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A bi-monthly podcast where we share the stories of our Caregivers, patients and community.
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Adolescent Mental Health: Part 2, Psychiatry & Behavioral Health Counselors
What if the morning “I feel sick” isn’t a dodge but anxiety talking through the body? We invited two seasoned clinicians to unpack why elementary struggles often snowball in middle school, how neurological growth and puberty raise the stakes and what parents and educators can do to steady kids when the school day feels impossible. From the jump, we map the path from early reading gaps and executive function challenges to avoidance, nurse visits, and “I can’t go” battles then show how small, consistent supports flip the script.
Together, we break down clear signs of distress at home and in class, and we share practical tools kids can use without fanfare: diaphragmatic breathing, muscle relaxation, grounding, and a surprising ally, cold water, which can reset the nervous system. We talk about the cafeteria problem, test panic and the power of a quick hallway break paired with a plan. You’ll hear how to collaborate with school counselors and teachers even if your child doesn’t have an IEP or 504, plus how to decide when school-based help isn’t enough and it’s time to bring in a community clinician.
We also face the forces driving anxiety up: phones, group chats, and the way relational aggression now travels overnight; pandemic-era gaps that left students academically and socially off-balance; and the upside of better awareness and diagnosis. We share ways to monitor content early, build trust toward teen autonomy, protect sleep with real screen limits, and set family “no-cell” windows that everyone follows. If you’re navigating anxious mornings, tough afternoons, or questions about when to seek care, this conversation offers clear signals, actionable strategies and local pathways to help.
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Hi and welcome to Anne So Much More. We are here with part two of our adolescent mental health series where we are taking a bit of a closer look at what the kids are going through this I would say age group. And when I say adolescent, why don't you guys define adolescent for me? I have Dr. Bradshaw and Rebecca Hunter. And these ladies are really the experts. I'm just here to tell the story. But when we say adolescent, the age group.
SPEAKER_00:That you know, there's a lot of definitions about when adolescence began. Some of them use just biological definitions, but then there's also neurological developmental too. But we typically think about middle school and high school kids as adolescents up until 18.
SPEAKER_03:And I mean that's when it's tough, right? I mean, I I can remember middle school and it and it was tough. And my own kids are in middle school and they were so nervous about starting. So I think like middle school is just this thing out there that's just a little scary for everyone, whether you've already done it or whether you haven't done it yet. Like, no, thank you. But um, that's even more to say that um these kids need to have um direction and support and guidance. And so we did meet with some counselors from the Lynchburg City School System from Dunbar Middle School, um, and they were wonderful and so insightful, and they shared just kind of what they're seeing with the kids that they're interacting with on a day-to-day basis. And it was eye-opening to hear just their perspective and obviously no names, but if you haven't watched that, go back and watch part one with our school counselors. Um, so we're gonna dig in now with more of like a clinical perspective to the same conversation because a lot of times um students who are having a difficult time are not patients. Um, and then there are patients, you know, who maybe do well in school and not so much in in their home life. And so it is just such a spectrum. And um, so first, it was a very long intro. First, um, why don't you tell us a little bit about yourself and the work that you have done and currently do with adolescents?
SPEAKER_00:I'm Emily Bradshaw. I'm a licensed clinical psychologist and school psychologist. I started my career as a school psychologist in a Northern Virginia um uh school system, very large school system where I was a threat assessment coordinator as well. Um, ended my graduate program with the first column by our biggest school shooting. So that really, really tailored my experiences for the next several years because school systems were really struggling to deal with how do we create a good threat assessment model. Um, so that was a very sad situation to be in, but a very uh exciting time to be able to develop those kind of programs for that large system in Northern Virginia. Absolutely. Um so I think that you know uh and then uh now I am in working with Centra in our outpatient clinic on the child and adolescent campus located on Lasville Road here in Lynchburg.
SPEAKER_01:Yes. And what about you? And I'm Rebecca Hunter. I'm a licensed professional counselor and a licensed school counselor as well. Um I started with Lynchburg City Schools, um, and I practiced in um at an elementary school level for about five years and then made the transition over to clinical mental health. Okay. Um and now I I supervise the inpatient units um over at Virginia Baptist Hospital with Centra.
SPEAKER_03:Okay. So a little bit at the elementary school level, because we did have middle school counselors, um, but some of them had elementary school experience as well. Um, do you feel like this um anxiety and um I don't even know what the right word for it, this this balance that these kids are are dealing with, do you feel like that starts at the elementary school level, or do you feel like it really just hits in middle school?
