​​Contact us:

T: 510.769.7100

F: 510.769.1824

​Find us: 

1910 Central Avenue

 Alameda, California  94501

The Phillips Academy admits students of any race, color, national origin, and ethnic origin to all rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national origin or ethnic origin in administration of its educational policies and athletic or other school-administered programs.

© 2019 by The Phillips Academy

THERAPEUTIC PROGRAM

Mental Health Services: Outpatient services, which include individual, group, and family therapy, are available for ERMHS (Educationally Related Mental Health Services) and MediCal eligible students. These services are provided through a contract between The Phillips Academy and Alameda County Mental Health or between The Phillips Academy and the school districts. The Academy has 4 full-time licensed mental health providers and one part-time to provide services to our students and their families and to work closely with our teachers to ensure that students are receiving a consistent and integrated service. Therapeutic modalities include cognitive behavior therapy, mindfulness, dialectical behavior therapy, art and music therapy.

Support Staff: The School Counselor, the Mental Health Specialist, and the Behavior Specialist all provide behavioral, social and emotional support to our students.  The School Counselor develops positive relationships with students to prevent crisis situations, is responsible for handling crisis situations should they occur, and supports students as needed. The Mental Health Rehabilitation Specialist consults with staff, conducts peer conflict resolution meetings, checks in with students,  and runs classroom groups to discuss school related issues. The Clinical Director in collaboration with the Dean of Students, the support staff and the teaching staff, conducts functional behavior assessments and develops Behavior Support and Positive Behavior Intervention Plans for students as needed, which the Behavior Specialist helps implement and evaluate.  The support staff assists the classroom teachers in integrating new students and in training new staff. These supports allow us to be proactive, providing students with what they need, and prompting their use of coping strategies so that they may develop self-regulation skills.

Student Socio-Emotional Development: Middle school students progress through a classroom level system at their own pace, acquiring increasing levels of self-management and trust, as they make gains in exhibiting responsible behavior. High school students  participate in community building restorative justice practices to develop their identity and sense of self,  while also learning to become good citizens and community members .  In addition, they recognize each other's accomplishments at the end of each day by posting a note indicating which of the expected school wide learner outcomes the students exhibited that day.  The high school celebrates these achievements with a monthly event.