A Message by George Carlin

4. August 2009 by admin.

The paradox of our time in history is that we have taller buildings but shorter tempers, wider Freeways , but narrower viewpoints. We spend more, but have less, we buy more, but enjoy less. We have bigger houses and smaller families, more conveniences, but less time. We have more degrees but less sense, more knowledge, but less judgment, more experts, yet more problems, more medicine, but less wellness.

We drink too much, smoke too much, spend too recklessly, laugh too little, drive too fast, get too angry, stay up too late, get up too tired, read too little, watch TV too much, and pray too seldom.

We have multiplied our possessions, but reduced our values. We talk too much, love too seldom, and hate too often.

We’ve learned how to make a living, but not a life. We’ve added years to life not life to years. We’ve been all the way to the moon and back, but have trouble crossing the street to meet a new neighbor.. We conquered outer space but not inner space. We’ve done larger things, but not better things.

We’ve cleaned up the air, but polluted the soul. We’ve conquered the atom, but not our prejudice. We write more, but learn less. We plan more, but accomplish less. We’ve learned to rush, but not to wait. We build more computers to hold more information, to produce more copies than ever, but we communicate less and less.

These are the times of fast foods and slow digestion, big men and small character, steep profits and shallow relationships. These are the days of two incomes but more divorce, fancier houses, but broken homes. These are days of quick trips, disposable diapers, throwaway morality, one night stands, overweight bodies, and pills that do everything from cheer, to quiet, to kill. It is a time when there is much in the showroom window and nothing in the stockroom. A time when technology can bring this letter to you, and a time when you can choose either to share this insight, or to just hit delete….

Remember; spend some time with your loved ones, because they are not going to be around forever.

Remember, say a kind word to someone who looks up to you in awe, because that little person soon will grow up and leave your side.

Remember, to give a warm hug to the one next to you, because that is the only treasure you can give with your heart and it doesn’t cost a cent.

Remember, to say, ‘ I love you ‘ to your partner and your loved ones, but most of all mean it. A kiss and an embrace will mend hurt when it comes from deep inside of you.

Remember to hold hands and cherish the moment for someday that person will not be there again..

Give time to love, give time to speak! And give time to share the precious thoughts in your mind.

AND ALWAYS REMEMBER:

Life is not measured by the number of breaths we take, but by the moments that take our breath away.

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Makes Me Happy

15. July 2009 by admin.

Anthony was longing to show us his sketchbook. Although, when he opened it, the pages were less like a sketchbook and more like a completed work. Pages and pages of line drawings and colors, with inked pages of detail and meticulous time obviously spent. Flipping through, he stops on a two-page spread, its background filled in a royal purple.

“It’s something that makes me feel happy,” says Anthony as he tilts the book as though he were going to read us a story from its pages, “I use it to feel good every day.”
Anthony has been with us for about five months now, and he says that the art program is a great way to help him relax, “I use it to express myself, and it’s a coping skill when I get mad” Anthony tells us. He looks down again at his purple picture, “This is my favorite because of the purple, and because my nickname is Chucky,” he lists as he points to an identical drawing of the Chucky character from the Rugrats cartoon.

“I’ve always liked to draw, but here I get time to do…you know whatever I like to draw,” Anthony says as he looks away from his picture, “I love the art program. I have great, talented teachers and they help me develop skills and teach me to be constructive and create whatever things I want.”

Anthony plans on being in future art shows with his drawings, and maybe making a mural in the future. “I really want to make a big one!” he says, pointing to his sketchbook, “I have lots of ideas.” Maybe someday we will see Anthony’s art at a gallery, or used for a city museum, or maybe he will just do it for fun. After all, it does make him “happy”.

