A modern approach to counseling, designed for the male brain.

Specializing in the treatment of ADHD & anxiety with ADHD
Offices in Bryn Mawr, PA & Linwood, NJ
Ages 7-22
Counseling | Groups | Social Skills & Executive Functioning Programs | Camp

New Program starting in August:
Middle School Crash Course 

Starting in September:
Social & Executive Functioning Skill Building Groups for Boys
(Mon, Tues, Wed in Bryn Mawr) (Thursdays in Linwood)

 

ryan-wexelblatt-camp-director-adhd

A day & overnight travel camp for boys who need help improving their executive functioning, social skills and independence.

Based in Lafayette Hill, PA
Ages 11-14

 

 

 

Panel 1

Meet Ryan Wexelblatt

Welcome! My name is Ryan, I’m a Licensed Clinical Social Worker who has spent nearly 20 years working with kids and young adults as a School Social Worker, Camp Director and Clinician. I’m also the father to a 20-year old son and an overly friendly dog with dreadlocks.

While I have worked in special education since graduating from Bryn Mawr College School of Social Work I became interested in social learning (social skills) because my son (whom I adopted as an older child in 2006) needed help with his social, executive functioning and emotional regulation skills. When I searched for social skills programs to help him I found that the programs in the area were designed for children with autism spectrum diagnoses which he did not have. As a result, I began learning all I could about these areas which eventually led me to opening Center for ADHD in 2014. 

I created Ride the Wave Counseling (formerly Center for ADHD) to teach practical skills and strategies in a manner designed for how the male brain learns best.  

Summer Trip Camp opened in 2017 as the first summer camp in the area to simultaneously address executive functioning, social and independent skills.

While I specialize in ADHD and have an an extensive background in Asperger’s/higher-verbal autism I also work with individuals who have no formal diagnosis but may struggle with managing their emotions, social anxiety, excessive gaming, low self-confidence and those who may struggle with life after high school. 

Please go to upcoming presentations for a list of my upcoming speaking engagements or visit past presentations to see my speaking engagements from the past year. 

I look forward to connecting with you.

Ryan Wexelblatt, LCSW – Ride the Wave Counseling & Summer Trip Camp Director

  • Licensed Clinical Social Worker
  • Certified School Social Worker
  • Certificate in Cognitive Behavior Therapy for Youth from the Beck Institute
  • Received Social Thinking® Clinical Training Level 1 Certificate of Completion
  • Extensive training in executive functioning support strategies
  • Training in Cognitive Behavior interventions from Temple University Children & Teen Anxiety Clinic

View my C.V. here

Please contact me below:

Panel 2

Does this describe your son?

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Social Skills

  • May be able to initially make friends but has trouble keeping them
  • Appears awkward and has difficulty initiating conversations with similar-age peers
  • Feels more comfortable communicating with younger children or adults than similar-age peers
  • Spends most of his free time alone, playing video games or watching videos of people playing video games
  • Tends to have one-sided conversations, talks at people about his interests
  • Frequently interrupts others or says things impulsively, lacks a “filter”
  • Can be inflexible, often says “No” to anything new
  • Says his “friends” are kids he plays online video games with
  • Labels other kids with ADHD as “annoying” or “weird” despite the fact he acts like them
  • Trouble understanding social cues 
  • Lacks understanding how he is perceived by others
  • Has difficulty understanding other’s thoughts and feelings
  • Tries to be part of a peer group who is not accepting of him
  • Has a tendency to “police” other kids and control situations
  • Uses humor inappropriately in order to gain attention from peers
  • Had friends in elementary school but became more socially isolated when he got to middle school
  • Struggles in unstructured or semi-structured social situations

Executive Function Skills

  • Has a hard time sensing the passage of time
  • Difficulty tolerating boredom and non-preferred tasks
  • Needs constant prompting and supervision to get through any type of non-preferred tasks.
  • Believes homework will take much longer than it actually will
  • Struggles during unstructured times
  • Can be impulsive, does things without thinking about outcome or consequences
  • Chronically disorganized, forgets or looses materials
  • Under or over-estimates how long it will take to complete assignments
  • Has a hard time recalling how he performed a task in the past
  • Difficulty with future planning
  • Has a hard time self-monitoring himself and his schedule
  • Becomes easily distracted and/or wastes time with trivial matters
  • Focuses on small details and has a hard time getting the “bigger picture”
  • Has a messy school backpack or carries around too much
  • Completes homework but forgets to turn it in
  • Struggles with reading comprehension (remembers details but has a hard time summarizing)
  • Has a hard time with writing

Emotional Regulation Skills

  • Appears to be several years behind in his social/emotional maturity compared to same-age peers
  • Difficulty differentiating between “small problems” and “big problems”
  • Perseverates on the negative and has trouble letting go of things that bother him
  • Has difficulty when there are changes in routine or during transitions
  • Becomes argumentative or explosive when told to get off video games/computer
  • Has a hard time solving problems, wants you to solve problems for him
  • Tries to avoid non-preferred tasks
  • Lashes out at family when upset/angry and then is remorseful
  • Makes self-defeating comments
  • Does not understand how his tone of voice sounds to others
  • Has difficulty with competition
  • Low frustration tolerance
  • Holds it together during school and becomes irritable or more difficult to deal with after school

Your son needs to learn learn practical skills and strategies in a manner designed for how he learns best.   Traditional therapy/counseling is not designed for individuals with ADHD or ADHD with anxiety.

