All Kinds of News for February 08, 2017

Milieu staff at the ViewPoint Center are vital to a client's experience.  ViewPoint hires professionals, who are not babysitters.  Here are some examples of the role that the Milieu staff play in patient's process at the ViewPoint Center according to Clint Fulmer, Program Director:

1. Milieu helps keep programs running and is the toughest job in any program. Being a Milieu staff requires understanding, respect, trust and hard work. The Milieu are front line employees who are with the patients all day and see all sides of each patient’s struggles.
2. Working on the Milieu requires patience for different types of personalities. The Milieu is responsible for keeping patients physically and mentally safe at all times. One of the main focuses of the Milieu is teaching teens daily living skills and respect. Milieu staff are responsible for dealing with daily stresses that each individual teen presents.
3. The Milieu has to be more than just a staff member, they have to be compassionate, empathetic and caring towards the patients in a professional manner. The Milieu builds relationships with the patients that helps patients learn that they can trust others and use those skills outside of the treatment facility.
4. The Milieu is responsible for teaching respect to the patients, and is also responsible for being respectful towards the patient in high stress situations. Teaching respect can be difficult, especially when patients have never respected themselves or authority figures. With the help of the Milieu, respect is taught through Milieu groups, therapy and daily activities.

Along with the responsibility, these staff positions have very rewarding jobs.  The Milieu staff teach patients that there is more to life than anything they previously knew, through the day-to-day. They also help them understand that they can overcome their current situation.  Without the work of the staff day in and day out the mananagement and assessment team at ViewPoint would not find success and the patients would not either. 

Outback Therapeutic Expeditions is proud to announce the addition of Greg Burnham, MS, LMFT to the clinical team. His official start date is February 13th,  2017.  Greg will be assuming the role of Clinical Director and become an active member of the senior management team.  He comes to Outback with an expansive level of experience, which cultivatew his impressive clinical acuity and strengthens his innate ability to lead by example, and seamlessly guide students and families through their process of change.

Greg received his master’s degree from Harding University in Arkansas and has been working as a licensed marriage and family therapist for 18 years.  Prior to joining Outback, he served as the Clinical Director for Wingate Wilderness Therapy where he sharpened his clinical acumen for differential diagnoses between cognitive rigidity and oppositionality.  His strategic approach creates space for students to access their motivation and hope, understand themselves from a neurodevelopmental, social and emotional perspective, and expand their capacity to empathize and change.  Much of what Greg does is driven by his fundamental philosophy of utilizing skills-based interventions vs control/motivation based interventions.

The immediate synergy felt between the team at Outback Therapeutic Expeditions and Greg Burnham was made evident in time spent discussing personal and programmatic approaches and values.  To state that this is a good match would be a gross understatement. The Outback team is  filled with exuberance, inspiration and gratitude as we move forward in 2017 as an integrated team.

Eva Carlston Academy is partnering with the Salt Lake Acting Company (SLAC) to provide all Eva Carlston students the opportunity to explore the world of performing arts. Students will participate in workshops starting with intro to acting, body language and presentation, and voice exercises. As they progress, students will work on memorization, monologues, and even writing and performing their own short plays.  Additionally, there may be oportunities for groups to attend dress rehearsals and plays at SLAC, and possible mentorships and shadowing of SLAC actors or other employees.

The Salt Lake Acting Company is a 501(c)(3), and one of the chief performing arts organizations in Utah. SLAC has earned a loyal following by providing audiences of Salt Lake and the Intermountain West with the opportunity to experience plays that would otherwise not be produced in this area. SLAC is committed to supporting and developing a community of local professional theatre artists and to commissioning, developing and producing new plays. Through arts education programs, SLAC strives to be a resource for the arts for Utah students from kindergarten to university.

This opportunity will not only give students a chance to learn and develop in the realm of expressive arts, it will also provide a great opportunity for them to practice the critical social and emotional skills that they've been learning while at Eva Carlston Academy. The typical student at Eva struggles with anxiety and depression. As students practice valuable coping skills in the therapeutic milieu, they are given opportunities, like this one with SLAC, to take what they've learned and apply it in a real-life scenario while being able to participate in an activity that they love and would likely have missed out on prior to treatment.

All students at Eva Carlston Academy are empowered through developing skills to manage anxiety and solve problems. As a treatment provider, Eva Carlston excels at  finding opportunities for the clients to practice social risks, such as performing in front of others and being in the community to test new skills.  This partnership is just one way that the clients experience both artistic and emotional growth opportunities daily. 

Elevations RTC, a residential treatment center for teens ages 13-18, offers students weekly winter sports with a variety of therapeutic benefits.  Every week this winter, a group at Elevations heads up to a world class ski resort near campus to learn or hone their snowboarding and skiing skills on the mountain. During the winter ski program, students ride in groups based on similar ability levels. 

Beginners take a lesson with a ski or snowboard instructor while advanced skiers or riders can cruise the mountain, perfecting their turns and diving into deep powder.  Therapists and teachers join forces with the recreation staff to provide the best possible experience for students.  The skiing and snowboarding program connects to the clinical program at Elevations RTC through a number of different therapeutic concepts.

 “Learning to ski or ride is difficult for anyone and requires a fair amount of tolerance for frustration,” says Jonathan Griffith, Director of Recreation and Experiential Education at Elevations RTC. “Our students often struggle with small amounts of frustration and repeatedly falling can definitely set them off.  Through careful progressive skill building, our students can learn how to push passed the frustration and build competence as well as confidence.  Not only is their physical strength and coordination growing, they are also building a foundation for emotional resiliency.  Gains achieved on the ski hill transfer to gains at school, on the dorms, and in therapy.”

Confidence gained by learning to ski or snowboard provides a foundation for boosting social confidence, as well.  Students can relate to each other as they go through the steps to improve, with feelings of enthusiasm and empathy.  Each group rides together, requiring students to pay attention to both themselves and their peers.  That mutual responsibility builds positive social relationships within the group which continues back on campus.

“As students develop their skiing or snowboarding skills they will often be hypercritical of themselves,” comments Griffith. “Those moments provide staff and peers an opportunity to challenge those negative self-perceptions by pointing out some obvious gains in skill as well as normalizing the struggle.  Students often have prior negative thoughts about themselves and seeing success in skiing or snowboarding creates an opportunity for transforming those preconceived notions.”

Progress in skiing and snowboarding, like therapy, rarely sticks without continued practice. Every weekend this winter, Elevations students will continue to practice skiing and snowboarding, outwardly reveling in our winter grandeur and simultaneously exercising treatment goals.

