►
From YouTube: At Your Service November 2019
Description
Ryan talks with AACPS Psychological Services department about services offered to students and families.
A
A
B
So
one
of
the
things
that's
important
to
understand
is
that
school,
psychologists
and
social
workers.
They
play
a
targeted
role
within
the
school
settings.
So
that
means
that,
unlike
school
counselors,
we're
not
seeing
every
kid
that's
in
the
school,
but
we
are
working
with
targeted
students
in
the
school
school
psychologists
are
specifically
trained
in
both
mental
health
and
education
strategies,
and
they
enter
a
very
specific
training
program
for
school
psychology,
so
that
they're
really
anchored
towards
both
the
mental
health
piece
of
it,
but
also
the
academic
side
of
it.
B
So
that
means
we
do
a
lot
of
work
with
special
education,
some
work
with
eligibility
for
special
education
and
really
try
to
help
students
both
with
their
social
emotional
needs,
but
also
their
academics,
social
workers
they're
very
broadly
trained,
and
then
they
come
to
work
in
the
schools
and
the
social
workers.
Do
a
lot
of
mental
health
supports
of
a
variety
of
students,
some
with
very
intense
needs,
some
generally
more
general
needs
until
we
really
see
them
as
as
being
very
specific
to
the
mental
health
side
of
things
and.
D
As
Kelly
said,
we're
here
to
help
all
kids
overcome
barriers
in
elementary
school,
the
social,
the
social
worker
and
the
school
psychologist
do
have
some
overlap.
If
there's
one
in
each
building,
but
the
school
psychologist
in
the
elementary
role
will
be
delivering
some
targeted
services
so
providing
counseling
services,
for
example,
they'll
do
individual
solution-focused
counseling,
where
the
student
may
come
in
with
a
specific
problem.
They
talk
about
the
problem
and
then
they
get
back
to
class.
There's
a
targeted
group
counseling
so
for
specific
targets
such
as
anger,
management
or
impulse
control.
D
D
With
consultation
with
the
teacher
they'll
go
into
the
classroom
and
possibly
model,
you
know
coping
skills
at
the
calm
down
corner
or
you
know
there
will
participate
in
a
community
circle
and
in
the
general
classroom,
or
they
will
help
to
deescalate
a
student
who
might
be
in
crisis
and
then
lastly,
assessment,
which
is
a
huge
piece
of
our
job.
In
the
elementary
level
to
determine,
if
they're,
to
gather
data
and
determine
if
there's
an
educational
disability,
okay.
A
C
In
all
three
levels,
Steph
said
we
are
working
hand-in-hand
with
psychologists
with
the
counselors
and
working
on
counseling
and
crisis
intervention.
We
may
intervene
in
a
variety
of
crises
with
with
all
those
levels-
your
high
school
students,
they're,
obviously
older,
and
we're
dealing
with
a
lot
of
unfortunately
suicidal
ideation,
self-injury
lethality
and
risk
assessments
and
substance
abuse
I
mean
often
comes
into
play
when
you're
working
with
with
high
school
students,
I
often
will
talk
to
older
students
about
safe
relationships
and
really
having
good
boundaries.
Middle
school
you're
working
up
to
some
of
that
elementary
school.
C
We're
really
fortunate
to
have
this
year
being
a
wonderful
funding
year
for
us
to
have
all
these
new
positions
in
student
services,
including
a
number
of
new
social
workers.
So
we
were
able
to
put
them
in
elementary
schools
to
do
what
I
love
to
do,
which
is
more
preventative
work
when
you're
you're
not
responding
to
crises.
All
the
time,
of
course
we're
there
for
that.
But,
for
example,
in
my
school
last
year,
I
got
to
do
a
lot
of
in-class
work,
broad,
stroke,
prevention
efforts
with
coping
skills
and
mindfulness,
and
things
like
that.
C
B
I
would
say
just
to
finish
off
the
psychologists
piece
at
the
secondary
level,
middle
and
high
school.
