Episode Transcript
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Speaker 1 (00:07):
Welcome back to season two. Welcome to Psychobabbel dash Me.
I'm your host, Danielle Minch along with merhor Mar Week.
Speaker 2 (00:16):
Hi everybody, So I hope you guys had a good
what was it summer? Summer? Right?
Speaker 3 (00:21):
Yeah, we were gone the whole summer.
Speaker 2 (00:23):
And now it's fall and we're starting season two and
we hope you enjoy it.
Speaker 1 (00:28):
We're real excited for the material that we researched and
we're going to put out.
Speaker 3 (00:33):
There for you.
Speaker 2 (00:34):
So today we're going to kind of revisit a well
not kind of. We're going to revisit a topic we've
already covered, right, bullying, bullying.
Speaker 3 (00:41):
Yes, October is National Bullying Month, which I didn't know that.
Speaker 2 (00:46):
I didn't know. There's also a breast cancer were this month? Right?
Speaker 3 (00:49):
Yes? And it worked.
Speaker 1 (00:51):
This is the main reason why I did. We're having
a big bullying campaign, anti bullying, yes and Hi, sorry, well,
anti bullying campaign at work?
Speaker 2 (01:04):
Right, And you said, what was you told me a
statistic about something about bullying being because I don't have
the status this time? You are?
Speaker 3 (01:12):
Yeah?
Speaker 1 (01:14):
Who which is the World Health Organization said that suicide
is the second leading cause of death of people between
the ages of fifteen and twenty nine years old.
Speaker 2 (01:24):
Yeah, that's crazy. Now, we want to say that there's
not a direct correlation between bullying and suicide. There's a
lot of other factors, but if you're bullied, the chances
of you committing or attempting.
Speaker 1 (01:38):
Suicide, yeah, or even having just the suicidal ideations. The
CDC says that approximately one in five young people experience
bullying at school.
Speaker 2 (01:48):
Yeah, that's crazy. So before we start, why don't we do?
Speaking of the CDC, their definition of bullying is any
unwanted aggressive behavior that involves real or perceived threat. This
has to be repeated over time and didn't conclude anything
from you know, making threats, spreading rumors, verbal or physical attacks,
and even excluding someone from group activities, which I think
(02:13):
in today's world, because you know, we're kind of older,
things are so much different now with social media and
people can say things behind the computer or.
Speaker 3 (02:25):
Their phone that they're cyberbullying.
Speaker 2 (02:27):
That's big that they wouldn't normally say.
Speaker 3 (02:31):
Which the bullying.
Speaker 1 (02:33):
Since you know, our podcast is focused on mental health,
the bullying does lead to.
Speaker 3 (02:40):
Mental health conditions like depression, anxiety.
Speaker 2 (02:43):
Right, it can have severe and lasting negative effects on
your mental health. Yeah, depression, anxiety, substance abuse for functioning
and social events, or it's school. I mean obviously if
you're getting bullied at school, I would think you don't
want to go to school. And yeah, I have all
that anxiety while you're in school that something's going to
happen or someone's going to approach you, or what are
(03:03):
the other kids thinking? Because someone set something out there.
So it affects these kids' entire life.
Speaker 1 (03:09):
It does, and I you know, whenever I was doing
the research, that's what kids do. You know, they they
have the physical symptoms like stomachache, you know, headache, the sadness,
the loneliness, feeling worthless because they are being bullied, so
they do they're they're absent from school because they don't want.
Speaker 2 (03:28):
To go right, they don't want to do their work.
And like I said, so that it's not I mean,
obviously bullying is a huge issue, but it says of
most vulnerable youths are those with you know, who stand out,
who are different in some way learning to say OLED
or the LBGTQ communities at a higher risk. You know,
(03:50):
people who are just quote different in some way are
often targeted for bullying, low economic status, right, and there
are other contributing Like we said, so if the child
has a history of depression or anxiety, a history of
exposure to violence, family conflicts, problems in their relationship, alcohol
or drug abuse, lack of access of support or help,
(04:13):
all of those are factors that contribute to these kids
who then are bullied, trying or committing suicide.
Speaker 3 (04:23):
Right, yes, so what can caregivers do?
Speaker 1 (04:27):
I think this is huge that we need to talk
about this because here your mom or a dad, and
you know you've noticed these signs of your child coming
home from.
Speaker 3 (04:39):
School and noticing you know, the sadness.
Speaker 1 (04:43):
The low self esteem, difficulty sleeping, the physical symptoms. So
what can caregivers do whenever they're experiencing any type of
bullying and especially if they're having any suicidal ideation?
Speaker 2 (04:55):
And it is so.
Speaker 3 (04:55):
Important that they address the concerns and support the person involved.
Speaker 1 (05:00):
Whether it be you know, family, daughter, son, or anybody
that they know. There are signs to look for, you
know in your child, which you kind of covered those missing, avoiding, school,
declining academics, depression, difficulty sleeping, headaches, stomach aches. These are
all issues with eating, self harm, running, away, avoiding social
(05:23):
things and having suicidal ideations.
Speaker 3 (05:25):
And we can't stress enough that.
Speaker 1 (05:27):
If anybody you know has suicidal ideations, you have to
ask the tough question, are you going to harm yourself?
Speaker 3 (05:33):
Do you have an intent? Do you have a plan?
Speaker 2 (05:35):
Right? Like a lots of times people say they don't
want to ask because they're putting that idea in their head,
and that's that's just not the reality of it. You
don't know if you don't ask, right.
Speaker 1 (05:44):
And there are support groups out there, so find support
for bullying and suicidal ideation. Stomp Out Bullying Help Chat,
that's one of the chat. There's a Trevor Project, there's
teen Line, there's crisis line, and then we always say
there's a nine eight eight suicide and Crisis Lifeline, Substance
Abuse of Mental Services helpline, and National Lines on Mental
(06:08):
Health Illness GNA helpline.
Speaker 2 (06:12):
Yeah, and there's a federal resources for you know, parents
or kids to look at too. It's ww dot Stop
Bullying Dot Dove that can also look up. So the
research shows that you know, kids who feel connected to
their school, to their family are less likely to engage
(06:33):
in suicidal related behaviors. So we're going to talk to
a school counselor and a little wok bit and she
can go into this more how the school can get involved.
Also just teaching kids how to cope with things, life skills,
you know what I mean, how to deal with the
negativity of it, is also empowering them in themselves.
Speaker 3 (06:54):
Right, yes, definitely.
Speaker 1 (06:56):
Whenever I was talking to Merri mar before we got
here in the studio and I was telling her that
the names of the kids that I saw that you know,
if you google like children that have committed suicide due
to bullying, it blew my mind. Like we're talking young
(07:17):
as age nine.
