Sorenson’s Ranch School’s behavior modification program offers students many opportunities to engage in basic fun, entertaining, and educational activities as they learn to change and manage their behaviors. All of these activities have a purpose in assisting teenagers in managing their behaviors. Managing their behavior is a skill they can learn with help from dedicated therapists and staff.
Sorenson’s Ranch School facilitates a skills group entitled Dialectical Behavior Therapy (DBT) developed by Marsha Linehan. The DBT group focuses on teaching skills to assist with developing Core Mindfulness, Interpersonal Relationships, Emotion Regulation, and Distress Tolerance. The majority of students at Sorenson’s Ranch School have difficulty in at least one of these areas; therefore, learning the DBT skills can be an important part of their therapy.
Distress Tolerance Skills are skills for tolerating painful events and emotions when you cannot make things better right away. Distress Tolerance Skills were developed to assist individuals who have a difficult time managing their emotions in handling situations that they cannot fix quickly, including: death of a loved one, intruding thoughts of a trauma, getting along with others, and tolerating a situation in which they are not getting their way. Many of the students at Sorenson’s Ranch school have difficulty managing their emotions, and are impulsive and defiant. The DBT Distress Tolerance skills are designed to help students manage life changing events and daily stress.
The Distress Tolerance skills focus on teaching students crisis survival strategies through learning distracting skills, which include joining in activities and contributing to others through service. Sorenson’s Ranch School provides daily activities for students to use these Distress Tolerance skills. A few of the activities include educational fieldtrips, campouts, cookouts, fishing, boating, fun games such as capture the flag, organized sports, and service projects on campus and in the community. These activities are designed to teach social skills, help them learn to have fun while sober, and offer the opportunity to leave one’s worries and problems behind for the moment, until they can be appropriately worked through.
What might look like just a fun, time-consuming activity for your student is really a well thought-out and planned activity that has a purpose in teaching your student lifelong skills to manage their behaviors and emotions. If you would like to learn more about the DBT Distress Tolerance Skills be sure to ask your teenager’s therapist.
Linehan, M. (1993). Cognitive-Behavioral Treatment of Borderlines Personality Disorder. N.Y.: The Guilford Press.
Monday, May 17, 2010
Wednesday, May 5, 2010
Addiction Recovery Support Groups
Each month there is a new topic in the Addiction Recovery Support groups at Sorenson’s Ranch School. The topic is this month is about the drug marijuana. “What is the big deal?” The students say. “It is just marijuana.” “Man, it is just natural.” “It isn’t that bad.” So, in groups we have drawn The Pot Circle on the white board. It all starts with boredom or a personal problem, so the individual decides to use some marijuana, and before long the individual finds that they are making some poor choices or taking inappropriate action. Their use of pot increases because they become discouraged about some of the consequences that they are experiencing. All of a sudden they are fighting with Mom and Dad. “You don’t trust me anymore.” “Your rules suck.” “I should be able to do what I want to, when I want to.” “It’s my life.”
The list goes on. So the pot use increases. Soon the report card comes out, and the teen finds out that they are failing in school. Maybe they lose their job. At home, problems increase with parents and following the rules. They don’t want to associate with parents or go to family functions. So in the Pot Circle all of a sudden the adolescent is dealing with failure and disappointment in their lives. Nothing is working out for them. So the smoking increases. It continues and soon they realize that they have reduced their options. The teen becomes more disappointed. They continue to hang out with people who are all in the same predicament as they are. Most of these adolescents by now have been kicked out of school, either for being tardy or being caught smoking pot at school, or other similar behavior. Maybe the teenager has failed so many classes that he/she is feeling overwhelmed and guilty. Thinking, “If they would just leave me alone, I was handling everything.” “If people would just back off and let me do it my way, it would have all worked out.” “It’s all my parents’ fault, or the teachers’ fault.” “Who needs all of that anyway?” “Man, we have the life.” “Who cares?” “ I just want to be left alone.” “Hey, you do your thing, and let me do mine.”
Teenagers sit around and talk about what they are going to do, but the motivation to go do it has left. So they continue to do more and more pot. “Why keep pace with those crazy people out there?” “All they’re doing is sticking it to each other.” “Why can’t they relax?” This brings us to the final spot in the Pot Circle, reduced motivation. So the Pot Circle becomes a vicious cycle. In the Sorenson’s Ranch School group discussions we ask the students, “Where are you in the Pot Circle?” “Do you think that you have a problem with marijuana?” “Where is your life headed?”
