The Role of School Personnel: Importance of Effective Communication
The Importance of Effective Communication with Parents
When a student is observed to have symptoms that point to OCD, early intervention is essential. Ignoring problems can give OCD more time to take a stronghold, making a child’s or adolescent’s struggle with the disorder all the more difficult.
Enlisting the help of parents is key. But how school personnel approach parents and discuss their concerns is critical to gaining parental support and action. Communication with parents requires preparation and careful dialogue.
Planning Ahead for Various Scenarios
When school personnel speak with a student’s parents, it’s likely that they will encounter one of the following scenarios:
- The parents are already aware of their child’s difficulties and have taken steps to address them by having the student evaluated by a mental health professional. The best scenario is that OCD has already been diagnosed, and the student is undergoing treatment (e.g., Cognitive Behavior Therapy) to learn to manage obsessions and compulsions.
- The parents have observed some behavior at home that is consistent with the observations of school personnel. The parents may also provide additional information about other behaviors of concern at home. Although they are worried about these difficulties, no action has been taken. They are open, however, to discussing the problem and formulating a plan to help their child. They may or may not be highly stressed because of the child’s difficulties, depending on the severity of the symptoms.
- The parents have observed some behavior at home that is unusual, but they had no idea their child was having difficulties in school obvious enough to cause school personnel to become concerned. They, too, are worried about these difficulties and may be open to discussion and suggestions offered by school personnel.
- The parents are accommodating the child’s behavior at home in some way. They may be participating in OCD rituals (such as doing excessive amounts of laundry for a child who has contamination fears), for example, or allowing avoidance behaviors (e.g., they allow a child to use paper plates for meals, because the family's usual dinnerware is "contaminated"). The situation at home likely is very stressful, and the parents may or may not be open to listening to information provided by school personnel.
- The parents have not observed any behavior at home that might suggest a problem, or are ignoring symptoms. They are defensive about their child and may even resent “interference” by school personnel.
When school personnel are prepared for any of these situations, communication with parents will be enhanced. This is essential, because the way in which educators express their concerns can make the difference between whether a child receives needed help or is left to struggle -- with no relief -- with a potentially debilitating mental disorder.
As described in the Intervention section of this web site, learning about OCD is the first step toward understanding the disorder and recognizing OCD symptoms. If a teacher suspects OCD may be causing or contributing to a student's learning, social, behavioral or emotional difficulties, it is essential that school personnel observe the student and document specific examples of behavior that point to OCD. Providing details about the child's behavior will go a long way to facilitate communication with parents.
Dialogue with Parents
A face-to-face meeting with parents is an excellent way to discuss the student's specific difficulties. A phone conversation may be more convenient, but by talking with parents in person -- especially the first time the student's problems are brought up -- school personnel are in a better position to express their concern and empathy during the discussion.
The purpose of a conference with the parents is to establish a two-way information exchange. Several general guidelines for talking with parents regarding potential OCD symptoms may be helpful. First, it is extremely important to begin a conversation by sharing positive feedback with parents about the student's behavior and providing examples of other strengths exhibited by the child. Parents need to hear "what's right" with their child. Moreover, starting a conversation in this manner may result in the parents' being more receptive to information about the child's difficulties.
Second, it is important to provide parents details about a student's behavior. As noted above, a discussion of specific examples of student behavior and objective information are much more meaningful to parents than subjective impressions. Stating that a child completes an average of one out of four assignments is far preferable to saying that the child is lazy.
Third, parents frequently experience great emotional pain and frustration as they grapple with their child's difficulties. Therefore, it is important to approach parents with an attitude of caring and concern. Blaming parents for a child's symptoms is unwarranted and inappropriate. It is also extremely important to listen carefully and empathically to parents as they describe what may be very sensitive concerns. Whatever school personnel can do to reassure parents that everyone is working to help the student (and not criticize or blame) will likely lead to more productive conversations and greater cooperation.
Fourth, it is vital that school personnel avoid using educational jargon and acronyms that may confuse parents (e.g., IDEA, IEP, OHI). This language should be used only if it has previously been explained to parents.
Fifth, communication should reflect respect not only for parents and their child but also for their culture. Parents may feel very uncomfortable discussing certain issues because of cultural or social beliefs.
Finally, it is always important that school personnel be familiar with local and state regulatory constraints and privacy laws governing communication among parents, school personnel, and the student.
Ongoing Communication with Students, Parents and Mental Health Providers
When a student is being treated for OCD, behavioral improvements usually are not immediate but can occur within a few weeks. If the student is being treated by a cognitive behavior therapist, he or she will be seeing the therapist at regular intervals, and will be assigned “homework,” consisting of Exposure and Response Prevention (ERP) exercises to do at home between therapy visits. If the student's obsessions and compulsions are triggered by events, people, places, or other situations in the school environment, the therapist may need to conduct some of the ERP exercises at school. Some experts even suggest that, under the careful supervision of a therapist, school personnel may be able to carry out certain ERP tasks in the classroom (it is inappropriate for a teacher, however well-intentioned, to take the lead in implementing ERP with a student; unsuitable interventions could actually worsen a student's OCD symptoms).
During treatment, the student will be working hard to overcome his or her obsessive fears, doubts and worries, but until these disturbing thoughts, impulses, and images are conquered, they will be present and can still interfere with classroom work, attention during class and homework assignments. Establishing rapport with the student and letting him or her know that you are a “listening ear” and are always willing to provide support will be especially important. It's important to remember, however, that some students will be uncomfortable sharing their OCD symptoms and experiences. Therefore, communication with the student may be limited. However, teachers and other school personnel should have open and frequent communication with parents to discuss the progress of the student and identify particularly troublesome activities or situations.
It's important to note that the success of interventions for children and adolescents with OCD depends upon effective communication among all parties involved in treatment: school professionals, parents, the student, outside professionals, and any other individuals who are participating. Effective communication helps with the creation of realistic and meaningful interventions for the student with OCD. Moreover, good communication among all treatment partners throughout the student's intervention is vital to determining the effectiveness of the treatment program and making any necessary adjustments.
Individuals taking part in the treatment plan must develop a practical system for communicating with one another. Although information may be exchanged in person, via telephone, or email, newer technologies such as texting have greatly improved the ease of communication. Communication can occur as frequently as necessary: biweekly, weekly, or even on a daily basis. A parent-teacher log, in which parents and teachers share written information/feedback about a student, for example, can be used each school day.
Families are typically very eager to learn about any progress the student has made as a result of treatment (e.g., Cognitive Behavior Therapy and/or medication, school-based interventions). What appears to be an inconsequential gain to the outside observer may, in fact, be monumental to the child and his or her family: a student who has been unable to touch the classroom door knob without first covering his or her hand with the end of a shirt sleeve or paper towel, for example, is now able to touch the door knob without a covering. In these instances, it is important for school personnel to communicate this information to therapists, as appropriate, and parents. Considering the stress parents frequently experience because of the negative impact of OCD on the family, some good feedback can give parents a much-needed "boost." But it's also essential that school staff members communicate directly with students, commending them for their hard work and successes. School personnel should always praise effort, too -- even in the absence of success. Positive feedback can have a dramatic effect on a student's self-esteem.