November 13, 2024 • 20 mins
National School Psychology Week and National School Psychologist Appreciation Week is an annual event that takes place during the second week of November. This week celebrates the contributions of school psychologists and the important role they play in schools and communities. It is an opportunity to recognize school psychologists who work to help children thrive in school, home, and in life.
In the most recent episode of Connect Canyons, we're honoring Canyons District’s school psychologists by exploring the role they play in supporting students’ mental wellness, and academic success. Joining us today are school psychologists, Riann Lutz and Rachel Rohmer.
Episode Chapters
01:06 Meet the School Psychologists: Ryan and Rachel
We meet our guests and learn about the roles and responsibilities of school psychologists.
02:35 Addressing Student Mental Health and Crises
Our psychologists explain how they work to create individual plans for each student and address the impact social media has on students.
07:37 Referral Process and Support Systems
We learn about how students are referred to their school’s psychologists and the levels of support offered to them depending on their individual need.
13:47 Advice for Parents
From advocating for their children, to providing a safe space for them to talk, psychologists share their advice for parents.
17:21 The Rewarding Moments
Ryan and Rachel share their most rewarding moments working with students and what keeps them coming to work every day.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Welcome to Connect Canyons, a podcast sponsored by
Canyons School District.
This is a show about what weteach, how we teach and why we
get up close and personal withsome of the people who make our
schools great Students, teachers, principals, parents and more.
We meet national experts too.
Learning is about makingconnections, so connect with us
(00:27):
experts too.
Speaker 2 (00:27):
Learning is about making connections, so connect
with us.
National School Psychology Weekand National School
Psychologist Appreciation Weekis an annual event that takes
place during the second week ofNovember.
This week celebrates thecontributions of school
psychologists and the importantrole they play in schools and
communities.
It is an important opportunityto recognize school
psychologists' work to helpchildren thrive in school, at
(00:47):
home and in life.
Welcome to Connect Canyons.
I'm your host, stephanieChristensen.
In this episode, we're honoringNational School Psychologists
Week by exploring the incrediblerole that school psychologists
play in supporting students'mental health, emotional
well-being and academic success.
Joining us today is some of ourdedicated school psychologists
(01:10):
Ryan Lutz and Rachel Romer.
Thank you for joining us.
Thank you, yeah, excited to behere.
I think some of our listenersmight be surprised that we have
school psychologists in each ofour schools.
Now, they're at each school atthis point, correct?
Speaker 3 (01:27):
Yes, we've always had school psychs at every school.
I think that our department hasreally worked to increase the
number of full-time Yep and thateach school has a dedicated
school psych, or they split oneor two schools, but that we
really work to have that supportin every school, which has been
like a fantastic change.
Speaker 2 (01:45):
So Ryan you're at Sunrise Elementary Correct, and
Rachel you're at Corner CanyonHigh School.
Yes, there is a big differencebetween the needs of an
elementary school and a highschool.
Can you kind of tell me alittle bit about what's in your
day to day?
Speaker 4 (02:02):
Yeah, I can start so in the elementary setting.
I find myself spending thefirst like 30 minutes just
checking in with students, kindof setting goals for the day,
seeing how they're doing.
Sometimes students might need alittle break, or maybe they
need just a check-in or a snack,so we'll start the day off that
way and then I provide supportsto students through group
(02:24):
sessions where we're working onspecific IEP goals.
I also will spend time doingtesting, but I do have a lot of
time in my schedule to respondto crises, and a crisis can be a
student is really struggling ina classroom and being
disruptive, or maybe needs acheck-in, a reset room and being
(02:47):
disruptive, or maybe needs acheck-in, a reset.
Or sometimes there aresituations where we have to have
all team members involved if astudent is experiencing some
type of suicidal ideation orsome like significant behavioral
dysregulation.
Speaker 2 (02:59):
So I'm going to just put out there that an IEP is an
individual education plan,because a lot of times people
don't realize what that is.
But it's a scary thought tothink that in elementary school
we're already having to worryabout suicidal ideation.
Speaker 4 (03:13):
Yeah, absolutely, and we definitely see different
levels of risk.
But our district protocols torespond to those with doing a
screener and making sure thatwe're notifying parents and
identifying any risk that mightbe present.
Absolutely, it's surprisingthat we're seeing that at an
elementary school level.
Speaker 3 (03:31):
Now high school.
High school it's like adifferent ballgame, right, Like
spending time in elementary andgoing to high school has been
like a different experience.
I think we still serve a lot ofthe same job functions, right
Like we're servicing individualeducation plans.
We're providing thosecounseling services just the
wellness, the well-being of ourstudents and stuff.
