HOW WE HELP
We specialize in helping a specific type of teen thrive in the real world.
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.
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
Low Working Memory
Low Processing Speed
Nonverbal Learning Deficits
Prenatal Substance Exposure (fetal alcohol, etc.)
Social Pragmatic Communication Disorders
Traumatic Brain Injuries
Our students also typically have other personal struggles as a result of their limitations. These include:
Dependence on Electronics (phones, internet, video games, etc.)
Difficulty Controlling Anger
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.
WHO DOES NEW FOCUS HELP?
At New Focus Academy, we help boys and girls struggling to form and maintain meaningful relationships. Our students face problems related to low-processing, autism spectrum disorder, and other neurodevelopmental issues. We teach students methods to improve their functional living skills including self-care, homework, chores, and leisure planning.
We help to empower these students by teaching and practicing social, coping, organizational, and self-care skills in a small, safe environment. As they succeed in the program, they become more confident and self-assured as they deal with day to day life.
STUDENTS WE SERVE
Below are representative profiles of the type of students that attend New Focus Academy.
George struggles with depression, anxiety, obsessive thoughts and some compulsions. More recently, under significant distress he is showing a poor sense of reality related to believing he can go to M.I.T. even though he is easily overwhelmed and has had declining grades and being sure many people dislike or hate him though this doesn’t seem true in many cases. Once a week therapy has shown little effect, and he has begun refusing to go to school. He has yelled at family members when confronted, but he is most often isolating.
Even at a young age, Katie was passionate about justice and superheroes. She collects comic books, pajamas, posters, movies, action figures, and video games related to her favorite superhero, Batman. Her peers entertain Katie’s passions for awhile, but eventually become bored with her unceasing talk of superheroes. Katie also obsesses about getting revenge on peers she feels have wronged others. Unfortunately, her acting out for “justice” has led to aggression and altercations with other peers. In addition, her slow processing speed makes her easily overwhelmed at school. Katie’s family tried alternative placements with little success.
Molly is a sensitive, compassionate young woman who enjoys social interactions. She struggles picking up on social cues and timing, such as telling jokes excessively or at inappropriate times. Molly’s undeveloped social skills cause peers to avoid or even bully her. In desperation for fitting in, she began bullying some of her peers. Her social isolation and cognitive difficulties are causing frustration and avoidance of school and homework.
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.