Looking back at 2021,a year full of growth and development
We support our students who will continue to take steps
Active Learning Center
Our Commitment & Mission
“We have tried every way to help the student, but he still can’t learn the language. What shall we do to better help him?
She has no physical, psychological, or neurological problems, but struggles with learning and language acquisition. Please help her achieve academic improvement. “
The Tree Group’s psycho-educational program helps promote a child’s delayed language and learning development through psychological-educational strategies based on clinical treatment and scientific research…[Read More]
Active Learning Psycho-educational Program
the Beginning
The history of treatment for learning difficulties with advanced psychological knowledge that began in 1896. Dr. Witmer did not turn his blind eye to the children with delayed language development who came into his clinic and successfully treated them by applying his knowledge in psychology to clinical setting…[Read More]
[ALC] 2021 Winter Intensive Program
[ALC] 2021 Winter Intensive Program Introducing School of Life –
[ALC] The Summer Term Begins: the Season of Violet Exuberance
School of Life – The Active Learning Program is in
[ALC] 2021 Summer Intensive Program
Introducing School of Life- Active Learning Summer Intensive Program! Program
[ALC] 2021 Winter Term and Seasonal Program
Happy New Year! We sincerely wish you a year fully
The Tree Group | Active Learning Center
The Active Learning psycho-educational program is an open-class system
that invites the parents to observe their child’s behaviors and progress together
with the clinician and to learn how a psycho-educational strategy works.
Dyscalculia – Part IV: Heritability and the effects of brain damage on numerical abilities
2022-04-27
If identical twins are found to be sufficiently more concordant than fraternal twins, then there is a significant contribution of genetic factors.
Dyscalculia – Part III: The Arithmetic Network
2022-03-22
Did you notice that there is an arithmetic network in our brain?
Dyscalculia – Part 2: Core deficit of the Number Module
2022-03-15
The number module refers to our innate ability of processing numerical information.
난산증 – 제 4장: 유전성과 뇌 손상이 연산 능력에 미치는 영향
난산증의 유전 가능성을 알아보기 위해 심리학자와 연구진들은 일란성 쌍둥이와 이란성 쌍둥이 간의 일치성의 차이를 비교하는 연구를 진행했습니다.
School of Life | Active Learning Center
In 2003, Dr. Cho did not turn his blind eye to the children
who lost all their hopes because they could not acquire the English language at their English-speaking schools and
started providing bilingual comprehensive psycho-educational assessments.
Scientific Scrutiny of Psychology & Psycho-educational Program
How psycho-educational program works?
There is no set-in-stone syllabus for our psycho-educational program.
Because every child’s problem is complex and diverse, the Tree Group’s clinical team is
dedicated to conducting research for each individual child
and build the individualized psycho-educational curriculum for the individual child.
Phase Zero is the preliminary stage where an individualized psycho-educational program is prepared. After completing the Comprehensive Psycho-educational Evaluation, the clinician delivers the evaluation results and feedback to the parents and school professionals.
종합심리교육적 평가 이후 Active Learning 프로그램 등록을 마치면 치료진은 종합심리교육적 평가 결과에서 나온 데이터를 분석하고 연구하여 초기 임상 및 심리교육적 치료목표를 설정하고 구체적 초기 치료계획서를 제공합니다.
[더읽기]
단계 2를 거치면서 치료적 효과가 나타난 임상적/심리교육적 전략들 가운데 집과 학교에서의 행동수정이나 학습적 진전을 위해 필요한 전략들은 다음과 같은 방법으로 전달되어 일반화 과정generalize 을 거칩니다.
[더읽기]
단계 4는 프로그램을 시작한 학기가 끝나는 3-4개월 뒤 치료진은 한 학기 간 진행된 임상 및 심리교육 세션 경과를 부모님에게 분기 피드백 세션을 하게 됩니다.
[더읽기]
단계 5는 프로그램을 시작한 지 약 2년이 경과되는 시점에 아이의 인지능력, 지능, 언어성, 정서행동, 사회성 등 초기 종합심리평가 결과에서 나타난 문제들이 어느정도 증진이 되었는지 재평가를 진행하고 분석하는 단계입니다.
[더읽기]
Upon completion of the registration in the Active Learning program, clinicians analyze the data from the Comprehensive Psycho-educational Evaluation results to set initial clinical and psycho-educational treatment goals and write detailed initial treatment plans.
After Phase 1, where initial treatment strategies are developed based on the IPEP and applied in treatment sessions until they become stabilized, clinicians continue with treatment according to the individualized treatment plan.
Among the clinical/psycho-educational strategies that have shown treatment effects during Phase 2, strategies that are necessary for a child’s behavior modification or learning progress at home or school go through the generalization process in the following ways.
In Phase 4, the treatment team provides a quarterly feedback session to parents on the clinical and psycho-educational progress the child has shown over the past 3 to 4 months, or a quarter term – Winter, Spring, Summer, and Fall.