(03:53):
I think we service a little bitmore gen ed and special
education students as far asthat well-being, and so day to
day it can look a littledifferent.
We respond to crisis as studentscome in, but then we also are
just providing those servicesand letting them have somebody
to connect with.
I think a lot of our highschoolers just feel that they
(04:14):
need someone to connect with andjust to hear and listen.
High school is very intense inthe fact that it counts, right
Like it's graduation credits,when we're working towards that
goal and their future, and Ithink it's really scary for a
lot of our students to thinkabout future outside of this.
Every day of I have to go toschool and so helping them with
that transition plan, working asa team with the counselors, the
(04:37):
social worker and all theteachers to ensure that they're
having that future, is a bigpart of our role.
Speaker 2 (04:43):
Do you find kids are disconnected a little bit more?
Because I find with my kidsthat they're spending so much
time and I know they connect inthe way that they're talking
online, but they're notface-to-face connecting as much.
Are you seeing that in schools?
Speaker 3 (04:59):
a lot we do and I think that was like a big push.
That was part of a reason thatthey really pushed for, like, a
phone policy in schools.
We haven't had that previouslyor it hasn't been as strict, and
this, like it, stirs a lot ofdrama, right, and the kids are
just feeling that impact andthey're not focusing, and it is
(05:29):
that they do struggle, I think,sometimes with that like
face-to-face conversations, likethey're like used to, like let
me just send them a text, andthat we get face-to-face and we
don't know how to like feel theuncomfortableness of things, and
so we do work on like hey, likehow do we do that communication
and how do we have a solvedconflict when we can't do it via
text and hide behind a phone?
So it is a huge impact and Ithink Canyon's push to have cell
(05:52):
phone policies in our highschools and middle schools and
elementary has been a reallygood benefit for them so far.
Speaker 2 (05:58):
What would you guys like more people to understand
about the role of schoolpsychologists?
Speaker 4 (06:04):
That's a good question.
Speaker 3 (06:07):
I think our role is so broad, we have a very broad
training and a very specializedtraining too, and I think that
we often get confused withcounselors or social workers,
and not that they don't have alot of the same job functions,
but that our specialty does comein handy and we do support a
(06:28):
lot of that problem solving andlet's get down to the bottom of
what's going on.
I think that's where our skillset comes really in handy, of
being able to assess andinterpret and be able to provide
those supports for students.
Is that like it's like hey,let's get into what's going on
for your student and being ableto problem solve that, and that
(06:49):
we love all the kids and wereally want to find their
supports and we want to findtheir best supports, and I think
that's something that getsmisinterpreted sometimes.
Speaker 4 (06:57):
For sure.
And I think to add to that,something I think is really
helpful to kind of conceptualizeour role is that we are part of
a team.
So we may have these expertiseand expertise and behavior and
evaluation and supportingstudents with disabilities, but
we're working within a team, soit's not just us, we can't come
(07:18):
in and just wave a magic wand.
It really takes consulting andbrainstorming and building
relationships with the parents,the teachers, the student to
have that shared goal.
I think that's when our job wecan be most successful, is when
we're able to come together as ateam and see that change with
students.
Speaker 2 (07:37):
I think we should probably rewind a little bit in
that.
How do you get to the pointthat your student is at a school
psychologist?
Because I think for someparents it might be a little
intimidating to find out Notsomething that they should be
afraid of, but there is acertain amount of stigma that
probably comes with your jobtitle.
So how does it get to a pointthat your kid is in the school
(08:00):
psychologist's office?
Is it a referral or is it?
Speaker 3 (08:04):
It's generally a referral.
Sometimes it can be that likewe're the one that responded to
something and responded to acrisis or a situation.
I think in the high schoolsetting, though, they just we
have kids that just come in,they self-refer, a parent refers
they.
I do think there can be astigma with our title, but then
also there's this like relief oflike, oh my gosh, there's
(08:24):
somebody there that does havethat support and training and so
, and they just like comedirectly to us.
Sometimes it's a counselorreferral, sometimes it's a
parent admin, situational, itdepends on the things.
Speaker 4 (08:36):
But yeah, so I can talk a little bit about what
that looks like in an elementarysetting.
I think it can differ fromschool to school, but something
that I've noticed our districtdoes is we have a push or an
encouragement for studentsupport teams.
So we'll call that a SST, andthat's that team that I'm
talking about, where we arereviewing the data of a student.
(08:58):
So maybe a student's behavioris reaching a certain level,
maybe their behaviors are nolonger teacher managed and we're
having support staff that needto come in.
We'll look at that data anddetermine okay, does this
student need support from ourschool counselor or are their
needs reaching a certain levelwhere they need more intensive
(09:18):
support?
