02 Apr 2008 08:38 PM Why Does RedCliff Ascent Work?I fondly recall a conversation I had in the car with an Educational Consultant as we were visiting treatment programs for troubled teenagers. I mentioned some recent RedCliff Ascent specific research that was done through OBHRC, (Outdoor Behavioral Healthcare Research Cooperative). The Educational Consultant made a comment based on her perception of RedCliff. She stated, "� RedCliff has the reputation for working with the tough kids�and you should embrace that reputation." That comment started me thinking.
Why does RedCliff have that reputation? Is it a reputation RedCliff has fostered and promoted, or is it one that our competitors have promoted? Is it a good thing or bad thing being known for your ability to work with "tough" kids? What does that say about the clinical expertise of the therapists? How do you define "tough kid"? If RedCliff really does excel with tougher cases, why is that?
So, I traveled to RedCliff and started asking questions. I made a point to meet with Doc Dan, the RedCliff Ascent Clinical Director, personally. It was apparent, through cards, letters and emails from families that RedCliff really does an excellent job with the students as well as the families. Families' lives are changed�but why? As I started asking questions and attending some of the family seminars that Doc Dan does for the parents, it became clear that all of the old wilderness stereotypes don't really apply to RedCliff. (For example; if you don't build a shelter and it rains you get wet�Wilderness programs are about Natural Consequences� that type of stuff.) RedCliff Ascent was not about natural consequences or hard survival skills training. Yes, students did participate in those activities, but over the years, Doc Dan has actually established a treatment model that moves these teens through the adolescent stages of development.
The students RedCliff accepts to the program are on, what Doc Dan has termed, "Developmental Vacation". They are stuck in the process of developing into healthy, well-adjusted, productive members of society. The student stuck in "Developmental Vacation" lacks the coping mechanisms, competencies and discipline necessary to manage their life at an age appropriate level. The reasons for this are as varied as the diagnosis and family dynamics they come to the program with. However, all the therapy in the world won't do a thing until the treatment program can "disrupt the pattern" of thinking, manipulation and family dynamics that enable the student to continue to be on "developmental Vacation". Once the patterns of destructive thinking, actions and attitudes are disrupted, it takes a skilled clinician and staff to assist the student in "interpreting" and internalizing healthy ways of dealing with life. This is done through helping the student identify the thoughts and actions that keep them on "developmental Vacation" and assist them in acquiring the competencies necessary to continue their developmental process.
Many Wilderness Treatment programs pride themselves on "High Adventure" activities or they claim to have a "diagnostic" approach and to "prepare" the student for further residential treatment. The idea is that these students will replace the negative behaviors with a more healthy "thrilling" experience or that the wilderness will be a "Wake up Call" to assist the student in realizing they do need help. A student engaged in "Developmental Vacation" does not struggle with a lack of entertainment or thrill in his life. She does not need a "Wake up Call" or more in depth diagnosis. What he lacks is the ability to master the mundane responsibilities that come with school, work and family relationships. At RedCliff, the goal is to help students find meaning in those daily activities, rather than search for an outside "thrill". It is through skillful, sophisticated therapeutic efforts that these goals are accomplished. Send this to a friend drug use, parenting, rehab, Troubled Teen, Wilderness Treatment
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