Blog-Childhood Depression-FeaturedImage-01

Is My Child Depressed? What You Should Know About Childhood Depression

What the Numbers Show

Research has shown that children, even babies, have experienced depression. In the United States alone, research studies suggest that up to one percent of babies, four percent of preschool-aged children, five percent of school-aged children, and eleven percent of adolescents meet the diagnostic criteria for Major Depressive Disorder. Blog-Childhood Depression-Main-Landscape-01

It is important to understand the risk factors and symptoms of childhood depression to help your child receive the necessary therapeutic interventions. Suicide is the second leading cause of death for children, adolescents, and young adults aged 10 through 24 (http://jasonfoundation.com/prp/facts/youth-suicide-statistics/). Suicide is significantly linked to depression, so early detection and diagnosis is critical and sometimes even life-saving.

Symptoms of Childhood Depression

Just like adults, children are capable of changes in mood, expressing negative thoughts, but are more likely to show depressive symptoms in behavioral ways. For example, a child experiencing depression may complain of fatigue, stomach aches, headaches, or experience irritability, changes in appetite, and changes in sleep patterns. These physical symptoms, often known as somatic symptoms, are expressed physical aches and pains that are real experiences for your child, although they have no known medical causes. These somatic complaints are often common in children who experience depression. It is important to rule out physical illness or other medical problems with your pediatrician if your child is experiencing these symptoms.

What Parents Can Do to Help

Parents are a child’s greatest advocate and support, so it is important to know what to do to help your child if you suspect that he or she is struggling with depressive symptoms.

  • Talk about depression with your child. Support and encouragement through open communication help your child feel comfortable to express his or her feelings. This lets your child know that he or she is not alone, is loved, and understood.
  • Talk with your child’s pediatrician. Mental health is just as important as your child’s physical health. If you notice your child is experiencing symptoms of childhood depression, call your pediatrician to alert him or her of your child’s emotional concerns. Your pediatrician may recommend a diagnostic screening or refer to an outpatient licensed therapist.
  • Don’t ignore it! Depression is a serious mental illness that cannot be brushed aside or ignored. Ignoring your child’s emotional concerns will not help your child obtain the treatment that he or she needs to overcome depression.

Treatments Offered

Depression is a treatable illness with success rates of up to 80% for children and adolescents who receive therapeutic intervention. The other 20% may respond well to medicinal interventions along with traditional therapy (https://blogs.scientificamerican.com/mind-guest-blog/what-adults-need-to-know-about-pediatric-depression/). Recommended treatments include play therapy, family therapy, and individual talk therapy, including cognitive behavioral therapy (CBT) that helps children re-frame their negative thinking patterns to help them change their self-perception and consequently, improve their mood. Cognitive behavioral therapy is goal-oriented, problem-solving focused, and is one of the most commonly used interventions to treat depression.

Medicinal options are another commonly used treatment for children who experience depression, with the goal of reducing depressive symptoms. The majority of children who take antidepressant medications will be able to stop their medication with support from their pediatrician or psychiatrist when their symptoms improve. It is important to note that the use of antidepressant medication for children and adolescents may carry a higher risk for suicidal thoughts for this population. It is imperative to receive ongoing medication monitoring to assess risk of side effects and other interactions.

I Think My Child is Depressed. What Should I Do?

If you suspect that your child may be experiencing depression, it is recommended that you contact your pediatrician. Share your concerns and plan for a medical evaluation to begin the diagnostic process. If medical testing shows no other reason for the fatigue, stomach aches, headaches, sleep, appetite changes, or sadness that often come with depression, a licensed mental health professional will evaluate further to determine the most appropriate treatment plan.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Social Work

Blog-Contact Sports-FeaturedImage

The Benefits of Contact Sports: Why Your Kids Should Participate

The football draft just completed and the season is right around the corner. And while it may not seem like it now, summer is almost here. All of this means children are and will be interested in getting out there and participating in organized contact sports. But what about the risks of a concussion or other injury? Blog-Contact Sports-Main-Portrait-01

While the risk of injury will always exist in contact sports, there are also many benefits to sports. Further, much progress has been made regarding awareness, and today, families and coaches have a better understanding of the signs and symptoms of concussions. Many experts agree that the benefits of being active and playing sports outweigh the risks of possible injury.

