School Based Mental Health Professionals in Wisconsin

School Based Mental Health

Professionals in Wisconsin

________________________________________________________________

March 2023

Wisconsin Department of Public Instruction

School Based Mental Health

Professionals in Wisconsin

Developed by

Andréa Donegan

School Counseling Consultant

Student Services Prevention and Wellness

Julie Incitti

School Social Work Consultant

Student Services Prevention and Wellness

Tim Peerenboom

School Psychology Consultant

Student Services Prevention and Wellness

Louise Wilson

School Nursing Consultant

Student Services Prevention and Wellness

Wisconsin Department of Public Instruction

Jill K. Underly, PhD, State Superintendent

Madison, Wisconsin

This report is available from:

Student Services Prevention and Wellness

Wisconsin Department of Public Instruction

125 South Webster Street

Madison, WI 53703

https://dpi.wi.gov/sspw

March 2023

Wisconsin Department of Public Instruction

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex,

race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or

parental status, sexual orientation, or ability and provides equal access to the

Boy Scouts of America and other designated youth groups

Table of Contents iii

Table of Contents

Introduction ........................................................................................................................... 1

School Counselors ............................................................................................................... 2

Overview

Knowledge and Skills

Tier 2 Provisional License

Tier 1: One Year License with Stipulations

Role in Schools

Recommended Ratio

School Nurses ....................................................................................................................... 5

Overview

Knowledge and Skills

Tier 2 Provisional License

Role in Schools

Recommended Ratio

School Social Workers ....................................................................................................... 7

Overview

Knowledge and Skills

Tier 2 Provisional License

Tier 1 One Year License with Stipulations

Role in Schools

Recommended Ratio

School Psychologists ........................................................................................................ 10

Overview

Knowledge and Skills

Tier 2 Provisional License

Tier 1: One Year License with Stipulations

Role in Schools

Recommended Ratio

Credentialed Mental Health Providers ...................................................................... 12

Overview

Knowledge and Skills

Tier 2 Provisional License

Tier 1: One Year License with Stipulations

Role in Schools

Recommended Ratio

General Informaiton on Licensing ................................................................................ 14

References ........................................................................................................................... 15

Additional Resources ........................................................................................................ 17

School Based Mental Health Professionals in Wisconsin 1

Introduction

School-Based Mental Health Professionals assist and strengthen schools and

districts by providing comprehensive supports. These professionals work

collaboratively to meet the many needs of students and staff with their unique

skills, training, and expertise through a team-based approach. Collaboration,

consultation, and direct services are provided within multi-level systems of

support, which emphasize evidence-based interventions, data-based problem-

solving practices, connecting families with resources, and equitable mental health

services access and outcomes.

Education Requirements for School-Based Mental Health Professionals

School

Counselors

School Nurses

School Social

Workers

School

Psychologists

Credentialed

Mental Health

Providers

Master’s degree,

with specialized

coursework and

practicum/

internship

experience in

school counseling.

Registered Nurse

licensed by the

Department of

Safety and

Professional

Services (DSPS)

Master’s degree in

social work from a

Council on Social

Work Education

(CSWE) approved

program, with

specific

coursework and

training in school

social work

practice.

Advanced graduate

coursework and

practical

experiences

relevant to both

psychology and

education.

School

psychologists

typically complete

either a specialist-

level graduate

degree program (at

least sixty graduate

semester hours) or

a doctoral degree

(at least ninety

graduate semester

hours), both of

which include a

year-long 1200

hour supervised

internship.

Must follow a

planned,

sequenced mental

health program,

complete an

internship or

practicum, and

pass all required

state/national

board exams.

School Based Mental Health Professionals in Wisconsin 2

School Counselors

Overview

Comprehensive school counselors serve as school based mental health

professional leaders, advocates, and collaborators to help all students apply

academic achievement strategies, regulate emotions, develop interpersonal skills,

foster career readiness, and plan for postsecondary options and careers.

