Academy Psychologist Daena Shearer is now in her second full school year in a new role at Woodward. We spoke with her about the services and initiatives she offers and how she collaborates with others across the Academy.

Tell us about your role and your initiatives in the schools.

My role encompasses a wide range of services aimed at supporting the emotional, mental, and academic well-being of all students. As an integral part of the school community, the Academy Psychologist is dedicated to fostering a safe and inclusive environment where students can thrive both personally and academically. I work with students, teachers, and families to identify and address challenges that may affect a student's ability to succeed in school. This can include:

• Individual and Group Counseling: Providing confidential support to students, faculty, and staff facing emotional, social, or academic concerns. (Counseling is provided for 4-6 weeks.)
• Crisis Intervention: Offering immediate support during times of crisis, such as the loss of a loved one, trauma, or other significant life event.
• Collaboration with Teachers and Staff: Working closely with educators to create individualized plans for students, offering strategies and resources to support students' learning and development.
• Family Consultation: Meeting with families to discuss a student's progress, challenges, or concerns, and providing guidance on how to support their child at home.

My work involves offering a range of services to students and teachers, including:

• Social-Emotional Learning (SEL): Implementing and supporting SEL programs that teach students skills such as empathy, self-awareness, and emotional regulation.
• Mental Health Support: Offering counseling and mental health interventions for students dealing with anxiety, depression, grief, or other mental health concerns.
• Behavioral Support: Assisting with behavioral interventions and strategies to help students navigate challenges in the classroom or at home.
• Referral to External Resources: When appropriate, I can refer families to external mental health providers for additional support.

The work also involves students in new initiatives. This year, I’m working with school counselors to engage students in group activities:

Bodies and Bagels: I co-founded the body image support group Bodies and Bagels for high school girls in collaboration with Liz Cater, Upper School Counselor. This group meets monthly to provide a supportive space for female students to discuss the pressures they face regarding body image. It functions both as a support system and a forum for sharing strategies and tools to combat societal expectations and negative influences, promoting body positivity and self-acceptance.

8th Grade Girls Empowerment Group: The 8th Grade Girls Empowerment Group is designed to provide a safe, supportive space where Middle School girls can explore topics related to self-esteem, leadership, and personal growth. The group focuses on helping participants develop a strong sense of self and build confidence as they prepare for the transition to Upper School.

Middle School Anxiety Group: This is a therapeutic support group designed for students struggling with anxiety, providing them with a space to better understand and manage their feelings. The group focuses on helping students develop coping strategies to deal with anxiety, both in and outside of school.

Psychology Club: I am the sponsor of the Psychology Club in the Upper School, where I guide students in exploring topics related to psychology, mental health, and human behavior. The club provides an opportunity for students interested in psychology to engage in meaningful discussions, explore career paths, and participate in activities that promote a deeper understanding of mental health and well-being.

 

Tell us about your background.

I earned my Bachelor of Arts degree in Psychology from The City College of New York, and then pursued an Advanced Professional Diploma in School Psychology and a Master of Science in Education with a specialization in Therapeutic Interventions from Fordham University’s Graduate School of Education. For the past 11 years, I have worked as a school psychologist in both public and private educational systems in New York and Georgia. I’ve also provided in-home therapy for students with developmental delays, autism, and other genetic disorders. My experience spans pre-K through 12th grade, working with students facing social-emotional, behavioral, and learning challenges. I have conducted hundreds of psycho-educational evaluations throughout my career, which I use to develop personalized academic and behavioral interventions tailored to the needs of each student in both school and home environments. I also have counseled students in individual and group settings, using a variety of therapeutic approaches including play therapy, cognitive behavioral therapy (CBT), dialectical behavior therapy (DBT), group therapy, and applied behavior analysis (ABA).

 

What is the process for supporting an individual student and what services do you provide to individuals?

I work closely with grade-level counselors to identify students who may benefit from my services. In the Upper School, students also can self-refer, although referrals often come from a counselor or a parent. Parent referrals are always welcome, and they play an important role in ensuring that students receive the support they need. Once a referral is made, I begin by gathering comprehensive information about the student’s academic, behavioral, and social-emotional well-being. This may include reviewing psycho-educational evaluations, speaking with teachers, and meeting with parents or guardians. If the student is under the age of 18, informed consent must be obtained from their parent or guardian before I can begin working with them. This ensures that families are actively involved in the process and fully understand the services their child will receive. The services I provide are tailored to each student's unique needs and may include:

• Individual Counseling: Addressing issues such as anxiety, stress management, depression, self-esteem, or social skills development.
• Group Counseling: Offering support in areas like conflict resolution, emotional regulation, or navigating peer relationships.
• Crisis Intervention: Providing immediate support to students experiencing a mental health crisis or emotional distress.
• Behavioral Interventions: Developing strategies for students who may be struggling with behavior regulation in the classroom or at home.
• Consultation Services: Collaborating with teachers and parents to provide strategies and accommodations that support the student's academic and emotional success.

