Welcome to the Clinical Professionals Page:

Why pair with us?  We all want the best therapeutic outcomes for our clients.  We are learning how education about healthy traits can assist in a client’s motivation for change.  However many therapist have competing constrains on their time, and they may not have the forum to offer top quality marriage and family education.  Also many therapists do not have the availability to administer family assessments.  By refereeing your clients to us we can manage both of these for you.   

We can provide easy to access and top quality marriage and family education.  You can help your client access the level of education that you think will best help them.  For example: refer a client to listen to a specific podcast on a marital pattern that they struggle with, or they can read a blog article about parenting styles.  You may choose for your client to come back to your next session with a formal evaluation that allows you some insight or validation about their families interaction pattern.  For example you may have the family take the FACES or FAD assessment and come back to your office and show you the results.  They can even take RELATE a full marital evaluation.  You may want a couple or family to take a MAT, OQ, or URICA, on a weekly or monthly basis to track progress between sessions.  You can even up the level of education a client gets by referring to a marriage or parenting class that they can take online with others like them.  In this format they both learn and build a cohort of peers to normalize their experiences.   

Essentially we offer you a resource and partnership to improve your outcomes with little or no cost to your clients.  The payoff for you and your client can be great.  This is particularly true of families who are facing a crisis in their family.  Maybe a family is facing sending a family member away to costly treatment.  These treatments work best when the family makes required changes before the residential treatment is over.  If these changes do not occur the family will most likely slip back into old ways quickly after the residential treatment.  It is critical that families do all they can, to prepare for family change.  This is best accomplished with a variety of services not just one: residential, face to face therapy, and education.  By referring families to the education on this site, you increase the chances of success and that changes made in expensive treatment programs will stick around.   

This is not a “cure all” or a “fix”.  However that is why we are creating these resources, so that families and marriages can make changes stick. 

How change happens and how we help:  

To better understand this let me give some examples of what I am talking about.  Most people who go looking for treatment are often desperate and in crisis.  They are in the blame game: something or someone is broken and they want “it” fixed right now!  They identify who the problem is, label them, and pursue them to get help.  While this IP is getting help, those who blamed feel validated and relived but make little change themselves.  While in treatment we see improvements in the “broken” person so we discontinue treatment.  The IP reintegrates with the family but finds that symptoms are recurring.  Blame resumes and frustration and despair occur.   

A specific example could be: a child with ADHD:  the parents are flustered and blame the child for being so irresponsible with school and reroll the child in CBT therapy and maybe a residential school.  Improvements are made in attention and grades improve.  Parents declare the child “cured” and resume school and family as “normal”. The first two days go well, but then behavior and grades start to slip, again.  Within two weeks we have had a few major incidents.  CBT therapy resumes on an out patient basis.  By the end of the semester we are back to, or worse, than before.   

What happened?  Unless change occurs in three levels, not just one, change can not be maintained.  What are those three areas?  Researches Dr. Jeffry Larson and Thomas Bradbury identify them as: 1) individual traits (like the ADHD), 2) family traits (a positive or negative interaction style is one of the most important), and 3) context issues (like academics and peer group).