►
From YouTube: At Your Service - January 2017
Description
Susan and Christy talk with Megan Earley, AACPS School Counselor and Kristin Bowser, Health Teacher, Annapolis High School about Healthy Relationships
A
D
Thank
you,
and
it's
really
important
I
just
want
to
emphasize
our
discussion
in
our
conversation
today
about
healthy
relationships
and
as
a
health
educator.
Can
you
explain
to
the
TV
audience
about
the
importance
of
healthy
relationships
and
at
what
level
are
students
exposed
to
this
type
of
skills
and
knowledge
that
they
need
about
forming
healthy
relationships?
So.
C
D
I
find
that
interesting,
because
I
work
in
the
office
of
school
counseling
as
what
Megan
does
and
christy
is
a
former
school
counselor,
but
our
ppw.
So
that's
pretty
interesting
to
have
such
a
mix
of
expertise
in
the
area
of
relationships
at
the
middle
school
level.
We
know
that
they're
there
is
a
health
curriculum,
but
I'm
sure
the
school
counseling
office
does
provide
support
and
working
with
students
around
relationships.
Oh
definitely.
B
You
know
students
come
to
us
for
mediations
at
times,
or
they
may
be
referred
to
us
for
a
mediation
if
they're
having
problems
with
their
peers.
Students
like
to
come
to
the
counseling
office
to
talk
about,
if
they're,
having
problems
with
a
teacher
or
a
parent
or
another
adult
in
their
life.
So
we're
really
there
for
them,
as
that
sound
board,
to
help
them
solve
their
problems
and
at.
D
The
help
at
the
high
school
level
are
you
finding
this
after
you
teach
particular
lesson
on
healthy
relationships
or
forming
appropriate
boundaries?
Do
you
have
a
lot
of
students
to
students
come
and
reach
out
to
you,
not
just
the
school
counselors,
but
they
ask
questions
and
follow
ups
after
class.
C
Solutely
and
that's
all
great
teaching
practices
having
a
great
rapport
with
your
students
getting
to
know
them
and
having
those
structures
set
up
in
place,
knowing
that
they
can
always
talk
to
me
or
another
adult
in
the
building
that
we're
a
great
support
staff
and
then,
of
course,
I'm
going
to
use
my
counselors
in
my
administration.
If
there
is
an
issue
so.
D
C
We
engage
in
relationships
all
day
long
because
the
relationship
isn't
just
romantic,
it
could
be
professional,
it
could
be
personal.
The
family,
dynamic
peer-to-peer
and
so
communication
is
just
a
huge
piece
of
that.
How
we
communicate
our
body,
language
or
tone-
and
you
know
how
are
speaking
to
people
are
respectful
of
people
with
different
opinions.
We
may
not
agree
with
them,
but
that
all
plays
a
role
in
what
a
relationship
is
I.
Think.
E
A
C
D
When
you're
looking
at
younger
children,
elementary
schools,
children
when
we
think
about
that
developmental
age,
what
are
some
things
there's
some
practices
that
parents
would
see
either
at
home
or
in
the
classroom
or
in
the
hallways,
even
from
middle
school,
because
I
find
there
some
of
their
behaviors,
especially
for
the
sixth
graders
to
the
fifth
graders.
You
see
some
of
those
age
development
characteristics.
D
B
B
To
help
them
by
having
them
join
clubs
or
groups
or
athletic
teams,
you
know
Girl
Scouts,
Boy
Scouts.
There
are
also
extracurricular
activities
at
a
lot
of
our
elementary
schools
for
them
to
join
I.
Think
that's
a
big
help
for
that.
First
step
is
making
friends
and
then
in
the
middle
school
level,
we
want
to
make
sure
that
the
friendships
aren't
taking
over.
B
B
C
D
C
We're
going
to
always
going
to
encourage
face-to-face,
you
know,
especially
if
it's
a
heavier
topic,
something
that
you're
uncomfortable
with.