We also have kind of amulti-tier support system where
we're looking at tier onesupport, so universal supports
for students.
Tier two, which would be morelike our school counselor or
targeted supports our schoolcounselor or targeted supports
and then the tier three is whereour school psychologists often
(09:39):
lie, where it's that specialized, individualized support
specific to individual students.
So I think working through thatframework is really helpful to
make sure that we're not jumpingto a significant level of
support when maybe a studentjust needs some general behavior
support in the classroom thattheir teacher can provide.
Speaker 3 (09:59):
And I think it's important to note.
Elementary is like kids are notself-referring generally or
their behavior is speaking fortheir needs, whereas in high
school they are more aware andthey are self-referring on.
I think every there is theencouragement and every school
is working to have a studentsupport team.
Our school has a really greatone.
It looks different at a highschool level when you have eight
(10:21):
teachers versus one teacherthat manages a behavior all day,
and so I think the differencein the levels is there, but I
think the systems and supportsare the same, right Like across
schools, and I think that's thebest thing about Kenyans.
We all work at the multi-tieredsupport systems.
We all work at having a studentsupport team and finding the
best support to meet their needs.
(10:41):
I think often in elementaries,by the time we get to school
psychs, it's tier three and wehelp with that.
Tier two to tier three, and inhigh school it can be we're
servicing tier one to tier three, just in a different way.
Just we have differentpopulations and needs and those
are some of the supports that wehave.
Speaker 2 (10:59):
What are some of the biggest challenges that you're
seeing kids have?
Speaker 4 (11:04):
I think in an elementary setting, a lot of
emotion, regulation.
I think there's so much and Idon't mean to hypothesize, but I
just feel like there's so muchand I don't I don't mean to
hypothesize, but I just feellike there's so much information
coming at our students all day.
We talked about screen time, wetalked about, you know, access
to just information that isoverwhelming them and I think
(11:27):
that impacts their ability toregulate.
That's the biggest thing I see,you know.
Speaker 2 (11:31):
I agree, I think.
I think adults are having thesame problem.
Speaker 3 (11:35):
Yeah, I think we see that across like.
I think we see that acrosssettings too, like, right,
emotional regulation, being ableto handle a lot of it is
executive functioning too.
I think executive functioningcovers a broad it's a broad term
, but that ability to transitiontasks, initiate, organize and
follow through, and I think thatfollow through and we get
(11:57):
behind and we feel overwhelmedand that like we just don't know
what to do and for a lot of ourstudents, and so that's where
we are like servicing a lot oflet's take a deep breath, let's
do what can we problem solve?
And I think we're doing a lotof problem solving.
I do think we are still seeingthe outcomes and effects of the
COVID pandemic, covid-19pandemic and what that is.
(12:19):
I think in the three year thisis my fourth year in high school
and over the time, right, wewent from coming out of the
pandemic of little, lots ofrestrictions to like now we're
putting more boundaries andthings back in place for work
and like handing things inbecause we had to be flexible
during those times, and for goodreason, right, and I think as
we put more of that work demandback on kids and deadlines and
(12:40):
things, that's where we're likestarting to see like a huge
impact on our kids too, is thatthey just lost their executive
functioning skills or theydidn't have to practice them.
They didn't lose them, theyjust didn't have to practice
them, and when we don't practicesomething, it goes down.
Speaker 4 (12:53):
And I often hear that from teachers too.
You know, I think in previousyears there were a couple of
students that struggled withexecutive functioning, but what
I'm hearing now is that a largemajority of our classes, a lot
of our students, are strugglingwith those executive functioning
(13:14):
skills, which is hard to teach,hard to be a student.
Speaker 2 (13:15):
So I agree with you that executive functioning piece
teach hard to be a student.
So I agree with you thatexecutive functioning piece.
As a parent, I've noticed thatin my own children and I don't
quite know how to manage that.
How do you course correct?
Because that was a big bump.
I had students that were doingreally well.
2020 came and now teaching themthe importance of first
attendance and then the turningin homework, and the executive
(13:36):
functioning has changed sodramatically.
To relearn that and to helpnavigate that as a parent has
been such a struggle.
Yeah, so what would yourecommend to parents?
Speaker 3 (13:50):
I think there's some course correction that we're
taking in general, right, likewe're getting attendance
policies back in place.
We're finding things to helpsupport that.
I think we find, you know, welearn best when we're in a
classroom and we have thatinstruction.
Like we said before, like forgood reason, we had to do what
we had to do, right, and I thinkwe all did the best we could.