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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

Posted in Family, Youth, Treatment, Parents | 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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Youth at CBR Celebrate Earth Day

24. April 2009 by admin.

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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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The Seeds of Aggression

12. January 2009 by admin.

By
Martin Masar, MSW/LCSW

Violence in our world remains at epidemic proportions. This article discusses a methodology for aggression intervention, by considering the origin and purpose of aggression. An examination of aggression from this perspective can lead to more effective, healthier and permanent solutions in our mental health work. Examining the multiple functions of aggression and then designing an intervention, might lead the practitioner beyond just problem-solving, to development of an intervention designed to address why the aggression was used to problem-solve. If a clinical intervention is designed to resolve or alleviate a difficulty, then it is logical the intervention will address the cause or purpose of the difficulty. In this presentation we will examine the multiple functions of aggression and then discuss a format used to develop effective intervention strategies. Violence at epidemic levels globally, calls for understanding the seeds of aggression and interventions designed to address lasting and permanent change.

Michael, almost 17 years old, was a young man, who learned to survive by using his strength and aggression to his advantage. He demonstrated his use of aggression with acts of violence towards others. Over time his aggression increased. Michael was raised in a world of anger, defiance and hatred. During his childhood he was repeatedly beaten. He learned that “might makes right.” In Michael’s mind the world was a terrible place, where he had come to expect the worst.

As I began therapy sessions with Michael he would demonstrate his aggression through the use of strong words and threats. Late one afternoon he stormed into the office lobby demanding to speak with me. He was very angry and threatening to hurt others. I welcomed Michael to my office. For the longest time he sat there quietly. Eventually he began to talk and each time I suggested a different problem-solving method, he would react with verbal assaults. I let him talk and began to notice the intensity of his anger decreasing. When he paused, I asked what inside of him made him so angry. Lifting his pant legs above his knees, he turned around. On the back of each leg were many scars – the product of his childhood torture. Michael’s scars symbolized the origin of his aggression. In Michael’s mind his aggressive behavior was his way of insuring he would never be scarred again.

An examination of aggression only from its effect or outcome limits our interventions to the effects. We spend time problem-solving the current situation, rather than understanding why the aggression was used to problem-solve. Examining aggression from its origin and then purpose leads to a myriad of strategies aimed at the cause, not the effect. We begin by examining different perspective of aggression.

Aggression can be a difficult behavior to change. In many persons it was imprinted through early learning, was repetitively demonstrated, when utilized was successful; it gained immediate reward and experienced few if any punishments or disappointments. (Reilly & Shopshire, 2006)
Aggression can be exhibited as an overt behavior. It is initiated by a variety of emotions and translated through cognitive perceptions. It is an emotional, behavioral and cognitive phenomenon, requiring interventions that address all three spheres. (Reilly & Shopshire, 2006)

The pioneering research of Jean Gervais and Richard Tremblay (2005) examines aggression in young children. Their research concludes that aggressive acts in young children are more frequent than their older counterpart adolescents. This phenomenon, they suggests, relates to the young child’s immature brain development, possible genetic temperament and includes the lack of ability for social awareness and self control. Dr. Gervais suggests aggression has a biological, genetic or inherited aspect, independent of the child’s subsequent learning. As the child grows and learns, he/she begins to understand and learn both social and personal control due to the relationship between the caregiver and the child. John Ratey (2001) and Emil Coccaro (2004) also discuss genetic involvement of aggression. Dr. Ratey indicates that aggression “used to be blamed on the environment,” however; new research suggests a genetic component affecting temperament. To further the point, Dr. Coccaro states aggression “has a substantial genetic component. What you really have is predispositional issues.”

In early childhood, the language centers of the brain go through a process of rapid growth. (Pally, 2002) As these centers grow, they seek knowledge to help understand and make sense of their environments. Thereafter, the brain develops narratives or stories that are stored and called upon in future decision–making and problem-solving. Learning and memory are the basis of all behavior. (Pinel, 2006) We use these stored memories in our decision-making for the rest of our lives. (Siegel, 1999) As this process develops our memory systems categorize and assimilate the information. This helps us make emotional and cognitive connections between places, events and ourselves. These connections direct and guide our actions and behavior.

We can see how early life experiences that are negative, abusive or harmful would affect the way we perceive (emotions) and interpret (cognitions) an event or situation. This happens because we have learned and remembered a variety of different narratives throughout our early childhood. This could lead the person to choose potentially maladaptive or inappropriate behaviors, which makes sense to them due to the negative narratives gained in early childhood, but may be inappropriate for the actual event or situation.

