“The kids have such pride in themselves.”

10. December 2010 by admin.

A JUNTA — Residents of CBR YouthConnect are helping others — from the kitchen.

Youths at the psychiatric residential treatment center, formerly known as the Colorado Boys Ranch, are taking part in the center’s new Catering Connection program. They’re baking pies, breads and desserts to donate to holiday meals in the community. And they’re helping needy students in the Arkansas Valley by filling backpacks with food through Care and Share’s Backpack Program, which provides free lunches.

The youths are Patrick Lundahl, Tyler Crotsenberg, Christopher “Kit” Lyons, James McDonald, Israel Farrell and Skyler Lane. They are enrolled in the Principles of Food Technology class at the treatment center. It’s an academic class that meets every day — four days of book work and one day of cooking — and for which students get credit and a certificate.

“They have to earn their way into the class,” says instructor Kristi Hartless. “They have to show appropriate behavior, they have to meet their (treatment) program goals. They’re the cream of the crop, the ones who have more initiative.

“We’re teaching different aspects of food service: cooking, waiting on people, dishwashing. We’re giving them skills so when they leave they might have a chance at a job.”

The class and the catering experience have other real-world applications that the boys understand, says Martin Masar, executive director of CBR YouthConnect.

“They did a (role-playing) session on how to handle an angry customer,” Masar says. “These kids have been hurt and abused all their lives and some of them have anger problems of their own. What a powerful clinical tool — to show them that they can wait on people with a smile.”

Masar also says that volunteering to help other people causes a person to open his heart to receive emotional rewards, feelings such as compassion, happiness, excitement, hope and love, and that these emotions have healing powers.

This is the first year youths are helping in the catering program, according to Tammy Talmich, the catering manager.

“We have four kids in the class who work in the kitchen during the day, helping prep food, clean up, whatever we need them to do. They handle the situations so wonderfully. Most of the time they go and do the task and do it in a timely manner.”

The youths will make 600 dinner rolls for a community Christmas dinner and might bake gingerbread men, too, Talmich says.

“They’ve made everything from flatbread to stromboli (meat- and cheese-filled pastry) to desserts. We want to teach them to make candy.

“They’ve done some catering at the ranch. We had a business dinner and one man said he thought it was a professional catering firm. They did an excellent job; they were very service-oriented.

“The kids have such pride in themselves.”

Talmich says she sees a real change in one young man when he enters the kitchen.

“He is very standoffish — he has a lot of trust issues and doesn’t like to interact with others. But put him in the kitchen and he’s smiling and laughing. He made some of the best pumpkin cheesecake I’ve ever eaten — from scratch. The kids requested it for our dinner here at the ranch.”

Talmich says he has the talent to go on to a career in the food industry “if he puts his mind to it.”

Posted in Education, Family, Youth, Treatment | No Comments »

Exciting future, storied past

5. August 2009 by admin.

On Oct. 2, CBR YouthConnect will celebrate 50 years worth of experience helping troubled boys and girls in unique settings, giving them the ability to be productive and responsible members of society.
One of the leading methods in treating youth to reconnect with society has been to first teach them how to connect with animals.
On Wednesday, Denver businessman Steve Fuller, president of Colorado Boys Ranch Foundation, reviewed for the La Junta Rotary Club how Colorado Boys Ranch was started from scratch by a group of state judges and La Junta businessmen who saw the need to help some 4,000 “delinquent” boys get a second chance in life. Fuller also told the Rotarians how CBR YouthConnect has evolved into one of the nation’s premier psychiatric residential treatment facilities.
Fuller weaved into about 40 minutes a story that is long and complicated, full of challenges, changes and countless positive outcomes. But one thing has remained constant: From its humble beginnings until today, the Boys Ranch has learned that caring for animals often is the key to helping troubled youth reconnect in positive ways with the people around them.
“It’s an exciting time for CBR YouthConnect,” Fuller said. “There is great potential here for research down the road, especially in animal-assisted therapy. We’ve already had some teams come to study how we do things, but there are no standards for it across the nation.”
In other words, CBR YouthConnect sets the standard in animal-assisted therapy for helping boys at the ranch north ot La Junta, which Fuller said will continue to house only boys, and for girls who are part of new programs evolving in the Denver area. One of those programs “Pawsitive Connection” has paired more than 340 girls and boys with dogs to train help them to help people with disabilities.

