Dore E. Frances, PhD Class Offering


Dore December 2015Dore E. Frances, PhD Class Offering

12 Steps to Personal and Professional Development.

An understanding of who you are as an individual is essential to understanding who you are as a leader.

This can be a leader in your professional career and it can also be being a leader in your own personal life. Your personality style dictates how well you lead others and how well you adhere to your own personal life of leadership in all you choose to do for yourself.

The 12 Steps:

Your Self-Esteem – Improve Your Self-Esteem
Identifying Your Personal Style – Build Trust and Credibility
Listenting: The Key to Success – Tailor Information
Communicate and Succeed – Break Down the Barriers
Conflict Management – Be a Win-Win Problem Solver
People Skills and Personal Power
Managing Stress – Balance Your Life
Understanding Your Associates, Co-Workers, Employees and Self
Total Quality Teams at Work and in Your Home
Coaching and Counseling Skills
The Challenge of Change
Dealing With the Workforce of Today and Their Mindset

12 Steps to Self-Analysis and Self-Improvement in both personal and professional arenas, making it possible for you to “jump start” your career or move toward empowerment for yourself.

Please email d.frances@me.com to be added to to the list for more information.

Add CLASS to the Subject line.

Posted in California, Colorado, Dore E. Frances, Families, Healing, Horizon Family Solutions, Parenting, Programs, Students, Teachers, Teens, Transition, United States, Young Adults | Tagged , , , , , , , | Leave a comment

The Benefits of Teen and Young Adult Wilderness Therapy Programs


wildernessDespite our best efforts, there are some teens and young adults who are just more susceptible to the negative influences among peers, what is on the Internet and on TV.

There’s also the challenge of too much uncensored content on cell phones and in video games…and it’s hard to keep track of what your teenager or young adult is watching or reading or participating with on a daily basis.

As a result, our teens and young adults pick up bad habits, adopt an unenthusiastic attitude regarding priorities in life or worse, or get into a cycle of self-destructive behavior. When your teenager or young adult:

  • are struggling with ADD, ADHD, ODD
  • has been falling behind, failing or even dropping out from academic studies
  • has been lying to parents, teachers and other authority figures
  • has been stealing, cheating, or fencing valuables
  • is hanging with peers you suspect are abusing substances
  • is losing weight unhealthily without any reason
  • has become apathetic and disinterested in anything
  • has been breaking household rules
  • has become mean, resentful, or angry all the time
  • has become very untidy and sloppy
  • has been abusing substances or medication

Your teenager or young adult may be in trouble more than you know. You need to get into the details of this matter as soon as possible. When left untreated, these problems can develop into even more severe problems in later life.

Wilderness therapy programs have a lot to offer.

They are short, running between 45 and 90 days.

They are ideal to help a teen or young adult in trouble giving them the time and space to break away from the source of their challenges and problems.

Wilderness programs are much shorter than residential boarding school stays and less punitive and rigorous than boot camps, of which Horizon Family Solutions never recommends. They are an ideal choice for many troubled teens and young adults.

It needs to be understood that a therapeutic wilderness program will not be the perfect place to send every troubled teen or young adult.

Making the choice involves at least two factors.

  1. Is your teen or young adult the ideal candidate for a wilderness program; and
  2. When this has been determined, which wilderness program and therapist best suits your teen, young adult and family?

You can get the therapy sessions your teen or young adult might need by going to a therapist in your local area on a weekly basis. Each time that happens, your teen or young adult then returns home to their family and friends.

When nothing changes, nothing changes.

The best way to make a major impact on your teen’s life is to make a break, take a break.

Get away from the routine and contacts which have been a big part of their challenges, problems and troubles.

Parents with worries about the safety of their teen or young adult while in wilderness can be assured that the best wilderness programs do not accept everyone.

Most do not accept teens or young adults who are:

  • Actively suicidal or homicidal
  • Displaying a significant history of running away from treatment centers
  • Display cardiac conditions or other organ dysfunctions that may lead to emergency care
  • Insulin dependent diabetics
  • Medically unable to participate in the program
  • Psychotic
  • Significantly obese
  • Struggling with allergies that may lead to anaphylactic shock
  • Violent and/or aggressive outside of the home

The aim is to find like-minded teens and young adults who need direction, guidance, inspiration and mentoring in their life. The academic side of a wilderness program is in most cases able to be transferred back to the teen’s school as credit.

There are a lot of good therapeutic wilderness programs for troubled teens and young adults that can give them the help that they need.

They have an admissions or screening process in place to determine whether your teen or young adult can really be helped by their program. It’s a good first step towards your family’s healing.

A lot of  wilderness therapeutic programs are located in Colorado, Georgia, Hawaii, Idaho, Maine, Montana, North Carolina, Oregon, Utah, and Vermont.

There are a range of different types of wilderness therapy programs all across the United States, with a range of models and approaches.

When needing assistance, please contact Horizon Family Solutions at 303-448-8803.

Posted in ADHD, Adolescents, Behavioral Health, Behaviors, Children, Colorado, Conduct Disorders, Dore E. Frances, Educational Consultant, Families, Healing, Horizon Family Solutions, Idaho, Interventions, Mental health, Outdoor Behavioral Healthcare, Parenting, Personality Disorders, Programs, Psychologists, Students, Substance Abuse, Teens, Therapy, Wilderness, Wilderness Therapy, Young Adults | Tagged , , , , , , , , , , , , , , , , , , | Leave a comment

Antisocial Personality Disorder Symptoms


Anti SocialBy Steve Bressert, Ph.D.

