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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1. May 2009 by admin.

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

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

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28. April 2009 by admin.

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

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

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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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6. March 2009 by admin.

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

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