Benefits of organized contact sports include:

  • Respect: Children learn to listen to and respect teammates, coaches and officials. Also, children learn to follow rules and respect opponents.
  • Teamwork: Organized sports teach children to work with and help teammates in order to achieve a common goal. There is no “I” in team!
  • Discipline: Sports show children that discipline and playing by the rules are valuable assets. Penalties will only set you back!
  • Organization: Participation in organized sports teaches children how to stay organized and responsible. They have to be on time, take care of their equipment, and organize amongst themselves in order to succeed.
  • Protection: Through organized sports, children learn to protect themselves, teammates, and opponents.
  • Confidence: Organized sports improves a child’s self-image and confidence. Moreover, sports teach children that they can improve their performance through hard work and practice, a valuable lesson.

And of course, children benefit from regular exercise and activity. Organized sports increase a child’s physical health and cardiovascular conditioning and decrease the risk of childhood obesity.

Here are some ways you can keep your children safe while they participate in contact sports:

  • Be vocal about safety. Engage coaches, officials, and league organizers in conversations about safe and fair play. Discuss these topics with your children as well.
  • Ensure safe and proper equipment. Depending on the sport, make sure your child is dressed in proper equipment, such as helmets, pads, and proper footwear. Make sure all equipment fits properly in order to maximize safety! Discuss your child’s equipment with coaches and league organizers if you aren’t sure.
  • Be aware of concussion signs and symptoms. Headaches, dizziness, imbalance and nausea are the most frequent indicators of concussions. Unconsciousness is not a requirement!
  • Be aware of concussion treatment guidelines. If a concussion is suspected, stop activity immediately and have the child seen by a doctor as soon as possible. Rest, both physical and mental, are key to recovering from a concussion. That, of course, means a break from physical activity, but it also means a break from school and TV.

With awareness and proper precautions, your child can experience the many benefits of organized contact sports in a safe and fun way!

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Meet-With-A-Physical-Therapist

Blog-Fidget Spinners-proscons-FeaturedImage-01

Pros and Cons of Fidget Spinners for Kids

If you have children I am sure that you have come in contact with the latest social craze. Fidget spinners. In the past several months there have been Pokémon GO, Minecraft, Roblox, and even YouTube. Like all of these fads, there are positives and negatives for children to using fidget spinners. Blog-Fidget Spinners-proscons-Main-Landscape-01

Pros of fidget spinners:

  1. Good social activity – Children often like to be a part of something that is going on. Having children partake in this healthy activity will help form bonds with other children and be topics of positive communication.
  2. Helps stay focused – Children who have been diagnosed with ADHD or other cognitive impairments are more successful in an activity or assignment if they are able to control their body and movements. One way of accomplishing this is to provide a fidget or other object so their body can get the needed stimulus without them having to leave the classroom or activity.
  3. Helps children get input they otherwise wouldn’t – Similar to play therapy, where a child is engaged in an activity to help them process events that they wouldn’t otherwise be able to, children who use fidget toys are able to get the sensory input they need to help them be successful. Because this sensory input is so important and can come from fidget spinners, we recently published another blog: Fidget Tools: The Bottom Line. In that blog, you will read about the importance of self-regulation when it comes to learning and why a fidget spinner may be necessary for certain children in class.

Cons of fidget spinners:

  1. Not all children are the same – Not all children require the same amount of sensory input to be successful. For the children who do not need it, the fidget toys becomes just a toy and distraction.
  2. Schools are banning them – Because they are becoming a distraction, many schools have been banning them causing students to find other ways to hide them or get around the rules. This can be even more distracting to the child in turn causing the child not to focus or learn in school.
  3. All in moderation – Similar to the other latest fads, when not used properly they do not function in the same manner. When children over use the fidget or do not use it for the intended purpose it just becomes the latest and greatest toy.