Antisocial personality disorder is a disorder that is characterized by a long-standing pattern of disregard for other people’s rights, often crossing the line and violating those rights. A person with antisocial personality disorder (APD) often feels little or no empathy toward other people, and doesn’t see the problem in bending or breaking the law for their own needs or wants.

The disorder usually begins in childhood or as a teen and continues into a person’s adult life. Antisocial personality disorder is often referred to as psychopathy or sociopathy in popular culture. However, neither psychopathy nor sociopathy are recognized professional labels used for diagnosis. Individuals with Antisocial Personality Disorder frequently lack empathy and tend to be callous, cynical, and contemptuous of the feelings, rights, and sufferings of others. They may have an inflated and arrogant self-appraisal (e.g., feel that ordinary work is beneath them or lack a realistic concern about their current problems or their future) and may be excessively opinionated, self-assured, or cocky.

They may display a glib, superficial charm and can be quite voluble and verbally facile (e.g., using technical terms or jargon that might impress someone who is unfamiliar with the topic).

Lack of empathy, inflated self-appraisal, and superficial charm are features that have been commonly included in traditional conceptions of psychopathy and may be particularly distinguishing of Antisocial Personality Disorder in prison or forensic settings where criminal, delinquent, or aggressive acts are likely to be nonspecific.

These individuals may also be irresponsible and exploitative in their sexual relationships.

A personality disorder is an enduring pattern of inner experience and behavior that deviates from the norm of the individual’s culture. The pattern is seen in two or more of the following areas: cognition; affect; interpersonal functioning; or impulse control.

The enduring pattern is inflexible and pervasive across a broad range of personal and social situations. It typically leads to significant distress or impairment in social, work or other areas of functioning. The pattern is stable and of long duration, and its onset can be traced back to early adulthood or adolescence.

Symptoms of Antisocial Personality Disorder

Antisocial personality disorder is diagnosed when a person’s pattern of antisocial behavior has occurred since age 15 (although only adults 18 years or older can be diagnosed with this disorder) and consists of the majority of these symptoms:

  • Failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are grounds for arrest
  • Deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasure
  • Impulsivity or failure to plan ahead
  • Irritability and aggressiveness, as indicated by repeated physical fights or assaults
  • Reckless disregard for safety of self or others
  • Consistent irresponsibility, as indicated by repeated failure to sustain consistent work behavior or honor financial obligations
  • Lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from another

There should also be evidence of Conduct Disorder in the individual as a child, whether or not it was ever formally diagnosed by a professional.

Because personality disorders describe long-standing and enduring patterns of behavior, they are most often diagnosed in adulthood. It is uncommon for them to be diagnosed in childhood or adolescence, because a child or teen is under constant development, personality changes and maturation. According to the DSM-5, antisocial personality disorder cannot be diagnosed in people younger than 18 years old.

Antisocial personality disorder is 70 percent more prevalent in males than females. According to research, the 12-month prevalence rate of this disorder is between 0.2 and 3.3 percent in the general population. Like most personality disorders, antisocial personality disorder typically will decrease in intensity with age, with many people experiencing few of the disorder’s symptoms by the time they are in the 40s or 50s.

How is Antisocial Personality Disorder Diagnosed?

Personality disorders such as antisocial personality disorder are typically diagnosed by a trained mental health professional, such as a psychologist or psychiatrist.

Family physicians and general practitioners are generally not trained or well-equipped to make this type of psychological diagnosis. So while you can initially consult a family physician about this problem, they should refer you to a mental health professional for diagnosis and treatment.

There are no laboratory, blood or genetic tests that are used to diagnose antisocial personality disorder. Many people with antisocial personality disorder don’t seek out treatment. People with personality disorders, in general, do not often seek out treatment until the disorder starts to significantly interfere or otherwise impact a person’s life.

This most often happens when a person’s coping resources are stretched too thin to deal with stress or other life events. A diagnosis for antisocial personality disorder is made by a mental health professional comparing your symptoms and life history with those listed here. They will make a determination whether your symptoms meet the criteria necessary for a personality disorder diagnosis.

Causes of Antisocial Personality Disorder

Researchers today don’t know what causes antisocial personality disorder. There are many theories, however, about the possible causes of antisocial personality disorder.

Most professionals subscribe to a biopsychosocial model of causation — that is, the causes of are likely due to biological and genetic factors, social factors (such as how a person interacts in their early development with their family and friends and other children), and psychological factors (the individual’s personality and temperament, shaped by their environment and learned coping skills to deal with stress). This suggests that no single factor is responsible — rather, it is the complex and likely intertwined nature of all three factors that are important. If a person has this personality disorder, research suggests that there is a slightly increased risk for this disorder to be “passed down” to their children.

Treatment of Antisocial Personality Disorder

Treatment of antisocial personality disorder typically involves long-term psychotherapy with a therapist that has experience in treating this kind of personality disorder.

Medications may also be prescribed to help with specific troubling and debilitating symptoms.

