On today’s episode, Stacy Merryweather and liaisons Tammy Hoverstock, Ted Lilley, and Robin Hawkins discuss their role in helping youth and families throughout Ashland County. Stacy reviews the program's history, and the liaisons discuss what a “typical day” looks like in a liaison's life. For additional information about the program, visit the Appleseed website or call 419.281.3716. The Board can be reached at 419.281.3139.
(Record Date: October 24, 2025)
(Record Date: October 24, 2025)
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Episode Transcript
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Speaker 1 (00:03):
Welcome. You're listening to the Keeping Ashland Healthy podcast, a
podcast production of the Mental Health and Recovery Board of
Ashland County, Ohio. Thanks for joining us. And my name
is David Ross. I am the executive director of the
Mental Health and Recovery Board here in Ashland County, Ohio.
And in the studio, it's a pack studio. We don't
have a chair despair. In the studio with me is
(00:26):
the clinical director and program coordinator of the liaison program,
Stacy Merriweather. How are you doing, Stacy? Good? Thank you
and joining Stacey. We have three real life in the
flesh school community liaisons. I'll have to start in seniority.
We have the well known, famous influential Tammy Harverstock. Good morning,
(00:49):
nice to see Tammy. Not to be too far undone
as mister Ted Lily, who was mentioned recently. He got
a call out at our annual luncheon. I noticed Ted Lily.
Speaker 2 (00:59):
He's off my but Ted is still gonna yell good morning, David,
Thank you, Jed. And then she's new, but she's making
an impact and she's brave to be part of the podcast.
Speaker 1 (01:12):
Robin Hawkins, good morning, good morning all of you. I
was really looking forward to having this conversation because on
the campaign trail here with the levy, we've been talking
a lot about the school community Liaison program, and there's
a good reason for that, because it is where most
of our levee funds go to, and quite frankly, I
(01:33):
think it was one of the reasons that the levee passed.
I was telling the audience at the annual luncheon that
you know, the first two times the board put the
liaison on the ballot, it actually failed. And the liaison
program actually was going on before we got a levy,
and it was in part those early board members working
(01:54):
with some folks like Tom Lavender other folks that were
in the school systems that said, you know, this program
is super effective and wouldn't it be awesome if we
could scale it up, And we needed additional funding obviously
to do that. So from the very get go, the
liaison program was tied with the levy, and like I said,
that third time was a charm in two thousand and one,
(02:16):
and here we are twenty four years later. The program
is going strong, and we want to talk about it
and give all of you a chance to weigh in.
I've got some questions, like I said in advance, that
we're going to walk through. But as all good conversations do,
they go in a bunch of different directions, and we
(02:36):
can do that however you would like to do. So
the rule is, whoever wants to answer answer. I just
told everybody let's try not to all talk at the
same time. But you know we can deal with that.
We have to. So let me start by just asking
how many because I get this all the time and
it changes from time time, how many liaisons are they
(02:59):
are there?
Speaker 3 (02:59):
Total?
Speaker 1 (03:00):
Where are they at in our different districts? So anybody
want to answer that one?
Speaker 4 (03:04):
Yeah, well we have right now we have thirteen school liaisons,
thirteen covering five school districts okay. And then so we
have two in Ashlands or sorry, two in Hillsdale, two
in Loudonville, two in Mapleton. Ashland has five, so we're
covering those districts, and then two in Loudonville, Okay. And
(03:27):
then we have one in Cressview. And then we also have.
Speaker 1 (03:32):
Somebody at ACA.
Speaker 4 (03:33):
Somebody at ACA, and then somebody at the Career Center
now known as Heartland Tech.
Speaker 1 (03:38):
Yes, I'm still trying to wrap my head around that
name change.
Speaker 4 (03:41):
Yes, right, so thirteen total. Wowesome, that's awesome.
Speaker 1 (03:45):
And again, folks sometimes they forget about the old Career
Center and Akka, but yeah, we've made a commitment to
include them as well. The only one that I know
sometimes gives people a little bit of heartburn is Black
River and we have not been able to make that
work over the years. But there's a there is a
portion I think of Ashton County folks that go up there,
(04:05):
but we're not in Black River. But and the way
Crestview worked is similar. Right, There's there's Richland County and
Ashton County kids there. But the reason we expanded is
because the superintendent over there said I want this program,
and we talked with him and we explained to him that,
you know, if we're going to expand there, it has
to be from through APPLESEA because you know, Stacy, you
(04:30):
have been the only program coordinator for this liaison program.
We did not want somebody operating that was separated from
you and the rest of the team. So and we
were able to basically just you know, pay for the
percentage of Ashton County folks that were at Crestview. That's
how We made that work, and I suppose the board
would be open to doing something like that with Black River,
(04:51):
but I'll have to do more leg work on that.
But I have to say that's probably the one question
I get when it comes to where we're at. People
always ask about the Black Rivers. Now I work against it.
It would just require some conversation. So you know, thirteen
out there and those districts, And I think the other
question maybe I get a lot of times, is okay,
(05:13):
whether this is the young person that might be listening
or their parents, How do I even you know, get
a hold now that I know that they're in my district?
How do I get a hold of the liaison if
I might need one. What's an easy way for folks
to know how to get in touch with the liaison
for help.
Speaker 4 (05:30):
Well, we've tried to eliminate a lot of the barrier
that's for typical programs, so making it very easy. Referrals
can come from anywhere. Really, the student could walk up
to the liaison in the hallway, a parent could call
in principles, refer teachers refer to a community professional. So
really there's no wrong door.
Speaker 1 (05:49):
There's no wrong door. So that's important. I want listeners
to know that. And what is so interesting about this
program again, because of the levy funding, it really maximizes
flexibility of the program. So the kinds of things that
the young person or the person at the school, the teacher,
the staff, or the parent, the issues could be all
(06:10):
kinds of different issues. It can be things like truancy
or education or behavior. But right could it be other
things like you know, housing, dysfunction or food. I mean
there are other needs like that as well. I would
imagine absolutely.
Speaker 3 (06:25):
We partner with the Cleveland Food Bank to support many
of our families on the weekends with the backpack mail program. Okay,
and each district, depending on those who want to participate,
the numbers vary, okay, but at Christie we currently have
twenty nine bags going home each weekend, and some districts
are even higher, maybe double that.
Speaker 1 (06:45):
Right. So again, that's why I definitely want the audience
to understand this. Yes, the LIAISA is going to be
helpful when it comes to like the academics and the
attendance and the behaviors, but there's a lot more to
the program. It really can be specific to the needs
that are being put in front of them because you
guys rarely say no, we can't help with that. I mean,
(07:07):
if it's as a sign, it could be coats for
the winner, it could be clothing, it could be shelter.
I mean when I look at your because every year,
one of my favorite reports that Stacy does is the
school community Liaison at a glance. She takes the whole
all the data for the entire fiscal year and kind
of breaks it down in the referrals that the liaisons make.
(07:31):
They make tons of referrals, and this past year, it'll
be fiscal year twenty five, seventeen hundred and seventy seven
referrals were made by the liaisons. Now sometimes it's multiple
referrals for the same youth or family, but still that's
a lot of referrals. And what I guess I want
the audience to know is they're not just referrals for
(07:54):
mental health kinds of things. When I look at this list,
like you were saying, Robin, you know the food bank.
I look on here the Cleveland Food Bank. One hundred
and twenty one referrals to the food bank, right, so
you know close school supplies two hundred and eight Mental health, Yeah,
one hundred and sixty five, but menoring programs one hundred
and forty five, Advocates for Families, another community partner ninety
(08:16):
nine times, Holiday assistants how many times for a lot
of us. I mean, I'm looking forward to the holidays,
but I know that can be a stressor for a
lot of families. Holiday Assistants two hundred and nine. I mean,
when you guys look at this list, do you guys
get overwhelmed by how many you referrals you're making and
the different types of referrals you're making them too. I guess.
Speaker 3 (08:38):
It can be overwhelming, but it's also a blessing if
you think about it, because we get a lot of
support in the Crestview community from local churches. And I'm
happy to say that I don't believe anyone goes hungry
during the holidays at Crestview because we have so many
good partners who want to reach out and help, even
individual families who will adopt a family and buy a
(09:01):
Thanksgiving meal for them, and just making those connections knowing
who I guess has the highest need or which family
is most in need at that time, because it changes
month to month, year to year.
Speaker 4 (09:15):
Yeah, right, We're coming up on, you know, with the holidays,
and I think the liaisons have always been really the
go to people in the schools. They know who the
families are that have the needs. Right now, we're working
on shop with the copp referrals. You know, we partner
with a lot of the community agencies to make those.