The list goes on. So the pot use increases. Soon the report card comes out, and the teen finds out that they are failing in school. Maybe they lose their job. At home, problems increase with parents and following the rules. They don’t want to associate with parents or go to family functions. So in the Pot Circle all of a sudden the adolescent is dealing with failure and disappointment in their lives. Nothing is working out for them. So the smoking increases. It continues and soon they realize that they have reduced their options. The teen becomes more disappointed. They continue to hang out with people who are all in the same predicament as they are. Most of these adolescents by now have been kicked out of school, either for being tardy or being caught smoking pot at school, or other similar behavior. Maybe the teenager has failed so many classes that he/she is feeling overwhelmed and guilty. Thinking, “If they would just leave me alone, I was handling everything.” “If people would just back off and let me do it my way, it would have all worked out.” “It’s all my parents’ fault, or the teachers’ fault.” “Who needs all of that anyway?” “Man, we have the life.” “Who cares?” “ I just want to be left alone.” “Hey, you do your thing, and let me do mine.”
Teenagers sit around and talk about what they are going to do, but the motivation to go do it has left. So they continue to do more and more pot. “Why keep pace with those crazy people out there?” “All they’re doing is sticking it to each other.” “Why can’t they relax?” This brings us to the final spot in the Pot Circle, reduced motivation. So the Pot Circle becomes a vicious cycle. In the Sorenson’s Ranch School group discussions we ask the students, “Where are you in the Pot Circle?” “Do you think that you have a problem with marijuana?” “Where is your life headed?”
Monday, May 3, 2010
Sorenson's Ranch School Sleepovers
One of the fun things that average teenage girls like to do is have sleepovers. They enjoy getting together at someone’s house and doing girl things. They sing, dance, play games, eat fun food, and are able to relax enough to come out of their shells and be themselves. This is one of those ordinary activities during a girl’s formative years that a troubled girl misses out on. A night of wholesome fun with other teens her age is rare for a teen who is experiencing behavioral difficulties.
At Sorenson’s Ranch School girls are given the opportunity to be involved in wholesome activities. Every four to six weeks on a Friday night, we do a sleepover activity. Level Three, Four, and Five girls are invited to attend. We spend the evening cooking, dancing, doing crafts, facials, and watching movies. We choose a food theme, such as breakfast for dinner. The girls cook their own meals with their favorite ingredients. They can get very creative with their dishes.
We listen to music while we cook. They really enjoy dancing. There is a lot of laughter and fun as they teach each other dance steps. Sometimes we do karaoke, which can be very entertaining.
At the last sleepover we made bags from bandanas. The girls were creative in mixing patterns of bandanas. It’s fun to see their creativity. Many troubled teens with self-esteem issues do not realize how creative they really are. Sorenson’s Ranch School provides various opportunities for our teens to discovery their inner talents.
We sometimes have facials from homemade ingredients. They mix egg, honey, and olive oil. It’s interesting to see the reaction of putting such a concoction on their faces. They are always amazed at the results.
We bring in blankets and pillows, spread them on the floor, and settle in for a night of movies. We’re allowed to stay up as long as we want on that night. The girls really enjoy our sleepovers, and it shows them there are alternative ways to have fun. They learn cooperation, patience, and tolerance of each other in working together to create a fun night. They gain confidence in trying new things. They have a desire to achieve higher levels because no one wants to miss out on the fun.
This is just one example of the fun activities available for students at Sorenson’s Ranch School. As we move into the summer season, campouts will be a regular part of student life. Girls will be able to do many of the fun activities that they do during their sleepovers, but in an outdoor setting. Singing around a campfire is always fun. Troubled teens from urban settings are always amazed at how fun and enjoyable outdoor experiences are. Combining sleepovers with the outdoors, which is what a campout is, creates experiences that they will remember the rest of their lives.
At Sorenson’s Ranch School girls are given the opportunity to be involved in wholesome activities. Every four to six weeks on a Friday night, we do a sleepover activity. Level Three, Four, and Five girls are invited to attend. We spend the evening cooking, dancing, doing crafts, facials, and watching movies. We choose a food theme, such as breakfast for dinner. The girls cook their own meals with their favorite ingredients. They can get very creative with their dishes.
