ABOUT OUR SERVICES

The practice fosters an eclectic collaboration of independent clinicians who draw upon their social work and education backgrounds and training, employing systems theory in order to understand the dynamic interrelations between individuals, families, institutions and society. Clients are viewed as a part of a system with internal and external "moving parts" and influences, and practitioners seek to identify how that system functions, what aspects of that system have a negative or positive impact on our clients, and understand how we can cause or preserve positive change in that system. Due to the complexities and variations of 2e individuals, and characteristics that may change in different environments, a systems approach to treatment that is individualized to the client's needs is the most comprehensive and inclusive treatment modality... and it is the core element of the practice’s service provision.

We use a multi-disciplinary approach that we have adapted and applied to individual, group, and family counseling and psychotherapy. All counseling focuses on the identification of client strengths, which are then implemented to address areas of challenge.  

Workshops and support groups address relevant topics and challenges that impact individual and family functioning across all environments, including home, school and community. Workshops and groups are topic-driven and address a broad range of issues including anxiety, communication, conflict, sibling relationships, gender & sexuality, and social challenges.

The practice offers on and off-site consulting, professional development workshops and training, and support services for school settings. Our practitioners present lectures and workshops on gifted and 2e related topics at local and national conferences. We have also published articles on the subject of twice exceptionality. The practice hosts onsite psychoeducational workshops and events on relevant topics several times a year. We also provide offsite informational and professional development workshops for schools, parent groups and other agencies.

The practice assists families with school advocacy, including guidance in the initiation of 504 and Individualized Education Plan (IEP) requests, review of IEPs, school reports and evaluations, and participation in school-based team and Committee on Special Education (CSE)/IEP meetings. We are not legal advocates, however we are able to refer our clients to legal advocates and attorneys who specialize in educational advocacy and have advocated on behalf of gifted and 2e individuals, and we work closely with those professionals on behalf of our clients.

After-school, evening and weekend activities are available through our Talent Development Connections (TDC) program. We offer an eclectic mix of programs and activities for children and teens, including online and onsite Tabletop Role-playing Games (TTRPGs) such as Dungeons & Dragons, our Collaborative Creativity Lab, and Studio 268. We also run summer and holiday camp programs. For information and registration, visit the TDC website.

Talent Development Connections (TDC) programs are designed to promote social cognition and peer relationships, and are open and inclusive to students with a wide range of abilities and interests, including those who are neurodivergent. Our programs foster social thinking and collaborative problem-solving skills, self-regulation and self-awareness through mentor-facilitated fantasy and strategy game groups, art, and mentoring in areas of mutual interest. Although they are not therapeutic, all TDC programs are created and overseen by a licensed clinical social worker and facilitated by trained and experienced adult mentors. Teen mentoring opportunities are available for ages 14 - 17.

Telephone inquiry/screening calls are provided free of charge. Calls are limited to 15 minutes and will serve to determine whether or not the practice can provide requested services based on the inquiry. Kindly note that based on the complexity of social, emotional and academic needs that are typical of twice exceptional individuals, the practice cannot make assessments and/or provide specific recommendations or accommodations without a formal intake and in-person meeting.