We
do
see
less
of
an
assessment
demand
lots
of
times,
kids
already
have
their
disabilities
identified
and
so
we'll
see
less
assessment
on
the
secondary
level.
More
group
work
more
friendship,
work
more.
What
to
Heidi's
point
some
societal
pieces
supporting
students
in
that
way,
but
certainly
at
the
high
school
in
the
middle
school
level.
B
A
B
So
as
a
result
of
that,
the
school
counselors
really
are
that
first
front
line
of
defense
for
any
supports
that
a
child
might
need
we're
kind
of
at
that
second
level,
more
of
a
targeted
interventions,
and-
and
so
because
of
that
we
want
to
make
sure
that
parents
are
in
formed
if
we're
going
to
work
with
their
child.
A
school
counselor
is
obviously
available
to
work
with
any
student
in
the
building
the
school
psychologist
or
the
school
social
worker
can
be
a
little
less
obvious.
B
A
D
We
I
think
it's
best
that
they
know
that
there
is
a
school
psychologist
in
every
single
building,
but
at
the
different
levels
there
they're
different
days
of
the
week.
Some
are
there
full-time
others.
Are
there
one
or
two
day,
two
days
a
week
or
more?
So
it's
actually
just
best
to
call
the
school
building
to
find
out
who
the
school
psychologist
is
and
when
they
are
available.
C
B
A
It
so
what
I'm
hearing
too
is
that
children
who
have
individualized
education
plan
are
especially
they're.
Not
the
only
children
that
school
psychologist
or
school
social
workers
would
see.
They
may
see
kids
that
or
have
an
invalid
individualized
education
plan,
or
they
may
see
kids
that
do
not.
Is
that
correct
sure.
B
I
mean
I
think
it
depends
a
little
bit
on
how
much
time
the
service
provider
is
in
the
building.
So,
for
example,
if
the
school
psychologist
is
in
a
building
one
day
a
week,
it's
pretty
unlikely
that
they'll
have
time
to
see
other
general
Ludd
kids.
That
Heidi's
point
is
really.
Our
goal
is
to
be
broadly
in
the
school
so
that
we
are
able
to
serve
kids
with
special
education
needs
as
well
as
general
kids.
We
don't
always
have
that
look,
but
it's
always
a
good
question
worth
asking
good.
A
B
That's
a
great
question
Ryan,
because
I
think
that
a
lot
of
people
have
that
question.
There's
a
lot
of
confusion.
One
of
the
things
that
we
are
always
working
on
is
making
sure
that
we
are
addressing
the
educational
impact
and
the
academic
needs
of
the
student.
So,
for
example,
if
you
have
a
mental
health
concern
and
it's
impacting
your
ability
to
concentrate
in
class
or
to
stay
in
class
or
to
do
something
like
that,
that's
an
appropriate
role
for
a
school
psychologist
or
a
school
social
worker.
We
don't
do
all
forms
of
family
therapy.
B
We
don't
do
all
forms
of
therapy,
so
you
don't
want
to
think
of
us
necessarily
as
a
replacement
for
outside
support
oftentimes
that
works
best
if
we're
working
in
conjunction
with
a
private
provider
and
actually
staff
I
think
you
have
a
good
example
of
a
concern
that
would
be
more
appropriately
addressed
by
a
private
provider.
Yes,.
D
So,
as
Kelly
said,
we
look
at
educational
impact
and
helping
kids
to
overcome
those
barriers
for
socio,
emotional
and
behavioral.
But
if
there
is
a
family,
that's
experiencing
a
change
in
situation
such
as
a
divorce
and
the
student
might
be
showing
some
concerning
behaviors
in
the
home.
Setting
yet
is
not
showing
any.
Concerning
behaviors
in
the
school
setting,
then
that
would
be
an
example
that
there
wouldn't
really
be
an
educational
impact
that
that
would
be
more
for
a
family
to
seek
out
a
private
therapist.
Okay,
Heidi.
C
Something
that
comes
to
mind
was
like
if
a
child
has
gone
through
an
unfortunate
trauma
of
abuse,
sexual
or
physical
abuse
or
neglect,
something
very
acute
like
that.
