New Podcast Episode Explores The Mental Health Impact of Social Media on Youth
In the latest episode of Disruptors at Work: An Integrated Care Podcast, guest host Faryal Popal, LMFT, Doctor of Behavioral Health (DBH) program student at Cummings Graduate Institute for Behavioral Health Studies (CGI), sits down with Jes Aced, BA, EdSpec-MM, CLAD, AAAS, ELAE to explore how schools are uniquely positioned to address the complex relationship between teen mental health and social media use. Together, they discuss strategies educators can implement to support students navigating digital spaces, as well as innovative approaches for integrating mental health practices into classrooms. The conversation highlights the importance of collaborative efforts between educators, mental health professionals, and families in building resilience and emotional well-being among adolescents.
Listen now to discover how an integrated care model can transform youth mental health in educational settings and support teens in the digital age!
Thank you to our subject matter experts:
-
- Faryal Popal, LMFT
- Jes Aced, BA, EdSpec-MM, CLAD, AAAS, ELAE
About the Subject Matter Experts:
Faryal Popal, LMFT
Faryal Popal began her academic journey at California State University, East Bay, in 2005, earning a bachelor’s degree in psychology in 2009. She then pursued a Master’s in Marriage and Family Therapy, which she completed in 2011. Since then, she has been dedicated to the mental health field, providing therapeutic services and advocating for comprehensive mental health support.
Faryal began her career at Union City Youth and Family Services, working with families, children, and court-mandated youth. She later transitioned to school-based mental health, focusing on delivering counseling services, consulting with educators, and supporting families in East San Jose. In her current role at Campbell Union School District, she serves as a Licensed Marriage and Family Therapist (LMFT) and an integral member of the IEP team, collaborating to develop treatment goals that align with students’ educational plans while providing crisis intervention. As a member of the District Crisis Team, she plays a critical role in responding to crises, including suicide and homicide risk assessments. Additionally, she provides training to administrators and staff on suicide prevention protocols.
Faryal is a recognized speaker on mental health initiatives within educational settings. She recently presented at the Association of California School Administrators (ACSA) conference, discussing mental health crisis procedures and policies at Campbell school sites. She remains actively engaged in improving mental health services within the district, working alongside leadership to implement strategies that enhance student well-being. In addition to her extensive experience, she is trained in Eye Movement Desensitization and Reprocessing (EMDR) and is a certified Parent Project Facilitator.
-
- LinkedIn: Faryal Popal
Jes Aced, BA, EdSpec-MM, CLAD, AAAS, ELAE
As an experienced educator committed to creating equitable opportunities for all learners, Jes Aced has dedicated their career to advocating for accessible and inclusive learning environments. Their work focuses on empowering students by ensuring curriculum accessibility for those with learning disabilities, integrating innovative teaching strategies, and utilizing assistive technologies such as speech-to-text tools to support diverse learning needs. Recognizing the impact of social media on teen mental health, particularly for those experiencing depression, Jes emphasizes the importance of fostering healthy boundaries and promoting collaboration between schools and families to equip students with the skills to navigate digital spaces thoughtfully.
Jes’s perspective as an educator is shaped by lived experience as a neurodivergent individual. Managing ADHD, dyslexia, and auditory and gross motor processing disorders has provided firsthand insight into the challenges students face in today’s educational landscape. Growing up with the support of an Individualized Education Program (IEP) in the public school system ignited their passion for advocacy and educational innovation. These experiences fuel [Name]’s commitment to advancing conversations on supporting neurodivergent individuals and addressing the evolving challenges of today’s youth.