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From YouTube: At Your Service - Student Anxiety
Description
At Your Service is a program hosted by Susan Love and Christy Perdomo from the Student Services department. Each show presents topics of importance to students and their families. This month, Christy & Susan talk with School Psychologists Angela Bernholz, Ph.D. and Duane Isava, Ph.D. from Anne Arundel County Public Schools. Originally aired June 1, 2015.
B
Welcome
today,
on
at
your
service,
we
will
be
discussing
anxiety
and
we
have
two
special
guests
to
school
psychologists
that
work
with
your
children.
So
welcome
welcome
dr.
burn
holes
and
dr.
asaba.
Thank
you
very
much,
and
can
you
explain
to
the
audience
what
is
anxiety,
anxiety
and
its
simplest
terms?
I
think.
D
A
D
C
Think
we
want
to
think
about
stress
in
terms
of
that's
something
that
we're
all
experiencing
and,
in
fact
anxiety
is
something
that
we're
all
experiencing
and
sometimes
when
you're
under
a
lot
of
stress,
you
may
not
be
actually
experiencing
anxiety.
But
when
you
have
a
lot
of
stress
in
your
life,
it
may
predispose
you
if
you
have
a
tendency
towards
being
an
anxious
person
to
be
more
prone
to
become
anxious.
All
of
us
are
going
to
have
anxiety,
and
so
that's
we
don't
want.
That
is
something
that
actually
is
a
benefit
to
us.
C
D
Anxiety
in
general
is
a
cluster
of
different
disorders
from
social
anxiety
and
geron.
We
see
social
anxiety
where
they
have
a
fair
few
milli,
a
shin
or
embarrassment
in
a
in
a
social
situation
like
if
they
go
to
a
birthday
party,
they're
fair.
They
are
fearful
that
they
may
be
unwelcomed
or
they
may
do
something
that
other
people
may
allow
for
them.
The
separation
anxiety,
where
a
child
is
afraid
to
separate
from
the
appearance
and
therefore
may
not
want
to
go
to
school.
So
those
are
two
such
examples
of
the
different
types
of
anxiety.
Then.
C
Some
people
have
just
generalized
anxiety,
I
mean
there
are
a
lot
of
adolescents
who
we
sometimes
think,
there's
a
specific
event
that
is
always
causing
the
anxiety
and
generally,
there
is
something
perhaps
in
their
past
experience,
but
sometimes
the
anxiety
is
just
a
generalized
anxiety,
they're,
anxious
about
everything.
So
it's
really
important
to
distinguish
that
and
developmentally
some
young
children
who
may
be
anxious
about
going
to
a
birthday
party
because
they've
never
been,
but.
C
Gone
and
experienced
it
with
some
reassurance:
they're
fine
at
birthday
parties,
it's
a
problem
when,
after
they've
been
to
birthday
parties
which
are
a
positive
event
that
they
still
having
a
lot
of
difficulty
or
the
same
with
school,
we
expect
kindergarteners
to
cry
when
their
parents
leave
them.
Sometimes
we're
crying
with.
C
C
Is
a
big
part
of
OCD
so
you're
going
to
when
a
person
has
a
compulsion
to
do
something?
So
if
they're
checking
like
we
all
check
right,
so
it's
a
problem.
You
have
OCD
when
you're
checking
gets
to
the
point
where
you
can't
function.
So
when
you
check
something
and
or
your
prevented
from
checking
something
like
you
know,
you
turn
the
lights
off
and
write
all
of
that
stuff.
An
OCD
person
will
get
this
real
buildup
of
anxiety
and
the
only
way
to
release
it
is
to
go
and
Jack.
C
So
that's
why
there's
a
lot
of
checking
or
the
hand
washing,
because
there's
this
tension
and
anxiety
that
builds
kind
of,
like
some
people
explained
it
to
me.
Like
a
sneeze,
you
know
it's
hard.
I
stopped
a
sneeze
like
you
can
kind
of
you
know
hold
it
in
for
a
while
right,
but
eventually
you
really
need
to
Smith,
and
so
so
OCD
I
think
people
who
are
really
again.
These
are
grain-based
kinds
of
difficulties.
That
compulsion,
when
they're
prevented
from
doing
that,
then.
A
C
C
We
do
see
some
children
and
they
may
need
some
special
accommodations
as
a
result.
They
may
not
have
any
specialized
instruction
or
anything
like
that,
but
they
may
need
like
an
opportunity
to
go
someplace
quiet
to
get
back
together
to
get
it
back
together.
So
you
do
see
that
it's
not
a
very
common
disorder
that
I
see
in
terms
of
an
anxiety,
disorder.
