What to Expect When Placing Your Young Adult
OUR PLACEMENTS BEGIN with a telephone call or personal meeting. Usually, parents make the first contact regarding their young adult child. They share their concerns with Kim and provide current information about their adult child. Kim answers questions regarding her credentials and provides specific information regarding our firm and the placement process we use with clients over the age of 18. We know that more than one telephone call or meeting is usually required to assure our roles and responsibilities are clear and all parties are ready to move forward. Once our contract and release forms are signed and fees are received, RER immediately begins to work with both parents and client on an appropriate placement plan. Kim is available to meet with out-of-state clients and their parents in their home.
FORMAL INFORMATION GATHERINGbegins with our first contact. It is important for Kim to collect information from both parents and the young adult. Parents are asked to complete our Client History Questionnaire and their young adult child is interviewed in person or via telephone. In addition, we ask for formal releases that allow us to gather information from others who may be helpful in building a profile of the client’s learning, behavioral, social and emotional needs. With the young adult client’s signed consent, Kim consults with individual and family therapists, psychiatrists and/or teachers who can provide valuable information to ensure the “program fit”. RER also requests past psychoeducational and psychological testing and, if applicable, high school and or college grade reports, transcripts, and any other information deemed appropriate.
Up-to-date testing is often essential to the success of a young adult placement. Kim carefully reviews all previous testing and may request current testing. Although this is an additional investment of time and money, it often makes a critical difference in finding the best match of student to program.
WILDERNESS PROGRAMS PRIOR TO SCHOOL/PROGRAM PLACEMENT – From years of professional experience, Kim knows that clients who first complete a sound therapeutic wilderness program are more successful in entering and completing a therapeutic program. Therefore, our young adult clients and their parents are asked to consider this option. Because we feel so strongly about this progression, our fees include an appropriate therapeutic wilderness placement. We monitor our clients throughout wilderness and concurrently search for the right school or program.
CONTACTING PROGRAMS/SCHOOLS – Before our clients go to wilderness, Kim writes a comprehensive Client Summary that is sent to admissions staff for review. Admission professionals carefully review the client’s history and assess their potential for success at their program. Our job is to collate all information and keep you informed as the process proceeds. As you and your adult child narrow your choices, you may want to visit some of the programs. Whenever possible, RER encourages program visits prior to making the final placement decision.
WILDERNESS TO PROGRAM – If a young adult chooses a wilderness experience, our secondary program search begins immediately upon wilderness placement. The wilderness therapist will be closely involved as well as the client and his/her parents. Throughout wilderness RER maintains regular contact with the client’s therapist regarding treatment progress and date of graduation. Once the graduation date and subsequent school placement are determined, most clients travel directly from their wilderness program to their secondary placement. Sometimes parents accompany their adult child to the placement. Our continuum of care model and our clinical relationship with the client’s therapist assures that the client is well prepared for their secondary placement.
PLACEMENT – Once a placement decision is made, RER staff helps expedite the program application. We also provide information regarding educational loans and escort services, if deemed necessary. Suzie Sugrue, our Family Services Coordinator, monitors all placements for one year. She remains in contact with the family and the program staff and serves as a family advocate.
TRANSITION – Since RER staff has monitored your child’s progress throughout placement, we are well aware of pending graduations and the need for families to plan for the next step. This is more often than not an anxious time for the client and family. Several months prior to graduation, we recommend that you begin discussing a transition plan with RER staff. Although your formal contract with RER ends with graduation, we offer advice regarding transition program options to help you learn to live together as a family again.
PLACEMENT STAFF
Kim A. Rubin, M.A., LMSW, LPCC – President and Clinical Director, has over thirty years experience in teaching, educational consulting, diagnostic testing, and psychotherapy. Her areas of expertise include learning disabilities, ADHD, Asperger’s Syndrome, psychiatric disorders, adoption issues, cutting, family therapy, and health-related problems. Kim holds Masters’ degrees in Psychology and Special Education, and is a licensed Social Worker, Clinical Mental Health Counselor, Nationally Certified School Psychologist, New Mexico State Licensed Diagnostician, and Nationally Certified Educational Planner. She has been a full member of IECA since 1997.
Suzanne Sugrue - Family Services/Program Development Director, has been working in the educational arena for over a decade. Her previous work includes serving as an Academic Advisor at the University of Arizona and as Admissions Director for Brush Ranch School, a residential school for adolescents with learning disabilities. Suzie is adept at helping families navigate their way toward solutions for their children. She is committed to serving the emotional, behavioral, social, and academic needs of our adolescent and young adult clients.
Both Kim and Suzie travel extensively evaluating residential psychiatric programs, therapeutic and emotional growth schools, and therapeutic wilderness programs.
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