Transitioning from high school to college is a significant challenge for most students. The characteristics of students who are most at risk to struggle transitioning include the following:

• Poor study skills
  
• Poor executive functioning (i.e. poor planning, organization, initiation, and time management skills)
  
• Poor attention and working memory skills
  
• Difficulty interacting with peers
  
• Perfectionistic or obsessive-compulsive tendencies 
  
• Lack confidence and overly dependent on parents 
  
• Poor impulse control and/or emotional dysregulation 
  
• High anxiety levels and/or depression 
  
• Unsure of career goals 
  

Who can benefit from our College Program?

Testing or Re-testing for Academic Accommodations: Students diagnosed with ADHD, a learning disability, Autism Spectrum Disorder, or any psychiatric disorder, such as a Major Depression, are eligible for academic accommodations.

Preparation for College - when the student or his/her parents anticipate that the student may have difficulty due to previous diagnoses or academic, social or emotional challenges.

Not coping academically/ socially/ emotionally – when the student is achieving poor grades, is lonely or homesick because they are not making friends, or feeling anxious and emotionally overwhelmed in their new academic environment. 

Unsure of career goals – when students are confused about their career goals, their motivation and consequently, their academic performance deteriorates. Vocational testing can assist them in identifying careers that suit their interests, aptitudes and personality. Vocational guidance can support them in selecting the required college courses to qualify for those careers.

Expulsion – when the student's mental health issues may be a mitigating factor related to the expulsion.

Medical Leave – when students cannot cope with academic demands resulting in emotional issues, they can be granted medical leave by the college to receive the necessary intensive treatment before returning to college.

Academic Suspension, Probation or risk of losing their Scholarship - When students who have mental health issues related to their poor performance need to appeal the above decision.

Assessment 

Rating Scales - the student's current attention, executive functioning, psychological, and social functioning are screened using a health history questionnaire and standardized rating scales to identify factors that may be undermining the student's functioning. 

Clinical Interview – the psychologist will evaluate the student's current functioning and identify any symptoms they are experiencing, such as, distractibility, mood swings, forgetfulness, suicidal ideation etc. The psychologist will also inquire more about factors identified in the screening process that may be related to the difficulties they are experiencing.

Standardized Testing - According to the rating scales and clinical interview, the psychologist will decide whether they need to administer some of the following tests to make a more accurate diagnosis:

• Cognitive testing: ADHD and working memory. 
  
• Neuropsychological Testing: traumatic brain injury resulting from an accident, concussion or brain disease such as meningitis.
  
• Psychological and Personality Testing: make a more accurate diagnosis and to obtain a profile of the student psychological functioning and personality traits.
  
• Autism Spectrum Testing: history of difficulty interacting and communicating with others resulting in them having difficulty making friends and suffering from social anxiety. 
  
• Learning Disability Testing: history of difficulties with reading, or math, or written expression. 
  

Treatment 

An Individualized Treatment Plan is developed for each student addressing that student's specific treatment needs identified in the assessment. 

Multidisciplinary Treatment Team works together to provide a wide range of treatment services to implement the treatment plan and monitor the student's progress.

Treatment Services focus on:

• Client Self-Management is the primary treatment goal to ensure the student receives the education and skills training to take responsibility, in partnership with their provider, for managing their symptoms. 
  
• Development of more effective coping skills using Cognitive Behavioral Therapy (CBT). This will help the student cope more effectively with the challenges they face at college. 
  
• Development of more effective executive functioning skills (i.e. organization planning and time management). Poor executive functioning is the primary reason students fail at college. Executive skills help the student set goals, get things done, and regulate their behavior and emotions.
  
• Development of better life skills to help them budget their finances and learn social skills. 
  
• Helping families with the difficult task of encouraging their child to function independently, yet monitoring their progress and providing the right kind of support.