But it is hard to relearn oflike the simple task it seems
(14:14):
like a simple task, it's not,but that simple task of like I
need to turn this in by thistime on this day, on Canvas, or
I need to turn it in hard copy.
And I think, though, the use oftechnology sometimes has
hindered and benefited.
Some students do really wellwith turning in paperwork and
some students do really wellwith doing it via campus, right,
(14:35):
but I think the hard part isnot every teacher is the same,
and so then they're like do Iturn this in for this one or do
I turn it in for that one?
And so sometimes it's just thatremembering.
And so I think we oftenrecommend sit down with your
student and learn some of theirclasses, reach out for support
if you need, and then just kindof know their systems and to
(14:56):
help support them in that andjust.
I think, though, like givingeveryone a little bit of grace
of just like it's okay if wemiss a deadline and let's.
I think the biggest thing isjust advocating for that and
just saying we messed up, owningit, taking accountability,
owning it, and like movingforward.
Speaker 2 (15:15):
Your jobs can be pretty heavy.
You have a lot of things thatcome into your office that can
weigh on you.
What led you guys to pursuepsychology?
Speaker 4 (15:26):
I think for me, I just always knew that I wanted
to be someone that could helppeople when they're having a
hard time.
That always felt really naturalto me and once I learned that I
could be in a school settingand I could be working with
individuals that have thosemental health needs or
behavioral needs, it just kindof clicked for me.
(15:47):
I have siblings that havestruggled and I've seen the
people that can come into theirlife and advocate for them and I
just I really admired that andit felt really special to be
able to be that person andthat's like the best part of the
job.
If you see something click fora student, it is like magic and
you're like, ah yes, finally,like we're building this skill,
(16:08):
we're making habits, and thatoften takes time but it's so
rewarding.
Speaker 3 (16:14):
I think very similar to Ryan is that I have always
enjoyed helping and I thinkthere was a lot of times when I
was in school that they werelike you should be a teacher and
I appreciate everything theteachers do and it just wasn't
quite my career path.
But that mental health part andI think on the opposite end is
that like I had a siblingstruggling in school and I
watched my parents not receivesupport and not know what to do
(16:37):
and watched how that played outand to know that there are
people that could support that,like I wanted to be one of those
people that could go in and itis a great joy.
And there is no better feelingthan when you feel that that
parent's been heard and thatthey feel like they have that
support and that their kid has ateam behind them.
And that's really what westrive is like for parents to
(16:58):
feel like their child has a teamand that they have somebody to
support them.
And so that's.
I love what I do and it ischallenging, but those are the
best parts.
Speaker 4 (17:10):
For sure.
It makes it easier to come backafter the hard days when you're
able to see the progress thatyou've made with a student and a
family and it's really special.
Like the end of the school yearis one of my favorites because
I really feel like I've beenable to build relationships with
families where we're able to,like have a good summer break,
(17:33):
give each other hugs andcelebrate the progress that
everyone on that team has made,particularly the student, and
it's really special.
Speaker 3 (17:40):
I think a really special thing like it's great,
like at the end of elementaryand you know they're going up,
and a special thing about highschool is watching them walk
right.
Watching them walk right Towatch a student that you know
struggled and you saw them fromninth grade to senior year, or
watch them even struggle onsenior year and like to watch
them be able to walk across thatstage and know that they
accomplished something so hugeis like such a like great
feeling and that you got to be apart of their journey.
(18:01):
Because, like you're just apart of that journey and stuff.
Speaker 4 (18:03):
I would be a mess.
Speaker 3 (18:04):
I would just be crying, I cry every year, I cry
every year and I hand them adiploma, I help the counselors
hand out their diplomas and I'mlike, you're just, you're a
disaster.
Like I'm just like, but you'reso.
It's just like such anoverwhelmingly heartwarming
feeling to watch them and towatch their parents like see
that, because there are timesthat their parents will say like
I just we didn't think this wasgoing to be possible and it was
(18:28):
possible.
And to watch them do that islike a huge moment for their
parents, for them and so and.
But it takes every level right,like it takes elementary,
working with them and gettingthem to middle, middle, getting
them to high school and highschool, getting them to that
finish line.
And we across the district haveto work as a team and team them
.
Speaker 2 (18:46):
That's been one of the greatest blessings of
working at the district for meas a district employee and then
to separate as a parent ofstudents in the district.
It's so difficult to let yourstudents go out into the world,
your children go out into theworld, but to be able to see the
love and care that is given andto know that your kids are safe
(19:09):
and taken care of.
I'm getting choked up because Ihave worked within the system
and have had so much help givento my children and, okay, my
child is graduating this yearand congratulations, and it
wouldn't have happened ifwithout help.