Speaker 1 (09:32):
Yeah, to make that many referrals just hit me, Stacy.
That means you guys have to constantly be aware of
what's available in all the different districts. Is that fair
saying that would be true?
Speaker 5 (09:44):
Like, just a couple of examples recently come to mind,
Like even this morning, I get a message from a
secretary that a trapper broke or a kiddo that I
you know, we service anyone in the district.
Speaker 1 (09:56):
There's no barriers.
Speaker 5 (09:57):
So when I go back to school, here in a
little bit under our supply closet and get him a
new trapper, Or we had a family new to our
district that didn't have a washer and dryer. The staff
is very good about letting the liaisons know, Hey, I
have extra appliance or an extra bed or whatever, giving
me their clothes. We have a whole care closet for
(10:18):
all students in the district. So with the washer and dryer,
one of our staff members got a new washer and
dryer and said, hey, if you know someone, and that
very next week the parent was like, hey.
Speaker 1 (10:30):
We don't have this.
Speaker 5 (10:31):
I'm going to the laundromat. She's got like six people
in the house. And I said, hey, I happen to
know someone. So we went and picked it up, delivered it,
and the little one little guy at lunch tells his
whole table, hey, she brought me a washer, and I'm like, oh, yes,
I did. But so just little things like that, like
you said, it doesn't have to be mental health. It can,
(10:53):
you know, just be a one time thing or you know,
sometimes we've known the families for several years.
Speaker 1 (10:57):
So yeah, now you know, it's funny when you said
the trapper it actually makes me feel better because, you know,
most of the things I enjoyed, you know, because I'm
so old, they don't do anymore. But I love that
the trapper keepers are still around because when I was little,
I got my trapper keeper, my trapper Keeper folders, and
I every year. I was very proud of my trapper Keeper.
(11:19):
So I'm glad the kids have embraced the old technology
still because I thought, oh, everybody's got their tablet or whatever.
But I am glad that people still are using the trapper, right,
I guess.
Speaker 6 (11:32):
And I really think that what really strikes me is
the broad range of referrals that we get. So in
the same day, I had a student brought to me
who had a pair of shoes that had the soul
had fallen off one. You have an extra pair of shoes.
Speaker 1 (11:49):
Yep.
Speaker 6 (11:49):
I got a pair of shoes in the same day.
Then I had a student brought to me and they
were concerned because he had made what was perceived as
a suicidal comment, having suicidal lady ideation. And so that's
always the thing, you know. So on the one hand,
you're getting trappers and shoes and socks and a code
(12:09):
or whatever, and then it could just be, you know,
turn around and you have a student who is really
in an emotional state that needs attention and make a
referral to crisis.
Speaker 1 (12:22):
Wow, and that that that kind of it's almost I
don't want to say whiplash, but for you as workers,
that's interesting. Right As Ted was saying, you can go
from such extremes to some basic things to life and
death sometimes So yeah, I mean you really have to
be flexible and nimble in your knowledge and your ability
to kind of move between these different situations. And I
(12:43):
think that's the other thing. I wanted the audience to
know that your liaisons are a very special group of
individuals and you in the reason we've insisted some of
the secret sauce if you will, of a liaison program
of course, as Stacey Merriweather and her consistency as the
coordinator or this program from the very get go. But
I think it does matter that you guys regularly gather
(13:05):
as a team of liaisons to support each other's share information,
you know, uplift each other because the work you all
learn from each other. And there hasn't been a ton
of turnover. But you know, because I'm looking at my sheet,
you know, twenty five years. Ms Hoverzak has been around,
so some of the folks ted seventeen years. You know
Stacy from the beginning, so you know, but there is
(13:28):
some turnover. So I would think, you know, Robin, you
being a little bit newer to the team, have you
felt that that sense that you could go to any
of the liaisons and get the support or bounce ideas
or questions off them and they're willing to help out
and give you some maybe different perspectives on things.
Speaker 3 (13:44):
Absolutely, and our weekly meetings are so helpful, and that
with Tammy and Ted especially, they have experienced so much
and the brainstorming problem solving, it just gives you. There
might be days, David, when you feel like you just
don't have an answer or don't know of a solution,
(14:04):
and we will talk about it as a group and
then several ideas will come to the conversation and options
and it really helps to because it is a stressful job,
but having so many to lean on and to just
turn to it's so helpful. And it helps our students,
it helps our staff, and I'm very thankful for the
(14:28):
just the mentoring that I get in my role from
the other liaisons.
Speaker 4 (14:32):
Yeah, as Robin, I was just thinking as you were talking,
one of the things I want to mention something we've
developed over the recent years is a liaison mentoring mentoring
program which actually we have some of our more experienced
liaisons being a mentor for some of the newer ones.
And I have four long termers. We got Ted and
Tammy here, but we have Christina and then Jody as well,
(14:53):
serving as those just to kind of be a support.
You know, our team has grown, my time is stretched sometimes,
you know, really just helping a quick person they could
connect to support, get some guidance from. And I think
that's been a really successful addition to our program.
Speaker 1 (15:09):
No, that's great, and you're you're right. I wondered about that, Stacy,
because I think when you first became the coordinator, you
weren't also the clinical director, and that's something that you've
taken on in recent years. But I know that's a lot,
and you manage a lot, but this program has always
been very near indeed that you've been here since the
get go. And again, I don't want to move off
(15:31):
the report too quick, so let me let me maybe
end my thought on that is I wanted the audience
to know over twenty four hundred students. Again, that's an
unduplicated count, twenty four to thirty two. Twenty four hundred
and thirty two students served in fiscal year twenty five,
So that's a lot of folks. And again that's just
(15:51):
the students. Obviously parents one or more parents also impacted.
The schools also impacted. Obviously, our keynote this year was
superintend and Paramore and you know, speaking for ash and City.
I remember, you know, I kind of mentioned that the talk,
but when I first asked him about it, he just
he couldn't say quick you know, quickly enough. Yes, I mean,
(16:12):
he's all in. He just loves he's seen it, you know,
and not only in the superintendent role, but when he
was in different roles within the district about what a
positive impact the program makes. So I get that. I
get that all of you. You need to know that.
Whenever I'm out and about, especially during this lovey season,
talking to some of the school folks, they all say
the same thing. They love the program, you know, they
(16:33):
love the work that you're doing. They know that their
their call.
Speaker 2 (16:37):
You know.
Speaker 1 (16:37):
The education, the learning part can't always happen unless the
things you guys are doing to help that young person
or that family be stable. It is hard to learn
if your stomach's growling and you have food insecurity or
housing insecurity, or you've got a domestic violence situation at
home and the cast and the trauma around that. So
(16:58):
your ability to stable as these young people and families
so that they can learn and be successful. They get that,
and I think they don't have the time, they don't
have the resources, they don't have the expertise that would take.
So knowing that they have this resource in the liaisons
is really something they appreciate. So even though they're not
allowed to say technically during the school day that they
(17:19):
support the levy, I just know that we've got a
lot of folks that work in the school system that
are going to vote yes for this levee and I
appreciate them. So appreciate you guys and the work you're doing.
So real quick, I wanted to maybe since we've got
three actual liaisons and we started to talk about earlier,
like what does the Ted was starting to touch on this,
(17:40):
but what's a day in the life of a liaison?
What's it look like? I mean, obviously it maybe changes
from day to day, but you know, Tammy or Robin,
maybe add to what Ted was talking about. It sounds
like things you don't always know exactly what your day
might look like. But maybe give us an example of
what is a day in the life of a liison
look like from your perspective.
Speaker 3 (18:00):
I can talk about an incident this week. The day
started with a dispute over a sock A sock a sock,
and it ended with safety planning an adult in the district. Wow,
but I can tell you that that situation with this
sock was just as important for that student as it
was to find safety for the adult.
Speaker 1 (18:22):
Interesting day. Yeah, so that was a crisis situation for them. Absolutely,
So okay, that's important meeting him. So it could go
from the sock to the safety plan. I like that.
Can you beat that, Tammy? What's your day in the
life of Tamy Harvestock looked like? Besides keeping your mother
on the straight and even job.
Speaker 5 (18:42):
So it obviously varies every day, but I mean, it
can be anything for me walking into the building and
a mom trying to talk her child into coming into
the building. He's crying, there's lots of stuff going on
at home, so just you know, getting him into the
building with me chilling out my off until he regulates,
and you know, touch a base with the teacher. You know,
(19:05):
it could be recessed with a student hiding under a
bench that you know had lots of trauma in her life,
and you know, the principles like can you go out
and help? And so I go out and I sit
down on the bench and she thinks she's in trouble.
