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Template:Infobox Troubled Teen Program

Troubled teen Industry, refers to all activities geared toward treating teens and young adults who display varying degrees of disfunction. Troubled teens engage in behaviors significantly more risky than Teenage rebellion. This industry includes the legal system, diagnosing and referring professionals, educational consultants, youth programs, and advocacy groups. Teens that are diagnosed with behavioral or psychological problems or learning differences or that may have run afoul of the law may be treated through a variety of interventions. Programs exist in a broad range of settings and cover alternatives ranging from minimally intensive, home or community based, outpatient counseling to the most intensive, lockdown, psychiatric institutions.

The following list of program types form the core of the treatment portion of this industry. Living at home and participating in counseling or a day program would be on the low end, while a long-term, secure, residential psychiatric-based programs would be the high end.[1]

Home Based
  • Counseling
  • A day school with a reputation for discipline
  • A family coach
  • Outpatient Treatment
Honor or Community Based
Residential Family Based
Self-contained Communities
Secure Interventions


History or Origins of youth residential programs

Therapeutic Community's

Further information: [[:Therapeutic Community]]

Therapeutic Community concepts, beliefs and practices can be traced to indirect influences found in religion, philosophy, psychiatry and social & behavioral science. Although the addiction TC draws on various sources, the term Therapeutic Community is modern. It was first used to describe psychiatric TC's emerging in Great Britian in the 1940's. In the US it has come to be used to treat various forms of addiction. [2]

AA's Influence

The higher power concept of AA was a direct outgrowth of XX and XX's involvement in XX.[A].

Synanon's Influence

Further information: [[:Synanon]]

Father William B. O’Brien, the founder of New York's Daytop Village included Synanon's group encounters and confrontational approach in his research into addiction treatment methods.[3]

Mel Wasserman, influenced by his Synanon experience, founded CEDU Education. The schools used the confrontation model of Synanon watered down quite a bit.[4].

Author, journalist and activist Maia Szalavitz claims to trace the influence of Synanon in other programs including Phoenix House and Boot Camps in addition to those mentioned above. [5].

CEDU's Influence

Further information: [[:CEDU]]

The history of CEDU is largely the history of the development of parent-choice, private-pay residential programs. Prior to CEDU the choices for treating troubled teens were limited to Medical and Psychiatric methods. A significant number of the schools in the Emotional Growth/Therapeutic schools industry were developed or strongly influenced by people who were originally inspired by their CEDU experience.[6]

The term "emotional growth education" was created by Linda Houghton in the early 1980's to describe workshops and other specialty programs at the first CEDU School. The term was intended to clearly define how the curriculum used child development principles and healthy stages of growth to create self-esteem and develop greater skills in communication, work ethic, self-awareness and academic study. She used the principles of child development as described by Erik Erikson to bring understanding of the emotional growth workshop curriculum to parents, faculty and referring professionals.[7] [8]

Over the years, as more schools and programs were created, the term "emotional growth" was used and misused to describe vastly different therapeutic schools that sometimes did not adhere to the basic components needed for true emotional growth education. Ms. Houghton went on to found two schools (Mount Bachelor Academy and the King George School) attempting to refine what she calls "holistic education" or "a new way of looking at things".[9] These schools and programs were designed as models for the integration of emotional growth, academics, the arts and other specialized learning.[8]

New Leaf Academy, another therapuetic school run by another former CEDU employee, Marci Padgett.

Academy at Swift River, run by a former CEDU employees, Rudy Bentz and Jill Shwaiko Bentz.

Cascade School, now known as ...

Research the CEDU schools and to review the documentary "Surviving CEDU", by Liam Scheff.

Therapeutic / Emotional Growth boarding schools

Further information: [[:Therapeutic boarding schools]]

The roots of the therapeutic curriculum originated at CEDU [10].

