Witnessing the Healing Cycle of the Human-Animal Connection

22. June 2009 by admin.

I am constantly amazed at the life-altering connections we make every day here at CBR YouthConnect – with our programs, our youth, and the greater communities we serve. This was driven home yet again at our first Colorado Handicapped Children’s Program, sponsored by the local Otero County Health Department and hosted by CBR this spring. Accompanied by a local news reporter, I walked into the Oak Lodge building on campus, which we volunteered to the cause. I watched as the program’s physicians, therapists, receptionists and a host of others greeted and worked with the steady flow of grateful families who traveled to the clinic from the nine rural counties served by the health department. I was drawn to one little boy who was extremely affected by cerebral palsy. He sat in his wheel chair with an attentive, obedient dog beside him. The mix-breed dog wore a bright orange vest inscribed with the words “Companion Dog – I am working – PLEASE DO NOT PET.” This dog was proud, on task, and knew exactly what he was doing. I complimented the boy’s father on how the dog was so stern and well-trained. He chuckled and said that when he takes off the vest the dog is a “nut. He loves to play and run.”However, the minute the vest is strapped on, the dog becomes focused, controlled and obedient. His one and only job is the safety and well-being of the child. The father told me that the boy and dog eat, sleep and do everything together. If the child has a seizure, the dog immediately alerts the parents. If the boy falls or needs help, the dog rushes to retrieve the parents.
I was about to say what an exceptional dog this was, when the father emotionally confided, “You know. This is one of yours—from your New Leash on Life Program. Other than what he received here, he has never had any additional training. This dog saves my son’s life.” I was speechless. We know that the more than 200 dogs from local and regional animal shelters brought into our New Leash on Life program the past 12 years have made a big difference in the lives of our boys on campus. Caring for and training the dogs over a 10-week period help our youth become more responsible, compassionate individuals. What I saw before me was proof that once unwanted dogs that are lovingly trained by often hurt and neglected young men can make a huge, huge difference in the lives of those who adopt them.mNot all that long ago, this very dog sat in an animal shelter waiting for another chance at life. He was given that by a young man who also needed another chance at life. Guided by the gentle care of our staff and program, that youth was able to train this dog to become the companion, friend and lifesaver he is today to another child in need.
The reporter next to me exhaled and said, “Now, that’s a story.” And, indeed, it is—the kind of story that occurs time after time thanks to the magic of CBR and the power created in the healing relationship between a troubled young man and his dog.

— Martin Masar, Executive Director, CBR YouthConnect

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Home Sweet Home

11. June 2009 by admin.

Working in the Admissions and Needs Assessment department at CBR YouthConnect affords me the opportunity to meet many people at conferences and special presentations across the United States. Some of these people include: social workers, case managers, juvenile probation officers, parents, judges, special educators, and attorneys. As often as I travel away from my own home, I am struck by the attention that our referral sources and CBRYC staff give to making sure that each child or adolescent that ends up being placed with us has a meaningful as well as therapeutic experience. That led me to think about the degree of emphasis that we place on making sure “our boys” feel as much at home during their stay at CBRYC as they would in their own homes.

Henry Van Dyke wrote a poem called “A Home Song” that summarizes well how we try to make CBRYC feel like “home” for our clients:

A Home Song
“I read within a poet’s book
A word that starred the page:
“Stone walls do not a prison make,
Nor iron bars a cage!”

Yes, that is true; and something more
You’ll find, where’er you roam,
That marble floors and gilded walls
Can never make a home.

But every house where Love abides,
And Friendship is a guest,
Is surely home, and home-sweet-home:
For there the heart can rest.”

– Henry Van Dyke

You see, I really do believe that “home is where the heart is,” and for most of the boys who end up at CBR YouthConnect, “home” has often been associated with trauma and neglect, or maybe it has never existed before in their lives. As boys arrive at CBRYC, they quickly learn that we are neither stone walls nor marble floors. We create home through our relationships with each person who steps onto our 320 acres. We build trust through everyday conversation with the boys, through helping them learn to solve problems effectively, managing their emotions appropriately, and thinking critically. Our boys learn that they are much more than clients; they are human beings worthy of dignity and respect. In the course of their time with us, they start to feel at “home.” Now, home may be defined differently by each boy who stays at CBRYC, but the common denominator for each of those boys is connection: connection to the staff, connection to the other boys, and connection to their inner strengths.

Even when our boys leave CBR YouthConnect, they know that they have someplace they can truly call “home,” where they are respected, where they always have someone who will listen to them. As Henry Van Dyke wrote, “But every house where Love abides, And Friendship is a guest, Is surely home, and home-sweet-home: For there the heart can rest.” I like to think that CBRYC is that place where love and friendship can be found for each boy, regardless of his past impressions of home.

