Helping Support Neurodivergent Adolescent Boys
New Focus Academy employs evidence-based therapy to help adolescents struggling with a range of neurodivergent issues. We combine those therapeutic practices with one-on-one coaching and an empathetic approach to give students agency and more ability to thrive.
STUDENT PROFILE
At New Focus Academy, we assist students with a variety of cognitive, social, and emotional struggles affecting their ability to manage their interpersonal and daily life. We know a student is more than a diagnosis, but here are some labels typically associated with our students:
Autism Spectrum Disorders (High to Moderate functioning)
Attention Disorders (ADHD, ADD, etc.)
Executive Functioning Deficits
Learning Disorders
Low Working Memory
Low Processing Speed
Nonverbal Learning Deficits
Prenatal Substance Exposure (fetal alcohol, etc.)
Social Pragmatic Communication Disorders
Traumatic Brain Injuries
COMMON STRUGGLES
Our students also typically have other personal struggles as a result of their limitations. These include:
Anxiety
Depression
Dependence on Electronics (phones, internet, video games, etc.)
Difficulty Controlling Anger
Low Self-Esteem
Oppositional Behaviors
Panic Attacks
Self-Harm
Social Withdrawal
EXCLUSIONARY CRITERIA
New Focus Academy is tailored to a specific type of student, therefore we may not be able to support students which struggle with:
Sexually predatory behavior
Intentionally violent, aggressive behavior
If your child struggles with these issues, we can help refer you to other facilities and professional services.
STUDENT PROFILE
At New Focus Academy, we assist students with a variety of cognitive, social, and emotional struggles affecting their ability to manage their interpersonal and daily life. We know a student is more than a diagnosis, but here are some labels typically associated with our students:
- Autism Spectrum Disorders (High to Moderate functioning)
- Attention Disorders (ADHD, ADD, etc.)
- Executive Functioning Deficits
- Learning Disorders
- Low Working Memory
- Low Processing Speed
- Nonverbal Learning Deficits
- Prenatal Substance Exposure (fetal alcohol, etc.)
- Social Pragmatic Communication Disorders
- Traumatic Brain Injuries
COMMON STRUGGLES
Our students also typically have other personal struggles as a result of their limitations. These include:
- Anxiety
- Depression
- Dependence on Electronics (phones, internet, video games, etc.)
- Difficulty Controlling Anger
- Low Self-Esteem
- Oppositional Behaviors
- Panic Attacks
- Self-Harm
- Social Withdrawal
EXCLUSIONARY CRITERIA
New Focus Academy is tailored to a specific type of student, therefore we may not be able to support students which struggle with:
- Sexually predatory behavior
- Intentionally violent, aggressive behavior
If your child struggles with these issues, we can help refer you to other facilities and professional services.
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
For the last several months, George struggled with depression. He has strong visual-perceptual functioning, but weak verbal abilities. In addition, he has difficulty with executive functioning skills preventing him from staying on task, planning, organizing, and remember details. A major source of his depression is due to an unhealthy relationship with a girlfriend who has cheated on him three times. George wants to marry the girl and be together forever, but their interactions often become heated and unhealthy. As a result, George obsesses about self-harm and cutting after bad arguments. George deeply believes his relationship is healthy and normal. His parents do their best to intervene, but George’s beliefs cannot be swayed. In junior high, George had exceptional grades, but he is currently failing in three classes. He loves playing guitar and believes he will attend M.I.T despite his declining grades.
Mark, 14
Mark comes from a loving, supportive family. His parents always noticed he was “a little off” and struggling with peer interactions. As he transitioned into adolescence, his struggles intensified causing anxiety and school avoidance. In addition, Mark is falling behind academically. He has a history of intense tantrums, need for order, and prolonged periods of avoidance. Upon entering the program, his family is concerned with his negative emotions, school avoidance, lack of social engagement, and obsessive time spent playing video games.