I
think
there
are
far
more
common
things
that
we
see
related
to
anxiety
in
the
school
setting
with.
C
D
C
B
So
you
both
have
expertise
in
this
area,
but
your
settings,
you
work
in
various
different
levels.
I
know
that
some
work
in
elementary
middle
and
high
school,
so
addressing
both
of
you,
because
your
expertise
is
because
you
work
on
that.
Can
you
tell
me
what
those
symptoms
you're
finding
or
most
common
what
it
looks
like
an
elementary
middle
and
then
for
you
in
high
school
sure.
A
D
A
D
C
I
think
that
brings
up
an
important
point
about
perfectionism
right
that
people
who
tend
to
have
unrealistic
ideas,
children
and
young
adults,
teenagers,
young
adults
and
even
adults
who
have
perfectionistic
tendencies
and
aspirations,
lots
of
times,
you're
rewarded
for
that,
because
you're,
a
hard
worker
you're
going
to
do
it
bright,
you're
going
to
do
it
right,
but
the
ideal
of
perfectionism
to
the
point
where
you're
becoming
extremely
anxious
or
somebody
gives
you
correction
or
something
to
do
differently.
That
can
become
overwhelming.
And
so
there
are
things
that
predispose
people
to
having
anxiety.
C
And
then
there
are
things
that
will
then
maybe
in
addition
to
that,
maybe
add
on
to
that.
That
could
cause
it
to
become
a
real
problem
where
you'd
have
to
seek
out
some
help.
So
at
the
high
school
level
we
see,
we
see
similar
things.
School
avoidance
is
probably
one
of
the
number
one
problems
with
kind
of
addressing
anxiety,
because
I
can
provide
assistance
to
students
who
are
having
anxiety
symptoms
in
the
school
teach
them.
C
Some
strategies
make
some
accommodations
and
get
them
acclimated,
desensitize
them
to
some
of
the
things
that
are
making
them
anxious
by
giving
them
support.
But
if
they
never
come
in
our
doors,
then
I
can't
do
any
of
those
things.
So
that
is
really
difficult
for
the
school
team
to
really
and
and
really
parents
are
our
partners.
We
really
have
to
have
our
parents
on
board,
not
just
at
the
elementary
level
or
many
times.
C
Parents
are
more
on
board
at
the
elementary
level,
because
that's
the
age
where
parents
aren't
usually
more
involved,
it's
and
they're
more
active
in
the
school.
So,
but
that
is
such
an
important
piece
that
we
have
to
have.
The
parents
also
feeling
confident
that
their
child,
who
is
anxious,
is
going
to
be
cared
for
and
dealt
with
in
a
positive
way
and
supported
yeah.
A
D
A
A
D
None
other
ways
we
see
anxiety,
manifesto,
express
itself
in
in
the
younger
student
body
is
students
will
find
that
they
will
complain
a
lot
about
things
that
are
not
really
applicable,
so
they
may
say
that
their
teacher
doesn't
like
them,
okay
or
they
have
no
friends
or
they're
afraid
of
things
that
are
necessary,
an
accurate
account
of
a
situation,
and
it's
it's.
It's
important
that
we
address
these
issues
with
kids
around
us
in
the
movie
schools,
yeah.
C
B
C
So,
when
you're
having
an
anxiety,
kids
will
talk
about
having
an
anxiety
attack.
All
right
well
hurt
the
term
panic
attack.
So
those
things
are
when
the
anxiety
has
gotten
to
such
a
fever
pitch
that
you're
having
a
lot
of
physical
symptoms
and
those
are
very
real.
If
I
hooked
you
up
to
a
blood
pressure,
monitor
I
would
see
that
your
blood
pressure
has
elevated.
I
would
see
that
your
heart
rate
has
has
increased
and
in
fact,
sometimes
some
of
the
biomechanical
feedback
that
we
use
with
something.
We
don't
do
that
at
the
school
level.
C
Obviously,
but
there
are
programs
when
you
work
with
counselors
outside
that
really
help.
You
learn
how
to
do
certain
techniques
to
feel
what
you're
feeling
and
bring
your
heart
rate
down
and
bring
some
of
those
physiological
symptoms
under
control.
Giving
you
a
sense
of
mastery
that
I
can
I
can
manage
this.
This
is
something.
A
That
is
the
key
really
is
to
validate
that
these
feelings
are
really
real
to
them,
yeah
and
to
help
them
through
counselors
at
the
school
and
the
psychologist,
and
and
work
as
a
team
with
the
parents
to
take
it
to
the
next
step
that
at
the
school
we
can
work
through
this
with
the
child,
and
we
will
be
back
right
after
this
message.
