Thus there is a more comprehensive way to treat these children, and at the request and encouragement of some of the parents of my clients, I began to explore other ways to enhance and expand on therapy sessions specifically by reaching out to school administrators, parents, classroom teachers and other educational specialists.

 

As one of my client’s parents said in exasperation, “No one holds the whole picture.”

 

        We have found that working in issolation only creates missed opportunities thus we developed goals, programs and procedures to support the whole child.  The collaborative process therefore includes the development of the a carefully planed focus on independence as a primary goal. This allows all participants to guide the child as their influence allows in harmony with an agreed upon plan. It is important to carefully watch for set backs and over burdening and to view the child as a rapidly changing person with various responses to resistance, motivation and frustration.

 

 When students, parents, educators and therapists have a strong working relationship the child experiences a sense of momentum and comfort that can be motivating and a commodity to be used to make change. A collaborative system is created in order to better meet the needs of these children, that not only will the end result be better but that costs and other resources can be more effectively allocated.

 

       By seeking, fostering and guiding positive relationships with the education community, other health professionals, parents and children in the collaborative process, a positive, doable system will results in more effective change, more harmony among the involved participants and therefore more effectiveness for children in need.