FAQ about Services for Children, Teens & Parents

Are you a Counselor?

I am a Licensed Educational Psychologist (LEP) which allows me to do many things in support of children and their families. Some of these include assessments for learning disabilities, academic support (e.g., tutoring), counseling, and parent coaching/training.

As an LEP, I am also able to provide other services to clients with the emphasis being on education, career, or life-related difficulties. These can include evaluation, assessment, and mental health services even for adults.

We can work in collaboration with your Primary Care Physician or other member of your health team. You are free to share the insight, strategies, and goals provided with your doctor for a holistic view of the needs and supports.

How will your services help me?

It depends. Usually, it is helpful to seek additional support or information for three reasons…

1

Outside Perspective

An outside perspective may be useful when trying to understand a difficult situation. Sometimes, we need other people to help us see things as they are – instead of how we want them to be. This is especially true when we are learning new things, trying to change our habits, or doing something challenging for the first time. Someone who is not personally involved in the situation can give open and honest feedback on how things are moving along.

2

Expertise

I will provide information based on my area(s) of expertise. This can be from additional reading, research, or experience with the specific topic of discussion. Yes, the internet may provide some useful information periodically. But I will sit down and talk to YOU about YOUR situation, specifically. Based on that, I can provide an informed opinion, suggestion, or recommendation designed to help. The ultimate decision will be yours to make, but it can’t hurt to have an expert in your corner!

3

Designed to Help

My services are designed to help. Meaning, I am confident that my services will help because that is what I am here to do. I will be here to listen to your needs, discover your goals, and help develop your plan of action. If things are not going well, then we will both be there to change course so that it gets better. The process is very purposeful, intentional, and fun. If I (or you) do not think that I am the best person for the job, then I will share that information and offer a referral to someone who can be a better help.

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I can't get my teen to talk to me about school, what should I do?

Each situation, child, and family relationship is different. Some things that have been helpful for me in the past all include listening much more than I talk. Sometimes, the child (especially teenagers) are exhausted from the demands of school. These demands often include academic work, but also social pressures, constant questions and speeches (i.e., lectures) from adults, and their own internal struggle with trying to figure things out. Sometimes the best way to help your teen open up more is by resisting the urge to ask questions. Even though this seems like the opposite of the goal, it can give the teen space to come to you when they feel ready and comfortable. Additionally, you can ask general questions periodically (for example: 2-3 times per week) which invites the teen to talk without coming off as too demanding or overbearing. Be a trusting, and supportive, parent by communicating that trust and allowing your teen space to learn, grow, and thrive.

How do I talk to my child about their disability?

Be sure to consider their developmental level and language when talking about the disability. Depending on the need, your child has some areas of strength and then areas of difficulty. It is important to highlight both. There is a lot of natural variability that comes with being a human – some people are tall, and some are shorter than others – but we all deserve care and respect. Clearly communicate that to your child consistently. Make sure YOU have a good support system to address any underlying feelings of guilt, shame, anger, frustration, etc. – once those emotions are set to the side, you give your child the gift of your unconditional love and support.

My child keeps getting in trouble at school, what should I do?

Behavior can be impacted by a variety of factors – adjustment difficulties, maturity, classroom management, poor decision-making, etc. Not all of these are due to a disability or internal difficulty (like a disability); the challenge is to take your time to explore different options. The first step is to try coordinating with the school team – setting up a meeting, asking the teacher for their thoughts, or asking the site administrator for suggestions. Alternately, you might consider consulting with an outside provider for an objective opinion about the child’s skills, behaviors, and perspective. It is possible that the child is willingly making poor choices that have negative consequences, but it is just as likely that there are triggers or circumstances that invite the child’s negative responses. We want to hold the child accountable, but accountability should also be applied to the other adults in the child’s environment.

Referring a child for testing is not always recommended, or necessary, for the child’s academic success. This process can be very time-consuming and sometimes bring about negative attention which could impact their self esteem. What are the specific concerns that warrant testing? Social difficulties? Taking longer on homework? Too much energy? Need for accommodations? Some reasons are actually more beneficial than others. For example, referring a child for testing simply due to poor work habits, low motivation, or an attempt to get accommodations in class is rarely helpful for the child in the long run. It could lower the child’s willingness to take responsibility and develop appropriate work habits and study skills!

If you feel that testing would be helpful, and the school refused – this information should be provided in writing (letter or email). Schools can refuse to test a child if they have no reasonable basis for suspecting that a student has a disability. Within the written response, the school team must describe the action they take (or don’t take), an explanation, a description of the process for making the decision, and a statement about the parent’s rights.

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