creating such relationships
☐ I understand the need to increase access to care
☐ I understand the importance of mental health and wellness in the school setting
☐ I understand the intersection between the healthcare system and the school setting
☐ I have an understanding of the requirements of Health Insurance Portability Accountability Act (HIPAA) and Family Educational Rights and Privacy Act (FERPA), and how they relate to my role
☐ I know the (4) themes of SBMHW
☐ I know the (4) Core Components of SBMHW
☐ I understand and have knowledge of diversity, equity, inclusion, and belonging framework
☐ I have a basic understanding of the Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Support (PBIS) and how my role relates
☐ I understand the process for the Random Moment in Time survey (RMTS), sent by the California SMAA program
☐ I understand Social and Emotional Learning (SEL)
☐ I understand the importance of introspection and participation in Transformative Social Emotional Learning (TSEL) trainings, to help cultivate spaces that promote belonging
☐ I understand the importance of my attendance and participation in regional team meetings, SBMHW team meetings, professional development and training; supervision/consultation, and events within my school community
Site Support
Clinicians should have developed an understanding of their strengths and skills and how they can use them to contribute while serving their assigned school site, ensuring they are effectively addressing the needs of their school community.
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☐ I can identify how my strengths and skill set may contribute to serving the school site
☐ I am confident and can competently review and explain the registration forms to clients/families
☐ I understand paper and electronic registration systems (Sign Now)
☐ I understand documentation practices, requirements, and expectations
☐ I understand how to access the Electronic Diagnostic and Statistical Manual (DSM) for guidance on diagnosing and treatment
☐ I understand Diagnostic F Codes (DSM 5) and CPT Codes for billing
☐ I understand how to complete documentation for billing encounters and workshops
☐ I understand how to access the Language Line for translation services
☐ I understand protocols outlining when district translation services can be used
☐ I understand how to navigate Teams
☐ I understand how to obtain office supplies
☐ I understand SBMHW program crisis protocols, crisis-related processes including response, reporting and documentation expectations
☐ I understand the school district and school site crisis protocols including but not limited to Suicidal Ideation (SI), Homicidal Ideation (HI), and emergencies and disaster preparedness
☐ I am confident and competent in supporting during crisis at my site
☐ I understand how and when to complete crisis incident reports
Commitment to Ongoing Learning
Clinicians should have developed an understanding of the importance of identifying areas where they lack confidence and the necessity of working with their Coordinator and team members to strengthen these areas. This proactive approach ensures continuous improvement in their professional responsibilities.
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☐ I understand that topics covered in orientation are important to my success in my role. Any areas I am not confident in yet, I should continue to work towards strengthening with my coordinator and team members
Personal Care
Clinicians should have gathered tools for caring for their own mental health and wellness to sustain their effectiveness in their roles. They should have also gained the ability to articulate their personal motivation (their “why") for engaging in this work, enhancing their sense of purpose and commitment.
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☐ I understand how to care for my own mental health and wellness
☐ I can communicate “my why” for engaging in this work
☐ I understand professional boundaries and appropriate interaction