The boys and girls come from residential treatment centers across the Denver metro area to participate in the animal-assited therapy program provided at CBR YouthConnect facilties.
Fuller said he knows there is a tremendous amount of money available across the nation that CBR YouthConnect can tap into to continue to build its animal-assisted therapy. He also knows many colleges and universities are interested in studying how CBR YouthConnect not only manages the program, but also how it achieves some amazing rates of success in turning around the lives of troubled youth.
Under the guidance of Chuck Thompson, who served many years as the chief administrator at the ranch, still serving president of the CBR Foundation, some other new programs have evolved that might be unfamiliar to folks in the La Junta area.
Fuller said Thompson connected several years ago with Tri-Care, the U.S. military’s primary healthcare provider and insurer, to help serve military families, especially during times of increased deployment of forces overseas, which splits apart families and can increase the need for help with youths. Fuller said Maj. Gen. Arnold R. “Bob” Thomas got excited about that connect and has been a member of the foundation’s board since.
More recently, Thompson and the staff discovered a highly successful youth program in the Philadelphia area called George Jr. Republic. It specializes in “preventative aftercare,” which helps youngsters in the juvenile justice system stay in their homes through a variety of specialized services. The Philadelphia juvenile justice system has helped hundreds of children avoid placement in psychiatric residential treatment facilities.
Thompson brought the program back to Colorado by first sending a group of CBR YouthConnect counselors to Pennsylvania last year to learn how it could be successfully recreated here. Thompson is now introducing the preventative aftercare program to counties across Colorado.
“The judges love it. Social workers love it, and the program is exploding,” Fuller said.
Some things have remained the same here as they always were at the ranch north of La Junta. Bob Cody, a member of the original CBR board of directors, still serves on the CBR Foundation Board. The ranch still has an executive director, Martin Masar, who has demonstrated the ability to make tough choices like his predecessor, Thompson. Under Masar‘s guidance, Colorado Boys Ranch has continued to operate in the black during the current tough economy.
Also under Masar, CBR YouthConnect has continued to maintain its heritage, and will continue to stand for Colorado Boys Ranch, Fuller said.
The rebranding as CBR YouthConnect in 2002 helped establish a new direction for Colorado Boys Ranch, including rebuilding its appeal in Colorado to philanthropic organizations that were most interested in seeing Colorado youth helped.
Under CBR YouthConnect, a unique blend of psychotherapy, environments enriched by animal-based therapy, and neuroscience has evolved to give boys here, and both boys and girls in the Denver area, a well-rounded and balanced therapy experience.
Colorado Boys Ranch today can boast of accreditation from some of the state’s and nation’s leading groups. They include:
– Joint Commission on Accreditation and Healthcare Organization;
– North Central Association Commission on Accreditation of School Improvement;
– TRICARE/TriWest, which provides healthcare services to U.S. military families;
– National Association for Children’s Residential Centers;
– Colorado Association of Family and Children’s Associations; and,
– Colorado Division of Mental Health Certification.
A recent study of former CBR youth reported a 92.5 percent treatment success rate, which was based on eight different criteria, including whether the youth was reunited iwth his family or guardians, or was able to live independently.
That kind of success can be attributed to many factors, including the fact the organization has continued to evolve to meet the needs of a changing society. But Colorado Boys Ranch (CBR YouthConnect) also can trace its success back to its humble beginnings, when it first met the needs of boys who needed a second chance at life, rather than just another long stay inside a cell block.
To read the full story of those humble beginnings, how CBR developed here, and how it changed and imprved through the 1950s, ‘60s, ‘70’s, 80’s and 90’s, pick up a copy of the 50th anniversary edition of “The Rancher,” the publication of Colorado Boys Ranch Foundation.

http://www.lajuntatribunedemocrat.com/homepage/x863180898/Exciting-future-storied-past

Posted in CBR Staff, Family, Youth, Treatment | No Comments »

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

Posted in Family, Treatment | No Comments »

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.