Hi.
E
I'm
Jody
risky
the
host
for
food
for
thought,
the
supervisor,
food
and
nutrition
services
I
come
to
you
today
with
exciting
news
about
summer
meals
in
Anne,
Arundel,
County,
Public
Schools
summer
is
coming
soon.
You
may
be
thinking
about
what
your
child
will
do
for
healthy
meals,
while
school
is
out.
E
B
D
Question,
like
we
mentioned
earlier,
comes
up
consciousness
is
a
normal
and
natural
reaction
to
stress
cracked
on
the
challenge,
for
parents
is
to
learn
or
be
able
to
identify
when
their
child
is
under,
so
much
distressed
that
it's
impacting
their
lifestyle.
So
if
your
child
does
not
want
to
come
to
school,
mm-hmm
over
a
number
of
days
or
constantly
complains
complains
about
tummy
aches
or
headaches
that
have
been
medically
checked
out
and
ruled
out
to
not
have
any
physiological
impact
or
if
your
child
complains
a
lot
about
feeling
isolated
or
rejected
or
worries
a
lot.
D
B
D
C
We
see
our
children
with
other
children,
so
I
think
if
in
our
gut
something's
not
right
and
our
child
is
truly
unhappy,
being
very
stressed
when
the
events
are
not
really
truly
stressful,
so
they're,
seeing
a
lot
of
stress
and
upsetedness
when
the
context
doesn't
really
just
you
know,
deserve
that
kind
of
response.
Then
then
I
think
then
you
start
asking
questions
and
you
talk
to
your
child's
teacher
and
then.
C
C
Child
so
I
think
those
things
are
something
that
you
really
bring
to
the
school
and
find
out
who,
in
the
school
and
they're,
usually
student
service
personnel
like
myself
and
Dwayne,
dr.
Basava
and
there's
there's
people
personnel
workers,
it
sometimes
they're.
A
pupil
personnel
worker
is
involved
because
the
child's
missed
a
lot
of
school,
and
so
that's
where
we
uncover
things
but
but
be
proactive
as
a
parent
don't
be
afraid
to
to
call
in
with
guidance
counselors
in
the
student
services
staff
that
can
help.
B
C
A
C
C
A
B
C
Have
enough
sleep,
you
are
predisposing
yourself
already
to
anxiety
and
panic.
There
is
it's
just
your
physiologically.
Your
threshold
is
lowered,
and
so
a
littler
thing
is
going
to
send
you
over
the
edge
we've
all
experienced
that
so
so
that's
really
important,
but
the
other
thing
I
think
that
as
parents
that
we
can
do
is
not
be
anxious
ourselves
over
our
child's
anxiety
and
anxiety.
We
haven't
talked
about
this,
but
it
runs
in
families.
So
I
tend
to
be
a
little
bit
of
an
anxious
person.
C
Myself
and
my
daughter
has
anxiety
a
little
bit
even
more
than
me.
So
that's
something
that
I
know
I
have
to
worry
when
she
I
have
to
not
show
my
worry
when
she's
anxious,
I'm
worried
about
I
have
a
lot
of
parents
who
become
anxious
over
there.
I
don't
know
if
you've
seen
that
over
their
children's
anxiety,
so
that
is
really
important
for
the
parent,
okay,
I.
D
Think
you
there's
some
specific
recommendations.
We
can
make
haven't
seen
what
anxiety
looks
like
in
school
and
how
it
impacts
kids
or
students
ability
to
obtain
the
education.
One
is
avoid
being
too
talkative
to
their
pit
to
their
shirin.
Our
natural
inclination,
as
parents
is
to
Russian
and
rescue
with
woods
a.
D
That
may
not
necessarily
be
real.
Some
of
the
anxiety
may
not
be
real
or
because
really
when
you
look
at
anxiety,
it's
an
overreaction
to
a
stressful
situation
or
the
perception
of
a
stressful
situation.
That
then
you
do
then
react
too
much
too.
If
you
have
that
belief
or
that
approach,
then
you
want
to
slow
down
and
let
your
child
do
more
of
the
talking
by
oxen
engage
in
questions.
Can
you
tell
me
why
you
tell
me
might
be
hurting?
D
Do
you
understand
why
it's
important
to
go
to
school?
What's
stopping
you
from
going
in
school?
How
can
I
help
you
go
to
school?
What
can
we
do
together
so
that
when
you
do
go
to
school,
you
feel
comfortable
or
you
feel
safe?
