►
Description
Kathy talks with Rachel Hunton, AACPS School Psychologist.
A
I,
the
school
years
come
with
all
sorts
of
great
social
benefits,
learning
to
collaborate,
making
friends
and
establishing
peer
to
peer
relationships.
Often,
though
they
also
bring
some
significant
social
challenges
as
parents,
we
want
to
help
our
children
succeed
not
only
educationally,
but
also
in
building
a
solid
social
foundation
that
can
grow
with
them.
How
do
we
talk
to
our
children
about
everything
from
being
a
good
friend
to
situation
such
as
bullying,
discipline
and
depression?
What
are
signs
to
look
for
that?
A
Your
child
may
be
having
some
social
challenges,
and
how
do
you
start
a
conversation
about
them?
We
spoke
with
Rachel
Hutton
and
a
CPS
school
psychologist
for
advice,
so
Rachel.
Thank
you
so
much
for
being
with
us
here
today.
George.
Can
you
have
to
us
a
little
bit
about
your
role
with
a
CPS
and
what
you
do
on
a
day-to-day
basis.
B
So
I'm
a
school
psychologist
and
right
now,
I'm
in
three
elementary
schools
in
the
broad
neck
cedar
I
spend
a
lot
of
my
time
with
working
with
teens
on
intervention
development
and
looking
at
you
know
whether
children
may
or
may
not
have
disabilities
whether
they
need
special
education
and
kind
of
problem.
Solving
with
teams.
I
do
counseling
due
friday
of
different
things,
consulting
with
teachers,
so
you're.
A
B
So
you
have
to
understand
social
skills
within
the
context
of
their
development,
at
whatever
stage
that
they
are
so
in
elementary
school.
Kids
are
really
were
looking
at
skill
mastery,
so
they
might
be
looking
at
more.
You
know
what
can
I
do.
What
skills
can
I
have
that
are
going
to
impress
other
people
there's
a
big,
huge
difference,
obviously,
between
kindergarten
and
fifth
grade,
so
kindergarteners
are
working
more
on
those
really
social
social
rules.
Those
simple
rules,
you
know,
I
give
a
friend
a
hug
when
they're
sad,
you
know,
I
share
my
things.
A
B
Understanding
social
cues
they're
starting
to
understand
you
know
what
it
looks
like
when
someone
feels
a
certain
way
Vera,
whereas
you
know,
when
you
get
up
into
the
upper
elementary
school
years,
they're
focused
on
friendships
with
people
that
have
similar
interest.
Maybe
they
live
near
them.
Some
issues
you
might
see
there
could
be.
You
know.
Well,
this
person
did
something
that
I,
don't
like
so
I'm,
not
their
friend
anymore,
but
then
magically
they're,
friends
again
the
next
day.
So
you
know
that
is
a
perfectly
normal
thing.
B
I
might
see
in
elementary
school
and
middle
school,
kids
are
starting
to
look
at
identity
development
and
that
obviously
progresses
a
lot
through
high
school.
Also,
so
the
middle
school
they're
more
focused
on
what
can
I
do
that's
going
to
fit
in
there.
Looking
at
conformity
there's
some
peer
pressure
issues
that
start
there,
they
start
trying
on
different
identities
and
different
social
groups.
They're
looking
at
relationships,
you
know
they
might
start
looking
at
relationships,
feel
when
puberty
said.
B
Am
I
interested
in
so
that's
more
middle
school,
then
in
high
school,
with
the
identity
development
there
they
are
not
only
looking
at
how
can
I
fit
into
a
group,
but
how
can
I
set
myself
apart
from
the
group
so
more
that
individuality
kinds
of
things,
some
common
issues
you
might
see?
There
are
also
just
trying
on
those
different
roles
and
seeing
who
they
are
and
who
do
I
fit
in
with
yeah.
A
It's
a
lot
to
go
through
as
a
parent.
What
would
be
maybe
some
science
to
look
for
if
your
child
is
starting
to
have
some
social
issues
and
goal
you
know
obviously
sure
sometimes
the
kids
have
problems
with
other
kids
or
things
like
that.
But
how
do
you
know
when
it's
becoming
a
little
bit
more
serious
sure.
B
So
I
would
look
at
two
different
ends
of
the
spectrum,
so
I
might
look
at.
You
know
looking
for
more
the
signs
of
withdrawal
and
a
lack
of
self-confidence,
if
they're
getting
invited
places,
they
don't
have
the
confidence
to
even
go
that
kind
of
a
end
of
the
spectrum
where
they
don't
really
seem
to
have
many
friends.
