Donna Shea, Founder of The Peter Pan Center, is a Social-Emotional and Parent Education Specialist holding a degree in Behavioral Science from Lesley University in Cambridge, MA. Since opening the Peter Pan Center in 2002, she has worked to address the needs of children who are struggling with behavior and social challenges. Donna brings 30 years of life experience to her work as a parent of two sons with ADHD, anxiety and sensory challenges. Donna is a consultant to schools, parent groups, and human service agencies. She is a seasoned public speaker and travels to bring workshops to groups and venues outside the local area. She has a certification in bullying prevention through the Massachusetts Aggression Reduction Center. She is also a managing partner of How To Make & Keep Friends LLC, a social education company that provides books, seminars, webinars, bullying prevention, team building for school systems and more. Read her interview with the Boston Voyager about how the Peter Pan Center came to be. To contact Donna directly, call 978/413-1965 or email email@example.com.
Lonnie R. Ouellette is a Parent Education and Behavior Specialist. Lonnie holds Masters degrees in Counseling and Psychotherapy and Counselor Education. She has a Graduate Certificate in Behavioral Interventions for Autism. She has worked as an administrator, clinician, education and behavioral consultant, workshop trainer as well as taught early childhood courses at the college level. Lonnie joined the Peter Pan Center for Social & Emotional Growth in the fall of 2014. She owns LRO Behavioral Consulting, LLC as a sole proprietor in addition to her partnership and collaboration with Donna Shea at PPC. At the Center, Lonnie facilitates weekly social skills training for children for an early childhood and teen population to promote the acquisition of prosocial behaviors, facilitate social communication, and further develop cooperative, and functional play skills to be generalized across settings. As a parent education and behavior specialist, Lonnie is available to meet with parents in her office for home consultation and/or parent training, as well as provide consultation and/or professional development to area schools both public and private. She has over 25 years of experience in the field of special education. To contact Lonnie directly, call 978/314-3647 or email firstname.lastname@example.org.
Jillian Goodrich is a licensed School Psychologist (NCSP). Jillian holds a Certificate of Advanced Graduate Studies degree in School Psychology from Worcester State University. She is certified by the Massachusetts Department of Education and the National School Psychology Board. She is currently a district-wide School Psychologist for the Winchendon Public School District, working with children from kindergarten to twelfth grade. Jillian has extensive experience conducting psychoeducational evaluations for children and adolescents of all age and exceptionalities. She has a particular interest/experience in neuropsychology and is looking forward to furthering her education, and experience within this field. Along with her expertise in the evaluation process, she has experience in school-based group counseling and behavioral/academic interventions. Some examples of services provided in group counseling include anger management, coping with anxiety/stress, and social skills development. She really enjoys working with a variety of students and is dedicated to improving outcomes for all students. Jillian started working at the Peter Pan Center for Social & Emotional Growth this past summer facilitating the Social Saplings Summer Program for preschool through kindergarten-age students. Jillian is available for parent consults, parent workshops/training, and independent psychoeducational testing and evaluations. To reach Jillian directly, call 978/501-6813, or email email@example.com.
Kristin Normandin joined the Peter Pan Center’s team as a social coach in 2016. She holds a BA in Human Services from Fitchburg State University and is currently pursuing her Masters in Social Work (MSW) from Boston University. Having a son who began attending the Social Saplings program as a preschooler, she can attest to the transformational benefits that social coaching brings to a child’s life. Her firsthand experience combined with her ten-year background in Positive Youth Development means she understands that staying strengths-focused, though challenging, is always best for children and their families. Her other specialties are in group facilitation, family advocacy and counseling and juvenile delinquency prevention. To contact Kristen directly, call 508/331-2927 or email firstname.lastname@example.org.
Jennifer Beary joined the Peter Pan team in 2016 as a social coaching assistant. She holds at BA in Sociology from Framingham State College and an M.S.Ed from Simmons College. Jennifer started at the Peter Pan Center as a parent to a child in the Social Saplings Program in the winter of 2016 and after seeing how much of a difference the program made in her child’s life, she quickly enrolled her other child in the Fall program! Jennifer has worked in both the Carlisle Public School system as well as the Winchester Public School system in mild to moderate and severe special education. She also has worked at The Maker Farm in Westford and is an active volunteer and substitute teacher at a private pre-School. Through these experiences, Jennifer learned how to help children navigate through social experiences that, at times, can prove to be challenging and difficult. She also has a strong skill set in helping children resolve situations, to play with peers, and to encourage creativity and expression through art projects!
The social coaching approach at the Peter Pan Center provides the most natural peer and social setting possible for kids to learn and practice in. Our social groups look like any typical indoor recess or after school activity but offer extra layers of support to reinforce prosocial behavior and teach effective problem-solving techniques. We pre-teach, re-teach and reinforce social skills while children or teens interact as they would at recess or in a community-center based program.
Our purposeful approach to incidental teaching has assisted many children in gaining social confidence, increasing social intelligence, finding social success and generalizing their social learning to other settings.Many of our students do not have a documented diagnosis and are with us for guidance around friendship skills. However, we welcome children who have been identified as having profiles including ADD/ADHD, Aspergers, Non-Verbal Learning Disorders, Executive Function Challenges or Social Anxiety. If a child has more pronounced special needs or requires more intensive positive behavior support around behavior, we have developed our Social Roots program to address the needs of children who need a little bit more before joining our practice groups. We are always more than happy to discuss your child’s individual social support needs with you to determine if our programs are a good fit.
We also offer many other services including parent and professional development training, school observations and consultations, home visits and more.