Mountain Valley Treatment Center has partnered with OCD New Hampshire to establish Obsessive-Compulsive Disorder (OCD) and anxiety disorder support groups across the state of New Hampshire.  Beginning this February, Mountain Valley will host a support group for the parents of middle and high school-aged children suffering from OCD and anxiety disorders in Portsmouth, NH.  Dr. Szu-Hui Lee, a psychologist at Phillips Exeter Academy and the President of the board of OCD NH, and Don Vardell, Executive Director of Mountain Valley, will co-facilitate the group in Portsmouth.  Meetings will be held the first Monday of the month from 6:00 to 7:30 p.m. at the Portsmouth High School.  

A similar support group has been meeting in Concord, NH for the past two years, and another is in the planning stages for Hanover, NH, where a group of Dartmouth College students and local clinicians have expressed a need for such a support structure.  The Concord group meets every third Thursday at Concord Hospital from 7:00 to 8:30 p.m.  

For additional information, visit http://ocdnewhampshire.org/ or contact Don Vardell at 603-989-3500.

Moonridge Academy, a premiere Residential Treatment Center that provides services to younger girls ages 11-15, has been using Dialectical Behavioral Therapy (DBT) for many years to help girls struggling with emotional dysregulation, depression, trauma, anxiety and social skills challenges to learn and develop life skills to help balance the logic and emotion in any situation.  One such skill in Mindfulness.  In the past 8 months, Moonridge Academy has added yoga and meditation to the client's weekly routine to further assist the girls in learning to be mindful.  Mindfulness is knowing what you are experiencing while you are experiencing it.  It is moment-to-moment awareness, has the quality of being in the now, a sense of freedom, of perspective, of being connected and not judging. Research has shown that when we incorporate mindfulness practice into day-to-day activities, it can help rewire or reshape the brain and improve the quality of life experiences. Mindfulness is very easy to incorporate into daily life and it can be improved with practice.

Clinical Director at Moonridge Academy Jennifer Hedrick explains, “Many of our girls have a disconnect between their brain and their body. It is almost as if they have two bodies—one above the neck and one below the neck.  Mindfulness practices including yoga and meditation help our girls fix that disconnection.” 

Girls at Moonridge Academy participate in a weekly yoga class conducted by a trauma-sensitive yoga instructor.  The girls report that they benefit from both the physical and emotional aspects of yoga.  One of the girls explained, “When I first started to do yoga there were certain poses I couldn’t do.  I felt upset and anxious about this.  When I learned to concentrate on my body and not worry about what was going on around me, I was able to do yoga poses and I was able to feel more in control of my mind and my body.” 

Recreation Director Ruth Morrow has also been leading the girls through meditation in group therapy.  Utilizing Yoga Nidra, the girls are able to mindfully focus on different parts of their bodies allowing each body part to relax.  This has been difficult for some of the girls, but as they have learned to focus with their minds, they have become more in tune with their bodies, thus developing a better connection between mind and body.   

As Dolly Parton says, "If your actions create a legacy that inspires others to dream more, learn more, do more and become more, then you are an excellent leader." 

At the Chrysalis School in Montana, the most anticipated trips are the two annual Leadership Retreats.  These trips are by invitation only, with invitations extended to students who either are currently demonstrating extraordinary leadership skills in the community or who have manifested the promise of potential leadership.  The retreats are held in various locations, but without fail the destination is somewhere incredibly beautiful, providing a backdrop for introspection and personal growth.  Recent destinations have included Glacier National Park in Montana and the Bugaboos Provincial Park in British Columbia, Canada.

While all of the adventure trips at Chrysalis are awe inspriring, Leadership Retreats focus on strengthening connections with peers and new skills to gain confidence and demonstrate leadership are learned, which makes each leadership retreat unique and special.  Activities, group discussions and initiatives are designed to teach students how to lead and build on their leadership skills.    

Perhaps the most special and inspiring part of the trips is reserved for the end.  The students' families, friends, peers and relevant Chrysalis staff write letters to each participant beforehand. Each letter contains personal and heartfelt observations, challenges and words of encouragement.  These letters are given to each student in a ribbon-wrapped packet after a group and each student is provided time alone to read, to process and absorb the impressions of other people who are important in their lives have of them.  Without exception, they come away inspired, with a renewed spirt and resolve to be their very best.   These leadership retreats are an important piece of the programming at Chrysalis.  At Chrysalis, creating an environment for leadership and reflection is of value.

Trails Carolina, a wilderness therapy program for teens, highlights the work of Primary Therapist Ashley Brown, MSW, LCSW, LCAS. Brown received her Masters in Social Work from UNC Chapel Hill with an additional Substance Abuse Licensure.  She has additional training in both Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and sensorimotor psychotherapy, which has its roots in somatic experiencing.

Somatic experiencing is a form of therapy which is aimed at relieving the symptoms of trauma and other emotional challenges by focusing on sensations within an individual’s body.

“When something really intense, scary or traumatic happens to us, we hold on to that trauma in our bodies,” says Brown. “This is why you see a lot of people who have had a traumatic experience with digestive problems, cramping or asthma. The idea is that there’s a very physical symptom to trauma. Those afflicted by traumatic experiences hold on to their trauma and it impacts their bodies and the way they hold themselves.”

Brown utilizes somatic experiencing techniques for students struggling with low self esteem, mild eating disorders and trauma.

“A lot of my students struggling with low self esteem and trauma have really isolated themselves from others and shut others out of their life,” comments Brown. “Many of those students have somatic complaints. For example, I see a lot of digestive issues among those students. They may complain about their stomach cramping or hurting.”

Brown works with these students to develop a sensory vocabulary. By using a sensory vocabulary, students can describe what is going on in their bodies and better understand how this relates to their emotional or behavioral challenges.

“Somatic experiencing is an effective way of helping students struggling with trauma and low self esteem overcome physical symptoms,” says Brown. “By developing a sensory vocabulary, students are able to make better sense of what is going on in their bodies. The theory behind building a sensory vocabulary is that once you begin to tap into what’s going on with physical symptoms, you can shift those negative feelings away from your body.”

Read more about Brown’s work with somatic experiencing on the Trails Carolina’s blog.

All staff meetings are scheduled on a regular basis at Summit Prep. At a recent meeting the staff was asked to join small groups with a mix of clinical, academic and residential directors. The focus of this meeting was twofold: centering on self reflection and community connections. The end results gave good insights to the staff’s perspective of Summit Prep’s vision.

The initial task was for each staff member to take a moment and reflect on something work related where they felt pleased with their response to the situation. Each person was then asked to share their accomplishment with their small group. This generated great conversation and reinforced their affirmation.

The next assignment was for the groups to discuss and develop a list of what they felt are the strengths of Summit Prep. Lists were generated and there was a positive buzz in the room as lively discussions ensued. As time ran down each group was then tasked with selecting the top three on their list and then share one of their top three.