That's
probably
they're
going
to
need
ongoing
treatment,
plus
the
nature
of
the
topic
is
not
something
that
you
necessarily
want
to.
Oh
I'm,
going
to
work
on
my
trauma
and
then
I'm
going
to
go
back
to
math
it's
too
much
for
the
school
setting
in
those
situations.
We
might
recommend
that
a
person
have
an
outside
therapist
and.
B
To
Ryan
I
think
you
know,
we
don't
see
kids
over
the
summer.
So
if
it's
an
ongoing
concern
like
HIDA,
was
for
continuity,
something
that's
really
difficult.
It's
it's
hard
to
come
out
a
math
class
and
talk
about
your
trauma
and
then
dry
your
tears
and
go
back
into
math
class,
but
also
what
happens
in
this
summer.
How
are
you
getting
supported
in
the
summer
on
Christmas
break
or
when
we're
we're
having
some
holiday
breaks?
B
Think
the
biggest
challenge
is
certainly
the
scarcity.
You
know,
as
you
know,
in
Anne
Arundel
County.
We
have
a
lot
more
mental
health
needs
and
we
have
providers.
We've
had
a
great
budget
year
in
terms
of
our
staffing,
but
we
still
don't
have
as
many
supports
as
we
would
like
to
have
and
I
think
behaviorally
I
think
that's
another
challenge
that
we're
seeing
in
the
elementary
salutely.
D
B
I
think
we
are
seeing
mental
health
challenges
at
younger
ages.
When
you
look
at
our
data,
you
know
you
certainly
see
what
you
used
to
assume
was
a
high
school
problem.
Now,
is
it
the
middle
school
level?
Suicidal
thoughts
might
be
at
the
elementary
school
level,
which
feels
different
and
unheard
of
to
people,
but
really
is
an
impact
that
we're
seeing
and.
A
B
Are
working
very
hard
to
get
more
supports
mental
health
supports
into
the
elementary
schools
this
year
we
were
able
to
have
school.
Psychologists
only
have
two
elementary
schools
at
most
instead
of
three
we're
also,
as
Heidi
said,
putting
social
workers
into
elementary
schools
as
well
and
partnering
with
our
school
counselors
as
they
have
increased
their
staffing.
A
E
You
have
children
currently
in
or
about
to
enter
Anne
Arundel
County
Public
Schools.
Would
you
like
to
join
other
families,
community
members
and
educators
to
share
ideas
and
address
issues
that
support
the
academic,
success
and
overall
well-being
of
our
children?
If
so,
please
join
us
on
Saturday
November
16th
for
our
family
involvement
conference.
The
theme
of
this
year's
conference
is
all
means
all
embracing
and
learning
through
our
diversity.
The
event
is
free
and
open
to
all
interested
family
and
community
members.
E
It
will
be
held
at
the
Anne
Arundel
Community
College
in
Arnold,
and
runs
from
8:30
a.m.
until
1:00
p.m.
the
morning.
We'll
begin
with
the
opportunity
to
visit
a
variety
of
community
resource
tables,
followed
by
welcoming
remarks
from
superintendent
dr.
George
are
lado.
Participants
will
then
choose
to
engaging
workshops
from
among
13
different
topics
to
attend
for
the
remainder
of
the
day,
continental
breakfast
and
an
afternoon
snack
will
be
provided
and
childcare
is
available
for
children
ages,
3
through
12
in
the
campus
child
development
center.
E
Please
note,
however,
that
the
number
of
available
spaces
is
limited
and
registration
for
childcare
is
required.
Those
interested
in
childcare
should
call
for
1
0
to
2
5
3
0,
9,
/,
AACC
rules.
Children
under
the
age
of
16
may
not
accompany
parents
into
conference
sessions
for
more
details
and
to
register
for
the
conference.
Please
visit
our
conference
website
at
www.kppc.org/keeps.
E
A
Thank
you
all
for
explaining
the
role
of
the
school
psychologists
and
school
social
work
to
our
audience.
I.
