Classes
Is your child having difficulties following classroom rules or sustaining attention through tasks? Is your child quiet and passive in a peer group, struggling how to interact or converse with others? Does your child encounter challenges in understanding how other people would feel in a certain situation? Does your child throw tantrum sometimes without knowing how to control or express their emotions appropriately? Then this group is the golden key to unlock your child’s social talents!
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Using evidence-based principles of Cognitive Behavioral Therapy (CBT), our emotion regulation group helps children experiencing difficult to manage feelings, such as anger and frustration, learn tools to better regulate their emotions so that they are able to function better at school and with friendships. Elements of positive psychology will be incorporated to help boost children’s positive emotions and self-esteem.
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Pre-Teen Social Club is a 10-week evidence-based social skills program for elementary school-aged children who have difficulty making and keeping friends. During each group session, children are taught crucial social skills and are given the opportunity to practice these skills in session during role-play and play activities.
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Adolescent Social Skills Group is a 12-week social skills intervention for adolescents with social challenges. During each group session, teens are taught important social and communication skills and are given the opportunity to practice these skills in session during socialization activities.
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The 'Fun with Food' Mealtime Group is an 8-week intervention program for young children who may have trouble eating and/or drinking, and seem 'stuck' on a limited selection of foods. During each group session, children engage in a play-based approach to gradually introduce a range of foods that may not typically be in their current diet.
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The Expressive Writing Course is structured around an apprenticeship-model of writing. In this model of writing, students are exposed to authentic texts and interact with those texts through a process of deconstruction and reconstruction in which they take on the important attributes found in those texts and make their own. The teacher serves as a facilitator and model but the real work of writing is fully owned by the student.
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This program is a structured, phonics-based, multi-sensory program teaching literacy tolearners with learning difficulties.
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