For
that
reason,
because
body
language
art
own
our
facial
expression
that
all
plays
a
role
into
communication,
but
if
you're
limited
to
the
technology,
that's
where
we
want
to
focus
on
our
I
statements.
C
B
Also
think
it's
important
for
parents
to
set
limits
with
technology,
especially
based
on
age
level.
You
know
you
want
more
of
a
limit
for
the
younger
a
little
bit
less
limits
for
the
older.
You
know
it's
okay,
to
set
that
time
limit
it's
okay
to
have
the
phone
go
in
the
basket
during
dinner
time.
We're
doing
homework
time,
especially
at
bedtime
too
much
screen.
Time
is
very
unhealthy
for
students
and
their
there's
a
lot
of
research
out
that
it's
even
unhealthy
for
their
brain.
So
we
want
to
make
sure
that
those
limits
are
set.
B
We
also
we
teach
an
acronym
at
our
school
and
many
other
schools.
I
think
teach
this
to
its
the
think
strategy,
where
it's
an
acronym
that
stands
for
something
is
this
is
what
I'm
texting
saying
or
posting.
Is
that
thoughtful?
Is
it
kind?
Is
it
helpful,
I'm,
not
sure
the
order
of
it
right
now
on
TV,
but
it's
a
little
strategy
that
they
stop
and
think
before
they
post
starting
right,
so
it
really
I
think
helps
people
sometimes
say
you
know
what
that
isn't
too
kind,
I'm
not
going
to
post
it.
It's
not
needed
great.
C
Our
feelings
and
our
emotions:
what
are
we
actually
feeling?
What
are
we
trying
to
convey
what
emotions
and
maybe,
if
we
really
passionate
about
something,
we're
frustrated
or
angry?
Maybe
that's
when
we
need
to
use
some
of
our
strategies
and
take
a
couple
deep
breaths,
maybe
not
respond
for
a
few
minutes,
because
you
might
be
a
little
bit
too
passionate.
It
could
be
a
misunderstood
great.
A
C
A
C
D
Things
can
be
interpreted
and
then
people
their
feelings
could
be
hurt,
but
what
we
were
thinking
of
us
in
or
I
was
thinking
about
healthy
relationships
and
forming
it.
It's
so
important
for
parents
just
really
work
with
their
student
and
work
with
their
child.
To
be
aware,
there's
to
me
it
seems
like
there's
a
lack
of
awareness
of
what
is
happening
in
that
technology
world
that
they
might
not
even
know
that
their
child
is
engaging
in.
D
A
D
B
You
know,
there's
that
whole
mean
girl,
phenomena
or
bullying
is
a
hot
topic
in
our
schools
and
in
our
neighborhoods.
So
students
act
like
friends
and
then
they
do
mean
things
to
them
and
they're,
not
pine.
So
sometimes
it's
confusing
for
people,
because
they
think
that
they're
that's
their
friend,
but
then
they
are
hurt
by
them.
So
you
know
there
can
be
a
lot
of
ramifications.
Is.
C
So
we
just
want
to
teach
our
students
to
or
encourage
them
just
to
be
thoughtful
and
what
they're
telling
their
peers
their
friends
with
self-disclosure?
How
much
do
we
want
to
tell
them,
of
course,
before
a
need?
We
encourage
that.
But
do
you
really
know
your
peer?
Are
you?
How
long
have
you
known
them?
Can
you
really
trust
them
and
where
are
they
going
with
this
information,
and
you
know,
are
you
part
of
the
problem
or
you
part
of
the
solution
or
you
repeating
something?
That's
not
true
or.
D
Do
you
notice
that
today's
youth
has
such
a
lack
of
filter
because
of
the
social
media
that
sometimes
it's
not
that
they
bring
it
on,
but
they
open
that
gate
to
that
exposure
because
everything
is
they
just
share
everything?
