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June Deetjen - School Psychologist
Becky Rosenthal - Social Worker
Psychology & Social work Info:
What Do School Psychologists Do?
School psychologists tailor their services to the particular needs of each
child and each situation. School psychologists use many different
approaches, but most provide these core services:
Consultation
 | give healthy and effective alternatives about problems in learning and
behavior |
| help others understand child development and how it affects learning and
behavior |
Assessment
Use a wide variety of techniques when appropriate to evaluate:
| academic skills |
| learning aptitudes |
| personality and emotional development |
| social skills |
| learning environments and school climate |
| eligibility for special education |
Intervention
| work face-to-face with children |
| help solve conflicts and problems in learning and adjustment |
| provide psychological counseling for children |
| provide social skills training, behavior management, and other strategies |
| help families and schools deal with crises, such as separation and loss |
Prevention
| identify potential learning difficulties |
| design programs for children at risk of failure |
| provide parents and teachers with the skills to cope with disruptive
behavior |
| help foster tolerance, understanding, and appreciation of diversity in the
school community |
| develop school-wide initiatives to make schools safer and more effective |
Education
Develop programs on topics such as:
| teaching and learning strategies |
| classroom management techniques |
| working with students who have disabilities or unusual talents |
| substance abuse |
| crisis management |
Parent
Teen Communication
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Going into the adolescent years is a
special time for you and your teenager. It involves a transition from
childhood into young adulthood. This period can be difficult for both
the parent, but it is also difficult for the teen. However, clear
communication between parent's and adolescents can make a positive
difference. |
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Your teen faces many decisions
now. Although some of these decisions will be minor, others will be
major. Shared, responsible decision making begins with good
communication. A foundation of good communication skills helps
strengthen mutual respect and trust in a family. |
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Encouraging teens to talk to you often
about their ideas and feelings may help. One way to help them
establish a sense of independence is to develop rules in your family for
curfews, chores, money, visitors, homework, and other issues. When you
work together to develop these rules; it helps establish a positive
relationship. |
The
following communication suggestions may help:
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Invite sharing. Ask
open-ended questions...What's your math teacher like? What makes
someone a good friend? Etc.
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Acknowledge his or her feeling...Describe
what they say in terms of worried/excited/frustrated angry/sad...You sound
very worried...That sounds frustrating...It sounds like loosing that
friendship makes you sad...
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Encourage problem-solving
skills. "What do you think...? What choices do you
think you have?
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Ask for your teen's opinion. What
do you really want to have happen? What is your gut reaction to that?
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Encourage talk as a way to clarify
values and learn. Say, "What did you learn from that
experience?
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Use your parent
"radar." If you have a concern about your child then
stay available and open for communication.
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Listen -- So they'll talk. Don't
cut them off, show empathy, and respect. |
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Talk -- So they'll listen. Be
Brief. Watch your tone of voice and vocabulary. Be
specific. Express your feelings, what are you feeling inside yourself
not about them. |
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Use "I" statements not
"You" statements. " I feel...(ok) YOU think (Not ok) |
When your
child reaches adolescence, you must develop new parenting skills.
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Take cues from your teen. Your child is
constantly swinging from child to adult, so know whom your taking with.
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Give teenagers clear rules. Set limits and
consequences beforehand when ever possible. i.e. if your come in late
you will not be able to go out next week.
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Stay calm. It's normal for teens to test
authority. If you make it a yell fest they win. You look like
the child and they don't listen to children. Remember the one can make
you angry...it's a choice. If they can you become their slave.
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Accept adolescent behavior. Being moody,
restless, critical and self-centered is normal. Maintain your control,
give them space and look for an opportunity to make them use the adult brain
that is developing.
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Give teenagers privacy. You don't need details,
but you can set limits. Trust and respect are earned and should be
granted to your child. In like manor they can be violated and new
limits will need to be set.
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Be supportive and encourage independence. They
need experience in making decisions. They need your support,
encouragement and guidance.
The School Social Worker
The school social worker (SSW) can help students develop their
individual potential to the fullest extent. The SSW brings to the school
setting an understanding of the social/emotional development of children and the
influence of family, community, and cultural difference.
Parents and teachers are encouraged to talk with the
SSW when social/emotional factors or behaviors are thought to limit a student's
school performance. The SSW will work with parents and teachers to
facilitate greater understanding of the developmental and the environmental
changes that a student experiences. Together they may formulate a plan
based on this understanding of interactions.
The school social worker can:
| assist in the identification, clarification, and
resolution of difficulties that impact on a student's performance at school. |
| plan appropriate techniques and strategies with
parents, teachers, and/or student with the intent of improving student
behavior in the school setting. |
| provide information to parents about appropriate
community resources based on evaluation of student's needs. |
| evaluate students who are referred for possible
special education services and evaluate students who currently receive
special education services. |
| assist with prevention activities by serving on
committees, planning programs, and teaching classes. |
| provide intervention to students who are
experiencing family changes that may interfere with school performance
(examples: death, divorce, remarriage, recent move, new family member,
leaving home and financial difficulties). |
| provide individual or group counseling, as
appropriate, for students whose problems affect their school performance. |
| provide resources for classroom units on specific
topics, such as: peer relationships, social skills, latch key
survival, and transitions. |
| act as liaison to facilitate communication among the
family, school, and community resources. |
| provide crisis intervention services. |
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