APA Reference
Bressert, S. (2016). Antisocial Personality Disorder Symptoms. Psych Central. Retrieved on July 2, 2016, from http://psychcentral.com/disorders/antisocial-personality-disorder-symptoms/

By Doré E. Frances, PhD -Teens with conduct disorders and antisocial personality conditions are more resistant to authority figures and possible treatment options offered.

What this means is that traditional means of eliciting positive behaviors might be harder to accomplish with teens with CD. Difficult maybe, however, not impossible.

Studies and researchers suggest a combination of individual and family/group therapies aimed at developing problem-solving and interpersonal skills. Often these teens do not know how to properly interact with others (or choose not to), so therapies that involve peers and how to function in different situations may prove helpful. Families especially can have a hard time in dealing with conduct disorder. Parents or siblings may become fearful or anxious around the antisocial teen, unsure if the adolescent will respond harshly or violently. Having family-centered therapy helps both parties to discuss the issue at hand and construct ways in which the parents, siblings, and the affected teen can cope.

Similarly, it may be the parents who need a behavioral adjustment as well. Not knowing how to react to a child with CD or other antisocial behaviors can trigger frustration, nervousness, anger, or violent outbursts. In other cases, parents can avoid the child altogether.

In parental management therapy, it’s important to know that in order for a teen to change, the parent may need to change as well. Sometimes the most longstanding outcomes are a result of the parents working together with the child, with both parties understanding the importance of change.  Cognitive behavioral therapy can help to develop skills that foster independence and critical thinking. Considering that antisocial behavior may in part be brought on by an adolescent trying to alter his/her environment, teaching a teen these skills may make them feel more in control of their surroundings and thus, more at ease. Many therapies focus on these skills as well as those that promote social and communicative behavior.

Learning how to express emotions in a healthy way, nurturing one’s cognitive and emotional development, and feeling supported can make a huge difference in how an adolescent responds and acts.While no one can ever predict the outcome of treatment and how it relates to antisocial behaviors in the future, getting assistance now can mean a world of difference for you, your teen, and your family. Without treatment, these already stressful actions can escalate into long-term problems. When you feel troubled by your teen’s behavior and suspect a more serious problem, please call Horizon Family Solutions.

We understand the importance of family and value your child’s health. Call now.

303-448-8803.

 

Posted in Adolescents, Antisocial Personality Disorder, Behavioral Health, Behaviors, Children, Conduct Disorders, Dore E. Frances, Educational Consultant, Families, Healing, Horizon Family Solutions, Mental health, Parenting, Personality Disorders, Programs, Psychologists, Rehabilitation programs, Residential Treatment Programs, Schools, Students, Teens, Therapeutic Boarding Schools, Therapy, Treatment Programs | Tagged , , , , , , , , , , , , , , , | Leave a comment

Transitions Program: Aftercare


Coyote

The Coyote Coast Transition Program supports teens and families in maximizing gains and continuing the momentum established in out-of-home treatment such as, wilderness therapy, rehabilitation programs, residential treatment and therapeutic boarding schools.

Why Transition Care?

Most youth experience success in out-of-home programs largely due to the high degree of structure and tight time management housed within them. These highly therapeutic programs often also succeed in helping youth to develop improved coping skills, insight, control over their behavior, and communication.

However, research has shown that without continued after-care services, both parents and youth report declines in interpersonal relations, which include youth’s relationships with parents and other adults, as well as interaction with friends, aggressiveness, arguing and defiance.

Research also suggests that while out-of-home care can be effective at addressing presenting behavioral problems, it is essential that we need to “further identify ways to help clients maintain recently developed interpersonal skills that are continually tested in post treatment environments.”*

In our after-care work, we find that the gains made by youth in their out-of-home programs are better sustained when we help to bring structure and consistency into the home. This is more easily achieved when we become involved early in the return-to-home planning process.

Ample time is needed to co-construct a carefully tailored home agreement and aftercare plan using important input from parents, youth, the treatment program, and other involved professionals.

The Transition Program Includes:

~ Close Consultation with Program Staff to Develop a Comprehensive Transition Home Plan
~ Weekly Family Therapy
~ Parent Coaching & Crisis Intervention
~ Weekly Teen Group Therapy or Mentoring
~ Teen Experiential Activities

Coyote Coast Therapists use a solution-focused team approach, emphasizing close collaboration with treating and related professionals including:

~ Education Consultants
~ Out-of-Home Program Staff
~ Local Service Providers such as
~ Psychologists/Psychiatrists
~ Community & Educational Therapists
~ School Professionals
~ Treatment Programs

If you are interested or would like further information, please call:

Alex Georgakopoulos, MFT at 925-258-5400 Ext 1 or email us atinfo@coyotecoast.com

*Russel, K. C. (2002). Longitudinal Assessment of Treatment Outcomes in Outdoor Behavioral Healthcare. (Technical Report 28). Idaho Forest, Wildlife, and Range Experiment Station, Moscow, ID: Available from the University of Idaho Wilderness Research Center – Outdoor Behavioral Healthcare Research Cooperative.