Speaker 3 (07:21):
I just was blown away. One little girl.
Speaker 1 (07:25):
Was bullied at school. The bullies told her to kill herself.
Mom found her hanging in her closet. One little boy
age nine, he came out to his friends that he
was gay, and the bullying didn't stop at school, so
he ended up killing himself also, and she the mom
(07:45):
was quit it as saying, my son died because of
being bully. Please tell your kids to love everyone, and
we all need to love each other.
Speaker 2 (07:54):
So right, and the thing is too like so age
nine and age nine kids aren't mature enough and don't
have the coping skills to deal with things like that.
I mean, that's just crazy.
Speaker 3 (08:05):
Right, crazy like.
Speaker 2 (08:08):
And the thing is, oftentimes the person who's doing the
bullying is being bullied somewhere else, you know what I mean,
in the home. So it's hard and not to get political,
but in this environment that we're living in now, when
people are name calling each other prominent figures and belittling
people who are different, it kind of gives other people
(08:31):
to feel that they have permission to also do that.
And that's I think that's causing a real risk in
our society and how we deal with each other. Right,
there's so much uncarrying out there, and it's trickling down
to our children.
Speaker 3 (08:47):
Yes, definitely.
Speaker 2 (08:52):
So we kind of touched on this, and I think
that our guests Rebecca, right, Yes, we'll touch on some
of this. So I'm just gonna go over some of
this stuff is also from the CDC. So it says
youth who feel connected or their schools are less likely
to engage in suicide related behaviors. So what can school
personnel do to, you know, to help children? They say,
(09:13):
some of the things they can do is, you know,
greet the child by name, every day when they come in,
ask them how they're doing, encouraging them to participate in
extracurricular activities and interests so they felt, you know, they
feel connected to someone or a support of adult at
recent school, someone they can go to. And there's CDC
resources for fostering school connectedness that you know, teachers can
(09:36):
go and look at the ww CDC dot dov slash
Health for Youth Adolescent Health Connectedness, CDC dot.
Speaker 3 (09:45):
DOVE Violence Prevention, and then we touched on.
Speaker 2 (09:48):
This also about kids who are able to cope with
problems in healthy ways and solve problems peacefully are less
likely to engage in suicide and bully related behaviors. So
this kind of addresses the bully themselves, which we talked about.
Sometimes kids who bullied are because and they're seeing it
at home or so teaching youth young children coping skills,
(10:11):
focusing on you know, positive empowering messages that build resilience
and acceptance of differences in themselves and others. Teaching our kids,
you know, to be kind to everyone, treat others as
you would have them treat you. Right. Early training in
elementary schools to help students develop coping and problem skills
(10:32):
and build resilience, resilience and social intelligence, cultural intelligence, you
know that being aware of the differences that everyone has.
And then also you know, we talked about how use
with disabilities or learning differences or sexual gender identity differences
are often targeted. So I think we also need to
(10:54):
provide training for.
Speaker 4 (10:55):
School staffcas steps right, and about how the personnel about
these vulnerable populations and appropriate ways to intervene in bullying situations.
Speaker 2 (11:09):
Understand that acknowledging risk factors and it's not the same
as victim blaming. Right. Also that there are power differences
involved in bullying situations, so you know, conflicts resolution methods,
they are always not appropriate or effective. Implement effective and
inclusive anti bullying policies in school and implement right, because
(11:32):
lots of times you see that they have them and
then parents go and you know, not to get down
on the schools, but they really don't do anything about it.
Speaker 1 (11:41):
Yeah, right, And we're talking about schools, but also in
the workplace too, so.
Speaker 3 (11:46):
There are a lot of bullying goes on in the
workplace too, right.
Speaker 2 (11:56):
And then research shows which Danielle already touched upon kids
youth because we're focusing mainly on children, even though, like
Danielle said, it happens to adults also who reported bullying
are at higher long term risks for suicide related behaviors,
and youth who are being both bullied and bullying others
(12:19):
have the highest rates of negative mental health outcomes including
you know, later on in life developing or developing as children, depression, anxiety,
thinking about suicide. And even if you witness bullying, right,
like if your daughter is there witnessing someone else getting bullied,
it can have you know, serious long lasting consequences on them.
(12:40):
They might develop depression or anxiety. I mean that's how
you know, kids learn how the world works in school, right,
And so if this is what they're seeing, and you
know who the stock wants to grow up in a
lot like that, right?
Speaker 1 (12:54):
And I have adult patients that come in that remember
being bullied as children, that has the trauma has lasted
throughout their adulthood too.
Speaker 2 (13:05):
Yeah, and that's it's scary. So we need to we
need to address it so they don't grow up to
be patients with these issues. Right, Yes, So what's our
do you want to tell people? Who our guest is
a little bit.
Speaker 3 (13:18):
About her Danielle. Yeah, her name is Rebecca West.
Speaker 1 (13:22):
She's a school based therapist and works at Southeast. And
we're excited to hear what she has to say because
she's right there in the schools working with the children.
Speaker 2 (13:32):
And what age group do you know did she deal with? Okay?
And what's Southeast for people out there?
Speaker 1 (13:38):
Southeast is a mental health facility that treats all mental health.
We have also a MAP program that deals with substance abuse.
We see children, we see.
Speaker 2 (13:51):
Adults, and what's maps for people? Matt is for the
substance abuse Okay, and that's in Ohio, right, Yes, we're
all we're only based in a high Yeah, okay. And
also important, like if you feel that your child is
being bullied, not only go to the school, but you know,
see if you can find a local resource to take
them to a therapist, get them some treatment, coping skills,
(14:16):
all of.
Speaker 1 (14:16):
That, right, Yeah, definitely, And as for parents or anybody
out there. Some common warning signs that a person may
have suicidal ideations can include talking about death or wanting
to die, feeling hopeless, worthless, as though they have no
way out, feeling guilty or shameful, feeling like a burden
(14:38):
and an unbearable emotion or physical pain, feeling extremely sadness, anger, frustration,
and anxiety, researching or making plans for death, showing an
increase in alcohol or drug use, which we had touched on.
Reckless behavior, taking risks such as driving dangerously, having extreme
(14:58):
mood shifts, changing and they're eating and sleeping, saying goodbye
to friends and family, withdrawal from people, giving away possessions
that's a big one, or making a will, losing interest
in personal hygiene and appearance. And like I can't express
this enough. Suicide prevention. If you know someone, get them
immediate treatment. Ask the tough questions like I said, are
(15:24):
you considering suicide?
Speaker 3 (15:26):
Listen to the person without judgment. Call nine one one.
