Student Services

Joicelyn C. Armbrester 

Student Services Coordinator

 

 

 

 

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Robbie Hines

Mental Health Services Coordinator

I have a Master’s Degree in Social Work from Jacksonville State University and I am a licensed Social Worker in the State of Alabama. I have over 18 years experience ranging from work with children and families in crisis, medical social worker, and work as a homeless services coordinator. I am super excited to be in my dream job as a Mental Health Services Coordinator! GO BIG O!

As your Mental Health Services Coordinator, I will work with your schools to ensure that your student’s academic journey is filled with mentors, role models, and positive experiences. Your child matters to me! Every child deserves to feel safe, supported, and successful in their academic journey. However, sometimes student needs go beyond just academics and support is needed towards their mental wellness journey. I am here to provide linkage to needed services and partner with you to make sure your child meets their goals!

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LAW: In March 2020, the Alabama Legislature provided requirements (HB341) for the school districts to employ a mental health services coordinator, based on the recommendations of the representatives, and was signed into law with Governor Kay Ivey in March 2020.  During this session, research was shown that interventions conducted by comprehensive school-based mental health services had been associated with enhanced academic performance, decreased need for special education, fewer disciplinary encounters, increased engagement with school, and elevated rates of graduation. The Mental Health Services Coordinator 

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GOAL: The goal of Oxford City Schools Mental Health Services is to provide the necessary support and interventions in a timely manner to ensure that a student's needs are being met. This work is a team effort between the Mental Health Services Coordinator, school counselors and social workers. If further services are deemed necessary, a referral for a mental health screening and assessment is offered to all students that are attending Oxford City schools with the School-Based Mental Health Collaborative between our schools and Highland Health System.  School-based mental health services are offered to all the students in need of additional counseling services outside the realm of the school counselor and social worker.

MANDATORY REPORTING FOR STAFF: If you suspect child abuse or neglect you must fill out the suspected abuse form and mail, scan, or Fax the form to the Department of Human Resources after contacting them via phone. 

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Erin’s Law for Teacher - For Teachers - Erin's Law

Child Abuse Reporting Form: state of alabama department of human resources - written report of suspected child abuse/neglect

Calhoun County Department of Human Resources
    Intake Line: 256-240-2150
    Fax Line: 256-240-2145

Talladega County Department of Human Resources
    Intake Line: 256-761-6600
 

What is mental health and wellness?
Simply defined mental health and wellness includes our emotional, psychological and social well being. It is how we think, feel, and act. Raising and being a child can be challenging. Even under the best circumstances, behaviors and emotions can change rapidly. All children are sad, anxious, irritable, or aggressive at times. They can also have a hard time sitting still, paying attention, and interacting with others. In most cases, these are just typical developmental phases. However, such behavior may indicate a more serious problem in some children. 

Mental disorders can begin in childhood. Examples include anxiety disorders, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, depression and other mood disorders, eating disorders, and post-traumatic stress disorder (PTSD). Without treatment, these mental health conditions can prevent children from reaching their full potential. 

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When to seek help for your child?
How can you tell the difference between challenging behaviors and emotions that are a normal part of growing up and those that are cause for concern? In general, consider seeking help if your child’s behavior persists for a few weeks or longer; causes distress for your child or your family; or interferes with your child’s functioning at home, at school, or with friends. If your child’s behavior is unsafe, or if your child talks about wanting to hurt themselves or someone else, seek help immediately.

Young children may benefit from an evaluation and treatment if they:

• Have frequent tantrums or are intensely irritable much of the time
• Often talk about fears or worries
• Complain about frequent stomach aches or headaches with no known medical cause
• Are in constant motion and cannot sit quietly (except when they are watching videos or playing video games)
• Sleep too much or too little, have frequent nightmares, or seem sleepy during the day
• Are not interested in playing with other children or have difficulty making friends
• Struggle academically or have experienced a recent decline in grades
• Repeat actions or check things many times out of fear that something bad may happen
• Older children and adolescents may benefit from an evaluation and treatment if they:
• Have lost interest in the things that they used to enjoy 
• Have low energy
• Sleep to much or too little or seem sleepy throughout the day
• Are spending more and more time alone and avoid social activities with friends or family
• Diet or exercise excessively, or fear gaining weight
• Engage in self-harm behaviors (such as cutting or burning their skin)
• Smoke, drink, or use drugs
• Engage in risky or destructive behaviors alone or with friends
• Have thoughts of suicide
• Have periods of highly elevated energy and activity and require much less sleep than usual
• Say that they think someone is trying to control their mind or that they hear things that other people cannot hear

Learn more about warning signs at www.nimh.nih.gov/children
 

Social media can have both positive and negative impacts on the mental health of children and youth. While it offers opportunities for communication, connection, and self-expression, it also poses several dangers and implications for mental well-being. Here are some potential concerns:

1. Cyberbullying: Children and youth may be exposed to cyberbullying, which involves the use of digital communication to harass, intimidate, or harm others. This can lead to anxiety, depression, and even suicidal thoughts in victims.

