Category Archives: School

Woo Hoo! Back To School! (Part 2)

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Part 1 of my back-to-school blog covered basics of ensuring a smooth transition for you and your child(ren) as a new school year begins. This post focuses on the back-to-school “jitters” and those children who truly get anxious.

Not only do students encounter beginning-of-school jitters, but teachers and school staff also feel the emotions of a new year, a new beginning.  I worked in schools for 30 years and can safely affirm that I rarely had a good night’s sleep the night before school started.  It’s a natural phenomenon to get excited, scared, eager, or overwhelmed at the start of something new. Although some accept change with ease and slip into new experiences with little fanfare, others just – well – worry, stress, and get anxious.

The following tips (extrapolated from NASP “Back to School Transitions: Tips for Parents”) are to help those of you with children who are beginning school soon and tend to get anxious.

  • The first few days may be rough; try not to overreact. Particularly the younger student may suffer separation anxiety after a summer with parents and loose schedules. School personnel are trained to deal with children who may have a hard time adjusting.  Best advice:  Drop off your child without lingering, say “I love you and will be back at the end of the day,” then leave.
  • Talk to your child and let them know that you care. Model optimism and confidence and reinforce your belief in their ability to cope. Tell them that it’s o.k. to be nervous about starting something new, but he/she will be fine once they become more familiar with their new surroundings. Best advice:  Send positive, short notes in their lunch box or backpack and listen to any concerns when they arrive home. Reinforce positives as they discuss their school day.
  • Try to remain calm and positive about any bad experiences from the previous year. Those who had a difficult school year may have more anxiety about their return to school. Children who were teased or bullied, those encountering academic problems or any other difficulties may be reluctant to start another year with a positive attitude. Best advice: Talk to school personnel before school begins about this and then reassure your child that this is a new year and a fresh start. Reinforce that you will be working with the school to ensure a smooth school year and prevention of further issues.
  • Give your child strategies to cope if they are feeling anxious. Be open with the school and keep open communication with your child’s teachers. Encourage your child to tell you or the teacher if problems continue.  Best advice: Maintain open communication with your child and your child’s teacher.
  • Try to allow your child to meet with other students and school friends before the first day to ease your child into the new academic year. Best advice: Encourage your older child to contact friends, or if your child is younger, call the parents yourself to schedule play dates.
  • Plan to volunteer in your child’s classroom periodically throughout the year. This reinforces to your child that you are interested in their learning and that school and family are communicating. Additionally, you are building relationships with teachers, classmates, and other school personnel, as well as learning about classroom routines and atmosphere. Best advice: Even if you can’t regularly volunteer, periodic parent help is often welcomed and only benefits your child.

If your child’s anxiety becomes problematic, extreme in nature, or lasts for an extended period, make an appointment to speak with the teacher or school psychologist. More in-school support may be indicated or other resources in the school or community may be suggested. Remember: most children are very resilient and with support, encouragement, and communication will be able to have a successful school year.

Leave me a comment if you liked this entry.  I’d love to hear from you!  Any suggestions for future entries?  Let me know.

Woo Hoo! Back to School! (Part 1)

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It’s August already and it’s time to think—Back to School. With most schools across the country starting their school year before Labor Day, now is a great time to begin preparations.

Of course, each developmental/grade level may bring different challenges or expectations.  But there are a few general guidelines for ALL children that I’ve highlighted below:

  • Schedule all doctor and dental visits before the start of the school year.  Be sure to mention to your child’s doctor any concerns about their emotional or psychological development.  Your physician is able to determine the difference between age-appropriate issues or those that require further assessment.  Be prepared before school begins to notify school staff of any problems so they may be addressed early in the school year, if possible.
  • Start re-setting routines, such as mealtimes and bedtimes.  In the week or two before school starts, begin to talk to your child about the need for routines.  If you discontinued certain routines for summer, such as reading with your child before bed, then reestablish this. Stress the importance of a good breakfast, and start this every morning, as well.
  • Turn off the TV.  Emphasize quiet activities in the morning, such as games, reading, or coloring rather than turning on the TV. This will help your child ease into the school year. Try to maintain this throughout the school year; watching too much TV can be distracting before school.
  • Get rid of the TV in your child’s bedroom!  While I am on the topic of TV, I want to emphasize there is NO reason to have a TV in your child’s bedroom.  It has the potential to keep your child awake until late hours. Also, it’s impossible to monitor your child’s viewing. Even if you believe they will listen to you, they might turn it on before school (see above), and TV’s are not babysitters. Make TV viewing a family activity, or set guidelines for a certain amount of TV viewing during the school week.
  • Make copies of important school documents.  Keep a folder(s) handy of important documents, such as health and emergency information. Health records are often acceptable for over a year and can be used for other activities, such as extracurriculars, sports teams, or clubs.  Also keep important school records in a folder, including reports from teachers, report cards, special commendations, etc.
  • Homework areas.  Children should have a designated homework space in their house.  Older children should be allowed to complete homework or study in their rooms or other quiet areas of the home.  Younger children should be in an area of the house where they can be monitored by an adult, such as the kitchen, dining area, or family room.
  • Designate an area of the house for backpacks.  All children should be responsible for emptying backpacks every day and placing important notices and notes in a designated area for parents to read/sign/return. The backpack should be put in that specific area at night and repacked so as to be ready for a quick departure in the morning.
  • If your child is going to a new school.  Visit the new school with your child, once or several times depending on the age of the child. Designate meeting zones for after school pickups, visit the teacher, locate the classroom, etc. to ease anxiety.  Always call ahead to make sure the specific school personnel will be available for introductions.
  • Mark important dates.  As soon as you receive the school year calendar (and all schools distribute these), mark your calendar for important events, such as conferences, back to school night, concerts, etc. This is especially important if you have children in different schools and will also aid in arranging for babysitters when needed for those who must stay home.
  • Clothes.  Buy early and check your school to see if they require uniforms of a specific color or style. Schools often have rules about length of skirts or shorts, bare midriffs, halter-tops, flip-flops, tee shirts with inappropriate messages, etc. Specific guidelines will be available at the school; avoid conflict with your child by reading the guidelines before school starts.

My next blog entry will deal with the first week of school, and how to cope with the anxious child (and parents) as the new school year begins.

*These tips were extrapolated from NASP “Back to School Transitions:  Tips for Parents” at www.nasponline.org

ADHD–Part II

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ADHD, as stated in my last post, is one of the most common chronic health conditions for children.  Those with this condition have difficulty regulating their behaviors, attention, and/or impulsivity.  ADHD presents itself in school, home, and the community and can present challenges in each environment.

ASSESSMENT

A comprehensive assessment involving multiple methods conducted by multiple professionals within different settings is important for arriving at a diagnosis of this disorder. Too often the diagnosis of ADHD is made too quickly or by observation alone.  The assessment should consist of communication with the child’s medical professional, and other sources, including a psychologist, educational personnel, and family. A direct assessment of the child is also recommended. The assessment should address the age of onset of the symptoms, the degree that it impairs the child, and any other features.

How do we obtain information from different sources?  First, I believe a good history is essential, one involving the child’s health, family background, and when the child’s developmental milestones were reached. A thorough history is also ascertained from information provided by school records, the child’s physician, and family members, as well as any others who might be familiar with the child.

Secondly, a physical evaluation is essential (and oftentimes, a neurological evaluation is also indicated) to rule out other causes of the disorder.

Next, information obtained from family should address different settings and include ADHD parent and child rating scales or checklists, including the assessment of inattention, hyperactivity, and impulsivity. The family assessment should also include structured and unstructured interviews.

School/classroom assessments are teacher-reported and can provide information including teacher rating scales and checklists of inattention, hyperactivity, and impulsivity, teacher narratives and reports, schoolwork, grades, and work samples, as well as specific data regarding the child’s behaviors in the classroom.

Finally, an assessment of coexisting conditions should take place that rule in or out other disorders that may include depression, learning disabilities, and anxiety, to name a few.

TREATMENT

There is no cure for ADHD at this time, but many treatments exist which are effective in the management of the disorder. When speaking of any treatment, most important is the education of the family and school staff about the nature of the disorder and its management for children. But among all of the treatments available, which ones are most effective?