Speaker 1 (15:29):
You can do the text talk do seven four to
one seven four one to communicate with a trained crisis
counselor stay with the person until professional come to take
the person.
Speaker 3 (15:42):
To a hospital to get evaluated.
Speaker 2 (15:45):
Try to remove all weapons or anything medications that can
cause any danger to the person.
Speaker 3 (15:51):
And don't don't just take it lightly. You know, just
if someone says that they're suicidal.
Speaker 2 (15:57):
You have to take that and you have to ask,
like Danielle said, if you don't ask, you don't know.
So if you see some change in your child or
your partner or your loved one out of their ordinary personality,
like Danielle said, even you know, not stop bathing isolating.
We have to talk to people to know what's going
(16:17):
on in their head.
Speaker 1 (16:18):
Yeah. Communication is key, absolutely, And if you're a bully,
stop fucking bullying.
Speaker 2 (16:23):
Yeah, and there right, and then find and also on
behalf of the bullying person. Yes, find out what's going
on in their life. I mean, I know the main
focus of this is the child or the adult it's
being bullied, but there's always something else going on with
the person doing that.
Speaker 1 (16:39):
Yeah, because the bullies oftentimes they have self esteem issues themselves.
Speaker 2 (16:44):
They're getting bullied or built home better.
Speaker 3 (16:46):
Yeah.
Speaker 1 (16:47):
So yeah, it has to get to the whole root
of the problem. And if you just continuously let it
go on, like in schools and stuff, because I've heard
many stories, you know that administration, I'll talk to the kid,
but you know that never happens, and then it happens again, Well,
what's going on with that kid at home?
Speaker 3 (17:05):
You know what's going on? What's the big picture.
Speaker 2 (17:08):
Yeah, when my kids were in school, that there was
a bully and nothing ever happened about it, and thank
god that the children they were bullying were had supportive,
loving homes. But not when it was brought to the
attention of the school, they're like, well, we never see
it because the kid was learned enough to do it
when no one was around, and they just didn't listen
(17:28):
to the parents. And that's sad. Yeah, and then you know, the.
Speaker 3 (17:34):
Kid becomes depressed and has the suicidal ideation. So it's
got to stop somewhere. We need education.
Speaker 2 (17:44):
We need to educate our teachers, parents, yes, kids, everybody.
I mean, we need to learn to all this get
along right, yes, love one another. Before we introduce our guests,
(18:15):
I want to put our disclaimer out there because I
forgot at the beginning of the show, and I apologize.
Our podcast is not meant to replace any sort of
mental health treatment or therapy, and it may be triggering
for some people. So we'd like to introduce Rebecca West,
who's a therapist in the school system and also for
the courts. Rebecca, you want to tell people what you
(18:37):
do in the population you deal with.
Speaker 5 (18:41):
Yeah, sure, So I'm a school therapist at Halhat and
elementary and there what I do is I see kids
one on one or in groups and work with them
on any kind of issues such as oppression, anxiety, ADHD
moved distor orders. Also, I work at through the courts
(19:06):
from Monroe County and so I will get clients who
are on probation. It's usually juvenile probation, and I will
see those kids and it's very difficult because usually it's
court ordered, so they don't really want to come to therapy.
Speaker 2 (19:24):
So I try to make it as enjoyable.
Speaker 5 (19:26):
As I can for them. And that aged population is
like usually eight to adulthood.
Speaker 2 (19:34):
Yeah, Danielle and I were talking before you came on
about how different it is today for kids with the
social what are they called social social media?
Speaker 1 (19:45):
Yeah, hello, definitely because when we were younger, we didn't
have all the social media and.
Speaker 2 (19:54):
We didn't have cell phones, so we didn't have to
worry about it. And how kids feel more empowered now
to you know, things online that they would never say
to someone's face. Mm hmm.
Speaker 1 (20:06):
Now with you being in the school system, we're talking.
So October is National bully Bullying and Anti Bullying Months.
I keep on wanting to say bullying it's anti bullying
and Southeast is doing the anti bullying campaign.
Speaker 3 (20:24):
So do you see kids that are bullied? I do.
Speaker 5 (20:32):
I see a lot of kids that are bullied, a
lot of girls. There's a lot of relational aggression stuff
leaving girls out, you know, mentionally they don't feel accepted,
or name calling, lots of like staring or gestures that
(20:55):
are not very nice. And then with boys it's more fighting, provoking.
And even with the little ones like second grade. I
have a few that I feal with.
Speaker 3 (21:11):
They have like little.
Speaker 5 (21:12):
Groups and they'll leave some of them out. It's just
it's very it's very sad.
Speaker 2 (21:17):
So do you know, do you help the because we
also talked about that usually there's something going on with
the person who's doing the bullying. So as you know,
in the school, do they address both the child.
Speaker 3 (21:29):
Being bullied and the bullying person or do.
Speaker 2 (21:32):
They do they even address it at all?
Speaker 3 (21:36):
Uh?
Speaker 5 (21:36):
So, I know that it's hall hat and you definitely
address everything. We address the issue at hand, and we
address the the person being bullied bullied, and we also
address the person that's doing the bullying because there's they.
Speaker 3 (21:55):
Have stuff they have.
Speaker 1 (21:56):
Yeah, we see someone you know that cause is said
to act that way, right, Yeah, that's what we we did. Uh,
we talked before and recorded before you came on, and
that was one of the things that we said, especially
like kids being left out and that bullies there, there's
(22:19):
there's something that's going on with them that are making
them bully mm hmmm.
Speaker 2 (22:24):
So what can like parents or teachers look for to
know if their their student or their child is is
being targeted.
Speaker 5 (22:34):
So I would say, like if they see unexplainable injuries,
lost or destroyed well parents, lost or destroyed clothing, books, electronics, jewelry.
If the child has frequent headaches, stomach aches, baking illnesses,
(22:57):
changes in eating habits so they don't eat at all,
or they may be eating too much, difficulty sleeping, frequent nightmares,
declining grades, lots of interest in schoolwork or not wanting
to go to school, sudden loss of friends or avoiding
social situation, feelings of helplessness to crease self esteem, and
(23:24):
self destructive behaviors like running away, harming themselves. Talking about
suicide and that actually is from Stop.
Speaker 3 (23:34):
Bullying dot GOV.
Speaker 5 (23:36):
And I think that the suicide obviously is the heaviest
one out of all of these because that alone is
its own entsity. But yes, bullying can most definitely create
us those kids to all of those things.
Speaker 2 (23:51):
Right, So what do we do to help empower the
children who are being bulloyed?
Speaker 5 (23:58):
So I would say make the parents aware, to let
their kids know going to a trusted adults if they're
being bullied, don't be afraid to speak up. Don't be
afraid that they're going to get the other student in trouble.
