young adult intervention services

Services are provided to young adults in college or working professionals who are interested in deepening their understanding of themselves and developing new skill sets to approach academic and work-related tasks.  Many adult clients who work with Dr. Carbone have been struggling with a sense that they have not achieved to their potential. Some adults may have a history of  attention, memory, and learning difficulties originating in their childhood. 

INTERVENTION PROCESS

A neuropsychological evaluation is often the first step in understanding a client's cognitive and learning profile. Using this process, Dr. Carbone can gather important information about a client's learning, cognitive, and personality style to inform the intervention process.  

An intervention plan is then developed to prepare the client to meet his or her individual goals. Individualized sessions are arranged during which time the client will have the opportunity to deepen their understanding of their instrinsic areas of strength as well as develop strategies to remediate and compensate for areas of weakness.   Underlying  domains that are targeted for intervention include:

• Working Memory - the ability to hold information in mind and use it.
• Inhibitory Control - the ability to master one's thoughts and impulses so as to resist temptations, distractions, and habit, and to pause and think before acting.
• Cognitive Flexibility - the capacity to switch gears and adjust to changing demands, priorities, and perspectives.
• Metacognition - the ability to think about one's own thinking (the processes used to plan, monitor, and assess one's own understanding and performance.
• Communication and Self-Advocacy
• Anxiety and self-doubt related to one's abilities

Based on a thorough understanding of  client's neuropsychological and learning profile,  strategies are developed to improve the following functional areas:

• Awareness of one's learning and cognitive style and how it relates to work and personal endeavors
• Management of procrastination and improved initiation of projects and assignments
• Improved scheduling and time management skills
• Improved project/task management strategies (e.g., writing for college, sequencing and organizing tasks)
• Improved study skills (e.g., effective time management, reading strategies, memorization strategies)
• Management of attention, reduction of distractibility and impulsivity  
• Improved effective communication and self-advocacy
• Management of emotions and anxiety in the context of work and academic pursuits