Please scroll down to Positive Control Systems from Nicole Fuglsang, then read Matthew Cooper's response.RE: CALO - Change Academy Lake of the Ozarks
"Fuglsang, Nicole" <nfuglsang@ca-lo.com>
Monday, May 18, 2009 11:41:25 AM
To:Bob Peterson <bobpeterson1973@yahoo.com>
Cc:"Fuglsang, Nicole" <nfuglsang@ca-lo.com>
Bob,
PCS’s website is below. I hope it helps.
http://www.positivecontrolsystems.com/Sincerely,
Nicole
Nicole Fuglsang, M.A., L.P.C., Admissions Director
http://www.caloteens.comCell (573) 746-1884
Toll Free Direct (866) 459-1362
130 CALO Lane
Lake Ozark, MO 65049
From: Bob Peterson [mailto:bobpeterson1973@yahoo.com]
Sent: Monday, May 18, 2009 12:49 PM
To: Fuglsang, Nicole
Subject: Re: CALO - Change Academy Lake of the Ozarks
I did some research on the internet and could not find anything relevant about "Positive Control Systems." If you could provide some resources on the internet, that would be helpful.
From: "Fuglsang, Nicole" <nfuglsang@ca-lo.com>
To: Bob Peterson <bobpeterson1973@yahoo.com>
Cc: "Fuglsang, Nicole" <nfuglsang@ca-lo.com>
Sent: Monday, May 18, 2009 8:44:30 AM
Subject: RE: CALO - Change Academy Lake of the Ozarks
Bob,
I was pleased to see your request fro information in regard to CALO. I will answer each of your question is detail below. First I wanted to give you a brief overview our general philosophy as they go hand-in-hand with our procedures. At CALO, we work a small window of student issues focusing specifically on issues of emotional regulation, attachment and trauma. At CALO relationships are the primary change agent. All treatment is connected to and motivated by relationships.. Relationships with family, CALO staff, and CALO peers are what drive change. Since family relationships are primary, we do not accept students into our program; we accept families into our program. We want and encourage our families to be highly active in the CALO program and the change process. The parents are an integral part of the treatment team and we require their intimate involvement. The treatment team consists of the family, the student, the CALO Leadership Team, the Treating Therapist, Academic Staff, Recreation Staff and our Residential Coaches.
Answers to your questions:
(1) Would staff physically restrain my son when necessary?
The staff members at CALO utilize various types of physical touch to demonstrate acceptance, to encourage trust, and help students to return to a state of voluntary cooperation. One of the potential concerns parents may have about the open environment at CALO is the occasional noise and periodic disruptions in the milieu. Traditional behavioral programs respond to dysregulation and disrespect by insisting on compliance through quick consequences and punishments that may include immediate group confrontation, immediate isolation of a client from all contact.. Because CALO’s philosophy is more about relationships and boundary coaching when interpersonal difficulties arise, there will be times where students are rude, “hyper”, and otherwise disrespectful. We deal with this but we deal with it in ways that preserve relationships. At times, this will require therapeutic holds. I will walk you through some of the types of interventions that occur before a hold. At CALO, we utilize the following tools/interventions: Therapeutic touch, Closeness vs. consequence, Time-in vs. Time-out, Regroup, P.L.A.C.E. (Playfulness, Love, Acceptance, Curiosity, and Empathy), Connection-Break-Repair, Rhythm Control (through our daily schedule), Transferable Attachment, Cycles/Patterns, Modeling and peer accountability.
Therapeutic Touch- As part of Dyadic Developmental Psycho Therapy, touch is an important variable in the change process. The staff at CALO may utilize various types of physical touch to demonstrate acceptance, to encourage trust, and to help students to return to a state of voluntary cooperation. Therapeutic touch is initiated by CALO staff during critical and non-critical incidents to encourage trust, and is a physical representation of an emotional connection. Therapeutic touch is often initiated by the placement of a staff member’s hand on a student’s “safe zone” during a conversation. This “safe zone” consists of the portion of the student’s body from one elbow, across their back, and down to the other elbow. The “safe zone” region is limited to those areas on the body that are least likely to elicit a sexual response, transmit a sexual message or be intrusive or traumatizing to the student in any way. The staff members at CALO utilize therapeutic touch during processing and coaching moments, in addition to times when staff make requests for cooperation, mandates for compliance, and statements of immanent consequences. Therapeutic touch is also a productive form of non-verbal communication while processing with a student following a critical incident. Philosophically, we believe that students need appropriate touch in their lives. They may reject this touch initially but almost always become accustomed to, and usually desire, this form of connection.. CALO is eager to assist parents in initiating or restoring therapeutic touch with their son/daughter as this foundation of caring important as a child transitions into life following treatment.