SUBMITTED BY: NATALIE VAN NOTE

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A Different Kind of Teacher

27. May 2009 by admin.

By Ken McNerney
Education Director /Principal
CBRYouthConnect

Recently I was speaking to a former student about his time at CBRYC, which he affectionately referred to as “the ranch”. For the purposes of this blog, let’s call him John, (Johnny is a good anonymous name, so why should I break with tradition?) He had come to us a frightened 15 year old with emotional problems that had manifested at home, in the community, and also at school. He had been receiving special education services for several years, but had been moved from classroom to classroom, and from teacher to teacher. His behaviors often landed him in the administrator’s office and/or with his parents at the schools, which in turn stressed his family life even more. John could not see then that he was a fortunate student. He had an advocate in a special education teacher who understood the severity of John’s problems and worked hard to get John some help. This teacher realized that John needed to transition from an over-burdened special education system in a public school and also from the non-public school that specialized in emotional disabilities which was also having difficulty meeting John’s educational needs. John needed an out of state placement 2000 miles from home at CBRYC.
John did well while he was here at CBRYC, and in turn was able to return to a non-public school in his home state and eventually back into a public high school participating in general education classes with some special accommodations.

I asked John what made CBRYC a success for him, and what he believed happened here for him that had not happened at other schools. John said simply, “a different kind of teacher.” He went on saying, “The teachers there (at CBRYC) cared and went out of the way for me. I learned so much there and not just school work.” After our phone conversation, I thought for a long time about what John had said. His perception was really nothing new to me because we have always strived to reach our students. I considered how powerful that simple concept is because the heart of all of our work with the youth we serve is based in building relationships.

We are fortunate here at CBRYC to have the opportunity to build relationships with our students. We are also fortunate enough to have very small class sizes and plenty of staff assistance. We also believe that all learning does not have to take place in the classroom. We often say that we take the classroom to the kid. Most importantly, we have a knowledgeable staff with years of experience teaching children with emotional problems. Our philosophy incorporates treatment goals into every aspect of the student’s residential experience, including school. A child’s clinical team, residential team and educational team work hand in hand, each supporting the other until a seamless plan is developed and implemented. This may best be illustrated though the concept of applied learning.

Aside from offering standards-based curriculum and researched-based interventions, we have always focused a large part of a student’s educational experience on the concept of applied learning. Applied Learning is separate from but part of academic, vocational and educational areas. Applied Learning as a model modifies academic and vocational education curriculum to meet the needs of emotionally disabled students. Students now have a practical and realistic arena to translate academic and pre-vocational/vocational skills into actual useable skills.

Applied Learning focuses on the capabilities youth need in order to be productive members of society. Applied Learning skills connect the work special education students do in academic classes to other areas, and encourage practice in science, math and language arts, as well as promoting social skills, independent living skills and specialized pre-vocational and vocational skills. Our emphasis is developing the capacity of each youth to put learning into completing real tasks.

Applied Learning can occur in both academic and vocational areas depending on the youth’s interests and motivation. The modification of instructional strategies and the applied learning model have occurred in many diverse areas.
The concept of applied learning provides the perfect opportunity to allow a student to participate in an area of interest while learning academic and social skills. We offer a variety of ways to engage a student in learning. These include but are not limited to oral reports, demonstrations, presentations, exhibits, displays, performances, dramatizations, debates, panel discussions, artwork, portfolios, original experiments and photo & video albums.

Included in the concept of applied learning are nationally recognized animal therapy programs.

In the equestrian program, students learn all concepts involved in horsemanship from grooming to riding safety. Each step involves much repetition and practice, which enhances the student’s overall ability to learn. Students will gain coordination, balance and other senses, along with leg, arm, abdominal, and back strength improvements. The implementation of math, reading, and writing skills are also applied through the job processes listed above.

In the small animals program, students can interact with many different small animals such as, guinea pigs, mice, ferrets, goats, marine and tropical fish, rabbits, birds, snakes, iguanas, caiman, dogs, turtles, chinchillas, and many others. Students learn proper animal interaction and establish respect for other living things. Proper care and feeding of animals, understanding how to establish proper handling of animals, necessary nutrition requirements, and determining the health of and health needs of the animals are all a part of the knowledge students will gain from working with these animals. In addition, students will research each animal to further their knowledge and skills in dealing with animals. Opportunities for youth to communicate their knowledge and skills to others are provided. The implementation of math, reading, and writing skills are applied daily through the job processes listed above.

