Approach


Holistic Education

Social-emotional learning (SEL) and executive functioning are crucial to our sessions. We teach the ‘whole child’, and this extends to helping them develop key skills that enhance their ability to learn. Sessions incorporate learning goals and social-emotional goals simultaneously, creating a holistic learning experience.

This is especially crucial if there are social-emotional roadblocks to learning. Some of these roadblocks are learning anxiety, power struggles, lack of confidence, or difficulties with focusing. Before meaningful learning can happen, these issues need to be addressed.

Over the course of the one-on-one sessions, our interventionists’ clinical skills enable them to tend to the social, emotional, and behavioral needs of the students. They are able to intervene and address these roadblocks by teaching the students skills and strategies that they can carry with them into the classroom.


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Parent Engagement

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.


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.