A therapeutic boarding school (TBS), alternatively known as an emotional growth boarding school, is a type ofboarding schoolthat offers an educational program together with specialized structure and supervision for students with emotional and behavioral problems,substance abuse problems, or learning difficulties.[11][12]

In contrast with residential treatment programs, which are more clinically focused and primarily provide behavioral management and treatment for adolescents with serious issues, the focus of a TBS is toward emotional and academic recovery involving structure and supervision for physical, emotional, behavioral, family, social, intellectual and academic development.[11][13]Therapeutic and educational approaches vary. The typical duration of student enrollment in a TBS range from one to two years. Students may receive either high school diplomas or credits for transfer to other secondary schools.[11] Some therapeutic boarding schools hold educational accreditation.[14]

In his 2005 book, journalist David L. Marcus estimated that dozens of therapeutic schools have been established in the United States since the 1970s, operated by both private corporations and nonprofit agencies.[15] David describes a typical school as follows:[15]

"[The school’s] curriculum defies easy explanations. It was a patchwork of theories of leading behavioral psychologists of the twentieth century, mixed with techniques from twelve-step programs, California feel-good movements, Big Sur group processing, and Esalen-style encounters. The curriculum drew from the pioneering Swiss philosopher and psychologist Jean Piaget, who believed that children must learn at their own pace. And Erik Erikson, who argued that a person’s ability to resolve conflicts during critical transitions early in life is an indicator for later happiness. And, especially at base camp, [The school] borrowed from Abraham Maslow. He had charted a hierarchy of needs, starting with the physical – air, food, water – and ascending through self-esteem, belonging, love, and finally to truth and beauty.

The school wasn’t trying to turn rampaging teenagers into cherubic clones. It was trying to help kids rediscover their talents, to give them tools to deal with inevitable setbacks and pain. [The school] started by reducing newcomers to coping with primordial needs – potable water, shelter, a comfortable temperature. As they fulfilled Maslow’s hierarchy, they started to think about who they really were."

Types and Methods

While Intervention Types range from the formal to the informal as indicated below, Troubled teen programs tend to focus primairly on formal interventions.

Range of treatment types [16]
  • Formal Independent Medical Psychological Treatments
Hospitals, Outpatient Clinics, Community Programs
  • Professional Therapies
Family Therapy, Group Therapy
  • Formal Community Support
Support Groups, Independent Living Centers
  • Schools
  • Supported Employment
  • Informal Community Support
Mentors, Friends, etc.


Methods
  • Therapeutic Community - It is often necessary to modify some of the traditional components of the TC to accommodate adolescent developmental differences and to facilitate their maturation. The modifications may include less hierarchy and confrontation and greater priority to education than work. For example, many TCs for adolescents have an onsite school. In addition, such programs offer a range of family services that require family participation. After formal treatment is completed, continuing care is often arranged.[17]
  • Positive Peer Group - Run by a therapist assigned to the group. The students are allowed to offer constructive criticism of each other and are expected to confront on negative behaviors in the spirit of helping not in the spirit of hurting.
  • Positive Peer Community Meeting - Designed to discuss how the day went and how the unit handled the day and to confront any issues with any negative leaders throughout the day.[18]
These programs specialize in DBT:
Fulshear Ranch Academy - Young Adult Treatment and Transition Program for Young Women.
NorthStar Center - Young Adult Therapeutic Transition Program helping to achieve educational and life goals.

Numbers

In 1999 the National Association of Therapeutic Schools and Programs gave the number of schools at 43. By 2005 their number was 140. [22] Recent estimated of the number of teen programs vary between 350 and 650 [23] programs. Trends in numbers of these programs tend to follow the economy. In 2009 one consulting firm reported there were 40 closures and 12 new programs. [24] In 2008 they reported 11 closures and 15 new programs. [23]

Effectiveness

In 2006 the results of a study[13] conducted between 2003 and 2005 involving 993 students from 9 schools was presented at the 114th Annual Convention of the American Psychological Association.[dubious – discuss]

Outcome Statistics of Residential Therapy at Red Rock Canyon School [25]

Graham's Hierarchy of Disagreement

Disagreement Pyramid


This might belong on the talk page to preempt those who are intent on flaming this article.