School counselors advocate for and deliver proactive and preventive programs,

services, interventions and supports to meet the needs of students. Providing

universal and targeted support is critical to meet the psychoeducational needs of

students through classroom lessons and small group instruction on mental health

and wellbeing, social emotional learning, emotional regulation, coping skills,

college and career readiness and life skills necessary for academic, social

emotional, and career success.

Serving as vital members of the education team, school counselors use data to

design school counseling programs to improve student outcomes including

increased student achievement, improved graduation rates, better attendance,

reduced disciplinary referrals, completed individual learning plans, and increased

student participation in the community (ASCA 2019).

School counselors recognize and remove systemic barriers to student success and

promote equity and access for all students.

Collaboration and consultation with staff, families, community agencies and

organizations are integral to school counselors' work in helping to create the

environment, culture, opportunities, and resources that ensure all students

succeed.

Knowledge and Skills

School counselors hold a master’s degree, with specialized coursework and

practicum/ internship experience in school counseling. School counselors

demonstrate knowledge and skills in areas such as:

• knowledge of the history of school counseling, the American education

system, and understanding the development trajectories of diverse

learners;

• knowledge of established and emerging counseling and educational

theories and methods and evidence-based techniques;

• assessing students’ needs and identifying a range of school counseling

techniques to meet those needs;

School Based Mental Health Professionals in Wisconsin 3

• utilizing digital literacy and technology tools to support the school

counseling program and to track the academic, college/career, and social

emotional development of all students;

• creating and implementing data-informed school counseling programs that

positively impact student outcomes and promote educational equity and

access;

• using pedagogical skills, collaborative strategies, and referral systems to

support student learning;

• evaluating areas of strength and needed improvement for program

activities and intervention;

• the role as a leader, collaborator, advocate, and agent for systemic change;

and

• ethical and culturally responsive behavior and maintaining the highest

standard of professionalism and legal obligation (ASCA 2022).

How to earn a…

Tier 2 Provisional License

• Complete an approved program in Wisconsin or a comparable state-

approved program in another state.

Tier 1: One Year License with Stipulations

• If hired prior to completing an approved program, individuals may be hired

while holding the One Year License With Stipulations

• The DPI (Department of Public Instruction) licensing page for pupil services

provides information on the steps to becoming licensed as a school

counselor in Wisconsin.

Role in Schools

Wisconsin school counselors provide direct and indirect services to support

student academic, career, and social-emotional development based on

Wisconsin’s adopted Comprehensive School Counseling Model - the ASCA

National Model: A Framework for School Counseling Programs.

Direct student services include:

• School-wide school counseling classroom lessons based on the ASCA

Student Standards: Mindsets & Behaviors for Student Success related to

academic, social-emotional, and career development;

• Small group counseling;

School Based Mental Health Professionals in Wisconsin 4

• Conflict resolution;

• Individual student academic appraisal, planning and goal setting; and

Short-term counseling to students.

Indirect student services include consultation, collaboration, and referral:

• Referrals for long-term support;

• Collaboration with families, educators, administrators, and community

providers and agencies;

• Advocacy for students at student-focused meetings, and school/district

systems level;

• Advocacy for systemic change when formal or informal policies and

procedures negatively impact student success;

• Leadership through crisis prevention and intervention services, school and

district level committee participation and professional development training

for staff and stakeholders on school counseling related topics; and

• Data analysis to identify student issues, needs, and challenges. (Oklahoma

State Department of Education, n.d.)

• The Role of the School Counselor

Recommended Ratio

The national recommended ratio is 1:250 at all levels.

School Based Mental Health Professionals in Wisconsin 5

School Nurses

Overview

School nurses support the physical and mental health and educational success of

children and youth by providing the link between health and learning. This

document addresses the role of school nurses in students’ mental health. All

registered nurses receive training in mental health including the grief process.

Nursing promotes wellness and does not separate mental health from physical

health. School nurses are often the initial access point to identify concerns,

determine interventions, and link students and families to school and/or

community resources (NASN 2021a).

The school nurse is the bridge between health and education in the school

setting, promoting positive behavioral health and using assessment skills to

identify children at risk for behavioral health needs. School nurses, in

collaboration with the interdisciplinary education team, provide critical links to

prevention, early identification, intervention, and referral for behavioral/mental

health concerns.