So I'm so grateful to havethese tiers in place for us and
(19:30):
that we have the support that'sneeded for every child to be
college and career ready.
So thank you, ladies, for whatyou do and the support that you
give our children and for beinghere today to talk about it.
Thank you for joining us and ifyou have any topics that you'd
like discussed on futurepodcasts, email us at
communications atcanyonsdistrictorg.
Speaker 1 (19:52):
Thanks for listening to this episode of Connect
Canyons.
Connect with us on Twitter,facebook or Instagram at Canyons
District or on our website,canyonsdistrictorg.
Welcome to Connect Canyons, a podcast sponsored by
Canyons School District.
This is a show about what weteach, how we teach and why we
get up close and personal withsome of the people who make our
schools great Students, teachers, principals, parents and more.
We meet national experts too.
Learning is about makingconnections, so connect with us
(00:27):
experts too.
Speaker 2 (00:27):
Learning is about making connections, so connect
with us.
National School Psychology Weekand National School
Psychologist Appreciation Weekis an annual event that takes
place during the second week ofNovember.
This week celebrates thecontributions of school
psychologists and the importantrole they play in schools and
communities.
It is an important opportunityto recognize school
psychologists' work to helpchildren thrive in school, at
(00:47):
home and in life.
Welcome to Connect Canyons.
I'm your host, stephanieChristensen.
In this episode, we're honoringNational School Psychologists
Week by exploring the incrediblerole that school psychologists
play in supporting students'mental health, emotional
well-being and academic success.
Joining us today is some of ourdedicated school psychologists
(01:10):
Ryan Lutz and Rachel Romer.
Thank you for joining us.
Thank you, yeah, excited to behere.
I think some of our listenersmight be surprised that we have
school psychologists in each ofour schools.
Now, they're at each school atthis point, correct?
Speaker 3 (01:27):
Yes, we've always had school psychs at every school.
I think that our department hasreally worked to increase the
number of full-time Yep and thateach school has a dedicated
school psych, or they split oneor two schools, but that we
really work to have that supportin every school, which has been
like a fantastic change.
Speaker 2 (01:45):
So Ryan you're at Sunrise Elementary Correct, and
Rachel you're at Corner CanyonHigh School.
Yes, there is a big differencebetween the needs of an
elementary school and a highschool.
Can you kind of tell me alittle bit about what's in your
day to day?
Speaker 4 (02:02):
Yeah, I can start so in the elementary setting.
I find myself spending thefirst like 30 minutes just
checking in with students, kindof setting goals for the day,
seeing how they're doing.
Sometimes students might need alittle break, or maybe they
need just a check-in or a snack,so we'll start the day off that
way and then I provide supportsto students through group
(02:24):
sessions where we're working onspecific IEP goals.
I also will spend time doingtesting, but I do have a lot of
time in my schedule to respondto crises, and a crisis can be a
student is really struggling ina classroom and being
disruptive, or maybe needs acheck-in, a reset room and being
(02:47):
disruptive, or maybe needs acheck-in, a reset.
Or sometimes there aresituations where we have to have
all team members involved if astudent is experiencing some
type of suicidal ideation orsome like significant behavioral
dysregulation.
Speaker 2 (02:59):
So I'm going to just put out there that an IEP is an
individual education plan,because a lot of times people
don't realize what that is.
But it's a scary thought tothink that in elementary school
we're already having to worryabout suicidal ideation.
Speaker 4 (03:13):
Yeah, absolutely, and we definitely see different
levels of risk.
But our district protocols torespond to those with doing a
screener and making sure thatwe're notifying parents and
identifying any risk that mightbe present.
Absolutely, it's surprisingthat we're seeing that at an
elementary school level.
Speaker 3 (03:31):
Now high school.
High school it's like adifferent ballgame, right, Like
spending time in elementary andgoing to high school has been
like a different experience.
I think we still serve a lot ofthe same job functions, right
Like we're servicing individualeducation plans.
We're providing thosecounseling services just the
wellness, the well-being of ourstudents and stuff.
(03:53):
I think we service a little bitmore gen ed and special
education students as far asthat well-being, and so day to
day it can look a littledifferent.
We respond to crisis as studentscome in, but then we also are
just providing those servicesand letting them have somebody
to connect with.
I think a lot of our highschoolers just feel that they
(04:14):
need someone to connect with andjust to hear and listen.
High school is very intense inthe fact that it counts, right
Like it's graduation credits,when we're working towards that
goal and their future, and Ithink it's really scary for a
lot of our students to thinkabout future outside of this.