Even
there
then
they're,
like
oh,
my
gosh
I
shouldn't-
have
done
that,
but
then
there's
there
out
the
work,
the
words
out
and
then
kids
will
take
it
and
not
think
about
it
and
just
keep
posting
it
and
that
more
and
more
students
will
weigh
in
on
that.
C
Sometimes
I
suppose
I
mean
there's
less
of
that
in
high
school,
I.
Think,
worse,
we're
so
focusing
on
maybe
some
images
that
you
might
put
out
there
they're
permanently
out
there,
even
if
you
think
you've
deleted
them
and
colleges
could
be
looking
at
those
would
you
want
to?
Would
you
want
your
parents
to
see
that
one
to
your
future
employer
so.
A
C
A
B
A
C
D
It
they're
home,
it's
perfectly,
you
know
healthy,
but
what
they
go
online
and
see
right
could
be
very
unhealthy.
So
it's
amazing.
What
is
there
already
and
it
you
know
it
sets
those
the
exposure
to
that
I.
Think,
as
you
know,
it
can
be
very
damaging
into
student.
Certain
students
are
almost
traumatizing
to
students.
B
They
know
all
the
latest
apps
that
they
can
go
on.
Of
course,
it
used
to
be
where
we
teach
parents,
the
different
acronyms,
that
students
would
type
on
you
know
with
unsent
messaging
or
when
you
look
behind
your
child
over
their
shoulder
at
the
computer
or
my
maybe
on
their
phone
or
understanding
those
different
acronyms.
Now
it's
more
understanding
that
your
child
may
have
a
finsta,
graham
instead
of
an
Instagram,
a
fake
Instagram
with
a
different
name.
B
B
A
A
C
A
E
C
E
One
learning
block
that
is
devoted
to
movement
and
healthy
minds
and
bodies
supports
a
cooperative
classroom
and
a
feeling
of
connectedness
in
move,
move,
move,
healthy
minds
and
bodies,
activities,
support
oral
language
development
and
prepare
the
brain
for
new
information.
The
use
of
repetition
and
movement
offers
an
opportunity
to
review
content
across
various
learning
block.
The
positive
effects
of
physical
activity
on
the
young
brain
provides
a
focus
and
a
readiness
to
learn
already
ask
your
child.
How
move
move
move
help
them
learn
today.
D
C
B
A
C
Yeah,
absolutely
they
could
be.
You
know,
I
disrespect
peace,
you
know
as
your
jealousy
is
there
an
imbalance
of
power.
Isolation
like
you
should
hang
out
with
me
and
not
those
friends
or
you
should
hang
out
with
me,
not
your
family
and
after
be
for
friends
or
even
romantic,
but
kind
of
those.
Those
are
the
things
that
we're
worried
about
and
we
want
our
students
to
recognize
those
warning
signs.
So
let
me
follow.
D
Up
a
little
bit,
you
talked
about
disrespect
mm-hmm,
okay,
so
that
can
be
a
very
general
right.
Road
turn
right.
So
if
I
have
students
and
parents
watching
this
program
today,
what
does
that
mean?
Because
I
know
that
that
can
be
a
whole
spectrum
of
different
actions
and
behaviors
that
some
people
be
like?
Oh,
that's,
not
really
disrespect!
So
from
that
from
an
elementary
point
of
view.
Okay,
if
I
had
an
elementary
student
watching
this
show
or
a
parent
of
an
elementary
school
student
and
they're
in
a
relationship,
a
friendship
relationship.
B
Maybe
the
child
is
told
you're
not
allowed
to
sit
next
to
me
at
my
lunch
table
today,
you're
not
or
you're
not
allowed
to
sit
at
our
lunch
to
you
know
so.
Sometimes,
exclusion
with
the
little
ones
saying
mean
words
to
them,
possibly
getting
physical
with
them,
pushing
them
yep
pushing
shoving
on
the
playground-
and
you
know,
in
line
when
you're
lining
up
things
like
that.
If
you
think
of
anything
else
for
elementary,
it's.
