Thursday, August 18, 2011
My Spring Ridge Academy Experience
Disrespect, parties, promiscuity, lies and defiance is what my life consisted of for a year and a half until March 3rd, 2009. Some people ask why and my response is always the same. Underneath my tough girl front, I felt lonely, fear, rage and worthlessness and unfortunately I made the decision to avoid dealing with my pain instead of asking for help. Then, I was given the blessing to change my whole life around in a place where I felt safe, supported and understood. I was thirteen when my parents placed me in a therapeutic boarding school called Spring Ridge Academy in Spring Valley, Arizona. Because of SRA I have learned more about myself than ever before, so despite my struggles, it was a risk I do not regret.
My first few months at Spring Ridge Academy, I was less then cooperative, respectful and motivated. At first, I would not even admit I had a problem. I was stubborn and I cringed at the thought of someone else being “right”. I was convinced I could do things “my way”. When I finally swallowed my pride and quietly accepted that I needed help I still did not understand the seriousness of my lifestyle. I knew that I wanted to be happy again, and at the same time, I was gravely mistaken as to how much work turning your life around actually is. It wasn’t until October of 2009 I sincerely made the decision to change. The second week of October my parents came to see me from California. Because of the stage I was in in the program I was able to spend a weekend off campus with them, which based on results, I was not ready to do. I ended up running away and setting back my progress even further. It is by far, one of the scariest things I have ever experienced. I had no idea where I was, I was afraid of the setting sun and the cold weather, and most importantly I felt, and was more alone than I had ever been before. I had hit rock bottom.
The real beginning of my recovery was also less than pleasant. I was learning the hard way that facing your demons is painful, time consuming and sometimes embarrassing. But, one of the things that kept going when I was sure I was going to give up is a short quote. I would repeat the words over and over in my head, amazed by its simplicity. It goes like this “When you’re going through hell, keep going. Giving up is not going to make hell any more enjoyable.” It was helpful because it gave me two options, neither were ideal, but at least one would save my life.
Gradually I became more confident, happy and accepting. I developed confidence in my looks, personality and beliefs which led to me to feel actual happiness, not just short term satisfaction. I had started accepting who I was. Finally I wasn’t trying to be anyone or anything else because I knew that I was okay just the way I was. I say “started accepting” for two reasons. The first is because I have my off days. I don’t feel confident and self-assured every day and I do not always make that best decisions. The second reason is because my life is not over! I have much more to learn and create for myself and chances are I will need to accept that too.
Hopefully, a therapeutic boarding school won’t need to be in everyone’s paths but it has been in mine and I am proud of it. Spring Ridge Academy was my home for twenty long months and it taught me to be able to embrace the destructive choices I’ve made and learn from them. Now I understand I do not need to be ashamed of the past nor stay stuck in the past and I can thank SRA and my parents for that. Regardless of the struggles and pain I had to face there I would not have done it any other way.
I wrote this essay in my career life class because we had to do an example of college essay that you write to get in. I got an A! I think it is pretty good myself.
Monday, August 15, 2011
New Parent Letter
August 10, 2011
Dear SRA Parents,
We have just begun our fall semester at SRA. Over the last few months we have been reviewing and revising our program to better serve our students and families. In essence we have looked at what is working and what could be working better.
We have revised our phase guidelines and requirements to enhance our strong focus on the mastery of skill development in the following areas: emotional self-regulation, academic excellence, interpersonal relationships, physical wellness and family interface. Monthly updates will be in the phase sheet format.
Each phase has a clear purpose and delineated skills that develop from introduction to consistency to mastery. Our new phase sheets are posted on the Spring Ridge Academy website in Downloadable Documents as Phase Guidelines. Please take the time to acquaint yourself with these skills and requirements. It is important that you have a thorough knowledge of what is expected since you are a key component in your daughter integrating these skills into her life, family life and the community at large.
We are implementing the following changes:
Phase I / Orientation
Phase I is a four-week orientation and introduction. The purpose of orientation is to have students understand Spring Ridge Academy structure and philosophy, to develop emotional, physical, academic and interpersonal skills, and to assess the student and create a plan of action.
New elements to Orientation Phase:
1. Orientation Group held 5 – 6 times a week with a Community Life Director to assist in skill development and program structure
2. Meeting with Academic Advisor to insure any IEP and/or learning differences are being integrated.
3. Building relationships with all areas of SRA community.
4. Revision to our school uniform policy to eliminate phases by color.
6. More opportunities for off campus activities and service.
7. At the completion of the four-week phase, the small treatment team will determine the skill group placement, the academic strategy for Phase II, the suggestions for family interface and visits, and the therapeutic treatment plan.