Later as the list were reviewed, common threads were discovered. A couple of threads that were noted by all groups focused on relationships and diverse activities. All groups expressed thoughts on the topics of positive relationships and how we are a caring staff, not only for our clients (the students), but also for the families who send their children, and for each other. Another common thread was centered on the activities and opportunities which are designed for our students both on and off campus and the thoughtfulness that goes into the purposeful planning to support both fun opportunities along with a therapeutic enhancement.

This meeting’s takeaways were as follows: At times it is easy to get caught up in the day to day planning and routine and one often forgets to reflect on personal strengths and abilities. It is also important to articulate the strengths of a program with each other to solidify the positive aspects of a work environment, rather than expecting a top down business model.

College Excel is excited to announce a wonderful addition to their wellness curriculum. As of last month, College Excel students are now incorporating Tai Chi into their already comprehensive wellness schedule. The Tuesday Tai Chi class perfectly compliments the other wellness activities, which include strength training, yoga and circuit training. 

This ancient discipline offers the students numerous health benefits such as increased flexibility, greater core strength and a regimented mindfulness practice. Tai Chi seamlessly fits into College Excel’s vision of offering holistic wellness activities that support the development of healthy lifestyle habits.

Summit Achievement's hybrid treatment model works and is needed for troubled teens now more than ever.  Research shows us teens and young adults are increasingly incapacitated by anxiety, depression and learning issues. For many, it results in school refusal/phobia.  Our model effectively deals with these issues as it combines the best features of a wilderness therapy program and special-needs boarding school, by integrating a residential milieu and traditional academic instruction with adventure therapy.

Summit Achievement believes the academic setting is as challenging, or even more challenging than the wilderness, and it is an integral part of both assessment and treatment of our clients. Although it would be more cost effective and easier not to have an academic component, it would lead to less impressive outcomes for our clients.  Therefore, Summit Achievement offers school year-round, because it is part of the treatment and it helps prepare students to reintegrate back into a traditional educational environments.

Summit has a hybrid trestment model because it works.

About Summit Achievement 
Summit Achievement is, and always has been, guided by positive reinforcement and the power of choice. Our outcome-focused program employs effective therapeutic and educational principals. Through the process of engaging therapy, classroom academics and exciting wilderness expeditions, students experience the therapeutic benefits of outdoor adventure-based activities while learning to manage the demands of a more traditional environment.  As an intentionally small, owner-operated program, we serve adolescent boys and girls, ages 13-20, from around the world.

Angela "Angie" Roe joined the faculty at Gateway Academy in Utah in 2015 as a Math teacher.  Her classroom experience includes teaching basic math, algebra, geometry and algebra 2.  She also has several years of experience working as a case manager with students with disabilities.  She has worked at various schools throughout Salt Lake City, Utah and Gateway Academy is lucky to have her. 

Angie truly enjoys working at Gateway and loves to see her students succeed and progress.  She likes to create challenging, enriching and innovative activities and experiences that help pique the interests and needs of the students. Math is a hard subject for many students at Gateway Academy.  Angie believes all students can learn and gives individual attention to help them achieve their personal best.  She especially loves to see her students grow and develop an enjoyment of math.   Angie believes in forming connections with the students and helping them believe in themselves.

• What is most rewarding about working at Gateway? 

Angie: I would say seeing the students grow in their math abilities as well as grow as individuals. 

• What is your favorite book and why? 

Angie: It's not a book, but I like to read the daily news and stay informed with what is happening all around us. 

• What is your favorite brain rule and how to you integrate it in the classroom? 

Angie: Brain Rule #6 - Repeat to Remember - the more you practice and repeat the easier it is to remember.  It is used a lot in math.

• When you were younger, what did you want to be when you grew up?

Angie: When I was younger I always wanted to be a dentist!

• What is your favorite thing about living in Utah? 

Angie: My favorite thing about living in Utah is being near my family.  Family is very important to me and I love being able to be around them as much as possible.

Jessica Potter-Bowers, M.Ed., has joined Montford Hall as Director of Student Life.

Jessica has spent over a decade designing, developing and implementing educational and other programming for at-risk youth and families. After earning a B.A. in Spanish and Public Relations from UNC-Chapel Hill in 2006, she created and ran the Family Connections and Latino Mentoring programs at CARING for Children, an Asheville organization that provides comprehensive support services to families in crisis.

In 2012, Jessica earned an M.A. in Science Education from the University of Washington; during graduate school and following, she designed outdoor educational curricula for disenfranchised students at various organizations in both Seattle and Western North Carolina. Most recently, she founded a nonprofit farm and nature school outside of Asheville. In addition to serving in administrative roles, Jessica has also worked directly with clients as a teacher, mentor and advocate, and trained others to do the same.

"Jessica is an ideal addition to our team," says Alex Kirby, Psy.D., Montford Hall's Executive Director. "She has that rare combination of big-picture vision and day-to-day discipline, both of which are critical to a young and growing organization like ours." 

As Director of Student Life, Jessica will be expanding Montford Hall's extracurricular programming, supervising direct care staff and helping students identify and work toward individualized extracurricular goals. 

Located in Asheville, NC, Montford Hall, (www.montfordhall.org/) is a nonprofit residential recovery program for boys 14-17. The program combines comprehensive clinical care for substance use and co-occurring disorders, innovative academics, 12-step facilitation, family support and a wide range of health/wellness and recreational activities to give students an integrated, individualized and inspiring recovery experience. Montford Hall is licensed as a therapeutic boarding school in the State of North Carolina, and is a member of the National Association of Therapeutic Schools and Programs (NATSAP).

What distinguishes Gateway Academy in Utah from other residential treatment centers is an emphasis on brain-based learning and healing within the context of relationships. By understanding what’s happening in an adolescent’s brain at this formative stage of development – and by individualizing treatment through therapy rooted in relationships — a boy can learn, grow and heal.  Gateway’s "Sparks" brain-based approach is based on neuroscientific research by Dr. John Ratey, a clinical professor of psychiatry at Harvard Medical School. Ratey found that movement and exercise “supercharges” mental circuits, enabling better retention and understanding of information. "Emerging research shows that physical activity sparks biological changes that encourage brain cells to bind to one another. For the brain to learn, these connections must be made; they reflect the brain’s fundamental ability to adapt to challenges." – Dr. John Ratey

Studies in school districts throughout the country are promising. Time and again, neuroscientists and educators have found that exercise stimulates the brain, priming it to learn. In addition, aerobic activity helps regulate systems that might be out of balance, making it a great therapeutic tool. If all of this is possible for adolescents, it must apply to adults as well!  When Gateway Academy personnel travel to conferences around the country, this emphasis on movement and mindfulness is shared with colleagues and professionals. In January at the annual NATSAP (National Association of Therapeutic Schools and Programs) Conference in Tucson, AZ, Gateway Academy teamed up with Pacific Quest Wilderness Therapy to co-sponsor an early morning yoga class. Movement, mindfulness and physical activity allowed everyone to begin their day as the students at Gateway Academy do, Sparking the brain and the body for success.  

