The Great Divide

I thought it was time to address the unfortunate divide between the “therapeutic” programs (comprised of community –based living programs, therapeutic boarding schools, clinical boarding schools, emotional growth boarding schools and residential treatment centers) and the world of 12-step based recovery – oriented treatment programs. I say “unfortunate” because there is much that each world could learn from the other in order to provide more comprehensive services. In our role as consultants, we must have a complete set of tools in our tool box to help the adolescents, young adults and families who come to us for assistance in devising a successful treatment plan.

There are families for whom substance abuse, addiction and co-dependence will require the entire family to enter into a lifelong commitment to recovery. Abstinence from alcohol and other drugs will be an essential component of treating the systemic nature of addiction and learning new, healthier coping strategies. Conversely, there are cases in which alcohol and/or other drugs are being abused and, while we can address this as an issue, it may not be the primary focus of treatment. These individuals and families may be better served by addressing the underlying, previously undiagnosed, learning disabilities, depression or other diagnoses.

Clinicians of all disciplines, school administrators and educational consultants can be quick to dismiss addiction in many of the kids whom we serve. This resistance to recognizing the affects of drugs or even addiction can lead to ineffective interventions and can allow continued use of alcohol and other drugs to impede the understanding of underlying issues. In fact, the use of certain drugs, if not taken into account in understating a person’s functioning, can cause the presumption of a much more grim diagnosis and outlook for long term success.

The net result of this divide is that, many times, adolescents or young adults can get very good treatment while in a program/school, but other issues involving the family system get ignored or are not attended to with the intensity required for a more positive outcome. Both sides of the divide are guilty of having a myopic perspective regarding the other and of an unrealistic belief that there is only one way that is ultimately “right.”

It will be interesting to watch how the corporate acquisition of Aspen Education Group (AEG) by CRC Health plays out in bridging the divide. AEG operates many wilderness treatment, residential treatment and therapeutic boarding schools around the country while CRC operates many recovery-based treatment facilities across the country as well.

I thank all of you who have contacted Bodin to compliment and comment on the articles in our newsletter. In this case, I will acknowledge that all who read this are sincere and caring professionals on either side of the divide. I encourage all of you to reach out to the other side and accept that “one size does not fit all.”

Treatment without diagnosis is like archery without a target.

AN EDUCATIONAL CONSULTING GROUP

Decisions about treatment and placement for children,  adolescents  and young adults require information.  Often such decisions are made too quickly and without sufficient data.  Psychological testing utilizes standardized assessment techniques to evaluate a person’s cognitive, academic and emotional functioning.

Our clinical psychologists have extensive experience in working with children and adolescents with a wide variety of clinical, educational and social/emotional problems.   There expertise in the psychological assessment of at-risk children and adolescents provides the foundation for appropriate educational and therapeutic treatment recommendations. In addition, many programs require testing as a part of their admissions process, and our testing meets these needs.  

 Our comprehensive evaluation focuses on all three critical domains:

Cognitive Functioning:  What are the student’s strengths and weaknesses in the areas of verbal comprehension, spatial and nonverbal reasoning skills, memory and concentration, problem solving, impulse control and judgment?

 Academic Functioning:  Is the student at grade level according to national norms?  Is there evidence of learning disabilities?  Why has school performance dropped off?  Are there specific reasons why this student is struggling?  What remedies are called for?  What are reasonable academic expectations? What types of school recommendations will help the child be more successful?  Does the child need an Individual Educational Plan?

 Emotional Functioning:  Is there an underlying emotional cause that explains this child’s behavior?  Clinical interviews and testing can help to uncover depression, anxiety, problems with substance use, eating and sleep disorders, identity and self-esteem functioning, emotional and interpersonal dynamics.  An assessment of risk for self-harm, suicide, and aggression as well as most appropriate treatment approaches is also a part of the assessment. 

An integrated report pulls together all the data in an informative and readable style.  Many times psychological reports are little more than lists of tests administered and obtained scores.  A report from Bodin Associates Testing Service is a comprehensive analysis of all the data written in a narrative style that is easy to read and understand.  This document provides a road map of where this particular journey started, where it is presently, and shows predicted routes that are dependent on treatment choices presently being reviewed.  The report informs the decision-making process by providing an analysis of the test data and a context for understanding this individual at this point in time.

In addition, SSAT testing can be administered for admission to private secondary schools. 

 

 

 

 

Summer Options

At Bodin, we cherish the opportunity to help direct the search for an appropriate summer   setting for both our continuing clients as well as for new clients.  A carefully selected summer experience can provide a positive contribution to a student’s emotional, social, and academic development.

 

SUMMER SCHOOLS : these offer traditional academic opportunities either in public, private, or   boarding schools.  Usually about 6 weeks in length.

SUMMER CAMPS:      Traditional camps, either day or “sleep-away”, offer  a huge variety of activities and adventures and serve children and adolescents all over the U.S.

Special Focus camps:  These camps specialize in helping youngsters with LD, NLD, ADD, ADHD, DD  and other challenges to learn new skills in problem solving, team building, opening up to new challenges, and social skills development.

OUTDOOR ADVENTURES:  These provide leadership opportunities, skill building in the outdoors and often community service.  They are located within and outside the U.S. 

INTERNATIONAL:  These provide opportunities for language immersion and cross cultural enhancement.  They are plentiful,  longstanding and geographically diverse.

EMOTIONAL GROWTH:  Parents often want their children to experience a therapeutic intervention for a short, 6-8 week period.  Summer is often the period of choice.  We try to guide these decisions so the expectations of what these short term programs offer can be carefully considered.

PSYCHOLOGICAL      ASSESSMENT:

Summer also provides a great opportunity to build in time for testing. Our Psychologists have extensive experience administering a partial or  full battery of tests including social, emotional and academic. The comprehensive report can provide valuable information for a family to understand the strengths and limitations of their students’ learning style and emotional needs.

All in all, summer opportunities abound.  It is wise to plan ahead, engage the student, and choose wisely.

 

 

Bodin Utah

The View from Utah

What are the benefits of having an office in Utah? Where do we begin?

As most of you know, Bodin opened an office in Salt Lake City in July of ’07.

Over the last 6 months we have been able to expand our Bodin wings and cover some serious ground.

During our time in Salt Lake City, we have seen a tremendous number of programs. This opportunity alone allows Bodin to keep up with our ever changing and growing industry. It allows us to maintain a close relationship with the wonderful individuals who staff these programs and personally visit our kids currently placed in these settings. This provides an extra layer of customer service and the opportunity to spend more time with the students and families that we serve.

We are constantly reminded of Utah’s amazing open spaces and outdoor opportunities. The wilderness settings in Utah and near-by states provide an incredible backdrop allowing our students to flourish. We are now able to be in the field the same day that we leave our office.

Bodin has been fortunate enough to also help families that have students currently placed in Utah programs that are in need of a step-down program. As we know, time is precious during a family’s journey, we have been able to quickly meet students, begin coaching parents and advocating for their child. With the Utah office close by, we can help many families efficiently design and execute a plan based on their child’s specific academic and emotional needs.

We at Bodin are very excited about being in Utah. It has been a privilege to watch these students grow as they reestablish a new path for themselves. We feel that it will only enhance our knowledge base as well as our customer service. It is our plan to continue to maintain relationships with current programs, build relationships with new programs and continue to provide excellent customer care to our students and families in need.

Thank you all for your continued support and we look forward to working more with you.

 

Visit us at www.thebodingroup.com