I'm like, you're not in trouble. I came out to
make sure you're okay. And she crawls out and climbs
up onto my lap. And then she realizes it's time
(19:27):
for lunch and she's going to be last, and I'm like, well,
not today, You're going to be first, and so we
go in the building wash her hands, like just getting
her you know, I think it's so important that these
kids see that they're valued by someone that cares about them.
And Hillsdale does a really good job or a small
net community, and like Robin said earlier, no child in
Hillsdale should ever be left behind, so to speak. And
(19:51):
you know, whether it's shoes or clothing or school supplies
or helping with an electric bill or something, there are
lots of resources. Hillsdale Cares is a huge thing for us.
Associated Charities has been very good this year to us.
And so, yeah, just it's you just never know what
you're going to get into. So you might have a
best laid plan, but some days it's.
Speaker 1 (20:11):
Not going down, and you have that ability to kind
of adjust to the situation as it presents itself rather
than sticking to it. Well, I really wanted to do
these things today. You've got to be willing, I think,
to say, well, that's not what the day is actually
going to bring. So right, Well, you know when you
think about and I Ted and Tammy have a lot
of years to think on. But when I maybe ask
(20:34):
you to speak to maybe a situation, a young person
or a family that comes to mind as a success,
do you, you know, without getting to much of the
particulars or the details, do you have any situation or
family or individual that comes to mind that you could
share with the audience. Yeah, we have.
Speaker 6 (20:53):
Students at TAFT and actually it wouldn't speak to just
one student because this has happened over and over again
where we have a student that, because of what's going
on in their life outside of school, it really makes
being at school very difficult for them. And children at
the age that we have, you know a lot of
(21:14):
times will show that in behaviors. They won't really necessarily
sit down and say I'm struggling with issues outside of
the school. Right, So, developing a plan with staff working
together the one student we had, we had a group chat,
a text group, you know, so you know, when one
person was struggling with that student, everybody in that group
(21:37):
knew that they needed assistance and we could just jump
in and help out. And it's really nice to see
once in a while you have those really great success
stories where that plan keeps getting worked, the individuals in
it understand the days are not going to be perfect,
and that that we're just taking you know, one day
(21:59):
at a time and sometimes you know, five or ten
minutes at a time. But to watch that gradually that
plan be developed and change and grow and work, and
then to see that student, you know, leave without needing
sometimes not even much of those interventions anymore. So I
can really speak to that. I've seen that a lot
(22:21):
Ashland City Schools is really good about embracing that work
and those plans and and being willing to do that
because it's it's tough. You know, when you have twenty
eight other kids in your classroom, you know that aren't
all perfect either, and so I really feel that, you know,
those plans that get work like that are really really
(22:43):
incredible to see that growth.
Speaker 1 (22:45):
That's good, Good Tammy or Robin. Any any success stories
if you will come to mind when you when you
think about some of some of your experiences.
Speaker 5 (22:54):
I guess the one that always comes first to my
mind is this has been a few years ago, but
we had a student come to us in kindergarten and
by January she had already been moved to three different placements.
And so one good thing about the liaison program is
the family was known in Ashland because of some other
(23:17):
siblings and Latin too actually, and so with all of
us being in the county schools, we can communicate and
be like, hey, you know what concerns did you guys have,
you know, what involvement did you have, So that was
very helpful in talking to my colleagues, but just knowing
and working with children's services.
Speaker 4 (23:34):
One thing that I try to do is, you.
Speaker 5 (23:37):
Know, I always feel like, at least make the school
environment successful for the student home life is you know,
it's not fair to the child to be moved around
three different districts in one year. So we worked it
out where the student could stay at Hillsdale even though
they were no longer in the district, and we have
a teacher and his wife that agreed to take her
(24:00):
in in January.
Speaker 1 (24:01):
Of that same year.
Speaker 5 (24:02):
So that was the fourth placement in you know, just
a matter of months and Children's Services the state you know,
had permanent custody and they were later took about three
and a half years, but they did it. They adopted her,
and it was just an enormous you know, blessing to
everyone and just to see that from you know, start
(24:23):
to finish and she's thriving and it's you know, doing well,
and it's just amazing, like to be a part of
something like that.
Speaker 1 (24:29):
Oh, that's great, right, Robin. Anything over your last three
years or so, I'd.
Speaker 3 (24:35):
Like to just comment on a program that we've implemented
at Cresview is the mentoring program. We have a lot
of retired teachers or pastors or individuals in the community
who come in and mentor our students and that has
shown so much success just across the board with the
boys and girls who have that adult who weekly comes
(24:58):
in and just gives and their undivided attention. And that's
a lot of things. One of the biggest problems that
kids today are facing is that they aren't seen, they
aren't heard, and whatever is happening in the family. But
a lot of these kids, they just they want attention
and they're going to do whatever it takes to get
that attention. And with a mentoring program, these adults come
(25:19):
in and they just give that child one on one time.
It might be playing games, helping with their homework, and
just showing that child that they actually matter to someone.
And some of those relationships started three years ago when
I started, and now they continue and one mentor has
followed a girl up to high school and.
Speaker 1 (25:38):
It's just positive impact, oh absolutely.
Speaker 3 (25:41):
And these kids they gain confidence, they they see that
they do matter, and not only to those in the school,
but to these people who then become their friends in
the community, go to their games and support them and
share them on and stay connected during the summer break.
So it's been a great program.
Speaker 1 (26:00):
No, that's awesome. And again we you know time doesn't allow,
but you know, one of the things Stacy, you've done
is to ensure that the liaisons are always up to
date in terms of the training, education, emerging trends or
things that our field presents. And you know, avers childhood
experiences is something that all the liaisons understand, but maybe
(26:21):
even more importantly, they understand resilience and what builds resilience.
And as Robin was speaking about the menoring and again
having that stable carrying a tent of adult. You know,
even if somebody it does have challenges at home, boy,
it can make that huge difference in the young people.
So that's another aspect I think maybe the audience needs
to understand. It's the liaisons are in that constant learning mode,
(26:45):
you know, and based on what's coming out of the science,
but also based on what's coming out of the districts
and the buildings that you are in, is its needs emerge.
You guys are always looking for, well, what's the you know,
what's what's the research have to say, what's the best
way to meet some of these emerging needs or trends
that we're noticing. So, you know, we're nearing the end.
I still have two burning questions and I think the
(27:07):
audience will too. It's like, well, you know, why why
do you guys think this program is so helpful? Why
is it so effective? What makes it effective? Because not
all programs show the kinds of outcomes that you guys
are recording over the last twenty years.
Speaker 4 (27:22):
Well, I think one of them is the funding. I mean, basically,
there's it's free. It's free to families at least families
there's no cost and there's no hoops or they don't
have to come through an intake process or have a diagnosis,
and so we've allowed. It's just it's very available and accessible.
And I think that's part of why the so no.
Speaker 1 (27:44):
We income guide. I don't have minimal paperwork of at all. Right, right,
I think that's been okay. It's that easy access, lack
of hoops.
Speaker 5 (27:51):
I think relationships are very important. I when I was
first a liaison, I worked in Ladenville, uh huh, And
to this day, I have a family that I work
with in Hillsdale that the parents were students of mine
in Laudenville. So just having that relationship where they saw
that they could count on me back then and now
they're relying.
Speaker 4 (28:12):
On me with their own kids now.
Speaker 5 (28:14):
Yeah. So I think relationships are always so important and
not judging and just meeting them where they're at. I mean,
I can remember a few years back, a couple of
kiddos were home by themselves, very young, shouldn't have been.
Mom came home when I was there with an officer
and she's like, you think I'm a bad parent, No,
but I think you made a bad choice. Like, you know,
(28:36):
not judging she made a rash decision. Just showing kindness
and you know, being gracious I think is very important.
Speaker 1 (28:43):
Yeah, and those relationships so many different lovels. Relationship obviously
with the young person, the family, the schools, but then
the relationships within the communities because of all these referrals.
So yeah, I think that's a big one too, Tammy,
You're right, were the relationships that you guys have been
able to form, which means you probably have to hire
for that.
