Programs and Services
It's all about you
Much of what I do, the strategies employed, your rate of progess, the style I use as your therapist, is largely dependent on you. I do not use "one-size-fits-all" templates for individualized treatment. Everybody is unique, so every therapeutic session should be unique and tailored to you, your preferences, your unique situation and profile of strengths, weaknesses, values, and beliefs. So it is difficult to say, "I use this program for" ... ADHD, etc. Because I know that through your one-of-a-kind therapeutic relationship with me, we set you own goals, your individual course, the way each person gets results and what results they want to see is created specifically for you.
Anger and Anxiety Management Program
-Teaches recognition of graduated levels emotion so the feelings are noticed, communicated, and managed before it is too late and out of control
-Psychoeducation: You and your child learn the Brain-based anatomy of an emotional response, where feelings come from, and how to use your brain to feel more the way you want
-Map the triggers and signs of an emotional response
-Learn the functions of anger
-Develop a custom menu of emotional response management strategies
-Become the supportive and empathic coach in helping your child gain independence in recognizing, communicating, and managing emotions acceptably
Asperger/HFA/PDD Program
-Persepective Taking
-Play Skills
-Social Skills
-Social Thinking
-Anger and Anxiety Management
-Explaining why you want to care about what someone else is thinking about you
-Draws on curriculum materials by Stephen Gutstein, Michelle Garcia-Winner, and Tony Attwood
-Groups!
ADHD
-"Get on the Plus Side" Training Program
-Targets Self-Image
-Before with or in lieu of medication therapy
-Drawing on the very best science and art in behavioral management
-Improve relationships
-Change "I can't" or "I won't" to "I can" and "I will"
-Graduated reward systems that are quick and easy for teachers and parents to do
-Make your child feel good about his/her progress
Oppositional-Defiant Program
-Get Control of the Good Stuff
-Make it "Up to them"
-Graduated Daily Reward System
-Get More Prosocial Behabiors
-Teach Responsibility and Accountability
-Tired of nagging? Get rid of it
Sibling Rivalry
-Pit them "towards" each other instead of against
-"Solve Your Own Problem" Cooperation and Conflict Resolution Plan
-Your child learns how to mangage the behavior of others appropriately
-Gentle Words, Gentle Body
-Use the competition to good ends
-How to play together and get away from each other
-Stop negotiating their conflicts for them
-Greater independence in use of free leisure time
-Stop the antagonizing
Social Skills Groups
The most important element of all the groups is that your child gets to experience feeling successful having fun with age-peers. The children receive coaching in the context of a real interaction and relationship which increases the likelihood that the skill will generalize outside of the treatment setting.
Age 3-6
Play skills; visual referencing, turn-taking, synchronizing movements, sharing
Age 6-8 years
Group Skills; sharing control, keeping mind and body in the group, staying in there when you don't want to finish, thinking about others
Age 9-11
Self-regulation; monitoring others for cues to what they are thinking and expecting, changing your behavior based on cues from others, wondering about other people, bossiness, bullies, cooperation, expected vs. unexpected behavior, being spontaneous without getting TOO carried away
Age 12-14
Becoming invested in what others think of you, making good guesses about what others are thinking, asking for help and using social tools, time management, reading minds and modulating behavior, escaping the bully-victim trap and learning how to be assertive the right way, contributing to the group
Age 14-25
Vocational goals and adjustment, learning to manage your time and responsibilities yourself, boy-girl issues, keeping up with studies, initiative and overcoming avoidance, self-esteem, finding friends instead of isolation
Evaluations
I can render an objective, clinical, and professional opinion as to which diagnostic category criteria your child unexpected behaviors meet. I prefer not to write lengthy reports or administer tests that identify your child by numbers such as standard scores and percentages. I am interested in helping to identify specific behavioral goals and strategies to help the child learn thinking and behavioral skills that will help them adapt to changes in the environment and social expectations with success.
School Consultations
I can go to your child's school, with the school's permission, and conduct an outside and objective observation of your child's school performance and programming, and generate recommendations for school and families to work together on increasing the likelihood of the child meeting established goals. I am not interested in furthering adversarial relationships between school and home.
Individual Analysis Program
Evaluation, depression and anxiety (go together), goal setting, motivation, prioritization, generating options, choosing strategies, evaluating progress and results, fine-tuning, creating meaning and purpose, action plans
Workshops
Recognizing and Treating Asperger Syndrome, When rewards and punishments don't work, Do this, Resolving Sibling Issues, Anger Management, StressBusters, SuperBuddies: Teaching Social Skills, ADHD; Getting on the Plus Side, places I do workshops- private schools, public schools, agencies, camps, churches
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