Wellness at Webb

WEBBtodaywellness

The Art and Science of Wellness at Webb

Science reaffirms that high school students’ intellectual lives are deeply impacted by their emotional and physical health, and so Webb—as a learning community of some 400 teenagers—has a responsibility to equip its young adults with the skills they’ll need to navigate and meet the challenges and accompanying stress of their developing minds and bodies.

“ The main goal of our health and wellness program is to teach students to think around, and learn about, how they can contribute to their health and well-being,” explains Assistant Head of Schools Theresa Smith, Ph.D. “We provide guidance and give students the tools that will help them live healthy lives. Anxiety and stress are on the rise in general, students need to know we can support them with these issues.”

Webb’s robust health center and its programs are the core of the schools’ efforts to direct care to all students. The dedicated staff members of the health center employ a comprehensive plan to engage students in an integrated and thoughtful manner on all issues of personal and mental health.

Led by Stephanie Baron ’96 PA-C, who returned last year to the campus she once called home as a day student in the mid1990s, the health center offers a robust suite of services. Baron left Webb to attend Colby College, followed by the Physician Assistant (PA) school at Western University of Health Sciences. She worked for a time in general surgery and urgent care and then returned to Western where she worked and taught in the PA department for 10 years.

In addition to Baron, the center is staffed with 10 RNs, two counselors, and an MD by consultation. The center offers primary medical care which encompasses treatment of common ailments, medication administration, counseling services, first aid, health education and more.

WEBB todaywellness was a day student when I was at Webb, and I don’t recall needing to access the health center,” says Baron. “I’m not sure if we had counselors then, and the physical space wasn’t conducive to integrating mental and physical health. Today, our bed capacity has increased, and the counselors’ offices are also located here.” The health staff takes care of sick students, but they also energetically promote preventative care. There is a flu vaccine clinic in 2ctober, and in general, the staff encourages vaccination of preventable diseases, especially those that are common in dormitory settings that are recommended but not required. ÇThe adults on campus communicate frequently about students and gauge the stress level, as it is an ongoing process and conversation,È explains Baron. ÇThere are Éhot spotsÊ throughout the year when we are more alert, such as during periods of major projects, summative assessments, standardized exams and college applications. 9alidating studentsÊ feelings while also trying to reassure them about their futures can help them cope during the especially stressful times.È Ç2ne personal goal , had when , was hired was to create parity with respect to access to care between boarding and day students,È says Baron. ÇThe observation is that day students tend to obtain care and clearance to return to athletics more quickly than their boarding counterparts. :ith parents who are local and available to phone insurance companies and facilities to expedite care, day students seem to have the upper hand in this regard. 0y clinical background is in urgent care as well as assisting in general and orthopedic cases. , am also a member of the American &ollege of 6ports 0edicine and have attended their training course for team physicians. , work closely with our medical director, 'r. Baez, to facilitate timely follow up appointments for those students who are serious about returning to sport as soon as is safely possible. ,n some instances, , am able to provide final clearance in consultation with him, so that the student does not have to wait for the next appointment in his oôce.È :ebbÊs approach to studentÊs overall health also takes into consideration each adolescentÊs mental and social wellbeing. To that end, the school leans on 'irector of &ounseling and +ealth (ducation 0elanie Bauman, who works in partnership with Baron. “We are always asking the question, ‘what are the social, physical and emotional needs students are facing?’” says Bauman. To find answers, Bauman stays active in the community of her peers. 6he is a member of the American &ounseling Association she networks with community mental health providers and through independent school connections and she sits on the board of the ,ndependent 6chool *ender 3roject. 6taff at :ebb are constantly in dialog with their peers through such events as the Association of Boarding 6chools &onference and by networking with health care center directors at other boarding schools. “I

Baron was a studentathlete in high school and college, so she also feels comfortable helping students balance their safety with meeting their athletic goals. The process of learning to practice a healthy lifestyle at :ebb begins during freshman orientation when students are introduced to :ebbÊs protocols on social media interactions,

Health Center Staff

alcohol and drug prevention and healthy relationships. Throughout the next couple of years, education on these topics is constantly reinforced as new topics such as mindfulness, personality traits and college transition are introduced.

The team also employs surveys connected to a wellness wheel, which illustrates a wellness model with seven dimensions: emotional, intellectual, physical, social, environmental, financial and spiritual. All of the dimensions are interconnected and important to a well-rounded and balanced lifestyle. There is also a worksheet called The Gender Unicorn, created by Trans Student Educational Resources, which provides an easy-to-understand primer on gender identity and sexual orientation.

Daniel Rios is the school counselor and works with Bauman on these issues. He is in his fourth year at Webb, where he also serves as an advisor to the sophomore class.

Most commonly, a student will start the process of seeking help by stopping at his oôce and asking, Ç'o you have time to talk?” He also receives referrals from faculty members Ç6ometimes a teacher can just sense something is off and he or she will ask me to check in with the teenager,” says Rios, who adds that with the student’s permission, the counseling team can also communicate with teachers and advisors to get a better picture of the problem. Rios can also help a student seek assistance from an outside therapist.

“Oftentimes, especially with freshman, these students are thousands of miles from home, there are a lot of new rules, homework, a homesickness for the old support network of family and friends,” says Rios.

That’s where peer support can also be critical, and the Peer Advisor program becomes essential. 3eer Advisors are student leaders in the community who are responsible for introducing new members into the Webb community and leading freshmen through their first year during )reshman Seminar as student teachers.

Most important though, is communication—between students and adults and between health and mental health professionals.

Ç6ometimes a student will see the nurse about a physical ailment and the nurse will realize that there’s nothing physically wrong and will tell me, ‘I think you should talk to this student,’” adds Rios.

According the :orld +ealth 2rganization ÇAdolescence (10-19 years) is a unique and formative time. Promoting psychological well-being and protecting adolescents from adverse experiences and risk factors that may impact their potential to thrive are critical for their well-being during adolescence and for their physical and mental health in adulthood.”

Ç, would say that 0elanie, 'aniel and , employ a holistic approach to treating students and we recognize that mental health often influences physical health and vice versa,È says Baron. Ç,n that vein, we communicate frequently about student concerns and the close proximity of our oôces in the health center is very conducive to these conversations.”

Webb’s unique balance of empowering students to advocate for themselves while providing structured guidance helps students navigate the bumpy path that is adolescence.