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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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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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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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 »

27. May 2009 by admin.

By Ken McNerney
Education Director /Principal
CBRYouthConnect

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

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

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

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

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

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

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

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

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

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

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

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1. May 2009 by admin.

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

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

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

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

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24. April 2009 by admin.

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20. April 2009 by admin.

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

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11. February 2009 by admin.

One important goal I would like to achieve in the next few years is to obtain a college degree in business and automotive technology. I would also hope to get these degrees from a community college close to my home in Philadelphia. I will explain my steps to reach my goal.
My whole plan starts with studying and passing my GED, since I have not completed the proper number of credits for a high school diploma. Without a GED, I will not be able to go to college. I will be the first person in my family to get a GED or a High School diploma.
After I obtain my GED, I will apply for acceptance to many different Technology colleges in Pennsylvania. I also plan to apply to a few community colleges as a backup plan, in case I can’t get into a technology college. I plan to do a few semesters at a junior college and then reapply to the other colleges.
After I get accepted, I will apply for grants, scholarships, and loans. I will also probably have to get a part time job at night and on weekends. I understand that College isn’t cheap. My family does not have a lot of money, so I know that I will have to pay for most of college on my own. I think that it is better if I pay my own way through college, because I will be more motivated to do well.
Completing my GED and graduating from college with degrees in business and automotive technology are the most important goals for me. These goals will help me shape my future. I will be able to get a good job or open my own business.

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28. January 2009 by admin.

James Mc
One important goal I would like to achieve in the next few years is to earn my diploma. I think I could do it because I am a smart young man that tries hard on everything. I also have a lot of people supporting me, especially my mother. She has always told that I can accomplish anything that I set my mind to, as long as I put my heart into it. I have two brothers that both died before they could finish school. They also wanted me to finish my education. I plan on working as hard as I can to complete this goal not only for myself, but also for my mother and my brothers.
I don’t really have the necessary credits to graduate, so I’m in a GED class. I have a long way to go to finish my GED, but I am working hard and everyone tells me that I have a good head on my shoulders. After I complete my GED I plan to enroll in a community college near my home in California. This would make my family very happy.
Aside from wanting to please my family, I have come to realize how important an education is to leading a successful life. In today’s world it is very difficult to get and keep a good paying job without a good education. Someday I want to have a family of my own. To do this, I will need a good education so I can get a good job to support them and even provide them with more than I had when I was growing up.
I can’t wait till I complete my GED and start a new life. I know it will not be easy. I know that I will need help and support from the education staff and my family. This short term goal will lead to accomplishing the long term goals I have set for my life. Most importantly I know that I have the will, and I can do it.

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