Little Keswick Education

“A copy of the form 990 is made available to all board members prior to filing”

“The conflict of interest statement is signed annually by board of trustee members and key employees, and potential conflicts are disclosed annually.”

“Compensation is reviewed and approved by the board of trustees and approved by the headmaster annually and comparable salary information is reviewed in setting compensation at an appropriate level.”

“Compensation is reviewed and approved by the board of trustees and approved by the headmaster annually and comparable salary information is reviewed in setting compensation at an appropriate level.”

“The organization makes copies of its governing documents, conflict of interest policy and financial statements available to the public on request. Requests should be sent to the organization's business address either in written form or via email to the head of school.”

“Keswick school was founded in 1963 as little keswick school by bob and libby wilson, two local public school teachers who started the school on their 25 acre farm (little keswick farm) outside of charlottesville, va. Initially a summer camp for their children's neighborhood friends, the need for a specialized school was quickly evident. In 2016, the school moved from the wilson family ownership to an independent not-for-profit 501 (c) (3) and continued to be run by the head of school, who has been in that role for the past 30 years. Founded 60 years ago as a private, therapeutic, special education boarding school for boys; the school continues that mission today through fostering nurturing relationships, intensive clinical interventions, and an individualized education for up to 36 boys in a highly structured and supportive environment. The student population is comprised of students who have a complex set of social, emotional, cognitive, and behavioral challenges who benefit from the developmental, relationship-based clinical model.”

“Clinical overview keswick school employs four full-time clinical therapists: a phd level licensed clinical psychologist as the clinical director; a phd level licensed marriage and family therapist; a master's level social worker licensed also in drama therapy; and a master's level social worker who also serves as a residential clinical advisor. The fifth member of the clinical treatment team includes a consulting psychiatrist who manages the psychiatric and ongoing medication management of all the students, including classroom observations, regular 1:1 student sessions, parent calls, and weekly clinical/administrative meetings within the immersive clinical model. Related service therapies in speech/language pathology, occupational therapy, and art therapy further add to the broader clinical team. All students receive weekly individual sessions with a clinical therapist, a biweekly family therapy via video conferencing or in-person if location and family systems allow for it, weekly small group clinical therapy, and psychiatric oversight and medication management. Additional related and academic support services are available according to each student's individualized needs. These may include any combination of the following: speech/social pragmatics: individual, small group, conversation caf, integrated; occupational therapy: individual, small group, whole group, meal mechanics, integrated; art therapy: individual; academic support in reading and/or math remediation. The clinical team directs an advisory team process, provides staff training, and consults on programmatic issues. More importantly, the clinical team works to guide and support the relationship-based interactions between all of the staff members and our students. The clinical-developmental model predicated on the knowledge that human development is primarily mediated and facilitated by interactions within important relationships, the school maintains a relationship-based model. Many elements of attachment, object relations, and interpersonal therapies are utilized in the approach to treatment. Additional interventions include strategies found in behavioral, cognitive behavioral, family systems, and experiential work. Because of the pervasive disruptions and challenges students face in their lives, the appropriate conceptual umbrella is broad enough to contain and address the widest array of needs and symptomatology. The clinical team at keswick school focuses on establishing and maintaining deep and evolving conceptualizations of students' complex and multilayered disorders. Optimal treatment and specific interventions are based upon comprehensive in-depth understandings of the underlying psychological and biomedical processes for each student. Traditional, solution-focused, or symptom focused therapies are not sufficient, as demonstrated by most of the students' treatment histories. Students do not typically benefit from traditional behavioral contingencies, insight-oriented therapies, or teaching methods; they often benefit from classic cognitive behavioral intervention, but not as the primary intervention modality. Therefore, a broad clinical-developmental model is used to address all areas of individual, relational, and social functioning. Change occurs primarily through immersion in a highly structured and predictable milieu, designed and calibrated according to the individual and group needs of our students. Collaborative goal-setting, direct instruction and positive practice of a set of functional goals provides the content for hundreds of relationship-based interactions each day. Carefully engineered task demands and contextual support ensure experiences of success with appropriate objectives. The types of functional goals targeted are defined thorough the social/emotional curriculum, which addresses objectives in executive functioning, interpersonal collaboration, competence in daily tasks and interactions, and social and relationship skills. Along with c”