Add
one
more
follow-up
question
with
that:
if
parents,
if
their
child,
is
seeing
a
school
social
worker
or
school
psychologist,
can
you
talk
a
little
bit
about
confidentiality?
What
would
be
kept
private
and
what
would
be
shared
with
parents
and.
B
I
think
that's
an
important
question
for
parents
to
understand
what
expectations
of
privacy
their
child
can
have.
First,
the
most
important
thing
to
know
is
that
a
school
psychologist
or
a
social
worker
will
go
over
the
rules
of
confidentiality
with
a
child
in
their
first
session
and
we'll
also
make
that
information
available
to
parents,
so
there's
very
clear
guidelines
about
what
will
be
kept
confidential
and
what
won't
be
in
general.
B
What
we
don't
keep
confidential
is
when
a
child
is
saying
something
about
wanting
to
hurt
themselves
or
wanting
to
hurt
others
or
if
they're
reporting
that
they're
being
abused.
All
of
those
things
which
can
actually
find
within
our
policy
and
regulations,
G
a
D
and
G
a
DRA
around.
What's
confidential
communications,
all
of
that
is
available
for
parents
to
look
at,
but
I'm
gonna
have
staff
and
Heidi
give
us
some
examples
of
what
it
might
look
like
at
the
different
levels:
confidentiality
yeah.
D
And
in
the
elementary
level,
obviously
you
need
to
take
into
account
the
developmental
level,
the
student
that
you're
working
with
and
you're
gonna
kind
of
break
that
down
into
you
know
friendly
terms
and
things
like
that.
But
the
bottom
line
and
the
message
that
we
send
to
any
child
was
exactly
what
Kelly
just
said
and
that
if
you
are
in
jeopardy
of
harming
yourself
or
others,
then
we'll
need
to
let
other
people
know
about
the
contents
of
our
session
other
than
that,
then
what
stays
with
what
is
said
in
this
room
stays
in
this
room.
B
C
As
you
have
teenagers
they're,
definitely
there
they're
not
always
quick
to
trust,
so
that
confidentiality
conversation
is
something
that
we
have
always
in
the
beginning.
It's
very
similar
to
elementary,
although
the
words
are
different
when
I'm
explaining
that
to
an
older
student,
we
talk
with
the
things
that
can't
be
private
or
if
you're
gonna
harm
yourself
or
if
you
have
harmed
yourself
in
the
self-injury
or
if
you
want
to
hurt
yourself
or
die,
or
things
like
that.
If
someone
is
being
heard
at
home,
of
course,
so
teenagers
they
might
talk
about
specifics
about
their
relationships.
C
C
D
The
confidentiality
with
elementary
school
level,
two
sometimes
teachers
or
parents,
will
think
okay,
you're
reaming
with
a
student
and
then
they'll,
come
and
well
I
want
to
know
exactly
what
was
said
during
the
session
and
and
that's
common
because
they
think
they're,
young,
kids
and
they're.
You
know:
they're
sharing,
I'm,
the
parent
I
have
the
right
to
know
everything.
So
it's
you
know
definitely
shared
with
the
parents
and
teachers
as
well
that
you
know
the
confidentiality
is
across
all
grade
levels.
No.
E
B
So
we
have
to
share
it
with
other
people
and
usually
in
my
experience,
adolescents,
even
if
they're
mad
at
you
in
the
beginning,
they'll
come
around
to
it
as
they're
getting
support,
and
that
goes
true
for,
if
they're
threatening
to
hurt
themselves
or
if
they're,
threatening
to
hurt
others
or
if
they
hear
of
a
threat
to
hurt
other
people
that
that
can
be
something
that
we
don't
keep
confidential
either.
Thank.
A
You
so
I'm
kind
of
a
segue
to
that
we're
talking
about
topics
that
you
know
that
aren't
confidential
school
safety
and
and
threats
of
harms
harm
to
others.
Can
you
talk
about
the
role
of
or
the
expertise
of
when
it
comes
to
school,
psychologists,
school
social
workers
around
the
area
of
threats
of
harm,
to
others?
Sure.