The school nurse is especially qualified to assess a student’s health status and

how it might be impacting mental health and ability to learn in the classroom.

Some physical health conditions mimic the signs and symptoms of mental health

conditions. Parents and medical providers may ask school nurses to monitor

responses to pharmacotherapy.

Knowledge and Skills

School nurses are required to be a registered nurse licensed by the Department of

Safety and Professional Services (DSPS) to practice professional nursing in

Wisconsin. School nursing is a specialty, but specific training is not statutorily

required other than a course in Public/Community Health.

How to earn a Tier 2 Provisional License

• Complete an approved program in Wisconsin or a comparable state-

approved program in another state; OR

• Hold a valid national certification as a school nurse by the National Board

for Certification of School Nurses.

• School nurses in Wisconsin are not required to hold a DPI School Nurse

license. See: School Nurse Definition, Licensure, and Certification

School Based Mental Health Professionals in Wisconsin 6

Role in Schools

School nurses advance the well-being, academic success, and lifelong

achievement and health of students. School nurses lead in the development of

policies, programs, and procedures for the provision of school health services at

an individual or district level. The school nurse supports student success by

providing health care through assessment, intervention, and follow-up for all

children within the school setting. The school nurse addresses the physical,

mental, emotional, and social health needs of students and supports their

achievement in the learning process.

Recommended Ratio

There is no evidenced based recommended ratio. To optimize student health,

safety, and learning, it is the position of the National Association of School Nurses

that every school‐age child should have access to a registered professional school

nurse all day, every day (NASN 2022). In addition to the number of students

covered, staffing for school nursing coverage must include acuity, social needs of

students, community/school infrastructure, and characteristics of nursing staff

(NASN 2020).

School Based Mental Health Professionals in Wisconsin 7

School Social Workers

Overview

School social workers are trained mental health professionals who provide

leadership and services to schools on multiple systems levels, including individual

and group supports, policy and system improvements, and collaborations across

systems (NASW 2012; Frey et al. 2013; SSWAA n.d.). School social workers

engage an ecological framework to remove barriers and improve the fit between a

student and their many environments, both supporting environmental conditions

that foster growth and development and expanding individual strengths (NASW

2012). With a focus on relationship and community building, school social

workers help students, families, colleagues, and systems leverage strengths, build

resilience, and thrive (Frey at al. 2013).

School social workers take action to promote social justice and employ a trauma

sensitive, culturally responsive lens to the work (SSWAA n.d.). Leaders in

advocacy, ethical practice, collaboration, and innovation, school social workers

maximize resources and create new coalitions (NASW 2012). School social

workers support the learning and growth of colleagues through training

facilitation, coaching, and consultation (Frey at al. 2013; SSWAA n.d.). School

social work interventions reduce barriers to learning, especially those that stem

from outside the school building, enabling students to be physically, mentally, and

emotionally present and ready to learn in the classroom (NASW 2012; Frey et al.

2013; SSWAA n.d.).

Knowledge and Skills

School social workers receive a master’s degree in social work from a Council on

Social Work Education (CSWE) approved program, with specific coursework and

training in school social work practice. School social workers complete a

practicum, or paid work experience, with a field supervisor to demonstrate

competency in various areas of practice.

In addition to generalist social work coursework including psychopathology, social

work theory and practice, human development, social policy, organizational

leadership, and statistics, school social work graduate students demonstrate

knowledge and skill in the school-setting specific to:

• social welfare and educational policy,

• social work values and ethics,

• social and economic justice and populations at risk,

• systematic assessment of individuals, families, schools, and community and

their interactions,

School Based Mental Health Professionals in Wisconsin 8

• effective prevention and intervention with individuals, families, schools, and

communities,

• human behavior and the social environment,

• diversity, and

• research (DPI 2006)

• NASW Standards for School Social Work Services describes National

Practice Standards.

How to earn a…

Tier 2 Provisional License

• Complete an approved program in Wisconsin or a comparable state-

approved program in another state; OR

• An applicant with a credential in social work from the Department of Safety

and Professional Services, an MSW, and specific training (as outlined in

administrative rule PI34.040(2)(k) can obtain a school social work license.