(24:19):
It's also crucial helping the child develop strategies to say
say stake up, I'm sorry, stay safe, and setting healthy
boundaries for the child. You know, they're being nice, but
they're also setting those boundaries where the child steels comfortable.
Also including what to do if that doesn't work, such
(24:41):
as walking away from the bully or encouraging children to
stay near other peers, having specific plans if they feel
like they're being bullied, and parents' guardians important to open
a line of communication with their child if they can.
And also make the school aware, you know, whether it's
(25:04):
just like if the parent talks to a certain teacher,
has anyone at the school that can keep an eye
on that's always helpful, you know, to kind of keep
an eye on the child, whether at.
Speaker 2 (25:15):
While they are at school, right, So you said to
develop strategies like could you go more into that, like
what do you tell a nine year old who's being
bullied by you know, eight classmates or three classmates to do?
I mean at nine years old ago, you don't really
have the coping skills to deal with that.
Speaker 3 (25:37):
Exactly.
Speaker 5 (25:40):
So as far as one strategy, which I don't know it,
I would say maybe trying to ask the bully what's wrong?
You know, if they can just asking them, like being kind,
what's wrong? Anything going on that you want to talk
(26:01):
to somebody about. You know, that opens the door for
connection and revention for the bully. But also other other
plans as well, is you know, if the child is
feeling unsafe at school, you know, either telling up peer,
(26:21):
having some kind of bush.
Speaker 2 (26:25):
But it's like a.
Speaker 5 (26:26):
Safe word, you know, so they're peer kind of letting
the peer know, alert the teacher.
Speaker 3 (26:32):
I don't feel safe.
Speaker 5 (26:34):
And this can even happen outside of school as well.
But that strategy, I'm cell phones. I know they're not
allowed in our school, but you know, outside of school,
kids can use those as well to contact their parents
that they needed anything. Let me let me just think real.
Speaker 3 (26:55):
Quick, are they like are there because.
Speaker 2 (26:58):
My kids are so far now from that, you know,
they're grown, young adults.
Speaker 3 (27:03):
Like are they teaching?
Speaker 2 (27:04):
Because I know when my kids were little, it seems
like when I would go to the school or talk
to their parents, the teachers weren't educated on identifying children
at risk or identifying issues going on. Like has that
changed in the you know, these last few years or
are there is there more proactive approach to educate educators
(27:26):
about this kind of stuff?
Speaker 5 (27:29):
I would say there there is a more proactive approach.
You know a lot of the educators are very mindful
of their class and just kind of keep an eye
out for the kids that may get targeted by a bully.
They communicate with me and the school case manager, so
(27:54):
we're able to kind of take over if we need to. Also,
you know, our principal is really involved as well, and
so he'll take an approach with as like I like
the bully and the victim and kind of make it
so that each of them get the help they need,
(28:17):
but also holding the bully accountable of course, right because
you know they need to be held accountable. But also
you know, kind of using that. But yeah, our teachers
are very very self aware and very mindful of.
Speaker 2 (28:34):
What to look for. Yeah, that's good to know.
Speaker 3 (28:43):
Anything else you want to.
Speaker 5 (28:44):
Add, Oh, well, I mean as far as you know
why I became a therapist and my experience I had
a personal experience.
Speaker 3 (28:59):
Happening with.
Speaker 5 (29:02):
And that was it actually impacted my life in a
big way, and it's something that goes.
Speaker 3 (29:10):
Very under the radar.
Speaker 5 (29:13):
It was when I was in the fifth grade and
it was a student who I considered popular.
Speaker 3 (29:19):
You know, I actually kind of thought, oh, I would.
Speaker 5 (29:22):
Love to be her friend. So she would constantly stare
at me in class and I would look back at
her and she would stare and I would just turn around.
And it didn't happen all the time, but I would
tell my mom, and my mom would say, you know,
just tell the teacher. And I was too scared to
(29:43):
telp anyone at school. But then she started to make
fun of my hair, and she actually had told another
friend to tell me something like so horrific, I don't
even want to say it on the air, And so
I went home and told my mom. That's when my
(30:04):
mom went to the school and the bully had to
apologize to me, and she said that she didn't have
to because.
Speaker 3 (30:11):
She's not the one that said it to me.
Speaker 5 (30:14):
But anyway, so, yeah, the staring continually happened and left
me out intentionally, and it did. It was it was prolonged,
so it was something that you know, didn't affect my brain.
But these instances occurred throughout most of my fifth grade year,
(30:38):
and once it was brought to my teacher's attention, she
did everything she could. And I want to say the
toxic stress eventually stopt, but for me, it was a lengthy,
difficult journey of my mind. I feel like it pretty
just shows me to anxiety that runs in my family.
(31:00):
Made me feel very shameful, confused, lost going into my
junior high year even but I have parents who were
able to get me the help I needed and everything addressed.
But to this day it's still you know, it makes
me want to help other kids as like the energy,
(31:21):
you know, rather than feeling that resentment, and That's what I'm.
Speaker 2 (31:25):
Going to do.
Speaker 5 (31:27):
But yeah, staring goes under the radar.
Speaker 2 (31:29):
A lot, and this was the kind.
Speaker 5 (31:31):
Of staring that was very aggressive, very intimidating, and it
was it was very traumatic.
Speaker 2 (31:39):
Yeah, That's what Danielle and I touched on that about
how you know, if it can have the bullying can
have long term effects and it can be anything from
like you said, it doesn't mean that someone puts their
hands on you. Like you said, it can be anything.
And if they don't, if the kids don't get the
house they need. Thank god, your parents, you know, were
(31:59):
loving time people who helped you out. You know, these
are the people we see in practice as adults. It's
plans to see that just grows and grows and then
these kids grow up to have all sorts of issues
if we don't help them.
Speaker 1 (32:13):
So thank you very much for helping our youth.
Speaker 3 (32:16):
Yes, oh well yes, no, thank you.
Speaker 5 (32:20):
It's it's a pleasure because I feel like I can
just you know, give back, pay it forward kind of thing.
Speaker 3 (32:28):
So enjoy it.
Speaker 2 (32:30):
Good, good, Thanks so much for coming on. Rebecca.
Speaker 5 (32:34):
Well, I appreciate you guys having me. Thank you, and
thank you for all that you do too.
Speaker 1 (32:38):
Oh, thank you, thank you all right, take care bye bye,
Thank you.
Speaker 2 (32:47):
K So that was our first episode of season two.
We hope you guys learned something and we'll be back.
Speaker 3 (32:56):
Right, Yeah, we will be back, all right.
Speaker 2 (32:59):
Take care, take.
