We believe integrity is paramount in our relationships with families and schools. We are committed to maintaining working relationships of transparency and mutual accountability.

We believe children learn not in isolation but within specific contexts or systems. Our approach to diagnostics and therapy will address not just the child but the child within their families and in their schools.

We believe that the success of the children we serve is dependent upon our ability to communicate clearly and compassionately with their parents, teachers, and administrators.

We believe we earn the trust of others by behaving in ways that are trustworthy.

We believe when conflict occurs, we have an opportunity to grow if we respond with equal measures of honesty and thoughtfulness, always looking to the best interests of the children we serve.

We believe that profit is best acquired as a byproduct of excellence. Those who pay for our services have a right to expect our work to be effective, creative, meaningful, and compassionate.

We believe that the evaluations of the children we serve are a serious matter. Our evaluation process will include the use of formal instruments supported by observational data in order to ensure high validity and reliability.

We believe that reports written on a child’s behalf play a significant role in the trajectory of that child’s future. As such, our reports will reflect clarity as well as quality and will undergo a rigorous peer-review process.