A child who could not talk and suffered silently begin to make wonderful eye contact

How will psycho-educational treatment present small miracles?

The Brilliant Light of Gold @Gwangjoo, Korea, 2022-10. Yong Cho
Copyright @2022. The Tree Group All Rights Reserved.

In 2003,

Dr. Cho did not turn his blind eye to the children who lost all their hopes

His psycho-educational program gives a small miracle to children and their parents

Active Learning CenterㅣOur Commitment & Mission

Children who had to adjust to English-speaking environments are now experiencing secondary symptoms, such as depression, anxiety and behavioral problems. Our program aims to help these children with psycho-educational strategies based on psychological treatment methods.

Active Learning Psycho-educational Programㅣthe Beginning

Our Active Learning Center follows the steps of Dr. Witmer. Through scientifically valid psycho-educational evaluation of each student’s abilities, we aim to improve students’ academic abilities, and to decrease their psychological struggles.

It also aims to help parents lessen their own agony and suffering about their child, resulting in the development of a positive parent-child relationship.

Dr. Cho & Psycho-educational Treatment Team

Dr. Cho did not turn away from the children who lost all their hopes because they could not acquire the English language at their English-speaking schools. Instead, Dr. Cho started providing bilingual comprehensive psycho-educational assessments and treatments.

A seed,
waiting for the spring
embracing Colors of Lights

flowers aglow,
into a tree
it blossomed

season of LIFE
season of Truth
season of Liberation

We hear the sound of children
with unsung exuberance
and hidden happiness

Yong Cho, Ph.D.ㅣChief Psychologist, the Tree Group

The Active Learning psycho-educational program has two great differences that other educational institutions do not have.

This program runs on the basis of clinical treatment.

All participants are required to undergo the initial diagnostic interview and the Comprehensive Psycho-educational Evaluation to accurately measure their current states of cognitive/intellectual/academic/linguistic/emotional/behavioral/neuropsychological functioning.

The assessment data from these measures helps to identify the functionality of all developmental areas of a child, and makes an accurate diagnosis.

Attention Deficits & Hyperactivity

Attention Deficit and Hyperactivity Disorder (ADHD) in children and adolescents is marked by inattentive, hyperactive, and impulsive behaviors. The symptoms usually start before age 12 and boys are approximately three to four times more likely to be diagnosed with ADHD than girls.

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Cultural & Linguistic Adjustment

Adjustment disorder is diagnosed in individuals who experience significant difficulties adjusting to major life changes. Its behavioral and emotional symptoms include feeling sad and hopeless, worrying excessively, difficulty carrying out daily activities, feeling overwhelmed, withdrawing from social support, etc.

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Emotional Difficulties and Learning

Children or adolescents with depression, anxiety, trauma, and other family or peer related problems often display poor academic performance. If a child who showed average academic performance starts to display academic problems, this may be a sign of mild to severe emotional problems.

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“The Tree Group was my favourite place, I felt happy that I made new friends.”

Introduction to Memory

We often interchangeably use the two concepts: memory and learning. The two concepts are intimately intertwined, but they are of fundamental difference.

Dyscalculia – Part III: The Arithmetic Network

“While the functioning of the grey matter and white matter is essential for a successful arithmetical connection to be made, the dyscalculic brain shows anomalies of structure and activation in the parietal lobes.”

In 1896, Dr. Witmer from the University of Pennsylvania became the pioneer to apply psychological knowledge to clinical and educational settings.

He did not turn his blind eye to children’s delayed academic progress and language development and began providing treatment based on psychological research and knowledge.

This is the root of our Psycho-educational Program.

Psycho-Educational Treatment ProgramㅣStructure

In 1896, Dr. Witmer from the University of Pennsylvania became the pioneer to apply psychological knowledge to clinical and educational settings.

He did not turn his blind eye to children’s delayed academic progress and language development and began providing treatment based on psychological research and knowledge.

This is the root of our Psycho-educational Program.

Read More »

Psycho-educational Program, How it Works?

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.

It is a great gift for us to witness the small miracles that these children make.

Read More »

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.

It is a great gift for us to witness the small miracles that these children make.

person making clay figures

Treatment Phase 0

Phase 0 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.

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flowers meadow white flower

Treatment Phase 1

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. 

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my secret plan to rule the world book

Treatment Phase 2

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. Every clinical behavioral response which the child displays during sessions is recorded and shared with the entire clinical team.

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low angle photo of umbrellas

Treatment Phase 3

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.  

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yellow orange and red coloring pens

Treatment Phase 4

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. This feedback session takes place during the regular clinical session, and the primary clinicians review the initial treatment goals and explain how their Treatment strategies to achieve these goals have reduced the child’s problematic behaviors and improved his language or learning development over the past term.   

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shallow focus photography of red and yellow flower field

Treatment Phase 5

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.

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Testimonials of clients who participated our treatment program

 

It is the true story of clients who now create a new life

 

I Can Spell without Making Mistakes

“Students who experienced academic struggles due to unclear acquisition of alphabets when first learning English as their first or second language joined the psycho-educational programs at our School of Life – Active Learning Center.”

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:

1. A full-day BRIDGE program
2. After-school STREAM program
3. Summer/Winter Intensive Programs provided during school breaks. 

BRIDGE School of Life

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.  

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STREAM After-School Program

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.

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SUMMER/WINTER Intensive Program

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.

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There are exciting news and stories at the Tree Group everyday. 

 

The stories of individuals with life changing moments through psychological treatments. 

 

The stories of individuals who have learnt to regulate their emotion and behavior through Dialectical Behavior Therapy.

 

The stories of children with developmental disorders having opportunities to learn and acquire skills, giving hope to their parents and families.

The Lounge shares these stories.