Educational Psychologists:  Helping Individuals with Educational Problems

By

Ramona Hall, MA

Santa Clarita, CA

www.ramonahalleducationalpsychology.com

 

                When you are dreading that call from school, we are there to help.  As Educational Psychologists in Santa Clarita and as parents ourselves, we understand that sometimes love is not enough to help your child succeed.  Even with the security of a loving, supportive family, children can experience barriers to development.  Lack of friends, failing grades, poor motivation, social shyness, bullying, anxiety, attention problems, learning disabilities, and poor self-esteem are some of the many stumbling blocks that change the course of a child’s normal academic development.  If your child stumbles and falls too many times, you begin to feel afraid for his or her future.    Then the sleepless nights start to pile up as you lay awake worrying and blaming yourself.  The stress weaves its way through your work and family life.  Getting the right kind of support and knowledge during those difficult times can make a big difference.  Consultation with a Licensed Educational Psychologist may help. 

                Educational psychology is a very specialized field within psychology.  Like our colleagues in marriage and family therapy and clinical psychology, we believe that, with help, people can change and live better lives.  However, unlike our professional associates, we must first work for at least three years in public school settings as School Psychologists before we can take the licensing examination for independent practice as a Licensed Educational Psychologist.   

                Working at the school site, we share our expertise with teachers, parents, and administrators in areas of child development, intelligence, learning, perceptual processes, and social/ emotional development.  As a result, we develop a unique perspective on how the educational system works and as private practice educational psychologists, we are able to help the parent work more effectively with school personnel on behalf of the student.  In addition, our training and experience allows us to provide testing and counseling services such as the following:

• Gifted testing – providing individual intelligence testing to determine overall ability level
• Learning Disability Testing-providing an individually designed battery of tests to determine     whether the individual has a learning disability
• Attention Deficit Hyperactivity Evaluations-providing in-depth evaluation of attentional processes to determine whether the individual has ADHD
• School Neuropsychological Testing-providing in-depth analysis of the individual’s cognitive abilities and perceptual processing style to determine how the individual learns and to assist the client with educational and vocational planning.
• Testing for Educational Accommodations- providing individual testing to meet requirements for examination accommodations (SAT, LSAT, etc).
• Counseling Services- providing individual and group counseling services to assist the individual overcome the problems that are interfering with educational and vocational goals.
• Program Development-providing help to individuals about interventions and accommodations that may assist them in accessing  educational and vocational programs.

Through knowledge of the individual’s strengths and weaknesses, we strive to help the individual make learning a more comfortable, satisfying process.

                So when the stress piles up, remember that even the most loving, supportive family sometimes struggles with educational issues.  Problems with education can warp the foundations of family life, creating discord, fear, and anger.  Traveling the path through twelve or more years of education provides challenges to most individuals at some point.  However, there is help and support available to parents and individuals so that the journey is not so difficult.

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Are you having a problem with learning?

by Laurie Adachi, MA, ABSNP, Educational Psychologist

As seen in the Santa Clarita Magazine

 Students spend 30 hours or more per week in class followed by homework in the evening.  If the student is unsuccessful in their attainment of just one academic skill they can be devastated and yet they are forced to return every day to face the same struggle.  Difficulties with learning can negatively impact a student’s feeling of self-worth and undermine their confidence in themselves as capable learners.  When school is difficult, students will do whatever they can to remove attention from their failure.  Some passively give up by appearing to be helpless, while others rebel by refusing to do work, not paying attention, or acting out in class.  In time, they may get into fights with peers, talk back to adults, or stop attending school altogether.

Learning problems can have different origins.  Some students are hesitant to take risks; every time a new skill is taught they face possible danger of failure.  Anxiety can cause students to fear new tasks or do poorly on tests.  A weakness in memory development can make it difficult for a student to retain previously learned information.  When a student is a visual learner and the teacher uses a lecture format for teaching, an otherwise average student can be lost.  Limitations in attention and concentration often make learning a challenge because the individual is only processing a portion of what s/he is exposed to.  Whatever the cause of the learning problem, it is important that it be identified and the student’s needs be addressed so that they can be spared additional problems and improve their chance for success.

To identify the cause of a learning problem ask for the opinions and ideas of the experts at your school.  If a learning disability is suspected, the student will require an assessment.  This can be done through the public school or privately with an educational psychologist.  A learning disability is not something to fear.  Most students with learning disabilities welcome help and are relieved to find they are not stupid or lazy.  It enables them to focus on and make use of their strengths rather than remaining prisoner to their weaknesses.  Assistance for them should focus on teaching the student methods for compensating for their difficulties while helping them to catch up to their grade level peers.  As a result, the student’s self-esteem is enhanced and they find the confidence to persevere.