Phase II / Consistency
The purpose of Phase II is to experience self-acceptance, trust, growth of self-regulation and delayed gratification, development of problem solving skills, and consistency in creating self-enhancing beliefs, emotions, and behaviors.
Phase III / Integration
The purpose of Phase III is to create consistency in skill development, to effectively integrate the skills practiced at Spring Ridge Academy into the home environment, and to enhance communication and connection in the family.
Students on Phase III may now dress in their own clothes in compliance with dress code or wear their uniform. We want our Phase III students to learn to practice appropriate dress in a variety of situations.
Phase IV / Transition
The purpose of Phase IV is to create mastery in skill development both on campus and at home and to create and implement a transition plan for the home environment and/or transition community.
Other changes at Spring Ridge Academy include:
1. We have revised family visit guidelines and assignments sheet. These documents may be viewed on our website. Your treatment team will acquaint you with the family phase expectations for visits including creating structure, ground rules, assignments, and resources for each family to support student specific treatment plans.
2. Our small treatment teams have expanded to include our Community Mentors. Treatment teams include a therapist, two academic advisors, a Community Life Director, and assigned Community Mentors. We are excited to incorporate Community Mentors into our treatment teams. All of our Community Mentor schedules have been adjusted to provide more time to exchange information, interact with students and attend treatment team meetings.
3. Spring Ridge Academy therapists will begin using EMDR, eye movement desensitization and reprocessing, with appropriate students and parental consent. This methodology is highly regarded in the treatment of trauma and is a wonderful tool fitting in with the general philosophy of Spring Ridge Academy.
4. At times our students complete their high school requirements prior to completion of the SRA therapeutic component. These students continue their academic path by addressing academic areas of need, holding leadership roles in classes, and taking collegiate level correspondence course work. Additionally, these students will participate in more off-campus service work, immersive off-campus activities to enhance age specific skills and experiences, and thorough transition skills.
5. Academic breaks will be a combination of family time and emotional growth / therapeutic activities. Our large academic breaks will be broken into visit specific family time and on-campus emotional growth activities. For example, four academic break days may be designated for a student workshop while the other days will be designated as phase-specific family time. Phase IV students will continue to spend the duration of breaks off campus.
One of the changes we have not made at SRA is our nutritional guidelines. Each year we meet with our dietitian and she reviews our menus and recipes and makes suggestions for improvement in nutritional balance and portions. This year we once again received excellent marks in these areas. Her only suggestion was consistency in portion control.
If you have any questions about these program adjustments, please contact a member of your treatment team, the Parent Liaison Suzie Courtney, or Jeannie Courtney.
Warm regards,
Jeannie Courtney and the SRA staff
Dear SRA Parents,
We have just begun our fall semester at SRA. Over the last few months we have been reviewing and revising our program to better serve our students and families. In essence we have looked at what is working and what could be working better.
We have revised our phase guidelines and requirements to enhance our strong focus on the mastery of skill development in the following areas: emotional self-regulation, academic excellence, interpersonal relationships, physical wellness and family interface. Monthly updates will be in the phase sheet format.
Each phase has a clear purpose and delineated skills that develop from introduction to consistency to mastery. Our new phase sheets are posted on the Spring Ridge Academy website in Downloadable Documents as Phase Guidelines. Please take the time to acquaint yourself with these skills and requirements. It is important that you have a thorough knowledge of what is expected since you are a key component in your daughter integrating these skills into her life, family life and the community at large.
We are implementing the following changes:
Phase I / Orientation
Phase I is a four-week orientation and introduction. The purpose of orientation is to have students understand Spring Ridge Academy structure and philosophy, to develop emotional, physical, academic and interpersonal skills, and to assess the student and create a plan of action.
New elements to Orientation Phase:
1. Orientation Group held 5 – 6 times a week with a Community Life Director to assist in skill development and program structure
2. Meeting with Academic Advisor to insure any IEP and/or learning differences are being integrated.
3. Building relationships with all areas of SRA community.
4. Revision to our school uniform policy to eliminate phases by color.
6. More opportunities for off campus activities and service.
7. At the completion of the four-week phase, the small treatment team will determine the skill group placement, the academic strategy for Phase II, the suggestions for family interface and visits, and the therapeutic treatment plan.
Phase II / Consistency
The purpose of Phase II is to experience self-acceptance, trust, growth of self-regulation and delayed gratification, development of problem solving skills, and consistency in creating self-enhancing beliefs, emotions, and behaviors.