B
But
you
also
could
see
some
difficulties
with
the
other
end
of
the
spectrum,
where
you
know
they're,
very,
not
necessarily
that
extroverted
is
a
bad
thing,
but
if
they
have
a
lack
of
social
boundaries
and
maybe
some
impulse
control
issues
and
they're
kind
of
disinhibited.
That
also
could
be
a
sign
of
a
problem,
and
for
that
they
might,
you
know,
might
be
more
of
not
that
they
don't
have
friends
but
they're,
jumping
friend
groups,
and
we
have
a
different
best
friends
like
every
week,
they're
having
trouble
sustaining
that
friendship
got.
B
So
you
want
to
try
to
tease
out
you
know
what
is
my
child's
personality,
because
some
of
us
are
just
not
as
social
and
you
know
what
might
be
an
issue
you
might
look
at.
How
is
it
affecting
my
child?
So
are
they?
Is
there
an
emotional
impact
from
it?
Are
they
upset
by
their
lack
of
friends,
or
you
know
their
lack
ability
to
sustain
a
friendship?
B
Is
it
affecting
them
academically
kind
of
looking
for
those
morning
signs,
of
course,
if
there's
any
safety
issues
that
go
along
with
that
or
if
their
friends
are
engaging
in
any
address
types
of
behaviors,
you
know
drugs
or
cutting
or
anything
like
that
risk-taking.
Those
would
be
sometimes
do.
Okay,.
A
And
as
a
parent,
obviously
you
watch
your
child's
behavior,
but
it's
a
whole
different
ball
game
to
start
the
conversation
with
them.
Do
you
have
any
ideas
for
some
good
conversation
starters
and
especially
as
a
child
gets
older
and
moves
up
into
middle
school
or
high
school?
The
natural
progression
of
behavior
is
to
become
a
little
bit
more
withdrawn
and
pull
back
a
little
bit.
Could.
A
B
So
it
is
natural
for
them
to
pull
from
their
parents
because
they
become
more
focused
on
the
social.
But
if
you
are
concerned-
and
you
do
want
to
talk
with
them,
I
would
start
off
with
with
an
eye
statement
so
telling
them
I
feel
you
know
worried
for
example,
and
why
they
feel
that
way,
so
that
kind
of
invite
empathy
on
the
part
of
the
child,
because
then
they're
saying,
oh,
my
parents,
a
real
person,
you
know
they
have
feelings
too,
and
it's
best.
It
takes
away
the
blame
from
it.
B
You
know
it's
about
you,
I'm
feeling
this
way
you
know,
can
you
help
me
understand?
What's
going
on
and
then
really
give
a
genuine
invitation?
You
know
not
forcing
the
point
if
they
don't
want
to
talk
about
it
and
if
they
see
that
it's
their
choice
to
talk
about
it
or
not,
then
they
may
be
more
likely
to
open
up
to
you
even.
B
A
B
B
So
I
would,
I
would
agree
with
you
at
least
riding
in
the
car
would
be
a
good
idea,
but
it
could
also
be
a
time
that
you
know
you
know
you
have
some
downtime
at
home
and
you
know
you're
not
going
to
be
interrupted
and
there
aren't
a
thousand
things
going
on
as
there
aren't
every
child
and
parents
life
so
some
time
that
you
can
really
devote
to
it.
What
about.
A
Depression
and
anxiety
and
students,
you
know
it
seems
that
the
trend
is
becoming
so
plays
that
those
are
increasing.
No,
can
you
find
that,
and
are
there
specific
things
to
look
for
if
you
feel
like
your
child,
is
getting
overly
anxious
and
not
just
the
little
things
like
obviously
test
anxiety
or
things
like
we're.
B
B
Yeah,
so
mental
health
issues
are
definitely
on
the
rise,
especially
in
you
know,
are
well
across
all
grade
levels
and
all
age
developmental
levels.
So
when
I'm
looking
for
anxiety
depression,
I
would
kind
of
conceptualize
into
three
different
categories
of
types
of
behavior,
so
you
might
look
at
the
emotional,
the
cognitive
and
physical
signs,
so
emotional
signs
being
more
of
that,
it
could
be.
You
know,
long
stretches
of
periods
of
sadness
and
withdrawal
and
not
really
wanting
to
go
out
and
do
anything.
That
is
what
may
be
something
that
they
used
to
enjoy.
B
They
don't
want
to
go
out
and
do
it.
It
could
be
irritability
a
lot
of
times
with
younger
students
in
particular.
It's
not
really
that
sadness
at
50
show,
but
it
might
be
just
really.