SPEAKER_01:I think it it starts in the elementary school level. And um, you know, what happens is it's such a balance between the different um domains of functioning. And so they're entering into elementary school and they're being exposed to academics and socialization. Um, and if there's any kind of um discrepancy with their speed of development or their um speed of you know cognitive development as well, um, then that discrepancy starts to um form their sense of self in regards to how they perform in the classroom and how they um see themselves in their peer situation. And if it's not identified and addressed and targeted at that age, then it just continues to build. And that's when we see more significant distress around the middle school age. Um, because um after about third grade, that's when they stop, they start reading to learn instead of learning to read. Um and if they have any kind of um uh challenge in the area of cognitive functioning, um, then the discrepancy just really um shows around that age.
SPEAKER_03:Wow. Yeah. Are you seeing like similar things with the the students or patients that you deal with?
SPEAKER_00:Yeah, you know, I very well said, Rebecca. I mean, really, that summed it up very well. I think another thing I just want to add too is that that that switch, you know, if we have kids that are struggling, they're more likely to get in trouble. They're more likely to try to mask their challenges with reading, and they're the you know, our our squirrely kids who can't sit still. They they have this experience of always in being in trouble, and so school becomes a place that you really don't want to be. So we can see that, you know, I'm not the net, you know, they start to see themselves as not as a good student, and then that leads to behavioral issues later on. I also just want to say that transition to middle school is a big one because what we're seeing happen neurologically at that time, too. I mean, everybody thinks about puberty, and yeah, puberty is something, right? Yeah, and then the hormonal changes, but we're also talking about a really giant leap in neurological growth that's happening at that time. So what we see if this some some kids have like a really mild kind of they're kind of they're making it by. They're staying under the radar, they're making it by. We used to call them our bubble kids. They would they would bubble up and bubble, you know. Um, they're making it by until they hit that block with that. The other peers are moving along faster. So we see that that's a very big challenge area. So milder struggles with like reading or executive functioning, it just like it's exacerbated when they hit the middle school age. Um, social demands are changing too. No longer are they just playing on the playground, swinging together or playing chase. Now we get a much higher rate of relational aggression among our females as well as outright bullying. Yeah. Um, that just explodes, starts to explode around fourth grade in my experience in the school, because that's when a lot of these kids are hitting that puberty, and puberty coincides with that neurological growth, and they're learning how to play each other and manipulate each other.
SPEAKER_03:So and it's heavy, it's funny you say fourth grade. Fourth grade is is when we s really started to see that hit with my daughter, and it was girls, yeah. She didn't want to go to school anymore. And you know, this bubbly girl who left school suddenly was like, no, like, um I'm sick, sorry, I can't do it. Um, and so it it's so interesting, and I love how you put it where um that if things are happening at that age group, they're just going to be expounded upon as they get older. So, how can you tell? Like, how do you know that these things are happening and it and like okay, we need to do something about this now to stop this from becoming a larger issue?
SPEAKER_01:It's gonna present differently in every child. Um, and when you say, My daughter, I'm sick, yes, that's a good telltale sign. Oh, yeah, that something's going on, um, which is hard because then they start finding excuses to stay home, which pushes them further behind, um, which makes it harder to catch up and it increases the anxiety with going back in. Yeah. Um, so noticing when there's resistance towards going to the school day, um, whether that's in the morning if they're dragging their feet, if the night before they're not wanting to set out their clothes, they're kind of fighting bed, um, they're already complaining about going to school in the morning. Yeah, um, that's going to be a sign that it's causing some form of distress in in one of the domains that they're um focusing on, whether it's social academic or um, you know, their sense of self. But um in the classroom, it might look like fidgeting, restlessness, it might look like um the goofing off or um getting the classic attention um or oppositional behavior. It might also look like um the uh daydreaming, um where they're just kind of taking their mind somewhere else. They've lost focus, they've lost attention. Um, and so every child is gonna be different on how they respond to it and how it it um comes out in the classroom.
