The staff at LICCT specialize in the diagnosis and cognitive-behavioral treatment of many psychological disorders and life problems. What we do at LICCT can therefore be broken down into two related parts, diagnosis (psychological assessment), and treatment. Correct diagnosis at the beginning of treatment (intake) is extremely important in order to focus treatment, for patient understanding and collaboration, and for professionals to communicate accurately about patients. Ongoing assessment of a patient’s difficulties and functioning in response to treatment are also essential for treatment to work effectively. For patients (children and adults) with behavior problems, a detailed functional behavioral assessment (FBA) is essential to effective treatment.

Psychological Diagnosis of Children

For younger children, this usually involves three sessions, older children and adolescent often take only two sessions. Since parents are the most accurate source of information about their children, because parents observe their children so often, and because a strong alliance with the parents is essential to treatment for the child, the first session involves meeting with the parents only. During this session, a thorough history is taken, and important information about the child’s behavior and functioning in various places and with different people is collected. The parent is also encouraged to submit reports from schools and other professionals for review. The parent is given rating scales to complete about the child and often is asked to give similar rating scales to the child’s Teacher. At the next session, usually with the parent present, the child is interviewed as the therapist develops rapport and trust with the child in order to increase the accuracy of the assessment. With the assistance of the therapist, the child completes valid and reliable rating scales that were developed to accurately measure symptoms and behaviors in children. Finally, an "informing" session is held with the parents during which the data is reviewed, a diagnostic impression is discussed, and treatment recommendations are formulated.

Some children have a long history of attempts at accurate diagnosis by different professionals, but the parent believes or feels, that the diagnosis has never been correct or sufficient. In cases where a thorough psycho-diagnostic work-up is warranted, parents can opt to partake in LICCT’s SUNDAY CHILD DIAGNOSTIC CLINIC (pdf).

Psychological Diagnosis of Adults

At the beginning of treatment, the therapist collects information essential to appropriate and accurate psychological diagnosis. The patient provides information about their history, their present situation, and their present functioning in different places and with different people. Mental status is carefully examined, and various rating scales that measure the presence and absence of various symptoms are administered. At the second or third session, the data taken at intake are reviewed, a diagnostic impression is discussed, and treatment recommendations are formulated.

Functional Behavioral Assessment

In order to effectively treat a behavior problem (for example aggression in children), it is essential to understand when, with whom, where, why and how the behavior happens and doesn't happen. This is called a Functional Behavioral Assessment because it answers the question "what is the function of the behavior?". A good functional assessment involves gathering information and data from as many good sources as possible, including parents and teachers, the completion of various rating scales, and interviews. Direct observation in natural settings can be extremely helpful as can testing of functional hypotheses by parents and teachers (e.g. testing to see whether a child’s aggressive behavior increases or decreases after it is ignored). Because functional behavioral assessment leads directly to appropriate and effective behavioral intervention, FBA’s are often required by state or federal educational law when students have behavior problems in school settings.

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Individual Therapy for Adults & Children

Adults seeking treatment for personal difficulties or psychological problems are typically seen in weekly individual sessions. In order to help patients become independent, as progress is made, patients are encouraged to schedule sessions every other week or monthly. In cognitive behavioral therapy, the patient is warmly engaged in dialogue focusing on correcting irrational thoughts that lead to dysfunctional behaviors and feelings. This is done collaboratively between the patient and therapist who agree upon the goals and methods of treatment.  

The approach for children who receive individual psychotherapy is similar, but always involves much participation of the parents. The parents provide essential information at intake and when their child is seen for individual treatment, the parent is often engaged in the treatment of the child during and between sessions. Consultation to the parents regarding behavioral parenting and child development is ongoing when a child is in individual treatment.

Couples and Marital Therapy

Cognitive-behavioral therapy works well for people in relationships with increasing happiness, satisfaction, and ability to get along. Helping couples learn how to communicate effectively in order to negotiate and compromise effectively is essential to a successful relationship. In cognitive behavioral couples therapy, this is accomplished by education, role playing, and direct practice. Other cognitive behavioral techniques used to help develop and maintain intimate relationships include; positive tracking, active listening, pleasure planning, mutually identifying and challenging marital assumptions.

Family Therapy

Cognitive behavioral therapy can help families cope more effectively with stress. As with couples therapy, helping families learn how to communicate effectively in order to negotiate and compromise effectively is essential to family harmony and cohesion. In cognitive behavioral family therapy, this is accomplished by education, role playing, and direct practice. As noted above, in most cases family sessions can also supplement and greatly enhance progress in cognitive-behavioral therapy for children.

Educational Advocacy

Children with psychiatric, developmental, physical, behavioral, sensory, and emotional disabilities are entitled by state and federal laws and regulations to special services and supports in public and private schools. Unfortunately, the system is not set up so that a parent can easily get such supports for their children. The staff at LICCT have thorough knowledge of both in diagnosing and treating children with all of these disabilities as well as the laws and regulations that entitle them to educational supports. By writing clear and accurate reports, by educating parents about their children’s rights, and by attending CSE and other school meetings, LICCT advocates that all the children it serves receive the necessary educational supports and accommodations that improve the likelihood of their success in school academically, behaviorally, socially and emotionally.

Professional Training and Supervision

An equally important aspect of the Long Island Center for Cognitive Therapy’s mission is a deep commitment to the advancement of cognitive-behavioral therapy through the training and supervision of mental health professionals. LICCT provide all levels of training of cognitive-behavioral therapy and behavior analysis from basic beginning student to advanced professional. The center is affiliated with several local universities (Long Island University, Hofstra, CW Post, Yeshiva U) and provides advanced training and supervision for doctoral externs and interns, and post‑doctoral fellows. The staff at the center also conduct cognitive therapy seminars, workshops, and symposia. These are intermittently offered through the center and/or in conjunction with various outside agencies and institutions. Advancing the science of Psychology through research is an ongoing commitment of the center and enables therapists to deliver the highest quality and state of the art interventions. 

Social Skills Training Groups

Based loosely on the Skillstreaming Model (Goldstein & McGinnis, 1997), these ten session groups are for children who would benefit from a structured curriculum that teaches skills including but not limited to basic manners, apologizing, complementing others, appropriate expression of feelings, managing anger, staying out of fights, avoiding trouble, sportsmanship, problem solving, resisting teasing, assertiveness, and making and being a good friend. Parents are regularly informed about their child's progress and are given methods to assist their child with how to apply (generalize) these newly learned social skills in the real world. 

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