Posted in ADHD, Adolescents, Aftercare, Behavioral Health, Behaviors, California, Children, Coyote Coast Youth and Family Counseling, Educational Consultant, Families, Horizon Family Solutions, Idaho, Mental health, Outdoor Behavioral Healthcare, Parenting, Programs, Rehabilitation programs, Residential Treatment Programs, Students, Substance Abuse, Teens, Therapeutic Boarding Schools, Transition, United States, University of Idaho, Wilderness, Wilderness Therapy, Young Adults | Tagged , , , , , , , | Leave a comment

QUESTIONS ABOUT WORKING WITH AN EDUCATIONAL CONSULTANT


Inspiring

What is an educational consultant?

An educational consultant is a professional who assists parents with their children, teens and / or young adults.

Educational consultants are skilled in helping parents find addiction treatment programs, college prep boarding schools, clinical treatment, eating disorder programs, faith-based programs and schools, program and schools for children on the Spectrum, Military schools, residential treatment centers, summer programs,  and wilderness programs.

Some educational consultants specialize in college placements.

Some educational consultants specilauize in GAP Year programs.

What do educational consultants do?

Educational consultants are trained professionals who assist parents and their students  by providing a realistic assessment of a student’s individual strengths and weaknesses as a prospective applicant to a particular type of program.

They provide guidance every step of the way. Most visit all the programs they recommend and have first hand knowledge of the program or school as well as has met their staff and know their financial monthly tuition cost as well as other variables thay will be important in the decision making process.

What are the benefits of working with an educational consultant?

Many schools have school psychologists to assist students in need. Some families have their teens in therapy. While an educational consultant does not replace the school psychologist or a local therapist, a professional consultant can serve as a guide to the entire process of looking for help outside the home. This can assist the family in feeling less stressed, better prepared for their decision, and more confident in taking those steps.

How do you know that you need an educational consultant?

The decision to hire an educational consultant is a personal one, and not every family will need or want to work with a consultant.

Working with an educational consultant can be particularly helpful when your child is: confused about their life; has limited opportunities in their local area for the support they need;  have not had success with the school psychologist or therapist at home; have had a major event occur which has been unhealthy for them and their family;  has lost interest in their academic attendance; has been experimenting with alcohol and drugs; or would benefit from one-on-one assistance in a wilderness or residential type program or school for a period of time.

Educational consultants can also be helpful when a student has learning disabilities or other special needs, when families are having difficulty agreeing on out of home choices, or for students who are particularly dealing with a clinical issue and need some assessments or testing.

Is an educational consultant a replacement for the school psychologist or therapist?

No, an educational consultant is never a replacement for the school psychologist or therapist.

While an educational consultant can provide more personalized service than your school psychologist or therapist may be able to provide, it’s important to understand that your school psychologist or therapist will still play a vital role in your decision-making process. You may think of your educational consultant as another member of your team, all working together to help your child, teen or young adult achieve their goals.

Can an educational consultant guarantee that my child will be admitted to a particular program or school?

No one can guarantee a student admission to a particular school or program!

When an educational consultant or anyone else suggests that they can do so, it is best to find another consultant. Professional educational consultants understand that many variables factor into admissions decisions and therefore they do not make false promises.

They can, however, help families improve their chances of admission by identifying the needs of the child with an in-depth profile, knowing their academic history, behavior history, clinical health history, family history and needs as well as the child’s interests, and by guiding parents through the admission process.

How much does it cost to work with an educational consultant?

You may have read an article or seen a news report about educational consultants who charge exorbitant fees for their counseling services.

Luckily, the majority of professional educational consultants offer reasonable prices for their services. Some consultants offer all-inclusive packages for a single fee, others will work with families on an hourly basis.

Still others offer some combination of the two. By comparing services and prices, you should be able to find a professional consultant that your family can afford.

Our family has limited finances. Does that mean we can’t get any help from an educational consultant?

Many educational consultants offer sliding fee scales to families who have limited financial means. Some educational consultants may waive their fees entirely for students from low-income families. Do not assume that your family’s financial situation means you can’t get help from an educational consultant!

Is it best to work with a local educational consultant?

It depends on both the student and the consultant.

Many families prefer to work face-to-face with their educational consultant, while others benefit from working with a non-local consultant who has specialized experience or skills.

When you can’t find a professional educational consultant in your area who you feel comfortable with, working with a consultant who is based elsewhere can also make sense.

When you’re considering working with a consultant outside of your local area, be sure to ask about their experience working with families and students at a distance, and discuss the tools and techniques they use to provide quality services. Many consultants are also happy to make referrals to other consultants that live in your local area.

When do we need to begin working with an educational consultant?

You may want to consult with an educational specialist early in the process of considering an out-of home placement.

Getting advice and suggestions on planning, testing advice, academic expertise, clicnial support, family structuire, extracurricular activities at the program, and treatment enrichment opportunities is an important discussion to have before making a decision.

In general, however, the majority of consulting time will occur before the decision-making has occurred, and after the student has been enrolled in their program or school.

Educational consultants work in all different areas with children as young as 5 and young adults into their 30’s.

 

Is hiring an educational consultant to help our child ethical?

Hiring a professional educational consultant is ethical. Parents seek outside attorneys, counselors, doctors, health care professionals, tutors, coaches and other professionals to help their family and their children succeed and achieve their goals.

A professional educational consultant is a “coach” to guide you and your child through the process ahead with the least amount of stress and anxiety possible.