We listen to music while we cook. They really enjoy dancing. There is a lot of laughter and fun as they teach each other dance steps. Sometimes we do karaoke, which can be very entertaining.
At the last sleepover we made bags from bandanas. The girls were creative in mixing patterns of bandanas. It’s fun to see their creativity. Many troubled teens with self-esteem issues do not realize how creative they really are. Sorenson’s Ranch School provides various opportunities for our teens to discovery their inner talents.
We sometimes have facials from homemade ingredients. They mix egg, honey, and olive oil. It’s interesting to see the reaction of putting such a concoction on their faces. They are always amazed at the results.
We bring in blankets and pillows, spread them on the floor, and settle in for a night of movies. We’re allowed to stay up as long as we want on that night. The girls really enjoy our sleepovers, and it shows them there are alternative ways to have fun. They learn cooperation, patience, and tolerance of each other in working together to create a fun night. They gain confidence in trying new things. They have a desire to achieve higher levels because no one wants to miss out on the fun.
This is just one example of the fun activities available for students at Sorenson’s Ranch School. As we move into the summer season, campouts will be a regular part of student life. Girls will be able to do many of the fun activities that they do during their sleepovers, but in an outdoor setting. Singing around a campfire is always fun. Troubled teens from urban settings are always amazed at how fun and enjoyable outdoor experiences are. Combining sleepovers with the outdoors, which is what a campout is, creates experiences that they will remember the rest of their lives.
Thursday, April 22, 2010
Adoption and Reactive Attachment Disorder (RAD)
At Sorenson's Ranch School we have a lot of students who have been adopted. Most of these students were adopted at an older age and remember the abuse and neglect they experienced prior to adoption. Some adolescents do not remember the abuse and neglect they went through. Those that do not remember still have the experiences imprinted in their brains and experience symptoms from their earlier years of abuse and neglect.
During their treatment at Sorenson's Ranch School each student who has been adopted attends an adoption group. This group is offered to the students to help them recognize how some of the problems they are experiencing now stem from issues connected with their adoption. We help the students work through their feelings of anger and confusion related to their adoption. Students are also able to relate to each other and see that they are not the only ones that have certain feelings about their adoption.
It is important to note that the first two years of life are the most important and critical time for a secure attachment to take place. Children need to experience the cues of attachment from their primary caregiver. These cues are eye contact, touch, smiling feeding, heart connection and being in the caregivers arms. It is very important that the child’s needs are met during the first two years. Parents may wonder what some symptoms of a compromised attachment are that may be affecting their teenager. A brief list of these symptoms are low self-esteem, needy or clingy, extremely difficult time coping with stress and adversity, lack of self-control, behavioral and academic problems at school, lack of compassion and empathy, do not show remorse, aggression and violence, difficulty with trust, hoarding, difficulty showing affection, oppositional with parents and other authority figures, unable to develop and maintain lasting friendships, and negative view of self and the world in general.
Some of our students are diagnosed with Reactive Attachment Disorder (RAD) and some have less severe attachment issues and do not fully meet the criteria for RAD, but still have some attachment issues related to their adoption that need to be worked on so that the adolescent can be successful in life and have successful relationships. It is important to get your child help early if they are experiencing symptoms related to attachment or their adoption.
During their treatment at Sorenson's Ranch School each student who has been adopted attends an adoption group. This group is offered to the students to help them recognize how some of the problems they are experiencing now stem from issues connected with their adoption. We help the students work through their feelings of anger and confusion related to their adoption. Students are also able to relate to each other and see that they are not the only ones that have certain feelings about their adoption.
It is important to note that the first two years of life are the most important and critical time for a secure attachment to take place. Children need to experience the cues of attachment from their primary caregiver. These cues are eye contact, touch, smiling feeding, heart connection and being in the caregivers arms. It is very important that the child’s needs are met during the first two years. Parents may wonder what some symptoms of a compromised attachment are that may be affecting their teenager. A brief list of these symptoms are low self-esteem, needy or clingy, extremely difficult time coping with stress and adversity, lack of self-control, behavioral and academic problems at school, lack of compassion and empathy, do not show remorse, aggression and violence, difficulty with trust, hoarding, difficulty showing affection, oppositional with parents and other authority figures, unable to develop and maintain lasting friendships, and negative view of self and the world in general.
