Lee Carlson Center’s newest service program developed for schools is their Critical Event Services Program providing mental health related resource to schools during times of crisis.

The program is designed to assist schools with a variety of crisis related situations that arise and provide a critical support to administration, staff students and families.

“We’ve created this program in an effort to be proactive with school partners around planning for the inevitable crisis that could come up at any time within a school community,” said Lee Carlson Center CEO, Rob Edwards.

“Some schools have all the resources they need on hand to address crisis situations.  For those who don’t Lee Carlson Center can be a partner,” said Edwards.

Visit their website to learn more.  https://leecarlsoncenter.org/programs/criticaleventservices/

Our ITFC program designed for youth living in #fostercare and their parents/caregivers is available across the greater twin cities metro area.

Call our intake line at 763-780-3036 for more information.

LEARN MORE ON OUR WEBSITE AT https://leecarlsoncenter.org/programs/intensive-treatment-foster-care/

Lee Carlson Center for Mental Health & Well-Being is excited to announce ticket sales are now open for our 5th Annual Chili Cook-off and Beer Tasting Friday March 6th.

Our Theme: Bring the Heat, brings together community members in friendly competition and in support of Lee Carlson Center’s commitment to serving the mental health needs of our community reaching 6,000 clients in the north metro of the Twin Cities annually.

Grab your ticket online today!

For more information on sponsorship, forming a team and ticket purchases, please contact Kate King, Director of Development at kking@leecarlsoncenter.org or call at 763-230-7836.

Lee Carlson Center for Mental Health & Well-Being is excited to announce ticket sales are now open for our 40th Anniversary Gala!

Our Theme: Welcome to Our Backyard celebrates Lee Carlson Center’s 40 years here in the Twin Cities North Metro area where we serve over 6,000 clients annually.

Grab your ticket online at: bit.ly/BuyGalaTickets

For information on sponsorships and table purchases, please contact Kate King, Director of Development at kking@leecarlsoncenter.org or call at 763-230-7836.

My journey to working in Public Health began in 10th grade.  Yes, 10th grade!  There was a woman in my church that offered free step aerobics classes.  A friend and I decided to attend.  We were on the younger side to be part of this class but, none the less, we went and had a great time.  We became regulars in the class and my personal interest in fitness exploded.

My first professional role was in conducting personal training sessions and leading group fitness classes.  Working with clients was fulfilling but interactions with them often left me feeling that there was more to health than individual responsibility.

I decided to go a new direction.  After a lengthy application process, I was selected to serve as a Community Health Volunteer for the Peace Corps in Fiji.  In this role, I was exposed to health programming at the community level.  I worked with the children from the school, the village women’s group and a local youth group for teens.  With each of these “communities”, the goal was to create programming that addressed their unique needs, was meaningful and made wise use of available resources.

Upon returning home to the States, I wanted to continue my work in Public Health.  Now, when I tell people my profession, I am often asked “What actually is Public Health?”

Public Health is a field that seeks to prevent illness and injury from occurring.  It works to make the environments in which people live, work, learn and play conducive to good health.   Public Health is a broad field and includes public health nurses, health educators, nutritionists, food inspectors, emergency preparedness planners and epidemiologists.

My work falls more under the health education realm.  I work on a grant called the Statewide Health Improvement Partnership (SHIP) that strives to “Make the Healthy Choice the Easy Choice.”  Within this grant, myself and others implement policy, systems and environment changes through community partners. The best way to explain what this means is to give you some real examples.

First, let’s look at a couple of examples of policy change.  Policies surrounding healthy food are often implemented.  These policies could include that balanced meals need to be served at employer sponsored events, school vending machines only sell whole foods or hospitals not routinely offering sugar sweetened beverages with meals.    Another example of policy change is employers drafting policies for their lactation rooms that are used by mothers to express milk and/or breastfeed.

Next, let’s take a brief look at systems change.  This example will be in the health care setting.  Healthcare providers often screen for health-related behaviors, like nutrition, exercise and smoking.  All too often, patient concerns in these areas go unaddressed.  A system change would be for the healthcare provider to refer patients to community resources for nutrition, exercise or tobacco treatment.