How do programs and schools feel about educational consultants?

Programs and schools disapprove of unethical and unprofessional “consultants” who make unreasonable promises and go too far in over charging and making false promises.

Programs and schools also understand that professional educational consultants can serve a purpose, especially for families who do not have access to enough personal help from their school psychologist or therapist. Most professional educational consultants abide by Standards and Ethics which can be found on their websites.

What are some things that an educational consultant should never do?

A professional educational consultant should never guarantee admission to any particular program or school. They should not receive financial remuneration for referring students to a particular program or school.

They should treat students and parents with respect, and be supportive of their choices.

Finally, educational consultants should never abuse the privilege of working with young people in any way.

 

Refernces:

http://www.hecaonline.org/studentfaqs

 

Posted in Addiction Treatment Centers, ADHD, Adolescents, Adoption Assistance Programs, Aftercare, Alcohol/Drug Addictions, Behavioral Health, Behaviors, Children, Eating Disorders, Educational Consultant, Families, Gambling, Healing, Horizon Family Solutions, Interventions, Mental health, Parenting, Programs, Residential Treatment Programs, Schools, Students, Substance Abuse, Teens, Treatment Programs, Young Adults | Tagged , , , , , , , , , , , , , , , , , , , , , | Leave a comment

By age 8, Caylee was diagnosed with attention deficit hyperactivity (ADHD) disorder.


After parenting their three biological sons, they figured they’d bring Caylee into the family fairly easily. They did realize that Caylee was different from other children at a very young age—she was a bit quirky and needed a lot of attention.

“We thought we’d just parent her the way we had our other children…and that we would just love her and everything would be fine,“ said Dianna.

Yet, they didn’t realize how Caylee’s differences would put them on a much different parenting journey than they previously knew.

A path of different diagnoses

Over time, Dean and Dianna realized that they couldn’t love or parent away Caylee’s attention-seeking and inappropriate behaviors. And so the search began. By age 8, Caylee was diagnosed with attention deficit hyperactivity (ADHD) disorder. Dean and Dianna focused on that diagnosis alone for a while.

The medication did help and allowed her to focus better. By eighth grade, however, they realized Caylee needed something more. Her different behaviors had only become more overwhelming with age. Read on.

We’d like to thank Brendan and Carrie O’Toole for their time and talents to and interest of the Institute for Attachment and Child Development for conducting and filming this interview and sharing it with us.

Related links:

Just released – a documentary you need to see about adoption and reactive attachment disorder

Why in-home services don’t work for children with reactive attachment disorder

3 things therapists missed with our son with reactive attachment disorder

 

 

 

Institute for Attachment & Child Development

Voice (303) 674-1910

Email: nichole@instituteforattachment.org

5921 S. Middlefield Rd, Ste 200 | Littleton, CO 80123 US

Posted in ADHD, Adolescents, Adoption Assistance Programs, Behavioral Health, Behaviors, Families, Healing, Horizon Family Solutions, Mental health, Parenting, Programs, Residential Treatment Programs, Schools, Students, Teens, Treatment Programs | Tagged , , , , , , , , , , , , | Leave a comment

Are You Interested in an e-Book That Lists AAP Covered, Insurance Covered, Low Cost, Medicaid Covered, No Cost, Non-Profit, Residential Treatment Programs?


eBook

In 2007 I published a PDF File Book that covered the entire United States and listed residential treatment programs and schools that were AAP covered, covered by insurance, were low-cost, Medicaid covered, non-profits, and some were even no cost to families.

It sold mostly to professionals for $30.

Since that time some of these programs have closed, and others have changed their policies to accept insurance and still others have opened and are offering services to those ages 5 and over into the young adult years.

Before I venture into about 6 months of research, updating and writing – conducting state licensing board checks on every program in order for it to be listed – as there must be a very strict criteria to be able to be listed as a safe place – is there an interest from parents and professionals for such an eBook?

It would be professionally designed, professionally edited, easy to read, be categorized by State and then in alphabetical order, with the name of the program, address, phone number, ages accepted, gender accepted, duration, program type and level of care offered, website, and description of what is offered.

Cost would be approximately $59.99. Would this meet your needs?

Is there other information you would want listed? Yes, I am asking for more than I did in 2007 as I would be working my butt off to complete this by the end of the year or January 2017. (Sooner should time allow).

I’d love to know what you think so please send me an email – dore@dorefrances.com – before the end of this month – June 2016 – with BOOK in the Subject Line.

Finding other ways to assist parents and professionals is my intention.

Doré E. Frances, PhD
Advocate, Author, Visionary
Educational / Therapeutic Consultant
303-448-8803

Posted in Adolescents, Adoption Assistance Programs, Aftercare, Alcohol/Drug Addictions, Behavioral Health, Behaviors, Eating Disorders, eBooks, Families, Horizon Family Solutions, Mental health, Parenting, Programs, Residential Treatment Programs, Schools, Students, Substance Abuse, Teens, Treatment Programs, United States, Young Adults | Tagged , , , , , , , , , , , , , | Leave a comment

UNDERSTANDING INTERVENTION


Hired

Intervention derives from the Latin word intervenire, meaning “to interrupt or come between”.

