Where young people can
find themselves and find their crew.
Struggles that develop in the child, teen and young adult years can often have significant long-term impacts if not addressed adequately. Yet teens and young adults are the least likely to seek the support they need. Therapists have also traditionally shied away from working with teens and young adults. At Succeed Healthcare Solutions, we don't believe in giving up. We believe in tackling the barriers that young people (and therapists) face in engaging together with therapy and making a long-term difference in young people's lives.
Our therapists will help you identify your needs and goals, and suggest a tailored therapy plan to help your young person meet their goals during our 3 session 'carer education package'.
Meet with one of our team to discuss what you appreciate most about your young person and to identify up to 6 areas where your young person needs a helping hand, using the MEYA Clinical Interview tool. These areas include behaviour, mood, rigid and repetitive behaviour, play and group work skills, conversations and friendships, and self-care skills. A needs list including ratings will be provided.
The therapist will help you to identify your most pressing needs to address first and set goals that are meaningful to you, as well as ways to start working towards your goals immediately. This information forms the basis of reviewing progress during therapy.
What are your most pressing needs?
Sample needs assessment
We help young people to learn new approaches to relating to others over an initial 10+ session program.
The Succeed Approach:
One of the reasons that young people struggle to make friends is because they are taught social skills that don't work, by well-meaning adults. Advice like 'walk up and say hello and introduce yourself', is not setting the young person up to be accepted by new groups or individuals.
Succeed Healthcare Solutions aims to impart skills that socially successful young people use. These might be quite different to what many people think.
The Succeed 'BIG KICK' Formula - our
3 session Carer Education Package
Identify long term goals for possible independence and work (ie. preferred age to achieve these). Map therapy needs backwards from there.
We need to keep prorgessing towards what's important, whilst addressing what's urgent. Otherwise, if we neglect to focus on what's important, it will eventually become urgent.
Discuss what the carer appreciates about the young person (via interview), and what the young person thinks they do well if 13+ (via online survey - coming soon).
Identify main areas of need with carer (via interview), and young person if 13+ (via online survey - coming soon). Rate the severity of the needs out of 10.
Whilst keeping what's important in mind, we also believe in addressing what's urgent, in order to support families, reduce stress, and improve well-being.
2 hour investment.
Prioritise the needs with carer (via interview), and young person if 13+ (via online survey - coming soon), using a computer algorithm or carer/young person preference. Set short term goals with carer and young person if 13+. Children younger than 13 are involved in goal setting too throughout therapy. Their goals often tend to form the basis for rewards for effort when working hard on their skills.
Create the medium term strategic plan, taking into account the long term plan. Develop a Support Plan outlining the recommended services over the next 12 months including goals, services, and approximate costs.
1.5 hour investment.
Provide a carer education session to kick start the short term goals, and in time a young person (if 13+) education session on how to help them learn to achieve their own goals. This introductory session empowers the carer and young person with some of the skills they need, to work towards desired goals between therapy sessions.
1 hour investment.
Implement the Support Plan, such as attending clubs. Many clubs run for a set number of sessions. For clubs without an otherwise defined end date, progress towards specific outcomes will be evaluated after 12 sessions.
Review the needs and ratings approximately every 12 weeks. Feedback is regularly sought from carers and young people to ensure therapy is on track. Change tactics if needed.
Unsure where to start? Check out our unique 'Therapy Map' here. This provides an outline of useful services between the ages of 3 and 35.
Do I want to see therapists with broad skills covering lots of areas, or lots of therapists?
Would I prefer a clinic that has more specific knowledge, or more general knowledge?
Do I want therapy to fit into my life, or fit my life into therapy?
Do I want a clinic that focuses on meaningful activities, or individual skills?
Do I want to see a therapist with lived experience of parenting children with special needs, or not?
Go to the therapist that
doctors, teachers and other therapists trust, and have sent their own kids to for the last 10 years.
See our FAQ page for more information
WHAT YOUNG PEOPLE LEARN AT SUCCEED (click on an icon for more information)
What is Occupational Therapy?
We support people to engage in activities that they find meaningful:
- At Succeed, we don't thread beads - unless the young person has decided their goal is to learn how to do something like making friendship bracelets for their friends, which is then a meaningful task. If they need to work on handwriting, we'll help them with the actual task of handwriting, not beading or other similar activities.
- That also does not include practices like brushing a young persons' skin to attempt to change their sensory profile. At Succeed, if a young person has sensory differences, we'll try to help them understand how physiology works, and learn coping skills to handle their sensory superpowers. We'll also help their support team to modify their environment to accommodate their sensory needs. And we'll help them use their preferred sensory input (ie. scents, sounds, visual stimuli) to calm them if that interests them.