Tier 1: One Year License with Stipulations

If hired prior to completing one of the options above, individuals may be hired

while holding the One Year License With Stipulations

• The DPI licensing page for pupil services provides information on the steps

to becoming licensed as a school social worker in Wisconsin, including this

information bulletin on school social worker licensure.

Role in Schools

School social workers are a link between the home, school, and community in

providing direct as well as indirect services to students, families, and school

systems to promote and support students' academic and social success (NASW

2012; Frey et al. 2013; SSWAA n.d.). They help students assess strengths and

needs to problem solve and remove barriers to learning, especially those that

stem from outside of the school or arise from mental health challenges (NASW

2012; Frey et al. 2013; SSWAA n.d.). School social workers have a specific ethical

obligation to serve students from the most vulnerable and marginalized groups

(NASW 2012). In addition to supporting all students with barriers to learning or

wellbeing, their work includes providing related services for students with IEPs

(Individualized Education Programs), conducting social developmental histories,

and engaging families through home visits (SSWAA n.d.). School social workers

act within and between multiple systems levels to provide a continuum of

supports to students and systems with a focus on prevention and wellness

promotion (NASW 2012).

School Based Mental Health Professionals in Wisconsin 9

Some examples include;

• Individual - support, resource connection and referral related to mental

health challenges, truancy, pregnancy, disabilities, identity, suicidal ideation

and self-harm, racism and oppression, out-of-home care, drug or alcohol

use, family challenges, poverty and homelessness, delinquency, trauma,

child abuse, human trafficking, crisis, advocacy, special education related

services

• Group - grief and loss, trauma impacts, empowerment, leadership, students

living with parental substance use or mental health challenges

• System - leaders, coaches, and advocates of school mental health system

work, trauma sensitive schools including culturally responsive practices,

compassion resilience for staff and organizations, whole-school attendance,

behavior, and disciplinary practices, community collaborations, family

engagement, pupil records and confidentiality, ethics and boundaries, and

liaisons with professionals in child welfare and youth justice

Recommended Ratio

The national recommended ratio is 1:250 if working with general education

students; if serving students with more intensive needs, a ratio of 1:50 is

recommended (Frey at al. 2013).

School Based Mental Health Professionals in Wisconsin 10

School Psychologists

Overview

School psychologists are uniquely qualified members of school teams that support

students' ability to learn and teachers' ability to teach. School psychologists apply

expertise in mental health, learning, and behavior, to help children and youth

succeed academically, socially, behaviorally, and emotionally. They collaborate

with families, teachers, school administrators, and other professionals to create

safe, healthy, and supportive learning environments that strengthen connections

between home, school, and the community (NASP 2021). This includes working

directly with students, collaborating with teachers, families, administrators, and

other mental health professionals to develop and provide supports and

interventions at the individual, small group, classroom, school, and district levels.

Knowledge and Skills

School psychologists receive specialized advanced graduate coursework and

practical experiences relevant to both psychology and education. School

psychologists typically complete either a specialist-level degree program (at least

sixty graduate semester hours) or a doctoral degree (at least ninety graduate

semester hours), both of which include a year-long 1200 hour supervised

internship (NASP 2021).

The National Association of School Psychologists provides national training

standards organized within ten domains of school psychology practice (NASP

2020). Within these domains, school psychology graduate programs provide

training including but not limited to:

• Data collection and analysis

• Assessment

• Progress monitoring

• School-wide practices to promote learning

• Resilience and risk factors

• Consultation and collaboration

• Academic/learning interventions

• Mental health interventions

• Behavioral interventions

• Instructional support

• Prevention and intervention services

• Special education services

School Based Mental Health Professionals in Wisconsin 11

• Crisis preparedness, response, and recovery

• Family-school-community collaboration

• Diversity in development and learning

• Research and program evaluation

• Professional ethics, school law, and systems (NASP 2021)

How to earn a…

Tier 2 Provisional License

• Complete an approved program in Wisconsin or a comparable state-

approved program in another state; OR

• Hold a valid credential as a Nationally Certified School Psychologist (NCSP)

Tier 1: One Year License with Stipulations

• If hired prior to completing one of the options above, individuals may be

hired while holding the One Year License With Stipulations , but only if the

master’s degree is school psychology is already earned and there is

verification of enrollment in an approved program.