Controversy

Nefarious Intent

Opponents of the Troubled Teen Industry attribute the motives of participants to one or another form of malevolent intent, speaking of students as prisoners or detainees and describing programs as unnecessary and a substitute for good parenting. Some go so far as to claim that parents dump their kids into these programs with full knowledge that they will be mistreated, that these parents believe in a sinister form of tough love. See: Behavior modification facility. Explore this link for useful content.[26]

Angry Mob Mentality

A former student is quoted as saying “I stumbled on a number of sites devoted to people who had “survived” DeSisto. As I read on, I found a frightening wealth of misinformation about the schools. People raging about brainwashing, child-abuse, sexual humiliation… The list goes on. People who had gone to these schools and “escaped” talk about their experiences as if they’d been sent to POW camps and had bamboo chutes slid under their fingernails.” And, “These are not people who want to know the truth. This is a forum for people who want to vent their anger and frustration, their feelings of being victimized and not listened to, on the world at large. It’s rare, in my experience, to find an internet forum that does not suffer from this. This is why many forums have moderators, to attempt to illicit respectful, open-minded conversation, not fear-mongering and hateful accusations.” And finally, “The few people that attempted [to descent] were met with such vile hostility that it seemed clear to me that truth or reality was not what these folks were seeking; they appeared to actually WANT to be angry, they seemed to NEED it.”[27]

Speaking on the closure of one particular program the following was reported. When these allegations came up in the spring, (Aldi) received a Facebook message that stated, `if you want to get your parent's money back, say you were abused.'"[28]

Real Abuse

Abuse of teens has been well documented. Abuse occurs in many forms. It may range from benign neglect to intentional mistreatment.

Organizations

The Disability rights organization, Bazelon Center for Mental Health Law, opposes placement in Therapeutic Boarding Schools equating them with residential treatment centers. They call into question the appropriateness and efficacy of such group placements, the failure of such programs to address problems in the child’s home and community environment, the limited or no mental health services offered and substandard educational programs. Concerns specifically related to private therapeutic boarding schools include 1) inappropriate discipline techniques, 2) medical neglect, 3) restricted communication such as lack of access to child protection and advocacy hotlines, and 4) lack of monitoring and regulation. Bazelon promotes community-based services on the basis that they are more effective and less costly than residential placement.[29]

Political Action

From late 2007 through 2008, a broad coalition of grass roots efforts, prominent medical and psychological organizations that including members of Alliance for the Safe, Therapeutic and Appropriate use of Residential Treatment (ASTART) and the Community Alliance for the Ethical Treatment of Youth (CAFETY), provided testimony and support that led to the creation of the Stop Child Abuse in Residential Programs for Teens Act of 2008 by the United States Congress Committee on Education and Labor[30].

Jon Martin-Crawford and Kathryn Whitehead of CAFETY testified at a hearing of the United States Congress Committee on Education and Labor on April 24, 2008,[31] where they described practices they considered abusive, which they had experienced, observed, and been told about at the Family Foundation School and Mission Mountain School, both therapeutic boarding schools.[32][33]

The Federal Trade Commission has issued guides for parents considering residential treatment programs.[34][35]

See also

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Related topics

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Techniques

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More

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Specific schools

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Notes

^ A: The XXX was influential of turning around the lives of XX and XX through the concept of a higher power. Higher power was an outgrowth the the Christian religious foundation of XX.[36]

^ B: Another term describing troubled teens would be defiant Teens. See Defiant teens: a clinician's manual for assessment and family intervention By Barkley, Edwards, Robin
[37]