The treatment that results in the greatest degree of improvement in the symptoms of ADHD is stimulant and nonstimulant medications.  Before medications are considered, though, academic and behavioral interventions and accommodations should be implemented for a reasonable time. Sometimes these interventions are effective alone.  According to the American Academy of Pediatrics (AAP), 80 percent of the children who use stimulant medications, either alone or with behavior therapy, show increased focus and decreased impulsivity. The most common stimulant medication, Ritalin, has been used for over 40 years in children and has shown to be safe. Strattera is a nonstimulant medication that is frequently used with children, as well. Antidepressants seem to be less effective, but are often used with those who have coexisting symptoms of mood disorders.  Some children may need a combination of medications depending on if they have other disorders along with their ADHD. There are side effects to these medications and they should be discussed with the physician who is in charge of prescribing them.

The decision to use medications can be a difficult one for parents, and rightly so!  If you do decide to try medication for your child’s ADHD, there must be close monitoring and frequent reassessment to decide if the treatment is working. Each decision about whether to try or not try medication should be based on what is best for the child as an individual.  There is a great deal of information available on the pros and cons of starting your child on ADHD medications.

Psychological treatments, such as behavior modification in school, social skills training, and parent training in child behavior management techniques have shown to have short- term effects.  Some studies suggest that once treatments end, so do the gains obtained (as with medication treatment, as well). Therefore, ADHD should be seen as a chronic condition that requires ongoing treatment for good, long-term management of the symptoms. Counseling can help parents and children understand the disorder, improve social skills, assist with behavioral interventions, and help those who are having difficulty coping.

Some children with ADHD may be eligible for special education services in the public schools under the Individual with Disabilities in Education Act – IDEA- and/or Section 504 of the Rehabilitation Act of 1973. To qualify for these services, the symptoms of the ADHD must be interfering with the child’s ability to learn in school. Thus, the comprehensive evaluation is important to ascertain whether the school services are warranted.

In summary, the treatment of ADHD requires a comprehensive behavioral, psychological, educational, and sometimes medical evaluation, along with the education of family members as to what this disorder is and the methods proven to assist with its management. Once the ADHD condition is managed, those with this disorder can usually lead adjusted and productive lives.

Please feel free to comment about this topic.  I welcome your feedback!

Can I Advocate for My Child’s Mental Health Needs? (*Of course, you can!!)

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Since 1949, May has been declared National Mental Health Awareness Month to draw attention to mental health issues that affect many Americans. As part of this effort, the first week in May is National Children’s Mental Health Week, which raises awareness about the importance of children’s mental health to their overall healthy development.  Today’s blog will focus on advocacy for your child regarding their mental health.

According to the U.S. Surgeon General, 1 child in 5 experiences significant problems with a psychiatric disorder. Sadly, only less than 1 in 3 is receiving the treatment that they need. This issue has come to the forefront due to several recent tragedies and the realization that mental health treatment is so often not available for those children who need it. Early detection and screening of children is also hotly debated around the country as to its effectiveness in the prevention of violence.

NAMI (National Alliance on Mental Illness) recently shared an article on tips for parents to advocate for their child regarding their child’s mental health. As written by Dr. David Fassler, Child and Adolescent Psychiatrist, I found these tips to be quite informative and helpful for individual advocacy. I hope many of you will find these tips useful, as well:

  • Get a comprehensive evaluation for your child to address your concerns. This may include several visits to a mental health professional. A careful and accurate diagnosis will yield effective treatment.
  • Look for the best clinician in your area pertaining to your child’s condition.  Check their credentials carefully: Are they appropriately licensed or certified in your state? If he/she is a physician, are they board certified? Push schools, insurance companies and state agencies to provide the most appropriate and best possible services, not merely those that are deemed adequate or sufficient.
  • Ask lots of questions about any diagnosis or proposed treatment, and enlist your child’s questions, as well. Child disorders may be very complex and simple solutions usually don’t exist. Most, if not all treatments have both risks and benefits.
  • Seek family centered treatment that builds on your child’s strengths. Ask about goals and objectives of treatment and how you will know if the treatment is helping. If treatment does not work, ask about options or alternatives.
  • Remember to keep all copies of consultations, treatment reports, and assessments in an organized place. Ask and insist on your own copies of all evaluations and maintain your own file on your child. This avoids unnecessary duplication of previous treatment efforts and future unnecessary testing.
  • Feel free to seek a second opinion. Any mental health professional should be happy to help with referrals and sharing information for the benefit of your child.  If you question a diagnosis or a treatment for your child, absolutely arrange an independent consultation with another clinician.
  • Help your child learn about their specific condition in an age appropriate fashion.  Use books, pamphlets, or the Internet to access information that your specific aged child can understand. Remember not to overload your child with more detail than they want or need.
  • Work with your child’s school. Be included in all school meetings held to discuss your child. Request school records and keep them at home in your organized file.  Make sure their educational program is meeting their specific needs.
  • Know the details about your insurance policy and how it affects your access to mental health care. Know their coverage of “specialists.”
  • Learn about your state’s reimbursement and funding systems. How does Medicaid work? Which services are covered and which are excluded? What other sources of funding is available for your child.
  • Seek out support from other parents by joining a local parent support group.  If none exists, think about starting one in your area.
  • Attend local and national conferences of parent and advocacy organizations where information is shared, ideas are offered, support is given and camaraderie is available.