SPEAKER_03:Yeah. Now I know when we were speaking with our counselors, they mentioned um just having that that open door policy, and it was, I think they are dealing with a lot of the symptoms of what we're talking about, and you know, the overwhelming, like someone spills something on their pants and the anxiety of having to go in front of their peers with with pants from the nurse or with wet pants, like or coming in because a girl's feeling really insecure about her hair, and they're like, you know, we're doing hair, because these things that feel like it's fine, move past it, are like enormous, just huge problems, huge um humps to get over. And it's because there's all of this stuff going on beneath the surface. So, what can be done? Like, what what do we do? So, um let's first talk to a parent. So, if a parent is seeing these things in their middle school child, what would you suggest?
SPEAKER_00:I think too, I mean, back to the somatic complaints, because I think that is happening at a high rate. I mean, anxiety and they truly do feel sick, they truly do their stomach is upset, they're they're worried about getting sick in front of friends or something like that, or um, and but then it gets reinforced, right? Because they're able to avoid what's scary them. But the child might not be making that connection. Um, so I think helping parents recognize instead, because you know, you're trying to get out the door to work, it's pretty frustrating when your child's sick again and you've got to figure out with your boss and those sorts of things, but really just kind of diving in a little deeper, you know, talking about this, you know, getting them to the doctor, making sure, letting the child hear that no, there's nothing wrong with your stomach. You are okay. There's nothing wrong, this is anxiety, and then helping them talk about what's scaring them about school or what they're worried about for the day. And sometimes, kids, it can be both performance issues, like I don't want to read in front of the class, or it could be social, like so and so, I don't have anybody to play with at lunch, or who am I gonna sit with in the cafeteria, which is a big stressor for a lot of our kids. Like, who is my group and how do I assimilate into that group? So I think that exploration and helping the child recognize that hey, this is why I'm not feeling well, it's really a stress reaction. Because I don't think many kids are manipulated intentionally starting out that way, right? Not at all. But it does become reinforced and they realize, hey, this gets me out of things. And then they're more likely we're gonna see those complaints increase.
SPEAKER_03:Yeah. Gosh, that's so much. And to think that all of that is going on, because none of us want um to just, you know, shove it down and put the kids in the car and get the day going. But in the moment when you know that they are not like temperature sick, and that's the one thing I always hear from the school, they're like, There's no temperature. You know, yeah, I have so and so here in the nurse's office office with me. They have a something's going on. I think that they're feeling a little overwhelmed, there's no temperature, so I can't send them home. Do you want to talk to them? And you know, that's happened a few times where just getting on the phone with them and just having a conversation can go really far. And um, but I think that's difficult because I don't think every parent has the flexibility to do that, and so I think it's just really overwhelming. And I I I can only speak for me, but it is overwhelming when you think about what you want for your child, how you want to support them, and you see these things bubbling up, and it's it's feeling like you you're not quite making the difference, you're not quite tipping the scales in the way you hope that you are. So, um where is the line uh between what can be managed at home and what should be brought in to more of a clinical place? That's a good question.
SPEAKER_01:Um well from from my perspective, um, school counselors are a great support. They're there in the school system day to day, um, and they can come and meet your child at the door if they're anxious about coming in. When that school counselor starts to see a pattern of they're coming out of class frequently, this is more than just a bad day, um, and this is causing them significant distress. Um, that's when it needs to be considered about um making a connection with a community partner to see if we can get this child involved in services so that they can learn a toolkit or skill set so that they can counter the feelings that they're experiencing. Um and some of our school systems around here have um licensed professional counselors that will come into the school to provide counseling services. Okay. Um and and they work together with the school counselors, which is amazing for families that have difficulty with access to services or um families that can't take off from um work to get their child there, or if a child is using, um, is avoiding a lot of school, um, being able to have that intervention during the school day with the least amount of disruption to the academic um importance.
SPEAKER_03:Um that's incredible. Yeah, yeah.
SPEAKER_00:I'd also like to just add, I mean, our school, school counselors, school psychologists, I think in the Commonwealth of Virginia right now, it's one school counselor for over 400 children. So when you think about, you know, when does it cross that line that's something that the school counselor can support, but then when it does become more pervasive and it's a daily issue, they really they have four, it's one of them for over 400 children. School psychologists, it's more like one for 2,000 students. So it's and it changes, it depends on how each county adjusts their salary, you know, how many staff they have. But that's that's a piece. But you know, you mentioned a toolkit because there are really great strategies that we can teach children to manage that anxiety and that stress. Okay, we can do it at a younger age and start to help them kind of internalize those strategies and reduce their anxiety. Hopefully, we'll see less issues as they get older.
