This program is designed to help young people who meet the following initial criteria:
Ages 12-18
Education Level Between 6-12 Grade
IQ of at least 75 (Lower scores can be considered upon additional review)
We meet with students and their families to identify each child’s unique needs and abilities. Our team develops a plan with evidence-based techniques to help each student utilize their strengths in addressing their challenges.
When teens feel more capable and prepared to manage the world, they become happier, more socially engaged, and motivated to manage their lives. We help teens discover how their distinctive gifts can build skills to develop a purpose-filled life.
The ultimate goal for every student at New Focus is gaining independence. Our dedicated team empowers each student to develop important life skills. Students then build confidence and motivation to continue with their growing process.
Let’s start planning your child’s successful future.
HELPING BOYS GAIN INDEPENDENCE
Parents of children on the spectrum or with other neurodevelopmental challenges may worry that their child will struggle to develop life skills. New Focus Academy provides a supportive environment for adolescent boys to gain the skills needed to live independent, successful lives. We work with students on building relationships, understanding and expressing their needs appropriately and practicing self-care. Small class sizes help boys improve their academic performance and assist them in meeting their educational goals.
Learning and practicing life skills is at the core of our programming. We help your child learn the basics of independent living, including nutrition, self-care and hygiene, vocational skills, and personal safety. Each student will have specific goals in these areas as they work through the program.
STUDENTS WE SERVE
Below are representative profiles of the type of students that attend New Focus Academy.
George, 17
George is struggling with depression, anxiety, obsessive thoughts, and some compulsive behaviors. Recently, under significant distress, he has developed a poor sense of reality, believing he can attend M.I.T. despite feeling easily overwhelmed and experiencing declining grades. He is convinced that many people dislike or hate him, although this doesn't seem to be true in many cases. Weekly therapy sessions have shown little effect, and he has begun refusing to go to school. He has yelled at family members when confronted and often isolates himself.
Mark, 14