Speaker 1 (33:00):
Care dot, not to do tatt not to do that,
(34:16):
not to do, not to
Welcome back to season two. Welcome to Psychobabbel dash Me.
I'm your host, Danielle Minch along with merhor Mar Week.
Speaker 2 (00:16):
Hi everybody, So I hope you guys had a good
what was it summer? Summer? Right?
Speaker 3 (00:21):
Yeah, we were gone the whole summer.
Speaker 2 (00:23):
And now it's fall and we're starting season two and
we hope you enjoy it.
Speaker 1 (00:28):
We're real excited for the material that we researched and
we're going to put out.
Speaker 3 (00:33):
There for you.
Speaker 2 (00:34):
So today we're going to kind of revisit a well
not kind of. We're going to revisit a topic we've
already covered, right, bullying, bullying.
Speaker 3 (00:41):
Yes, October is National Bullying Month, which I didn't know that.
Speaker 2 (00:46):
I didn't know. There's also a breast cancer were this month? Right?
Speaker 3 (00:49):
Yes? And it worked.
Speaker 1 (00:51):
This is the main reason why I did. We're having
a big bullying campaign, anti bullying, yes and Hi, sorry, well,
anti bullying campaign at work?
Speaker 2 (01:04):
Right, And you said, what was you told me a
statistic about something about bullying being because I don't have
the status this time? You are?
Speaker 3 (01:12):
Yeah?
Speaker 1 (01:14):
Who which is the World Health Organization said that suicide
is the second leading cause of death of people between
the ages of fifteen and twenty nine years old.
Speaker 2 (01:24):
Yeah, that's crazy. Now, we want to say that there's
not a direct correlation between bullying and suicide. There's a
lot of other factors, but if you're bullied, the chances
of you committing or attempting.
Speaker 1 (01:38):
Suicide, yeah, or even having just the suicidal ideations. The
CDC says that approximately one in five young people experience
bullying at school.
Speaker 2 (01:48):
Yeah, that's crazy. So before we start, why don't we do?
Speaking of the CDC, their definition of bullying is any
unwanted aggressive behavior that involves real or perceived threat. This
has to be repeated over time and didn't conclude anything
from you know, making threats, spreading rumors, verbal or physical attacks,
and even excluding someone from group activities, which I think
(02:13):
in today's world, because you know, we're kind of older,
things are so much different now with social media and
people can say things behind the computer or.
Speaker 3 (02:25):
Their phone that they're cyberbullying.
Speaker 2 (02:27):
That's big that they wouldn't normally say.
Speaker 3 (02:31):
Which the bullying.
Speaker 1 (02:33):
Since you know, our podcast is focused on mental health,
the bullying does lead to.
Speaker 3 (02:40):
Mental health conditions like depression, anxiety.
Speaker 2 (02:43):
Right, it can have severe and lasting negative effects on
your mental health. Yeah, depression, anxiety, substance abuse for functioning
and social events, or it's school. I mean obviously if
you're getting bullied at school, I would think you don't
want to go to school. And yeah, I have all
that anxiety while you're in school that something's going to
happen or someone's going to approach you, or what are
(03:03):
the other kids thinking? Because someone set something out there.
So it affects these kids' entire life.
Speaker 1 (03:09):
It does, and I you know, whenever I was doing
the research, that's what kids do. You know, they they
have the physical symptoms like stomachache, you know, headache, the sadness,
the loneliness, feeling worthless because they are being bullied, so
they do they're they're absent from school because they don't want.
Speaker 2 (03:28):
To go right, they don't want to do their work.
And like I said, so that it's not I mean,
obviously bullying is a huge issue, but it says of
most vulnerable youths are those with you know, who stand out,
who are different in some way learning to say OLED
or the LBGTQ communities at a higher risk. You know,
(03:50):
people who are just quote different in some way are
often targeted for bullying, low economic status, right, and there
are other contributing Like we said, so if the child
has a history of depression or anxiety, a history of
exposure to violence, family conflicts, problems in their relationship, alcohol
or drug abuse, lack of access of support or help,
(04:13):
all of those are factors that contribute to these kids
who then are bullied, trying or committing suicide.
Speaker 3 (04:23):
Right, yes, so what can caregivers do?
Speaker 1 (04:27):
I think this is huge that we need to talk
about this because here your mom or a dad, and
you know you've noticed these signs of your child coming
home from.
Speaker 3 (04:39):
School and noticing you know, the sadness.
Speaker 1 (04:43):
The low self esteem, difficulty sleeping, the physical symptoms. So
what can caregivers do whenever they're experiencing any type of
bullying and especially if they're having any suicidal ideation?
Speaker 2 (04:55):
And it is so.
Speaker 3 (04:55):
Important that they address the concerns and support the person involved.
Speaker 1 (05:00):
Whether it be you know, family, daughter, son, or anybody
that they know. There are signs to look for, you
know in your child, which you kind of covered those missing, avoiding, school,
declining academics, depression, difficulty sleeping, headaches, stomach aches. These are
all issues with eating, self harm, running, away, avoiding social
(05:23):
things and having suicidal ideations.
Speaker 3 (05:25):
And we can't stress enough that.
Speaker 1 (05:27):
If anybody you know has suicidal ideations, you have to
ask the tough question, are you going to harm yourself?
Speaker 3 (05:33):
Do you have an intent? Do you have a plan?
Speaker 2 (05:35):
Right? Like a lots of times people say they don't
want to ask because they're putting that idea in their head,
and that's that's just not the reality of it. You
don't know if you don't ask, right.
Speaker 1 (05:44):
And there are support groups out there, so find support
for bullying and suicidal ideation. Stomp Out Bullying Help Chat,
that's one of the chat. There's a Trevor Project, there's
teen Line, there's crisis line, and then we always say
there's a nine eight eight suicide and Crisis Lifeline, Substance
Abuse of Mental Services helpline, and National Lines on Mental
(06:08):
Health Illness GNA helpline.
Speaker 2 (06:12):
Yeah, and there's a federal resources for you know, parents
or kids to look at too. It's ww dot Stop
Bullying Dot Dove that can also look up. So the
research shows that you know, kids who feel connected to
their school, to their family are less likely to engage
(06:33):
in suicidal related behaviors. So we're going to talk to
a school counselor and a little wok bit and she
can go into this more how the school can get involved.
Also just teaching kids how to cope with things, life skills,
you know what I mean, how to deal with the
negativity of it, is also empowering them in themselves.
Speaker 3 (06:54):
Right, yes, definitely.
Speaker 1 (06:56):
Whenever I was talking to Merri mar before we got
here in the studio and I was telling her that
the names of the kids that I saw that you know,
if you google like children that have committed suicide due
to bullying, it blew my mind. Like we're talking young
(07:17):
as age nine.