If you or your child are wanting to purchase a fidget spinner think about the reasons behind the purchase and decided if this spinner can be beneficial to the child’s learning or will just be a toy they are bringing to class.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Social Work

Blog-Fidget Spinners-FeaturedImage-01

Fidget Tools: The Bottom Line

A fidget tool is one sensory strategy used to help children achieve self-regulation. Self-regulation is the ability to maintain an optimum level of arousal in order to participate in daily activities.Blog-Fidget Spinners-Main-Landscape (1) Self-regulation is a critical component of learning, as it can impact a student’s attention, emotional regulation and impulse control; a child’s performance in the classroom is directly related to his regulatory state.

A child’s nervous system, specifically the sensory system, needs input to help achieve a regulated state to successfully complete tasks. The theory behind fidget tools is that it provides a sensory experience to increase self-regulation, attention, participation and performance.

During the school day, a child’s body works tirelessly to perform the functions necessary to participate in the classroom. Children need:

  • Muscle control and endurance to sustain a seated, upright position to sit at a desk or on the rug during circle time.
  • Auditory attention to attend to instructions and lessons, while also blocking out surrounding sounds of peers chattering, shuffling papers or chairs scooting across the floor.
  • Visual attention to read work instructions, look at the teacher during lessons and complete written work, while also blocking out other visual distractions around the classroom.
  • Impulse and body control to keep hands, legs and other body parts from touching objects or peers nearby.
  • Emotional control to regulate emotions when happy, sad, confident, frustrated or embarrassed throughout the day.

For some kids, the demands of the classroom environment exceed what their bodies can handle. This isn’t due to a lack of intelligence or willingness to learn; it stems from difficulty coping with a neurologic system that isn’t organizing and responding appropriately to a variety of sensory stimulation from the external world.

The result of a child’s inability to organize his nervous system during the school day is an increase in behaviors that are often deemed inappropriate or distracting in the classroom. Such behaviors may include inability to sit still, wandering around the room, constant touching of objects or peers, laying on the floor, emotional outbursts, not following directions or not understanding how to complete a task.

These behaviors are actually how the child attempts to regulate his body to participate in the classroom. To minimize these behaviors and increase positive participation, it is important that the child is set up for success by providing individualized strategies for him to sustain a regulated state throughout the day.

One of these strategies is the fidget tool. I frequently recommend that my clients use a fidget tool in the classroom to help sustain attention and increase performance. Fidgets come in a variety of forms including Koosh balls, stress balls, small weighted balls, small figurines or fidget spinners.

Fidget tool recommendations are always given with the stipulation that the student must understand that the fidget needs to be used appropriately. I suggest that the parent and teacher review appropriate uses for the fidget with the child (i.e keeping the fidget in the hands, under the desk in the child’s lap), inappropriate uses for the fidget (i.e. throwing the fidget, rolling the fidget, giving the fidget to a friend) and the consequences for inappropriate use of the fidget (i.e. having the fidget taken away). Laying out clear guidelines for the use of the fidget helps students know the expectations and follow the rules.

While several schools have banned the use of fidget spinners in the classroom due to the craze they have caused, as an occupational therapist I support fidget tools as a sensory, regulatory strategy, as long as clear expectations are set and rules are followed. I have seen great success in my clients’ performance and attention when they use fidgets appropriately and not as a toy.

Does that mean my child needs a fidget spinner?