Although interventions are most commonly used in behavioral health as a way for families and loved ones to address alcohol/drug addictions and substance abuse-related issues, they can also be utilized with mental health, compulsive or acting out behaviors such as eating disorders, gambling and video gaming.

“He needs to want to get well for an intervention to work right?”
“We were told to wait until she hits ‘Rock Bottom’.”
“Nothing will work until he is ready to quit.”
“We can’t make him do anything he doesn’t want, can we?”

These are the most common statements and questions Hired Power hears during an initial call from a family or loved one, inquiring about an intervention. Unfortunately, those statements and questions are also heard in offices of therapists, doctors and other community-based professionals. These illusions prevent families and professionals from intervening in disease processes that are impacting and killing millions in the US.

And so, obviously, the decision to intervene can often be a difficult but necessary one.

An intervention changes the way a family thinks about their own situations and options.

Empowering a family to understand and define healthy rules and boundaries can by itself be a great motivation for change.

Tony Robbins summarizes the family dynamic by pointing out that “change happens when the pain of staying the same is greater the pain of change”.

Families and loved ones often have more leverage, and agency, than they understand.

An intervention creates an opportunity and definition of achievable goals, rather than passively waiting for a hard destructive and sometimes deadly bottom. Planning an intervention while a loved one still has connectedness and the potential can shine the light on hope and the possibility of health and recovery.

ABOUT THE AUTHOR Nanette Zumwalt ICADC, ICCJP, CIP, CAI is the founder and CEO of Hired Power Transitional Recovery Services which provide a variety of services such as Intervention, Safe Passage, Personal Recovery Assistants, Sober Monitoring and Recovery Care Management in the mental health and addiction fields. She has toured and evaluated over 800 treatment centers nationally and internationally.

HIRED POWER | CONTACT US

800-910-9299

21062 Brookhurst St. #201
Huntington Beach, CA 92646
714-964-6730 fax: 888-870-3174

Posted in Alcohol/Drug Addictions, Behavioral Health, Behaviors, Eating Disorders, Families, Gambling, Hired Power, Horizon Family Solutions, Interventions, Mental health, Parenting, Students, Substance Abuse, Teens, Treatment Programs, Video Gaming, Young Adults | Tagged , , , , , , , , , , , , , , , | Leave a comment

Sexual Deviance and General Criminality Factors Among Adolescent Sex Offenders


Eric

W. Eric Filleter, Carleton University
Liam Ennis, Integrated Threat and Risk Assessment Centre
Kevin L. Nunes, Carleton Univeristy
William D. Murphy, The University of Tennessee Health Science Center

In 2015 I received the ATSA poster award for my research on sexual deviance and general criminality factors amongst adolescents who had committed sexual offenses. The purpose of this article is to briefly present this research.

I am currently in the process of completing my Master’s degree under the supervision of Dr. Kevin Nunes, and through him was able to connect with Drs. Liam Ennis and William Murphy.

Drs. Nunes, Ennis and Murphy allowed me the opportunity to work with them to analyze a dataset that contained information on a large sample of 488 male adolescents who had committed sexual offenses.

As the dataset had so much information, the decision was made to carry out an exploratory analysis to see if there were any significant differences within this group of adolescents.

Specifically, due to their relevance in the literature (see Daversa & Knight, 2007; Knight & Sims-Knight, 2004; Seto, 2008), we decided to examine whether there were differences in terms of sexual deviance and general criminality factors (e.g., antisociality) on the basis of whether they had been sexually abused or not, and whether they had been physically abused or not.

Generally speaking, we hypothesized that we would see differences between the adolescents who had experienced childhood sexual abuse and those who had not in terms of their sexual deviance and general criminality, with those who experienced abuse presenting as more sexually deviant and generally criminal. Further, we hypothesized that we would see differences between the group of adolescents who had experienced childhood physical abuse and those who had not in terms of their general criminality.

In the current study, variables that were used as indicators of sexual deviance included age at first sexual offense, number of sexual offences, pedophilic interest, sexual obsession, and various paraphilic interests, that were measured using the Screening Scale for Pedophilic Interest (Seto & Lalumiere, 2001) and the various subscales of the adolescent form of the Multiphasic Sex Inventory (Nichols & Molinder, 1984).

In terms of general criminality factors the following variables were examined: general antisociality, which was measured using the Childhood and Adolescent Taxon Scale (Quinsey, Harris, Rice, & Cormier, 1998); delinquent personality traits, which was measured using the Psychopathic/Deviate subscale of the Minnesota Multiphasic Personality Inventory (Butcher, Williams, Graham, Archer, Tellegen, Ben-Porath, & Kaemmer, 1992); aggressiveness, which was measured using the Interpersonal Behavioural Scale (Mauger, Adkinson, Zoss, Firestone, & Hook, 1980); and number of non-sexual arrests were included. Participants’ scores on these variables were obtained through clinical files, collateral sources, and self-report questionnaires.

The results of the current study suggest that experiencing childhood sexual abuse was generally associated with the presence of more indicators of sexual deviance and general criminality.

In fact, those who had been sexually abused exhibited more sexual deviance and exhibited more general criminality with the exception of the number of non-sexual arrests.

