News & Blog Updates

Twice Exceptional Students — 02/27/2011
 
Book Discussion Group — 02/21/2011
On Saturday, February 26th, The Clinical Practice of Educational Therapy:  A Teaching Model, will be the focus of discussion.  The study...
Considering Ourselves in Relation to Others — 02/21/2011
 We are all products of a multitude of variables in our lives such as unique developmental histories, styles, preferences, environmental factors...
Promoting the book in New York — 02/05/2011
On November 22nd, 2010, Maxine and Jane traveled to New York City to visit with the local AET study group.  They were welcomed by Susan Micari...
On Networking & Relationships — 01/23/2011
Greater Boston's Study Group (GBAET) met on January 22nd, 2011 at Curry College for a networking session.  New members to our group bring...
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Our Allied Professionals

Educational Therapy Treatment AllianceEducational therapists (ETs) often work in private practice with other ETs, and sometimes in group practice with psychotherapists, speech and language therapists, or occupational therapists.  When ETs work within a school or program they are often in collaboration with school administrators, teachers in both general and special education, and sometimes with school psychologists or counselors.  The work of an ET may take place in a forensic setting, such as a youth detention center,  a therapeutic school, or a regular school that is willing to accommodate and/or individualize curriculum demands.  These professionals are also found at the bed of a sick child who is striving to re-establish a sense of normalcy to his or her life. 

The treatment alliance is made up of the educational therapist, client and family, and a circle of allied professionals who each contribute a piece to the puzzle regarding how a child, adolescent or adult learns and functions within the multicontexts of life in school, the workplace and in the relationships that are part of each of these aspects.   

Characteristics of the Educational Therapy Practice

  1. ETs provide individualized intensive intervention, formal and informal assessment, and case management for clients who present a wide range of learning disabilities and learning differences, including: dyslexia, AD/HD, academic difficulties or failure. Additionally, ETs provide assessment and intervention in language processing, motivation,    self-esteem, social skills, and overall executive functioning.
  2. ETs provide clients with: appropriate school placement or workplace support; ongoing consultation and communication with members of the educational therapy treatment alliance.
  3. ETs require extensive backgrounds in learning disabilities, special education, and/or other specific genres of learning difficulties, in addition to their training in educational therapy.
  4. Goals of the educational therapy treatment plan include: developing clients’ strategic use of strengths in order to foster learning, developing a sense of autonomy, and understanding the interrelationship between learning and social/emotional functioning.

                                               (Ficksman & Adelizzi, The Clinical Practice of Educational Therapy, 16-17)