Get to Know Us
Stephanie Beck, MA, MEd, LCPC
"Kids who are impulsive or who struggle with attention are trying so hard! They just don’t have the skills that they need."
It can really affect their self-esteem…they can get things in their head like ‘I’m a bad kid’, or 'I’m lazy', when they are not at all; they are trying so hard! We can make a big difference by working on it together; like how can you focus more by taking planned breaks so homework isn’t such a chore. Let’s change your mindset: if you’re great at soccer, let’s work on moving that work ethic for soccer into math, or improving reading fluency.
"Back to school season is when we get to see all our hard work put into motion."
When the high school boy who was really stressed about tests comes in and says, 'hey I took the ACT, didn’t have any panic attacks and I feel like I did a really good job!'
Chelsea Gasaway, MS, LMFT
"Taking clients from lows to happy moments every day."
When a client comes in and they are at their lowest of lows, my ultimate goal is to make the hour they come to see me a place where they can de-stress…where they can be their truest of selves and don’t have to worry about anything else. From there, trying to generalize out of the sessions, and into their regular life.
"Parents always have the natural instinct for parenting, but not necessarily the training for intervention."
It’s tackling things from both ends. I give the tools to the child (or the teen), but also work with parents in order for them to better interact with their child.
Ashley London, MA, LCPC
"Teens know what they need...I put them in the driver's seat and help them steer the way."
Teens are the experts of themselves. They may need a bit of clarification, but they are the stage of their lives where they can take control...they know this is a trusted environment where they can be heard and not judged.
"What makes your child unique? I like to identify and build on their strengths."
I start with body mapping...what is it that your body is telling you? From there we go into different thinking areas and pair them up with animals; for instance, are we being the 'jumping to conclusions rabbit'? That way, they can remember these things.