Additionally, experiencing childhood physical abuse was associated with more general antisociality; however, contrary to our original hypothesis, no significant differences were found between the physically abused group and their non-abused counterparts in terms of any of the other general criminality measures (i.e., aggressiveness, delinquent personality traits, and number of non-sexual arrests).

Finally, as we hypothesized, no differences were detected between the physically abused group and the non-physically abused group in terms of their sexual deviance.

The results of the current study indicate that experiencing childhood sexual abuse was associated with more sexual deviance and general criminality, amongst adolescents who had committed sexual offenses. Further, the experience of childhood physical abuse was associated with more general antisociality.

As such, the results of the current study do seem to be consistent with prominent theories in this field of research, which purport that early life adversity (i.e., sexual and physical abuse) can lead to the development of antisocial characteristics (i.e., sexual deviance and general criminality), which can in turn lead an individual to perpetrate sexually aggressive acts (e.g., Daversa & Knight, 2007; Knight & Sims-Knight, 2004; Seto, 2008).

However, as the results of the current study are correlational, no causal inferences can be drawn in support of the aforementioned theories. True experiments that allow for causal interpretations to be made are extremely difficult to conduct in this field of research, particularly when childhood sexual and physical abuses are present. However, despite this challenge, further longitudinal research should examine whether and how childhood abuse may lead individuals directly or indirectly to sexual offending.

I would like to thank ATSA for honouring me with the poster prize at the 2015 conference.

I would also like to thank Drs. Nunes, Ennis and Murphy for allowing me the opportunity to work on this project with them.

References

Butcher, J.N., Williams, C.L., Graham, J.R., Archer, R.P., Tellegen, A., Ben-Porath, Y.S., & Kaemmer, B. (1992). Minnesota Multiphasic Personality Inventory-Adolescent Version(MMPI-A): Manual for administration, scoring and interpretation. Minneapolis, MN: University of Minnesota Press.

Daversa, M. T., & Knight, R. A. (2007). A Structural Examination of the Predictors of Sexual Coercion Against Children in Adolescent Sexual Offenders. Criminal Justice and Behavior, 34(10), 1313-1333.

Knight, R. A., & Sims-Knight, J. E. (2004). Testing an Etiological Model for Male Juvenile Sexual Offending Against Females. Journal of Child Sexual Abuse, 13(3-4), 33-55.

Mauger, P.A., Adkinson, D. K., Zoss, S. K., Firestone, G., & Hook, D. J. (1980). Interpersonal Behavior Survey (IBS), Western Psychological Services: Los Angeles.

Nichols, A.R., & Molinder, I. (1984). Multiphasic Sex Inventory. 437 Dowes Dr., Tacoma, WA., 98466.

Quinsey, V. L., Harris, G.T., Rice, M.E., & Cormier, C. A. (1998). Violent offenders: Appraising and managing risk. Washington, DC: American Psychological Association.

Seto, M. C. (2008). Pedophilia and sexual offending against children: Theory, assessment, and intervention. Washington, DC: American Psychological Association.

Seto, M., & Lalumiere, M. (2001). A Brief Screening Scale to Identify Pedophilic Interests Among Child Molesters. Sexual Abuse: A Journal of Research and Treatment, 13(1), 15-25.

Posted in Adolescents, ATSA, Carleton University, Criminals, Horizon Family Solutions, SEXUAL DEVIANCE, Sexual Offenses, Students, Teens, The University of Tennessee Health Science Center, Treatment Programs | Tagged , , , , , | Leave a comment

From Greenhouse to Garden


Greenhouse

As you’ve learned, treatment programs are designed to be highly structured environments in which a lot of nurturing takes place. Everything in that particular “world,” is designed to encourage growth and nurture improvements along the way. A greenhouse serves much the same function. It’s a place for seeds to sprout, reaching for sunlight, forcing roots into nutrient rich soil, being protected in a climate-controlled environment, safe from crowding, weeds or other destructive forces that would stunt their growth.

Eventually, however, the greenhouse will turn the young plant back over to the caring, but novice gardener, who will take it out into the real world in order for it to reach is full potential. It will experience a challenging transition. Even if the greenhouse staff sends the part-time gardener on her way with detailed instructions, invitations to call with questions and bags full of plant food, she cannot control the environment or conditions outside. The natural environment of a home and family has far more variables than the garden. There are the “weeds”: bad friends, drugs/alcohol, technology, academic stressors and a myriad of other destructive elements that the program has protected them from.

And unlike the program staff–who are replaced every few hours by a completely fresh staff–parents can’t realistically devote all their time to the care and monitoring of their teen. After all that has been invested, it makes sense to gain knowledge, build a plan and have support in the vital process of transition. And while the last ten years have seen a tremendous increase in the level of parent education offered by the best programs, too often much of that great preparation flies out the window when the teen comes home and everyone’s old patterns–and problems–begin to take hold again.

My job–and my vision–has been to educate programs, professionals, and parents on how to prepare families and their teens for that crucial transition, with a plan and confidence to side-step the challenges if possible. I am absolutely convinced it can be done. I’ve seen it hundreds of times.
To Family Success and Happiness!
Tim Thayne, Ph.D.
Founder
Homeward Bound

Posted in Aftercare, Parenting, Teens, Transition, Treatment Programs, Young Adults | Tagged , , , , , | Leave a comment

Why are Teacher Student Relationships Important?