All rights reserved. Republication or redistribution of content is expressly prohibited without prior written consent of the author.
YCI© 2007

Posted in Treatment, Clinical | 2 Comments »

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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“I want you guys around for another 50 years.”

12. November 2008 by admin.

Dear all,
I just spoke with Vincent Royal (28 y/o) and also learn about Kelly Tedley. Vince lives in St. Louis and Kelly in New Mexico. They reconnected several years ago. Vince works for Sears (10 years now) and Kelly’s wife is some “big wig” for a government computer agency. Kelly has two children (Vince thought) and Vince has three children. Vince is currently not married though as a significant other and they have a 17 month old girl. His significant other is studying to be radiologist.

For those that remember Vincent and Kelly, they were in placement here about 15 years ago. They both have fond and wonderful memories of CBR. They both “found” their lives here and thinking back today wished they could have lived the remainder of their adolescent’s lives here at CBR. Their most cherished memories of CBR are of the people they came to know and eventually “love”. Vince said you do not always understand what that means until you return love (meaning the experiences with his own children). Both Vince and Kelly feel CBR changed, and in many ways, “saved” their individual lives. He calls back today just to say hi and to check in. He tells me he is happy and healthy and …well “ok”.

We laughed together and reminisced about the old days. He tells me – “I want you guys around for another 50 years.”

Martin Masar
Executive Director

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Connecting with Life Today and Every Day

13. August 2008 by vzimmerman.

The popular Latin slogan, Carpe Diem, or “seize the day,” and the equally popular “make the most of every day” are often voiced, but seldom carried out. However, for a boy or young man at CBR YouthConnect, it is vital that today and every day be important and meaningful. Today and every day means that no matter what his ethnic origin, hair color, height, weight, hairstyle or walk, each CBR YouthConnect youth is given an abundance of care and support. “Today and every day” becomes an abiding message that each youth can carry with him throughout his life’s journey.

Such is the case with Josie, who arrived at CBR after unsuccessful placements at various group homes and residential treatment facilities. Jose grew up in a low-income urban neighborhood with a single-parent mother, and several siblings. The only other significant adult in his life was his mother’s boyfriend who physically and emotionally abused Josie from age 5 until he was placed in out-of-home care at age 13. Josie attended public school for a while, but was repeatedly involved in acting-out behavior, including frequent altercations.

At CBR YouthConnect, Josie distanced himself from the other youth and staff and tried to “just fit in.” However, the more attention, support, and care Josie received, the more his acting out behavior increased. We soon discovered that Josie was scared to get close to anyone. He had always felt safer being left alone in the shadows. Despite early resistance, Josie began to respond to the programs and services offered at CBR YouthConnect. He began to view himself as a more significant person with some true potential as an artist. As Josie’s time to leave CBR YouthConnect and return home approached, he talked about his life journey to that point—from being in the shadows to becoming more secure and confident in his role as a contributing member of society.

“I know what has come before and what I have gone through,” Josie explained. “I tried to cope by becoming invisible and distancing myself from others. When the pressures became too great, I would act out to be noticed. It has taken some time, therapy, and working in the programs and services at CBRYC, but I now feel whole. I don’t think I need to shrink or become invisible anymore. I know that I am and can be an important person. I want to be the right person for me. I want that today and every day.”

As with Josie, CBR YouthConnect’s commitment to helping youth and their families make the connections that inspire change continues to happen today and every day.

– Vaughn Zimmerman, CBR YouthConnect’s National Services Director

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Welcome

23. June 2008 by nvannote.

The purpose of The YouthConnect Chronicle is to provide you with resources, understanding, and insight regarding mental health, as well as a forum for families and teens to discuss dealing with mental illness.

It is our hope that you will find the knowledge and support you desire.

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YouthSpeak Blog

24. April 2008 by nvannote.

“Youth is happy because it has the ability to see beauty. Anyone who keeps the ability to see beauty never grows old.”  – Franz Kafka, Czech writer

 Our culture tells us that teens should feel happy.  After all, the youth of today have a lot more to be happy – and unhappy – about, right?  Well, this is your place to share what’s really going on in your life.  Do you just want to let other teens know what life is like for you?  Do you want to know if other kids feel the same way you do?  Maybe you can offer your own insights to someone.  We would love to hear from you.

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