The New Leash on Life program provides time to learn about new ways to develop relationships, by learning that relationships consist of a beginning, middle and end. Each youth learns to label the emotions surrounding attachments and begins the process of understanding feelings. In addition, students learn about animal behaviors and training techniques; applying learning from math, science, and language arts to train (teach) a dog to master certain behaviors. They learn about positive attachment and modulation of behaviors and relate new learning and understanding to their own life.

This brings me back to my conversation with John and the idea of a different kind of teacher and a different kind of education ideal; an educational system that is based upon the individual learning characteristics of each student. These styles include areas like attention, memory behavior, organization, communication, social development, visual, auditory, kinesthetic, motivation, individual, group, and personality or emotional styles. Although these styles can be identified utilizing a testing format, our philosophy dictates their identification through actual observation and relationship development. This can be accomplished by an Educational staff with countless hours and years of knowledge and experience that strives to reach kids that many others have given up on. Perhaps John articulated it best when he said “the teachers there took the time to get to know me and really cared how I was doing, they found ways for me to learn and they never gave up on me”.

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Can Do…

1. May 2009 by admin.

“George told me he couldn’t do it; that he was incapable, “explains Maryanne Hale, CBR YouthConnect’s Art Program Teacher. George is a youth in the Art Program, attending that class for about three months. He was very recently given an Honorable Mention ribbon at the local art show, competing against other La Junta youth and was very proud to share his creation.

“…this is the Elder Orb Beholder from Baldur’s Gate…and this monster appears in a space underground called the…” he continues, excitedly gesturing his hands to help present the lore associated with his paper mache monster. His art piece is a brown creature, with a row of brightly-painted white teeth and multiple eyeballs.

George believes that doing the art program has helped him deescalate when he is feeling stressed, or needs a way to cope with the thoughts of the day. “I feel like I’m calmer and I’m glad to do this when I’m feeling bored,” says George, now holding his hands together in politeness. When asked how he made another one of his pieces, a brightly colored fish with detailed scales on its underbelly, George is on his feet once again and excitedly detailing the process step-by-step. “First, I crumpled up newspaper into a ball,” motioning as though he were doing the project again in air, “and then I crumpled more newspaper into a cone, then I added golf balls and put in the wire. Then I had to have the teacher help me make a hole for the mouth. Then we did the paper mache and painted it.”

“It’s important to know the process, and it is significant that so many are able to remember it all,” beams Maryanne. “Art helps a youth be successful; they see something they made or something they have done and they know that it’s theirs, and they did it. Those are things of success.”
George would like to do more sculptures of some classic movie monsters, and would also like to do a life-size, “Drow Elf” sculpture. Right now, George is near completion on a very detailed alligator head made from clay. “It’s Leatherhead from Teenage Mutant Ninja Turtles,” he points out. “I wanted to show everybody my artistic talents,” says George, still gesturing in enthusiasm, “I didn’t think I could do it at first, but I put my mind to it, and I know I can do it, and I know I can do much more.”

Posted in CBR Staff, Youth | 1 Comment »

Serving children: Local health officials, CBR YouthConnect share resources

1. May 2009 by admin.

La Junta, Colo. -
Otero County Health Department recently teamed up with CBR YouthConnect to provide rehabilitation clinics for children with special needs.
Kevin Harsh, director of nursing with the Otero County Health Department, said the health department provides rehab clinics for children from a nine-county area.
A team of doctors and special needs specialists are available at the clinic to visit with children and families on anything from physical therapy and medical examinations to wheelchair improvements and brace inspections.
Because of the high number of clients and cramped clinic conditions at their previous location, the department began searching for a new facility.
Martin Maser, CEO of CBR YouthConnect, offered one of the vacant buildings on the campus located north of La Junta.
“This is an interagency collaboration to improve health care access to children with special needs,” Harsh said.
Maser agreed.
“CBR YouthConnect and the Otero County Health Department are in the business of serving children,” Maser said. “This was a perfect fit. We are reaching back to the communities that have supported us. We wanted to extend our services and community resources to the Arkansas Valley and the community we serve here.”
Kirk Snyder, chief operating officer at CBR, has been the lead executive for the collaboration and spearheaded what needed to happen on the campus to help provide services to children with special needs.
Harsh said with families struggling in today’s economy, this clinic offers an affordable alternative to people in rural areas.
“The recession is particularly hard on everyone,” Harsh said. “It would cost a lot of money to visit this type of team. People would have to travel to Denver. We are very fortunate to have them here.”
Also contributing to the clinic is the Board of Cooperative Educational Services.

http://www.lajuntatribunedemocrat.com/archive/x360587469/Serving-children-Local-health-officials-CBR-YouthConnect-share-resources

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CBR’s own Kristy Hartless helps to mark the last LJ Tiger Relays