B
And
I
think
this
is
an
area
where
we
really
share
with
parents.
The
worry
that
something
bad
could
happen
that
an
act
of
violence
could
have
that
would
be
terrible
to
the
to
their
children
and
to
the
school
as
a
whole.
And
so
we've
really
worked
hard
in
the
office
of
psych
services
to
put
a
lot
of
supports
and
plans
in
place
so
that
we're
very
active
in
our
pursuits
of
making
sure
that
kids
are
safe,
not
just
from
acts
of
self-harm,
but
acts
of
harm
from
other
people.
B
I,
don't
know
if
you
know
Ryan,
but
there's
the
safe
to
learn,
act
from
2018,
which
was
signed
by
Governor
Hogan.
We've
worked
on
that
act
and
so
that
Act
requires
that
every
school
district
has
a
behavioral
threat
assessment
process
and
a
threat
assessment
team
to
examine
that
process.
We're
very
fortunate
in
Anne,
Arundel
County
that
we
have
been
having
that
process
for
about
five
years
now.
So
we
don't.
B
We
didn't
have
to
start
from
scratch
when
that
law
came
out,
but
what
we
did
was
make
some
tweaks
to
make
sure
that
it's
very
transparent
to
to
schools,
to
families,
to
the
community
at
large.
What
our
process
is
and
again
that's
actually
a
policy
and
regulation
that
if
parents
are
interested,
they
can
read
on
the
board
policies,
I
believe
it's
policy,
J
and
J
and
and
J&R
a
so
all
the
details
are
public
about
how
we
engage
the.
A
A
B
One
of
the
things
that's
most
important
to
understand
is
that
oftentimes
kids
might
make
a
threat,
they
don't
mean,
and
so
one
of
the
things
that
we
really
needed
in
Anne
Arundel
was
we
needed
a
process
where
we
could
differentiate
between
the
threats
that
are
that
are
serious
and
significant,
and
the
threats
that
are
just
kids
having
a
bad
day
or
we've
all
maybe
had
the
experience
where
we've
made
a
threat.
I
always
joked,
and
when
my
husband
doesn't
unload
the
dishwasher
I
threatened
to
kill
on
me.
B
D
And
when,
when
we
go
through
the
process
of
the
way
that
it's
written,
you
can
kind
of
identify
that
information
pretty
quickly
and
when.
If
it
is
transient,
then
really
there's
there's
not
much
more
other
than
talking
to
the
student
and
making
sure
that
they're
not
going
to
harm
anybody
else.
But
there
are
processes
and
procedures
in
place
that
if
the
administrator
as
the
team
lead
and
then
other
people
from
the
threat
assessment
team
determine
that
this
might
be
something
more
significant.
D
B
Ryan,
probably
at
the
heart
of
our
process,
is
the
notion
that
really
the
best
way
to
keep
kids
safe
in
school
is
to
resolve
the
need
for
the
threat
in
the
first
place.
So
it
can
be
counterintuitive
sometimes
to
to
feel
like
you
want
to
work
with
the
child
who's,
making
the
threats,
but
really
the
best
way
that
we
can
ensure
safety
is
by
working
with
a
child,
helping
them
resolve
whatever
grievance.
It
might
be
that
they
have
or
making
sure
that
they're
getting
the
supports
that
they
need.
B
C
And
working
in
the
elementary
schools
I
would
see
that
more
often
I
guess
then
I
then
I
would
have
thought
students
making
self
harm
statements
that
they
want
to
die
and
they
they
want
to
kill
themselves.
It's
it's
almost
hard
to
imagine
a
young
person
saying
that,
but
in
further
assessment
you
know
are
all
of
our
school.
Social
workers
in
schools,
like
psychologists,
are
skilled
clinicians
and
we
would
do
an
assessment
process
and
a
lot
of
times
I
would
find
out
that
it
wasn't
that
they
really
wanted
to
end
their
lives.