Pacific Quest (PQ) therapists Tom Jameson and Maureen Sullivan recently presented at the National Association for Therapeutic Schools and Programs (NATSAP) Conference; their presentation, entitled “The Kaleidoscope of Adolescent Grief: Exploring multifaceted grief experiences in teens” highlighted the unique ways in which PQ addresses grief and loss in the context of our garden setting.  This is a topic of universal relevance, as the human experience includes grieving at various times throughout the lifespan. Maureen says, “as clinicians, we are called upon to walk the journey of grief alongside our students, engage in relationship and give permission to grieve.”

“A fundamental premise to our collaborative presentation was that the grief experience takes many forms, colors and shifts over time, much like the kaleidoscope,” says Tom. “Additionally, grief is differentiated from bereavement in that bereavement refers to the process of recovery after the loss of a loved one while grief refers to any loss.” Tom and Maureen described ways in which adolescents can be in an active grief process due to the loss of innocence, friends, or even movement to a new school or community among other losses. The concept of disenfranchised grief was discussed as being a grief process that is marginalized, overlooked and often misunderstood. Therefore, the grief process is often overlooked as a clinically relevant issue. Maureen noted, “naming the grief and giving students an outlet to express grief openly allows for the healing process to begin. If we are open, patient and willing, the grief experience can be a beautiful and healing journey.”

They highlighted how the setting of Pacific Quest offers students a unique opportunity to move through a grief process with the gardens as a living metaphor. In nature, there is constant loss and re-birth, and even the act of composting allows students to witness the cycle of transformation of organic waste into fertile soil. Tom and Maureen described interventions with students using the gardens, ceremony, rites of passage, as well as sandplay and art therapy.

Attendees of this presentation expressed that they appreciated the open, participatory presentation style as well as an appreciation for the dynamic and creative interventions PQ uses in addressing grief and loss in this population. Several participants shared their own grief experiences as well as asked questions clarifying the PQ treatment approaches.

Lastly, each attendee was provided a mandala (similar to the view inside a kaleidoscope) to “color” the different types of grief that were discussed during the presentation as they experienced them throughout their own lives. Overall, this was an exceptional combination of head, heart and passion for the challenging yet beautiful experience of supporting adolescents through the grief process.

Pacific Quest is an outdoor therapeutic program for struggling adolescents and young adults that offers a clinical, yet holistic, approach to treatment. Our neurodevelopmental approach, combined with horticultural therapy, integrates evidence-based therapeutic methods, whole-person wellness and organic gardening to sustain a healthy community and motivate change.

The Center for Families at Malvern officially opened its doors February 2 at 11:00 am with a ribbon-cutting ceremony at the new facility, 101 Phoenixville Pike. Chamber of Commerce representatives were in attendance to welcome this new mental health resource to the community.

The Center for Families, the first of its kind in the Greater Philadelphia area, is a safe place for teens and families to find support, education and sustainable healing for mental health and substance abuse struggles. Staffed by clinicians with more than 100 years of combined experience in the field of adolescent mental health, the Center walks parents and teens through all stages of the healing process and addresses each family’s specific needs.

“The research illustrates that parent involvement in treatment is the single largest indicator for positive outcomes,” says Caroline Fenkel, MSS, LSW, Manager of the Center for Families. “This important research, combined with my own experience providing direct clinical care to local families, has crystallized the need for the Center in this community.”

With suicide rates on the rise, tripling since 1999 among girls 10 to 14, (with the second highest increase among boys of the same age), ready access to tools for mental health and sustainable healing has become increasingly important, Fenkel says. The Center offers parent-to-parent support groups for parents of children in treatment, therapy, and recovery, as well as teen support groups educating teens in substance use awareness, emotional self-regulation, and healthy coping skills. The Center also provides clinical therapy and educational workshops.

“At the Center for Families, we embrace families with open arms,” says Jamison Monroe, Jr., founder of the Center. “We subvert the stigma and shame associated with mental health struggles and substance abuse by providing our community with compassion and connection.”

For more information about the Center for Families at Malvern, call 610-228-0670 or visit https://www.centerforfams.com. 

Onward Transitions is excited to introduce service called "Neighbors", created in response to transitioning Pine House members and their families requesting to stay connected to the Pine House community following successful acclimation to Portland, Maine. 

Neighbors is offered to qualified Pine House members as they transition beyond full-service membership at the Pine House and advance towards complete autonomy. Having established residency in Portland, Maine and successfully engaged in school, community and/or work, members no longer need the full clinical and coaching services, meals and drop-in advantages of the Pine House. With Neighbors, members are able to step away, while still benefiting from a diminishing degree of continued support with Pine House community members and staff. Counseling and coaching appointments for Neighbors are held at Onward Transition’s Exchange St. Office in the heart of the Old Port section of Portland. Regular social events, activities and occasional scheduled events at the Pine House keep Neighbors engaged and connected to the Pine House community.

Neighbors participation includes the following: 

Two weekly individual sessions (one for coaching and one for therapy)

Coaching (continued conversation and consultation on life skills)

• Includes a monthly on-site apartment consult

Therapy (continued work on identified goals)

• Regular text access to a therapist
• Therapist maintains semi-regular updates for up to two family members and a referring professional

Monthly Pine House functions and/or Neighbors events in Portland to include two or more of the following:

• One group session at the Pine House or Exchange St. office and/or a dedicated Neighbors group
• First Friday dinner with Pine House members on “Friday night out”
• One brunch, scheduled in advance
• One Saturday activity, scheduled in advance

Social media channel for Neighbors and staff through “Slack”:

• Access to other Neighbors and staff members
• Nutritional check in with our Wellness Systems Coordinator each week

Onward Transitions is pleased to offer this flexible, affordable option to qualifying transitioning members and their families on a quarterly basis.

During the week of January 9th, Pure Life staff and providers volunteered their time and talents to participate in our second annual Tico Week. The Pure Life staff have been teaching the Pure Life life skills curriculum to a group of young Ticos (Costa Ricans) in the local community. At the completion of the class, the young Ticos were invited to participate in a Pure Life adventure week.  For many of these Tico youth, they have never had the opportunity to raft, rappel, surf or backpack in their own country.  The highlight of the week was a shared meal with the current Pure Life clients.

Christian Lopez, Operations Director at Pure Life says, “for both groups of young people, this was a life changing experience.  Our North American students came to staff commenting on how humbling it was to share a meal with the Costa Ricans whose experiences are so different than theirs.  Our Tico students were shocked and touched by how they could impact someone’s outlook on life by merely being themselves.”

Pure Life staff looks forward to Tico Week every year.  It gives staff the opportunity to share their passion for Adventure Therapy with the communities in which they live.  It allows struggling young Ticos the opportunity to broaden their life view and experience their country in a new way.  Every staff that participates in Tico Week volunteers their time, and all services provided are donated by Pure Life and partnering providers. It remains a core principle of Pure Life to give back to Costa Rica and its people.