C
D
C
D
B
A
B
A
A
D
B
Some
I
hear
a
lot
from
parents,
sometimes
where
they
don't
like
when
the
child
is
called
too
much
by
someone
or
texted
like
she'll,
say
a
mom
might
say
I'm
having
a
little
bit
of
a
problem
with
Susie,
because
Jenny
constantly
text
her
all
day
all
night
and
it's
getting
to
be
a
little
bit
too
much.
Jiminy.
A
C
I
guess:
what's
the
purpose
behind
it?
Are
we
trying
to
hurt
somebody
exclusion
for
sure
the
name-calling
trying
to
embarrass
or
humiliate
someone?
So
just
really
trying
to
be
hurtful
but
trying
to
stick
is
take
a
stand
of
I
want
to
hurt
you
and
I'm
better
than
you,
so
that
could
be
difficult.
Awesome.
C
D
C
A
little
concerning,
and
sometimes
our
students
are
even
a
little
bit
desensitized
to
that
you
know
some
students
might
think
that
it's
totally
acceptable
and
appropriate
for
their
partner
or
a
friend
to
repeatedly
text
them
or
message
them.
You
know
20
text
messages
in
a
three
minute
period,
because
that
shows
that
they
care,
but
that
can
be
a
concern.
You
know
if
you're
not
checking
in
doesn't
mean
something's
wrong
with
you,
maybe
you're,
just
speaking
with
your
parents
or
your
staying
after
and
talking
to
a
teacher,
but
if
it
gets.
Where
are
you?
C
What
are
you
doing
and
who
are
you
with?
Yes,
that
can
be
cause
for
concern.
You
know.
Is
that
trust
missing
there?
That's
that's
a
little
bit
controlling
and
that's
actually
one
of
the
early
warning
signs
for
an
unhealthy
relationship
specifically
dating
and
which
potentially
could
lead
to
dating
violence.
So
we
want
our
students
to
be
aware
of
that.
That's
typically
how
it
starts
out
with.
C
Back
with
isolation,
that's
a
big
one.
You
know,
if
you
really
cared
about
me,
hang
out
with
me
right
now
and
I
love
you
so
much
don't
you
want
to
be
with
me:
that's
a
big
one,
manipulation
and
that
just
comes
back
to
that
imbalance
of
power,
and
so
you
have
to
speak
to
your
party
from
those
very
early
stages
into
the
friendship
stage
of
setting
your
boundaries
and
what's
acceptable
to
you
and
what's
not
acceptable
to
you
and
just
to
reiterate
those
conversations
your
partner
should
make
you
feel
like
a
better
person.
C
D
Let's
say:
you're
a
high
school
student
middle
school
student
watching
this
program,
you're
a
parent
watching
this
program,
and
you
have
some
concerns.
You're,
like
oh,
my
gosh,
my
child
has
you
know
either
they're
the
one
texting
a
particular
person,
all
the
time
or
they're
receiving
the
text
yeah.
What
are
some
with
some
guidance
for
them?
How
should
they
proceed?
D
B
Way
to
start
whether
it's
an
administrator
or
a
teacher
that
you
trust
or
your
school,
counselor
or
ppw,
you
know
these
are
all
people
that
can
ring
get
you
in
the
right
direction.
On
the
back
of
the
student
ID
cards
that
all
students,
all
secondary
students,
receive
six
through
12th
grade,
there
are
three
phone
numbers
on
the
back,
so
one
is
an
anonymous
tip
line.
B
So
if
you
have
a
concern
about
another
child-
and
you
want
to
report
that
it's
completely
anonymous,
one
is
a
counselor
line
that
students
can
call
and
get
advice
from
a
certified,
counselor
correct
and
the
other
one
is
a
crisis
response
line.
So
family
members,
if
there's
someone
in
crisis
in
your
home
or
where
you
are,
you
can
call
and
get
people
in
the
county
to
come,
help
you
right
at
that
moment,
so
we
teach.
We
teach
that
to
our
students
at
Annapolis
metal.
