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Lutheran Family Services of Virginia > School-Aged Children > Therapeutic Day Treatment

Therapeutic Day Treatment

Lutheran Family Services of Virginia offers Therapeutic Day Treatment in the greater Winchester region. TDT provides services to help children ages K to 8th grade overcome the emotional and behavior issues that create barriers to learning so that they can participate more fully in the classroom and avoid unnecessary out-of-school placements. Our highly trained LFSVA staff works with students in the client’s school or other community-based site individually and in group settings at least one hour per day.  We provide services during the school day and through a four-week summer program.

Below are answers to some questions you may have about this program. For more information, please contact Kim Harrison at kharrison@lfsva.org or call 540.450.2782.

Why is TDT in the classroom?

  • TDT offers concurrent mental health treatment so that the student may continue to learn while working toward treatment goals.
  • The Treatment Specialist (TS) uses direct observation in the classroom to create an individualized service plan.
  • The TS may assist the teacher with the student as needed for behavioral or emotional redirection.
  • Once a successful intervention plan is developed, the TS offers assistance to the teacher to implement the plan in the classroom.

Who is your Treatment Specialist? What does he or she do?

  • The TS has a minimum of a bachelor’s degree in a human services field, along with experience working with children affected by mental illness, and is supervised weekly by a licensed mental health professional.
  • The TS develops positive reinforcements and other approaches to improve the student’s behavior and functioning in the classroom.
  • The TS has regular weekly contact with the student’s family.
  • Each TS typically serves 4-5 students throughout the day. As a result, we are unable to provide 1:1 services to each student, although we will give him or her our full attention in the event of a crisis.

Just a few other responsibilities of the TS:

  • Direct observation in the classroom
  • Assisting the student with anger management and social skills
  • Offering individual counseling sessions in the TDT office (as needed according to the Individualized Service/Treatment Plan)
  • Offering group counseling (sometimes during lunch) in the TDT office on a daily basis
  • Checking in with students to set goals or to assess progress toward achieving goals

What does the TS do outside the classroom?

  • The TS coordinates other services (medical, emotional, legal, transportation, and financial) for the student.
  • Facilitates group and individual counseling sessions
  • Serves other students on his/her caseload

How often will a student see the TS?

  • The TS will provide services to the child according to his or her specific needs, and as directed in the Individualized Service/Treatment Plan.
  • The TS will check in with the student throughout the day and provide crisis intervention as needed.

What are some common goals for students receiving TDT? What interventions may be used to assist students in achieving these goals?

Some common goals are to increase a child’s adherence to school and classroom rules, to express emotions in an appropriate manner, and to increase positive social skills. Examples of how a TS would help students achieve those goals would be to reinforce compliant behavior, teach facial recognition and appropriate responses during individual sessions, and reinforce all positive social interactions

We will need your understanding of the following:

  • To be admitted to TDT services, individuals must meet specific criteria.
  • The TS does not implement school consequences associated with referrals or discipline slips.
  • The TS defers to teachers and administration for behavioral consequences unless requested to assist in determining needs.
  • The TS is not a school employee, so he or she may not be left alone in the classroom with students who are not enrolled in TDT.
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