Speaker 4 (29:00):
That's what I was going to just I wanted to
pipe in there. I really I'm going to give a
shout out to my team, Okay, and I hope I
can do it without crying. But no, I really do
think the reason we are so effective is that we
are picky when we hire people. We have people that
just have care about kids and families. They make connections
(29:22):
with kiddos in the schools. Just this is I guess
it's the hardest working group of people that I know,
working very hard every day. This is not a job
that somebody fresh out of high school or fresh.
Speaker 1 (29:33):
Out of college. I mean, they have a.
Speaker 4 (29:35):
Wealth of experience and knowledge and connections within their own communities.
So I really feel like that is what has made
us so effective too, is that we have that's good
committed staff.
Speaker 1 (29:48):
Yep, yep, that makes sense. And you know that's not
something that happens accidentally, so obviously, Stacy, this is something
that you have ingrained, you have structured within the program itself.
So that's a good point. Other things, ten or are
robbing anything else that you guys have noticed that just
make the program so successful over the years.
Speaker 6 (30:08):
Well, certainly the relationships with families and the students is
paramount and can go a long way, you know when
when a need arises or an issue arises. But also
the relationships that we've made with the school staff and
administration and so us being in the school instead of
housed at a different location, we're really seen as part
(30:30):
of the school. So then when a need arises, you know,
they come to us and you know ask for that assistance.
Speaker 1 (30:38):
So some trust over the years that you think is
build up between the schools and the lazy.
Speaker 6 (30:42):
Yeah, certainly it's almost like you know, in a way
like we're kind of seen as maybe you know staff there.
Speaker 1 (30:49):
Yeah, And but important distinction because folks do ask thank
you for bringing that up, Ted, So all the lead
is as an employee through Apples Community Mental Health Center.
So even though as Ted said, you guys are located
within schools, you aren't. You aren't school employees. And then
sometimes that's helpful because sometimes the parents like that buffer.
They like the fact that you don't actually work or
answer to the schools per se.
Speaker 6 (31:09):
Yeah, yeah, that's that is another you know, strength of
the program. Yeah, is that we have you know, that
mental health employer. But then we have we're in the school,
so we do kind of have that what you call
a buffer, Yeah, for sure.
Speaker 4 (31:24):
And we do a joint hiring process. I mean, just
start working with the schools, making sure you know, it
is a true class you're going to be there, sure
an agreement.
Speaker 6 (31:34):
Well in the other relationship there being in the school
and being seen and being trusted. Then we help other
service providers come in. So we have you know, case
managers or counselors from apple Seed, but other agencies as well,
and so then we can kind of communicate that this
is a beneficial program, this is a positive person and
(31:55):
you know the student's life and so then they you know,
we kind of help schedule those and coordinate those efforts
to see kids at school by those providers.
Speaker 1 (32:07):
Right, anything else, Robin, you want to add on why
the program might be so successful from your perspective, just.
Speaker 3 (32:12):
To kind of add to what Ted was saying in
the relationships. And I joked earlier with you, David that
our fight song is bridge over troubled water. But honestly,
I think that is the role of a liaison because
the waters are troubled, whether it be in the relationship
with the student or even staff members who might be
dealing with their own situations, and just being that bridge
(32:35):
kind of calm those waters and show them that there
are answers. Yeah, there's hope, And I think sometimes when
you're caught up in a crisis situation, people lose side
of the fact that there is hope and they're just
focusing on the trouble.
Speaker 1 (32:50):
Yeah. Yeah, you guys carrying that hope for individuals and families.
I think that's a critical strength and that leads right
in my last question. So some of you, I know,
Rob it has only been around three years, but Tammy
twenty five, Stacy from the beginning Ted seventeen, So I mean,
has the program changed much in the in those those years.
(33:13):
When you think about, man, can you believe it's been
twenty some years now. But you know, when you think
about the program, has there been any major changes or
has it been pretty consistent.
Speaker 4 (33:23):
I think one of the I guess a big one
that I've seen over the years is when we originally started.
I mean, we were originally funded by a grant early
early in the early early stages, and then we had
our Mental Health Levy funding which has has blessed us
so much over the years with our ongoing funding. But
in recent years, schools have actually are step you know,
(33:46):
stuffing up to provide some joint you know, funding for that.
So I think that helps show that anyway that ongoing
collaboration absolutely buy in the program. So I think that
the other one I I want to say, when we're
talking about staffing, there has been some change in workforce
and available people, you know, And I don't know what
(34:09):
I think, like, I've heard that from a lot of
different agencies like staffing, and you know, we have so.
Speaker 1 (34:14):
Even for your programs, maybe it's a little harder to
attract somebody because I remember in the early early days
they when you invited me a couple to the interviews
where you guys, I mean when there was an opening,
which was rare, but when there was, there was all
kinds of resumes flooding in because people had heard about
these jobs. But the workforce challenges was impacted, like everybody
even in your program, right, definitely, So other things over
(34:37):
the last fifteen twenty years, you guys have noticed any
changes in the program.
Speaker 5 (34:42):
I just think there is an increasing amount of mental
health needs. Okay, So like many of our districts, not
all of them have school based therapists, yes, right on site,
and so that is really helpful to all of the
liaisons to take some of that load off. But yeah,
just the mental health needs as are surfacing more. And
(35:04):
I was talking with one of our principles just the
other day about it and he's like, I don't know
if it's more of that or we're just more aware
and like really digging in and just really trying that
no child goes, you know, left behind. So I think,
you know, it's such a listening to have the school
based therapist working right there with the school liaison, Like
Hillsdale has a mental health team and so you know,
(35:26):
our school counselors are on that with us also, and
so we're just really trying to like get in.
Speaker 1 (35:32):
And I think the awareness of mental health and that
it's important to address it. I think I've certainly seen
that grow just generally in our culture. And then there
was like COVID was like this speed, like everybody's like, oh, yeah,
you guys are right about that. You know, when everybody
seemed to experience the disruption that COVID brought, as people
were like, yeah, mental health is important, isn't it. Yeah,
And when the whole country kind of felt disconnected, they
(35:55):
recognize the importance of having connection with other people and people,
you know, speaking into their lives, doing things with So yeah,
but you're right, I think, damn me that I've seen
that too, just from outside of the leaves on just
in general, we talk more about mental health. It's where
the stigma continues to get lower and lower. It's not
non existent, but it continues to I think get lower lower.
People are more willing. I can tell you that our
(36:17):
fairs over the years, as you guys know, because many
of you work at our our fair boosts. You see it.
People come to our tables and interact with us, and
before you know, nobody would come to our table.
Speaker 4 (36:28):
They come for those.
Speaker 1 (36:31):
That might have been part of the plan.
Speaker 3 (36:33):
So if I could just add something real quickly, even
though I've only been here three years, I've noticed a
change in the family dynamics, okay, and that a lot
of parents, due to many reasons, are not in the picture.
So we have a lot of grandparents who are raising
their grandchildren and now great great grandparents.
Speaker 1 (36:52):
Interesting, and I've I've noticed.
Speaker 3 (36:54):
That how I will react or respond or help grandparents
who's raising a grandchild versus a young mom. You know,
the situation's going to dictate what the needs are and
it's also going to dictate the support that that caregiver needs.
Speaker 1 (37:10):
Interesting. Yeah, we noticed the spike in that during when
the heroin and the opioid epidemic was particularly high in
the county. Its sinse come way down, But when it
was at its peak, there were so many parents that
were struggling with their own issues of substance use that
a lot of kids were moved from their birth parents
(37:32):
into as you say, grandparents and great grandparents ended up
and there were so many kids in custody children's seris.
I remember that. But yeah, we had all of our
contract partners were working a lot with grandparents and great grandparents,
and school had changed since they were in school, so
there were all kinds of challenges during the time. But
to your point, Rob, and that's still going on. So
(37:53):
that's interesting that you've seen that even over the last
three years. So well, you guys have been wonderful with
your time. Appreciate it because guess what audience they have
to all go back and start seeing kids and again,
you know, after they leave here. But so let me say,
Robin Hawkins, Ted Lilly, Tammy Harverstock and Stacey mack Merriwether,
thank you so much for all your efforts over the years.
(38:16):
I anticipate that, given your passion, you will probably continue
in this work because you are all in it because
of your passion and your your concern and your care
for these individuals and families, and you see the difference
it's making in the lives. So all I can say
in audience, please thank these folks if you run into
in the community, thank you for all you're doing for
(38:38):
ash and County. Thank you, thank you. Thank you for
listening to another episode of the Keeping National and Healthy podcast.