The learning of aggressive behavior can occur in a variety of situations. These include observation, imitation, personal experience and rehearsal. (Goldstein, Glick & Gibbs, 1998) Aggression may also include a combination of both learning and biology or genetics. A young child exposed to various experiences begins to acquire a knowledge base for the future use of aggression. This combined with genetic effects, would influence early cognitive perceptions. The child’s experiences may also be reinforced by a variety of other sources, such as care givers, schools, communities, neighborhoods, and media. All of these elements play a role in the manifestation and learning of aggression.
If the demonstration of aggression is viewed as a product of learning, then in an obvious, but often over-looked area, aggression regulation in adolescent may be an absence of alternative knowledge or learning. (Goldstein, Glick & Gibbs, 1998) Given the prevalence of aggression in our lives today, the acceptance of aggression as an appropriate means to and end, and the popular though unfortunate role models that use aggression, very little attention is given to the development and learning of more appropriate, healthy alternatives.

The use of aggression can have a powerful emotional effect. When aggressive, the individual may experience a release of body chemicals, which produce a pleasure sensation. This sensation gives a feeling of well-being and when tied to the aggressive behavior, has a tremendous and powerful reinforcement affect. (LeDoux, 1996; Pliszka, 2003) Daniel Siegel (1999) takes this a step further indicating that past traumatic experiences and other disruptive events can produce “maladaptive emotional regulation.” Here, due to traumatic stress and/or abuse the brain lacks the ability to achieve emotional regulation, or to self regulate. In either situation above the inability to self-regulate or regain emotional control may be intensified if the traumatic experiences are engrained within deep memory. Steven Pliszka (2003) writes that early childhood abuse and other negative childhood experiences, can produce stress levels that can permanently alter the brain’s functioning and the individual’s ability to ever self-regulate. If we presume that aggression is pure learning, then we can deduce that new learning can effectively alter and reduce episodes of aggression. However, to understand that aggression can also be a permanent brain impairment, gives quite a different scenario.

Aggression can serve as a function and come into existence through the acquisition of learning and memory. As a function, aggression can serve a socially identified outcome. Coccaro (2004) calls this “socially-sanctioned aggression.” For example, the coach of a sports team instructs the player, “Get aggressive!” Here channeled aggression into the opponent of the opposite team is viewed as a positive end result of aggression. The same case is true during acts of war, where aggression is seen as an adaptive response to environmental circumstances. Another example is the parent protecting their child from pending harm. The onset emotion maybe fear, which drives the otherwise calm parent to an act of aggression. Here aggression maybe a process driven by such emotions as fear, self-protection, safety, or even a sports team victory.

There are different types of aggression. An aggressive act can be proactive, reactive, (Vitiello & Stoff, 1997) or instrumental and noninstrumental. Proactive aggression is considered well-planned, directive and without emotion. Reactive aggression is impulsive, hostile and with emotion. Instrumental aggression is directed, intentional and purposeful; and noninstrumental aggression is non-directed, random, impulsive and unintentional. Emil Coccaro (2004) breaks down aggression into socially-sanctioned, medical, premeditated and impulsive. Socially-sanctioned aggression is an individual who is responding aggressively because of the situation in which they are placed. For example, war or a sporting event. Medical aggression is exhibited in response to some type of medical or biological condition that otherwise takes over the better judgment of the individual. An example of this might be poisoning or a medical illness. Next, premeditated aggression is seen in individuals that actively plan an aggressive event. It is goal directed and might be considered sociopathic in diagnostic terms. Finally, impulsive aggression is generally in response to a personal stressor, which triggers an aggressive response. Intermittent Explosive Disorder is often tied to impulsive aggression.

