<![CDATA[Hurd Counseling and Educational Psychology - Blog]]>Wed, 29 Jan 2025 01:08:05 -0800Weebly<![CDATA[O.I.L.S. and Mental Wellness Care]]>Thu, 15 Feb 2024 18:09:17 GMThttp://www.hurdpsychology.com/blog/oils-and-mental-wellness-careMy focus in 2024 as a professional in this field is to move forward in preventing mental health issues and promoting wellness. I have an innovative two-pronged approach to promoting mental wellness thru a school-based plan (OILS – Operation I Like School) that focuses on how children feel about school (wanting to go to school) and by promoting mental wellness in health care by encouraging every child/young person under 25 to have an established mental health provider with two check-ins per year.

We need to flip our mission to promoting mental wellness. Our current model of addressing the mental health crisis is equivalent to trying to stop a boulder from rolling down a large hill once it is halfway down. We really need to be stopping the boulder long before it reaches the crest of the hill. This is where prevention comes in and is critical to moving forward.

In schools, which is where the kids are for 35 plus of their waking hours, we can promote contentment and mental wellness. Children and teens largely do not endorse that they like school or even want to attend. We can change that with the mission to increase flexibility, freedom, and choice at school. We can make children feel heard by gathering the data at schools for: How much do children/teens like school? How much do they want to go to school? What could schools be doing differently that would make them happier about attending?

In healthcare we need to flip the model to a Mental Wellness Model like a Dental Wellness model that includes two visits per year (ages 0-25). This would go far to prevent problems and help establish care so if something in mental health did come up there would not be a waiting list of a year to address an issue. Although I anticipate pushback on this plan because there is already a crisis and a shortage of mental health providers, I propose that it would be better to focus our resources on preventing forest fires rather than focus all our resources on fighting a raging fire out west that has no hope of going out until the weather shifts.

If prevention and wellness were the focus, eventually the need for crisis intervention and the number of mental health providers would decrease. And boy would I change in a heartbeat to working as a baker or something if all the children, teens, and young people were happy, learning, and did not need my help. :)]]><![CDATA[Who are we kidding? Teenage depression, anxiety, and attention problems were off the charts before COVID.]]>Fri, 19 Feb 2021 18:37:40 GMThttp://www.hurdpsychology.com/blog/who-are-we-kidding-teenage-depression-anxiety-and-attention-problems-were-off-the-charts-before-covid
National Institutes of Health studies indicated that nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. 33% with a diagnosable anxiety disorder. Let that sink in. Depression is high too, so is ADHD. This skyrocketing trend was happening before the pandemic.


The world has been a quickly evolving place especially for young people especially over the past 15 years. The technology boom has put revolutionary programs, gaming, and communication at our fingers 24:7 and the social media is OUT OF CONTROL.


The quote from Jurassic Park reminds me they “were so preoccupied with whether or not they could, they didn’t stop to think if they should.” Providing teenagers and children constant access to online content and screens have been detrimental to mental health and learning.


Schools in general have also struggled to adapt to the teenagers where they are now. There is a mismatch in the gigantic and slow moving education system between the “all-in use of technology” and the old school tactics and policies that desperately need updating—to meet the needs of 2021 students.


Now I realize that there are amazing schools with incredible teachers out there. I see them, know them, am related to them, and think the world of them. This is not what I am talking about. There are systemic reasons that teens are struggling with learning and thriving exist and we need to address this now.


The next entries will focus on changes that need to be made in the school systems today and practical ways to actually do this.
]]><![CDATA[No Nonsense Psychology in 2021]]>Thu, 18 Feb 2021 08:00:00 GMThttp://www.hurdpsychology.com/blog/no-nonsense-psychology-in-2021No Nonsense Psychology in 2021 from Dr. Heather



Give the teenagers their stuff back NOW!


Adolescents are meant for selfishness. Because of where they are in development, their world should be all about me, me, me. They feel that a light is shining on them and them alone. Everyone is looking at me. No one understands me.