Every day of I have to go toschool and so helping them with
that transition plan, working asa team with the counselors, the
(04:37):
social worker and all theteachers to ensure that they're
having that future, is a bigpart of our role.
Speaker 2 (04:43):
Do you find kids are disconnected a little bit more?
Because I find with my kidsthat they're spending so much
time and I know they connect inthe way that they're talking
online, but they're notface-to-face connecting as much.
Are you seeing that in schools?
Speaker 3 (04:59):
a lot we do and I think that was like a big push.
That was part of a reason thatthey really pushed for, like, a
phone policy in schools.
We haven't had that previouslyor it hasn't been as strict, and
this, like it, stirs a lot ofdrama, right, and the kids are
just feeling that impact andthey're not focusing, and it is
(05:29):
that they do struggle, I think,sometimes with that like
face-to-face conversations, likethey're like used to, like let
me just send them a text, andthat we get face-to-face and we
don't know how to like feel theuncomfortableness of things, and
so we do work on like hey, likehow do we do that communication
and how do we have a solvedconflict when we can't do it via
text and hide behind a phone?
So it is a huge impact and Ithink Canyon's push to have cell
(05:52):
phone policies in our highschools and middle schools and
elementary has been a reallygood benefit for them so far.
Speaker 2 (05:58):
What would you guys like more people to understand
about the role of schoolpsychologists?
Speaker 4 (06:04):
That's a good question.
Speaker 3 (06:07):
I think our role is so broad, we have a very broad
training and a very specializedtraining too, and I think that
we often get confused withcounselors or social workers,
and not that they don't have alot of the same job functions,
but that our specialty does comein handy and we do support a
(06:28):
lot of that problem solving andlet's get down to the bottom of
what's going on.
I think that's where our skillset comes really in handy, of
being able to assess andinterpret and be able to provide
those supports for students.
Is that like it's like hey,let's get into what's going on
for your student and being ableto problem solve that, and that
(06:49):
we love all the kids and wereally want to find their
supports and we want to findtheir best supports, and I think
that's something that getsmisinterpreted sometimes.
Speaker 4 (06:57):
For sure.
And I think to add to that,something I think is really
helpful to kind of conceptualizeour role is that we are part of
a team.
So we may have these expertiseand expertise and behavior and
evaluation and supportingstudents with disabilities, but
we're working within a team, soit's not just us, we can't come
(07:18):
in and just wave a magic wand.
It really takes consulting andbrainstorming and building
relationships with the parents,the teachers, the student to
have that shared goal.
I think that's when our job wecan be most successful, is when
we're able to come together as ateam and see that change with
students.
Speaker 2 (07:37):
I think we should probably rewind a little bit in
that.
How do you get to the pointthat your student is at a school
psychologist?
Because I think for someparents it might be a little
intimidating to find out Notsomething that they should be
afraid of, but there is acertain amount of stigma that
probably comes with your jobtitle.
So how does it get to a pointthat your kid is in the school
(08:00):
psychologist's office?
Is it a referral or is it?
Speaker 3 (08:04):
It's generally a referral.
Sometimes it can be that likewe're the one that responded to
something and responded to acrisis or a situation.
I think in the high schoolsetting, though, they just we
have kids that just come in,they self-refer, a parent refers
they.
I do think there can be astigma with our title, but then
also there's this like relief oflike, oh my gosh, there's
(08:24):
somebody there that does havethat support and training and so
, and they just like comedirectly to us.
Sometimes it's a counselorreferral, sometimes it's a
parent admin, situational, itdepends on the things.
Speaker 4 (08:36):
But yeah, so I can talk a little bit about what
that looks like in an elementarysetting.
I think it can differ fromschool to school, but something
that I've noticed our districtdoes is we have a push or an
encouragement for studentsupport teams.
So we'll call that a SST, andthat's that team that I'm
talking about, where we arereviewing the data of a student.
(08:58):
So maybe a student's behavioris reaching a certain level,
maybe their behaviors are nolonger teacher managed and we're
having support staff that needto come in.
We'll look at that data anddetermine okay, does this
student need support from ourschool counselor or are their
needs reaching a certain levelwhere they need more intensive
(09:18):
support?
We also have kind of amulti-tier support system where
we're looking at tier onesupport, so universal supports
for students.
Tier two, which would be morelike our school counselor or
targeted supports our schoolcounselor or targeted supports
and then the tier three is whereour school psychologists often
(09:39):
lie, where it's that specialized, individualized support
specific to individual students.
So I think working through thatframework is really helpful to
make sure that we're not jumpingto a significant level of
support when maybe a studentjust needs some general behavior
support in the classroom thattheir teacher can provide.
