Parent engagement is crucial to our method. During our intake process, we like to thoroughly discuss with parents what their goals are for their child and establish a detailed background in order to know how to best support the child. This can be done through a phone call or an in-person meeting.
At the end of each session, our interventionists spend 10-15 minutes reviewing the session with parents and going over the child’s academic and behavioral performance. Parents can use this time to ask questions and have the interventionist show them how to use different techniques at home.
Additionally, parents can schedule a free phone call or send an email if they would like recommendations or more support.
Test prep season can be an incredibly stressful time for parents. Children are sensitive to parents’ emotions and stress, and are able to pick up parental anxiety around test prep materials, which may lead to their own testing anxiety. As mental health professionals, we encourage parents to aim their anxiety in our direction instead of externalizing it at home. We work with parents to help manage their anxiety and not let the testing process negatively impact the relationship with their children.
When working on a child’s educational goals, it’s essential to consider the role of the family in their learning process. Learning is a process that involves executive functioning, emotions, and behaviors. By improving each of these areas, we are supporting the child’s learning process. If one of these areas needs work, we want to engage parents in the process, and teach how to reinforce behaviors and provide structure at home. In addition, we work to improve parent-child relations surrounding homework, nightly reading, and attending school.
Coordinating With Schools and Other Providers
As mental health professionals, we strongly believe in collaborative care. We are available to discuss and coordinate with teachers, school counselors, school administrators, therapists, and doctors to ensure all of the child’s needs are accounted for.
While we do not perform assessments, we may recommend children be assessed for speech or learning differences if we feel that some of their progress may be assisted by receiving additional services.