We aim to make therapy relaxed, inviting and relevant so you don't have to drag your kids along kicking and screaming.
Carers have enough stress to deal with already.
Leanne's daughter Amber shares how about how she uses Mightier Biofeedback for emotion control
Succeed is a place where young people feel like they belong rather than feeling like something is wrong with them. We focus on their strengths, interests and what they want to do. Don't be surprised if they bug you about when their next session is on!
How Succeed uses technology to engage young people in therapy
(click on an icon for more information)
We're working on incorporating more technology into our services to help young people to feel more comfortable to share their thoughts.
Check out how Leanne Hopkins and her husband Paul taught their special needs kids to ride a bike
What makes Succeed unique?
A lot, it turns out.
Therapy + Socialising +/- Exercise = Increased Opportunity for Success
based therapy for socialisation whilst learning new skills - in clinic, at YMCA, at Northside Indoor Sport & Fitness, or online. Most suitable for young people of low average intellectual function and above who are able to speak in sentences.
Time limited individual therapy to target specific needs, often via videoconference. In clinic available subject to negotiation.
Focus on achieving meaningful, functional outcomes.
Accountability - track session satisfaction and outcomes. Seek ongoing feedback on whether our approach is working for you, and change tactics if needed
Shared decision making process with carers, teens and young adults. We're a team.
Strengths-based approach to help carers and young people to see their own strengths and coping abilities.
Encourage caring, open and honest communication.
Timely and responsive to your needs.
Evidence-based therapy for kids, teens and young adults such as with Autism and ADHD. This is a combination of reserach, clinical wisdom and client preferences.
Choice and convenience. In person, online (via Zoom) or DIY. Before school (7.30am), limited 'after school' (2.45pm+), Wednesday evenings (6pm) and Saturday sessions
We journey with you through many life stages and transitions. The brain is neuroplastic (can change) most of our lives, so we seek to re-engage teens in therapy.
We often combine physical activity with therapy to address both needs at once.
Didactic learning - two way discussions that help teens to feel like they have come up with the 'rules' for the skill themselves, so they are more willing to accept them
We use the 4P's strategy and help young people reflect on what they did well and what they would like to focus on next time
Positive culture with a team who love their jobs. We are clear on what we can offer, so we can do what we do in a sustainable way.
Innovative - we're constantly reinventing ourselves, designing new programs to meet customers' needs
We teach skills that most people would benefit from learning in life.
We set homework between sessions so the skills are implemented in everyday life where it counts. We suggest resources that families can work through themselves between sessions to accelerate progress.
We map therapy backwards from your long term goal. What age do you want your young person to try and achieve independence/work by? This guides the type and how much therapy the young person needs.
We take a developmentally appropriate approach. 1. Personal care. 2. Domestic activities. 3. Community activities 4. Work.
We believe that young people need to see positive results of therapy in their own lives. This motivates them to stay engaged. We want them feeling hopeful that they can be helped.
Our programs offer an overview of skills and then drill down from there if needed. This provides a number of tools in the toolbox for families to choose from in a shorter period of time.
Our teen programs have been specifically designed for teens, so they don't come across as 'childish'. Our young adult programs have been specifically designed for young adults.
We try and get inside young people's heads to understand how they think. We then try and meet young people where they are at rather than expecting them to meet us where we are at.
We see therapy for neurodevelopmental conditions like helping young people to put together pieces of a jigsaw puzzle. They already have the pieces, and can benefit from assistance to join them together.
We work with carers who are willing to engage in the therapy session (where needed) and actively support their young person to work on skills between sessions.
A lot of our therapy involves up-skilling the carer who functions as the young person's coach. This is how skills taught in a group are tailored to individual young people's needs.
We pride ourselves on being thought leaders. For the last 10 years we've been on the forefront of cutting edge assessment tools and therapies.
We're ethical - we only accept young people into our teen and young adult PEERS programs if they voluntarily want to learn the skills.
We're here to support carers and try to make their lives a bit easier (in the long term), and to help them feel less worried about their young persons' future.
We know how tough it is to find accepting peer groups for young people to hang out with. Hence we combine therapy with socialisation.
We believe in working collaboratively with schools and other providers to benefit the community.
What is the 4 P's Strategy for Social Coaches (carers and therapists)?
P Priming - Go over the rules and steps before practice
P Prompting - Use buzzwords and phrases during teachable moments
P Praising - for any attempt to use the skills, using buzzwords
P Providing corrective feedback using a PRAISE SANDWICH:
1. Start with praise using buzzwords
2. Give corrective feedback using buzzwords or encourage self-reflection
3. End with praise.
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