Daniel K. Reinstein, Ph.D., is Clinical Director and Inclusion Program Director at the Community Therapeutic Day School in Lexington, Massachusetts, where he has been working as a clinical psychologist since 1981. In his current role, he has either worked directly or supervised work with hundreds of children and their families over the last 25 years. Dr. Reinstein has published widely in the area of brain research and has been the recipient of numerous awards and grants. He has trained in family systems work at the Family Institute of Cambridge and has published numerous clinical articles in newsletters. His work in the Boston area public schools is respected and valued and the programs he has directed have helped over a hundred children succeed in mainstream settings. He has given many lectures and workshops on a variety of clinical topics, particularly the role of inclusion for children with complex psychiatric and neurological disorders.
Hauptman, Foreword. Acknowledgments. Introduction. Part I: Philosophy and
Application. Therapeutic Philosophy. Part II: The Holding Environmentat
Community Therapeutic Day School. Diagnostic Evaluations. The Development
of an Individualized Educational Plan. Treatment: The Holding Environment's
Building Blocks. Part III: Creating a Holding Environment in Public Schools
. The Parents. Therapeutic Aides and Teachers. Individual Psychotherapy and
Adjunct Therapies. Part IV: CaseStudies. George. Kate. Bill. Matthew. Part
V: PublicSchool Case Studies. Melinda. Nathaniel. Van. Jonah. Sebastian.
Bernadette. Conclusion. Epilogue. Appendix. Endnotes. References. Index.
