I am excited to announce the Therapeutic Homework Club methodology will be presented at the 20th annual World Congress on Learning Disabilities: First European Conference in Zurich, Switzerland.

“Learning Disabilities Worldwide (LDW^®) sponsors an annual international world congress for kids, parents, and professionals. The World Congress on Learning Disabilities brings together the most respected world leaders in the field of learning disabilities.”

More information will be forthcoming.       Ben

Introduction
“School is the “workplace” for children and adolescents. Successful school performance is essential for psychological growth and development. Social competency and social skills are developed, then shaped within the family and in school but practiced and mastered in school. Thus, development of a positive self-image and self-esteem is based on successes in school. Feedback from school concerning academic performance and social interactions influences parents’ images of their sons or daughters. Thus, if something interferes with success in school, the impact will affect the emotional, social, and family functioning of this individual.”

Dr. Larry Silver (1/2011) Booklet for Pediatricians on Learning Disabilities & Attention Deficit Hyperactivity Disorder
A Learning Disabilities Worldwide (LDW®) Publication

Link to Learning Disabilities Worldwide.

STEPs

1. Gather Data – Such as: all available evaluations, historical reading and math scores, update relevant questionnaires, identify behavioral triggers, identify strengths and challenges, medical history, identify all providers, list all current and previous diagnosis, establish baseline mental health status.
2. Summarize Data – summary developed with minimal speciality jargon (psycho babble) so that all stakeholders feel welcome at the table.
3. Summary reviewed with Parent – appropriate releases signed prior to circulation.
4. Outreach – Previous to any meeting a call to the school is made to assure the collaborative intent of the document and meeting is clear and that comprehensive and respectful collaboration is the goal.
5. Meeting – Document is review and request for additions from teacher/special educator/speciality clinicians are honored.
6. Revisions and circulation of final document - Additions from meeting are updated and final document is circulated (with parent permission) to all approved stakeholders.
7. Follow up meeting scheduled if necessary – prior to follow up meeting previous baseline mental health data and questionnaires are updated.

The goal is to bring all the necessary information and individuals to the table in a trusting and productive manner.  Thus a student is truly supported in a comprehensive approach.

A list of books I have found particularly interesting.

• Smart but Scattered; The revolutionary “executive skills” approach to helping kids reach their potential. – Peg Dawson, Ed.D. and Richard Guare, Ph.D.
• The Essential Conversation; What parents and teachers can learn from each other – Sara Lawrence-Lightfoot
• Raise Your Child’s Social IQ; Stepping stones to people skills for kids – Cathi Cohen
• A Mind at a Time; America’s top learning expert shows how every child can succeed – Mel Livine, MD
• Lost at School; Why our kids with behavioral challenges are falling through the cracks and how we can help them – Ross Greene, Ph.D.
• Quirky Kids; Understanding and helping your child who doesn’t fit in – when to worry and when not to worry – Perri Klass, M.D. and Eileen Costello, M.D.
• Understanding by Design – Grant Wiggins and Jay McTighe
• Delivered from Distraction; Getting the most out of life with Attention Deficit Disorder – Edward Hallowell, M.D. and John Ratey, M.D.

Please feel free to add additional book titles by submitting a comment below.

Understanding the Anxious Mind

Enjoy….

The therapeutic homework club is an intensive and time limited two-part program, which explores the emotional and academic barriers to starting, organizing and completing academic tasks and integrates the homework component skills into the bigger picture of academic success.

Part 1: Students participate in a structured 4-6 week counseling group that explores academic/emotional strengths and weaknesses and barriers to academic achievement. Students develop their own frustration tool box that goes home with them upon completion. The information gained is reviewed with the experienced and certified homework club teachers.

Part 2: Students participate in the homework club for 4 weeks (Weeks 1 and 2 are Monday through Thursday; weeks 3 and 4 are Tuesday and Thursday only, specific schedule to be determined).

The only joint academic and emotional intervention designed:

• to redirect academic frustration
• to prepare and support students to face academic barriers to work independently
• to understand the importance of collaborating with homeroom teachers
• to support students towards self reliance and empowerment
• to prepare struggling students to complete school work effectively, efficiently and professionally
• to provide a short term intervention with on-going support opportunities such as counseling, in school collaboration, tutoring and coaching

Typical Schedule

3:00   – Review previous night’s homework tasks and plan approach for current tasks.

3:10   – Homework Chart

3:15   – Homework/skill development

4:20 – Plan for remaining work to be done at home

4:30 – All homework put away/game room open (table hockey, Xbox)

Testimonial

“Dear Ben,

We wanted to thank you and the staff at the Center for Collaborative Change for all your hard work with Trevor this past fall.  We feel, at least part of his success this school year has been the result of the skills and confidence he gained at the “homework club.” The staff was quick to determine Trevor’s strengths and weaknesses to help him develop strategies to make homework less of a chore for the entire family.  He has incorporated some of his “tools” into his every day homework routine and they now seem second nature.

We have attached a copy of Trevor’s recent report card – HIGHEST HONORS!!!!!!!! We are so proud and wanted you to share in our joy. Thank you again for all your hard work and dedication.

Sincerely” (Parent of past participant. printed with permission, name changed to maintain confidentiality)

Registration Forms can be found on the “Forms/Questionnaire” page.

Models developed for both clinic and school based implantation.

If you would like to refer a client or initiate services please call me at 603-686-5169.  Your time is valuable so to avoid unnecessary delays my office manager is available via phone or email (see below) and will walk you through the process.  To avoid lengthy “phone-tag”, Tiffany will set up a scheduled time to connect over the phone about your needs and to assure my services are a good fit.

Tiffany is available: Monday, Tuesday and Thursday’s 9:00 AM to 2:00 PM

Tiffany can be reached at (603) 686-5169 or Tiffany@centerforcollaborativechange.com

I look forward to hearing from you.

Ben

More information…go to www.delicious.com/hillyard.  The Delicious website is a social bookmarking site that I use to hold interesting articles and websites concerning mental health and education.  Feel free to suggest articles you have found interesting.

AHDH Parent Guide

Another source of reliable information about medication is the National Institute of Mental Health.  The following link takes you to their guide to mental health medications.

Mental Health Medications

Medication may be a necessary tool to help a child or adolescent struggling with emotional distress and/or behavioral difficulties, but it is not the only tool.  Good therapy, effective co-parenting, collaborative home/school communication, health diet and exercise can be preventative and greatly reduce symptoms.

“Challenging behavior occurs when the cognitive demands being placed upon a person outstrip the person’s capacity to respond adaptively.”  Ross Greene, Ph.D.

Dr. Greene’s website

I am using his approach with several clients and in consultation with several schools.