2. Social Comparison: Social media often presents an idealized version of people's lives, leading to unrealistic standards and fostering a culture of comparison. This can result in feelings of inadequacy, low self-esteem, and body image issues.

3. Addiction and Screen Time:  Excessive use of social media can contribute to screen addiction and increased screen time, which may interfere with sleep, physical activity, and face-to-face social interactions. Lack of physical activity and sleep can negatively impact mental health.

4. Fear of Missing Out (FOMO):  Constant exposure to others' experiences and activities on social media can contribute to the fear of missing out. This may lead to anxiety and a sense of exclusion among children and youth.

5. Online Predators:  Children and youth may be vulnerable to online predators who exploit social media platforms to establish contact with them. This poses risks to their safety and well-being.

6. Privacy Concerns:  Sharing personal information online may compromise privacy and security. Children may not fully grasp the consequences of sharing sensitive information, making them susceptible to various risks.

7. Exposure to Inappropriate Content:  Children may encounter inappropriate or harmful content on social media, such as violence, explicit material, or self-harm content, which can negatively impact their mental health.

8. Social Isolation: Paradoxically, excessive use of social media may contribute to social isolation as individuals spend more time online and less time engaging in face-to-face interactions.

9. Validation Seeking: The pursuit of likes, comments, and followers on social media can create a need for external validation, impacting self-worth and leading to a dependence on social media for self-esteem.

To mitigate these dangers, it's crucial for parents, educators, and caregivers to educate children and youth about responsible social media use, monitor their online activities, and promote a healthy balance between online and offline activities. Additionally, fostering open communication about the potential risks and providing support for navigating the digital landscape is essential for safeguarding children and youth mental health in the age of social media.

Nearly every teenager in America uses social media, and we do not have evidence that it is safe! Our children have become unknowing participants in a decades-long experiment (Social Media and Youth Mental Health: The U.S Surgeon General’s Advisory, 2023).

40% 8-12 Use social media	95% 13-17 Use social media platform, with more than 1/3 saying they use social media "almost constantly"	82.2% 13-17 Encountered nudity/sexual content
83.3% 13-17 Experienced bullying as a bully, victim or witness	46% 13-17 Say social media makes them feel worse about their body image	43% 13-17 Engaged in conversations about depression and/or used language or were exposed to language about anxiety

 

School refusal can take many forms. It can include behaviors like frequently struggling to arrive at school on time, leaving before the school day ends, or not attending school at all. Headaches, fatigue, stomachaches, and other physical symptoms of anxiety may make it hard to get off to school in the morning or make it feel necessary to leave early.

School avoidance usually provides the student with an escape from some distressing aspect of school, i.e., social anxiety, academic challenges, peer conflict. However, when a student continues to miss school, returning can feel harder and harder as she falls behind academically and starts to feel socially disconnected from classmates and teachers. Additionally, the child doesn’t get the chance to learn that it’s possible to handle school-related anxiety and cope with any challenges the school day brings. This can keep her stuck in a vicious cycle of school avoidance.

What can parents do to help stop the cycle of school refusal?

Step in quickly and identify the issue: Gently ask, “What is making school feel hard?” Is your child struggling socially or being bullied? Afraid of having a panic attack in the classroom? Worried about his academic performance or public speaking? Fearful of being separated from her parents for a full day?

Communicate and collaborate: Your child’s school is a key partner in combating school avoidance. Contact the school guidance counselor, psychologist, or social worker to share what you know about why your child is struggling to attend school. The more information the school has about why school avoidance is occurring, the better they will be able to help you. 

Be firm about school: Be empathetic but firm that your child or teen must attend school. Generally, children should only stay home from school for fever (at least 100.4F), vomiting, or a few other medical reasons. It’s important for anxious children and teens to learn that they can persevere and do what they need to do even when experiencing physical anxiety, just as adults must in their own jobs.

Make staying at home boring or not worth it: Is there anything about the out-of-school environment that makes it extra tempting to stay home? Make home as school-like as possible. No unfettered access to screens of any kind and no sleeping or lounging in bed unless genuinely sick. Be clear that if your child or teen does not attend school, you will be collecting all screens and/or turning off data and home wifi. Then follow through! Ask the school to send work for your child to complete during the day.

School Social workers obtain and coordinate community resources to meet students' needs, as well as, help school districts receive adequate support from social and mental health agencies. School Social workers advocate for new and improved community/school service to meet the needs of students and families which helps the system respond effectively to each child’s needs.