White River Academy Troubled Teen Boarding School - using positive peer pressure to help teens.

BOARDING SCHOOL FOR DEFIANT TEENAGE BOYS

We understand in your field of expertise you may come into contact with parents of struggling teens who need a structured environment as well as academic and educational opportunities. Please take a few minutes to learn more about us and our services. If you are interested in using White River Academy as a resource for your clients please contact me toll free at 1-866-679-8336 or by e-mail at info[at]whiteriveracademy.com.

• Why is White River Different than other therapeutic schools
• Program Overview
• Behavior Learning Component
• Academics
• Structure of White River Academy
• Daily Schedule
• Counseling and Communication for Family
• Lasting Success
• Criteria of Students at White River
• Length of Stay
• Cost of Services

WHY IS WHITE RIVER ACADEMY DIFFERENT FROM OTHER SCHOOLS

White River Academy is a therapeutic school which has a small environment of around 16-30 students, depending on the time of year. Students are in groups of no more than 12 students which provides for more individual involvement and assists our team of professionals to work on each students needs in a more effective manner. Service Plans are reviewed weekly by those working directly with the student and updates are made depending on how the student is progressing. Family involvement is key and important to the child’s progress. We work with families to assist them in making lasting changes in their home while the child is away at school. Parents and students are brought together every 90 days in which relationships can be worked on and parents can learn how to improve the quality of their home environment. We lead by example not by force. White River Academy has an environment which is based on helping and caring along with responsibility and accountability. Consequences are natural not created. Positive moral family values are modeled not just required. High academic performance is mandatory and individual assistance is available when needed.
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PROGRAM OVERVIEW

White River Academy begins working with a student by creating a service plan which involves all personnel working directly with the child including counselor, academic administrator, teacher, supervisor, group living supervisor, student and parent(s). The service plan provides a map of what needs to happen in assisting the youth to make lasting changes. The service plan includes where the student is starting based on the 12 problems identified by Positive Peer Culture, reasons for placement, Mental Health Goals (Substance Abuse, Coping Skills, Relationship Skills), Self-Governing Goals (Self governed Behavior, Family and Social Functioning), Physical Health Goals (Health and Hygiene Management and Improvement), and Independent Living Goals (Academic Progress, Vocational Planning, Life Management Skills). Service Plans are reviewed weekly and maintain flexible depending upon each student’s individual needs. Completion of the program is based on a student fulfilling all required level’s, achievements, trainings, service learning project, service plan and being trustworthy to return home to make long term positive decisions.
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BEHAVIOR LEARNING COMPONENT

White River Academy believes in teaching students the importance of trust and openness versus Invasion and Exposure, the importance of a climate of change versus a climate of security, discussing here and now versus then and there, problems as opportunity versus problems as trouble, values instead of rules, making caring fashionable, importance of understanding the displacement of responsibility, and the reversal of responsibility. Often times students believe it is easier to get you talking about your problems then to openly and honestly discuss their own. We believe by modeling the practices listed above youth become interested in helping and caring for others. As youth begin to understand these important principles their desire to change and improve their lives becomes critical to them. Information taken from Positive Peer Culture by Vorrath and Brendtro.
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ACADEMICS

White River Academy boasts an effective academic curriculum that covers grades 6 thru 12 as well as college preparation. The school is provisionally accredited by the Northwest Association of Accredited Schools. Each student, upon admission is evaluated based on their most current educational transcripts that is then reviewed by our Academic Administrator. The Academic Administrator then meets individually with the student to determine the appropriate level of study courses based on the student's strengths and weaknesses.

Students are grouped with other students with the same needs and attend classes taught by a certified Teacher/Tutor. Each student has daily goals and incentives to reach those educational target areas at their own pace depending on their willingness to focus and work hard. This has provided students with a chance to get caught up in their school work and prepare to graduate on time or ahead of schedule. Many students’ today struggle with basic reading, writing and arithmetic skills. We take students back to the basics of learning such as daily multiplication quizzes, grammar, spelling, and vocabulary. Our curriculum not only educates from an academic stand point but also mingles personal development and life skills as they further their education.
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STRUCTURE OF WHITE RIVER ACADEMY

Each student participates in a 24 hour structured environment and are part of a group of 9-12 other students which are together as close to 100% of the time as possible. This teaches them the importance of family and the basics of pulling their own weight. Each student learns to wash clothes and takes responsibility for cleaning and cooking. All students are required to take a food handlers course which teaches proper method of handling and preparing food. Hygiene is also very important and each student goes through a daily inspection for cleanliness of self and their personal areas. Students wear a full uniform and are inspected every morning for proper use. Our mentality is that students learn when they are challenged and all are capable of achieving greatness.