Speaker 3 (07:21):
I just was blown away. One little girl.
Speaker 1 (07:25):
Was bullied at school. The bullies told her to kill herself.
Mom found her hanging in her closet. One little boy
age nine, he came out to his friends that he
was gay, and the bullying didn't stop at school, so
he ended up killing himself also, and she the mom
(07:45):
was quit it as saying, my son died because of
being bully. Please tell your kids to love everyone, and
we all need to love each other.
Speaker 2 (07:54):
So right, and the thing is too like so age
nine and age nine kids aren't mature enough and don't
have the coping skills to deal with things like that.
I mean, that's just crazy.
Speaker 3 (08:05):
Right, crazy like.
Speaker 2 (08:08):
And the thing is, oftentimes the person who's doing the
bullying is being bullied somewhere else, you know what I mean,
in the home. So it's hard and not to get political,
but in this environment that we're living in now, when
people are name calling each other prominent figures and belittling
people who are different, it kind of gives other people
(08:31):
to feel that they have permission to also do that.
And that's I think that's causing a real risk in
our society and how we deal with each other. Right,
there's so much uncarrying out there, and it's trickling down
to our children.
Speaker 3 (08:47):
Yes, definitely.
Speaker 2 (08:52):
So we kind of touched on this, and I think
that our guests Rebecca, right, Yes, we'll touch on some
of this. So I'm just gonna go over some of
this stuff is also from the CDC. So it says
youth who feel connected or their schools are less likely
to engage in suicide related behaviors. So what can school
personnel do to, you know, to help children? They say,
(09:13):
some of the things they can do is, you know,
greet the child by name, every day when they come in,
ask them how they're doing, encouraging them to participate in
extracurricular activities and interests so they felt, you know, they
feel connected to someone or a support of adult at
recent school, someone they can go to. And there's CDC
resources for fostering school connectedness that you know, teachers can
(09:36):
go and look at the ww CDC dot dov slash
Health for Youth Adolescent Health Connectedness, CDC dot.
Speaker 3 (09:45):
DOVE Violence Prevention, and then we touched on.
Speaker 2 (09:48):
This also about kids who are able to cope with
problems in healthy ways and solve problems peacefully are less
likely to engage in suicide and bully related behaviors. So
this kind of addresses the bully themselves, which we talked about.
Sometimes kids who bullied are because and they're seeing it
at home or so teaching youth young children coping skills,
(10:11):
focusing on you know, positive empowering messages that build resilience
and acceptance of differences in themselves and others. Teaching our kids,
you know, to be kind to everyone, treat others as
you would have them treat you. Right. Early training in
elementary schools to help students develop coping and problem skills
(10:32):
and build resilience, resilience and social intelligence, cultural intelligence, you
know that being aware of the differences that everyone has.
And then also you know, we talked about how use
with disabilities or learning differences or sexual gender identity differences
are often targeted. So I think we also need to
(10:54):
provide training for.
Speaker 4 (10:55):
School staffcas steps right, and about how the personnel about
these vulnerable populations and appropriate ways to intervene in bullying situations.
Speaker 2 (11:09):
Understand that acknowledging risk factors and it's not the same
as victim blaming. Right. Also that there are power differences
involved in bullying situations, so you know, conflicts resolution methods,
they are always not appropriate or effective. Implement effective and
inclusive anti bullying policies in school and implement right, because
(11:32):
lots of times you see that they have them and
then parents go and you know, not to get down
on the schools, but they really don't do anything about it.
Speaker 1 (11:41):
Yeah, right, And we're talking about schools, but also in
the workplace too, so.
Speaker 3 (11:46):
There are a lot of bullying goes on in the
workplace too, right.
Speaker 2 (11:56):
And then research shows which Danielle already touched upon kids
youth because we're focusing mainly on children, even though, like
Danielle said, it happens to adults also who reported bullying
are at higher long term risks for suicide related behaviors,
and youth who are being both bullied and bullying others
(12:19):
have the highest rates of negative mental health outcomes including
you know, later on in life developing or developing as children, depression, anxiety,
thinking about suicide. And even if you witness bullying, right,
like if your daughter is there witnessing someone else getting bullied,
it can have you know, serious long lasting consequences on them.
(12:40):
They might develop depression or anxiety. I mean that's how
you know, kids learn how the world works in school, right,
And so if this is what they're seeing, and you
know who the stock wants to grow up in a
lot like that, right?
Speaker 1 (12:54):
And I have adult patients that come in that remember
being bullied as children, that has the trauma has lasted
throughout their adulthood too.
Speaker 2 (13:05):
Yeah, and that's it's scary. So we need to we
need to address it so they don't grow up to
be patients with these issues. Right, Yes, So what's our
do you want to tell people? Who our guest is
a little bit.
Speaker 3 (13:18):
About her Danielle. Yeah, her name is Rebecca West.
Speaker 1 (13:22):
She's a school based therapist and works at Southeast. And
we're excited to hear what she has to say because
she's right there in the schools working with the children.
Speaker 2 (13:32):
And what age group do you know did she deal with? Okay?
And what's Southeast for people out there?
Speaker 1 (13:38):
Southeast is a mental health facility that treats all mental health.
We have also a MAP program that deals with substance abuse.
We see children, we see.
Speaker 2 (13:51):
Adults, and what's maps for people? Matt is for the
substance abuse Okay, and that's in Ohio, right, Yes, we're
all we're only based in a high Yeah, okay. And
also important, like if you feel that your child is
being bullied, not only go to the school, but you know,
see if you can find a local resource to take
them to a therapist, get them some treatment, coping skills,
(14:16):
all of.
Speaker 1 (14:16):
That, right, Yeah, definitely, And as for parents or anybody
out there. Some common warning signs that a person may
have suicidal ideations can include talking about death or wanting
to die, feeling hopeless, worthless, as though they have no
way out, feeling guilty or shameful, feeling like a burden
(14:38):
and an unbearable emotion or physical pain, feeling extremely sadness, anger, frustration,
and anxiety, researching or making plans for death, showing an
increase in alcohol or drug use, which we had touched on.
Reckless behavior, taking risks such as driving dangerously, having extreme
(14:58):
mood shifts, changing and they're eating and sleeping, saying goodbye
to friends and family, withdrawal from people, giving away possessions
that's a big one, or making a will, losing interest
in personal hygiene and appearance. And like I can't express
this enough. Suicide prevention. If you know someone, get them
immediate treatment. Ask the tough questions like I said, are
(15:24):
you considering suicide?
Speaker 3 (15:26):
Listen to the person without judgment. Call nine one one.
Speaker 1 (15:29):
You can do the text talk do seven four to
one seven four one to communicate with a trained crisis
counselor stay with the person until professional come to take
the person.
