All Kinds of News for March 09, 2016
Valley View School (MA) announces the addition of Student Assessment and Family Therapy to its programming.
Each Valley View student now receives a full overall assessment by a team consisting of a licensed therapist, academic staff and residential life staff during the boy's first month of enrollment. The assessment process allows each department to evaluate the student's needs and determines which students will receive weekly individual therapy and those who may be resistant to or may not progress in individual sessions, but who may grow through the support and structure of the therapeutic milieu. The assessment also determines the student's academic strengths and weaknesses as well as his overall daily living requirements, which includes dorm life, activities, athletics and all other opportunities that will encourage and enhance his growth. A comprehensive treatment plan is then created for each boy and outlines his therapeutic, academic and residential life goals. The treatment plan is revised as necessary based on the student's achievements or continued needs throughout his enrollment.
Valley View is also pleased to announce the addition of monthly family therapy sessions via Skype. The family sessions are conducted by the student's assigned VVS therapist. Whenever possible, a family session may also occur during a family's visit to campus. The family therapy component is in conjunction with the services of parent coaching by Valley View's partnership with Parent Coach Professionals, LLC.
Meet our therapists:
Robert Ciottone, Ph.D. has provided private therapeutic services to Valley View students for twenty-three years. He earned a bachelor's degree with honors from Seton Hall University followed by a master's degree in Psychology and a doctorate in Clinical Psychology from the Catholic University of America. Dr. Ciottone also completed a two-year fellowship at the University of Rochester School of Medicine and Dentistry, which involved participation in the psychiatric residency program. For many years, he taught in the Doctoral Psychology Program of Clark University and has held appointments in the Departments of Psychiatry and Pediatrics at the University of Massachusetts Medical Center. Dr. Ciottone has served as the Director of Training at the Worcester Youth Guidance Center, as Executive Director of The Rhode Island Youth Guidance Center and as Chief Psychologist at a Harvard University psychiatric clinic during which he maintained a private practice in clinical psychology providing diagnostic psycho-therapeutic services for children, adolescents and families as well as consultation for school systems and businesses. Dr. Ciottone is a fellow of The Massachusetts Psychological Association and a diplomate of the American Board of Professional Psychology in clinical psychology and has more than thirty publications and research presentations.
Tom Nowak, Ph.D. began providing therapeutic services to Valley View students twenty-seven years ago. He received his master's degree in 1979 when he left his home in Wisconsin and moved to New York City where he landed a position at a counseling center for troubled teens. Dr. Nowak says, "Somewhat to my surprise, I found that I enjoyed the challenge and excitement of working with teens. In addition, I realized that positively influencing a person at this important transitional point in life could have profound effects that ripple through his or her lifespan." Dr. Nowak received his Ph.D. in Clinical Psychology in 1987 and decided to specialize in working with teenagers in his nascent private practice. His long relationship with VVS began "through an off-hand comment from a colleague. I called the school to inquire about any anticipated openings for a psychologist and after a succession of interviews, my 27-year collaboration with Valley View began." Dr. Nowak initially provided psychological testing and individual therapy to Valley View students. "I am confident that I have used my abilities and expertise to better the lives of many of our students over the years. However, I know that I have received in equal measure. From our students and their parents, I have learned profound lessons about life, love, rage, the nature of trauma, the challenges of parental anxiety, resiliency, the variegated nature of intelligence, and the jagged path to a positive sense of identity. I am honored to have been granted admission in to the lives of so many Valley View students and their families over the years. I look forward to continuing this exchange."
Fulvia Quilici Matteucci, Ph.D. has worked with Valley View students for the past fifteen years. She earned her master's degree in Clinical Psychology at the University of Rome in Italy in 1989. She then was invited to Clark University as a research assistant and a year later was accepted in the Clinical Ph.D. program. Dr. Quilici finished her Ph.D. while working at the Massachusetts General Hospital in Boston and completed her post-doctorate degree specializing in Children Clinical Psychology at MGH. She has been the Clinical Director of the Children and Family Services Program at Southern Jamaica Plain Health Center, an outpatient clinic at the Brigham & Women's Hospital at Harvard Medical School. She has also supervised pre-doctorate Psychology students specializing in children. Presently, in addition to her collaboration with Valley View School, Dr. Quilici has held a private psychotherapy practice in Boston since 2000. She bases her work with children on the involvement of the "social system" to which they belong (e.g. school, family, friends). She aims to promote developmental change encouraging to change the child as main actor, but also all the parts of the social environment in which the child can thrive.
Valley View School is a small, therapeutic boarding school serving boys in grades 6-12 since 1970. Our campus is situated on 215 acres of forests and rolling hills in the heart of New England just 75 miles outside of Boston. Valley View is a therapeutic community fostering the growth of our students through a well-developed, integrative program where supportive interventions and high expectations are balanced to create a structured and supportive learning environment.