White River has program graduation achievements which put demands on each students personal intellect and are centered in service to others. We further believe that as a child learns how to put others before themselves they are able to build a desire which continues to motivate them throughout life. Students attend group sessions five days per week with a licensed counselor and through a Positive Peer Culture group format discuss problems and methods of resolving those problems. All students maintain a daily journal as a reflection of each day including daily goals and progress review. Educational Video is a one hour period where the student watches educational media that instructs but also provides a time for relaxation and social development.
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Students participate in a group session five days each week for an hour and a half each day.

White River also holds a “Parent Weekend” every 90 days allowing for training opportunities with parents and assisting students to work on issues face to face. The “Parent Weekend” trainings work with assisting parents to improve what they may be doing at home which will work to ensure long term success of the student upon there return.
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COUNSELING AND COMMUNICATION WITH FAMILY

All students visit with a licensed therapist on a regular basis and progress review is discussed with the parents up to weekly depending on the trust level of the student. Communication is a large part of this process. Many schools believe in depriving students of communication with their parents. White River believes that communication with parents is necessary and should begin immediately following the student’s entrance into the program. White River has a parent access website where parents can read letters from there teenager everyday. Parents are welcomed to write their student as often as possible and all letters are preferably done via e-mail. Letters are retrieved each night before bed by a staff member and are given to students in a printed form.

At no time do students have direct access to e-mail or Internet however they are able to communicate very efficiently. Once the student has been enrolled for approximately 30-45 days, allowing them to become orientated to the program and get their emotions in check, the counselor coordinates calls between parent(s) and child. This starts out twice per month and then will increase as the student gains more trust.

Students participate in a group session five days each week for an hour and a half each day. White River also holds a “Parent Weekend” every 90 days allowing for training opportunities with parents and assisting students to work on issues face to face. The “Parent Weekend” trainings work with assisting parents to improve what they may be doing at home which will work to ensure long term success of the student upon their return.
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LASTING SUCCESS

Lasting Success comes through parents realizing what destructive behaviors are occurring in the home and changing those behaviors while the child is enrolled at White River. Each time a parent attends a Parent Weekend they are educated on what and how to make lasting changes in the home so that when the student returns home these changes will have been ongoing for many months. This assists parents to understand the power and need for change. Often times parents, much like the child, require a constant reminder that they need to change also.
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CRITERIA OF STUDENTS AT WHITE RIVER

We are a therapeutic school for troubled teenage boy’s ages 13-17 who are struggling at home and or school with a negative peer group, truant or failing grades, authority problems, drug and alcohol, and a general lack of appreciation for their family and quality of life. Many students lack the inner compass they need to be successful. We maintain a student base that we are equipped to help.

STUDENTS WHO ARE NOT APPROPRIATE FOR OUR SETTING
Students who may struggle with major mental health issues such as turrets syndrome, schizophrenia, and suicidal attempts among other issues would not be appropriate.
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LENGTH OF STAY

On average students are enrolled at White River for 12 – 16 months. Each students stay at is based on the daily decisions they make. Students progress through four levels of trust and complete multiple achievements and service projects before program graduation
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COST OF SERVICES

• 60 Day Wake Up Call Summer Program: One time cost of $11,600 payable upon enrollment
• 90 Day Wake Up Call Summer Program: One time cost of $15,150 payable upon enrollment
• Long Term results based program First month Start Up $6,450 includes uniform fee. Each additional month $3,450 paid monthly

Detailed Explanations Section

GRADUATION ACHEIVMENTS

POSITIVE PEER CULTURE GROUP FORMAT

THE FORMAT FOR MEETINGS 

The Agenda 

PPC group meetings follow a clear agenda that systematically involves all members and yet provides wide latitude for spontaneous individual expression. The meeting is not operated in a laissez-faire manner but is structured for efficient problem solving. The meeting consists of four distinct parts, but an established group moves so smoothly through the meeting that an untrained observer perhaps would not notice the overall plan.