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Underachieving Bright Students

By

Ramona Hall, MA, NCSP, ABSNP

First printed in the Magazine of Santa Clarita

              At this time of the year, I often pick up my phone to hear yet another parent disturbed over the failing grades and poor motivation of their bright, even gifted, student.  The frustration, anger, and helpless feelings experienced by parents affects family life, parent/child bonds, relationships with school personnel, and the child’s social relationships.  School failure can be especially disturbing when the child has done very well in Elementary School and then grades begin to slide upon transition to Junior High School.  It is particularly worrisome when the pattern of declining performance continues beyond the seventh grade.

            Underachievement can result from a number of factors, some of which are inter-related.  Bright students are often identified as being unusual or different very early in their lives and receive a great deal of attention for their unique talents.  In the first years of school, they learn new information very rapidly and quickly master new skills.  Work habits such as homework management, long term project planning, and study for tests may not be necessary in order to perform at high levels.  So these youngsters do not learn the connection between effort and outcome.  They assume that success is the result of abilities and talents which are inborn and beyond their control.  They do not learn that even the brightest person must sometimes ‘sweat’ a little in order to learn new material.  This is frequently exacerbated by the bright youngster’s intolerance of imperfection.  The student is unwilling to try new tasks, particularly writing or art assignments that may not be perfect at first attempt.

            Another issue for the bright youngster is that there may be delays in specific areas of learning which develop over time due to the child’s unwillingness to work at subjects which are not intrinsically interesting or which are not part of their area of expertise.  This is particularly problematic in areas of mathematics and written language because these subjects continue to build upon previous skills throughout the educational course.   Lack of practice during the early years can have a profound impact in later years.  Besides learning gaps, these students may also have specific learning disabilities which have gone undetected due to the student’s ability to compensate through use of high level verbal skills during elementary grades.

                       Bright student became at risk for school failure when motivation, work habits, and self-expectations interfere with academic performance.  As parent and professionals we can help by encouraging effort and engagement in school tasks from the very beginning.  In addition, we can teach children that ability, alone, is not enough.  Persistence and determination are equally important ingredients in achieving success.

 

For more information regarding school issues call Ramona Hall, 222-7332

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School Success Through Parent Involvement

by

Ramona Hall, MA

Santa Clarita, California

While it is true that intelligence correlates with academic achievement, many other factors are also involved in school success.  Environmental factors such as enrichment opportunities, parent involvement, and homes which value books and reading also contribute to educational outcomes.

Parents can widen a child's knowledge base and vocabulary level by providing cultural and enriching experiences in the areas of music, drama, art, and through museum visits.  Travel, especially travel to historically important sites, is not only fun, but enlightening and educational.  Exposure to different cultures and peoples provides a broader understanding and tolerance of others who are different from oneself.

Parental involvement in educational endeavors is highly related to the child's achievement.  Research unequivocally supports parental involvement as the one consistent factor that cuts across all economic levels in determining a child's school success.  Parents who supervise homework, respect formal learning and instructors, and who are involved in school actiivites give the message that education is an important family value.  Such an attitude promotes appropriate behavior in classrooms and encourages academic striving.

Finally, parents can support learning through books in the home.  Just the presence of books gives the child the understanding that reading is an important endeavor.  Parents who read provide role models for the child to emulate.  Reading to the child on a daily basis helps develop vocabulary, reading comprehension, and listening skills, while providing an opportunity for the child to receive individual attention.  The simple process of reading helps improve overall reading fluency, reading enjoyment, and achievement.  Children who are encouraged to read have opportunities to visit far away places and experience different cultures even though the family may have little money for other enrichment activities.

School success helps develop individuals who can adapt to adult roles and responsibilities.  No matter what the child's ability level, all parents can help their individual student reach his or her potential by providing opportunities in the home which support education and learning.  Enrichment experiences, books, and school involvement are all part of the formula for success.

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Grade Retention: Caution Advised

by Ramona Hall, MA

         Santa Clarita, CA

 

It is natural for parents to feel angry and fearful when a child is having academic or behavior problems at school. When this occurs, the subject of grade level retention sometimes arises as a solution for school related problems. Most parents and teachers have knowledge of individual success stories regarding retained students. However, research does not support the notion that grade retention is effective in preventing school failure. On the contrary, there is ample evidence that short term positive benefits decline, and long term negative effects occur with respect to achievement, social adjustment, and self-esteem. In fact, one study found that retained students were more likely to drop out of high school than matched groups of students who were promoted.