C
C
A
B
So
the
threat
assessment
process
is
very
much
intended
to
be
a
team
process
and
we
really
look
to
parents
to
be
a
key
part
of
that
team,
because
parents
have
a
lot
of
access
to
information
about
how
a
child
is
at
home,
that
we
don't
see,
and
we
have
the
school
view.
So
we
can
kind
of
share
and
and
get
the
full
picture
of
the
child.
When
we're
able
to
collaborate
with
the
parent,
we
do
often
make
recommendations
for
outside
therapists
or,
if
they're,
already
working
with
a
therapist.
B
A
B
So
I
think
that
the
most
important
thing
is
the
notion
of
see
something
to
say
something.
We
really
want
to
encourage
parents.
We
want
to
encourage
kids.
We
want
to
encourage
that
that
communication
come
forward
to
the
school,
so
one
option
would
be
to
call
your
schools
administrator
and
report
what
you've
seen
there's.
Also
an
Anne
Arundel
County
hotline,
where
you
can
report
information,
and
you
can
even
report
information
and
anonymously.
If
you
don't
feel
comfortable
reporting,
your
full
name
but
most
important.
B
That
we
know
is
that
there's
always
a
path
in
which
there
was
time
between
when
a
person
started
thinking
about
hurting
themselves
and
when
they
actually
do
it
or
thinking
about
hurting
others
and
doing
it.
And
so,
if
we
can
get
those
clues
in
to
us,
then
we
can
help
work
and
solve
the
problem.
That
way.
So
we
encourage
all
parents
and
students
to
report
any
anything
that
they're
hearing
that's
sort
of
scary
to
them
and.
B
No
I
mean
I,
don't
think,
there's
any
difference
in
terms
of
how
you
report
it
sometimes
on
social
media
you're
able
to
screenshot
it
or
somehow
capture
it,
which
can
be
very
helpful
as
kind
of
bringing
in
some
evidence
to
say,
look,
I
saw
it,
and
this
is
what
it
is.
And
you
know
we
have
to
remember
that
oftentimes
kids
say
things
they
don't
mean,
so
we
don't
want
to
overreact
when
we
see
something
that's
concerning,
but.
F
A
B
And
an
administrator,
often
times
kind
of
wears
two
hats
in
that
process.
One
is
gonna,
be
they're
gonna,
be
in
charge
of
the
discipline
aspects
of
it.
That's
not
something
that
a
school
psychologist
or
a
social
worker
will
get
involved
in
in
terms
of
the
deciding
of
the
discipline
and
the
giving
of
the
consequences.
The
school
psychologist
and
social
worker
really
is
on
that
intervention
side.
Trying
to
figure
out
what's
going
on.
Do
we
need?
B
Does
a
child
need
some
help,
that
kind
of
a
thing
the
administrator
will
initiate
the
threat
assessment
team,
because
often,
what
happens
in
a
school
is
that
an
administrator
hears
at
first
and
then
they
have
to
things
to
decide.
I
have
to
decide
on
discipline,
but
they
also
have
to
decide
on
whether
or
not
a
threat
assessment
team
needs
to
be
activated.
A
Well,
I
just
want
to
thank
you
all
for
this
conversation.
This
has
been
very
enlightening
and
I'm
sure
we
could
talk
more
about
a
variety
of
topics,
but
it's
really
important
that
parents
understand
the
role
of
the
school
psychologist
in
school
social
worker
and
then
how
they
can
get
that
support
for
their
child.
I
just
want
to
thank
you.
Alright,
I
also
want
to
thank
you
all
for
watching
at
your
service
have
a
great
day.
F
When
a
school
bus
stops
to
load
students
as
a
driver,
this
is
what
you
will
see
at
a
hundred
and
fifty
feet.
The
bus
will
activate
hazard
lights
at
a
hundred
feet.
The
bus
driver
will
activate
the
amber
lights,
they
will
start
slowing
down
at
ten
feet
before
the
bus
stops.
They
will
turn
on
the
red
bus
lights,
their
stop
sign
will
come
out
and
students
will
begin
to
load
once
all
students
are
on
board
safely.
The
bus
driver
will
turn
off
red
lights
and
move
forward
at
this
time.