So
really,
the
key
is
engaging
in
your
child
rather
than
trying
to
be
overly
reassuring
or
being
too
worrisome
and
they're
not
talking
too
much,
but
allowing
your
child
to
talk
more
so
that
they
can
kind
of
figure
out
why
these
feelings
and.
A
B
C
Sometimes
people
particularly
with
teenagers,
don't
believe
or
sometimes
think,
teenagers
are
being
manipulative
and
trying
to
avoid
something
else
and
I'm
not
saying
that
that
never
happens,
it
sometimes
does
happen,
but
it
can
happen
along
with
true
anxiety,
and
so
you
really
do
have
to
be
very
aware
that
that
is
a
possibility
that
there's
there
may
be
some
things
that
the
anxious
student
is
also
really
wants
to
be
home,
to
correct,
to
engage
in
being
online
or
doing
fun.
Things
right,
but
they're
really
truly
still
is
an
anxiety
about
school.
A
A
A
C
C
A
C
I
never
had
this
before.
Something
must
really
be
wrong.
So
then
right
so
that,
and
so
then
a
lot
of
absenteeism
occurs,
which,
when
you
avoid
the
thing
you're
afraid
of
right,
the
fear
usually
grows
exactly
and
so
exposure
and
with
support
as
dr.
Sava
was
saying,
is
really
important.
We
need
to
provide
that
support,
but
we
also
need
to
provide
that
exposure.
So
exactly
we.
B
C
D
C
D
Is
because
I'm,
anxious
and
I
be
manipulative
or
being
resistant
or
defiant
is
one
of
my
coping
skills
or
void
and
skills
to
avoid
or
manage
the
anxiety,
see
ya
and
I.
Think
it's
important
that,
yes,
there
are
consequences
for
behaviors
that
are
inappropriate,
but
if
those
behaviors
that
are
inappropriate
are
stemming
from
an
anxiety
disorder,
then
we're
not
really
getting
to
the
root
of
the
matter
correct
and
we're
missing
our
mark
and
how
we
may
be
of
assistance
to
these.
B
I
always
it's
interesting
that
we
we've
talked
about
this
because
sometimes
we're
looking
at
the
symptoms
to
be
that
they're
exhibiting,
but
it's
really
a
mental
health
emotional
disorder.
So
it
stems
from
an
emotional
disorder
and
many
times
because
we're
a
school
setting
we're
just
looking
at
those
resulting
behaviors.
And
so,
if
we
put
a
behavior
intervention,
it's
not
necessarily
going
to
work
because
it's
like
putting
a
band-aid,
even
though
the
the
wound
is
still
bleeding.
B
D
Integral
part
of
the
support,
because
they're
there,
the
parents,
the
students,
may
be
experiencing
anxiety
in
different
capacities
at
home
and
school
oftentimes.
We
may
hear
that
there
well
at
school,
they're
great,
but
at
home
they
have
a
lot
of
difficulty
right,
vice
versa,
but
on
closer
examination
we
realize
that's
not
as
accurate
as
it
may
be.
Deceived
I
think
that
partnership
and
collaboration
with
a
pediatrician
an
outside
provider,
if
there's
one
the
teachers
and
kind
of
coming
together
and
looking
at
the
information
about
that
kids,
behavior
and
emotions-
is
going
to
be
integral.
C
Yeah
and
I
think
that
when
we
are
working
with
with
young
children,
we're
going
to
approach
it
differently,
crying
working
with
older
children,
there
are
times
when
the
school
is
not
going
to
be
able
to
do
as
much
and
we
do
need
to
work
with
outside
providers
and
parents
aren't
sure
how
do
I
go
about
accessing
that
and
they
can
talk
with
their
school
psychologist.
Their
school
guidance
counselor
they're
there.
C
If
there
may
be
a
school
social
worker,
there
may
be
a
ppw
in
the
building,
so
there
are
many
people
they
can
talk
to
that
can
help
them
navigate.
That
system
give
them
some
suggestions
about
how
to
go
about
navigating
the
mental
health
system
to
get
some
further
assistance
to
deal
with
and
untangle,
sometimes
a
difficulty
that
they're
not
really
sure
there
may
be
other
family
factors
and
circumstances,
and
we
haven't
touched
on
some
of
those
things
that
may
have
been
traumatic
and
so
or
death
or
loss
can
sometimes
I'm.
C
B
C
A
Every
school
in
our
school
system
has
a
school
psychologist,
has
access
to
one
who
has
access
to
school,
counselors
and
health
services,
so
there's
lots
of
resources
for
our
parents
out
there,
and
we
just
thank
you
so
much
for
coming
on
our
show.
It's
been
a
wealth
of
everyone
appreciated,
and
thank
you
very
much
for
joining
us
today.