Fidget spinners or tools may not be suitable for everyone. Each person’s sensory system will respond differently to various strategies and may be needed at different times during the day. Some children benefit from fidget tools during writing activities, some may benefit from the tool during lecture periods and others may require use of the fidget more frequently. There may also be children who have difficulty with self-regulation where fidget spinners or fidget tools cause increased distraction or dysregulation. Check out our other blogs for ideas on other strategies that may be incorporated in the classroom to promote optimal performance.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Meet-With-An-Occupational-Therapist

Blog-Independence-FeaturedImage

Fostering Independence in Your Child

Picture this: your 6 year old carries his cereal bowl to the sink, leaving a trail of milk along the way. Your initial impulse might be to tell him to leave the bowl and let you take care of it. Blog-Independence-Main-Landscape

Picture this: your 11 year old daughter has just showered and washed her hair in less than 15 minutes and you highly suspect that either she didn’t use shampoo, or didn’t thoroughly wash herself, or both. You have the impulse to tell her to come over so you can check to see if her hair is thoroughly rinsed.

Finally, picture this: your 12 year old son is putting the finishing touches on his science fair project and you see that his poster is written in black ink with no additional color or pictures. You have the impulse to tell him that what his poster really needs is a pop of bold color to make it stand out.

What do these scenarios have in common? They are opportunities for our children to learn independence!

One of the toughest jobs of a parent is to allow a child to fall down, scrape a knee, lose a championship, receive a low grade, wear mismatched clothing, and tell a botched joke. Taking care of, preventing disappointment/messes/hurt feelings/embarrassment and a long list of other unpleasant experiences is part of the fabric of our parenting instincts, however, by doing these things we deny our children learning opportunities that they need as much as the shelter, food and love that we provide.

How do we foster independence? We accept the fact that childhood gets messy, uncomfortable, embarrassing, unpredictable and sad. We allow ourselves to feel the discomfort that we know our child may feel, and we tell ourselves that the feeling will pass and our child will be stronger and more resilient because of it. As we allow our child to pour his own milk, make her bed, select his outfit, style her hair and create that special Playdough, glitter and Styrofoam center piece, we promote problem solving, self-motivation, creativity and independence.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Social Work

Blog-IEP-Meetings-FeaturedImage

IEP Meetings From a Mom’s Perspective

I have worked for North Shore Pediatric Therapy for more than two years in the marketing department. I thought I was familiar with the many challenges families go through with their children, Blog-IEP-Meetings-Main-Landscapehowever, the idea of going through “the IEP process” never crossed my mind, until I had to.

When my son started kindergarten, we had some concerns about certain behaviors, but honestly really thought they were only phases. A few weeks into the school year as they began practicing drills, he had a severe panic attack requiring help from the school social worker. At that time, his teacher recommended he begin seeing the social worker more frequently and that led to our process of seeking a full evaluation to really understand him.

He was evaluated by Dr. Greg Stasi at NSPT and given a diagnosis of Anxiety Disorder and Sensory Processing Disorder. It was then that we were faced with the dreadful IEP meetings. I had heard so many stories of hardship parents faced when fighting for their child’s needs. As a result, I went into the process expecting a fight, and boy would they get one if necessary because in my mind, nothing was going to come between my child getting the help he needed.

Because of my job, I am fortunate enough to have access to excellent professionals and resources, who understand the IEP process, and who helped me prepare for the initial IEP meeting. I was ready for that day. And you know what happened? I didn’t have to fight. I was so fortunate to have a wonderful team wanting and willing to give my son everything he needed to succeed. Everything I was prepared to fight for was already part of their plan, too.

I know this isn’t typical, and so many families struggle to get their child’s needs met.

