An individualized treatment approach takes form beginning with a detailed examination of the application materials followed by a family interview. Once areas of strengths and difficulties are identified, specific modes of intervention are framed which complete each child's initial treatment plan.
Wediko offers four developmentally-keyed units:
Each unit has been carefully tailored to address age-specific lags in basic adaptive skills. Each unit is organized to help children cope more effectively with the internal stresses and social issues appropriate to that age range. Each unit envelopes boys and girls in a highly structured treatment environment which targets maladaptive functioning patterns which inhibit development in critical areas. The daily structure carefully contains conflict and manages inappropriate behavior thereby securing the psychological safety of each child. Children are channeled into a broad range of engaging activities and situations where new learning occurs. Incentives wedded with never-ending supports off-set skill deficits and propel children toward engaging tasks previously associated with failure.
Each group consists of 10 children and 5-7 staff. All staff - including cabin supervisors - live on the New Hampshire campus and are available on a 24-hour basis. Child and staff composition for each core group is carefully constructed and reviewed.
The core living group becomes the dominant force in each child's social development. Issues of give and take, sharing, delay of gratification, planning, negotiation and responsibility are dealt with daily on both an individual and small group basis. Group meetings are scheduled every day to help children increase age-appropriate verbal communication as they learn to address everyday conflicts more directly and productively. Events and rewards are contingent on collective effort which in turn makes group membership gratifying. Over time, our children become increasingly motivated to relate to one another in more productive, pro-social and appropriate manners.
Close relationships are formed between the children and staff. These special relationships often provide a sense of security permitting children to look at behavior, feelings and perceptions which interfere with productive functioning. As the staff-child bond develops, a child's knowledge of self and capacity to take responsibility for actions increases. Such movement opens doors for corrective experiences and new social learning.
Staff record detailed observations of each child during the program. These observations are used to refine treatment / education plans and provide the material for final progress summaries. At the end of the summer session, a comprehensive report is sent to parents describing the child's coping style, areas of strengths, problematic themes, successful intervention strategies and recommendation for future planning.