This is not to be confused with impolite teenagers. Most of the teens I know are lovely people who have been taught courtesy, politeness, and values. This is NOT what I am talking about. This almost makes it worse. Teens know how fortunate they are but are still feeling like crap. Why is that?


Well teens are supposed to be spending their time focused on school, friends, fun, dances, activities, sports, art, clubs, work, and all all-around bright futures. It’s magic time for teenagers and that is how it is supposed to be in this fleeting time of youth and vitality. Unfortunately, in one year’s time these things have been erased and instead have been replaced by a virtual world full of screens that are exacerbating problems with focus, depression, and anxiety.


So I am here to say it’s time to give the teenagers all of their stuff back. Right now.
Mental health depends on it.



(Disclaimer: We live in a free country. Obviously for those with health issues or other factors, it would still be up to individuals and families to opt into these activities or out of these activities based on their individual views and situations).

]]><![CDATA[Why Share the Diagnosis of Asperger’s Disorder or Autism with an Employer?]]>Thu, 08 Mar 2018 21:03:41 GMThttp://www.hurdpsychology.com/blog/why-share-the-diagnosis-of-aspergers-disorder-or-autism-with-an-employerBy Dr. Heather Hurd

​After working for years with adults with Autism (Autism Spectrum Disorder or ASD), I am convinced that it can be very helpful to share the ASD diagnosis with employers. I have heard concerns about discrimination and being judged for having ASD, but in my experience the benefits of sharing the disorder have far outweighed the disadvantages. 
​​Sharing the disorder can foster a more positive and effective work environment. One example of this is an individual was having a hard time working with some coworkers for years. It is likely that there was miscommunication occurring with nonsocial cues. After I wrote a letter to be shared with this individual’s supervisor and coworkers communication at work improved. There was an increased understanding, acceptance, and support that was not there previously. In fact, the coworker that had ​started off with the most rocky relationship actually brought in something special to celebrate Autism Awareness Day. 
​​Another reason to consider communicating the diagnosis to employers is so that there is a better​chance of the employment working out. Not in every case, but many individuals with ASD who do not reveal their diagnosis have a spotty employment record. They may be let go at a higher rate or may choose to leave jobs that they find stressful.  By communicating about their diagnosis it may not only aid in keeping their job, but make that job go more smoothly.
 
How would I share this diagnosis with employers? One option is for a psychologist to send a letter. This could help by giving not only information about Autism, but also could provide information pertinent to working with that individual. Autism does not manifest the same way for everyone. Therefore, there are specific characteristics to be shared and recommendations to be given for that individual. Another option is for the individual with ASD to pen the letter themselves in order to share their diagnosis, along with what Autism is and how to best communicate with them.
 
Another reason for sharing the diagnosis is to be able to request a reasonable accommodation. For many with Autism, sensory agitators in the environment can cause increased stress. These agitators may include: noises, crowded areas, lights, scents, or touch. Accommodations that are often provided in schooling to alleviate symptoms for those with ASD include quiet breaks and the use of headphones/ear plugs. These reasonable accommodations are also warranted in the work environment and can be requested when the individual communicates with the employer regarding the ASD diagnosis. Typically these accommodations are relatively easy to provide, but make a large difference in lowering stress for an individual with ASD and will aid them in working effectively and efficiently. 

]]><![CDATA[March 02nd, 2018]]>Fri, 02 Mar 2018 08:00:00 GMThttp://www.hurdpsychology.com/blog/improving-conversations-with-your-child-with-autism
]]><![CDATA[How to Talk to Your Child About Having a Disability, Disorder, or Challenge]]>Mon, 24 Jul 2017 07:00:00 GMThttp://www.hurdpsychology.com/blog/how-to-talk-to-your-child-about-having-a-disability-disorder-or-challengeBy Dr. Heather Hurd
​
I have been asked many of times, how should I tell my child he/she has a disability? Should I tell them or keep it from them?   Around age 8 many children begin to realize that they are different from others. Point blank, without any explanation of why things are hard for them, and are not hard for others they can be at risk for low self-esteem and even some symptoms of depression.