Here are some tips, from a mom’s perspective on how to approach IEP meetings to get what you, and your child, need:

  1. Be prepared. Those same resources I have access to because of my job…guess what? YOU have access to those same things! NSPT has so many blogs and infographics to help you begin your journey. Having a full neuropsych evaluation is a real plus as it lends a direction for goal development and is appreciated by the district staff.
  2. Be understanding. Understand that those on the other side of the table really do want to help. Often they are restricted by legal mandates. So you may find that there are questions you ask where they can’t fully answer.
  3. Ask questions. Don’t be afraid to ask any and all questions you have in order to understand each element being addressed. It goes fast. And they use a lot of terms you don’t recognize. Stop them and ask.
  4. Bring help. Don’t be afraid to bring outside support, such as a school advocate, to help speak on your behalf. They know the rules and can help you “fight.”
  5. Don’t sign the plan if you are not happy. You will be asked to sign the plan at the end. If you are not comfortable, don’t do it, unless it’s on the condition that you are requesting another meeting to go over the details again to re-write the goals.
  6. Hold Accountability. As the school year continues, don’t be afraid to check in on the team, the therapists, and the teacher to ensure all accommodations are being met.

Be the voice. Remember, you are your child’s voice. Don’t be afraid to speak up.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

New Call-to-Action

Blog-Gravitational-Insecurity-FeaturedImage

Gravitational Insecurity and Recess

Gravitational insecurity is a term that means an excessive fear of ordinary movement. Blog-Gravitational Insecurity-Main-LandscapeIt can also be characterized by a child being uncomfortable in any position other than upright, or fear of having one’s feet off the ground. Gravitational insecurity is a form of over-responsiveness to vestibular input. This input is detected by the Otolith organs, located in the inner ear. These organs detect movement through space as well as the pull of gravity.

Recess is a common time you may notice children having difficulties with gravitational insecurities.

Here are some common red flags that may indicate your kiddo is having difficulty with gravitational insecurity:

  • Avoidance of playground equipment that kids of similar age enjoy
  • Avoidance of swings
  • Fear of heights or uneven surfaces
  • Overwhelmed by changes in head position
  • Fear of having their feet off the ground
  • Overly hesitant on slides
  • Has difficulty tilting their head back to look up at monkey bars

If you notice your child exhibiting some of the red flags listed above, they would likely benefit from an occupational therapy evaluation and treatment focusing on sensory integration. Throughout therapy your child will receive graded vestibular information through a multisensory approach. Slowly, they will learn to integrate and process sensory information more effectively.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Meet-With-An-Occupational-Therapist

Blog-Speech-Apps-FeaturedImage

5 Best Apps to Work on Speech and Language at Home

  1. My PlayHome by PlayHome Software LtdBlog-Speech-Apps-Main-Landscape
    • A digital doll house that lets your child use everything inside. You can fry an egg, feed the family pizza, pour drinks, feed the pets, and more! This app does not specifically target speech
      and language skills; however, there are many ways it can be used to work on speech/language at home. While playing with the doll house, you can work with your child on pronouns, identifying actions (e.g., cooking, sitting), present progressive –ing (e.g., drinking), plurals (e.g., two apples), vocabulary (around the house), formulating complete sentences, etc. I also like to use this app as a motivating activity for children working on speech sounds. For example, I will say, “Tell me what the doll is doing with your good ‘r’ sounds.” There is also My PlayHome Hospital, My PlayHome School, and My PlayHome Stores.
  2. Articulation Station by Little Bee Speech
    • This app is fantastic for children working on speech production skills. The whole app is pricey, but beneficial for a child working on more than one speech sound. It is also possible to download individual speech sounds to target a specific sound at home. This app is motivating and excellent for home practice!
  3. Following Directions by Speecharoo Apps
    • Excellent app for working on following directions. Choose from simple 1-step directions, 2-step directions, or more advanced 3-step directions. These funny directions will have your child laughing and wanting to practice more.
  4. Peek-A-Boo Barn by Night & Day Studios, Inc.
    • My favorite app for toddlers working on expressive language skills. First, the barn shakes and an animal makes a noise. Have your child say “open” or “open door” before pressing on the door. You can also have your child guess which animal it is or imitate the animal noises. When the animal appears, have your child imitate the name of the animal.
  5. Open-Ended Articulation by Erik X. Raj
    • This app contains over 500 open-ended questions to use with a child having difficulty producing the following speech sounds: s, z, r, l, s/r/l blends, “sh”, “ch”, and “th”. It is great for working on speech sounds in conversation. Have your child read aloud the question and take turns answering. The open-ended questions are about silly scenarios that will facilitate interesting conversations.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Meet-With-A-Speech-Pathologist

