By David S. Theis, DMH

Executive Director

As part of the historical social contract that created nonprofit organizations in America, agencies need to be accountable to the public, including consumers, funders, and donors. Central to accountability is an expectation of good outcomes.  It's certainly a fair question to ask "How much bang for the buck?"  Funders want to know that grants and contracts are being used efficiently and effectively.  Donors want to know "Is my gift making a meaningful difference?"  Consumers seek assurance that they'll get the help they need... at a reasonable price.

In our educational therapy work, we want kids to overcome obstacles to learning.  Before arriving at our clinic, children with learning differences have often experienced feelings of shame based on failure and frustration at school.  It takes time to establish trust with a child and gradually build the student's confidence in his or her unique learning abilities.  Academic progress can be measured by using standardized tests for reading, writing, and math.  But we also aim to improve the child's self-esteem and the development of self-advocacy skills in the classroom.

Beyond the classroom, where do we hope it all leads for a child's development into an adult?  A parent might say, "I just want my son to be happy."  Let's consider what this might mean.

A recent Stanford Magazine article summarized a campus panel discussion on the topic of "What is happiness?"  Responses included, "Happiness is a sense that you're progressing toward your life goals combined with the experience of positive emotions-that you want to continue doing what you're doing."  Some ingredients for happiness include 1) a combination of pleasure and meaningfulness in your life; 2) a sense of control and autonomy; 3) the ability to cope with stress and adversity; 4) a sense of progressing toward your life goals; and 5) connecting with others and contributing to our communities.

In the context of the Stanford article, happiness takes on many more dimensions than simply a good feeling.  Caring relationships, productivity, and fun all figure into happiness.  Perhaps "to love, to work, and to play" is not too far off the mark.

How do these definitions resonate with you?  Do you think that cultivating happiness should be the central goal for raising children?

With a very different perspective on Big Picture goals for youth, some educators are focusing on strengthening social-emotional learning.  A recent article in the San Francisco Chronicle addressed some innovative new school programs that ensure students become "better learners; better neighbors; better citizens, employees or bosses; and better team players."  As one principal observed,"If kids don't come to school prepared to collaborate, we punish them, blame their family, blame their neighborhood, blame their race, their socioeconomic situation, instead of reaching deeply to teach them."

The key components of social-emotional learning are: 1) self-awareness (recognizing one's emotions and thoughts and their impact on behavior; assessing one's strengths and limitations and possessing a realistic sense of confidence and optimism); 2) self-management (regulating one's emotions, including the ability to set and work toward goals, manage stress, and control impulses; 3) social awareness (empathizing with others; understanding social and ethical norms for behavior; and recognizing family, school and community resources and supports); 4) relationship skills (establishing and maintaining healthy and rewarding relationships by communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help); and 5) responsible decision-making (making good choices based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences, and the wellbeing of self and others.)

Ultimately, we hope that basic needs are always met for children: good nutrition, stable families, appropriate health care, and safe neighborhoods.  Beyond these conditions, we believe that strong academic and social-emotional learning skills will provide a foundation for long-term positive development.  For many families seen at Ann Martin Center, this foundation will help youth move up and out of poverty.  Ultimately, we wish happiness for all, especially when this includes resilience, purposefulness, and a sense of responsibility to the larger community.

By Laurie Lober, LCSW, BCD

Clinical Director

Meet our First Five clinicians!

Classroom Based Interventions

Urana explaining an art project to students at Sobrante Elementary

When teachers were asked how Ann Martin Center clinicians have impacted their perspective on children's behavior or their teaching, a teacher shared, 

"I'm learning to consider how the trauma our kids experience at home affects their ability to learn in the classroom.  It really opened my eyes to what my kids are going through and how to act/react toward their behavior and cater to their socio-emotional needs." (Teacher Feedback survey 2013)

Students from Sobrante Park Elementary School share their acts of kindness for families and fellow friends.