• The DPI licensing page for pupil services provides information on the steps

to becoming licensed as a school social worker in Wisconsin.

Role in Schools

School psychologists provide direct support and interventions to students, consult

with teachers, families, and other stakeholders to improve support strategies,

work with school administrators to improve school-wide practices and policies,

and collaborate with community providers to coordinate needed services. They

help schools successfully:

• Improve Academic Achievement

• Promote Positive Behavior and Mental Health

• Support Diverse Learners

• Create Safe, Positive School Climates

• Strengthen Family-School Partnerships

• Improve School-Wide Assessment and Accountability

• Monitor individual student progress in academics and behavior (NASP

2021)

Recommended Ratio

The national recommended ratio is 1:500 (NASP 2020).

School Based Mental Health Professionals in Wisconsin 12

Credentialed Mental Health

Providers

Overview

Credentialed mental health providers are professionals who engage in clinical or

therapeutic services to individuals, families, and groups. While schools may

contract with providers to engage in mental health services and consultation,

mental health providers may not fulfill the responsibilities and job description for

which a DPI license exists; for example, a licensed clinical social worker may not

perform the role of a school social worker without a DPI school social work

license.

Mental health providers work in collaboration with school staff and may or may

not have an office on-site. Providers may collaborate with pupil service staff to

run clinical groups, to consult with staff, ensure high quality care coordination,

and to work with families.

Credentialed mental health providers include licensed psychologists, licensed

professional counselors, licensed clinical and advance practice social workers,

licensed substance abuse counselor, licensed marriage and family therapists,

certified psychiatric clinical nurse specialists, qualified treatment trainees.

Knowledge and Skills

Mental health providers must follow a planned, sequenced mental health

program, complete an internship or practicum, and pass all required state/national

board exams. Providers must remain in good standing with the board, maintain

continuing education, and maintain yearly credential renewal requirements. Most

mental health programs are centered around core content areas:

• Human growth/development

• Human behavior

• Appraisal/assessment

• Counseling theories/methods

• Professional orientation/ethics

• Research and evaluation

Elective content areas come from the following: group dynamics, lifestyle and

career development, social and cultural foundations, addiction, rehabilitation,

children and adolescent, gerontology, human sexuality, crisis intervention,

School Based Mental Health Professionals in Wisconsin 13

marriage and family, clinical supervision, personality theories, consultation,

physical and emotional health, grief, psychopharmacology.

Credential Training

Mental health providers in Wisconsin are credentialed through the Department of

Safety and Professional Services (DSPS). Information on each specific credential,

training, and experience can be found at the DSPS Website.

Role in Schools

Mental health providers work with students, teachers, parents, administrators,

and community members to enhance student mental health support. The mental

health provider can be used within school settings in multiple ways; they can

ensure high quality care coordination, conduct individual therapeutic

interventions, small group psychotherapy interventions, and serve as members of

mental health intervention teams within school settings to provide mental health

knowledge and support. They serve on crisis prevention and intervention teams.

They can provide professional development, coaching, and technical assistance to

educators, families, and community stakeholders centered around prevention,

mental health, and wellness. Mental health providers can also conduct clinical

services with students in virtual or face-to-face settings.

Recommended Ratio

There is currently not a recommended ratio.

School Based Mental Health Professionals in Wisconsin 14

General Information on Licensing

A note about mental health navigators

Mental health navigators may or may not hold a DPI license, and they do not

work directly with students.

General information about school employees and licenses

Local attorneys should be consulted on hiring licensed school staff and related

policies.

• Each school district board shall certify annually that every teacher,

supervisor, administrator, and other professional staff member has been

issued a valid certificate, license or permit by the department for the

position for which they are employed before entering on duties for such

position and that a copy of the valid certificate, license, or permit is on file

in the district. The board must also ensure that all instructional staff of

charter schools located in the school district hold a department issued

license or permit to teach at the level and in the subject of their

assignments according to WI Stats §118.19(1) and 121.02(1)(a), and

administrative code PI 8.01(2)(a) and PI 34.