Advocacy is hard work; there is no right or wrong way to be an advocate for your child.  It takes a lot of time and energy to advocate for better mental health access, but in the end you will help not only your own child, but also others who deserve access to appropriate and effective mental health treatment.

How do you advocate for your child or children in general?  I’d love to hear your stories and as always, thank you for sharing.

How Can I Help My Child When Terror Strikes?

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My first blog post was dedicated to Mary Sherlach, the school psychologist who was violently gunned down at Sandy Hook Elementary School. The death of 20 innocent children and 5 additional staff members profoundly affected me, mainly because I spent 30 years working in public schools.  It’s hard to wrap your hands around such violence and tragedy when those images hit so close to home and when the ability to visualize the scenario seems so real.

Now, once again, the frightening news of the Boston Marathon bombings surrounds us. Thinking of all the injured and uninjured athletes who only wanted to compete and enjoy this sporting event, along with the onlookers who experienced the terror around them, has once again scarred Americans and people from around the globe. The availability of instant media access, Internet, and social media has allowed horrific images and constant news coverage to inundate our society.

But what about the children? As a parent, therapist, citizen, and educator, the death of an 8 year-old and the injuries suffered by several other children breaks my heart. Although we as adults try to process our own grief, we also need to help our children process theirs. How do we help our children understand terrorist attacks, frightening news, and their emotions surrounding these events?

These events are frightening. These events are upsetting. Children look to the reactions of their parents and other adults to figure out their own reactions. Parents can help their children by giving them a sense of security and safety. The National Association of School Psychologists (NASP) offers the following suggestions for all adults when helping children cope with these events and working through their emotions:

  • Model calm and control. Children take cues from adults in their lives.  Avoid appearing anxious and frightened.
  • Reassure children that they are safe. Help point out factors that ensure their safety.
  • Remind children that trustworthy people are in charge.  Explain that first responders and the government are working to ensure that no further tragedies will occur.
  • Let children know that it is ok to feel upset and frightened.  Explain that when a tragedy occurs, it is ok to feel upset and that talking about their feelings helps.  Adults may need to help children express feelings appropriately.
  • Tell children the truth.  Don’t pretend that the event has not occurred or is not serious. They may be more afraid if they think you are not telling them what is happening.
  • Stick to the facts. Don’t embellish the event or who might be responsible. With younger children, don’t dwell on the scale or scope of the tragedy.
  • Be careful to not stereotype people or countries that might be associated with the violence.  Children model parent’s negativity and develop prejudice. Talk tolerance and justice.  Stop any bullying or teasing immediately.
  • Explanations should be kept developmentally appropriate. Be a good listener to all children and allow them to verbalize their thoughts and feelings
    • Early Elementary children need brief, simple information balanced with reassurances that their daily structure will not change.
    • Upper Elementary and early middle school children will tend to ask more questions about whether they are really safe. Separation of reality from fantasy is important.
    • Upper Middle School and high school students will have strong and varying opinions about the causes of violence and threats to safety in school and society. They will share suggestions about how to prevent tragedies in society. They may become more committed to action to help the victims and affected community.
  • Maintain normal routines.
  • Monitor and/or restrict viewing repeated scenes of the event as well as the aftermath.  For older children, encourage accessing coverage from multiple news sources.
  • Observe children’s emotional states.  Many children will not verbally express their concerns. Look for changes in behavior, appetite, and sleep patterns.  There is no right or wrong way to express fear or grief.
  • Be aware of children who are of greater risk.  This includes those who have experienced a past trauma, personal loss, suffer from depression or other mental illness, or those with special needs. Be observant of those who may be at risk for suicide. Seek professional help if you are concerned about your child.
  • Provide an appropriate outlet for children who desire to help.  Examples include cards, letters to families or survivors, thank you letters to doctors, first responders, nurses, etc.
  • Monitor your own stress level.  Don’t ignore your own feelings of anxiety, grief, and anger. Talk to friends, family, religious leader, and mental health workers.  Get appropriate sleep, exercise, and nutrition. It is ok to let your children know that you are sad, but you believe things will improve.
  • Keep communication open between home and school.  School is where children can experience normalcy. Schools can inform families of additional resources. Also let your child’s teacher know if he/she is having particular difficulty with the present situation.

