|
Motivational
Management ©
The
Glenholme School provides
an environment for your
child that is specific to
his or her treatment.
Each
setting is highly structured,
expectations are clearly
defined, and techniques
are employed that will enable
your child to perform those
skills and behaviors which
will promote successful
personal development.
One
of the goals of this therapeutic
milieu is to assist your
child in the control of
his or her behavior. The
token economy and the Corrective
and Creative Discipline
techniques emphasize your
child's role in his or her
behavior. In addition, this
system is designed to promote
the transfer of control
from the staff members to
the children.
Click
below to view
a video from Patrick Queenan,
Director of Clinical Services
Topic: Shaping
Click
the video that's best for
your connection speed:
low 34k
medium
150k
high
350k
Services
Individual
Therapy
Students are seen by their clinician weekly (or as identified on their IEP/ treatment plan) for individualized therapy. Therapy is delivered in the following formats, or may be delivered in a combination of these. The method of delivery will be determined by the clinician in order to optimize a student’s progress on their treatment plan goals and objectives. It is important to note, that the method of delivery for any individualized therapy session is made based on the student’s current needs. Thus, a student might move from in-vivo coaching to an individual session due to a recent stressor or issue that needs to be discussed more privately.
Individual Sessions (Teaching): Clinicians meet with students in one-on-one sessions to develop treatment plan goals and objectives, establish rapport, discuss personal issues that may be causing discomfort or distress, and to begin skill instruction. During these sessions, the student and clinician identify the situations where the student is most likely to have difficulty, and determine alternative responses to these situations. Through the processes of problem-solving and role-playing with their clinician, the student begins to learn more adaptive coping skills.
One identified drawback to this form of therapy is that students learn to perform these skills one-on-one with a preferred adult, but they may not be able to utilize these skills in other contexts. Therefore, when faced with the environmental triggers (e.g. peer provocation, socialization opportunities, task demands) that have typically led to maladaptive behavior, the student may not utilize their newly learned skills.
In-vivo Sessions (Coaching): In order for students to begin generalizing the skills that they have learned in individual sessions to the settings where they are most needed, clinicians observe and interact with the student in their own environment. While in the student’s environment, clinicians predict for the student the emergence of socialization opportunities or environmental triggers for maladaptive behavior, and cue the student to utilize the skills that have been learned in individual sessions. Following the student’s socialization attempt or utilization of a coping skill, the clinician then provides constructive feedback regarding the student’s performance, including discussion of both successes and further learning opportunities.
All in-vivo feedback and coaching is provided in as discreet a manner as possible. Thus, while interacting within the student’s environment, the clinician would ask to speak with a student for a moment and coach or provide feedback on performance in such a manner as to not be overheard by the student’s peer group.
Family
Therapy
Clinicians meet with the child’s family members monthly, or as identified on the clinical treatment plan, for Family Therapy sessions. These sessions preferably occur in person, but may be held by phone for long-distance families. The goal of initial family sessions is to instruct parents on the use of the Corrective and Creative Discipline techniques, as well as to help the parents design a token economy for the home, called the Parent Point Program. By teaching the family members to use the same behavioral treatment approach that is used by all staff at Glenholme, we are creating consistency across settings, which assists the child in internalizing or generalizing the gains made. As family therapy progresses, clinicians individualize their family sessions to focus on the unique goals and concerns of each family and work within the behavioral framework to help address specific issues as they arise.
Group
Therapy
Goal-oriented
sessions focus on socialization
skills, anger management,
family issues, problem solving
skills and appropriate adolescent
issues. Group therapy is
offered on an as-needed
basis.
Outcome Studies
Glenholme has recently conducted studies that demonstrated that parental participation in learning opportunities, such as Glenholme’s Friday Seminar Series and Parent Day events, has led to parents being more likely to apply the techniques that are trained. More importantly, a follow-up study demonstrated that children of parents who attend the seminars and apply the behavioral techniques are more likely to have higher rates of improvement on their referral behaviors when compared to children whose parents have not been involved in the educational offerings. To read the summaries of these and other studies, please click here.
E-mail Behavioral Services at The Glenholme School for more information.
More
about Therapeutic Services:
Special
Topics
Contact
The Glenholme School with
your questions or comments
at:
|