As we break-down the types of aggression, in the following paragraph we will examine how information is processed and a behavioral response determined. Prior to an action or behavior, an individual’s brain processes information is mere seconds and then determines the appropriate course of action. This is based on a variety of stored memories or experiences. (Siegel, 1999)

There are various stages of information processing we all go through as part of our decision to act aggressively. First the event or situation must be received and understood by the brain. This includes information such as the tone of voice, facial expression, body language, physical proximity, intention, and others. Next, this information, which is now received and understood, must be interpreted. Is the information friendly, neutral, educational, or hostile? Our brain then selects a goal for our interaction and generates possible responses. We then choose among the possible responses and carry out our interaction or behavior. (Siegel, 1999; Applegate & Shapiro, 2005) If we view an event as educational, we might calmly sit and listen; however, if an event is determined to be hostile, we might choose to act in an aggressive manner. Imagine how difficult or distorted the above information processing may become, if the individual has experienced or learned maladaptive responses or if the individual is under the influence of mind altering drugs, or if the individual has perceptual or cognitive distortions.

Some myths about aggression:

• Aggression is inherited. Evidence from research studies are mixed on this myth. Authors studying genetics and neuroscience suggest a biological or genetic component to aggression and others suggest no biological connection, rather a learned environmental phenomenon. (Gervais, 2003; Ratey, 2001) Recognizing a balance of influence between genetics and environment might provide the most reasonable consideration.
• Anger [aggression] automatically leads to violent outcome. Channeled aggression, such as in a sporting game, does not necessarily lead to violence. Controlled aggression can be used to assert energy.
• You must be aggressive to get what you want. Aggression and assertiveness are frequently confused. Aggression is usually used to control or dominate, whereas assertiveness, can be used to express oneself and in controlled manner.
• Venting anger [aggression] is always desirable. Research studies indicate the expression of aggression through such things as hitting a pillow and screaming, only reinforces aggressive behavior.
(Reilly & Shopshire, 2002)

An intervention is considered a procedure or technique that is designed to interrupt, interfere with or modify an ongoing maladaptive process. (Reber, 1995) A maladaptive response limits the individual’s ability to develop alternative behaviors. Maladaptive can also be seen as a behavior that causes psychic stress or emotional discomfort. And, a maladaptive behavior can have situational, cultural, personal, and social conditions, where demonstration of a behavior in one environment is appropriate, while demonstration of that same behavior in another is inappropriate.

An examination of violence is not enough; and an examination of aggression as a maladaptive behavior it not enough. Developing problem–solving strategies aimed at the effects of the aggression is not enough. As we move forward we need to examine a methodology for aggression intervention, by considering its origin and purpose. Rather than discuss the hundreds of creative interventions for aggression, various concepts will be discussed to assist the practitioner in determining what constitutes an effective intervention for the individual’s aggression. Imagine, as discussed previously, a parent acting aggressively out of fear for the certain harm of her child. Would our interventions ask the parent to just walk away or take a time out?

When developing an intervention for a particular behavior i.e., aggression, the following considerations should be evaluated and assessed:

• What is the purpose of the intervention?
o Is it to increase an action or behavior?
o Is it to decrease an action or behavior?
 The choice above is dependent on the severity of the behavior. The learning of new strengths and demonstration of new behaviors, builds from a strength based model.
• Will the intervention target the individuals’ emotion, cognitions or behaviors?
 The choice is a determination of the therapist; however, each area is essential in the therapeutic process, if we are to address the seeds of aggression.
• Was the action of the individual culturally, socially, personally or even age appropriate?
 Consider the context in which the aggression was exhibited.
• Will the intervention address the individual’s perception of the event?
o The event itself?
o How the event was felt?
 (emotion)
o How the event was processed?
 (cognition)
o Or how the person chose to behaviorally respond to the event?
 (behavior)
• Was the aggressive action considered proactive, reactive, instrumental, noninstrumental, socially-sanctioned, medical, premeditated or impulsive?
• Will the intervention seek to address social skills or awareness?
o Was there a lack of social understanding or misinterpretation?
• Will the intervention address relationships skills?
• Will the individual’s insight be addressed?
 (cognition)
• Does the individual find the release of aggression as pleasurable or uncomfortable?
o The more an individual finds aggression as pleasurable – the more difficult change becomes.
• Will the intervention seek to improve empathy?
o (Empathy helps the individual see the other person’s point of view)?
• Was the aggressive act driven by cognitive distortions?
o Consider A – B – C – D:
 What was the activating situation or event?
 What does the person believe as true about the event?
 What were the cognitions regarding the event and consequences?
 What is the most reasonable decision?
• Is the aggressive person viewed as “bad”?
o This reflects the therapist’s perceptions. If the aggressive person is viewed as “bad” we may tend to design punitive or disciplinary interventions. However, if the actions of the individual are viewed as a conditioned or learned response, we may choose an intervention that reflects the acquisition of new skills and/or behaviors?
• Was the aggressive act driven by an absence of knowledge?
o The individual just did not know what else to do.
• Will the intervention consider the age of the individual?
o Their maturation level?
o Their cognitive level?
• Will the intervention seek to reward new behaviors? If so, how?
• Will the identified intervention motivate the individual?
o Motivation is a powerful element in change.
• Did the aggressive act have a functional on dysfunctional purpose?
o Consider the types of aggression listed earlier.
• What theoretical orientation will the therapist use within the intervention?
o Cognitive Behavioral Therapy?
o Person Centered Therapy?
o Dialectic Behavioral Therapy?
o Others
• Does the intervention consider possible brain damage, a medical condition, drug induced aggression, or other brain altering conditions?
o Consider a complete medical and neurological evaluation.
• Was the aggressive event a reaction to fear, safety, guilt, shame, embarrassment, humiliation, etc?
o What emotion(s) were at the cause of the aggression?
• Was the aggressive event a reaction to jealousy, revenge, limit setting, selfishness, anger, defiance, etc?
o Same
• Will the intervention involve education, role play, unconscious emotions, deep memory, and coping strategies?
o Role-play has been found to be extremely helpful in the learning of new behaviors. (Beaulieu, 2006) Cognitive and behavioral rehearsals are just as important as physical exercise. Would you participate in a sporting event without practice?
• If the intervention serves to stop or extinguish a behavior, what new skills will be taught in place?
• Interventions should include recognition of affect, cognition, sensation and behavior.
o This bridges information across the various domains of the brain. This process of “neural integration” enables the person to integrate information across the various sections of their brain and builds self-awareness. This improves the ability for self-regulation, which leads to conscious awareness and more effective adaptive behavior. (Fonagy, Gergely, Jurist, & Target, 2002)

An examination of aggression through consideration of the above interventions, also seeks to assess if patterns exist. In the analysis of information consider replicated patterns, similar events or triggers, times and place, or any other events that appear to coincide with the aggression. This may help determine how aggression is used in a particular context or situation and may give rise to further exploration of the individual’s origin of aggression. And finally, to assess and gather the information needed calls for access to the individual’s history, school records, in-person interviews, testing and any other information that might be helpful. The more we know about an individual, the better we become at developing interventions to assist them.

Understanding and intervening with aggression at its origin and purpose can lead to more effective, healthier and permanent interventions in our mental health work. Examining the multiple functions of aggression and then designing an intervention, can lead the practitioner beyond just problem-solving, to development of an intervention designed to address why the aggression was used to problem-solve.

In this article we examined the multiple functions of aggression and discussed a format to develop effective intervention strategies. Understanding the seeds of aggression calls for the development of interventions designed to address the origins of aggression, which can lead to lasting and permanent change.

Remembering Michael:

As Michael left my office that day, I walked him to the lobby door and watched him return to his unit. The sun, in all its brilliance, gave away the scarring on his legs. I imagined how hard it must be for Michael to be teased about his legs. For a moment I was lost in a dream, trying to understand how a very young child could ever protect themselves against such vicious abuse. I wondered if anyone ever heard his screams.

In the months that followed Michael slowly improved. At first, there were very few days when he was not aggressive, but ever so slowly he began to show improvement. Michael and I developed his intervention plan. While it was built on exhibiting and rewarding positive behavior, it also called for him to write a brief paragraph when he misbehaved. In this paragraph, Michael was to describe the negative incident, how he responded and what he could have done differently.