While Shellie Beeker, LPC, NCC has been with Greenbrier Academy (GBA) for 5 years, she’s no newcomer to the industry.  Shellie began her therapeutic career 10 years ago when she accepted a job as a wilderness field instructor.  “I fell in love.  It was the perfect combination of getting to work outside as an outdoor guide but with a purpose and meaning that took my love of nature to a new level,” says Shellie.  She also counts herself as fortunate to have gained experience working in the residential department as a Student Life Supervisor at another therapeutic boarding school.  There, she set up a community service program and realized her passion for helping struggling adolescents and their families to heal.

Ultimately, her desire to heal led her to pursue a master’s degree in Clinical Mental Health Counseling at Appalachian State University.  She later earned two post graduate certificates in both Addictions Counseling and Expressive Arts Counseling.  Currently, Shellie is a licensed professional counselor in West Virginia.

Serving as the leader of GBA’s Nicaragua Service Learning Program, Shellie enjoys watching our students recognize that they can provide a precious gift to others by simply being a kind human being, filled with the desire and willingness to do good.  “I have been fortunate to lead girls on service trips to Peru and Nicaragua as well as within our own community here at home.”  Some of her most meaningful local charitable activities include volunteering at Habitat for Humanity, assisting with flood relief and helping out at the local animal shelter.

Shellie’s personal interests include spending time outdoors, traveling, gardening, and embarking on culinary adventures.  Her students even earn a home-cooked meal at the end of each term as a reward for perfect attendance in their classes!  She’s also an animal lover at heart and describes her beloved dog, Gunner, as her “other half, therapeutically.”

Shellie’s favorite part of her role as a GBA therapist is watching her students become empowered young women and seeing their families growing stronger.  She also loves watching how Greenbrier Academy is ever-changing as well.  “Our school seems to grow and develop alongside our girls!”  From the diverse art classes and off-campus activities to the Aspiration program and service trips to Nicaragua, Shellie is proud to be a part of a community that is continuously adapting and advancing.

Caitlin Forcier joined the Alpine Academy team in 2014 as the full-time Aftercare Coordinator. Caitlin spent several years working for Alpine’s parent company, Utah Youth Village as a Families First Specialist and Coordinator. In this capacity, Caitlin was trained and certified in the Teaching-Family Model to work in homes with at-risk youth to teach skills to the youth and parents to prevent the need for out-of-home placement. This created an excellent framework for Caitlin’s work in aftercare at Alpine.

Caitlin has really grown the aftercare program at Alpine Academy. She has taken what was more of an alumni student tracking system and created a powerful resource for parents and students.

Caitlin begins her work 2-3 months prior to a student’s planned departure from Alpine. She will join treatment team meetings and start having meetings with parents and the student to begin the planning stages of the aftercare plan. As the departure gets closer, Caitlin continues to work with the students and parents (as well as any referring professionals involved) to finalize the plan. Caitlin’s role is less about deciding what the next steps will be (that is left to the family and consultant) and more about how the steps will be accomplished and what resources will be needed for a successful transition.

Once the student has left Alpine, Caitlin follows an established check-in schedule with the student and family. This entails a weekly call for the first 8 weeks after graduation. After that, the calls go to every other week for several months. Beyond that, the schedule is individualized to the family’s specific needs, whether that be to continue the bi-weekly calls or to move to a monthly check-in. Caitlin continues to be a resource for the student and families indefinitely, as she is always available to take and call and assist in a crisis. Alpine Academy is especially happy to be able to offer this service without charging families.

Caitlin is extremely dedicated to the work that she does. Her love and concern for the students really embodies the belief at Alpine that once a family enters Alpine, they become part of the Alpine Academy Family.

Ginger’s House currently has a wonderful group of young women.  They have been in the program ranging from a few weeks to 8 months.  Above all else, the program is designed to meet each client’s individual needs.  Serving women in early recovery from addiction, Ginger’s House strives to provide extensive group, individual and family therapies to treat the co-occurring disorders and support their sobriety.  When they were prompted to list some of their favorite things about the program they highlighted:

• Incorporates family into treatment plan (Family therapy is provided as often as needed. Sessions can be either in-person or via phone/video call.)
• Focuses on building and strengthening all relationships (Many clients have a long-standing history of failure to maintain all types of friendships, thus the program incorporates relationship building skills into all therapies.)
• Access to nutritionist (Many women in early recovery from addiction often go through self-esteem and body image challenges, as well as some clients also being in recovery from an eating disorder. A local nutritionist can work independently with women to craft a food plan and provide education.)
• Support transitioning into employment and college (Beginning in Phase 2, women are expected to spend 15-20 hours per week working/volunteering/going to school. The program helps women through every aspect of this transition, as a variety of challenges often arises.)
• Linkage and networking in the sober community (The program’s case managers are also in recovery and have been part of the sober community in Portland for varying periods of time, thus they serve as guides for women who are entering the community. They help women find sponsors, take them to daily 12-step meetings, and introduce them to sober activities.)
• Plenty of time with therapists and case managers, 24/7 staff presence (Women always have access to someone for support!)
• 12-step programing is incorporated into all aspects of the program (As stated in the previous contribution to All Kinds of Therapy, the clinical services support the 12-step program and it is often a topic in group, individual, and family therapies.
• Pet friendly (Ginger’s House loves furry friends!)
• Excellent location of house and office (The main office is in the heart of downtown Portland, this allows women to have centrally located home base when they start to venture out into the community. It also allows access to a variety of fun activities!  The residence is located in a residential area with a huge backyard and a cozy interior.  It is on a popular bus route, making it easy for women to get into Portland within 15 minutes.)
• Great recovery community with a variety of meetings (Portland is a sober friendly city.)
• Creativity is valued (Ginger’s House employs independent contractors to provide Art, Equine, and Yoga therapies, as well as encourages women to use their creativity in all aspects of their lives.)
• Individualized treatment process (Ginger’s House takes pride in providing treatment tailored to each women’s needs. No two women will have the same experience.)
• High standard of living to teach life skills and boost confidence (Life Skills is a big part of being able to be successful in sobriety, thus the program holds the women to high standards while helping them learn the required skills.)

PRN for Families offers a hearty congratulations to one of our Family Consultants, Jared Tonks, on earning his doctoral degree in Educational Leadership. Jared successfully defended his dissertation and was formally awarded his Doctor of Education degree from Idaho State University in January 2017. Jared had previously earned his Bachelor of Science degree in Sociology from Brigham Young University and a Master of Counseling degree in School Counseling from Idaho State University.

