Our Teen Academic Support programs are led by a highly qualified team of teachers, tutors, and counselors that work together to support teens academically, while in treatment. Our special support programs are designed according to each teen’s individual needs and goals. These programs include the following general categories of support.
For teens that are in Honors or AP programs, we provide excellent tutors from universities to help them continue learning and working through curriculum, in order for them to continue excelling in school. While it may not be possible (or necessary) for students to do every assignment while in treatment, tutors work with students to keep up with whatever classwork they have. We aim to provide balanced support to keep students from being so overwhelmed with their academic responsibilities that they can’t focus on treatment, while also helping assure they won’t return to school, having fallen far behind.
It’s also important to note that people of any age of higher or gifted intelligence tend to be more prone to Depression and some other Mood Disorders.
For teenagers with learning differences, we provide one-on-one tutoring with University tutors, who can help students work through assignments in a focused setting, and at the student’s pace. For students with learning differences, we understand that the classroom can often be a stressful setting, where they feel intimidated, overwhelmed, anxious, or possibly even incapable. Though all students will engage in small classes in their time here, the tutoring sessions are made available to supplement these group lessons.
Along with assisting students in working through curriculum and helping them to understand the material, therapists also work with the teens to help them recognize what sorts of stress they might experience because of school work, how they react to that stress, and what their needs are. Many times, students aren’t necessarily aware of the help they need until they take the time to specifically try to answer that. In an attempt to help empower students not only to succeed academically, but also to better manage their stress at school, therapists work with teens to break old negative habits and develop new ones. This behavioral observation and reform may include both things related to symptoms and experience within mental illness, as well as substance abuse.
Because we try to approach teenagers holistically, taking into consideration every aspect of their lives when designing treatment, we want to observe and address academic issues, as so much of teens’ time is spent at school. While working with teens in their Talk Therapy sessions and also implementing fitting Academic Support programs, we try to help teens evaluate what, if any, relationship there might be between their academic responsibilities and the issues they’re at Paradigm to address.
For instance, many times, sources of stress lead teens to abusing substances. The cause and effect can happen the other way too, when substance abuse leads to difficulty in school, creating more stress, followed by continued or even increased substance abuse. Regardless of the order of events, there’s always a connection between a teen’s school work and their substance abuse; therefore, our therapists, teachers, and tutors work with teens to help address these challenges.
Stress at school may also trigger or add to the severity of symptoms teens are experiencing of a Mental Illness. Or, again, teens might experience this in the reverse order: where the onset of Mental Illness symptoms creates stress, anxiety, and/or disruption of their academics. School responsibilities are a very common source of stress for teens, and this isn’t limited to students who are academically challenged, but extends to all students. While at Paradigm, we want to help teens to identify these academic stresses, any negative habits, and work toward reforming them, as a part of their overall recovery. It’s our hope that with our teen academic support, they’ll return to school feeling more confident and capable than before, ready to face their academic responsibilities.