Reaching out to independent (private) schools.
What are examples of some ways in which counselors, psychologists, social workers, psychiatrists and other mental health professionals might reach out to counselors in independent (private) schools?
A counselor was very knowledgeable about substance abuse. While she was in graduate school, she wrote a number of papers on the topic. And, beyond this, she had, "personal experience". Her brother had been through numerous rehabilitation programs. During the course of his difficulties, the family (including her) received family therapy. One of her placements was in a rehabilitation center. Also, she had had a significant amount of her own personal therapy. At this juncture, she felt that her therapy had given her maturity and perspective on this important area and her placement supervisor had been very impressed with her clinical work.
She decided to design talks for teachers, students and parents on substance abuse with the thought that, "an ounce of prevention is worth a pound of cure". Her goal was to teach teachers, students and parents to recognize the early indicators of substance abuse AND to teach them how to take early and effective steps to address these concerns. Because she was new to the field, she decided to tag team with a senior clinician with significant expertise in this area. She approached him with a proposal.
She suggested that she would design a workshop for independent schools. He would review it, provide input and suggestions. They both would conduct the workshop together. She would do all of the legwork. She would reach out to the schools, provide the mailing and schedule the sessions.
She was not yet licensed. However, she was doing this spadework so that she could establish herself as having emerging expertise in the field. Collaborating with an expert allowed her to (a) establish a relationship with a senior person in the field (b) have a role model as to how to present a workshop (c) begin to develop visibility. Beyond this, she and her senior colleague would do the workshops on a fee-for-service basis. In addition to making a bit of money in the process, people began to contact her (and her colleague) for referrals. Since she was not yet ready to accept patients, she began referring to colleagues in the area. Thus, she developed her own network. By the time she was licensed, she was already well-connected in the field. Within 6 months she had a full practice.
Best to all, LVF
(c) 2010 Lynn Friedman, Ph.D. All rights reserved
P.S. The waiting list to take this class has grown. Therefore, Johns Hopkins has added a second session to be taught the last weekend in April. Already practicing professionals and graduate students from elsewhere may enroll as special students. The course will run from 9:00 am - 4:00 pm on Friday and Saturday. Information about registration may be obtained through the university.
P.P.S. A list of all blog posts can be found at: Dr. Lynn Friedman's, developing a private psychotherapy practice
Confidentiality Policy: Please note for reasons of confidentiality and copyright all letters to the blogger will be summarized and edited. Also, I will not write about real patients. Instead, I will create fictionalized vignettes. When you pose a clinical question, please ask it in a general way. DO NOT write about real patients. Thank you.
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Lynn Friedman, Ph.D.
Psychologist, psychoanalyst, work-life consultant
Faculty Associate, Johns Hopkins University
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Posted via email from Johns Hopkins developing a private practice course blog by Dr. Lynn Friedman
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