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Each new student is fully assessed at Arrowsmith School so that we may identify his or her areas of strength and weakness and design a program of cognitive exercises specifically for that student’s particular learning profile.

The Arrowsmith Program is founded on neuroscience research and over 30 years of experience demonstrating that it is possible for students to strengthen the weak cognitive capacities underlying their learning dysfunctions through a program of specific cognitive exercises. 

Our program has proven effective for students having difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia.

The Arrowsmith Program is founded on two lines of research, one of which established that different areas of the brain working together are responsible for complex mental activities, such as reading or writing, and that a weakness in one area can affect a number of different learning processes. The other line of research investigated the principle of neuroplasticity, which is the ability of the brain to physically change in response to stimulus and activity, to develop new neuronal/synaptic interconnections and thereby develop and adapt new functions and roles believed to be the physical mechanism of learning.

The Arrowsmith Program deals with the root causes of the learning disability rather than managing its symptoms.

You may read more about the development of the Arrowsmith methodology in the book “The Woman Who Changed Her Brain,” by Barbara Arrowsmith Y

A number of television programs and interviews have been devoted to the work of Arrowsmith Program. A compilation of these programs describing the methodology of the program is available on our Videos link.

In other words, people cannot adequately learn and defend themselves at the same time. When parents, especially high-risk parents who are often under social and legal scrutiny, take the risk of placing their caregiving approach under a magnifying glass their attachment needs (for protection and comfort) are often activated.

what is needed is a system for differentially identifying each child’s attachment pattern and his or her parent’s caregiving pattern, followed by a specific treatment protocol assigned to that dyadic pattern. Such a protocol helps eliminate the potential problems of a “one size fits all” approach to intervention.

this differential assessment-intervention protocol would allow more standardization in the training of service providers and implementation of their services, as well as the replication of the success we have come to know in our current work.

The Circle of Security™ is a user-friendly map that we developed to teach attachment theory to parents.

When children feel safe, their exploratory system or innate curiosity is activated and they need support (either verbally or non-verbally) for exploration; As they are exploring, sometimes they need their parents to watch over them, sometimes they need help, and sometimes they need their parents to enjoy with them; When they have explored long enough, (or if they get tired or anxious, or find themselves in an unsafe situation) they need their parents to welcome them back. When they return, they need their parents to comfort, protect, delight in, and/or organize their feelings. We focus on the last piece because for many of the parents it is a new idea that children need help organizing their internal experience as well as the external environment. When the attachment system is terminated, children are ready to start the circle again.