SPEAKER_03:Yeah. So, what is one strategy that you have used to that has been successful?
SPEAKER_01:In general, with the children that are experiencing anxiety?
SPEAKER_03:Yeah, like if you had a child who was overwhelmed.
SPEAKER_00:For for anxiety, it is a lot of like mindfulness and deep breathing, large muscle relaxation. I I have little strategies like a turtle using you know, turtle breathing, um, raggedy in muscle relaxation, visual imagery. And it there's a lot of very specific ways, and you try to take what the kid likes and then uh you know try a method that way.
SPEAKER_03:So it's gonna look different for every child.
SPEAKER_00:Yeah. But one thing we're we're trying to calm the nervous system. So we're looking at deep breathing, muscle relaxation. We're also, you know, really addressing any kind of catastrophizing thought process, like if I fail this test, you know, I'm I'm never getting into college, you know, which we hear from our our teenagers quite a bit. And I um the stress level across a middle school and high school is very high.
SPEAKER_03:Yes.
SPEAKER_01:And when you talk about that nervous system relaxation, um, one of my favorite tricks is the use of cold water or an ice pack. Um, the body heats up when we start to feel anxious. Um, so if we can ask for an excuse to get out of the classroom, take some deep breaths as we're walking to the water fountain, take a nice sip of water, and then try to return back into the classroom, um, that can help to change our biological response to the emotions that we're feeling.
SPEAKER_03:Yeah. Just a moment, just to be able to take a moment. And I know that, you know, students who have um like support plans in place, whether that be like an IEP or a 504, you know, those things can be built into the day. But if a student doesn't have those resources available, I think um a lot of times I I I wouldn't know what to do. Like I have a student who has a plan in place, and and so I feel like we have strategies, but I just can't imagine not having that partnership that we've had with the Autism and Development Center because I mean I use those strategies myself. Um, and so you know, I just I do I think about these kids and some of the stories that our counselors shared, and and it does feel like the problem is bigger than the solution right now.
SPEAKER_00:Well, I think uh we have some really flexible schools and with amazing teachers that problem solve and our counselors. I mean, a lot of times you don't have to have a plan in place. You let the your child's teacher know that hey, they are they have a lot of test anxiety. What can we what are your ideas? And I I see a lot of collaboration. Um it does take time, you know, but um reaching out by email or uh student support team meetings, you can create an informal plan that helps your student feel supported, um, and then to utilize their different supports in that setting.
SPEAKER_03:You know what I have started to see since my kids have been in middle school is you know, you get the syllabus at the beginning of the year. Um and typically you have to read it and then sign it, and then the parent has to sign it, but there's now this second sheet, and it's all these questions, and some and it's for the parent. And it's like, what do you want me to know about your child? What is something that you know your child is really good at? Where do you think that your child struggles? And um, I'm so thankful for that. And I didn't even think about it until you mentioned that um that you know, at the elementary school level, you have the same one teacher all day long for the most part. I think you switch around a little bit more towards the end there, but you know, this is a lot of um these students now have many teachers, and those teachers are trying to get to know even more students, and so it it is a lot. I can see why that why it's overwhelming. Um, what do you think? And this is a big question, so maybe there's no answer, but um, what do you think is the driving force behind this rise in anxiety that we're seeing in our kids?
SPEAKER_00:That is a big question. I mean it's a lot when we look at prevalence rates. I mean, since I just looked at like from 2000 to now, we've seen um anxiety you know escalate to probably 16%, where it was at 10% in 2000. So we've seen a large increase. Um I I do, I mean, I think that a lot of it has to do with social media um and access to to electronics because what we see happening, and I see this a lot in our clinic when when children are on the electronics a lot, and even as adults, we aren't really dealing with life. We're not learning coping strategies to, you know, we get frustrated, we might start scrolling and try to distract ourselves, but we're not really handling situations. Um, a lot of folks kind of a lot of our children kind of dive into the video games and they're not really trying out social, you know, we've seen social play change dramatically.
SPEAKER_03:Oh my goodness, yes.