Some of our students are diagnosed with Reactive Attachment Disorder (RAD) and some have less severe attachment issues and do not fully meet the criteria for RAD, but still have some attachment issues related to their adoption that need to be worked on so that the adolescent can be successful in life and have successful relationships. It is important to get your child help early if they are experiencing symptoms related to attachment or their adoption.
Tuesday, April 13, 2010
An Essay into Teenage Physical Environments
Much has been said about the importance of helping teens through those difficult years we refer to as adolescence. The difficulty facing our youth today, managing their way through these perilous times, surpasses the troubles that the generations of the past faced. The availability of almost anything that may be detrimental to our youth is astounding, and somewhat daunting from a parent’s perspective. The information age has made it easy for the youth of today to find tempting yet self-destructive ways to negatively affect their future by making impulsive and immature decisions that may have devastating consequences on their long-term success.
Of the many hazardous situations that face today’s teens, arguably the most difficult to control are the environmental cues, which includes a teen’s peer group. A teen’s peers are one of the strongest influences that he/she tends to struggle with. The need for peer approval often supersedes that of parental approval, which then develops into a power struggle for control of our adolescent’s attention and influence. As the social beings that we all are, we are to a degree dependent on each other to develop social skills and personal awareness to ultimately succeed in family life and a work environment.
Because of the parent’s lack of resources in controlling peer influences for their adolescent, they are often left to the mercy of the prevailing peer group that will embrace their teen’s need for social interaction. Due to the urban settings of our modern era that most teens are growing up in, the possibility of the parents controlling all of the environmental variables such as peers is, in some cases, an insurmountable task if they attend school. Many other parents have either been worn down by their own teenage children or have an overall lack of interest in setting boundaries for their own youth, and so we become the scapegoat for why they cannot do whatever they please.
From the environmental standpoint, this is one of the areas where Sorenson’s Ranch School shines. On the working ranch, we can control their environment. Because of our remote location, there is no escaping the everyday fact of chores and responsibilities that coexist with a working ranch environment. By having control over the physical environment, we can stack things in the interest of what will be good and wholesome for the youth. Also by having been removed from an environment where they have spun out of control, they can work on reestablishing what they want to become and where they ultimately want to be. Although no one can create a perfect environment, we have invested 25 years developing the most idyllic set of surroundings to foster introspection and personal growth. This can be achieved without making a boot-camp setting, but in a more therapeutic, boarding school venue. Whereas boot camps provide harsh verbal rebukes, we can provide interventions that highlight cause and effect, propagated by personal choice and the rippling effect that has on each of our lives. A therapeutic boarding school setting also fosters the rebuilding of relationships between a parent and their children in controlled setting. Sorenson’s Ranch School is one of the few therapeutic boarding schools that is also a working cattle ranch, which is what sets us apart from the others.
Of the many hazardous situations that face today’s teens, arguably the most difficult to control are the environmental cues, which includes a teen’s peer group. A teen’s peers are one of the strongest influences that he/she tends to struggle with. The need for peer approval often supersedes that of parental approval, which then develops into a power struggle for control of our adolescent’s attention and influence. As the social beings that we all are, we are to a degree dependent on each other to develop social skills and personal awareness to ultimately succeed in family life and a work environment.
Because of the parent’s lack of resources in controlling peer influences for their adolescent, they are often left to the mercy of the prevailing peer group that will embrace their teen’s need for social interaction. Due to the urban settings of our modern era that most teens are growing up in, the possibility of the parents controlling all of the environmental variables such as peers is, in some cases, an insurmountable task if they attend school. Many other parents have either been worn down by their own teenage children or have an overall lack of interest in setting boundaries for their own youth, and so we become the scapegoat for why they cannot do whatever they please.