I hope these tips from NASP were helpful.  Please contact me with comments or suggestions for future topics.

Time-Out! Make the Most of this Behavior Change Strategy-Part 2

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Last week’s post focused on an introduction to the use of time-out. I emphasized the fact that your child must have the skill set to meet adult expectations before you consider using time-out. I also discussed defining appropriate behaviors for time-out, assigning time out areas (location) at home and at school, and preparing for the use of time-out at home. This week I will focus on the actual steps of implementing an effective time-out procedure.

When you are ready to implement a time-out, your child should be told quickly what behavior earned the time-out and what behaviors are required to end the time-out. Remember these important points: it is recommended that you NOT engage your child in a long dissertation about his/her behavior, and there should be NO negotiating, begging, or arguing, as that will only reinforce the inappropriate behaviors.

After you’ve identified the behavior and calmly stated why he/she is going to time-out, remove your child to your specific time-out area for brief and pre-determined periods of time.  A time-out should last no longer than 1 to 2 minutes for each year of the child’s age. For example, an 8-year-old will be in time-out for 8 minutes, a 2-year-old, 2 minutes, etc.  A child in time-out should be supervised for the entire period, with attention focused away from the child. Do not converse, engage, or play with your child.

When time-out is over, I like to use an audible signal to indicate that the child may come out of time-out. A kitchen timer, oven timer, microwave timer, or audible wristwatch may be used to signal that time-out has ended. In this way, the child learns to NOT leave time out until he hears the signal. (On many occasions, it will remind the adult, as well!).

The child may come out of time-out ONLY if their behavior is appropriate, i.e. sitting quietly for the final 30 seconds to 1 minute of the time-out. If you release your child from time-out during a tantrum, while screaming, or being disruptive, your child learns to express these behaviors to end the time-out. If your child refuses to leave time-out, ignore him/her. Do not engage in arguments at this time as it can lead to noncompliance with the time-out process.

When your child leaves time-out, he/she must complete the task or request that occurred just prior to the targeted behaviors. Allowing a child to use time-out to avoid a task or situation is counterproductive. For example, your 10-year-old spilled a glass of juice on the floor, resulting in a tantrum and refusal to clean the spill upon your request. After the 10 minutes in time-out, he/she will be required to clean up the spillage – not you.

When time-out occurs in a school situation, it should be shared with all staff involved with the child. How long the time-out lasted, the child’s behavior while in time-out and the behavior directly preceding or leading to the time-out should be documented and posted in entry/exit of the time-out location for other staff members.

Written documentation can reveal important data about your child and his/her behavior and the effectiveness of the time-out. It is imperative if your child is in time-out in school that proper documentation is recorded for every occurrence. However, I personally do not believe that documentation at home is as important as at school UNLESS your child’s behavior has become so problematic that documenting it would help other caregivers. In all situations, if the behaviors do not decrease after two weeks, then reevaluate the procedure, with one important exception—If the behaviors are dangerous, it is recommended that you not wait two weeks before seeking the help of a professional.

Of course, time-out does have limitations to consider. When in time-out, the child is removed from positive learning and/or social situations. For children with limited social skills, this is particularly concerning. Some children LIKE being alone and time-out is too reinforcing for them. Time-out can also be reinforcing to adults as it removes the difficult child, which can entice the adult to use time-out too frequently, for longer periods of time than recommended, or for other than targeted behaviors. That is why keeping a written log and reviewing it daily or weekly can be so important. If the log indicates that the procedure is not working, then the program may be tweaked to make it more effective.

Time-out is a very effective procedure for behavior change if used properly, with good planning, documentation, and review. I would love to hear your experiences with time-out with your children or students.  Please leave me a reply with your comments, suggestions, or possible future topics.

Will Giving Teachers Guns Really Make Schools Safer?