Speaker 3 (15:42):
To a hospital to get evaluated.
Speaker 2 (15:45):
Try to remove all weapons or anything medications that can
cause any danger to the person.
Speaker 3 (15:51):
And don't don't just take it lightly. You know, just
if someone says that they're suicidal.
Speaker 2 (15:57):
You have to take that and you have to ask,
like Danielle said, if you don't ask, you don't know.
So if you see some change in your child or
your partner or your loved one out of their ordinary personality,
like Danielle said, even you know, not stop bathing isolating.
We have to talk to people to know what's going
(16:17):
on in their head.
Speaker 1 (16:18):
Yeah. Communication is key, absolutely, And if you're a bully,
stop fucking bullying.
Speaker 2 (16:23):
Yeah, and there right, and then find and also on
behalf of the bullying person. Yes, find out what's going
on in their life. I mean, I know the main
focus of this is the child or the adult it's
being bullied, but there's always something else going on with
the person doing that.
Speaker 1 (16:39):
Yeah, because the bullies oftentimes they have self esteem issues themselves.
Speaker 2 (16:44):
They're getting bullied or built home better.
Speaker 3 (16:46):
Yeah.
Speaker 1 (16:47):
So yeah, it has to get to the whole root
of the problem. And if you just continuously let it
go on, like in schools and stuff, because I've heard
many stories, you know that administration, I'll talk to the kid,
but you know that never happens, and then it happens again, Well,
what's going on with that kid at home?
Speaker 3 (17:05):
You know what's going on? What's the big picture.
Speaker 2 (17:08):
Yeah, when my kids were in school, that there was
a bully and nothing ever happened about it, and thank
god that the children they were bullying were had supportive,
loving homes. But not when it was brought to the
attention of the school, they're like, well, we never see
it because the kid was learned enough to do it
when no one was around, and they just didn't listen
(17:28):
to the parents. And that's sad. Yeah, and then you know, the.
Speaker 3 (17:34):
Kid becomes depressed and has the suicidal ideation. So it's
got to stop somewhere. We need education.
Speaker 2 (17:44):
We need to educate our teachers, parents, yes, kids, everybody.
I mean, we need to learn to all this get
along right, yes, love one another. Before we introduce our guests,
(18:15):
I want to put our disclaimer out there because I
forgot at the beginning of the show, and I apologize.
Our podcast is not meant to replace any sort of
mental health treatment or therapy, and it may be triggering
for some people. So we'd like to introduce Rebecca West,
who's a therapist in the school system and also for
the courts. Rebecca, you want to tell people what you
(18:37):
do in the population you deal with.
Speaker 5 (18:41):
Yeah, sure, So I'm a school therapist at Halhat and
elementary and there what I do is I see kids
one on one or in groups and work with them
on any kind of issues such as oppression, anxiety, ADHD
moved distor orders. Also, I work at through the courts
(19:06):
from Monroe County and so I will get clients who
are on probation. It's usually juvenile probation, and I will
see those kids and it's very difficult because usually it's
court ordered, so they don't really want to come to therapy.
Speaker 2 (19:24):
So I try to make it as enjoyable.
Speaker 5 (19:26):
As I can for them. And that aged population is
like usually eight to adulthood.
Speaker 2 (19:34):
Yeah, Danielle and I were talking before you came on
about how different it is today for kids with the
social what are they called social social media?
Speaker 1 (19:45):
Yeah, hello, definitely because when we were younger, we didn't
have all the social media and.
Speaker 2 (19:54):
We didn't have cell phones, so we didn't have to
worry about it. And how kids feel more empowered now
to you know, things online that they would never say
to someone's face. Mm hmm.
Speaker 1 (20:06):
Now with you being in the school system, we're talking.
So October is National bully Bullying and Anti Bullying Months.
I keep on wanting to say bullying it's anti bullying
and Southeast is doing the anti bullying campaign.
Speaker 3 (20:24):
So do you see kids that are bullied? I do.
Speaker 5 (20:32):
I see a lot of kids that are bullied, a
lot of girls. There's a lot of relational aggression stuff
leaving girls out, you know, mentionally they don't feel accepted,
or name calling, lots of like staring or gestures that
(20:55):
are not very nice. And then with boys it's more fighting, provoking.
And even with the little ones like second grade. I
have a few that I feal with.
Speaker 3 (21:11):
They have like little.
Speaker 5 (21:12):
Groups and they'll leave some of them out. It's just
it's very it's very sad.
Speaker 2 (21:17):
So do you know, do you help the because we
also talked about that usually there's something going on with
the person who's doing the bullying. So as you know,
in the school, do they address both the child.
Speaker 3 (21:29):
Being bullied and the bullying person or do.
Speaker 2 (21:32):
They do they even address it at all?
Speaker 3 (21:36):
Uh?
Speaker 5 (21:36):
So, I know that it's hall hat and you definitely
address everything. We address the issue at hand, and we
address the the person being bullied bullied, and we also
address the person that's doing the bullying because there's they.
Speaker 3 (21:55):
Have stuff they have.
Speaker 1 (21:56):
Yeah, we see someone you know that cause is said
to act that way, right, Yeah, that's what we we did. Uh,
we talked before and recorded before you came on, and
that was one of the things that we said, especially
like kids being left out and that bullies there, there's
(22:19):
there's something that's going on with them that are making
them bully mm hmmm.
Speaker 2 (22:24):
So what can like parents or teachers look for to
know if their their student or their child is is
being targeted.
Speaker 5 (22:34):
So I would say, like if they see unexplainable injuries,
lost or destroyed well parents, lost or destroyed clothing, books, electronics, jewelry.
If the child has frequent headaches, stomach aches, baking illnesses,
(22:57):
changes in eating habits so they don't eat at all,
or they may be eating too much, difficulty sleeping, frequent nightmares,
declining grades, lots of interest in schoolwork or not wanting
to go to school, sudden loss of friends or avoiding
social situation, feelings of helplessness to crease self esteem, and
(23:24):
self destructive behaviors like running away, harming themselves. Talking about
suicide and that actually is from Stop.
Speaker 3 (23:34):
Bullying dot GOV.
Speaker 5 (23:36):
And I think that the suicide obviously is the heaviest
one out of all of these because that alone is
its own entsity. But yes, bullying can most definitely create
us those kids to all of those things.
Speaker 2 (23:51):
Right, So what do we do to help empower the
children who are being bulloyed?
Speaker 5 (23:58):
So I would say make the parents aware, to let
their kids know going to a trusted adults if they're
being bullied, don't be afraid to speak up. Don't be
afraid that they're going to get the other student in trouble.