Students engage in a hands-on project as part of each week's module, designed to integrate and reinforce the concepts. Extra Kindergarten support provided by Gia DiNicola, PsyD with groups of students in high states of sensory-motor overload or withdrawal have been identified for small-group work and individual pull-out services, accompanied by targeted assessment, individualized skills development plans, and integrated teacher consultation provided by Occupational Therapist, Sheila Stosick, MS, OTR/L.

Kindergarten Consultation

Marie St. Pierre, ASW Kindergarten Consultant

Kindergarten Consultation services are provided at Brookfield Village and Markham Elementary by: Marie St. Pierre, ASW, Chris Rapaport, LCSW, Terra Morais, PsyD and Natalia El Sheikh, MFT. Helping Kindergartners and their caregivers make a good adjustment to elementary school is a major FF/PL Outreach project priority. Clinicians at all three school sites spend time each week in each of the Kindergarten and TK (Transitional Kindergarten) classrooms. Kindergarten Consultants provide weekly classroom observation, teacher consultation, focal classroom-based interventions with students needing extra support, parent guidance and identification of students in need of extra resources and referrals.

Over 80 Kindergarten students have been identified by classroom teachers for assessment, monitoring and tracking throughout the school year. Teachers are completing pre- and post- assessments of social/ emotional/ academic functioning to measure students' progress over the school year as a result of early assessment and multifaceted interventions provided within the classroom and school setting. 

The First Five/Project Launch Outreach Program is in the process of being documented as an "Instructional Manual" and as a short video documentary and will be presented to several prospective future funders. 

We are grateful for our First Five/Project Launch Team!

"My son really enjoys having an hour each week that is 100% focused on him. Our therapist really helped us through a difficult time with the death of his father this year.  His mood has been much more stable and he has been able to express himself in a more constructive way than before." (Client Feedback survey, 2013)

Meet our Bereavement Program team!

Our clinicians receive specialized training* in the intensive, open-ended treatment of complex and complicated mourning processes in children, adolescents, adults, and families.  Our primary goal is to facilitate grief and mourning in a developmentally responsive manner to help family members adjust to the loss. 

* We would like to acknowledge the generous support of the Sophia Mirviss Memorial Fund for funding the training component of our program for the past three years.

 Click here for more information about our Bereavement Program

My name is MaryAnn Richards Pearson and I have had the pleasure of serving on the Ann Martin Board of Directors for the past two years.  I was introduced to the Board by, Jerry Block, a long time family friend and Ann Martin Board Member. 

From the beginning, I've found Ann Martin to be remarkable in its commitment to treating the "whole child". From the Parent Education Programming to the new partnerships with outside service providers like Communication Works, their dedication to innovative care in this challenging field is truly inspiring.

I grew up in Berkeley and graduated from UC Davis where I studied Art and Psychology.  I first became connected with the Ann Martin Community when I took a position at the center as a learning therapist to gain some additional experience teaching reading, while pursuing my Masters and Teaching Credential in Special Education.

After completing my Masters, I began working at Children's Learning Center in Alameda as a head teacher. I worked with children with special needs who face social and emotional challenges, helping them to become academically and socially successful.  Prior to joining the board, I maintained a connection with Ann Martin by referring students to the center and working with students already receiving services.  Currently, I work with students with special needs as a Reading Specialist, and Sculpture teacher at the Phillips Academy, in Alameda.  In addition to the Ann Martin Board, I served for four years on the Parents Circle of Black Pine Circle, an independent school in Berkeley.  

In my spare time I enjoy hiking, skiing, gardening, and spending time with my family.   

David S. Theis, DMH

With  gratitude, we'd like to thank our sponsors, donors, and supporters for believing in the work that Ann Martin Center is doing in the community. 

Louise Muhlfeld Patterson  

Heart of Gold ($5,000)  

Hill Blackett, III

Jean Jarvis & Eric Havian 

Ann & Jon Reynolds 

Betty & Mark Simpson

 Advocate ($2,500)

Geoff & Alison Rusack

Jacquette S. Theis

Donations/pledges are as of 

March 11, 2014