School therapist available to support students

Go down the hallway in front of administrative assisstant Susan Dini’s desk in the office, past the teachers’ boxes, open the door on the right with the name Judy Jackson written on it and you will find yourself in the presence of the comfiest couches on campus. Covered lamps and amber wall-hangings create a reassuring atmosphere where you feel free to talk about anything that is bothering you. This is the room of the school psychotherapist.

Although Jackson has been working at school for nearly 10 years, most students do not know that she is a valuable resource available to listen to students’ problems. Usually, students talk to their school guidance counselor first before being directed to Jackson. However, she welcomes any students who prefer to make an appointment themselves by email or simply wish to drop by.

Jackson has helped many students through hard times, especially when family members are not there for them.

“I see many students with anxiety and stress from school, and I help many of them with family issues too,” Jackson said. “We talk about identifying healthy relationships and problems like substance abuse or eating disorders.”

When teachers assign books or assignments with more mature philosophies, many students are troubled by the moral questions that these topics brings up.

“Students often just need a place to integrate what they learned, a place to go deeper into darker themes brought up in class,” said Jackson. “Books sometimes stir up themes including grief, relationship issues, or even war, and they need a place to talk more about that.”

On the other side of the spectrum is school psychologist Michael Slone, whose office is the first on the right side of the guidance counselor hallway. Slone is new to the school district and previously worked in the Cambrian Elementary School District in San Jose.

“I have worked at the high school level before—it’s my favorite, so I am excited to be back,” Slone said.

Slone’s role is different from Jackson’s in that he primarily does assessment of a student’s learning abilities. Colorful puzzles and games are stacked behind Slone’s desk waiting to be used by the next student.

“I pull out the assessment tools and have students work on them to figure out how they learn best and what kinds of skills they have, compared to other kids their age,” Slone said. “We find out if they do a good job with vocabulary and those type of language activities or if they do better with more spatial puzzles.”

Slone then uses that information to help and support the student in the classroom. He puts together a plan with what he calls “the team,” the group of parents, teachers, and other counselors who he works with, to prepare the student to be successful.

“If we discover that students learn differently, then it might tell us that they need extra help with certain types of things, that it’s easier for them to learn the material a different way or that maybe they should consider taking other classes that would be more suitable for their learning styles.”

Sometimes, Slone will even go to students’ classes to observe the student or the course itself as part of the assessment. He may also look at school records and reach out to students’ parents.

Around 100 students on campus are getting help with learning disabilities, ADHD, or other emotional issues, and they are re-evaluated every three years. Other students who have concerns usually bring it up with a guidance counselor or a teacher first.

“Students are welcome to drop by, though,” Slone said. “Whenever my door is open, I look forward to getting to know more and more students and attending their events and activities.”