Phase 5 begins after about two years in the program have passed. It is a step where clinicians re-evaluate and analyze how much the child’s cognitive, intellectual, linguistic, emotional behavioral, or social problems revealed from the initial Comprehensive Psycho-educational Evaluation have reduced.
The IPEP Individualized Psycho-educational Plan is indispensable for our psycho-educational treatment program to set in advance clinical and learning goals and treatment strategies according to the scientific procedures and to proceed with treatment systematically.
Unlike most educational settings where group-based classroom and curriculum are a norm, our individualized psychoeducational program is structured to treat one specific child’s impaired or delayed functions through psychological treatment strategies after identifying factors that contribute to delays in language acquisition and leaning as well as cognitive, intellectual, emotional, behavioral, social, and/or neurological problems that were initially identified in the results of the Comprehensive Psycho-educational Evaluation…
Our place,
It is the place where children who could not speak
begin to speak,
the place where children
who were confused with alphabet reading and writing
begin to clearly recognize written words.
It is the place where children who suffered silently
begin to make wonderful eye contact.
Children and their parents are presented with small miracles!
It is our place.
Active Learning Center of the Tree Group
Evidence-based Clinical Treatment Program Strategies
The basic program approaches of our clinical treatment that is rooted on psychotherapy use various treatment techniques and strategies depending on the symptoms. Clinical Treatment strategies are carefully chosen according to the major psycho-educational treatment areas.
Language Acquisition and Language Development Treatment Strategy
The basic program approaches of our psycho-educational treatment for language and academic development are implemented individually depending on each child’s current level of functioning. The guideline below introduces some of the treatment strategies researched and applied in our sessions.
종합심리평가 진행과 피드백 & 프로그램 선정
초기 개인 심리교육계획서 연구와 시스템 구축
계획된 커리큘럼에 따라 임상 및 심리교육 치료 진행
치료전략의 일반화과정과 유의사항 및 예방법
분기 피드백 세션
2차 종합심리교육적 평가와 프로그램 종결
Evidence-based choice of program according to the psycho-educational assessment
As a clinical institution, the Active Learning Center has accumulated sufficient data to serve a child with a specific problem with an appropriate treatment program. The recommended period of time and number of hours to be taken in each program were set based on the analyses of participants’ treatment progress since 2003.
These treatment programs which were designed based on an Individualized Psycho-Educational Plan (IPEP) include a full-day program, after-school program, and intensive programs provided during school breaks.
The Bridge Program is designed for English-speaking students who are experiencing language transition issues or psychological difficulties as well as Korean-speaking students with extensive language acquisition delays followed by difficulty in following the standard school curriculum.
The Stream After-School Program is a treatment program for students attending either English-speaking or Korean-speaking schools who experience delays in language development followed by learning and emotional behavioral problems at school.
The Summer/Winter Intensive Program is a full-day program that takes place during summer and winter breaks. For primary school students, it runs from 10AM to 3 or 4PM and for secondary school students, from 10AM to 5PM. It is comprised of at least 1 hour of clinical session per week along with 12 to 15 hours of psycho-educational sessions and 10 to 12 hours of ABCMM as well as group sessions centered around a specific treatment goal.
심리교육적 평가를 기초로 한 과학적 선택
저희 Active Learning 심리교육적 치료 프로그램은 참여하는 방식과 기간에 따라 아래와 같은 프로그램을 운영하고 있습니다. 모든 프로그램의 기간과 시간은 2003년부터 많은 학생들의 치료 경과 분석에 근거하여 설정되었습니다.
IPEP Individualized Psycho-educational Plan을 기초로 임상치료적 효과 중심의 프로그램은 전일 프로그램과 방과후 프로그램, 그리고 방학 기간 동안 진행하는 집중 프로그램이 있습니다… [더 보기]
브릿지 스쿨 오브 라이프 프로그램은 영어권 학교 학생들 가운데 언어이동문제Language Transition Issue를 가지고 있거나 심리적 어려움을 가지고 있는 경우, 한국어권 학생들 가운데 광범위한 언어습득 지연이나 지체가 심화되어 학교에서 제공하는 일반적인 학습 커리큘럼 내용을 습득하기 어려운 아이들을 위해 개발된 Full-day 종일 프로그램입니다… [더보기]
스크림 에프터 스쿨 프로그램은 방과 후 프로그램은 영어권과 한국어권 학교에서 언어습득에서 특정부분이 지체되어 있거나 이로 인한 학습적 문제와 함께 정서행동 문제가 있는 학생으로 일반 학교를 다니면서 취약한 부분을 치료해 나가는 프로그램입니다. … [더보기]
인텐시브 프로그램은 여름과 겨울방학 기간 동안 진행되는 Full-day 종일 프로그램입니다. 주1회의 심리치료 세션과 함께 개인 심리교육 치료세션이 12-15시간, 약 10-12시간 정도의 행동수정을 겸한 스스로 학습하는 ABCMM 세션으로 구성되어 있으며 치료목표에 따라 소규모 그룹 프로그램이 진행됩니다… [더보기]