Finally, an example of environmental change could be at a food shelf.  The food shelf can change their layout to make fresh foods more accessible and put up signs directing shoppers to the healthier items.  Another example is an employer putting small exercise equipment in the break room for employees to borrow and use during their workday.

While the opportunities for Public Health programs are endless, priorities are often selected with a focus on health equity.  Health equity is working with populations that have historically had poorer health outcomes influenced by factors such as race, income, education, disability and gender.  Health equity seeks to level the playing field and allow all people in the community to achieve an optimal level of health.

This brings me full circle.  My career began with a focus on individual health behaviors.  Now my focus is on health at the community level.  Both are important in preventing health issues.  Public Health is my passion now as it allows me to focus on health for all people in the community.

-Alyssa Wolf, MS
Health & Well-Being Consultant

The first two years of my nephew Isaac’s life, I noticed the joy he experienced as he observed water pouring out of our bathroom faucets and the spinning of ceiling fans. I also noticed Isaac barely established eye contact with me. Around 60 years ago psychologists would have likely diagnosed my nephew with schizophrenia. Today they diagnose these symptoms under the DSM-5 categorization of Autism Spectrum Disorder (ASD). I can’t think of any other neurodevelopmental disorder that I am more passionate discussing and researching. As my nephew grew up, he would be found taking his father’s math and science books (by happenstance my brother is mathematical statistician for the United States Census Bureau in D.C.). By the time Isaac was in the second grade, he had been placed in the advanced fifth grade mathematics class (he was given this choice) and this is where he began working on mathematical equations. He remains, by all definitions, my hero. Not because of his superior intellectual functioning; but because of his ability to question everyone and everything around him in a complete curious, scientific, and genuine manner as he navigates a life with Autism.

Autism is known to impede communication skills and many misinterpret the verbal and nonverbal impairment as indicative of a cognitive disability. While some with ASD do have lower intelligence, others do not. This is why it is referred to as Autism Spectrum Disorder—the problems with communication, intelligence, and behavior are highly variable. In fact, many individuals with ASD will dramatically improve with proper therapy and treatment. Too often, however, it is believed that persons with ASD will never get far in life. And, sometimes meeting an autistic child in person only serves to reaffirm this stereotype. Some of the behaviors my nephew displays could be perceived as insulting; and others who know him understand that he has no intention of offending someone. He is simply trying to make thoughtful remarks—which, due to his difficulty with perceiving social cues, makes it hard for him to carry on a social conversation. Through my experiences with him and others like him, I have come to believe that autistic children are hardly permanently disabled. Rather, they are just missing a few neurological pathways and behavioral skills common to most other people. Furthermore, I’ve come to understand that they are capable of making new neural connections and learning new functional skills. I’ve also seen how they take great pride in their growing accomplishments!

My experiences working with children on the autism spectrum come at a time when rates are rising dramatically. As of 2014, ASD is diagnosed in approximately 1 in 68 children, a 30% increase from 2012, when it was 1 in 88 (per the CDC). This compares to about 1 in 200 in the year 2000. Scientists predict that by the year 2030, 1 in every 15 children will be autistic: approximately 1 in 10 boys, and 1 in 21 girls. Recently, there has been speculation about the causes of ASD and why its occurrence is growing at such an astounding rate. Some theories posit that chemicals in food, commonplace drugs, and other environmental influences may have led to these increased rates. My My work with people on the spectrum has led me to believe that we, as a society, need to develop a deeper understanding of autism, as well as empathize better with those living with the disorder. After all, we need to learn to accept differences in all people, helping others without judgment or uninformed bias. Given the rising rates of ASD, I also believe it’s crucial that we devote ourselves to finding the cause(s) and, in turn, a cure. Better yet, we may find what it takes to prevent ASD in the first place.

-Dr. Andy Fink, Psy.D., L.P.
Supervising Manager