• Sustained concentration and problem-solving abilities on the job and within the classroom;
• Demonstrated tolerance of and adaptability to workplace and educational stressors;
• Ability to re-shape productivity around skill strengths while accommodating deficits;
• Demonstrated ability to constructively communicate work or learning related needs and concerns (self-advocate); and
• Demonstrated self-reliant behaviors in the workplace or classroom.
Recovery is enhanced and reinforced by meaningful care management, community, and work-based relationships. It is a service model of perseverance and continuously invites the client to elevate personal functioning and coping through self-awareness and skills building.

We practice the Recovery Model of psychiatric rehabilitation (William Anthony et al). The recovery paradigm is defined as the personal, unique process of changing one’s attitudes values, skills, and roles to maximize personal functioning. Recovery is functional (versus medical) and focuses on creating more meaning, purpose, success, and satisfaction in quality of life. Meaning and purpose develop as the client grows beyond the effects of the disability. The return-to-work, supported education, life management or other change process is based on similar recovery-oriented assumptions, including:

• Recovery occurs in the presence of symptoms, which may exacerbate or diminish through the process;
• The return-to-work and educational process is not guided by or a function of a belief about the impairing condition;
• Recovery has a multi-dimensional counseling focus for the individual - understanding of impairment, role functioning, and awareness of abilities or competencies.