:Our Model

Research indicates that child emotional and behavioral challenges present as one of the largest negative influencers on the academic learning process. In underserved communities, risk and rates of mental health difficulties are high, but resources are often severely lacking. InSite Solutions' mission is to help resolve this disparity by providing high-quality school-based mental health support services, technical consultation to school systems, and teacher training to increase educational the mental health and wellbeing for youth of Washington, DC, and, in turn, academic achievement and long-term success. InSite Solutions' model includes the following components:

:Capacity Building with School Leadership and Support Staff. Our team of clinical psychologists meet weekly with school leaders and relevant support staff to provide consultation on the students with the highest levels of emotional and behavioral needs and works to disseminate to school leadership strategies for improving existing intervention plans, enhancing data tracking strategies, and modifying classroom responses to build capacity toward an overall school-wide evidenced-based approach to supporting students with similar needs.

:Mental Health Care. PSYCHOTHERAPYInSite Solutions utilizes a clinical psychology team at each of the schools with which it partners. This team is comprised of a PhD level clinical psychologist and 1-2 advanced doctoral students in clinical psychology. Together, this team provides psychotherapy to approximately 8-10 students per day for both general education students and special education students. MEDICATION MANAGEMENT. InSite Solutions also has a staff of child psychiatrists who provide psychodiagnostic and medication management services for interested school partners. Each psychiatrist typically cares for approximately 5-7 students per school and services schools on a monthly basis. 

:Teacher Coaching. InSite Solutions’ clinical psychologists provide teacher coaching through a system of careful observation followed by weekly in-person teacher meetings during which ongoing analysis is conducted on the functions of behaviors, effectiveness and fidelity of existing interventions, teacher/child rapport, and academic time lost to emotional and behavioral challenges. Information gathered is used in consultative meetings with leadership and to provide teachers with weekly coaching aimed at increasing efficacy and effectiveness in responding to such challenges.