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Families of Successful Students in Residential Treatment Have ......

by Dore Frances, M.A., founder of Horizon Family Solutions, LLC
Families of Successful Students in Residential Treatment Have ......emotional sharing. Clear communication.

Families of successful students who are in residential treatment and even those in wilderness treatment have frequent nurturing conversations, either on the phone or in writing in which children receive affirming messages about their strengths and uniqueness, and not just about their failures and your disappointments.

In addition, family members, even divorced parents, need to have empathy for each other and make themselves available for emotional support during the tough times that can happen while a child is in treatment.

Moreover, family members view each other as capable, competent, and basically healthy in mind, body and spirit.

Okay, divorced parents do not need to love each other, but respect can go a long way, even when disagreeing.

Families need to use clear communication in their interactions with each other. There is consistency between what is said and what is done. Since this is usually one of the strong points of many programs, this also must be happening with the parents and other siblings back at home. In addition, during therapy calls, you need to openly discuss criticisms, complaints, personal fears, stresses, and other feelings with each other rather than censoring such topics from conversation. If you do not discuss them now, while you have support, they will come up later. Will you be prepared?

Dore Frances, M.A., is an educational consultant, childs right advocate, parent coach, specializing in working with troubled teens and their families in the United States, Canda, and abroad. See her site at: or contact her by phone at:(541) 312-4422, or email
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Disclaimer: Internet Special Education Resources (ISER) provides this information in an effort to help parents find local special education professionals and resources. ISER does not recommend or endorse any particular special education referral source, special educational methodological bias, type of special education professional, or specific special education professional.


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