Th e Sk ills f or Su ccess
RegionTen
For some children school is difficult,
not only because of the work, but
because of the distractions of other
children and the child's own
frustration. Often these children
have trouble getting along with
others, they may have few friends,
and teachers see them as
disrupting others in the classroom.
They may make too many visits to
the principals office or get
suspended for days at a time. Over
time, they may give up on
themselves and the adults around
them.
These children need extra attention
that can be difficult for teachers or
guidance counselors to provide.
Therapeutic Day Treatment Services
can help by coaching and
monitoring the child at school,
helping these children learn the
emotional and behavioral skills they
need to succeed.
CommunityServicesBoard
M en t al Healt h Ser vices
Br ou gh t t o You r Ch ild
Therapeutic Day Treatment Services
are mental health services provided to
your child at school. Through
hands-on, one-on-one and small group
coaching, monitoring, and support,
children learn new ways of handling
their emotions and getting along with
Th er apeu t ic Day Tr eat m en t
others.
Ser vices
In dividu alized At t en t ion an d
Du r in g t h e cou r se of t h e day w e can
Su ppor t
of f er :
Each child is evaluated by our staff to
- Individual counseling
determine the child's needs and to
- Small group day planning and
tailor our services to those needs.
processing before and after
Services are provided every day, all day
school
long. The child has specific daily and
- Crisis support
weekly goals to work towards. Services
- Skill-building during transition
can be provided for as little as several
times, such as between classes
weeks or as long as several months.
and during lunch period
Our staff of on-site specialists will
- Anger management and social
create an individualized, behaviorally
skills training
based treatment plan for the child that
- Teacher consultation and
monitors and supports classroom
progress reports
success.
Trained Pr of essionals
The TDT staff includes both
bachelors-level behavioral
specialists and experienced
masters-level clinicians. TDT
staff are trained to help children
manage their anger and stress
and in teaching social skills.
Region Ten's Net wor k
of Ser vices
As part of a comprehensive
community mental health
center, TDT services are not
limited to the classroom. In
addition to keeping you
up-to-date on your child's
progress, we are able to
supplement our work with an
array of supportive services
including:
- Prevention Services
- Assessment and
Diagnostic Services
- Case Management
- Outpatient Therapy
- Therapeutic Behavioral
Services
- Psychiatric Services
- 24-Hour Emergency
H ow d oes a st u d en t qu al i f y f or
Th er ap eu t i c Day Ser v i ces?
1. The teacher identifies emotional
or behavioral concerns.
2. The teacher begins to track data
and explore other services the
child might have in place such as:
outpatient, case management,
in-home, or early intervention
(This information will be used later
during the clinical assessment.) The
teacher should supply this
information to the provider.
3. The teacher contacts the parent
to explain Therapeutic Day Services
and determine if they are
interested. The teacher also asks
the parent if the child has
Medicaid.
4. If the parent is interested and if
the child has Medicaid, the parent
takes the child to a VICAP meeting
at Region Ten.
5. VICAP is a clinical assessment
and would determine any
appropriate mental health
diagnosis and recommendation for
Therapeutic Day Services.
6. If services are recommended,
the provider completes a needs
assessment and Medicaid
authorization.
7. When Medicaid is approved the
Therapeutic Day Services provider
can start services.
TDT helps suppor t your child t o
lear n and be successf ul.
For m or e in f or m at ion ,
Con t act :
Bill Boley, M . Div., M . S. W.
Dir ect or , Th er apeu t ic Day Tr eat m en t
Ser vices (434) 970-2155
w illiam .boley@r egion t en .or g
To sch edu le an assessm en t , con t act :
Car ol Gr oom e, M . S. W., L.C.S.W.
Pr ogr am M an ager , Ch ildr en's
Assessm en t 972-1800 or 970-1481