From the environmental standpoint, this is one of the areas where Sorenson’s Ranch School shines. On the working ranch, we can control their environment. Because of our remote location, there is no escaping the everyday fact of chores and responsibilities that coexist with a working ranch environment. By having control over the physical environment, we can stack things in the interest of what will be good and wholesome for the youth. Also by having been removed from an environment where they have spun out of control, they can work on reestablishing what they want to become and where they ultimately want to be. Although no one can create a perfect environment, we have invested 25 years developing the most idyllic set of surroundings to foster introspection and personal growth. This can be achieved without making a boot-camp setting, but in a more therapeutic, boarding school venue. Whereas boot camps provide harsh verbal rebukes, we can provide interventions that highlight cause and effect, propagated by personal choice and the rippling effect that has on each of our lives. A therapeutic boarding school setting also fosters the rebuilding of relationships between a parent and their children in controlled setting. Sorenson’s Ranch School is one of the few therapeutic boarding schools that is also a working cattle ranch, which is what sets us apart from the others.
Thursday, April 8, 2010
Springville Art Museum
Every year during March Sorenson’s Ranch School, a residential treatment center for troubled youth, takes the art and high-level students on a field trip to the Springville Art Museum. March is the month they hold the Utah State Student Art Show. We took the male teenagers on the first trip and then the female teenagers went a few weeks later. Sorenson’s Ranch School students usually visit four different museums each year. The Utah State Student Art Show is always the highlight of the year for the teens that go. It is inspiring to see the many different mediums at work. Sorenson’s Ranch School students came away with ideas for projects and a new appreciation of the artistic ability of teenagers their own age.
The Utah State Student Art Show is juried, and there are many exciting awards given. The top prize is the Congressional Award. There are three congressional districts in Utah. The first place prize for the Congressional Award is two round-trip airline tickets to Washington D.C. The student’s work is then hung for one year in the United States Capital Building. Some of the other awards were cash prizes and college scholarships. Sorenson’s Ranch School students were very interested in the jury process and spent time trying to guess which pieces won awards. Their favorites were not always the pieces that won awards. We discussed how art is subjective, and that there isn’t a right or wrong opinion.
Teens with behavioral problems in the public school systems rarely get to participate in these types of extra curricular activities. At Sorenson’s Ranch School, we believe that these are exactly the kind of teens that will benefit most from such cultural experiences. Teens who have been having trouble in their personal and academic life have a very myopic view of their situation and of life in general. By exposing troubled teens to these culturally enriching activities, Sorenson’s Ranch School hopes to open their minds to the many possibilities that life can offer them. These teens that have had fun and enjoyable experiences without the use of drugs are better able to keep away from drugs after returning home. It is with this in mind, that these activities are planned and prepared for the youth at Sorenson’s Ranch School.
The Utah State Student Art Show is juried, and there are many exciting awards given. The top prize is the Congressional Award. There are three congressional districts in Utah. The first place prize for the Congressional Award is two round-trip airline tickets to Washington D.C. The student’s work is then hung for one year in the United States Capital Building. Some of the other awards were cash prizes and college scholarships. Sorenson’s Ranch School students were very interested in the jury process and spent time trying to guess which pieces won awards. Their favorites were not always the pieces that won awards. We discussed how art is subjective, and that there isn’t a right or wrong opinion.
Teens with behavioral problems in the public school systems rarely get to participate in these types of extra curricular activities. At Sorenson’s Ranch School, we believe that these are exactly the kind of teens that will benefit most from such cultural experiences. Teens who have been having trouble in their personal and academic life have a very myopic view of their situation and of life in general. By exposing troubled teens to these culturally enriching activities, Sorenson’s Ranch School hopes to open their minds to the many possibilities that life can offer them. These teens that have had fun and enjoyable experiences without the use of drugs are better able to keep away from drugs after returning home. It is with this in mind, that these activities are planned and prepared for the youth at Sorenson’s Ranch School.
Friday, April 2, 2010
Alcohol Awareness Month
April is Alcohol Awareness Month. Did you know that alcohol is the most commonly used and abused drug among teens in the United States? Did you know that it is abused by teens even more than tobacco and illicit drugs? According to the 2007 Youth Risk Behavior Survey 45% of high school students drank some amount of alcohol within the 30 days prior to taking the survey. Another 11% reported that they had driven after drinking alcohol, and 29% rode with a driver who had been drinking alcohol. In 2005, there were more than 145,000 emergency room visits by adolescents 12 to 20 years for injuries linked to alcohol. Although teens and young adults between 16 and 24 years old comprise only 20% of the total licensed population; they cause 42% of all fatal alcohol related accidents.