• School counselors, school psychologists, and school social workers have

different training, theoretical background, practice frameworks, and skill

sets. To practice as any of these roles, an individual must have the

appropriate license.

The Department of Safety and Professional Services should be contacted

regarding questions about scope of practice related to any credentials issued

through their agency.

• While private schools are not required to employ DPI licensed professional

staff, no individual in the state of Wisconsin may use the title “social

worker” unless they hold either a DPI school social work license or a

credential in social work from the marriage and family therapy, professional

counseling, and social work examining board (Wis. Stat. § 457.04[1]).

• A DPI license is not required to serve as a school nurse in Wisconsin. No

registered nurse may use the title “school nurse” unless they hold a

bachelor’s degree in nursing or have completed required coursework in

public/community health (Wis. Stats 115.001[11]).

School Based Mental Health Professionals in Wisconsin 15

References

American School Counselor Association (ASCA). 2022. ASCA Standards for

School Counselor Preparation Programs.

https://www.schoolcounselor.org/getmedia/573d7c2c-1622-4d25-a5ac-

ac74d2e614ca/ASCA-Standards-for-School-Counselor-Preparation-Programs.pdf

American School Counselor Association. 2019. The ASCA National Model: A

framework for school counseling programs (4th ed.). Alexandria, VA: Author.

Frey, Andy.J., Michelle E. Alvarez, David R. Dupper, Christine A. Sabatino,

Brenda C. Lindsey, Jim C. Raines, Frederick Streeck, Anne McInerney, Molly A.

Norris. 2013. School Social Work Practice Model. School Social Work Association

of America.

https://www.sswaa.org/_files/ugd/486e55_47e9e7e084a84e5cbd7287e681f91

961.pdf.

National Association of School Psychologists (NASP). 2020. The Professional

Standards of the National Association of School Psychologists.

https://www.nasponline.org/standards-and-certification/nasp-practice-

model/about-the-nasp-practice-model.

National Association of School Psychologists (NASP). 2021. “Who are School

Psychologists?” https:/ www.nasponline.org/about-school-psychology/who-are-

school-psychologists.

National Association of Social Workers (NASW). 2012. “NASW Standards for

School Social Work Services.” https://www.socialworkers.org/Practice/Practice-

Standards-Guidelines.

National Association of School Nurses. 2022. Student access to school nursing

services. (Position Statement). Author. https://www.nasn.org/nasn-

resources/professional-practice-documents/position-statements/ps-access-to-

services

National Association of School Nurses. 2020. School Nurse Workload (Position

Statement). Author. https://www.nasn.org/nasn-resources/professional-

practice-documents/position-statements/ps-workload.

National Association of School Nurses. 2021a. The Behavioral Health and

Wellness of Students (Position Statement). Author. https://www.nasn.org/nasn-

resources/professional-practice-documents/position-statements/ps-behavioral-

health.

Oklahoma State Department of Education (n.d.). “School-Based Mental Health

Professionals in Oklahoma.” Accessed February 21, 2022.

https://sde.ok.gov/documents/2021-06-28/school-based-mental-health-

professionals-oklahoma.

School Based Mental Health Professionals in Wisconsin 16

School Social Work Association of America (SSWAA). n.d. ”Role of School

Social Worker.” Accessed February 21, 2023. https://www.sswaa.org/school-

social-work.

Wisconsin Department of Public Instruction (DPI). 2006. “Wisconsin Content

Guidelines for School Social Worker (50) Licensure Programs Pupil Services

Category”. https://dpi.wi.gov/sites/default/files/imce/tepdl/pdf/lpg_ps_50.pdf.

School Based Mental Health Professionals in Wisconsin 17

Additional Resources

National Association of School Nurses. 2021b. Education, licensure, and

certification of school nurses (Position Statement). Author.

https://www.nasn.org/nasn-resources/professional-practice-

documents/position-statements/ps-education