28. April 2009 by admin.

La Junta, Colo. -
For Kristi Hartless, her presence at the final running of the storied Tiger Relays on La Junta’s history laden cinder track meant more than that of paying forward the gratitude garnered from relays past.
For Hartless, the final running on the cinders meant keeping a promise made long ago to a man she admires still today; a mentor to not only the sport, but to her everyday life.
A once discus and shot-put hurler at La Junta High School, Hartless claimed third in the disc and sixth in the shot put in 1992, her junior year in high school. During her senior tenure, Hartless suffered a horseback riding injury which ended her season and has since made her paralyzed and wheelchair bound.
She recalled the incident from the pit Friday.
“I was coming back to win it all, she said of returning to school her senior year under the supervision of former track and field coach Bob Murphy. “I got hurt during Christmas break and Murphy found a way for me to help out with the meet.”
Fourteen years later and since a field judge at the discus pit, Hartless recalled a promise made then to her former coach.
“He told me, ‘never let them take this away from you,’” she said. “And I haven’t. I hope I never do.”
Following Friday’s final round, Hartless took one final spin around the discus pit she once threw from as a high school competitor now from her wheelchair before rolling on to the storied infield where she picked pieces of the grass she says she plans to keep for herself and Murphy.
Hartless too took part in a commemorative 800 meter run / walk around Tiger Field intended for runners of relays past.
Amongst the runners were the familiar faces of La Junta’s Dave Bomar and Lorie Moreno-Roch, and along the infield the memorable faces of former La Junta High School athletic director Tano Paolucci, longtime volunteer Ron Davis, and former participants Jerry Church and Larry Fisher.
“It never was the track that made this a special meet”, said Vera Tate, wife of the late John Tate, son of founder Paul Tate, when referring to the forty-plus years of service dedicated by Paolucci, Davis, and countless others. “It’s the people that make the event possible that make this meet what it has become.”
Vera Tate, now a resident of Pueblo, says the relays will always hold a special place in her heart. “Before John I didn’t know much about track”, she admitted. “But because of him track will always be in my blood.”
In sharing the passion once displayed by her father and grandfather, Sue Tate, daughter of John Tate, too expressed undying passion for the sport, particularly on Tiger Field, saying, “I love the cinders. It’s a great place to compete and a place that I’ll never forget.”
In the sixty years that the Tiger Relays have taken place, Sue has, under her own count, missed only six meets dating back to 1949, the year that her grandfather started the relays. She was three years old then.
“It’s a sad time to see the events on this track come to an end”, said Sue. “But it is also a very happy time. The kids deserve better and the new track will give that to them.”
Construction on the new Tiger Field began April 1 and will be the new sight of the Tiger Relays beginning next season.
The new field will feature an artificial turf and nine lane all-weather track currently being constructed behind the existing La Junta High School. The current Tiger Field will soon be demolished to make room for the new Arkansas Valley Community Center, a $4.3 million project slated to break ground shortly after.
“It doesn’t matter where we hold this meet”, said long-time volunteer Ron Davis during this year’s relays. “There are people and coaches that will continue to support the relays as long as they are around, and for that reason, the Tiger Relays will never die.”

http://www.lajuntatribunedemocrat.com/homepage/x50633943/Lasting-memories-Friday-marked-the-last-LJ-Tiger-Relays?popular=true

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Youth at CBR Celebrate Earth Day

24. April 2009 by admin.

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Brandon H - Opinions may change over a period of time.

20. April 2009 by admin.

Opinions may change over a period of time. In fact, most will change depending on the person and their point of view. Early in my life, this would have never occurred to me because I was very set in my ways. As opinions change, so do people. When I was a kid I believed in solving problems though hostility. I would lash out at every opportunity. I was often violent with peers for any little reason. I have learned a lot since then and now I think that the world works best when problems are solved with reason. I am learning all kinds of ways to control my anger. I have learned to use verbal skills to express my anger rather that lashing out at someone. I have changed my opinion, to put it simply; reason is the best way to solve problems and almost all problems can be solved if you just try to think your way out.