1. Reporting problems. During the first part of the meeting, every member reports on the problems he has had since the last session as well as on other problems he has not yet brought to the group's attention. Each member is responsible for bringing out all problems in a clear yet brief manner, and if he omits any, other group members may call this lapse to his attention. The problem session varies in length but typically lasts 15 minutes.

2. Awarding the meeting. After all members have reported their problems, the group must decide who will "have the meeting." This decision is based on who needs help most that day. After the members reach a consensus, they are ready to work with that one individual. Deciding who is to have the meeting generally takes about five minutes. .

3. Problem solving. Here the group members concentrate on understanding and resolving one member's problems. If the group has been able to cover earlier steps efficiently, considerable time is available to work on problems. The problem-solving session typically lasts almost an hour and constitutes the major portion of the meeting.

4. The summary. Here the group leader engages in his most active role of the meeting. His summary of what has occurred teaches group members to become more effective in operating their meetings. The leader allows approximately 10 minutes for his summary. 

Length of Meetings 

PPC meetings usually operate for 90 minutes in treatment settings and for one class period in school-based programs. Shorter meetings make it difficult to adequately cover the various stages. For example, if problem reporting were omitted, the group would have no systematic method for reviewing problems in a manner that involved each member. Some may wonder whether a 90-minute session is excessively long. Anyone who has witnessed PPC groups in action soon finds this question answered. No properly operated meeting is boring, and the 90 minutes usually pass quickly.  

Time of Meetings 

Group meetings are held five times a week in treatment settings. If the group does not meet this regularly, it is questionable whether sufficient momentum to build and maintain a positive peer culture can be established. A less frequent meeting schedule is sometimes necessary in public school and community-based programs.

The question has sometimes been asked, "Couldn't the group meet fewer times a week and meet for a longer period of time?" Meetings that run longer than 90 minutes usually are not productive.  

The Physical Layout 

The group leader seated behind a desk indicates nonverbally how he should be viewed and how he will interact in the meeting. The group is seated in a circle that joins at the corners of the leader’s desk. Members should sit in reasonably comfortable chairs (folding chairs are adequate) but not on couches, nor should they sprawl on the floor or meet outdoors on the grass; such postures detract from the serious, businesslike tone, and the members become overly comfortable. The appropriate tone is created as members sit in straight chairs, facing one another. 

The Tone of the Meeting 

The group meeting is the core of a PPC program and, as such, the single most intensive activity the students engage in. The group leader strives to create an aura of serious importance for the meeting. Effective groups frequently approach the meeting in an almost sacred manner; horseplay, flippant behavior, and humor are alien to the task at hand. In every way possible, the leader strives to communicate (and must himself believe) that the meeting is of the utmost importance. As one youth in a PPC group said, "It's like going into surgery. We have someone's life in our hands."

No interruptions should be tolerated in a group meeting. Telephones should not be ringing, messages should not be delivered, and people should not be moving in and out of the room.  

Confidentiality of the Group Meetings 

The group must be convinced of the confidentiality of their meetings, and the members must learn that they do not have the right to reveal information to persons outside the group. In the early stages of group development, members will consider the discussion of problems as informing on one another, and a strong emphasis on confidentiality will be necessary if they are to overcome their reluctance to tattle on one another. The group must learn that talking about problems is helping and not informing. When a group member reveals information in the meeting, he should not be punished for his revelation. For example, a student who reports that he has stolen something from the office should not be handled in a punitive manner. (If, however, a person failed to report this act "in group" and it was discovered through other sources, he would be subject to possible disciplinary measures.) Youth must be free to bring out their problems in the group without fear of social retribution from either staff or peers. They also should understand that as they talk about their problems they will be protected as much as possible from legal retribution.

Information derived from the meeting sometimes may be essential for treatment and thus may be available to other involved staff. The group leader himself must use considerable judgment in his dealings with other staff. He does not want to foster the impression that he is no longer a responsible colleague, but still, if he carries specific tales to others, he will soon undercut the group's trust in him. He has the considerable challenge of simultaneously building trust with both students and staff in a manner that is not dishonest to either. 

Visitors in the Group