SuAnnBy SuAnn Davis

Sunrise RTC

Why are Teacher Student Relationships Important? Because:

  • “Great teachers focus not on compliance, but on connections and relationships.” PJ Caposey
  • “No significant learning can occur without a significant relationship.” James Comer
  • “People don’t care how much you know until they know how much you care.” Theodore Roosevelt

These are just a few of the many quotes you can find about the correlation between teaching and forming relationships with students. Before you can reach a student, or really anyone, you need to show that person you care about his or her needs. On my very first day of teaching, first-period, I had a conflict with a student.

We’ll call her Rae. Rae had her nose pierced, which was against school dress code. We had just been told we had to enforce said dress code, and I asked her to remove it.

Her response was “With all due respect, why?” I only had the answer, “it’s in the rules.”

Which, let’s face it, isn’t really an answer.

Flash forward a few months. Same girl, same issue.

This time, when I asked her to remove her piercing, she complied immediately. What was the difference? The difference was, over the months in between, I spent time with her.

I learned her story. I learned about her love of reading and singing. I learned about her mother’s death and how she felt about that. I cared about her, not as a student, but as a person. It was her knowing that I cared about what happened to her. Because I cared about her, she did very well in school. She has since graduated from college, and she sent me a nice letter thanking me for caring about her.

Now I don’t tell this story to talk myself up, but to exemplify the idea that relationships can help students grow and learn. My favorite aspect of working at Sunrise is the opportunity I have to form lasting relationships with the girls I teach, much like the relationship I have with Rae.

We create several opportunities to build those relationships. Last week, for example, we went camping with the Sunrise girls. It was an activity I had looked forward to all year.

It was a chance to hang out with some of the girls, play games, go hiking, and just have experiences together to get to know each other better. It was a chance for them to see the teachers and therapists in a different setting, and a time for us to grow closer.

Along with just hanging out, being together, it is also a good time for us to teach them some interesting tidbits that are unique to Southern Utah. For example, two teachers took a group of girls on a hike to see some of the petroglyphs near Snow Canyon State Park.

The girls were able to not only experience hiking in an absolutely gorgeous setting with incredible views but also learned a bit about the previous civilizations that were in the area and appreciate the beauty they left behind. For another outing, two more teachers took a group of girls to the Mountain Meadow Massacre National Historical site where we taught the girls about the events leading up to the conflict and how the conflict was then covered up. While it is a dark stain on Utah’s history, it is important to learn from it and show that we still honor the lives that were lost. While there, we paid tribute by leaving a small stone to honor the lives of those lost and to show that we would not forget them. We also took the opportunity to visit some lava tubes, and using glow sticks, played hide and seek with the girls. After which we did a bit of service by cleaning up some of the litter that other groups had left behind. This proved to be the most requested outing of the trip.

All of these experiences, the different outing, the hiking, and the learning about Southern Utah, were great fun.

It was a great chance for the girls to see us in a less formal setting, and for us to see them in a different setting. It helped us get to know each other, and appreciate each other, which in the end, helps with a much larger goal: to form lasting relationships and help heal families.

Posted in Horizon Family Solutions, Students, Sunrise RTC, Teachers | Tagged , , , | Leave a comment

Nature and nurture: promoting an optimal healing environment


By Jane Mahoney, PhD, RN, PMHCNS-BC

NatureAn age-old debate continues to thrive in science and in society about the cause of mental illness. In some circles this is known as the nature-nurture debate.

Nature refers to the biological makeup of an individual.

Today the focus is on the genetic, cellular and molecular levels of the person. Nurture refers to the environmental and interpersonal factors that influence human biology and behavior.

Bridging the gap between nature and nurture

A recent article in the New York Times called attention to epigenetic research.

Epigenetics refers to the expression of the genome that does not cause a change in the DNA. It is believed that the study of epigentics bridges the gap between nature and nurture. This area of research has much to offer the field of mental health, as those of us who are dedicated to the care of persons with mental illness strive to identify more effective interventions to improve the lives of those who suffer with mental disorders.

When we consider the role of the environment on gene expression, it seems consideration would be given not only to the family and social environment in which patients live but also to the healing capacity of the environment in which patients receive care.

Creating healing environments

Nurses at The Menninger Clinic have been promoting the idea of an optimal healing environment in which nurses and other clinicians create an atmosphere of healing places and spaces that:

  • promote awareness and positive intentions;
  • personal wholeness;
  • collaborative medicine;
  • healthy lifestyles; and
  • healing relationships.

The idea of an optimal healing environment was first developed by the Samueli Institute as a framework for all of healthcare. An optimal healing environment is one in which the physical environment that promotes the biological, psychological and social experiences of calm, comfort, and support is experienced by all people within the environment.

Such an environment calls for strong relationship-centered care in patient: clinician and clinician: clinician relationships that are built on respect and appreciation.

What would happen if there was an ethical mandate to promote an optimal healing environment in mental healthcare? Is it possible that such an environment would maximize biological and psychological interventions and ultimately improve the quality of care for the mentally ill?

 

Posted in Behaviors, Biology, Healing, Horizon Family Solutions, Mental health, The Menninger Clinic | Tagged , , , , | Leave a comment