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Double the caring — Cronins’ service to youth

6. March 2009 by admin.

Mike and Peg Cronin were recognized at the CBRYC Christmas banquet as each marked their 35th Anniversary at CBRYC! While the number of years is important, it is the thousands of young lives that Mike and Peg have influenced during their careers that are truly important. In 35 years, their caring for the welfare of youth has never wavered. When boys who have been at CBRYC call to “check in” with staff, Mike and Peggy are on the list of people the boys hope to visit with and share what they are doing now. Mike joined CBR in 1973 as a mental health counselor/teacher. Peg joined CBRYC a few months later and they both committed to being houseparents. At that time, being a house-parent meant you were “parents” to 11or 12 boys, on a 24-hour basis. When Mike and Peg began their family, they moved into other positions at CBR. Today, Mike is a program director, and he relates directly with the boys in a number of situations. Mike would be the person listening to a boy share about how great a time he had at an event (perhaps a prom, basketball or football game). Mike would also be the person tying the ends together when something is amiss. Mike has a great ability to connect readily with the boys. Mike’s “high-5’s” are legendary with the boys. “It has been a privilege to work with the boys at CBRYC through the years, and a privilege to work with all youth,” stated Peggy. Peg’s easy smile and approachable style says to the boys (without a word exchanged) that she will be a person who cares about them. Peggy is Activities Director in the Education Dept. In that capacity, she develops class schedules, maintains the master schedule for all student class assignments, participates in the Individual Education Plan (IEP) meetings, and plans special events. Working with youth at CBRYC is rewarding and challenging. Mike commented, “What other job could you do each day and have the potential to impact a youngster’s future, with a pat on the back, a positive word, or by teaching a life-long skill.” You might think that when this couple went home, they happily retired to peaceful quarters. Not so for Mike and Peg. Both are active leaders in the community, continuing to share their caring with community youth. Mike is a past president of Task Resources for Youth, (TRY) an organization that works diligently to make a difference for youth. He is a coordinator for the annual Toy Bowl, which involves many hours of volunteer service. (See related story.) Peggy also shares her time and talent as coach for the girls’ high school track team. This is also an effort of caring that requires many hours to see the results of her coaching efforts. When this busy couple slows down to catch their breath, they check in with daughters Tiffany and Tonja and grandchildren Trenten, Jayven, and the newest addition, Payton. This is a special couple for whom their reward is the difference they make in young lives.

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Enriched Environments in Child/Adolescent

18. February 2009 by admin.

Martin Masar MSW/LCSW

There is an increasing amount of literature discussing characteristics of environments that encourage and promote change. These environments can support the acquisition of positive learning, appropriate behavior and healthy emotions. This presentation examines the elements of an enriched environment, as it relates to child and adolescent mental health care settings. The more these settings promote the characteristics of an enriched environment, the greater opportunity for individual growth. Healthy environments stimulate memory and learning that can lead to greater awareness, insight and subsequently more functional and adaptive behavior. An extensive literature review, individual surveys with former adolescents of a mental health care facility, and individual interviews with adults not from care settings were conducted within this study. The individual surveys and interviews supported the essential elements of an enriched environment. The more we understand what constitutes an enriched environment within any setting and certainly mental health care settings, the better we become at influencing healthy change for the children in our care.

“Hello John, it is great to here from you!” This would not be the first or last call either myself or the other facility staff would receive from a former resident of our psychiatric care facility. Early on it occurred to us; we should try and ask several questions of our former adolescent population. These questions we felt would help us do a better job with our current residents by learning from those who have gone through and lived in our residential care system; and who to learn better from than those who lived in and experienced it in person. As outside observers and supervisors there is a clear and definitive difference between being in an environment and living in an environment, 24 hours a day. Within these environments, we know there are both formal and informal decision making systems, problem-solving systems and a pecking order of influence and power, to name a few. Independent of the amount of supervision by mental health staff, this undercurrent system exists in every residential care system. No environment is free from the covert power of this undercurrent system; and it has existed for hundreds of years.

So, what can professional and care givers in mental health systems do to positively influence the environment of those entrusted to us?

As a mental health care facility, we have preformed outcome studies for many years. This data dates back to 1987, and involves surveys with over 500 individual youth. Our surveys then and now, focused on those youth who, successfully or unsuccessfully, had left our system of care. While we also surveyed current residents over the past 20 years, we painstakingly contacted former youth. Blending the survey results allowed us to evaluate what our current and former customers thought of our services and care. This was not always a pleasant task. At times, it placed before us some very difficult and challenging learning’s and decisions. Day to day, we prided ourselves in delivering and insuring quality care, in a safe and healthy environment. Yet, we listened to those who live and lived in that same environment as the evaluators of its effectiveness. Some times surprisingly and at other times knowingly, we swallowed our pride to look at ourselves and our system. Thereafter, we instrumented changes in response to our most learned evaluators.

