Cheerful Helpers Therapeutic School
This
preschool-kindergarten program is for children, ages 3-6, with high-functioning
autism, aspergers, attachment disorders, developmental delays, and processing,
learning and emotional difficulties. The
developmental, relationship-based treatment approach is accomplished through a
combination of educational, sensory-motor, communication, psycho-dynamic and
family systems interventions. The
children attend school five days per week, in small language-rich classes, with
a 1:2 staff: student ratio and a dedicated multi-disciplinary team of special
education teachers and therapists. All parents
participate in family therapy, as well as a weekly parent group that includes
classroom observation. School-based
occupational and speech therapy are also provided as needed.
Brief Evaluation and Intervention Group
The B.E.I.G. program is designed for parents and their children ages 2-5, who are having difficulties such as impulsivity, limited attention span, separation anxiety, relationship difficulties and/or delays in communication, socialization and play. The children are seen with their parents in small playgroups twice a week, and, once a week in individual family sessions during this short-term intensive early intervention program. The focus is on expanding social-emotional language and increasing interactive play and parenting skills. A defining feature of this program is the ongoing observation and dialogue between clinicians and parents throughout the process of assessment, intervention and referral.
The Socialization Group
This program focuses on 3-6 year-old children and their relationships with peers and family. The children meet twice a week in a small playgroup; and the parents meet once a week for a psycho-educational support group that includes observation and discussion. Children typically attend this socialization group while remaining enrolled in a school program. The major goals are to help children manage difficult emotions, communicate effectively, relate in a pleasurable way and learn to play with other children. The child’s increasing abilities to regulate emotions and interact positively with others become the tools for continuing in the less structured environment of the neighborhood school.