Blog-Reinforcement-FeaturedImage

The Difference Between Positive and Negative Reinforcement

Trying to figure out different ways to approach behavior can be overwhelming and frustrating. One thing to always remember is to try and focus on reinforcing the behavior you want to see moreBlog-Reinforcement-Main-Landscape
than punishing the behavior you are wanting to decrease. Using positive and negative reinforcement can both help achieve the same goal of increasing the behavior you would like to see more of.

The difference between positive and negative reinforcement is simple. The use of positive reinforcement is adding something (typically something that is liked) to the environment after a behavior occurs that will increase the future instance of that behavior. The use of negative reinforcement is taking away something (typically something that is not liked) from the environment after a behavior occurs that will increase future instances of that behavior.

 Examples of positive reinforcement include:

  • Giving a praise after a specific appropriate behavior occurs and then that behavior continues to increase.
  • Earning a special treat after a specific appropriate behavior occurs and then that behavior continues to increase.
  • Getting a 5 minute 1:1 time with parent after a specific appropriate behavior occurs and then that behavior continues to increase.

Examples of negative reinforcement include:

  • Removing a chore from the chore list from the schedule after a specific appropriate behavior occurs and then that behavior continues to increase.
  • Taking away a specific school related task after appropriate behavior occurs and then that behavior continues to increase.

The key to making sure either type of reinforcement is working is to measure and track the behavior and see if that behavior is increasing over time!

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

Meet-With-An-Applied-Behavior-Analyst

Blog-Separation-Anxiety-FeaturedImage

Separation Anxiety and Sleepovers

Distress around separating from a primary caregiver can be very common among children and a normal part of development. Children from 1-year-old to about 4-years-old are in the process ofBlog Separation Anxiety Main-Portrait gaining confidence to be independent. Because of this natural part of development, symptoms such as worry, tantrums and clinginess when separating can be common.

If as your child gets older the fear of leaving a parent or caregiver does not decrease that could be a sign that your child is experiencing separation anxiety. Separation anxiety can be defined as intense nervousness around leaving a primary caregiver. Obvious signs of separation anxiety vary from children verbally expressing resistance to go somewhere or displaying unhappiness through crying, fighting or physically holding on to a parent/caregiver. The not-so-obvious ways children can display anxiety around separation can look like silence in a child who is usually talkative, shutting down or physical symptoms like being sick.

There are a number of factors that can attribute to nervousness and hesitation around separating from parents or caregivers. Lack of familiarity in a new environment, break in routine, fear that something will happen when they are away from their family or an over-bearing and clingy parent. If a child feels that their parent does not want them to leave then they will be more likely to fear leaving as well.

As children enter middle school and high school, sleepovers become a more common occurrence among friends. This can be a fun activity for some children or a source of anxiety for others. A sleepover to a nervous child can mean sleeping in an unfamiliar environment, not being able to say goodnight to a familiar person and losing structure/routine often found around bedtime.

Recommendations for parents to help ease their children’s separation anxiety and embrace the pastime of a sleepover are:

  1. Acknowledge and identify the fears that your child’s experiencing. Figure out what are they most nervous about and what are their expectations for the sleepover?
  2. Support your child. Let them know you are proud of them for becoming more independent
  3. Plan a fun activity to do together the day following a sleepover. Planning an activity together reassures your child that though you are encouraging them to do something on their own you are still there to spend time with them
  4. Figure out if there is a parent or caregiver that your child separates more easily from, then try to have that person drop off your child

Children with a healthy attachment to their parent or caregiver are most likely to feel confident when leaving. As a parent, make sure you are promoting your child’s independence while also making sure to be available for your child when they need you.

NSPT offers services in Bucktown, Evanston, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

Social Work