For many children, if they have been to see mental health professionals or have an Individual Education Plan it is highly likely that they already know something is up. And if children have already overheard the word “disability” or another label it is better that they be able to ask questions and receive the
information you want to share with them.
The most important thing about telling a child about his or her disability is to not make it a big deal or scary. A lot of times I say to a child, remember how you go to see Dr. so-and-so to work on ________? Or you know how sometimes __________ is hard for you to do? Well, there is a name for how come that is hard, it is called ___________.  If they ask what it is you can say that all people’s brains are different, and that they think a little bit differently because of it. 

It is also extremely important that the discussion is mainly strengths-based. This means that you tell your child that he or she is unique and special, and have so many amazing things about them. Boy would the world be a boring place if everyone looks and thinks the same. Also for many children there are certain strategies that they have to use in order to learn or concentrate better.  It is actually a strength that they find these out early and can choose to use these helper strategies.  

A couple of cautions: First, for highly anxious children they can tend to perseverate on the label or disability and telling them may seem to add more stress for them. I think for these kids it is especially important to consult with a mental health professional when considering this discussion. Second, some children use the label or disability as an excuse for why they can’t do something.  “I can’t because of my _________ (i.e. ADHD,
Attention-Deficit/Hyperactivity Disorder).”  For these children it seems that their self-esteem was already running low, and they are at risk for some depression-like symptoms. It is very important that the positives are stressed for them and that the main focus in on what they can do (rather than what they can’t). 

For more information on sharing disability information with your child please contact Dr. Heather Hurd
at drheather@hurdpsychology.com. 

]]><![CDATA[Autism and Bullying: Especially at Risk]]>Mon, 15 May 2017 07:00:00 GMThttp://www.hurdpsychology.com/blog/autism-and-bullying-especially-at-riskBy Dr. Heather Hurd
​
Kids with Autism and Social Skills Deficits are especially at risk for being bullied. Bam. They have trouble enough with things already, but being bullied on top of it all? Darn it, but yes.

 A common misperception about children, teens, and adults with Autism is that they do not pick up on social cues, so they do not understand or feel bullying. It is just the opposite, actually. An adult with Autism reported to me a few years back that he had been at a party in which the other men were laughing at his expense. He did not realize it at the time. But when it dawned on him later it was devastating. Even as adults words can sting us. 

Recent research has revealed that children with Autism are bullied at a higher rate than the rest of the population. They are especially at risk for being on the receiving end of relational aggression. And even though they sometimes say things that appear hurtful without meaning to, they often take it the hardest when they are bullied (or people say hurtful things to them). Parents of children with Autism often times describe the kids as “sensitive”and often

“internalizing” of negative comments. These are traits that put children/teens with Autism at greater risk for depression symptoms and low self-esteem and self-image.

In addition to the steps in the previous Blog
(Bullying 101: Is your child being bullied? Take it seriously), other immediate
suggestions include:

1. Building up self-esteem/decreasing

depression symptoms. Many teens with Autism have diagnosable depression along 
with Autism. These symptoms should be treated and monitored by a mental health
professional.

2. Find a niche and pursue it. Many children
with Autism have a highly preferred interest. There are others out there that have the same interest. This niche can bring kids together in a natural, real way and foster real social connections. If a club for your child’s
niche does not yet exist, start one. Lego Club, Star Wars Club, Naruto Club, etc.
There are always others with the same interest out there!

3. Discuss Autism with your child/teen.
Explain what is hard for them and what is related to Autism. Many children, teens, and
adults I have worked with have found a sense of relief that some of the things they find really hard is not their fault. In addition, telling even young children (in a light, non-threatening way) can be very helpful to them in that even at young ages children can sense that they are different. It often times helps to talk about why they feel that way and how some things seem hard for them, while also pointing out a plethora of their strengths.