Speaker 3 (09:59):
And I think it's important to note.
Elementary is like kids are notself-referring generally or
their behavior is speaking fortheir needs, whereas in high
school they are more aware andthey are self-referring on.
I think every there is theencouragement and every school
is working to have a studentsupport team.
Our school has a really greatone.
It looks different at a highschool level when you have eight
(10:21):
teachers versus one teacherthat manages a behavior all day,
and so I think the differencein the levels is there, but I
think the systems and supportsare the same, right Like across
schools, and I think that's thebest thing about Kenyans.
We all work at the multi-tieredsupport systems.
We all work at having a studentsupport team and finding the
best support to meet their needs.
(10:41):
I think often in elementaries,by the time we get to school
psychs, it's tier three and wehelp with that.
Tier two to tier three, and inhigh school it can be we're
servicing tier one to tier three, just in a different way.
Just we have differentpopulations and needs and those
are some of the supports that wehave.
Speaker 2 (10:59):
What are some of the biggest challenges that you're
seeing kids have?
Speaker 4 (11:04):
I think in an elementary setting, a lot of
emotion, regulation.
I think there's so much and Idon't mean to hypothesize, but I
just feel like there's so muchand I don't I don't mean to
hypothesize, but I just feellike there's so much information
coming at our students all day.
We talked about screen time, wetalked about, you know, access
to just information that isoverwhelming them and I think
(11:27):
that impacts their ability toregulate.
That's the biggest thing I see,you know.
Speaker 2 (11:31):
I agree, I think.
I think adults are having thesame problem.
Speaker 3 (11:35):
Yeah, I think we see that across like.
I think we see that acrosssettings too, like, right,
emotional regulation, being ableto handle a lot of it is
executive functioning too.
I think executive functioningcovers a broad it's a broad term
, but that ability to transitiontasks, initiate, organize and
follow through, and I think thatfollow through and we get
(11:57):
behind and we feel overwhelmedand that like we just don't know
what to do and for a lot of ourstudents, and so that's where
we are like servicing a lot oflet's take a deep breath, let's
do what can we problem solve?
And I think we're doing a lotof problem solving.
I do think we are still seeingthe outcomes and effects of the
COVID pandemic, covid-19pandemic and what that is.
(12:19):
I think in the three year thisis my fourth year in high school
and over the time, right, wewent from coming out of the
pandemic of little, lots ofrestrictions to like now we're
putting more boundaries andthings back in place for work
and like handing things inbecause we had to be flexible
during those times, and for goodreason, right, and I think as
we put more of that work demandback on kids and deadlines and
(12:40):
things, that's where we're likestarting to see like a huge
impact on our kids too, is thatthey just lost their executive
functioning skills or theydidn't have to practice them.
They didn't lose them, theyjust didn't have to practice
them, and when we don't practicesomething, it goes down.
Speaker 4 (12:53):
And I often hear that from teachers too.
You know, I think in previousyears there were a couple of
students that struggled withexecutive functioning, but what
I'm hearing now is that a largemajority of our classes, a lot
of our students, are strugglingwith those executive functioning
(13:14):
skills, which is hard to teach,hard to be a student.
Speaker 2 (13:15):
So I agree with you that executive functioning piece
teach hard to be a student.
So I agree with you thatexecutive functioning piece.
As a parent, I've noticed thatin my own children and I don't
quite know how to manage that.
How do you course correct?
Because that was a big bump.
I had students that were doingreally well.
2020 came and now teaching themthe importance of first
attendance and then the turningin homework, and the executive
(13:36):
functioning has changed sodramatically.
To relearn that and to helpnavigate that as a parent has
been such a struggle.
Yeah, so what would yourecommend to parents?
Speaker 3 (13:50):
I think there's some course correction that we're
taking in general, right, likewe're getting attendance
policies back in place.
We're finding things to helpsupport that.
I think we find, you know, welearn best when we're in a
classroom and we have thatinstruction.
Like we said before, like forgood reason, we had to do what
we had to do, right, and I thinkwe all did the best we could.
But it is hard to relearn oflike the simple task it seems
(14:14):
like a simple task, it's not,but that simple task of like I
need to turn this in by thistime on this day, on Canvas, or
I need to turn it in hard copy.
And I think, though, the use oftechnology sometimes has
hindered and benefited.
Some students do really wellwith turning in paperwork and
some students do really wellwith doing it via campus, right,
(14:35):
but I think the hard part isnot every teacher is the same,
and so then they're like do Iturn this in for this one or do
I turn it in for that one?
And so sometimes it's just thatremembering.
And so I think we oftenrecommend sit down with your
student and learn some of theirclasses, reach out for support
if you need, and then just kindof know their systems and to
(14:56):
help support them in that andjust.