Phase III / Integration
The purpose of Phase III is to create consistency in skill development, to effectively integrate the skills practiced at Spring Ridge Academy into the home environment, and to enhance communication and connection in the family.
Students on Phase III may now dress in their own clothes in compliance with dress code or wear their uniform. We want our Phase III students to learn to practice appropriate dress in a variety of situations.
Phase IV / Transition
The purpose of Phase IV is to create mastery in skill development both on campus and at home and to create and implement a transition plan for the home environment and/or transition community.
Other changes at Spring Ridge Academy include:
1. We have revised family visit guidelines and assignments sheet. These documents may be viewed on our website. Your treatment team will acquaint you with the family phase expectations for visits including creating structure, ground rules, assignments, and resources for each family to support student specific treatment plans.
2. Our small treatment teams have expanded to include our Community Mentors. Treatment teams include a therapist, two academic advisors, a Community Life Director, and assigned Community Mentors. We are excited to incorporate Community Mentors into our treatment teams. All of our Community Mentor schedules have been adjusted to provide more time to exchange information, interact with students and attend treatment team meetings.
3. Spring Ridge Academy therapists will begin using EMDR, eye movement desensitization and reprocessing, with appropriate students and parental consent. This methodology is highly regarded in the treatment of trauma and is a wonderful tool fitting in with the general philosophy of Spring Ridge Academy.
4. At times our students complete their high school requirements prior to completion of the SRA therapeutic component. These students continue their academic path by addressing academic areas of need, holding leadership roles in classes, and taking collegiate level correspondence course work. Additionally, these students will participate in more off-campus service work, immersive off-campus activities to enhance age specific skills and experiences, and thorough transition skills.
5. Academic breaks will be a combination of family time and emotional growth / therapeutic activities. Our large academic breaks will be broken into visit specific family time and on-campus emotional growth activities. For example, four academic break days may be designated for a student workshop while the other days will be designated as phase-specific family time. Phase IV students will continue to spend the duration of breaks off campus.
One of the changes we have not made at SRA is our nutritional guidelines. Each year we meet with our dietitian and she reviews our menus and recipes and makes suggestions for improvement in nutritional balance and portions. This year we once again received excellent marks in these areas. Her only suggestion was consistency in portion control.
If you have any questions about these program adjustments, please contact a member of your treatment team, the Parent Liaison Suzie Courtney, or Jeannie Courtney.
Warm regards,
Jeannie Courtney and the SRA staff
Wednesday, August 3, 2011
A Great Day!
Friday, July 29 was a great day at Spring Ridge Academy! It was graduation day. As the students walk in the room with their cap and gowns, and their parents watch with pride - it is like any other high school on graduation day. What is hard to believe, is many of these girls and their families never thought this day would happen. When they came to SRA, it was their last hope. The ceremony continued with speeches from the students and family members. As tears flowed, many people spoke of gratitude for SRA staff, as well as, for their own family members for their continuous support. Students and family members spoke about the hard work they did to restore their family system; and they talked about continuing the journey. One student spoke about the love she has for her peers and recognizing that she will never have friendships like the ones she developed at SRA; and her appreciation for sharing this experience together.
The room was filled with love and support. Not only were family members, friends, students in the audience, but former students and former employees returned to SRA on a hot, Friday morning to share in the special day. When students arrive at SRA they become part of family; and when they leave the campus the family stays with them. After lunch, it was time to say good-bye to the SRA campus. Students hugging their peers with tears rolling down their faces say good-bye for now. But, they will always have a place in the Spring Ridge Academy family.
The room was filled with love and support. Not only were family members, friends, students in the audience, but former students and former employees returned to SRA on a hot, Friday morning to share in the special day. When students arrive at SRA they become part of family; and when they leave the campus the family stays with them. After lunch, it was time to say good-bye to the SRA campus. Students hugging their peers with tears rolling down their faces say good-bye for now. But, they will always have a place in the Spring Ridge Academy family.
Wednesday, July 27, 2011
School Already?
By Jeannie Courtney, CEO/Founder, Spring Ridge Academy
As I stand at the check out at the grocery store, I hear a young boy say to his mother, "I do not want school to start," as she puts juice boxes and sandwich bread in her cart. Going back to school is often a difficult transition for kids as they have enjoyed a summer of freedom which often includes staying up late, lazy days and fun. Kids are not looking forward to going to bed early, alarm clocks, homework and school rules.
So, how can we help kids transition back to school successfully?
