Brookline Community Mental Health Center, Inc.
Baltimore, MD

Written by Katherine Porter, BRYT Program Coordinator

Jen's Cup of Tea

It took several moments for Suzanne Donnellan, a school psychologist at Brookline High School, to recognize the poised, excited young woman who ran up to her in the hallway.

“Dr. Donnellan, how are you!” she exclaimed, without waiting for an answer. “School is fantastic. I just was accepted into the orchestra. And believe it or not, I love my classes. Well, almost all my classes!” she said, as she turned to greet some friends who had just left their classroom. “See you later!”

By now, Suzanne realized that the cheerful student was Jennifer, whom she had come to know the previous year, when Jen was in the BRYT (Brookline Resilient Youth Team) Program.

Jen had moved to Brookline in the summer before her freshman year . She had registered for school and attended the orientation for new students. But then, she had refused to return when her regular classes began. For about two weeks, Jen’s guidance counselor tried to convince Jen to return, even making two home visits. The counselor consulted with Suzanne, who set up a meeting with the family.

Jen’s mother told Suzanne that Jen was not only refusing to go school but had also insisted upon stopping her music lessons, saying she didn’t feel like playing violin anymore—she just wanted to stay at home. The only places Jen seemed to feel comfortable were at her mother’s place of work and at her weekly session with her therapist. “Can you tell me what makes it hard for you to come to school?” Suzanne asked Jen. In a small, barely audible voice, her eyes glued to the floor, Jen replied, “I don’t know. School just makes me feel bad.”  She began to cry.

Suzanne referred Jennifer to the BRYT Program. Meeting with the BRYT Clinical Coordinator, Katherine Porter, Jen agreed to come to school but only to stay in the BRYT Classroom, located near the front door of the High School. At first, she insisted her mother accompany her to the room. After a week or so, she came into the room alone. Jen adopted the couch as her regular spot. She would make a cup of tea from the BRYT water dispenser, arrange her books on the couch around her, and only then, tentatively began to talk to some of the other students. She seemed particularly comfortable with the Classroom Aide, Justin Kasarsky. She began working with Justin on some of her overdue schoolwork.

Katherine learned from Jen’s therapist that the teen had been assaulted while walking home from school the previous year, but was not yet ready to talk about it. When she came to school, Jen began to have disturbing images and flashbacks that made her feel as though she was out of control or “going crazy.” Katherine talked with Jen and her mother about some strategies to help her manage her anxiety. In coordination with the therapist, Katherine arranged for Jen to see a child psychiatrist at the local mental health center.

After three weeks in the program, Jen said she felt ready to start classes again. She began with her history class, after meeting with the teacher a few times in the BRYT classroom. By the time school started in January after the Christmas vacation, Jen was ready to spend most of her time in class, though she returned to BRYT during lunch and when she had unscheduled time.

With Justin’s help, she was able to finish her overdue work, and got credit for the first semester. During the winter, Jennifer would check in at the BRYT classroom only once or twice a week when she was having a particularly rough day. In April, Katherine realized that two weeks had gone by without Jen’s visit. Then the next day, Jen stopped in, made a cup of tea, and found her customary spot on the couch. “Just visiting!” she said.

But the visit was cut short when one of her friends appeared at the door. Jen jumped up, ran out, saying, “See you later!” 

 

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