After gathering, analyzing, and assessing the data from our outcome studies, we then began an exhaustive literature search of elements and characteristics of healthy or growth producing environments, called “enriched environments” within the neuroscience literature. (Diamond, 1999) Not unexpectedly, 20 years ago, little published information was available regarding enriched environments. However, in the past 3 – 10 years, an increasingly qualitative mass of literature has been published. While the bulk of the literature has evaluated and reviewed environments using laboratory experiments, much can be learned from the literature and outcomes of the scientific studies. I would not suggest that the human lives entrusted to our care should be equated to laboratory experiments; rather, that if similar conditions were present in human care settings, again enriched environments, we might be promoting conditions that influence healthy change. Finally, as the youth survey data was analyzed, we separated in the data those elements that our residents reported were most effective environmentally and combined them with the health and growth characteristic from our literature search.

As a final piece to this study, informal interviews were conducted with older adults, not from our care system. In these interviews, we sought to determine if there was a relationship or similarity between the results of the youth interviews, the literature review and the adult’s personal experiences of learning environments. The adult surveys were composed of individuals in the average age range of 58+ years old. There was no scientific determination of the adult age group, rather, and most simply, it was the most readily available adult population willing to be interviewed.

The youth surveys have changed in content in the past 20 years. What we felt was important 20 years ago, has changed with time. Our first task was to discern within the data, commonalities and similar concepts in the questions asked. We were also able to rely on the data from the past 10 years where the questions asked remained relatively similar. The survey’s themselves, at least from the past 10 years, were conducted using a neutral assistant. We felt an individual with no experience or emotional connectedness to our system of care would provide for us the most objective data. In addition, the neutral assistant sought second source verification when available. This way we had two sources answering the same questions about the youth. The youth surveys are completed annually, and usually take 6 to 8 weeks to complete. As mentioned earlier, we survey both current residents and past residents. The survey data represented over 500 individual interviews. The average length of stay within our facility was 14.5 months. As a facility that treats youth from across the nation the youth surveyed represented 8 different States and over 70 cities/towns from across the nation. Approximately 35% represented rural areas and the remaining 65% were from communities of 90,000+ population. The average age was 22, with the upper end age group at 28 and the lower end group at 12. The average time away from the facility or after being discharge from our care was 34.5 months. Among all the survey questions ask about our service systems, the following were identified for this study:
• What did you like best about our facility?
• What did you not like about our facility?
• What do you think helped you the most? Why?
• What do you feel helped you in your treatment unit?
• What was the worst thing(s) about your treatment unit?

In the survey results we analyzed for common themes and problems. A summary of the survey results indicated the following:

• What did you like best about our facility?
Survey results: The answers here varied from individual to individual. Some liked their therapist the best; others liked their teacher or child care staff. Some talked about a particular class or activity they enjoyed. Despite the individualized answers, we began to see that interactive, relationship driven activities were meaningful to our youth, and were the most remembered.

• What did you not like about our facility?
Survey results: The answers here took on a significant similarity. The most disliked aspect of our program was the restrictive techniques we unfortunately needed to utilize in the event of a situation of dangerousness. The youth were clear in their understanding between appropriate limit setting and the more intensive restrictive techniques. When asked if experiencing the restrictive techniques was helpful later on in their lives, the answer was essentially the same, as one young man put it, “I hated it then and I hate it now.” Other variables reported to be disliked included not feeling safe, not feeling cared for, and negative peer influence (usually reported as covert).

• What do you think helped you the most? Why?
Survey results: Here we were looking for something we were doing the youth felt positively impacted them. This answer has not changed in 20 years of survey results – relationships. Simple and direct, as one youth recently told me during a phone interview – what was the most helpful, he answered, “You!” When I asked why he felt our relationships meant so much, he answered, “It was you I carried in my memory all these years, it helped me when I needed it most – you were always there.”

Now within that “You” is much more than just a good friend. It is a complex understanding by trained professionals about the varied and interactive, developmental, emotional, maturation, motivational, cognitive and a host of other mental health variables influencing and affecting the youth.

• What do you feel helped you in your treatment unit?
Survey results: Here we were looking for environmental aspects the survey’s reported to promote lasting, healthy and permanent change in the individual. Relationships with the care staff were of course mentioned, in addition, survey results also indicated a feeling of being safe, a lot of interaction with the staff, interactive games played with staff, challenges to learn and do better, “generally” good food, rest/sleep, praise and positive feedback, choices and role models.

• What was the worst thing(s) about your treatment unit?
Survey results: The consensus answers here were not about the physical structure of the living unit, such as the material of the walls, or the indoor - outdoor carpet, or the amount and number of flowers outside or the color of paint, or even the amount of floor space. The consensus answer reflected times when the youth felt alone, fearful, isolated and uncared for. When despite constant supervision and everything that was fancy, ultramodern and brand new within the living units, the youth still felt alone.