References

  1. ^ [1] Independent Educational Consultants Association certified educational planner, Lon Woodbury, 7/24/06, The Structure Spectrum Revisited, retrieved 5/23/2010
  2. ^ DeLeon
  3. ^ Daytop History, Daytop Homepage, retrieved 3/25/2010
  4. ^ Ever unconventional, long controversial, By Keith Chu, The Bend Bulletin, November 15, 2009
  5. ^ Szalavitz, Maia (2007-08-20). "The Cult That Spawned the Tough-Love Teen Industry". Mother Jones. Retrieved 2007-09-19.
  6. ^ http://www.strugglingteens.com/artman/publish/article_5922.shtml
  7. ^ http://www.incrisis.org/pr/HoughtonBio.htm
  8. ^ a b http://www.strugglingteens.com/Tiege/
  9. ^ http://www.strugglingteens.com/artman/publish/LookingatThingsES_090916.shtml
  10. ^ Ever unconventional, long controversial, By Keith Chu, Bend Bulletin, November 15. 2009
  11. ^ a b c Program Definitions, NATSAP National Association of Therapeutic Schools and Programs, accessed January 4, 2009
  12. ^ Types of Boarding School, Boarding School Review website, accessed January 5, 2009
  13. ^ a b Ellen Behrens and Kristin Satterfield,Report of Findings from a Multi-Center Study of Youth Outcomes in Private Residential Treatment, Presented at the 114th Annual Convention of the American Psychological Association, New Orleans, Louisiana, August 2006
  14. ^ Selecting The “Right” School or Program, NATSAP National Association of Therapeutic Schools and Programs, accessed January 4, 2009
  15. ^ a b David L. Marcus (2005), What It Takes To Pull Me Through: Why Teenagers Get in Trouble and How Four of Them Got Out, Houghton Mifflin, ISBN 978-0618145454
  16. ^ Judd, Tedd (1999). Neuropsychotherapy and Community Integration: Brain Illness, Emotions, and Behavior (Critical Issues in Neuropsychology). Springer. p. 372. ISBN 0306461706. {{cite book}}: Cite has empty unknown parameter: |coauthors= (help)
  17. ^ http://www.drugabuse.gov/ResearchReports/Therapeutic/Therapeutic4.html#specialneeds
  18. ^ http://www.redrockcanyonschool.com/daily-schedule/
  19. ^ http://www.childnature.ca/2009/06/18/theraputic-benefits-of-contact-with-nature/
  20. ^ http://richardlouv.com/
  21. ^ British Association for Behavioural and Cognitive Psychotherapies: What are Cognitive and/or Behavioural Psychotherapies? Retrieved on 2008-11-1
  22. ^ http://lizditz.typepad.com/i_speak_of_dreams/2005/04/post.html
  23. ^ a b http://www.strugglingteens.com/artman/publish/PanicButtonES_081023.shtml
  24. ^ http://www.strugglingteens.com/artman/publish/ChallengesParentChoiceES_100329.shtml
  25. ^ http://www.redrockcanyonschool.com/outcome-statistics/
  26. ^ The Exploitation of Youth and Families in the Name of “Specialty Schooling:” What Counts as Sufficient Data? What are Psychologists to Do? by Allison Pinto, Robert M. Friedman, and Monica Epstein, Louis de la Parte Florida Mental Health Institute, University of South Florida. American Psychological Association, CYF Newsletter, Summer 2005 (file dated 9/28/2005). Page 3.
  27. ^ http://halmasonberg.wordpress.com/2008/07/27/desisto-old-friends-and-the-angry-mob-mentality-of-chat-rooms-forums/
  28. ^ http://www.centraloregonian.com/ArcStoryPage.asp?Database=Story&StoryID=9891
  29. ^ U.S. Supreme Court to Decide Forest Grove v. T.A.: Parents Should Win, But Bazelon Center Opposes Therapeutic Boarding Schools, Bazelon Center for Mental Health Law, Retrieved May 1, 2009
  30. ^ "Stop Child Abuse in Residential Programs for Teens Act of 2008." Official bill language from the U.S. Congress. Retrieved May 1, 2009.
  31. ^ "Child Abuse and Deceptive Marketing by Residential Programs for Teens." Official testimony to the U.S. Congress. Retrieved May 1, 2009.
  32. ^ "Transcript of testimony of Jon Martin-Crawford." Official transcript from the U.S. Congress. Retrieved May 1, 2009.
  33. ^ "Transcript of testimony of Kathryn Whitehead." Official transcript from the U.S. Congress. Retrieved May 1, 2009.
  34. ^ Considering a Private Residential Treatment Program for a Troubled Teen? Questions for Parents and Guardians to Ask, FTC Federal Trade Commission, Retrieved May 1, 2009
  35. ^ Evaluating Private Residential Treatment Programs for Troubled Teens, FTC Urges Caution When Considering 'Boot Camps', FTC Federal Trade Commission, Retrieved May 1, 2009
  36. ^ DeLeon
  37. ^ Russell A. Barkley, Gwenyth H. Edwards, Arthur L. Robin (1999), Defiant teens: a clinician's manual for assessment and family intervention", The Guilford Press, ISBN 978-1572304406

Works cited

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