Jared’s doctoral research explored the application of the Stages of Change (presented in the Transtheoretical Model of Change (TTM)), in identifying differences in binge-drinking perceptions and behaviors in college freshman, and whether their self-identified stage of change is a significant factor in identifying students who are prone to binge-drinking. The results of his research indicated that there were significant differences between the stages of change in relation to perceptions and behaviors, such as:

• the normalcy of binge-drinking,
• drinking to get drunk,
• academic performance and GPA,
• student retention, class attendance,
• black-outs/memory loss,
• regretful behaviors,
• stress management and
• perceptions of parental concern about drinking behavior.

We look forward to having Jared discuss his research during upcoming conferences and symposia!

Jared joined PRN for Families in June of 2016 as a Family Consultant, and he provides home-based assessments, case management, case consultation, clinical family coaching and outreach to our clients. We are proud and honored to have Jared as a member of our team! You can reach Dr. Tonks at jtonks@prnforfamilies.com. 

reSTART Life, the industry leader in the treatment of problematic Internet, video game, VR and digital media use announces the joining of Johnny Tock, MS, LPC, LMHC as its new Admissions and Business Development Director.

Johnny is a licensed professional counselor in Washington, Illinois, and Hawaii. He received his Master’s Degree in Clinical Counseling from Eastern Illinois University and a bachelor’s in science from Hanover College in Indiana. 

Skyland Trail, a nationally recognized nonprofit mental health treatment organization for adults with mental illness, welcomes psychiatrists Adam Meadows, MD, and Kimberly Venable, MD, to the clinical team at Skyland Trail. Dr. Meadows and Dr. Venable join Raymond J. Kotwicki, MD, MPH, chief medical officer, Stephen McDaniel, MD and Mary Burns, MD. The clinical team at Skyland Trail now includes five staff psychiatrists. 

Dr. Meadows now leads the specialized treatment team for dialectical behavior therapy (DBT) at Skyland Trail. He will also work with the cognitive behavioral therapy (CBT) and social integration teams. He is a board-certified psychiatrist who specializes in mood disorders, adult ADHD, and mental health concerns affecting college and graduate students. Dr. Meadows earned his medical degree from the St. Louis School of Medicine at Washington University and completed his psychiatry residency at the University of Pennsylvania. Previously, Dr. Meadows served as the medical director of psychiatry and behavioral health for WellStar Health System. He is also a member of the American Psychiatric Association and Georgia Psychiatric Physicians Association. 

Dr. Venable now leads the specialized treatment teams for dual diagnosis and for young adults with psychosis at Skyland Trail. She received her medical degree at the International University of Health Sciences in St. Kitts, Nevis.  She completed her internship and general psychiatry residency training at Georgia Regents University in Augusta, Georgia.  In addition, she completed child and adolescent and addiction psychiatry fellowships at Emory University in Atlanta, Georgia. Dr. Venable is a member of American Psychiatry Association, Georgia Psychiatric Physicians Association, American Academy of Child and Adolescent Psychiatry and American Academy of Addiction Psychiatry.

“We have been able to recruit two of the finest psychiatrists in Georgia to join the Skyland Trail physician team,”  states chief medical officer Ray Kotwicki, MD MPH.  “Dr. Venable and Dr. Meadows are expert psychotherapists and psychopharmacologists, and bring the highest level of professionalism and compassion to our clinical teams.  We are thrilled to welcome them to Skyland Trail.”

Each of the five staff psychiatrists at Skyland Trail work directly with patients. Two psychiatrists - Dr. Burns and Dr. McDaniel - focus primarily on psychiatric assessment during the admission process. At admission, the psychiatrist conducts a one hour psychiatric diagnostic assessment. He or she gathers history, reviews medical records, assesses current symptoms and evaluates the current medication regimen. He or she synthesizes all the collateral data to formulate a working diagnosis, and then begins mapping out the treatment strategy for the client.

The psychiatric assessment helps match each client with an individualized, evidence-based treatment strategy (https://www.skylandtrail.org/Our-Expertise/How-We-Treat). Based on diagnosis, each client is paired with a specialized therapist and psychiatrist; clients meet one-on-one with a consistent therapist and psychiatrist at least once per week. Clients also are assigned to a specific peer community based on diagnosis, as well as a structured weekly schedule of therapeutic, psychoeducation, expressive, and skill-building groups.

After admission, in weekly one-on-one psychotherapy sessions, the psychiatrist conducts talk therapy and works with clients to develop an effective medication regime, making changes over the course of treatment as necessary to help clients feel better mentally and physically. The psychiatrist also follows essential lab tests and adjusts medication levels as necessary.

Evoke at is excited to announce that Tim Mullins, MA will be rejoining their Entrada Clinical Team. 

Tim specializes in addictions, largely due to his own recovery history. Many substance abuse and process addictions begin with clients medicating underlying disorders requiring an integral treatment approach. Integral psychology is about the whole person, their family, their environment, their belief systems as well body/mind integration. Tim is interested in clients struggling with existential crises, identity, self-concept and self-expression. These problems manifest in a variety of ways: anxiety, trauma responses, depression, bipolar disorder, attachment issues, personality disorders and psychosis. Most recently, Tim has pursued trauma treatment certification using Eye Movement Desensitization and Reprocessing (EMDR). 


Click to read more about Tim. (https://evoketherapy.com/the-evoke-team/clinical-and-research/tim-mullins/)

Gary Mullenax has been an intergral part of the Q&A team for almost 3 years.  Gary has held a mentor position at Applewood Transitions for that period of time, and has also taken on many other supportive roles as needed. One of his many talents includes interior decorating! The room shown here is one Gary's most recent projects. As you can see, he has a great eye for this. We've been doing many capital improvements and renovating in all of the programs recently. This room that Gary decorated is at Applewood Transitions where Gary has also updated a few other client rooms and common areas.

The young ladies at Applewood truly enjoy having Gary as one of their mentors. He has a natural ability to build rapport and uses his wonderful sense of humor and caring heart to make genuine connections with the clients. Gary came to us with a diverse background of experience. He formerly worked at Alldredge Academy as direct care staff and has held various positions in the hospitality industry over the years. Gary was born and raised in this community and comes from a large family. He has always been the one in his family that everyone turns to for support.

When asked what he feels the biggest challenge is as a mentor, he stated that helping the clients stay focused on their goals and not on other people and relationships seems to be a big hurdle for them. He then said that there is so much he loves about this job, the most rewarding being when he gets calls from graduates saying "Thank you".

There are openings at Applewood Transitions for young women.  If you have a family member who would enjoy the new room Gary decorated, please reach out to our admissions team. .

Evoke Therapy Programs is pleased to announce that Katelyn BeVard is the new Program Director at Entrada. 

Katelyn began working with Evoke in May of 2009 as a Field Instructor and has since then held positions as the Parent Coordinator, Assistant Field Director, Recruiter and Field Director.