SPEAKER_00:Um, where now people are interacting online, if at all. And we're not seeing, you know, when you think about 20, 30 years back when when kids were out playing, there were always arguments, but you figured out ways to manage them, you figured out coping strategies and ways to interact with others that we've really we've really changed opportunities for learning with the introduction of all the electronics, which you know, think about iPads were becoming popular right around 2003, you know. Um, so I do think that is a piece of it. But we also have the prevalence data. We are probably getting better, more maybe more accurate data now, um, because we have electronic medical records, and you just go in and you see who how many kids have diagnoses of anxiety. Um, and we also have more awareness where people are more likely to seek help now, and we're normalizing mental health stress. Um, and so there's much more willingness to come forward to get help.
SPEAKER_01:Yeah, yeah. That's really a great summary. Um, the electronics, um, the access, the new data, um, and just awareness around it. And I think one thing I would just add to that is um although we're past the COVID-19 pandemic, we are still um seeing the ripple effect from it. And um what I tend to notice is um the children that were in elementary school at that time, um, that's where the foundational um building blocks of their academics were really created. And if they when they had a gap, um it has caused a little bit of um a discrepancy between where they feel like they should be performing and where they actually are, and it has increased um some of the isolation, the loneliness. And if you don't feel like you're doing well academically, it's hard to um perform socially as well. Um so that has kind of compounded it with the isolation, um, the anxiety around illnesses and around returning to school in an illness um timeframe. Um, and so it's it's not an easy time to be a child in school.
SPEAKER_03:It is not, it is not something that I found so fascinating because um my kids don't have social media, but they have these like protected gap phones where you know they can only text people that we've approved them to have their numbers, and and I can't read their text on my phone, but you know, there are flagged words and phrases and things that can alert me to an issue, and so I thought, oh, this is great, this is like a safe way for my my kids to have connections with their friends. So when we were talking with the school counselors, they were mentioning like the the power that group chats have on the school day, and I had never considered that, and that was such a learning moment for me, and just thinking about the group, what happens in that group chat the night before, um, whether you are a part of it, whether you are the the subject of conversation and not a part of it, and then the next day what that does to just the whole dynamic of sitting in a classroom with these kids who now know something or and wondering, it it would just it blew my mind. And you know, you think just when you think you're protecting your kids and there's like something else to think about, and so um I don't, you know, you can't tell any parent to make X decision, like you everyone's gonna do what they think best is for their what is best for their kid. Um but is there a recommended age for having? I mean, I know we heard things like, you know, you should your your three-year-old shouldn't be sitting there with a tablet. And um, but when it comes to like having a phone, even just for like texting and calling their friends, is there a recommended age where that's safe or recommended?
SPEAKER_00:That is a very good question. Um, I don't know of any certain data because I think we have political forces and lobbyists that are, you know. Yeah, but I would say from my my clinical experience, a lot of children by the age of seven have seen pornographic material. The kids that I see at seven years old, they've seen pornographic material, whether it's a power bag, completely accidental, but then it's like, oh, what's this? You know, um, so that is changing things dramatically. And I think that the electronics and the the chats and all that, it's taken relational aggression to a whole new level. And by relational aggression, that's typically how girls bully. It's the you can't be her friend, look at her hair, her shoes aren't nice, you know. And it's those nasty things that girls do to each other that's not outward, it's so underlying and under the current. Um, but that has taken it to a whole new level. So these I think probably our girls are more at risk from that, um, because there's a lot of drama, and the the and that goes back to that neurological explosion that's happened. They're figuring out how to manipulate each other and one-up one another, and it's a power. So I think you know, helping, you know, um turn as far as making sure you know what's going on on those chats, the app you're talking about, the kind of monitors. I mean, you know, with one of my my oldest, I was reading chats and and saw and it was an interesting situation. There were probably 10 kids on this chat, and they were all talking, but there was no symmetric, no one was talking to each other. They were just all adding to as I'm looking, I see one of the children made a comment about wishing he was dead. Yeah, and so then the very next day I'm on the phone, you know, called the guy the school counselor, she pulled him in and they were able to get him help. But none of the children even noticed that he'd said it. Because it's rapid fire.
SPEAKER_03:So like their brains haven't even wrapped around like what this group chat even is. Like it's just a lot of noise.
SPEAKER_00:And they're not even communicating.
SPEAKER_03:A lot of times it's just jokes and so then what are they learning about communication and relationship and wow.
SPEAKER_00:Yeah, so that's so I would suggest, you know, I I I do agree that parents need to be watching what's I mean, it's the it's your phone. You you bought the phone, you're paying for the you know, it's true.
