At Stevenson, our focus goes well beyond textbooks, and in times like this we continue to hold safety and wellness as chief priorities. Amid the (… more)
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The therapeutic aspects of Stevenson are built into the structures and culture of the school and are woven into the fabric of our academic program. Key to this effort are the relationships formed between teachers and students, which are carefully cultivated by the staff. Stevenson’s counseling team includes four doctoral level psychologists, as well as a full-time pre-doctoral intern. The entire process is monitored and guided by the Clinical Director.
Stevenson students have the opportunity to utilize support services in the school’s counseling center, which is open throughout the school day. Students may ask to visit the counseling center as needed, or they may be directed there by a staff member. In the counseling center, interventions range from simply taking a time-limited break from class to individual counseling. Other interventions include dialectical behavior therapy (DBT) skills training and coaching, cognitive behavioral therapy (CBT), mindfulness, relaxation and imagery exercises, and functional behavior assessments. All efforts are geared towards helping the student succeed during the school day with the goal of helping the student remain in class or return to class in a reasonable amount of time.
The counseling center staff is constantly consulting, collaborating, and communicating with school staff, parents, and outside treatment providers as a way of ensuring the coordinated care of each student. Additionally, all students are required to attend outside therapy. This ensures that the student has a professional with whom to meet on a regular basis. An outside therapist for each student also serves as a professional available to explore and address difficulties that may have been identified in the counseling center in a more comprehensive way. Similarly, our clinicians work with parents to keep them informed about the social, emotional, and behavioral status of the student and help them more effectively respond to and support their child’s needs.
A powerful modality for helping adolescents develop a stronger, healthier sense of self is through group work. Our clinicians facilitate weekly student support groups in which 6-8 students meet to further their social, emotional, and behavioral skills, and learn new ways of coping with difficulties. Groups strive to create an atmosphere of compassionate support, honest confrontation and practical encouragement.
Rounds is a daily meeting that starts the day for all faculty and clinical staff. Together, the faculty and clinical teams share updates on student issues, address anticipated needs, imagine opportunities, and co-create plans based on group and individual needs. The clinical team uses the frequent connection with faculty to reinforce a cohesive therapeutic approach. Advisors and teachers also initiate student reports in the daily meetings, and the clinical team is then able to weigh in immediately, as well as conduct case studies for a deeper look at Stevenson’s learners.