The podcast is a production of the Mental Health and
Recovery Board of Ashland County, Ohio. You can reach the
Board by calling four one nine two eight one three
one three nine. Please remember that the Board funds a
local twenty four to seven crisis line through Applese Community
(38:59):
Mental Health Center. It can be reached by calling four
one nine two eight nine sixty one one one. That's
four one nine two eight nine six one one one.
Until next time, Please join us in keeping Ashland healthy.
Welcome. You're listening to the Keeping Ashland Healthy podcast, a
podcast production of the Mental Health and Recovery Board of
Ashland County, Ohio. Thanks for joining us. And my name
is David Ross. I am the executive director of the
Mental Health and Recovery Board here in Ashland County, Ohio.
And in the studio, it's a pack studio. We don't
have a chair despair. In the studio with me is
(00:26):
the clinical director and program coordinator of the liaison program,
Stacy Merriweather. How are you doing, Stacy? Good? Thank you
and joining Stacey. We have three real life in the
flesh school community liaisons. I'll have to start in seniority.
We have the well known, famous influential Tammy Harverstock. Good morning,
(00:49):
nice to see Tammy. Not to be too far undone
as mister Ted Lily, who was mentioned recently. He got
a call out at our annual luncheon. I noticed Ted Lily.
Speaker 2 (00:59):
He's off my but Ted is still gonna yell good morning, David,
Thank you, Jed. And then she's new, but she's making
an impact and she's brave to be part of the podcast.
Speaker 1 (01:12):
Robin Hawkins, good morning, good morning all of you. I
was really looking forward to having this conversation because on
the campaign trail here with the levy, we've been talking
a lot about the school community Liaison program, and there's
a good reason for that, because it is where most
of our levee funds go to, and quite frankly, I
(01:33):
think it was one of the reasons that the levee passed.
I was telling the audience at the annual luncheon that
you know, the first two times the board put the
liaison on the ballot, it actually failed. And the liaison
program actually was going on before we got a levy,
and it was in part those early board members working
(01:54):
with some folks like Tom Lavender other folks that were
in the school systems that said, you know, this program
is super effective and wouldn't it be awesome if we
could scale it up, And we needed additional funding obviously
to do that. So from the very get go, the
liaison program was tied with the levy, and like I said,
that third time was a charm in two thousand and one,
(02:16):
and here we are twenty four years later. The program
is going strong, and we want to talk about it
and give all of you a chance to weigh in.
I've got some questions, like I said in advance, that
we're going to walk through. But as all good conversations do,
they go in a bunch of different directions, and we
(02:36):
can do that however you would like to do. So
the rule is, whoever wants to answer answer. I just
told everybody let's try not to all talk at the
same time. But you know we can deal with that.
We have to. So let me start by just asking
how many because I get this all the time and
it changes from time time, how many liaisons are they
(02:59):
are there?
Speaker 3 (02:59):
Total?
Speaker 1 (03:00):
Where are they at in our different districts? So anybody
want to answer that one?
Speaker 4 (03:04):
Yeah, well we have right now we have thirteen school liaisons,
thirteen covering five school districts okay. And then so we
have two in Ashlands or sorry, two in Hillsdale, two
in Loudonville, two in Mapleton. Ashland has five, so we're
covering those districts, and then two in Loudonville, Okay. And
(03:27):
then we have one in Cressview. And then we also have.
Speaker 1 (03:32):
Somebody at ACA.
Speaker 4 (03:33):
Somebody at ACA, and then somebody at the Career Center
now known as Heartland Tech.
Speaker 1 (03:38):
Yes, I'm still trying to wrap my head around that
name change.
Speaker 4 (03:41):
Yes, right, so thirteen total. Wowesome, that's awesome.
Speaker 1 (03:45):
And again, folks sometimes they forget about the old Career
Center and Akka, but yeah, we've made a commitment to
include them as well. The only one that I know
sometimes gives people a little bit of heartburn is Black
River and we have not been able to make that
work over the years. But there's a there is a
portion I think of Ashton County folks that go up there,
(04:05):
but we're not in Black River. But and the way
Crestview worked is similar. Right, There's there's Richland County and
Ashton County kids there. But the reason we expanded is
because the superintendent over there said I want this program,
and we talked with him and we explained to him that,
you know, if we're going to expand there, it has
to be from through APPLESEA because you know, Stacy, you
(04:30):
have been the only program coordinator for this liaison program.
We did not want somebody operating that was separated from
you and the rest of the team. So and we
were able to basically just you know, pay for the
percentage of Ashton County folks that were at Crestview. That's
how We made that work, and I suppose the board
would be open to doing something like that with Black River,
(04:51):
but I'll have to do more leg work on that.
But I have to say that's probably the one question
I get when it comes to where we're at. People
always ask about the Black Rivers. Now I work against it.
It would just require some conversation. So you know, thirteen
out there and those districts, And I think the other
question maybe I get a lot of times, is okay,
(05:13):
whether this is the young person that might be listening
or their parents, How do I even you know, get
a hold now that I know that they're in my district?
How do I get a hold of the liaison if
I might need one. What's an easy way for folks
to know how to get in touch with the liaison
for help.
Speaker 4 (05:30):
Well, we've tried to eliminate a lot of the barrier
that's for typical programs, so making it very easy. Referrals
can come from anywhere. Really, the student could walk up
to the liaison in the hallway, a parent could call
in principles, refer teachers refer to a community professional. So
really there's no wrong door.
Speaker 1 (05:49):
There's no wrong door. So that's important. I want listeners
to know that. And what is so interesting about this
program again, because of the levy funding, it really maximizes
flexibility of the program. So the kinds of things that
the young person or the person at the school, the teacher,
the staff, or the parent, the issues could be all
(06:10):
kinds of different issues. It can be things like truancy
or education or behavior. But right could it be other
things like you know, housing, dysfunction or food. I mean
there are other needs like that as well. I would
imagine absolutely.
Speaker 3 (06:25):
We partner with the Cleveland Food Bank to support many
of our families on the weekends with the backpack mail program. Okay,
and each district, depending on those who want to participate,
the numbers vary, okay, but at Christie we currently have
twenty nine bags going home each weekend, and some districts
are even higher, maybe double that.
Speaker 1 (06:45):
Right. So again, that's why I definitely want the audience
to understand this. Yes, the LIAISA is going to be
helpful when it comes to like the academics and the
attendance and the behaviors, but there's a lot more to
the program. It really can be specific to the needs
that are being put in front of them because you
guys rarely say no, we can't help with that. I mean,
(07:07):
if it's as a sign, it could be coats for
the winner, it could be clothing, it could be shelter.
I mean when I look at your because every year,
one of my favorite reports that Stacy does is the
school community Liaison at a glance. She takes the whole
all the data for the entire fiscal year and kind
of breaks it down in the referrals that the liaisons make.
(07:31):
They make tons of referrals, and this past year, it'll
be fiscal year twenty five, seventeen hundred and seventy seven
referrals were made by the liaisons. Now sometimes it's multiple
referrals for the same youth or family, but still that's
a lot of referrals. And what I guess I want
the audience to know is they're not just referrals for
(07:54):
mental health kinds of things. When I look at this list,
like you were saying, Robin, you know the food bank.
I look on here the Cleveland Food Bank. One hundred
and twenty one referrals to the food bank, right, so
you know close school supplies two hundred and eight Mental health, Yeah,
one hundred and sixty five, but menoring programs one hundred
and forty five, Advocates for Families, another community partner ninety
(08:16):
nine times, Holiday assistants how many times for a lot
of us. I mean, I'm looking forward to the holidays,
but I know that can be a stressor for a
lot of families. Holiday Assistants two hundred and nine. I mean,
when you guys look at this list, do you guys
get overwhelmed by how many you referrals you're making and
the different types of referrals you're making them too. I guess.
Speaker 3 (08:38):
It can be overwhelming, but it's also a blessing if
you think about it, because we get a lot of
support in the Crestview community from local churches. And I'm
happy to say that I don't believe anyone goes hungry
during the holidays at Crestview because we have so many
good partners who want to reach out and help, even
individual families who will adopt a family and buy a
(09:01):
Thanksgiving meal for them, and just making those connections knowing
who I guess has the highest need or which family
is most in need at that time, because it changes
month to month, year to year.
Speaker 4 (09:15):
Yeah, right, We're coming up on, you know, with the holidays,
and I think the liaisons have always been really the
go to people in the schools. They know who the
families are that have the needs. Right now, we're working
on shop with the copp referrals. You know, we partner
with a lot of the community agencies to make those.
Speaker 1 (09:32):
Yeah, to make that many referrals just hit me, Stacy.