 

How do you interact with and support parents?

When working with parents, my approach is to foster open communication and collaboration, ensuring that we are all working together to support the student’s well-being and academic success. Here’s how I interact with and support parents:

1. Initial Consultation and Ongoing Communication: When a student is referred for support, whether by a counselor, teacher, or the parent themselves, I begin with an initial consultation to gather information and understand the parent’s concerns. This sets the foundation for our partnership. Throughout the process, I maintain regular communication, keeping parents informed about their child’s progress and any strategies or interventions we’re implementing.
2. Informed Consent: If the student is under 18, I always obtain informed consent from parents or guardians before providing any counseling or psychological services. This ensures that parents are fully aware of the support their child will receive and allows them to participate actively in the process.
3. Parent Education: I often provide parents with information on strategies they can use at home to support their child’s social-emotional and academic development. This might include guidance on how to handle specific behavioral challenges, stress management techniques, or tools to improve communication and emotional regulation at home.
4. Consultation: I regularly consult with parents to ensure that any interventions we put in place at school align with what’s happening at home. This collaborative approach ensures that we’re providing consistent support to the student across all environments.
5. Collaborative Problem-Solving: When challenges arise, I work closely with parents to address any concerns. Whether it’s developing an action plan for behavior management or working through a crisis, I aim to empower parents with the tools and resources they need to support their child’s success.
6. Counseling and Support: I also provide parents with guidance on seeking additional resources outside of school when necessary, such as referring them to external mental health professionals, community services, or support groups. In some cases, I offer direct guidance on how to advocate for their child within the school system, ensuring they have access to all the services and accommodations they need.

Overall, I see parents as essential partners in supporting their child’s growth and success, and I am committed to working collaboratively with them to create the best possible outcomes for their children.

 

How do you collaborate with others on campus such as teachers, school counselors, and the Academy Chaplain?

Collaboration with teachers, school counselors, and the Academy Chaplain is a key part of my role in supporting the mental health and well-being of the school community. Here's how I work together with these individuals:

1. With Teachers: I regularly consult with teachers to help identify any social-emotional or behavioral challenges students may be experiencing in the classroom. We work together to develop strategies that support the student’s well-being and academic success. This might include creating classroom accommodations or implementing behavior management techniques. I also collaborate with teachers during professional development sessions, offering guidance on fostering a positive classroom environment and integrating Social-Emotional and Ethical (SEE) Learning into daily lessons.
2. With School Counselors: The school counselors and I work closely as a team to identify students who may benefit from additional social-emotional or mental health support. We share information to ensure that students receive comprehensive, coordinated care. We also collaborate on creating intervention plans for students, sharing insights to tailor our approaches to best support their needs.
3. With the Academy Chaplain: I collaborate with the Academy Chaplain to provide holistic support for students, addressing not only their mental and emotional needs but also their spiritual well-being. Together, we may offer support during times of personal crisis, grief, or significant life changes, ensuring that students and their families have access to a range of resources.
4. Interdisciplinary Team Approach: As part of the broader interdisciplinary team, which includes administrators and other support staff, I contribute to developing school-wide mental health and wellness initiatives. This collaboration allows us to align our efforts in creating a safe and supportive environment for all students and staff.

 

Now that you’re in your second year developing this role, what are your insights about the Woodward community? 

As I enter my second year, I’ve gained valuable insights into the Woodward community and its deep commitment to fostering a supportive and inclusive environment. One of the standout characteristics of Woodward is its genuine dedication to diversity, equity, and inclusion, not just as a mission statement but as a lived practice throughout the school. I’ve witnessed how this commitment translates into action, with teachers, administrators, and staff working collaboratively to ensure that every student feels seen, valued, and supported.

I’ve also observed the strong sense of community among students, faculty, and staff. There is a shared belief in the importance of mental health and well-being, which has made it easier to introduce and expand wellness initiatives. The willingness of the community to engage in conversations about emotional wellness, coupled with the openness to new strategies, has made my work even more meaningful.

Another insight is how adaptable and forward-thinking Woodward is as a whole. In just my first year, I saw a genuine eagerness from teachers and staff to learn new techniques for addressing social-emotional challenges in the classroom. This collective mindset of growth and learning has helped me expand my role and collaborate across departments more effectively.

Finally, I’ve been impressed with the students' resilience and the emphasis on helping them become well-rounded individuals. There is a clear focus on nurturing not only their academic success but also their emotional, social, and ethical development. This holistic approach makes me proud to be part of the Woodward community, and I’m excited to continue contributing to its growth and well-being initiatives.

Reach out to daena.shearer@woodward.edu if you have any questions or would like to submit a referral.