I think, though, like givingeveryone a little bit of grace
of just like it's okay if wemiss a deadline and let's.
I think the biggest thing isjust advocating for that and
just saying we messed up, owningit, taking accountability,
owning it, and like movingforward.
Speaker 2 (15:15):
Your jobs can be pretty heavy.
You have a lot of things thatcome into your office that can
weigh on you.
What led you guys to pursuepsychology?
Speaker 4 (15:26):
I think for me, I just always knew that I wanted
to be someone that could helppeople when they're having a
hard time.
That always felt really naturalto me and once I learned that I
could be in a school settingand I could be working with
individuals that have thosemental health needs or
behavioral needs, it just kindof clicked for me.
(15:47):
I have siblings that havestruggled and I've seen the
people that can come into theirlife and advocate for them and I
just I really admired that andit felt really special to be
able to be that person andthat's like the best part of the
job.
If you see something click fora student, it is like magic and
you're like, ah yes, finally,like we're building this skill,
(16:08):
we're making habits, and thatoften takes time but it's so
rewarding.
Speaker 3 (16:14):
I think very similar to Ryan is that I have always
enjoyed helping and I thinkthere was a lot of times when I
was in school that they werelike you should be a teacher and
I appreciate everything theteachers do and it just wasn't
quite my career path.
But that mental health part andI think on the opposite end is
that like I had a siblingstruggling in school and I
watched my parents not receivesupport and not know what to do
(16:37):
and watched how that played outand to know that there are
people that could support that,like I wanted to be one of those
people that could go in and itis a great joy.
And there is no better feelingthan when you feel that that
parent's been heard and thatthey feel like they have that
support and that their kid has ateam behind them.
And that's really what westrive is like for parents to
(16:58):
feel like their child has a teamand that they have somebody to
support them.
And so that's.
I love what I do and it ischallenging, but those are the
best parts.
Speaker 4 (17:10):
For sure.
It makes it easier to come backafter the hard days when you're
able to see the progress thatyou've made with a student and a
family and it's really special.
Like the end of the school yearis one of my favorites because
I really feel like I've beenable to build relationships with
families where we're able to,like have a good summer break,
(17:33):
give each other hugs andcelebrate the progress that
everyone on that team has made,particularly the student, and
it's really special.
Speaker 3 (17:40):
I think a really special thing like it's great,
like at the end of elementaryand you know they're going up,
and a special thing about highschool is watching them walk
right.
Watching them walk right Towatch a student that you know
struggled and you saw them fromninth grade to senior year, or
watch them even struggle onsenior year and like to watch
them be able to walk across thatstage and know that they
accomplished something so hugeis like such a like great
feeling and that you got to be apart of their journey.
(18:01):
Because, like you're just apart of that journey and stuff.
Speaker 4 (18:03):
I would be a mess.
Speaker 3 (18:04):
I would just be crying, I cry every year, I cry
every year and I hand them adiploma, I help the counselors
hand out their diplomas and I'mlike, you're just, you're a
disaster.
Like I'm just like, but you'reso.
It's just like such anoverwhelmingly heartwarming
feeling to watch them and towatch their parents like see
that, because there are timesthat their parents will say like
I just we didn't think this wasgoing to be possible and it was
(18:28):
possible.
And to watch them do that islike a huge moment for their
parents, for them and so and.
But it takes every level right,like it takes elementary,
working with them and gettingthem to middle, middle, getting
them to high school and highschool, getting them to that
finish line.
And we across the district haveto work as a team and team them
.
Speaker 2 (18:46):
That's been one of the greatest blessings of
working at the district for meas a district employee and then
to separate as a parent ofstudents in the district.
It's so difficult to let yourstudents go out into the world,
your children go out into theworld, but to be able to see the
love and care that is given andto know that your kids are safe
(19:09):
and taken care of.
I'm getting choked up because Ihave worked within the system
and have had so much help givento my children and, okay, my
child is graduating this yearand congratulations, and it
wouldn't have happened ifwithout help.
So I'm so grateful to havethese tiers in place for us and
(19:30):
that we have the support that'sneeded for every child to be
college and career ready.
So thank you, ladies, for whatyou do and the support that you
give our children and for beinghere today to talk about it.
Thank you for joining us and ifyou have any topics that you'd
like discussed on futurepodcasts, email us at
communications atcanyonsdistrictorg.
Speaker 1 (19:52):
Thanks for listening to this episode of Connect
Canyons.
Connect with us on Twitter,facebook or Instagram at Canyons
District or on our website,canyonsdistrictorg.
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