As the Program Director at Evoke Entrada, Katelyn provides program-wide leadership and supervision over the field, administrative and medical departments. She enforces program policies and procedures and ensures implementation of program development and program budgets. Katelyn provides support for management teams through teamwork, empowerment and a strong commitment to Evoke’s mission and philosophy.

Click to read more about Katelyn. (https://evoketherapy.com/the-evoke-team/operations/katelyn-bevard/)
 

Stetson School, a new program to All Kinds of Therapy, is a nationally accredited, fully licensed, SEVIS approved residential/education program located in Barre, Massachusetts.  The program serves males, ages 9-22, specializes in the treatment of problematic sexualized behavior and offers behavior disorder treatment services as well. 

Stetson was founded in 1899 as an orphanage for boys, under the name of Stetson Home, and continued to serve youth in that capacity until 1960.  At that time, Stetson Home began to provide treatment for emotionally disturbed boys.  In 1978, Stetson Home became Stetson School when it was approved by the Massachusetts Department of Education as a Chapter 766 Private Special Education School, while still serving emotionally disturbed male youth.  In 1990, Stetson began to treat male youth who had a history of sexually abusive behaviors and, over time, earned a reputation of expertise in the juvenile sex offender field.  

In 2013, Stetson affiliated with the Seven Hills Foundation of Worcester, Massachusetts, whose mission is to "...promote and encourage the empowerment of people with significant challenges so that each may pursue their highest possible degree of personal well-being and independence."  Today, as mentioned above, Stetson's programs serve male youth, ages 9-22, with a variety of behavior and social-emotional issues.  Treatment is provided within tracks specializing in problem sexualized behaviors or behavior disorders.  Stetson's ACORN model of care is an integrated, evidence informed treatment model that is rooted in attachment theory, is trauma informed, and focuses on individual needs, strengths, and interests.  Treatment is provided within a relational milieu that is family driven and family supportive. 

If you have any questions, or would like more information on Stetson, please feel free to contact Peter Gow, Marketing and Outreach Coordinator, at (978)355-4541 ext. 4128 or via email at: pgow@stetsonschool.org

"The circumstances that cause a parent to summon the faith, commitment and courage to entrust the care of their child to a Wilderness Therapy Program are often really difficult. Yet while that reality is clearly, the truth is we all could benefit - greatly - from Wilderness Therapy. Mother Nature is never preachy; she does not lecture; she is often incredibly beautiful, but also often difficult - even stormy at times . . . Yet when someone (especially an information-age overloaded teen in today's world) is immersed in this natural world, and surrounded by amazing, caring, LISTENING counselors, staff and therapists like those who give of themselves at Second Nature . . . truly miraculous things start to happen . . . It is never some magical instant moment, yet slowly, almost imperceptibly, growth takes place. Our kids learn that if they do not pitch their tarp correctly and it rains, they get wet. If they do not figure out how to work through things with each other, then food does not get cooked, or water kept clean, or dishes cleaned . . simple enough things, but therein lie metaphor applicable to all of life. I personally am challenged with bouts of depression and my own full fledged ADHD - and without the benefit of the amazing, structured programs at SNWP (Second Nature Wilderness Program), I instinctively learned years ago how healing and powerful the natural world can be.

Second Nature in general, and therapist Coady Schueler in particular, take that healing power to amazing levels, providing powerful opportunities for personal growth in the process. Perhaps the most valuable lesson I have learned through the involvement of not one, but two daughters with SNWP is that the best way I can help my daughters is to work on me - to let them see that I, too, am a flawed human being struggling to find my own unique and personal means of personal growth - and for them to see that I care enough to become vulnerable; to [and this is still really hard for my type-A lawyer self!] REALLY learn how to actively listen to Hannah and Lizzy; and to really put in hard work to make our family a better, safer place in which to LIVE.

If your family and personal circumstances are such that you are searching for a place to help break whatever self destructive cycles of behavior are afflicting you, your family and especially your beloved teen children, I personally cannot think or imagine a better place to start than Second Nature. Whatever you do, invest your own time and energies into growing and learning yourself - that is the best gift of all for your kids, your spouse, your family - and yourself. " -Clark W.

Equinox RTC (http://www.equinoxrtc.com/) opened its doors on January 2nd, 2017.  This treatment center is founded by Kyle Gillett, Wes Selent and Bryan Tomes, who previously developed the Solstice East RTC program.

Equinox serves boys and their families ages 14-18 and is located on the East coast in Asheville, NC. Here are some frequently asked questions: 

What sets us apart from other residential treatment centers for troubled teens?

With decades of experience working with adolescents in residential treatment, our founding team developed a clinically intensive, trauma-informed, neurologically-based and adventure-filled program focused on the specific challenges and needs of young men. The Equinox Difference focuses on respected, evidence-based approaches to the recovery from trauma, loss, depression, anxiety, relationship deterioration, and impulsive and addictive behaviors. Our holistic approach – which treats the mind, body, and soul – is just one aspect that sets us apart from other residential treatment centers for troubled teens.

What makes Equinox unique?

Owner-Operated Programs–The Buck Stops Here…
Unlike many residential treatment centers for troubled teens, Equinox is a private, owner-operated program. Our founders are clinicians, educators, and residential staff, who are on campus daily–involved in regular activities with our students. This includes running therapy groups, teaching classes, participating in activities, enduring workouts, and being involved in family seminar groups and events. We believe it makes a difference when final decisions are made by individuals who are a part of your son’s daily life.

Gender Specific Programs Yield Better Results

Let’s face it – girls and boys are different animals. What supports growth and change in one doesn’t always work for the other. Success in working with young men requires specific and unique areas of neurological, emotional, and physiological emphasis and a keen eye to recognize what works for each individual. At Equinox, we have created a culture and approach designed specifically to meet the needs of teenage boys. Check out our Neurology, Physical Fitness and Nutrition, Addictions, and Adventure Therapy pages to learn more about how our program is intentionally designed to address the complex needs of boys.

Intensive Hiring Process to Find the Best, Most Passionate People

At Equinox, we believe that people–much more than programs–are the catalysts of long-lasting inspiration and growth in the lives of our youth. We are committed to hiring qualified, professional, caring staff who we train using thorough, evidence-based, and cutting-edge trauma-informed approaches to helping the boys and families we serve.

Family-Centered Approach to Repair Relationships

We believe that family is the most fundamental unit of growth and healing in society. It is impossible to support long lasting growth in a teenager’s life without involving his family. Our family programming includes weekly family therapy sessions, family seminars, multi-family groups, on- and off-campus visits, home visits, and other experiential interventions. This requires a significant investment of time and energy from the family, and has proven to be one of the three factors most directly associated with positive treatment outcomes for youth and young adults.

