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About Us » Philosophy

Children are the world's most valuable
resource and its best hope for the future.

Castillo Sumi Consultants view themselves as partners in working with children, families, and child-serving systems with an approach that balances science and the practical. Their practice is guided by the following principles:

• Evidence-Based- Approaches to prevention or treatments that are validated by some form of documented scientific evidence. "Evidence" varies and often is defined as findings established through scientific research with randomized clinical trials as the gold standard.   Evidence-based practice stands in contrast to approaches that are based on tradition, convention, belief, or anecdotal evidence. (http://www.nrepp.samhsa.gov/about-evidence.asp)
  
  
• Systems-Focused- Individuals exist within systems and behavior is contextual.  As such, interventions are designed to fit the various context that affect behavior.

• Individualized- Treatment approaches and responsiveness are influenced by multiple factors including, but not limited to: functions of behaviors, motivation level, physiology, developmental stage, external support, etc.  As such, services are geared to the individual needs and desired outcomes of each person, family, or system.

• Family-Centered- Caregivers are critical partners in maximizing and sustaining children’s outcomes and gains.

• Culturally Competent- Cultural competence is achieved by identifying and understanding the needs and help-seeking behaviors of individuals and families.  Services are then tailored to the unique needs of individuals, children, families, organizations and communities served.  Practice is driven by client preferred choices, as opposed to culturally blind interventions. (http://nccc.georgetown.edu/foundations/frameworks.html)

• Data Driven- Objective measures are utilized to monitor progress and outcomes, guide treatment plans, and measure treatment effectiveness.

• Positive Behavior Support- General reference to the application of positive behavioral interventions and systems to achieve socially important behavior change. That is, it is application of a behaviorally-based systems approach to enhancing the capacity of schools, families, and communities to design effective environments that improve the fit or link between research-validated practices and the environment in which teaching. (www.pbis.org)