Areas we frequently work on during our sessions/groups include:

  • Developing age-expected emotional regulation skills
  • Improving compliance at home
  • Developing resiliency to get through non-preferred tasks
  • Understanding how to be relatable to your similar-age peers
  • Improving cognitive flexibility (being less “black and white” in thought process)
  • Learning how to differentiate between what’s a “small problem” or “big problem”
  • Reducing compulsive video gaming/internet usage
  • Managing morning routine, homework, etc. more independently
  • Developing independent problem solving skills
  • Improving perspective taking ability (understanding other’s thoughts/feelings & understanding how you come across to others)
  • Improving self-confidence
  • Cultivating and sustaining friendships

Topics frequently addressed with parents include:

  • Improving compliance and avoiding power struggles
  • Transitioning off of screen time
  • Helping your child develop resiliency to complete non-preferred tasks
  • Improving executive function skills (going from being prompt-dependent to independent)
  • Setting realistic expectations at home
  • Helping your child shift from a sense of entitlement towards a motivation to earn things
  • Understanding how to move your child away from being over-dependent to feeling empowered
  • Managing your child’s emotional/behavioral dysregulation at home so family life is not revolving around your child’s moods and behaviors
  • Communicating with your child about difficult/uncomfortable topics

Please contact us to discuss how we can help your family.

 

 

Panel 3

Has therapy not been helpful to your son?

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  • Have you tried therapy for your son and found it wasn’t productive?
  • Has your son been resistant to participating in counseling again because of his past experiences?
  • Was therapy not helpful in addressing your son’s ADHD?

As many parents have learned traditional therapy/counseling is often not “boy-friendly” in the sense that treatment often looks like attempting to find ways to get boys to verbalize his innermost thoughts and feelings.  In reality, most boys don’t operate this way thus therapy is often not a productive use of time or financial resources.   

We understand from a male perspective how to make therapy a positive and productive experience for boys and young men who may have an aversion to participating in therapy based on their past experiences.

Our approach is about teaching practical strategies and skills in a structured but informal environment. We offer both individual sessions as well as groups. Parents are always involved in learning with their children.  

When appropriate, we believe that group counseling can be very effective for boys as it provides them with the opportunity to learn with their similar-age peers, in an environment where they can be feel safe being authentic.

Areas we frequently work on during our sessions include:

  • Developing age-expected emotional regulation skills
  • Improving compliance at home
  • Developing resiliency to get through non-preferred tasks (homework, chores, etc.)
  • Understanding how you come across to others (perspective taking)
  • Learning how to differentiate between what’s a “small problem” or “big problem”
  • Reducing compulsive video gaming/internet usage
  • Managing social anxiety around similar-age peers
  • Improving self-advocacy skills
  • Developing independent problem solving skills
  • Improving perspective taking ability (understanding other’s thoughts and feelings & understanding how you come across to others)
  • Improving self-confidence
  • Cultivating and sustaining friendships

Topics frequently addressed with parents include:

  • Addressing executive functioning and behavior issues associated with ADHD and related challenges
  • Helping your child to develop resiliency
  • Moving your child from being “prompt-dependent” towards independent
  • Setting realistic expectations at home
  • Helping your child shift from a sense of entitlement towards a motivation to earn things
  • Creating parameters around “screen time” usage in the home
  • Managing your child’s emotions/behavior at home 

Therapy is provided by Ryan Wexelblatt, LCSW-Director. Please contact us for a free phone consultation or to set up an appointment.

 

Panel 4

Would group counseling benefit my son?

If you’re like most families you work with you may have found that taking your son to a  therapist who did not truly specialize in ADHD or anxiety was not a productive use of time or financial resources.  Typical “talk therapy” often leaves many boys feeling more isolated than because they are not sharing the experience of connecting with similar-age boys who share the same struggles.

Our  groups provide a way for boys to authentically connect and learn from a group of similar-age boys in safe environment. We learn strategies, solve problems, do activities and have fun in the process.

If your son has been in therapy for a long time and you’re not seeing the results that you’d like to see, our groups may be the solution.

Our groups for boys include:

Days and Times of Groups

Groups run on weekday afternoons/evenings  throughout the school year, with breaks during winter and spring break holiday from school.  Our How to Hang Out program occurs once per month and is only open to boys who participate in our groups.

Complete the form below to discuss the next best steps for your son and to learn if he can benefit from our groups.