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

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.

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.

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.

Depression, Addiction and Relationships, A New Study looks at impact for Women and Families

A new study from the University of Michigan illustrates the role relationships play in worsening depression and addiction for women. The article summarizing the findings from the study reports several interesting results. These results have a significant impact on families considering treatment. It finds that unlike other disorders, including anti-social personality disorder, depression in addiction-prone women does not improve over time, it actually worsens. This is particularly important for families considering treatment because it helps answer the question "will she just grow out of it?" When it comes to addiction and depression the answer according to this study, is no. Among the other results and the influencing factors the study finds:

1. The women’s partners’ struggles with addiction and antisocial behavior, such as run-ins with the law, worsened the women’s own symptoms and behaviors.

2. Children’s behavior also had a negative impact on their mothers. When children exhibited behaviors that included acting out and getting into trouble, their mothers’ alcohol problems and antisocial behavior tended to worsen. Meanwhile, when children were sad, withdrawn or isolated, their mothers’ depression increased.

These two findings draw direct links to the role relationships play in the mental health of women, and are consistent with the anecdotal information we, at Spring Ridge Academy, have found with our students and families. We have seen many young women make great gains in their maturity and the regulation of moods and addictive behavior, only to see those same students relapse in relationships. These young women with "good intention" (albeit misguided) frequently choose boyfriends that need to be "rescued." Predictably, rescuing fails, and relapse for the young woman ensues, bringing with it mood disregulation and the return of depressive symptoms.

The second finding regarding the impact of children's mood and behaviors on mothers provides further support and incentive for a holistic approach which includes family therapy in any treatment process. Both factors illustrate the importance that relationships play in lives of women. Young women not only treatment that addresses compulsive behavior and depression, they also need a model of healthy relationships. Equally as important is the opportunity to begin to practice forming and maintaining healthy relationships in a safe and progressively challenging environment. The author of the study Anne Buu Ph.D. echoes this point in her assertion that based on these findings treatment interventions “might have the most impact if they improve social supports, educational opportunities, access to family counseling and neighborhoods environments,” Buu says.