You
know:
they're
cranky,
they're,
quick
to
anger,
that's
how
sometimes
anxiety
and
depression
manifest
in
younger
kids
so
and
obviously,
if
there's
any
self
injury
or
or
suicidal
thoughts.
That's
all
part
of
that.
You
know
emotional
realm.
Looking
at
the
physical
symptoms,
you
know
they
might
be
extra.
Tired,
have
trouble
sleeping,
maybe
waking
up
in
the
middle
of
the
night.
B
Might
sleep
a
lot
or
not
enough
changes
in
appetite
weight
gain
those
kinds
of
those
kinds
of
signs
and
then
with
the
cognitive
looking
for
dropping
grades
might
be
one
looking
at
you
know.
Are
they
having
trouble
getting
those
worried,
thoughts
out
of
their
minds?
You
know
that
might
lead
to
a
lack
of
concentration.
They
might
seem
like
they're.
You
know
checking
out
every
now
and
again,
and
then
you
know
so
those
are
some
of
the
cognitive.
You
know
that's
great
too,.
B
A
B
So
teacher
is
a
great
person
to
contact
the
school.
Counselor
is
a
great
person
to
contact.
They
probably
will
know
of
you
know
the
different
resources
in
the
area
and
through
word
of
mouth
they
might
know
a
little
bit
about.
You
know
who's
a
good
contact
for
counseling,
sometimes
they'll
be
groups
in
school
or
resources
in
school.
You
know
that
depends
on
them
to
school.
So
that's
one
area,
then
there's
also
the
one
line
which
is
on
the
Anne
Arundel
mental
health
website.
So
it's
sweet.
It's
a
a
mental
health
org.
B
A
And
what
would
you
counsel
to
tell
our
children
and
students
if
they
become
concerned,
especially
older
children,
as
they're
in
high
school,
about
a
friends
behavior
that
can
be
sort
of
sticky
waters
to
know
how
to
approach
that
and
whether
their
friend
is
saying
something
or
exhibited
some
behavior
are
concerned
about?
What
would
you
downtown
for
them?.
B
To
do
go
with
their
gut
and
depending
on
their
age,
they
may
need
help
from
from
an
adult
to
understand
what
that
gut
feeling
feels
like
you
know.
So
what
is
that
in
my
body?
You
know
how
do
I
recognize
that
I
feel
uncomfortable
with
the
situation
if
they
can
go
to
an
adult?
If
there
is
a
safety
concern,
I
know,
a
lot
of
kids
are
worried
about
tattling
they're
worried
about
snitching
and
I.
Might
you
know
reline
them
that
tattling
and
stitching
are
more
about
you
getting
something
out
of
it?
A
You
would
tell
anybody
absolutely
great
great,
and
what
about
today's
classrooms
obviously,
are
such
a
melting
pot
of
different
backgrounds,
levels,
sort
of
learning
challenges?
What
about
students
who
might
be
faced
with
a
little
bit
of
an
extra
challenge
on
the
autism
spectrum,
or
do
you
have
some
particular
learning
challenges
to.
B
So
those
kids
are
a
lot
of
them
have
difficulties
with
social
skills.
Then
you
want
to
look
at.
You
know
how
significant
is
the
disability,
so
kids,
that
are
not
as
obvious
that
they
don't
have
as
obvious
of
a
disability,
are
at
more
risk
for
bullying
and
being
a
perpetrator
or
a
victim
of
bullying.
Then
are
the
kids
that
are
more
noticeable,
we're
more
impacted.
Then
those
kids
are.
You
know
it
invites
more
empathy
from
other
kids.
A
B
With
autism,
the
gaps
gets
wider
as
they
get
older
because
they
don't
pick
up
on
those
social
cues.
Naturally,
just
from
observing
students
like
like,
like
you
know,
a
typically
developing
child
would
so
they
need
more
explicit
instructions.
These
are
the
hidden
rules.
You
know
this
is
the
thing
that
we
don't
say
what
we
all
know,
what
to
do
so
that
that's
definitely
a
key
piece.
B
Their
kids
with
ADHD
actually
also
need
a
little
bit
because
they
are
not
just
may
not
be
attending
to
the
social
cues
to
learn
them,
and
they
also
might
just
have
difficulty
in
hitting
those
impulses.
If
they
you
know,
even
if
they
do
know
the
social
rules,
consult,
a
DHD
might
also
be
more
at
risk
for
falling
into
more
of
an
address
kind
of
a
peer
group,
because
more
socially
mature
students
may
not
be
as
accepting
of
a
child
that
doesn't
control
their
impulses
and
that
you
know
that
says,
he's
socially
awkward
things.