INTERVENTIONS
& SUPPORT
GETTING STARTED
If you are seeking an assessment or aren’t sure but would like to discuss it, the first step is to complete a request for services referral form. You do not need a referral from your therapist or doctor’s office, you may self-refer.
To get started, fill out and submit your information via our secure referral link below. You may contact our office to have this emailed to you as well. If you are a provider interested in referring current or future patients, you may copy this link and re-use it an unlimited number of times. The more thorough you are in completing the form, the more helpful we can be. We will follow up no later than one week after we receive your form, though we will try to respond the next day if possible.
< REQUEST FOR SERVICES REFFERRAL FORM >
ASSERTIVE COMMUNICATION
& CONFLICT RESOLUTION
15 – 20 SESSIONS
This is offered in individual and group format. Learn and practice assertive communication utilizing a CBT format and structured practice.
We will cover…
On the launchpad: Getting ready
- The four communication styles
- Ten principles of assertiveness
Overcoming barriers to assertiveness:
- Overcoming the stress barrier
- Overcoming the social barrier
- Overcoming the belief barrier
- The assertive mindset
Becoming assertive:
- Becoming visible: Nonverbal behavior
- Being present: Giving your opinion
- How to accept a gift: Receiving positive feedback
- Giving helpful positive feedback
- Taking the heat: receiving negative feedback
- Constructive, not critical: Giving corrective feedback
- Defending your boundaries: The assertive “No”
- Making requests without controlling others
- Countdown to confrontation
- Constructive confrontation
Finish:
- Reflection and wrap up
ADHD:
SKILLS TRAINING
15 sessions – while the format is in 12 sessions, additional sessions are included for repeating certain areas which is common for most folks.
Build skills for planning, organization, habit formation and task completion in a CBT format. This is a structured intervention that incorporates other material including mindfulness based approaches, polyvagal theory, and DBT stills. It is offered in individual and group format.
We will cover:
- Session 1: Making peace with your neurodivergence and committing to growth: Introduction to goals and the methods of the treatment.
- Session 2: Time Management: Time awareness and scheduling
- Session 3: Time Management: Making tasks manageable and rewarding yourself
- Session 4: Time Management: Prioritizing and to do lists
- Session 5: Time Management: Overcoming emotional obstacles
- Session 6: Time Management: Activation and Motivation
- Session 7: Getting Organized: Setting up and organizational system
- Session 8: Getting Organized: Implementing and organizational system
- Session 9: Getting Organized: Maintaining an organizational system
- Session 10: Plan a project – And get it done!
- Session 11: Project Planning: Implementation
- Session 12: Looking to the Future
- Optional Session: Getting to bed, getting up, and getting to work on time
Mapping your nervous system : self regulation and energy management
20 Sessions using interoceptive awareness, self regulation and spoon theory.
- Identify your neurological sensitivities.
- Identify sensory inputs that help to regulate and/or recharge you.
- Learn about your window of tolerance – how big (or small) it is, how to identify when you are leaving it and learn how to get back there.
- Develop a 5-point personal scale where 1 is calm mind and body and 5 is completely
dysregulated and either shut down or otherwise unable to interact or problem solve. - Learn ways to communicate your needs and/or status with your friends and loved ones in a quick, visual format that doesn’t require language.
- Learn about spoon theory or energy management and energy accounting.
- Identify activities that take energy units (drain you), add energy units (recharge you), or are
neutral and neither take or give energy. - Practice budgeting your energy for the day by making a plan ahead of time and problem solving
any barriers afterwards - Build your self advocacy tool box and learn to prevent overwhelm, overstimulation, shut down,
and/or reactive behavior “meltdowns”. - Learn strategies to help you communicate effectively with others about your needs and
boundaries
This is tailored for the neurodivergent nervous systems and appropriate for individuals with ADHD, OCD and/or on the autism spectrum.
letter of accomodations
requirements & information to best acquire.
Letter of Accomidations:
- If you were evaluated and diagnosed at this clinic, there is no need to provide confirmation of diagnosis.
- If you were not evaluated at this clinic, please provide confirmation of diagnosis for what you are seeking accommodations for. Diagnoses listed on a medical or treatment note or summary is sufficient. A full assessment report is not required.
Options for Letters:
- Request for reasonable accommodations at work (tailored or general).
- Request for reasonable accommodations for school (tailored or general).
Prior to your Appointment:
- Submit confirmation of diagnosis and ROI for provider who is sending the records/information.
- For school: Go to the disability resource center at your college or university and ask about the process for requesting reasonable accommodations.
- For work: Go to the human resourced department and ask about the process for requesting reasonable accommodations.
Other important information:
Some schools or workplaces have a structured process. This sometimes includes forms they want completed by a provider. If this is true for you, please try to send a copy of the letter prior to your appointment. You must bring it with you to your appointment if you haven’t already submitted it in order to have it completed. We cannot have a provider complete paperwork of fill forms outside of a session due to administrative burden. If you are unable to get a copy of the form and need to have it filled out it is best to reschedule your appointment for a day when you have what you need.
A letter can be general or one that requests specific accommodations. You can choose to have this done either way based on preference or the requirements of your school or employer.
In this session you can also receive information and support around advocating as well as the risks and benefits of requesting accommodations.
Emotional labeling
10 to 15 sessions utilizing various techniques
- Assessment of skills and difficulties
- Psychoeducation about interoceptive awareness, emotional identification, and alexithymia
- Understand the 4 components of an emotional experience: physiological, behavioral or expressive, and
subjective, and limbic or pre-conscious. - Learn about primary versus secondary emotions.
- We will use DBT, CBT, mindfulness, and ???????
- Mindful practice of body scan, interoceptive awareness
- Practice – identifying and processing experiences that illicit emotional response in session and between sessions with a goal of moving gradually from doing this in a supported manner to building skills to do this independently.
This is an introduction and period of practice.
SYMPTOM TRACKING
ASSISTANCE IN THE PROCESS OF BEING MINDFUL WHEN INTRODUCING MEDICATION & WORKING WITH YOUR PROVIDER.
This includes support and assistance communicating with your prescribing provider while you are trialing stimulant medication for ADHD.
- Receive support, education, and guidance just prior to taking new medication in order to help notice which “symptoms” it is managing, any side effects it might be causing, when it wears off, when it is most effective, etc.…
- Attend: one week after you started your medication to discuss what you noticed, problem solve, and receive support if needed in order to identify any questions you may have for your prescribing provider or experiences you want to make sure to share with them.
- Sessions end when you and your prescribing provider have found a medication and a dose that you decide you are happy with.
- Consultation with your prescribing provider is available if desired during symptoms tracking.
It is important to note that we are not medical providers and do not prescribe medications. We are not trained to give recommendations about medications. We are familiar with the problems and questions folks often have while trialing a stimulant medication and can offer many behavioral skills and practices that help someone to notice, record, and communicate with their provider about what their medication is doing.