As the data from youth surveys was being analyzed, we turned our attention to the literature search for enriched environments. A wealth of information has been published which studied or commented on the characteristics of healthy or growth promoting environments. Marian Diamond (1999, 2006), Marilee Sprenger (1999), Daniel Amen (2006), Louis Cozolino (2002), and Daniel Siegel (1999) to name a few authors have published on healthy or growth promoting environments, referenced as enriched environments. Louis Cosolino (2002) characterizes an enriched environment as one that promotes “a level of stimulation and complexity that enhances learning and growth.” Marilee Sprenger (1999) draws a number of conclusions about enriched environments. She comments that they include “social interactions, care, challenge and play.” We know the brain, or the way a person thinks, changes to reflect the influences’ of our environments. These influences or elements can have a significant positive or negative affect on the individual. I am reminded in a web based article by Ashish Ranpura (1997) who notes that while much is known about the influences of an enriched environment “under laboratory conditions”, correlation does not mean causation. Yet he notes, we know that “children who are exposed to [enriched environments] and varied education early in life develop a great capacity for learning throughout life. Furthermore real learning, not just rote exercise, can have a dramatic influence on the physical structure of the brain.”

The advanced research of Marian Diamond and Janet Hopson (1998) and studies from Josh Trachtenberg, Brain Chen, and Karel Svoboda (2002) has lead to a new awareness of environmental characteristics that promote healthy brain development and growth. The research exposed laboratory animals to different elements within their environments. This shifted from the lack of social interaction, lack of care, poor nutrition, no challenge or stimulation and lack of physical exercise; to environments with plenty of social interaction, appropriate care/touch, a healthy diet, intellectual challenges and physical exercise. They used a variety of techniques to monitor brain development and growth, including a photon laser scanning microscope. Svoboda (2002) summarized the results of their research on the affects or influences of an enriched environment indicating “a pronounced increase in the rate of birth and death of the synapses. [The research concluded] that there’s a pronounced rewiring of synaptic circuitry, with the formation of new synapses [within enriched environments].” These studies confirmed the significant and rapid “neural growth” taking place within enriched environments. (Wylie and Simon, 2005) The growth and development of new brain connections, synapses and dendrites, are associated with learning and memory. (Cozolino, 2002, Sprenger, 1999, Howard, 2002) Whether a classroom, home, therapists office or institution caring for children; the acquisition of new learning and memory are essential to both intellectual growth and behavior change.

Examining the characteristics of an enriched environment involved comparing the identified similar environmental characteristics from the various studies. These elements or characteristics included challenging educational and experiential opportunities that encouraged learning of new skills and expanding knowledge. Education, practicing skills and interactive engagement in mental activities also correlate with healthy growth and development. (Beaulieu, 2006) Compiling the most common themes from the research based literature; we developed the following list of elements that appear to influence health and growth in enriched environments:
• Nutrition = eating well balanced meals
• Repetition = reminders and exercises that lead to memory retention
• Interaction = verbal, social and engaging interactions/conversations with others
• Challenging = not overly stressful, but stimulating, and limit setting
• Care = human touch, emotion
• Learning = games, dialogue, motivation, and participation.
• Restful = a good nights sleep is invaluable to body regeneration.
• Exercise = physical activity
• Praise and Positive feedback = this is essential for corrective learning
• Safety = a sense of feeling safe or the absence of threat to self
• Choices = opportunities to choose from
• Role Modeling = demonstration of healthy behaviors and emotions
• Laughter = though not as clearly defined within the research, laughter promotes powerful interpersonal awareness, a healthy release of body chemicals and engages others in interactive dialogue.

We then turned our attention to literature where the enriched environments characteristics were not present. Obviously, the absence of the enriched environment elements promoted less learning and did at times stop all learning. The literature is fairly well documented in regards to environments that were unhealthy and non-growth promoting. Imagine poor nutrition, the continued presence of fear, overwhelming daily stress, and limited to poor interactions with others. We can clearly see why such environments would not be health promoting. Finally, as our literature search unfolded and volumes of data were analyzed, an interesting phenomenon emerged. Enriched environments should never be assumed to be rich or wealthy environments. Fancy, new age, modern and highly stylized architecture does not promote an enriched environment. None of the identified elements of an enriched environment are about modern conveniences or new-age design; rather they identify at the very least, interactive elements that a potential learning environment can assimilate, replicate and demonstrate.

As we began to merge the results of the above two studies, similarities surfaced We learned from our studies with our youth the characteristics, elements and seemingly most profound memories, which the youth identified as most influential in their life’s journey. We found these elements were similar to the elements identified within the literature.