Closeness- When a student is dysregulated and/or not responding to coaching, many times the student needs an intervention in order to allow the student to have their needs met. Closeness provides such an intervention and is best defined as a student needing staff assistance to regulate emotions and/or remain safe. When a student is struggling emotionally, instead of having him/her go to “time-out” CALO allows for the student to have a “time-in” through Closeness. Basically, staff is assigned to be close to that student and be available to process and connect with the student during difficult and emotionally dysregulated times. Therefore, dysregulated students who need Closeness but are not creating or feeding into chaos get such Closeness from the staff assigned to them. Closeness can be necessary at anytime throughout the day or night as needed to keep students safe; both physically and emotionally. There is no predetermined length of time for closeness as it may be as little as ten minutes or could last for days, weeks, or even months (unless otherwise directed by a therapist, supervisor, or member of the extended leadership team (ELT)). Closeness leverages the power of relationships by creating physical and emotional intimacy. The goal is for dysregulated students to recognize that connecting to a safe and stable adult is a healing, soothing, and positive experience. Essentially, Closeness is aimed to further the attachment and healing process.
Regroup- CALO desires students to be a part of the milieu and believes that students get the best treatment when they are engaging with staff and peers. However, when students are not responding to coaching, or are creating or feeding into chaos, they may benefit from another mechanism to regain control; they may be appropriate for Regroup. Students who cause property damage (e.g. punched a hole in a wall, torn clothing, broke a chair) may also participate in regroup to help them return to a safe and emotionally regulated state of mind.. Regroup provides an alternative to regular milieu function, and often provides opportunities for students to work on simple physical tasks while learning to regulate themselves.
Peer Accountability- Within the milieu, as the student community evolves, staff take a more supportive role and students assume more responsibility in managing their peer group. The ultimate goal is for the students to be able to effectively communicate and hold each other accountable with minimal staff involvement. Students who are working on Trust of Self will frequently help regulate the community and hold peers accountable in a group setting. Generally, these groups are called “peer accountability groups.” Almost any staff or student can call for a peer accountability group. If someone sees the community or an individual acting in a way that is harmful to the community, they call a group and highlight the problem. During these groups staff are always present. Our residential coaches attempt to “lead from behind” by asking questions at opportune times, pointing out inconsistencies and asking for feedback, or challenging poor belief systems.
(a) What reasons could my son be restrained for?
CALO staff may physically hold students only when absolutely necessary to prevent students from harming themselves, to prevent students from harming others, and to prevent students from creating a chaotic and potentially dangerous environment. These therapeutic holds occur as a last resort. Staff must exhaust de-escalation methods prior to initiating a physical holds unless an immediate response to an out of control behavior requires immediate action.
(b) What restraint methods are used (mechanical restraints, basket holds, chemical restraints, pressure point holds etc.)?
We do not use pressure point, chemical, mechanical or basket holds. The only physical holds authorized at CALO are those ascribed to PCS (Positive Control Systems). CALO staff members including therapists, residential coaches, recreational therapists and others receive formal training, and are certified in the use of PCS therapeutic holds within 90 days of employment. The use of non-physical, verbal and non-verbal de-escalation techniques is always the preferred method of managing negative, aggressive, chaotic or potentially dangerous behaviors. Within 90 days of employment, the leaders of CALO train staff to be competent to participate in PCS certified therapeutic escorts and holds. This training focuses on communication techniques proven to minimize circumstances that give rise to physical interventions. Student to staff ratios are normally at 3:1 but never exceeding 4:1 so that non-physical interventions may have precedence over physical interventions.
Positive Control Systems
When CALO first opened, it utilized de-escalation training provided by the CALM system. It became evident that the CALM system did not provide the staff with the best verbal and physical training available to de-escalate potentially dangerous situations quickly and safely. After researching a number of de-escalation training systems including the Mandt system and CPI, CALO decided to pursue training in the PCS system because it encourages the greatest degree of safety for both students and staff by adhering to the following principles:
1) None of the PCS holds or takedowns restrict breathing.
2) Once students return to a place of voluntary cooperation, communication begins immediately to offer aid and support, and to ensure students are breathing.
3) PCS never prescribes the use of pressure applied to the head neck or torso.
4) The focus of PCS is voluntary cooperation which requires two-way communication and naturally results in de-escalation.
5) Mechanical restraints are never used.
6) Chemical Restraints are never used.
7) Isolation and/or seclusion rooms are never used.
Nicole Fuglsang, failed to mention restraints at CALO based around "bent wrist control and variations."I hope this helps. Please feel free to conact me with additoinal questions.
Sincerely,
Nicole
Nicole Fuglsang, M.A., L.P.C., Admissions Director
http://www.caloteens.comCell (573) 746-1884
Toll Free Direct (866) 459-1362
130 CALO Lane
Lake Ozark, MO 65049
From: Bob Peterson [mailto:bobpeterson1973@yahoo.com]
Sent: Saturday, May 16, 2009 2:10 PM
To:
matt@positivecontrolsystems.com