 

The National Association of School Psychologists recommends a careful analysis of all factors before making a decision to retain a student. Generally, successful cases are those that occur when a child has a history of absences due to illness or frequent moves and when the attendance problem has been resolved. School personnel and parents then weigh all factors which might influence long term success. Many schools do this through a formal process which involves the Student Study Team at the student’s school.

 

Students are much more likely to be successfully retained when they have normal intelligence, are no more than one year behind academically, and when they have enough basic academic skills to catch up easily. It is important they do not have younger siblings who will be placed in the same grade and that they will be only one year older than classmates. Students who are emotionally well adjusted and who have adequate social skills are more likely to have a positive outcome. Retention beyond the primary grades is not recommended.

 

Parent and teacher factors are also important considerations. Students will usually be more comfortable with remaining behind their current classmates when parents have a strong, positive attitude about retention. Parents who are supportive of retention view the process as an opportunity, rather than a failure, and convey this attitude to their children. Retention is also more likely to be successful when the classroom teacher feels very strongly about the recommendation and is confident that retention will benefit the student.

 

In summary, retention sometimes sounds like the perfect solution to academic or behavior problems, but research over the last twenty years does not support this view. There are occasional positive outcomes and some students do better during the repeated grade. But in the long term, students who are retained tend to feel badly about themselves and are less successful academically than students with similar difficulties who are promoted. Therefore, use caution when considering retention.

 

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 School Failure in Upper Grades

By

Ramona Hall, MA

                                               Article first appeared in the Magazine of Santa Clarita

             School failure is traumatic for parents and children.  Students who experience repeated failure may begin to pull back from the source of defeat by developing psychosomatic illness, by cutting classes, or by developing an “attitude” in class that says, “I don’t care.”  The latter scenario is particularly disturbing to parents and teachers who start to view the student’s problems as laziness or lack of motivation.  In reality, most students experience at least transient periods of school underachievement as the result of situational factors or rapid developmental changes.  Family difficulties, serious health issues, crises in friendship support groups, and difficulties with a specific subject area can all lead to temporary, reversible school difficulties.  Students who are able to meet and overcome these challenges may actually develop stronger problem solving skills and increased self-confidence.  However, prolonged of failure is associated with poor self-esteem, delinquency, and early school drop out.

            Parents can make a big difference by marinating open channels of communication with students.  Be aware of situational struggles in academic and social arenas.  Without becoming obtrusive and controlling, know who your children associate with and how they are doing in school.  Although teens often demand autonomy, they continue to need nurturing and emotional support from the family.  Parents have to be vigilant so that they are ready to talk when their child approaches them with a problem.  As a parent, it is often difficult to suppress one’s own emotional reactions but is important to maintain an open, listening demeanor.  It is natural to become angry and accusatory, but such a position immediately shuts all avenues of communication.  Remember, most teens are living moment to moment and have a difficult time understanding how a couple of missing homework assignments or one poor test score can affect the entire semester.  Furthermore, peer group relations are paramount, while at the same time, school is requiring more homework, independence, and god organizational skills.

            In addition to listening and advising, parents can help by insisting upon some type of tutorial support and homework supervision when poor grades are related to a lack of competency in a specific subject area.  Often older students will resist this type of intervention with assurances that they can handle the situation independently.  Some students are able to pull it all together without help.  However, if the student has tried without success, the next step should lead to consultation with the School Counselor, teachers, and a mutually agreed upon intervention plan, along with necessary outside tutorial support and increased parental supervision.  The student may also need to be taught ways to prioritize homework assignments and manage social and sports activities.  The message from the adult world should be one of high expectations and faith in the student’s ability to overcome obstacles.  Finally, parents can provide support by insisting upon regular, on time attendance.  Every absence puts the student farther behind and makes it more difficult to make up missed assignments.

            In summary, school failure is a potentially traumatic, divisive issue in families with older students.  Teens are living for the moment and often do not request help until the situation is in a crisis state.  At those times, it is helpful for parents to maintain open, flexible communication strategies and to intervene as necessary to help the student gain mastery of the academic problem.  Closer supervision, communication with school personnel, direct instruction of organizational strategies, and tutorial support are among the various strategies which help promote success.