According to the CDC, youth who start drinking before age 15 years are five times more likely to develop alcohol dependence or abuse later in life than those who begin drinking at or after age 21 years. Teens who are drinking alcohol by middle school are more likely to have academic problems and delinquent behavior in both middle school and high school. Adolescent alcohol use is associated with employment problems, other substance abuse, and criminal and other violent behavior in early adulthood. Teenage use and abuse of alcohol contributes to risky sexual behavior, which increases the risk of physical and sexual assault. Teens who drink alcohol are more likely to experience memory problems and changes in brain development that may have life-long effects.
While alcohol is a leading cause of death among teenagers and contributes substantially to adolescent motor vehicle accidents, other traumatic injuries, suicide, date rape, and family and school problems, many parents are in denial that teens with drinking problems could be living in their home. They usually think that underage drinking is someone else’s problem. Mothers Against Drunk Driving reports that over half of the current underage alcohol users drank at someone else’s home the last time they used alcohol and another 30% drank in their own home, but only 31% of parents of 15- to 16-year-olds believe their child had a drink in the past year, while 60% of teens in that age group reported drinking. Teens who reported that a parent or a friend’s parent had provided alcohol at a party within the past year reported drinking more on their last drinking occasion and were twice as likely to have consumed alcohol within the past 30 days.
In a survey, 33% of teenagers said their parents never, seldom, or sometimes set clear rules for them and almost 50% said their parents never, seldom, or sometimes discipline them when they break the rules. Sorenson’s Ranch School provides a drug and alcohol-free environment with clear rules and consequences. Sorenson’s Ranch School has been treating troubled teens with alcohol issues successfully for over 30 years. Sorenson’s students who have problems with alcohol participate in AA meetings and receive counseling from trained addiction counselors. Even though alcohol is the nation’s largest youth drug problem, killing 6.5 times as many young people as all illicit drugs combined, there are ways to save your teen from this disturbing trend. Sorenson’s Ranch School is dedicated to the belief that no teen is beyond help, and works diligently to “Change the world, one child at a time.”
Holly McCulla
Sorenson's Ranch School
According to the CDC, youth who start drinking before age 15 years are five times more likely to develop alcohol dependence or abuse later in life than those who begin drinking at or after age 21 years. Teens who are drinking alcohol by middle school are more likely to have academic problems and delinquent behavior in both middle school and high school. Adolescent alcohol use is associated with employment problems, other substance abuse, and criminal and other violent behavior in early adulthood. Teenage use and abuse of alcohol contributes to risky sexual behavior, which increases the risk of physical and sexual assault. Teens who drink alcohol are more likely to experience memory problems and changes in brain development that may have life-long effects.
While alcohol is a leading cause of death among teenagers and contributes substantially to adolescent motor vehicle accidents, other traumatic injuries, suicide, date rape, and family and school problems, many parents are in denial that teens with drinking problems could be living in their home. They usually think that underage drinking is someone else’s problem. Mothers Against Drunk Driving reports that over half of the current underage alcohol users drank at someone else’s home the last time they used alcohol and another 30% drank in their own home, but only 31% of parents of 15- to 16-year-olds believe their child had a drink in the past year, while 60% of teens in that age group reported drinking. Teens who reported that a parent or a friend’s parent had provided alcohol at a party within the past year reported drinking more on their last drinking occasion and were twice as likely to have consumed alcohol within the past 30 days.
In a survey, 33% of teenagers said their parents never, seldom, or sometimes set clear rules for them and almost 50% said their parents never, seldom, or sometimes discipline them when they break the rules. Sorenson’s Ranch School provides a drug and alcohol-free environment with clear rules and consequences. Sorenson’s Ranch School has been treating troubled teens with alcohol issues successfully for over 30 years. Sorenson’s students who have problems with alcohol participate in AA meetings and receive counseling from trained addiction counselors. Even though alcohol is the nation’s largest youth drug problem, killing 6.5 times as many young people as all illicit drugs combined, there are ways to save your teen from this disturbing trend. Sorenson’s Ranch School is dedicated to the belief that no teen is beyond help, and works diligently to “Change the world, one child at a time.”
Holly McCulla
Sorenson's Ranch School
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