Specializing solely in post-acute brain injury since 1982

Day Program

Rehabilitation following a brain injury does not, and should not, be expected to, follow the usual medical model. When physiologic damage to the brain occurs (e.g., shearing/stretching of neuronal matter, contusions, ruptured blood vessels, etc.), the damage is often permanent and irreversible. Rehabilitation, therefore, is the combination of remedial interventions delivered by licensed/certified therapists that are designed to deal with the residual functional and interpersonal consequences following acquired brain injury.

Treatment is aimed at enabling the individual to regain, to the highest degree possible:

  • competence and independence in living arrangements, self-care, and managing one’s personal affairs;
  • competence and reliability in relating to others (interpersonal and social adjustment);
  • competence and reliability in performing academic and/or work- related activities, which are relevant to determining future vocational/ academic potential;
  • a stable emotional adjustment to the disability, including the calm acceptance of the permanence of one’s brain injury, a positive, hopeful outlook on the future, and the improvement of one’s self-esteem.

TLC's Brain Injury Day Treatment Program addresses systematically and in an integrated fashion, the cognitive remedial, behavioral/emotional, interpersonal, and vocational aspects (when applicable) of the neuropsychological rehabilitation of the brain-injured individual.  Therapies are delivered by an interdisciplinary treatment team which consist of; physical therapy, occupational therapy, speech therapy, neurpsychology, case management, physician and nursing.

The Therapeutic Milieu Setting

The program is conducted as a therapeutic community. This creates conditions that facilitate the functional rehabilitation of the individual. It provides:

  • a safe and structured environment which optimizes learning;
  • a support system to help individuals learn to modify maladaptive behaviors, practice newly acquired compensatory strategies, build empathy for others and adopt realistic expectations;
  • involvement of significant others to achieve the desired transfer of learning from the remedial setting (program) into functional life.