C
Use
I
think
the
school
county
website
is
easily
accessible.
You
can
find
a
ton
of
information
on
there.
Of
course,
there's
the
parent
teacher
handbook.
We
give
our
students
in
health.
Specifically,
we
give
them
a
list
of
local
and
national
resources,
one
of
the
ones
that
we
use
we
speak
of
unhealthy
relationships
is
the
one
love
my
plant
app,
which
you
can
get
for
free
on
your
phone
and
maybe
you're
concerned
about
one
of
your
friends
or
even
your
own
relationship,
a
family
member,
and
you
can
just
kind
of
put
in
a
couple.
C
You
answer
a
few
questions.
Is
this
a
unhealthy
relationship?
Is
it
healthy?
It
kind
of
gives
you
a
number
and
a
score.
I
should
say
a
score
for
that
relationship
like
yes,
you're
at
risk.
Yes,
you
need
to
speak
up.
This
is
not
safe,
and
then
who
can
you
contact
in
your
local
community
and,
of
course,
we
always
encourage
talk
to
an
adult
at
your
school
there's,
always
an
adult.
You
can
speak
to.
C
D
C
C
Great
feedback
from
parents
from
students
and
myself
and
needing
hendler
from
severna
park
are
going
to
be
teaching
it
this
year
and
it's
a
40-minute
film
that
depicts
a
couple
in
an
unhealthy
relationship.
The
students
then
have
a
discussion
afterwards
and
we're
looking
for
those
warning
sciences
trigger
points.
When
could
that
front
of
intervened?
What
could
they
have
done
in
that
situation?
And
this
was
all
made
available
to
us
thanks
to
the
Baltimore
Ravens?
Providing
the
one
love
foundation
with
a
a
nice
grant,
so
we're
very
fortunate
to
have
this
program
at
our
school
so.
D
C
So
there
is
a
pair
component
that
will
be
coming
next
year.
I
think
that
we're
going
to
try
it
out
at
my
school
on
how
to
specifically
speak
to
your
child
about
this
topic,
and
then
teachers
that
are
trained
in
the
county
health
teachers
can
speak
to
various
sports
teams
if
they
want.
But
since
we
already
have
these
lessons
and
the
standards
in
our
health
curriculum,
it
was
just
a
nice
resource
to
plug
in
and
to
further
that
that
that
dialect
that
conversation,
what
kind
of.
C
And
what
was
the
response
that
it
was
overwhelming?
They
are
like.
We
absolutely
need
to
see
this
somewhere
encouraging
middle
school,
but
we're
like
whoa
whoa
whoa.
No,
let's
do
high
school
with
AR,
15
and
16
year
olds
that
stupid
their
attempt
repopulation.
The
parents
were
wonderful.
We
had
someone
from
the
state's
attorney's
office
present
my
amazing
principal
mr.
Chatham
was
there
and
she's
like?
Yes,
we
have
to
have
us
at
our
school
because
we
want
our
kids
to
recognize
to
intervene
and
prevent
you
know
to
have
those
courageous
conversations
so.
A
A
D
So
when
I'm
looking
at
I
just
have
a
few
just
another
minute,
but
I
do
as
parents
are
listening
to
this
and
they
have
an
elementary
or
middle
kozel
student.
Would
they
be
able
to
participate
in
the
parent
presentations
or
is
that
by
cluster
we
thinking
we
just
want
to
grow
that
through
so.
C
This
particular
resource
escalation
would
not
be
available.
Some
of
the
elementary
middle
school
student
correct
the
parents.
Perhaps
that
might
be
something
where
we
may
make
that
available
to
them,
but
this
is
definitely
something
that
you're
going
to
be
getting
in
high
school.
Only
health
education
curriculum,
so
we're
not
going
to
this
specific
resource.
The
topics,
of
course,
are
covered
in
middle
school
and
elementary,
but
this
particular
resource
work
keeping
at
the
high
school
level
just
because
it
is
so
real
world.
It.