That means you guys have to constantly be aware of
what's available in all the different districts. Is that fair
saying that would be true?
Speaker 5 (09:44):
Like, just a couple of examples recently come to mind,
Like even this morning, I get a message from a
secretary that a trapper broke or a kiddo that I
you know, we service anyone in the district.
Speaker 1 (09:56):
There's no barriers.
Speaker 5 (09:57):
So when I go back to school, here in a
little bit under our supply closet and get him a
new trapper, Or we had a family new to our
district that didn't have a washer and dryer. The staff
is very good about letting the liaisons know, Hey, I
have extra appliance or an extra bed or whatever, giving
me their clothes. We have a whole care closet for
(10:18):
all students in the district. So with the washer and dryer,
one of our staff members got a new washer and
dryer and said, hey, if you know someone, and that
very next week the parent was like, hey.
Speaker 1 (10:30):
We don't have this.
Speaker 5 (10:31):
I'm going to the laundromat. She's got like six people
in the house. And I said, hey, I happen to
know someone. So we went and picked it up, delivered it,
and the little one little guy at lunch tells his
whole table, hey, she brought me a washer, and I'm like, oh, yes,
I did. But so just little things like that, like
you said, it doesn't have to be mental health. It can,
(10:53):
you know, just be a one time thing or you know,
sometimes we've known the families for several years.
Speaker 1 (10:57):
So yeah, now you know, it's funny when you said
the trapper it actually makes me feel better because, you know,
most of the things I enjoyed, you know, because I'm
so old, they don't do anymore. But I love that
the trapper keepers are still around because when I was little,
I got my trapper keeper, my trapper Keeper folders, and
I every year. I was very proud of my trapper Keeper.
(11:19):
So I'm glad the kids have embraced the old technology
still because I thought, oh, everybody's got their tablet or whatever.
But I am glad that people still are using the trapper, right,
I guess.
Speaker 6 (11:32):
And I really think that what really strikes me is
the broad range of referrals that we get. So in
the same day, I had a student brought to me
who had a pair of shoes that had the soul
had fallen off one. You have an extra pair of shoes.
Speaker 1 (11:49):
Yep.
Speaker 6 (11:49):
I got a pair of shoes in the same day.
Then I had a student brought to me and they
were concerned because he had made what was perceived as
a suicidal comment, having suicidal lady ideation. And so that's
always the thing, you know. So on the one hand,
you're getting trappers and shoes and socks and a code
(12:09):
or whatever, and then it could just be, you know,
turn around and you have a student who is really
in an emotional state that needs attention and make a
referral to crisis.
Speaker 1 (12:22):
Wow, and that that that kind of it's almost I
don't want to say whiplash, but for you as workers,
that's interesting. Right As Ted was saying, you can go
from such extremes to some basic things to life and
death sometimes So yeah, I mean you really have to
be flexible and nimble in your knowledge and your ability
to kind of move between these different situations. And I
(12:43):
think that's the other thing. I wanted the audience to
know that your liaisons are a very special group of
individuals and you in the reason we've insisted some of
the secret sauce if you will, of a liaison program
of course, as Stacey Merriweather and her consistency as the
coordinator or this program from the very get go. But
I think it does matter that you guys regularly gather
(13:05):
as a team of liaisons to support each other's share information,
you know, uplift each other because the work you all
learn from each other. And there hasn't been a ton
of turnover. But you know, because I'm looking at my sheet,
you know, twenty five years. Ms Hoverzak has been around,
so some of the folks ted seventeen years. You know
Stacy from the beginning, so you know, but there is
(13:28):
some turnover. So I would think, you know, Robin, you
being a little bit newer to the team, have you
felt that that sense that you could go to any
of the liaisons and get the support or bounce ideas
or questions off them and they're willing to help out
and give you some maybe different perspectives on things.
Speaker 3 (13:44):
Absolutely, and our weekly meetings are so helpful, and that
with Tammy and Ted especially, they have experienced so much
and the brainstorming problem solving, it just gives you. There
might be days, David, when you feel like you just
don't have an answer or don't know of a solution,
(14:04):
and we will talk about it as a group and
then several ideas will come to the conversation and options
and it really helps to because it is a stressful job,
but having so many to lean on and to just
turn to it's so helpful. And it helps our students,
it helps our staff, and I'm very thankful for the
(14:28):
just the mentoring that I get in my role from
the other liaisons.
Speaker 4 (14:32):
Yeah, as Robin, I was just thinking as you were talking,
one of the things I want to mention something we've
developed over the recent years is a liaison mentoring mentoring
program which actually we have some of our more experienced
liaisons being a mentor for some of the newer ones.
And I have four long termers. We got Ted and
Tammy here, but we have Christina and then Jody as well,
(14:53):
serving as those just to kind of be a support.
You know, our team has grown, my time is stretched sometimes,
you know, really just helping a quick person they could
connect to support, get some guidance from. And I think
that's been a really successful addition to our program.
Speaker 1 (15:09):
No, that's great, and you're you're right. I wondered about that, Stacy,
because I think when you first became the coordinator, you
weren't also the clinical director, and that's something that you've
taken on in recent years. But I know that's a lot,
and you manage a lot, but this program has always
been very near indeed that you've been here since the
get go. And again, I don't want to move off
(15:31):
the report too quick, so let me let me maybe
end my thought on that is I wanted the audience
to know over twenty four hundred students. Again, that's an
unduplicated count, twenty four to thirty two. Twenty four hundred
and thirty two students served in fiscal year twenty five,
So that's a lot of folks. And again that's just
(15:51):
the students. Obviously parents one or more parents also impacted.
The schools also impacted. Obviously, our keynote this year was
superintend and Paramore and you know, speaking for ash and City.
I remember, you know, I kind of mentioned that the talk,
but when I first asked him about it, he just
he couldn't say quick you know, quickly enough. Yes, I mean,
(16:12):
he's all in. He just loves he's seen it, you know,
and not only in the superintendent role, but when he
was in different roles within the district about what a
positive impact the program makes. So I get that. I
get that all of you. You need to know that.
Whenever I'm out and about, especially during this lovey season,
talking to some of the school folks, they all say
the same thing. They love the program, you know, they
(16:33):
love the work that you're doing. They know that their
their call.
Speaker 2 (16:37):
You know.
Speaker 1 (16:37):
The education, the learning part can't always happen unless the
things you guys are doing to help that young person
or that family be stable. It is hard to learn
if your stomach's growling and you have food insecurity or
housing insecurity, or you've got a domestic violence situation at
home and the cast and the trauma around that. So
(16:58):
your ability to stable as these young people and families
so that they can learn and be successful. They get that,
and I think they don't have the time, they don't
have the resources, they don't have the expertise that would take.
So knowing that they have this resource in the liaisons
is really something they appreciate. So even though they're not
allowed to say technically during the school day that they
(17:19):
support the levy, I just know that we've got a
lot of folks that work in the school system that
are going to vote yes for this levee and I
appreciate them. So appreciate you guys and the work you're doing.
So real quick, I wanted to maybe since we've got
three actual liaisons and we started to talk about earlier,
like what does the Ted was starting to touch on this,
(17:40):
but what's a day in the life of a liaison?
What's it look like? I mean, obviously it maybe changes
from day to day, but you know, Tammy or Robin,
maybe add to what Ted was talking about. It sounds
like things you don't always know exactly what your day
might look like. But maybe give us an example of
what is a day in the life of a liison
look like from your perspective.
Speaker 3 (18:00):
I can talk about an incident this week. The day
started with a dispute over a sock A sock a sock,
and it ended with safety planning an adult in the district. Wow,
but I can tell you that that situation with this
sock was just as important for that student as it
was to find safety for the adult.
Speaker 1 (18:22):
Interesting day. Yeah, so that was a crisis situation for them. Absolutely,
So okay, that's important meeting him. So it could go
from the sock to the safety plan. I like that.
Can you beat that, Tammy? What's your day in the
life of Tamy Harvestock looked like? Besides keeping your mother
on the straight and even job.
Speaker 5 (18:42):
So it obviously varies every day, but I mean, it
can be anything for me walking into the building and
a mom trying to talk her child into coming into
the building. He's crying, there's lots of stuff going on
at home, so just you know, getting him into the
building with me chilling out my off until he regulates,
and you know, touch a base with the teacher. You know,
(19:05):
it could be recessed with a student hiding under a
bench that you know had lots of trauma in her life,
and you know, the principles like can you go out
and help? And so I go out and I sit
down on the bench and she thinks she's in trouble.