4. Find a way to connect your child with
similar children with Autism. It has
been repeatedly reported to me by children with ASD that they think there is nobody else in the world that feels like them. When they meet other children with ASD and make connections, and friendships with guidance from mentors they come to relate to each other and not feel so alone.

If you think your child with Autism is at risk for being bullied and you need assistance please give me a call 608-228-0882.

Wishing you and yours health and
happiness,

Dr. Heather D. Hurd
Licensed Psychologist

Please watch for my next blogs:

---Guess Who Needs Intervention As much as the One Being Bullied? The Bully, Actually.
&
---How to talk to your child about having a disability, disorder, or challenge
]]><![CDATA[Bullying 101: Is Your Child Being Bullied? Take It Seriously.]]>Sun, 30 Apr 2017 07:00:00 GMThttp://www.hurdpsychology.com/blog/post-title-click-and-type-to-editBy Dr. Heather Hurd
​
Bullying is no joke these days. Bullying used to be a big kid taking a little kid’s lunch money, or knocking them down. That bullying still happens. But today there is another kind of bullying, bullying with words. Examples include telling everyone in the class not to be friends with a child or teen, or texting the class that they should post mean things about a child or teen on facebook. Enough of these actions piled on and it can lead to significant depression symptoms or even worse.


This “new” kind of bullying is also called relational aggression. You may think of the movie “Mean Girls” and while it sort of hits the mark, unfortunately it can be mild compared with what some children/teens live through. If children/teens are unique in some way this can unfortunately make them easy targets for bullies. Children and teens that dress, act differently, have unique viewpoints, and have problems in learning or social areas are especially at risk for being
targeted.

The biggest thing to know about bullying? The worst outcomes are for children/teens
that are bullied and do not fight back. These kids are often times told to “ignore” the peers. Remember the old saying “let it roll off your back”? Unfortunately this is not possible for children who are repeatedly bullied. Often times children/teens are internalizing these
actions and feel worse and worse over time. Doubly unfortunate are the schools with zero tolerance policies, and a “walk away" strategy for dealing with conflict/bullies. These policies pidgeon-hole children into not responding to bullying, not standing up for themselves like they need to do. 

This is the first blog on the subject of
bullying and there will be additional articles
on this. But to start here are a short list of things you can and should do right now if you think your child is being bullied.

1. Talk to your child/teen. Encourage him/her to talk to you about friendships and kids at
school without judgement about what happened. It is important that your child
feel that he/she can come to you with a problem. 
 
2. Follow up with the school about the 
bullying incidents reported. Right away. Not later. Right away. Follow up with the teacher and others if necessary (bus driver, lunch monitors, recess monitors). 

3. Ask the school counselors and psychologists about school-wide bullying programs, initiatives. Positive Behavior Interventions and Supports (PBIS). Ask them if there are things that could be put in place to build positive social environment at school. 
 
4. Find out if it is possible to pair your child up with a peer buddy. These children can build a relationship and look out for each other at school. This can be incredibly helpful for children who need to think longer about their “comeback” statements. These children come up with a great counterline to an insult about an hour after an encounter. This
happens to a lot of us. And we know who we are! The peer buddy may be better at
“thinking on his/her feet” and can jump in right away with a defender/deflector
statement.

 5. Pair up your child with a “safe adult” at school to go to in case of a big problem (teacher, aid, counselor) so that he or she knows what to do in a panic moment. (Possibly a bullying situation). Hopefully they never have to use this contingency. But if
they have to use it, having a plan and seeking out an adult will be the best
thing to have put in place.


If you think your child is at risk for being bullied and you need assistance please
give me a call 608-228-0882. 

Wishing you and yours health and happiness,

Dr. Heather D. Hurd
Licensed Psychologist

Please watch for my next blogs:
---Autism and Bullying: Especially at Risk
&
---Guess Who Needs Intervention As much as the One Being Bullied? The Bully, Actually.

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