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The tragedy in Newton, CT has created a national and state gun control debate with emotions often running high on all sides. It is a very complex issue with many branches of concern: gun ownership and background checks, access to ammunition, availability of mental health services (and lack thereof), and constitutional issues, to name just a few.

One question that repeatedly arises is whether school personnel should carry guns on school campuses. Let me start by saying I am firmly opposed to arming teachers, or any school staff for that matter. I have always believed that schools should be violence-free zones that support the primary mission of LEARNING. In instances where police officers are employed to protect our children, guns carried by those individuals align with their duty and training. But, after a 30-year career in public education, I cannot fathom that the act of teachers “packing” will make children feel safer, their parents feel safer, staff feel safer, or create any sense of an overall “safe” school community.

Our challenge is to act together to foster an environment in which children and staff feel safe and nurtured, and where the prevention of violence in the first place is equal to the goal of learning.

How do we get there? What will it take? We should always be looking ahead toward improvement, whether in our jobs, in our neighborhoods and towns, and of course, in our schools. How can we make our schools both safer and better prepared for emergencies?

NASP (National Association for School Psychologists) has been instrumental in proposing policy and practice recommendations to most effectively address school safety. One recommendation is to increase the availability of mental health services in schools across the country.

President Obama’s task force has suggested placing additional school psychologists, social workers, and resource officers in schools to address the increasing need for mental health services for students and staff. As a counselor and school psychologist, and one who personally knows the value of these services, I believe this should be of the highest priority. There are always too few mental health providers employed in schools to meet the increasingly complex needs of far too many students and families.

Other NASP recommendations include: creating safe and supportive schools that promote learning, psychological health, and student success; considering both the physical and psychological health of students (when children feel unsafe, their ability to learn and concentrate suffers); improving screening and threat assessment procedures to identify and help individuals at risk for causing harm to themselves and others; establishing and training school crisis and safety teams; reducing the stigma around mental health; addressing as a society children’s exposure to violence on TV, in video games, and in homes and neighborhoods, especially in vulnerable populations; and finally, current policies and legislation related to access to firearms by those who have the potential to cause harm to themselves or others must be addressed.

This is a monumental and multifaceted challenge to consider, and yet a necessary one. Tell me what you think about these proposals and how they will affect you or your children. Could you add to the above list of recommendations?  Please leave a response. I would love to hear from you!

Mary Sherlach: School Psychologist, Teacher, Hero

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This is a beginning for me in many ways. After 30 years in public education, I am developing a private practice and launching my first EVER blog. This first post is dedicated to the memory of Mary Sherlach, school psychologist, who was killed in the shootings at Sandy Hook Elementary School when she charged out of a meeting upon hearing gunshots in the hallway.

While I never actually met Mary, as a fellow school psychologist, I feel like I knew her personally. We were similar in many ways—nearly identical in age; both married with two children; she was to retire soon while I had recently retired from a nearby school district; and most notably, from what I’ve read, we both cherished our careers working with children and families and felt honored to be able to help others.

I was deeply impacted by the horrific nature of her death. Having been in similar such meetings countless times during the course of my career, I continue to visualize this scenario over and over in my own mind.  As I listened to news reports and read endless articles about Mary’s act of courage, tears flowed from recognition of her instinctual response to run into the face of danger in order to help others, with no second thoughts about herself or her own safety.

But even though intellectually I understand her actions, asking “why” is a normal response to sudden tragedies, and mental health professionals aren’t immune to questioning.

Over the days and weeks following the Newtown incident, I repeatedly questioned (and continue to question) why this talented woman who dedicated her entire career serving children and families, a woman acclaimed by colleagues, family and students, could in one minute be likely discussing a student’s future and in the next be so violently taken from this earth. What began as a typical day with Mary working quietly behind the scenes to help create a successful school experience for the children at Sandy Hook, ended with her name splashed across the front pages of newspapers across the country.

As time passes, I realize that my strong reaction is not only for the senseless deaths of those 20 precious children and 6 staff members, but also for Mary’s bravery, her display of amazing courage and caring, and how proud I am to be a school psychologist like her.

Mary was quickly and rightfully labeled a hero for her selfless actions. And while I enjoy the luxury of embarking on this next phase in my life, I dedicate this to Mary Sherlach, school psychologist, wife, mother, friend, teacher, hero.

Please feel free to respond with your thoughts and/or comments. I welcome your feedback.