Admittedly, Michael spent a lot of time writing his paragraphs. One day, while reviewing another set of paragraphs, Michael wrote the following (the grammar and spelling are Michael’s): I got in staffs face. I did no hit him this time. I feel bad tonite. I dont know why I feel this way. I no I let you down again. I run from my problems and I hit people. I am sorey for what I did. All I want is you give me a chance. (M. Masar, case file, 2005)

Reading Michael’s paragraph I just filled with emotion. Michael was connecting. For the first time in his life he was reaching out and trying to understand his aggressive behavior. He was connecting his behavior to both himself and others; and he was searching for answers. After several moments of quiet excitement, I went to Michael’s unit. Finding him in his room, I asked if he would like to visit. He cautiously agreed and moved the bedding around so I would have a place to sit. After a minute or two of cordial talk, I read the paragraph above to Michael. I believe he could see my eyes light up, hands shake and voice break ever so slightly. After I finished reading the paragraph, I put it aside and waited for Michael to speak. In a gentle voice he said, “So maybe I done better?” Looking earnestly at Michael I told him, “You done GREAT!” And maybe it was his smile or maybe it was his eyes, but in that moment, I believe that hurt child deep within Michael, sitting crossed legged in front of me – stopped screaming.

************************************************************************

References

Applegate, J.S., Shapiro, J.R. (2005). Neurobiology for clinical social work. New York: W.W. Norton & Company.

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

Coccaro, E. (2004). Understanding aggressive behavior through neuroscience. http://www.bioethics.gov/transcripts/sep04/session2.html.

Fonagy, P., Gergely, G., Jurist, E.L. Target, M. (2002). Affect regulation, metalization and the development of the self. New York: Other Press.

Gervais, J., Tremblay, R.E. (2005). Origins of Human Aggression. National Film Board of Canada. www.nfb.ca. Canada.

Goldstein, A.P., Glick, B., Gibbs, J.C. (1998). Aggression replacement training. Champaign, Illinois: Research Press.

LeDoux, J.E. (1996). The emotional brain: The mysterious underpinning of emotional life. New York: Simon & Schuster.

Pally, R. (2000). The mind-brain relationship. London: Karnac books.

Pinel, J.P.J. (2006). Biopsychology (6th ed.). Boston, Massachusetts: Pearson, A&B.

Pliszka, S.R. (2003). Neuroscience for the mental health clinician. New York: The Guilford Press.

Ratey,J.J. (2001). A user’s guide to the brain: Perception, attention, and the four theaters of the brain. New York: Vintage Books.

Reber, A.S. (1995). Dictionary of psychology. New York: Penguin Books.

Reilly,P.M., Shopshire,M.S. (2006). Anger management for substance abuse and mental health clients: A cognitive behavioral therapy manual. DHHS Pub. (SMA) 06-4213, Rockville, MD.

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

Vitiello, B., Stoff, D.M. (1997). Subtypes of aggression and their relevance to child psychiatry. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 307-315.
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YCI© 2007

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Weathering the Challenges of Change

29. December 2008 by admin.

We have now experienced the early chill of winter and passed through the Thanksgiving holiday. The weeks ahead will usher in the Christmas season and welcome the New Year. As with all things, the changing of seasons is a constant in our lives. As we enter 2009, many of the changes will not be as festive. Our national economy has dramatically changed with further deficits on the horizon. The state agencies that support our children’s needs are struggling and are likely to pass on increasingly stringent cost-saving measures. Within the larger provider community, we face major changes in the rules, processes and requirements that affect the treatment available to troubled children and their families. Those of us who serve children and families will look at these changes in the context of all that it takes in this day and age to help a single child. In quiet desperate moments many of us will ask—why? Our children’s needs did not diminish, go away or somehow fix themselves. In fact, according to any number of reports, our nation’s children are struggling with increasingly severe and complex problems—from trouble with learning and behavior to abuse, neglect, hurt and abandonment. The challenges facing those who provide treatment, education and care to our nation’s children have accelerated. Not only do we face increased costs for essentials such as food, housing, transportation and insurance, we will be confronted with increased regulations and ever more stringent requirements. Challenges and change can be both professional and personal. After many years of direct service to children and families I will move to a new office and begin a different journey at CBR YouthConnect (see sidebar). Aaron and his family were the last of my therapy cases. My promise to Aaron and his mother was that I would personally continue to provide their therapy until he was discharged and reunited with his family. As the end of Aaron’s treatment drew near, he greeted me as I walked across campus late one evening. After a few routine questions, Aaron blurted out, “When do you give up?” His query caught me off guard and I paused for a moment. And then, as simple as his question had been, the answer was as well—“never.”
Despite the problems that plague our state and national governments, we must for the sake of our children, never ever give up. As we get ready for the uncertainties of the New Year, I wish you unwaveringly belief in our children and families and the commitment it takes to see another child successfully return home.
—Martin Masar, CBR YouthConnect Executive Director of Campus Operations

