We are crazy enough to think we can change the world...
WHAT WE DO
We provide developmentally based psychological services (in English and Spanish) in Washington, D.C. schools, and the local community. Our developmental perspective is synthetic, trans-theoretical, and universally applicable to children and families of all ages across geography, ethnicity, and socio-economic status.
Because human psychological development is observable and empirical, we can focus on getting results.
We help kids meet their universal developmental milestones and master developmental tasks of childhood. These tasks include:
Building frustration tolerance
Communicating their needs
Advocating for themselves
Following multi-step directions
Understanding cause and effect
Cooperation in relationship
Understanding both "what" and "why"
Enjoying a full range of emotions
We also provide a range of on-site support for schools systems, educators, parents, and mental health professionals. These include:
Classroom-based mindfulness activities for teachers and students
Support groups for teachers
“Kid Talk”, RTI, IEP, disciplinary meetings, consultation, and management
Professional development trainings
Classroom management consultations
We don’t teach kids what to think… We teach them how to think.
Contact us to get started!
email@example.com or 202.780.9766
We know that development occurs in relationship. Not only do we base our treatment modality in this truth, we work with our clinicians to support their continued development both professionally and personally.
We prepare you to change the world, arming you with universal, trans-cultural, and trans-theoretical frontline developmental training that produces empirically verified results. Through monthly expert supervision workshops, support groups, peer supervision, in addition to intensive hands-on work with clients, you’ll gain the experience needed and develop the necessary skills to help people grow.
We engage you to expand your thinking and self-awareness, through directed self- observation activities and clinical supervision.
Gnosis means “direct knowing.” One cannot learn about themselves from reading a textbook. Self-awareness is a science of direct knowing. As psychologists, we must learn to empirically observe ourselves, and therefore, come to “Know Thyself” directly.
The view of the (DIR) model sees people as human beings, as developing (D) individuals (I) in relationship (R) to other human beings. Human development is universal in its basic stages and structures.
Seeing and understanding these universal basic structures in ourselves and others, allows us to also recognize our, and other’s, unique individuality. Although we all potentially develop along the same structural lines in life, we are each 100% individually unique. Our individuality is never captured and reflected by a label or diagnosis.
We are all beings in development, and all beings develop in relationship. Therapy is simply a consistent, intentional, structured human relationship, like operationalized “good enough” mothering. We help you see yourself and others and beings in development, and teach you how to assess and intervene in an individual’s structural psychological development.
Connected Psychology, the philosophy, and the organization, is a vehicle for universal values.
We value the ability to see and be, with the reality, that all humans, including ourselves are beings in development, capable of growth and change.
We value the ability to think, speak, and act independently and with integrity.
We value taking personal responsibility for ourselves and our circumstances, disrupting our psychological status quo, and empowering ourselves and others with knowledge and resources to change the world.
As Kant said, “The exterior is a reflection of the interior.” We teach people how to develop themselves, and others, in an empirically verifiable and repeatable way.
At Connected Psychology, you will have the opportunity to change the world, every day.
"This internship year at Connected has been both challenging and formative. The realities and situations I faced throughout the year have provided me with deep insights into parallel process phenomena and the ways groups (such as teachers and school staff) function when faced with painful and nameless emotions. My close experience with the ever-present disruptions characteristic of my patients' lives gave me a non-intellectualized, and in-the-bone-marrow understanding of the fundamental importance of the therapeutic frame and other basic aspects of the therapeutic process.” - Maria (2016-2017 Resident)