Focus on Inside-out Change (Rather than Compliance)

The historical focus of RTC’s is on compliance, and using a system of rewards and consequences to shape behavior. While this approach works in some extreme cases, and also when training pets, we believe its impact to be short-lived for most teens. More often than not, not long after the removal of the behavioral structure from a teenager’s life, he is back to his old patterns of thinking and acting. Compliance is indeed important, but when generated through a relationship-based and principle-centered focus, in which a teenager has the choice to comply, it is much more likely that principles of respect, responsibility, love, family relationships, and personal growth will be experienced and solidified. We strive to support the creation of self-sustaining, lifelong change at Equinox through our remarkable people and programming.

Our Boys are the Heroes of their own Journey

At Equinox, the archetypal Hero’s Journey is incorporated into every boy’s treatment as a framework for his and his family’s therapeutic progress. All members of the family engage in assignments as they learn, grow, and master new experiences, thereby allowing them to press forward in their journey. As one of the leading residential treatment centers for troubled teens, we understand that every student and parent approaches this journey from a different perspective–taking a unique path toward healing and growth.

This Journey is about people, not programs. From the passionate people we employ to the families who entrust us with their children to the incredible young men who rededicate themselves every day to this new journey… the challenges are there, but the results are worth the effort.

To schedule a tour of Equinox RTC, please contact Bryan Tomes at 877-279-8925.

For more information about Equinox RTC located in Asheville, NC or schedule a tour please contact Bryan Tomes at 877-279-8925.

Important Life Skills we call the “Core Principles”

The following five core principles are the areas students will focus on while at the Journey Home. Each student, with the input of parents and Journey Home team, will establish goals in these areas.  Completion of the Journey Home program is based on completion of these goals.

Lynn Wadsworth is licensed as a professional counselor and an adddictions specialist. She holds a Master's degree in mental health counseling from Western Carolina University. Lynn has worked with adolescents, young adults and famillies for over 20 years and has received advanced training in the area of Internal Family Sytems Therapy and Emotionally Focused Family Therapy.

Lynn's career has included work in a variety of treatment settings, including residential treatment centers, wilderness therapy programs, inpatient hospitalization, youth detention centers and intensive outpatient programs. Her experience also includes managing several adolescent addiction programs, as well as providing psychiatric assessments in hospital emergency rooms. 

The Willows at Red Oak Recovery's clients now have an opportunity to go off campus to a local farm and enjoy horseback riding as a new addition to their weekly schedules. This, combined with the current adventure schedule, provides our clients with additional experiences in new avenues. Clients arrive and prepare the horses for the ride by placing saddles and other equiptment on them, as well as cleaning the stables when the experience ends. The Willows at Red Oak Recovery has been participating in service work alongside the horses for some time, now they are able to further enjoy the company of the horses and the local countryside.

In addition to horseback riding, the women also travel to a local ceramics shop where they have the opportunity to create masterpieces from start to finish.  Odyssey Ceramic Arts, located in the famed River Arts District of Asheville, welcomes our ladies on a bi-weekly basis to construct, glaze and fire their own personal works of art. 

Stay tuned for new additions to Red Oak Recovery programming.

Solstice West prides itself on its robust Addiction Therapy program. In order to provide the best care, they combine a few different techniques. This includes Women in Sobriety, 12 Steps, SMART recovery, CBT, AA All Womens Group and other techniques.

Solstice West also believes in separating adolescent young women with addictions (cutting, over eating, anorexia, etc.) from the students who struggle with substance addictions. They believe this approach helps because it is encouraging them to heal, without introducing other harmful addictions.

The Addiction Counselor treats addictions by addressing it as an internal problem: what need is being met by binge eating, cutting, etc.? Once that is identified, it is easier to help the student find healthier coping mechanisms to get their needs met. 

The students benefit from hour and a half long groups with three different topics offered:

• Nuts and Bolts (Negative Unhealthy Thoughts) 
• Substance Abuse Addiction Group
• Addictions (Other)

To visit Solstice West and hear more about the Addictions Programs, please call Kris Archer, the Director of Business Development at (435) 841-0704. 

Therapeutic Consulting Association (TCA) (TherapeuticConsulting.org)  would like to invite all Education Consultants, Interventionists and full time referring professionals, regardless of TCA Membership Status to attend the annual TCA event in Salt Lake City, UT on April 18th and 19th, 2017. This training event is focused on Collaboration, Education, Ethics, and Research.

Conference fees include:

Tuesday Evening, April 18th
5:00 – 7:30pm
(Location TBD)
TCA Welcome Reception
Dinner and Drinks Are Included

Wednesday, April 19th:
8:00am – Breakfast & Registration
9:00am – 4:00pm – Annual Event
Location: The Alta Club, 100 S. Temple St, SLC, UT
(This is 2 blocks from the Marriott Hotel)
Breakfast, Lunch, and Snacks Are Included In Event Registration

CLICK HERE TO REGISTER FOR THIS TCA EVENT

Registration Fees:

$125 For TCA Members
$185 For Non-Member Referring Professionals
(Non-member participants receive TCA Membership Application Fees waived for 30-days, a $60 value)

Registration Fees Can Be Sent Via Check, Made Out to “TCA” To:
TCA Registration
9350 Sunset Drive, Suite 175
Miami, Florida 33173

Group Rate At The Salt Lake Marriott – City Center Hotel, click here. Rooms are limited and spaces are filling up fast. Even if you’re staying in town for other events, please mention the TCA to ensure the best rate.

Please note:  TCA Event participants are encouraged to schedule program tours or visits, or participate in other events occurring in the region.  We ask that attending referring professionals formally register for any adjoining event they wish to attend, as well as refrain from scheduling meetings, tours, or events during the TCA Events on Tuesday evening and Wednesday.

Brightstone Transitions, Vantage Point Aspiro, Black Mountain Academy and SUWS of the Carolinas are excited to announce the 4th Autism Symposium in Asheville, NC, Sunday, April 2nd, and Monday, April 3rd, 2017. This will be held in conjunction with the Gender Education and Demystification Symposium (G.E.M.S.) Conference and the Southeast Wilderness Symposium.  

The Autism Symposium will include an expert panel discussion and will highlight best-selling author Liane Holliday Willey, EdD, as the keynote speaker. Willey is presenting from the perspective of females on the Autism spectrum, as a woman diagnosed with autism at the age of 35.  The conference includes numerous breakout sessions by professionals specializing in working with this population. Be sure to mark your calendar to join us for these incredible few days.

REGISTER TODAY!

The Autism Symposium was created in order to bring more awareness to the increasing need for services for those with Autism Spectrum Disorder (ASD), and to facilitate conversations on the most pertinent topics regarding these students and their families. With this symposium, the hope is to highlight top notch treatment approaches and provide insights that will continue to aid professionals that serve this population.

The symposium is sponsored by Brightstone Transitions (GA), Vantage Point Aspiro (UT), Black Mountain Academy (NC), and SUWS of the Carolinas (NC).