We learned that an environment can also have a significant deleterious affect on the youth. To conclude the enriched environment alone is responsible for all change would be erroneous and misleading. For example, in the phone call I received, noted above, the young man described his relationship with me as a profound influence in his life. Cosolino (2002) describes it as “empathic attunement”, a “process involved in attachment and bonding.” More than just a good friend or companion, the process of empathic attunement involves the complex understanding of human psychology. In combination within an enriched environment, it is a therapeutic engagement process designed to elicit an emotional response, cognitive awareness, physiological sensation and behavioral correction. Cosolino also points out; the therapist’s office can become an enriched environment, promoting healthy elements in a therapeutic exchange. Therefore, while an enriched environment becomes a catalyst for growth; the care giver, therapist, parent, or teachers are the necessary change agents who assimilate the growth opportunity and potential into cognitive awareness. Learning and memory are the effects of cognitive awareness.

In the final stages of this study, we conducted informal interviews with various adults. We sought to determine from their perspective and life long memories, what environmental factors they felt influenced their lives in a healthy and productive manner. Not surprisingly, they all reference an emotional connection – empathic attunement – with a significant other, in a seemingly enriched environment. These persons ranged from parents, grandparents, teachers, therapists, and friends. The environments where these individuals reported their most profound learning took place were most often described as safe, caring, and interactive. One elderly lady explained it best, “Oh that would have been my grandfather’s home. He was such a kind and gentle man. I remember sitting around the kitchen table, in that old house with brightly colored wallpaper and those old linoleum floors – you know, that kind of house where the screened door slammed each time we went out to play. Grand dad would sit back and tell us kids all about his life and the things he learned along the way. I think we would sit for the longest time and listen to him. Our imaginations would run wild as he wove stories of learning and life – I remember it still to this day.” For this lady, she retained the valuable messages her Grandparent gave her, within characteristically what might be called an enriched environment.

This study has been in development for several years, and while it is a far cry from pure scientific research and methodology, it nonetheless has given us great insight. Examining 20 years of youth survey data and the literature search results, we have been able to make some definite conclusions. We have thought about a host of other measures we might perform and include in our future data analysis. We might redefine the questions and seek greater specifics. We might identify a control group and perform the same analysis and we might give more attention to the actual physical characteristics of an enriched environment. Yet in the end, the study was extremely helpful. The more we understand what constitutes an enriched environment within any setting and certainly mental health care settings, the better we become at influencing healthy change for the children in our care. We know today that enriched environments are essential if we are to help children along in their individual life’s journey; and who better to ask about a healthy learning and growth producing environment than the children themselves.

In summary, I have once again, identified those enriched environment characteristics that serve a positive function in promoting healthy change. They include:
• Personal instruction by parents or care givers
• Supportive and caring human interaction
• A personal feeling of safety
• Love, nurturance and acceptance
• Not feeling along - attention
• Cleanliness or healthy
• Balance nutrition
• Exercise
• Laughter – positive emotion
• Positive Role Modeling
• Educational Opportunities
• Challenges/reasonable obstacles/problem-solving and choice
• Limits
• Opportunities in the form of creativity and imagination

An enriched environment cannot be brought – it is created. An enriched environment is often felt – long before it is seen.

References

Amen, D. (2006). Making a good brain great. Arizona conference presentation.

Beaulieu, D. (2006). Impact techniques: Applying our knowledge of human memory systems to psychotherapy. www.americanpsychotherapy.com; winter annals.

Cozolino, L.J. (2002). The neuroscience of psychotherapy. New York: W.W. Norton Company.

Diamond, M.C. (2006). Response of the brain to enrichment. Web based article. http://www.newhorizons.org/neuro/diamond.

Diamond, M.C. (2006). What are the determinants of children’s academic successes and difficulties? Web based article. http://www.newhorizons.org/neuro/diamond.

Diamond, M.C., Hopson, J. (2006). Characteristics of an enriched environment. Web based article. http://www.newhorizons.org/lifelong/childhood/diamond.

Diamond, M., Hopson, J. (1999). Magic trees of the mind. New York. The Penguin Group.

Howard, P.J. (2000). The owner’s manual for the brain. 2nd. ed. Marietta, GA. Bard Press.

Ranpura, A. (2007). Weightlifting for the mind: Enriched environments and cortical plasticity. Web based article. http://www.brainconnection.com/topics.

Siegel, D.J. (1999) The developing mind. New York: The Guilford Press.

Sprenger, M (1999). Learning and memory: The brain in action. Alexandria, VA. Association for Supervision and Curriculum Development.

Trachtenberg, J., Chen, B., Svoboda, K. (2002). A new window to view how experiences rewire the brain. Web based article. http://www.newhorizons.org/neuro/hhmi.htm.

Wylie, M.S., Simon, R. (2005). How the neuroscience revolution can change your practice. Psychotherapy Networker. www.psychotherapynetworker.org.

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