I'm like, you're not in trouble. I came out to
make sure you're okay. And she crawls out and climbs
up onto my lap. And then she realizes it's time
(19:27):
for lunch and she's going to be last, and I'm like, well,
not today, You're going to be first, and so we
go in the building wash her hands, like just getting
her you know, I think it's so important that these
kids see that they're valued by someone that cares about them.
And Hillsdale does a really good job or a small
net community, and like Robin said earlier, no child in
Hillsdale should ever be left behind, so to speak. And
(19:51):
you know, whether it's shoes or clothing or school supplies
or helping with an electric bill or something, there are
lots of resources. Hillsdale Cares is a huge thing for us.
Associated Charities has been very good this year to us.
And so, yeah, just it's you just never know what
you're going to get into. So you might have a
best laid plan, but some days it's.
Speaker 1 (20:11):
Not going down, and you have that ability to kind
of adjust to the situation as it presents itself rather
than sticking to it. Well, I really wanted to do
these things today. You've got to be willing, I think,
to say, well, that's not what the day is actually
going to bring. So right, Well, you know when you
think about and I Ted and Tammy have a lot
of years to think on. But when I maybe ask
(20:34):
you to speak to maybe a situation, a young person
or a family that comes to mind as a success,
do you, you know, without getting to much of the
particulars or the details, do you have any situation or
family or individual that comes to mind that you could
share with the audience. Yeah, we have.
Speaker 6 (20:53):
Students at TAFT and actually it wouldn't speak to just
one student because this has happened over and over again
where we have a student that, because of what's going
on in their life outside of school, it really makes
being at school very difficult for them. And children at
the age that we have, you know a lot of
(21:14):
times will show that in behaviors. They won't really necessarily
sit down and say I'm struggling with issues outside of
the school. Right, So, developing a plan with staff working
together the one student we had, we had a group chat,
a text group, you know, so you know, when one
person was struggling with that student, everybody in that group
(21:37):
knew that they needed assistance and we could just jump
in and help out. And it's really nice to see
once in a while you have those really great success
stories where that plan keeps getting worked, the individuals in
it understand the days are not going to be perfect,
and that that we're just taking you know, one day
(21:59):
at a time and sometimes you know, five or ten
minutes at a time. But to watch that gradually that
plan be developed and change and grow and work, and
then to see that student, you know, leave without needing
sometimes not even much of those interventions anymore. So I
can really speak to that. I've seen that a lot
(22:21):
Ashland City Schools is really good about embracing that work
and those plans and and being willing to do that
because it's it's tough. You know, when you have twenty
eight other kids in your classroom, you know that aren't
all perfect either, and so I really feel that, you know,
those plans that get work like that are really really
(22:43):
incredible to see that growth.
Speaker 1 (22:45):
That's good, Good Tammy or Robin. Any any success stories
if you will come to mind when you when you
think about some of some of your experiences.
Speaker 5 (22:54):
I guess the one that always comes first to my
mind is this has been a few years ago, but
we had a student come to us in kindergarten and
by January she had already been moved to three different placements.
And so one good thing about the liaison program is
the family was known in Ashland because of some other
(23:17):
siblings and Latin too actually, and so with all of
us being in the county schools, we can communicate and
be like, hey, you know what concerns did you guys have,
you know, what involvement did you have, So that was
very helpful in talking to my colleagues, but just knowing
and working with children's services.
Speaker 4 (23:34):
One thing that I try to do is, you.
Speaker 5 (23:37):
Know, I always feel like, at least make the school
environment successful for the student home life is you know,
it's not fair to the child to be moved around
three different districts in one year. So we worked it
out where the student could stay at Hillsdale even though
they were no longer in the district, and we have
a teacher and his wife that agreed to take her
(24:00):
in in January.
Speaker 1 (24:01):
Of that same year.
Speaker 5 (24:02):
So that was the fourth placement in you know, just
a matter of months and Children's Services the state you know,
had permanent custody and they were later took about three
and a half years, but they did it. They adopted her,
and it was just an enormous you know, blessing to
everyone and just to see that from you know, start
(24:23):
to finish and she's thriving and it's you know, doing well,
and it's just amazing, like to be a part of
something like that.
Speaker 1 (24:29):
Oh, that's great, right, Robin. Anything over your last three
years or so, I'd.
Speaker 3 (24:35):
Like to just comment on a program that we've implemented
at Cresview is the mentoring program. We have a lot
of retired teachers or pastors or individuals in the community
who come in and mentor our students and that has
shown so much success just across the board with the
boys and girls who have that adult who weekly comes
(24:58):
in and just gives and their undivided attention. And that's
a lot of things. One of the biggest problems that
kids today are facing is that they aren't seen, they
aren't heard, and whatever is happening in the family. But
a lot of these kids, they just they want attention
and they're going to do whatever it takes to get
that attention. And with a mentoring program, these adults come
(25:19):
in and they just give that child one on one time.
It might be playing games, helping with their homework, and
just showing that child that they actually matter to someone.
And some of those relationships started three years ago when
I started, and now they continue and one mentor has
followed a girl up to high school and.
Speaker 1 (25:38):
It's just positive impact, oh absolutely.
Speaker 3 (25:41):
And these kids they gain confidence, they they see that
they do matter, and not only to those in the school,
but to these people who then become their friends in
the community, go to their games and support them and
share them on and stay connected during the summer break.
So it's been a great program.
Speaker 1 (26:00):
No, that's awesome. And again we you know time doesn't allow,
but you know, one of the things Stacy, you've done
is to ensure that the liaisons are always up to
date in terms of the training, education, emerging trends or
things that our field presents. And you know, avers childhood
experiences is something that all the liaisons understand, but maybe
(26:21):
even more importantly, they understand resilience and what builds resilience.
And as Robin was speaking about the menoring and again
having that stable carrying a tent of adult. You know,
even if somebody it does have challenges at home, boy,
it can make that huge difference in the young people.
So that's another aspect I think maybe the audience needs
to understand. It's the liaisons are in that constant learning mode,
(26:45):
you know, and based on what's coming out of the science,
but also based on what's coming out of the districts
and the buildings that you are in, is its needs emerge.
You guys are always looking for, well, what's the you know,
what's what's the research have to say, what's the best
way to meet some of these emerging needs or trends
that we're noticing. So, you know, we're nearing the end.
I still have two burning questions and I think the
(27:07):
audience will too. It's like, well, you know, why why
do you guys think this program is so helpful? Why
is it so effective? What makes it effective? Because not
all programs show the kinds of outcomes that you guys
are recording over the last twenty years.
Speaker 4 (27:22):
Well, I think one of them is the funding. I mean, basically,
there's it's free. It's free to families at least families
there's no cost and there's no hoops or they don't
have to come through an intake process or have a diagnosis,
and so we've allowed. It's just it's very available and accessible.
And I think that's part of why the so no.
Speaker 1 (27:44):
We income guide. I don't have minimal paperwork of at all. Right, right,
I think that's been okay. It's that easy access, lack
of hoops.
Speaker 5 (27:51):
I think relationships are very important. I when I was
first a liaison, I worked in Ladenville, uh huh, And
to this day, I have a family that I work
with in Hillsdale that the parents were students of mine
in Laudenville. So just having that relationship where they saw
that they could count on me back then and now
they're relying.
Speaker 4 (28:12):
On me with their own kids now.
Speaker 5 (28:14):
Yeah. So I think relationships are always so important and
not judging and just meeting them where they're at. I mean,
I can remember a few years back, a couple of
kiddos were home by themselves, very young, shouldn't have been.
Mom came home when I was there with an officer
and she's like, you think I'm a bad parent, No,
but I think you made a bad choice. Like, you know,
(28:36):
not judging she made a rash decision. Just showing kindness
and you know, being gracious I think is very important.
Speaker 1 (28:43):
Yeah, and those relationships so many different lovels. Relationship obviously
with the young person, the family, the schools, but then
the relationships within the communities because of all these referrals.
So yeah, I think that's a big one too, Tammy,
You're right, were the relationships that you guys have been
able to form, which means you probably have to hire
for that.
Speaker 4 (29:00):
That's what I was going to just I wanted to
pipe in there. I really I'm going to give a
shout out to my team, Okay, and I hope I
can do it without crying. But no, I really do
think the reason we are so effective is that we
are picky when we hire people. We have people that
just have care about kids and families. They make connections
(29:22):
with kiddos in the schools. Just this is I guess
it's the hardest working group of people that I know,
working very hard every day. This is not a job
that somebody fresh out of high school or fresh.
