The Placement Process

Robin's experience as a therapist on treatment teams in academic and hospital settings provides a model for her work with families and programs in facilitating a student's placement. She is accustomed to working with professionals from a variety of disciplines and is trained and experienced in assessment and diagnosis. To ensure familiarity with options for emotional and academic growth, she spends a substantial part of her professional time visiting therapeutic schools and programs, as well as small boarding schools. She also participates actively in local and in national professional associations related to psychology and therapeutic programs. (About Us).

In seeking placement in either a therapeutic or a more traditional academic program, it's helpful to remember that there is no one perfect school. Rather, the best placement for any given student is the one in which he or she will thrive, and this is determined by a variety of academic, emotional, and practical considerations.

When determining appropriate placement options, the first step is to get to know the student and family as well as possible, often in a fairly short time. Robin meets at length with the student and parents, and reviews relevant information such as psychoeducational evaluations, treatment histories, and transcripts. Equally important, she also consults with professionals who have worked with the student and family; these might include therapists, physicians, and teachers. This process makes it possible to form an initial impression of the student's emotional and intellectual functioning, family dynamics and parenting style, and possible challenges to successful treatment or academic achievement. With this information, Robin, the parents, and, when possible, the student, can develop tentative goals and priorities to be used guide the choice of options.

The second step is to weigh available alternatives. Sometimes modifying or strengthening the use of local resources provides adequate benefit to the student and family. In other cases, it becomes clear that a residential placement is likely to be most helpful. This is particularly likely when

• the teen appears not to learn from past experience/mistakes,
• the family is "living on eggshells" as the teen consumes most of the parents' emotional energy,
• the problematic behavior or poor academic performance does not change with interventions such as psychotherapy and/or targeted academic support,
• the teen's safety is a major concern.

After considering with parents the general type of program that seems appropriate, Robin contacts specific programs or schools to informally introduce the student and to discuss the likelihood of "fit" and availability of space. She compiles a list of appropriate choices, and again meets with appropriate family members to discuss the options. At that time it is the responsibility of the parents to visit one or more of the schools, ask any questions that they may have, and make formal application. Throughout this step, Robin is available to help parents think through the options as the final selection is made. Following the student's enrollment, Robin maintains contact with the school and parents to monitor the child's progress, to serve as an advocate for the student, and, if appropriate, to prepare for the next placement.

It should be noted that with families from out of town or whose circumstances dictate an immediate placement, the details of the process may look somewhat different, e.g., some meetings may take place by phone. When a wilderness program is indicated, the initial placement may be completed very quickly.