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"My teachers are special because they help me with my feelings. They also teach me how to think about new ways of doing things."
Brendan, student
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THERAPIES At CTDS we continually assess the nature of each child's emotional and learning difficulties. After a formal diagnostic evaluation, a child may begin therapy in any of the following areas: psychotherapy, expressive therapy, occupational therapy and speech and language therapy. Individual and group therapy is provided both in the designated therapy rooms as well as within the ongoing life of the classrooms. PSYCHOTHERAPY Psychotherapy for children, a technique which has developed over the past sixty years, aims to establish a relationship between child and therapist through which the child can safely explore emotional blocks to learning. Mutual play is the principle mechanism through which communication and a trusting relationship are established. At CTDS, we believe that in helping children understand their feelings and how they have been effected by their neurological disabilities or trauma, we can enable them to change their behavior in positive ways and to develop as individuals. We use psychotherapy to facilitate making connections toward healthy development and to accept developmental obstacles and handicaps. EXPRESSIVE THERAPY The expressive arts therapies provide a vehicle of communication through which the individual can give form to feeling, using the modalities of movement, drama, art, music or creative writing. Art can be therapeutic in itself as a means to building mastery and simply having fun. Or it can be a way to better understand one's inner world, by giving images form and using them to communicate what was previously unconscious. Exploring one's own creativity can also help bridge the gap between the inner and outer world. The expressive therapist, working with a child individually or in a group, creates a supportive environment where positive relationships may be formed - the relationship between child and imagination, child and therapist, child and peers, child and materials, child and artwork, dance, or story. The success of these interactions enhances the child's self-esteem. SPEECH AND LANGUAGE THERAPY Speech and language difficulties may be the result of neurological impairment, physical impediment, or limited exposure to language. The development of language and use of speech may also be hindered by interfering emotions. A formal speech and language evaluation and recommendations from teachers determine therapy goals, which generally focus on vocabulary, language comprehension and processing, articulation, appropriate language use, and cognitive skills. Receptive and expressive language is enhanced using pictures, games, workbook activities and play. Language groups focus on listening to directions, describing a practice or an object, and directing another peer. We emphasize speech and language because we recognize that the ability to communicate is essential in forming relationships. OCCUPATIONAL THERAPY Many of our children experience difficulties in sensory integration and motor planning. Sensory integration is the neurological process by which sensations (from the skin, eyes, joints, gravity, and movement) are organized for use. Motor planning is the ability to figure out how to use our hands and body in skilled tasks like using a fork or straightening up a room. Occupational therapy provides a controlled adaptive environment where the therapist can orchestrate the child's sensory responses. Eventually, the child should be able to reach a level of self-organization which fosters a smoother relationship with the environment. Treatment involves full body movements such as swinging and spinning, as well as fine motor tasks such as cutting, sewing, and lacing. At CTDS, the occupational therapist works with children individually and in small groups, and consults with teachers and families. ADAPTIVE PHYSICAL EDUCATION The Adaptive Physical Education classes involve cooperative, noncompetitive games which allow the children to relax and have fun while trying new experiences. Games and sports are broken down into simple components and children's strengths are constantly highlighted. In these games, children never compete and peers are viewed as allies rather than opponents. The success of one child depends on the success of the others because team goals are set rather than individual goals. Children are encouraged to support each other by cheering for each other. In such an environment, children do not risk failure and even frightened, insecure children can begin to feel capable, important, and competent. FAMILY INVOLVEMENT CTDS
is a school not only for children but for their families. We recognize
that a family with a special needs child may need support on both
an emotional and a practical level. The school offers guidance
for parents by providing the optimum structure and environment
for their child. We approach forming a relationship with parents
with the same respect for their individuality as we do with the
children. We try to help parents foster a more productive and
mutually satisfying relationship with their child. Parents can
come to feel less alone working with their child's therapeutic
teacher, involvement of the school's social worker, individual
and couples therapy, participation in the weekly parent group
and friendship with other CTDS families. An ongoing daily dialogue
occurs between home and school to support both child and family.
To include the extended family, a group is offered for grandparents.
Our sibling group allows brothers and sisters of the children
in the program to voice their own feelings and concerns about
growing up with a special needs sibling. We have great respect
for the courage and dedication of the children and families with
whom we work. Copyright
© 2004 Community Therapeutic Day School |