One week before school starts, begin going to bed early and setting the alarm clock at the usual school time. This helps to acclimate to the new school schedule.
Begin reading daily to reestablish study schedules. Flash cards or math facts can be fun, too.
If your child is starting a new school, be sure to visit the school prior to the first day. This will ease some fear regarding a new environment. In addition, you may want to arrange a "play date" with kids from the class before the school year begins.
It is important for parents to recognize that children often have anxiety about the new school year, be sure to talk to your child about their anxiety and fears. Parents need to be supportive and optimistic about the new year.
Review the school day with your child so they are prepared for the school routine.
Parents should plan to be available for your kids during the first week of school as this can be a difficult time. If possible, put off late night meetings or business trips.
While school may not start for few weeks, remember preparing your child for school starts now.
As I stand at the check out at the grocery store, I hear a young boy say to his mother, "I do not want school to start," as she puts juice boxes and sandwich bread in her cart. Going back to school is often a difficult transition for kids as they have enjoyed a summer of freedom which often includes staying up late, lazy days and fun. Kids are not looking forward to going to bed early, alarm clocks, homework and school rules.
So, how can we help kids transition back to school successfully?
One week before school starts, begin going to bed early and setting the alarm clock at the usual school time. This helps to acclimate to the new school schedule.
Begin reading daily to reestablish study schedules. Flash cards or math facts can be fun, too.
If your child is starting a new school, be sure to visit the school prior to the first day. This will ease some fear regarding a new environment. In addition, you may want to arrange a "play date" with kids from the class before the school year begins.
It is important for parents to recognize that children often have anxiety about the new school year, be sure to talk to your child about their anxiety and fears. Parents need to be supportive and optimistic about the new year.
Review the school day with your child so they are prepared for the school routine.
Parents should plan to be available for your kids during the first week of school as this can be a difficult time. If possible, put off late night meetings or business trips.
While school may not start for few weeks, remember preparing your child for school starts now.
Wednesday, July 20, 2011
The Use of Post-Induction Therapy for Resolution of Trauma
By Gary D. Hees MA, LPC, Clinical Director, Spring Ridge Academy
One of the most tragic trends in our culture is the rising number of physical assaults, sexual assaults, rape and other trauma perpetrated against young women. The fear and shame carried by the victims of these horrific acts, added to the confusing and downright scary reality of PTSD symptomology, leaves these women a legacy of anxiety, undeserved guilt and fear that negatively colors their life experience. Fortunately, there is an effective methodology for dealing with the aftermath, formulated by Pia Mellody. It is called Post-Induction Therapy (PIT), sometimes called feelings reduction, and is the method we use at Spring Ridge Academy to facilitate the empowerment and healing of our clients who have suffered physical abuse, sexual abuse, rape and other trauma, including emotional and relational trauma suffered in their family of origin.
The basis of the PIT intervention is the concept of carried fear, shame and other feelings. No person would ever rape another if they were feeling their own appropriate level of fear and shame; fear of the consequences and shame for inflicting themselves upon another and harming that human being. Given that fear and shame are not being felt by the perpetrator, who is feeling those feelings? The victim, of course! We know this from the statements made by many of the victims that “I should have fought harder”, “I could have avoided the situation”, or the many variations of “I should have…” The PIT intervention allows the victim the “give back” those feelings of fear and shame and guilt that they carry FOR the perpetrator.
One of the most tragic trends in our culture is the rising number of physical assaults, sexual assaults, rape and other trauma perpetrated against young women. The fear and shame carried by the victims of these horrific acts, added to the confusing and downright scary reality of PTSD symptomology, leaves these women a legacy of anxiety, undeserved guilt and fear that negatively colors their life experience. Fortunately, there is an effective methodology for dealing with the aftermath, formulated by Pia Mellody. It is called Post-Induction Therapy (PIT), sometimes called feelings reduction, and is the method we use at Spring Ridge Academy to facilitate the empowerment and healing of our clients who have suffered physical abuse, sexual abuse, rape and other trauma, including emotional and relational trauma suffered in their family of origin.
The basis of the PIT intervention is the concept of carried fear, shame and other feelings. No person would ever rape another if they were feeling their own appropriate level of fear and shame; fear of the consequences and shame for inflicting themselves upon another and harming that human being. Given that fear and shame are not being felt by the perpetrator, who is feeling those feelings? The victim, of course! We know this from the statements made by many of the victims that “I should have fought harder”, “I could have avoided the situation”, or the many variations of “I should have…” The PIT intervention allows the victim the “give back” those feelings of fear and shame and guilt that they carry FOR the perpetrator.
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