(24:19):
It's also crucial helping the child develop strategies to say
say stake up, I'm sorry, stay safe, and setting healthy
boundaries for the child. You know, they're being nice, but
they're also setting those boundaries where the child steels comfortable.
Also including what to do if that doesn't work, such
(24:41):
as walking away from the bully or encouraging children to
stay near other peers, having specific plans if they feel
like they're being bullied, and parents' guardians important to open
a line of communication with their child if they can.
And also make the school aware, you know, whether it's
(25:04):
just like if the parent talks to a certain teacher,
has anyone at the school that can keep an eye
on that's always helpful, you know, to kind of keep
an eye on the child, whether at.
Speaker 2 (25:15):
While they are at school, right, So you said to
develop strategies like could you go more into that, like
what do you tell a nine year old who's being
bullied by you know, eight classmates or three classmates to do?
I mean at nine years old ago, you don't really
have the coping skills to deal with that.
Speaker 3 (25:37):
Exactly.
Speaker 5 (25:40):
So as far as one strategy, which I don't know it,
I would say maybe trying to ask the bully what's wrong?
You know, if they can just asking them, like being kind,
what's wrong? Anything going on that you want to talk
(26:01):
to somebody about. You know, that opens the door for
connection and revention for the bully. But also other other
plans as well, is you know, if the child is
feeling unsafe at school, you know, either telling up peer,
(26:21):
having some kind of bush.
Speaker 2 (26:25):
But it's like a.
Speaker 5 (26:26):
Safe word, you know, so they're peer kind of letting
the peer know, alert the teacher.
Speaker 3 (26:32):
I don't feel safe.
Speaker 5 (26:34):
And this can even happen outside of school as well.
But that strategy, I'm cell phones. I know they're not
allowed in our school, but you know, outside of school,
kids can use those as well to contact their parents
that they needed anything. Let me let me just think real.
Speaker 3 (26:55):
Quick, are they like are there because.
Speaker 2 (26:58):
My kids are so far now from that, you know,
they're grown, young adults.
Speaker 3 (27:03):
Like are they teaching?
Speaker 2 (27:04):
Because I know when my kids were little, it seems
like when I would go to the school or talk
to their parents, the teachers weren't educated on identifying children
at risk or identifying issues going on. Like has that
changed in the you know, these last few years or
are there is there more proactive approach to educate educators
(27:26):
about this kind of stuff?
Speaker 5 (27:29):
I would say there there is a more proactive approach.
You know a lot of the educators are very mindful
of their class and just kind of keep an eye
out for the kids that may get targeted by a bully.
They communicate with me and the school case manager, so
(27:54):
we're able to kind of take over if we need to. Also,
you know, our principal is really involved as well, and
so he'll take an approach with as like I like
the bully and the victim and kind of make it
so that each of them get the help they need,
(28:17):
but also holding the bully accountable of course, right because
you know they need to be held accountable. But also
you know, kind of using that. But yeah, our teachers
are very very self aware and very mindful of.
Speaker 2 (28:34):
What to look for. Yeah, that's good to know.
Speaker 3 (28:43):
Anything else you want to.
Speaker 5 (28:44):
Add, Oh, well, I mean as far as you know
why I became a therapist and my experience I had
a personal experience.
Speaker 3 (28:59):
Happening with.
Speaker 5 (29:02):
And that was it actually impacted my life in a
big way, and it's something that goes.
Speaker 3 (29:10):
Very under the radar.
Speaker 5 (29:13):
It was when I was in the fifth grade and
it was a student who I considered popular.
Speaker 3 (29:19):
You know, I actually kind of thought, oh, I would.
Speaker 5 (29:22):
Love to be her friend. So she would constantly stare
at me in class and I would look back at
her and she would stare and I would just turn around.
And it didn't happen all the time, but I would
tell my mom, and my mom would say, you know,
just tell the teacher. And I was too scared to
(29:43):
telp anyone at school. But then she started to make
fun of my hair, and she actually had told another
friend to tell me something like so horrific, I don't
even want to say it on the air, And so
I went home and told my mom. That's when my
(30:04):
mom went to the school and the bully had to
apologize to me, and she said that she didn't have
to because.
Speaker 3 (30:11):
She's not the one that said it to me.
Speaker 5 (30:14):
But anyway, so, yeah, the staring continually happened and left
me out intentionally, and it did. It was it was prolonged,
so it was something that you know, didn't affect my brain.
But these instances occurred throughout most of my fifth grade year,
(30:38):
and once it was brought to my teacher's attention, she
did everything she could. And I want to say the
toxic stress eventually stopt, but for me, it was a lengthy,
difficult journey of my mind. I feel like it pretty
just shows me to anxiety that runs in my family.
(31:00):
Made me feel very shameful, confused, lost going into my
junior high year even but I have parents who were
able to get me the help I needed and everything addressed.
But to this day it's still you know, it makes
me want to help other kids as like the energy,
(31:21):
you know, rather than feeling that resentment, and That's what I'm.
Speaker 2 (31:25):
Going to do.
Speaker 5 (31:27):
But yeah, staring goes under the radar.
Speaker 2 (31:29):
A lot, and this was the kind.
Speaker 5 (31:31):
Of staring that was very aggressive, very intimidating, and it
was it was very traumatic.
Speaker 2 (31:39):
Yeah, That's what Danielle and I touched on that about
how you know, if it can have the bullying can
have long term effects and it can be anything from
like you said, it doesn't mean that someone puts their
hands on you. Like you said, it can be anything.
And if they don't, if the kids don't get the
house they need. Thank god, your parents, you know, were
(31:59):
loving time people who helped you out. You know, these
are the people we see in practice as adults. It's
plans to see that just grows and grows and then
these kids grow up to have all sorts of issues
if we don't help them.
Speaker 1 (32:13):
So thank you very much for helping our youth.
Speaker 3 (32:16):
Yes, oh well yes, no, thank you.
Speaker 5 (32:20):
It's it's a pleasure because I feel like I can
just you know, give back, pay it forward kind of thing.
Speaker 3 (32:28):
So enjoy it.
Speaker 2 (32:30):
Good, good, Thanks so much for coming on. Rebecca.
Speaker 5 (32:34):
Well, I appreciate you guys having me. Thank you, and
thank you for all that you do too.
Speaker 1 (32:38):
Oh, thank you, thank you all right, take care bye bye,
Thank you.
Speaker 2 (32:47):
K So that was our first episode of season two.
We hope you guys learned something and we'll be back.
Speaker 3 (32:56):
Right, Yeah, we will be back, all right.
Speaker 2 (32:59):
Take care, take.
Speaker 1 (33:00):
Care dot, not to do tatt not to do that,
(34:16):
not to do, not to
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