SPEAKER_03:I've had that conversation where, you know, I I do I read and I told my kids this, I said, I am going to read your text messages at least once or twice a week. I'm not gonna tell you when I'm gonna do it. Yes, I get flagged messages when things are out of control, but you know, this is this is how I keep you safe. This is my job as your parent. And I know parents who feel strongly the other way. Like I would never invade my children.
SPEAKER_00:I feel like older, right? I think that's where, you know, because there's a this need for autonomy and identity development as they get older. So they are our adolescents, our our high school kids are they're they're gonna need to start pulling away from us as parents, right? So that's a time where you know it it but during those early, later elementary, early middle school, I think that's when you can provide them support so they can deal with that in the future. And honestly, by high school, a lot of that has calmed in my experience. Okay, well that's good news. Yeah, because the children are developing and they're training about.
SPEAKER_01:And I would say while we're monitoring the content, also paying attention to the screen time. Um because um the children's brains don't have a lot of opportunity to rest when they're engaged um in electronics.
SPEAKER_02:Okay.
SPEAKER_01:Um, and while we're protecting them out of screen time and setting limits and teaching them why those limits are important just for well-being, so that they can develop the skill set to monitor that themselves as they get into high school.
SPEAKER_02:Yeah.
SPEAKER_01:Um and protecting the um the time right before bed as well. Um, because um what I see is a lot of children scroll on their phone right before bed and then they have difficulty sleeping. Um, and if the sleep is disrupted, um it's sleep is one of the core foundational like builders that we need for mental health.
SPEAKER_03:Yes. Well, and I mean we do it. I shouldn't say we, I do it. I'm not gonna out you guys. I do this one. Um, but you know, I I do, I think that, and I was actually just listening to a talk and it was talking about this content-obsessed, and I don't even want to say generation because it's just us as a society, like a content-obsessed society. And you know, as a content um like strategist and someone who curates content, like, you know, I I I love it. I love getting to be a part of it, but there has to be checks and balances. And and but the illustration that he gave, and I thought this was really wise and also um very intuitive, but like it just kind of makes sense, like we should get there on our own, maybe. But you know, you fill a glass with water, and after that glass is full, you can't put any more water in that glass. And so these kids are filling their minds with, you know, content, content, YouTube, you know, Netflix, uh messages on their phone, even like whatever it is. And then like they're just on overdrive. And so then, you know, you do you get to school, and it's like your brain is not even in a place to receive right now, like you're still processing the scroll from X minutes ago. Um, and so you know, I do, I I wonder what it would be like to just like incorporate a little silence.
SPEAKER_00:You know, the bell to bell no sell is an excellent idea. I mean, I really agree with it. And maybe as as parents, that's good for us too, you know. Maybe I don't know, seven to whatever works for your family, no cell. No cell. Um, just because too, it's gonna help teach children and as well as adults who because we have to put our phones down. That's the role. We've got to put out down too. Absolutely. Um, because we we get addicted. We we kind of lose ourselves in it, and just like w watching TV, we we aren't present in the moment when we're on our phones.
SPEAKER_03:So yeah, and then you we don't get that time back, right? Yeah, you only have so much time, and I don't even want to say just with kids, because I know there are people who are watching this who don't have kids, and you think about you know that that time that you are really giving away, and it's it's so precious. So um this is such great information, and and I know that this this feels like you know, there's a long journey ahead of getting the right help for the right kids in place, um, but there are resources, and so if someone did want to reach out to get their child some resources and they did want to reach out to Central, how would they do that?
SPEAKER_00:Sure, our child and adolescent campus, we are offering a um we have a certain number of slots um for like sick day appointments, like if there's a mental health crisis, um, and with as time goes on, we may be expanding that program and open up more slots for that because we are recognizing that children get in distress. So um, but for still any kind of um suicide plan or self-harm, emergency room is still where you need to take your children to get an assessment for threat. Um, but for children who maybe have a panic attack or they had a really bad day at school and got in a lot of trouble and um a lot of distress at home, um, that would be a great opportunity to bring them in and see one of our psychiatric providers.
SPEAKER_03:Okay, wonderful. Um, we can put some information in the description, um, some phone numbers, and then also the website, which you know just has a lot of great information on it. And so I encourage you to um not I mean, when you see these things, like don't brush them aside, lean in um and and reach out for some support because there's so much support to be had. So thank you guys so much for joining us. Yes, and thank you all for watching and so much more.