Speaker 1 (29:33):
Out of college. I mean, they have a.
Speaker 4 (29:35):
Wealth of experience and knowledge and connections within their own communities.
So I really feel like that is what has made
us so effective too, is that we have that's good
committed staff.
Speaker 1 (29:48):
Yep, yep, that makes sense. And you know that's not
something that happens accidentally, so obviously, Stacy, this is something
that you have ingrained, you have structured within the program itself.
So that's a good point. Other things, ten or are
robbing anything else that you guys have noticed that just
make the program so successful over the years.
Speaker 6 (30:08):
Well, certainly the relationships with families and the students is
paramount and can go a long way, you know when
when a need arises or an issue arises. But also
the relationships that we've made with the school staff and
administration and so us being in the school instead of
housed at a different location, we're really seen as part
(30:30):
of the school. So then when a need arises, you know,
they come to us and you know ask for that assistance.
Speaker 1 (30:38):
So some trust over the years that you think is
build up between the schools and the lazy.
Speaker 6 (30:42):
Yeah, certainly it's almost like you know, in a way
like we're kind of seen as maybe you know staff there.
Speaker 1 (30:49):
Yeah, And but important distinction because folks do ask thank
you for bringing that up, Ted, So all the lead
is as an employee through Apples Community Mental Health Center.
So even though as Ted said, you guys are located
within schools, you aren't. You aren't school employees. And then
sometimes that's helpful because sometimes the parents like that buffer.
They like the fact that you don't actually work or
answer to the schools per se.
Speaker 6 (31:09):
Yeah, yeah, that's that is another you know, strength of
the program. Yeah, is that we have you know, that
mental health employer. But then we have we're in the school,
so we do kind of have that what you call
a buffer, Yeah, for sure.
Speaker 4 (31:24):
And we do a joint hiring process. I mean, just
start working with the schools, making sure you know, it
is a true class you're going to be there, sure
an agreement.
Speaker 6 (31:34):
Well in the other relationship there being in the school
and being seen and being trusted. Then we help other
service providers come in. So we have you know, case
managers or counselors from apple Seed, but other agencies as well,
and so then we can kind of communicate that this
is a beneficial program, this is a positive person and
(31:55):
you know the student's life and so then they you know,
we kind of help schedule those and coordinate those efforts
to see kids at school by those providers.
Speaker 1 (32:07):
Right, anything else, Robin, you want to add on why
the program might be so successful from your perspective, just.
Speaker 3 (32:12):
To kind of add to what Ted was saying in
the relationships. And I joked earlier with you, David that
our fight song is bridge over troubled water. But honestly,
I think that is the role of a liaison because
the waters are troubled, whether it be in the relationship
with the student or even staff members who might be
dealing with their own situations, and just being that bridge
(32:35):
kind of calm those waters and show them that there
are answers. Yeah, there's hope, And I think sometimes when
you're caught up in a crisis situation, people lose side
of the fact that there is hope and they're just
focusing on the trouble.
Speaker 1 (32:50):
Yeah. Yeah, you guys carrying that hope for individuals and families.
I think that's a critical strength and that leads right
in my last question. So some of you, I know,
Rob it has only been around three years, but Tammy
twenty five, Stacy from the beginning Ted seventeen, So I mean,
has the program changed much in the in those those years.
(33:13):
When you think about, man, can you believe it's been
twenty some years now. But you know, when you think
about the program, has there been any major changes or
has it been pretty consistent.
Speaker 4 (33:23):
I think one of the I guess a big one
that I've seen over the years is when we originally started.
I mean, we were originally funded by a grant early
early in the early early stages, and then we had
our Mental Health Levy funding which has has blessed us
so much over the years with our ongoing funding. But
in recent years, schools have actually are step you know,
(33:46):
stuffing up to provide some joint you know, funding for that.
So I think that helps show that anyway that ongoing
collaboration absolutely buy in the program. So I think that
the other one I I want to say, when we're
talking about staffing, there has been some change in workforce
and available people, you know, And I don't know what
(34:09):
I think, like, I've heard that from a lot of
different agencies like staffing, and you know, we have so.
Speaker 1 (34:14):
Even for your programs, maybe it's a little harder to
attract somebody because I remember in the early early days
they when you invited me a couple to the interviews
where you guys, I mean when there was an opening,
which was rare, but when there was, there was all
kinds of resumes flooding in because people had heard about
these jobs. But the workforce challenges was impacted, like everybody
even in your program, right, definitely, So other things over
(34:37):
the last fifteen twenty years, you guys have noticed any
changes in the program.
Speaker 5 (34:42):
I just think there is an increasing amount of mental
health needs. Okay, So like many of our districts, not
all of them have school based therapists, yes, right on site,
and so that is really helpful to all of the
liaisons to take some of that load off. But yeah,
just the mental health needs as are surfacing more. And
(35:04):
I was talking with one of our principles just the
other day about it and he's like, I don't know
if it's more of that or we're just more aware
and like really digging in and just really trying that
no child goes, you know, left behind. So I think,
you know, it's such a listening to have the school
based therapist working right there with the school liaison, Like
Hillsdale has a mental health team and so you know,
(35:26):
our school counselors are on that with us also, and
so we're just really trying to like get in.
Speaker 1 (35:32):
And I think the awareness of mental health and that
it's important to address it. I think I've certainly seen
that grow just generally in our culture. And then there
was like COVID was like this speed, like everybody's like, oh, yeah,
you guys are right about that. You know, when everybody
seemed to experience the disruption that COVID brought, as people
were like, yeah, mental health is important, isn't it. Yeah,
And when the whole country kind of felt disconnected, they
(35:55):
recognize the importance of having connection with other people and people,
you know, speaking into their lives, doing things with So yeah,
but you're right, I think, damn me that I've seen
that too, just from outside of the leaves on just
in general, we talk more about mental health. It's where
the stigma continues to get lower and lower. It's not
non existent, but it continues to I think get lower lower.
People are more willing. I can tell you that our
(36:17):
fairs over the years, as you guys know, because many
of you work at our our fair boosts. You see it.
People come to our tables and interact with us, and
before you know, nobody would come to our table.
Speaker 4 (36:28):
They come for those.
Speaker 1 (36:31):
That might have been part of the plan.
Speaker 3 (36:33):
So if I could just add something real quickly, even
though I've only been here three years, I've noticed a
change in the family dynamics, okay, and that a lot
of parents, due to many reasons, are not in the picture.
So we have a lot of grandparents who are raising
their grandchildren and now great great grandparents.
Speaker 1 (36:52):
Interesting, and I've I've noticed.
Speaker 3 (36:54):
That how I will react or respond or help grandparents
who's raising a grandchild versus a young mom. You know,
the situation's going to dictate what the needs are and
it's also going to dictate the support that that caregiver needs.
Speaker 1 (37:10):
Interesting. Yeah, we noticed the spike in that during when
the heroin and the opioid epidemic was particularly high in
the county. Its sinse come way down, But when it
was at its peak, there were so many parents that
were struggling with their own issues of substance use that
a lot of kids were moved from their birth parents
(37:32):
into as you say, grandparents and great grandparents ended up
and there were so many kids in custody children's seris.
I remember that. But yeah, we had all of our
contract partners were working a lot with grandparents and great grandparents,
and school had changed since they were in school, so
there were all kinds of challenges during the time. But
to your point, Rob, and that's still going on. So
(37:53):
that's interesting that you've seen that even over the last
three years. So well, you guys have been wonderful with
your time. Appreciate it because guess what audience they have
to all go back and start seeing kids and again,
you know, after they leave here. But so let me say,
Robin Hawkins, Ted Lilly, Tammy Harverstock and Stacey mack Merriwether,
thank you so much for all your efforts over the years.
(38:16):
I anticipate that, given your passion, you will probably continue
in this work because you are all in it because
of your passion and your your concern and your care
for these individuals and families, and you see the difference
it's making in the lives. So all I can say
in audience, please thank these folks if you run into
in the community, thank you for all you're doing for
(38:38):
ash and County. Thank you, thank you. Thank you for
listening to another episode of the Keeping National and Healthy podcast.
The podcast is a production of the Mental Health and
Recovery Board of Ashland County, Ohio. You can reach the
Board by calling four one nine two eight one three
one three nine. Please remember that the Board funds a
local twenty four to seven crisis line through Applese Community
(38:59):
Mental Health Center. It can be reached by calling four
one nine two eight nine sixty one one one. That's
four one nine two eight nine six one one one.
Until next time, Please join us in keeping Ashland healthy.
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