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A TEENAGER’S LEGACY OF PAIN

14. November 2008 by admin.

Looking back, I’m not sure being a teenager nowadays is any more distressing than when I was their age. Sure, we all have problems when we’re teenagers, but some way or another we work our way through and out of those years into adulthood and responsibility.

I remember being sixteen and feeling like I was overwhelmed with problems. I remember my last fight with my girlfriend when we broke up. I remember my dad leaving after putting my poor mother, brothers, sisters, and myself through hell with drinking. I remember feeling awkward with acne and not knowing why I didn’t fit with the “IN CROWD,” but knowing I was definitely different. I remember dreading to go to school each day to face the humiliation of being called a nerd or a geek by my peers.

I found, at first, my comfort in marijuana and beer on weekends. Then, I realized weekends weren’t enough. I began getting high every day before school and at lunch to help me get through the day.

I remember being high and making plans to finish school, then going on to college to study law. They said I had the ability to become anything or anybody that I chose.

I remember the rest of high school as a blur. There were the junior and senior proms and the biggest day of all: graduation. I remember looking at my mother in the audience on a hot June day, beads of perspiration on her face mixed with tears. I was filled with pride that day as I watched my family in the audience wait in anticipation for the big moment to share with me.

Last night, I was reflecting on those tough times when I was sixteen and ready to quit school. I kept telling myself “hang in there, all you have are two years to graduation.” Then it’s off to college to get a law degree and start a new life.

Last night, I couldn’t sleep as I awaited morning and graduation day. I was up at the crack of dawn, washing my old; beat up Chevy because as soon as graduation was over, I was headed to the beach.

Now, looking at my family, I realize all the hard times and hard work was worth it. It’s a beautiful day for a graduation. The birds are chirping. Summer is in the air and cameras are clicking, as each student is announced and walks up on stage to applause and yells of friends and family.

As they announce my name, I feel a sense of pride I have never experienced as I watch my mother stand up and applaud through years of tears and futility. She was only 40 years old, but looked at that moment to be about 60 as the years had taken their toll. All the years of turmoil I had felt seemed to dissipate at that moment.

I remember walking towards the stage to receive my diploma, but something felt strange. I was moving in slow motion as everyone in the auditorium was applauding. I passed Grandma who was sobbing uncontrollably. My brothers and sisters lowered their eyes as I passed which bewildered me and touched my heart.

As I climbed the stairs to the stage to receive my diploma, I felt a cold breeze pass by me that chilled me to the bone. It was my mother who was being hugged now by the principal as he handed her my diploma. I left school and life one month previous to graduation.

As I reflect, I realize all that I have given up and all that I will never experience. All the football games and Christmas’. The changing of the seasons and the styles. The long walks and talks with girlfriends I’ll never know. The family barbecues and the relationships that will never happen.

Most of all, I will never know graduation and law school as a reality. I wonder about what kind of a husband and father I would have been. I long to hold my own child and comfort him in a way I never knew, to tell him everything will be alright when he’s a teenager struggling with life.

I have left a legacy of pain in lieu of prosperity to posterity. If I had just talked to someone, anyone, I may not be here dreaming of those things that could’ve been, would’ve been, or should’ve been.

I cannot come back through that door from despair to bliss. I can only hope my message helps one teenager ask for help from “one caring adult,” because my time has gone, but yours has just begun.

Remember, “Crisis is temporary, suicide is FOREVER!”

Michael F. Cronin, II, ACBSW
Program Director
Colorado Boys Ranch Foundation
P. O. Box 681
La Junta, CO 81050

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