Fornits
Treatment Abuse, Behavior Modification, Thought Reform => The Troubled Teen Industry => Topic started by: Ursus on September 02, 2007, 12:27:13 AM
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Some rats fleeing the HLA ship have ended up here, i.e., Nicole Fuglsang and Christy Jones. If I remember correctly, Len also tried (unsuccessfully) to recruit CALO founder Huey to HLA at some point. In addition, Fuglsang's husband, who I believe used to work at some military school while they were in Georgia, has also now joined the CALO team.
This appears to be a relatively new place. My apologies if this is a repeat post of earlier material; I was able to find but oblique reference to its existence.
Official notice of Christy Jones recent employment there was posted just yesterday on Lon Woodberry's site. (http://http://www.strugglingteens.com/artman/publish/ChristyJonesPR_070831.shtml)
Some more pertinent links/discussion in the HLA forum:
http://wwf.fornits.com/viewtopic.php?t=23062 (http://wwf.fornits.com/viewtopic.php?t=23062)
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Change Academy Lake of the Ozarks
http://www.ca-lo.com/Staff/MeetOurStaff.htm (http://www.ca-lo.com/Staff/MeetOurStaff.htm)
Kenneth M Huey, Ph.D
CEO & Founder
After completing his BA in English at Brigham Young University, Ken Huey received a Masters degree in Counseling Psychology from Florida State University. He then earned his Ph.D. in Marriage and Family Therapy from Purdue University. Dr. Huey has been working with troubled youth for 13 years. He started his career in the helping professions as a therapist in community mental health. He then spent time in a private practice focusing on family preservation/in-home therapy. As part of that practice he also worked on custody evaluations and provided expert witness testimony for courts in Indiana. Dr. Huey moved to Utah and began work with troubled youth in a residential treatment setting. He joined Provo Canyon School at the beginning of 2003 and was named as their Director of Business Development in June of 2004. He left Provo Canyon in July of 2005 and joined West Ridge Academy as their Director of Clinical Services. In November of 2006, Dr. Huey launched CALO (Change Academy Lake of the Ozarks). Dr. Huey has presented at conferences around the country on issues of parenting, couples communication, and residential care. He and his wife, Jo, live in remote Linn Creek, Missouri with their 6 children. Prior to the Huey family arriving in Linn Creek, the population was 280. The Huey family increased the Linn Creek population by 3% (288). Chiggers and ticks are their only neighbors.
Landon Kirk, L.C.S.W.
Clinical Director/ Chief Operations Officer
Landon Kirk graduated with his Bachelor and Master degrees from Brigham Young University's School of Social Work. While completing his MSW, Landon worked at 4 The Youth treating adolescent sex offenders in a variety of therapy settings. Landon's second internship led him to LDS Family Services, an outpatient setting, providing individual, family, and group therapy but with additional work in marriage therapy and working with single birth parents and adoptive couples. In the spring of 2003, Landon was hired as an outpatient therapist for LDS Family Services in Logan, Utah. Landon provided individual, family, and group therapy and supervised the agency's therapy and 12-step addiction groups. Landon also worked extensively with birth parents struggling with the option to marry, single-parent, or place their child for adoption and provided counseling and resources to help them make their important decision. An adoptive parent himself, Landon also spent much of his therapeutic efforts counseling, approving, and placing prospective adoptive families with children. In December of 2005, Landon joined West Ridge Academy as a full-time therapist. In July of 2006, Landon was promoted as the Campus Administrator of West Ridge Academy; supervising, coaching, and training 35 residential staff on how to mentor and engage male and female students in treatment. Landon was hired as Clinical Director of CALO (Change Academy at Lake of the Ozarks) in January of 2007. Landon and his wife Jill live in Osage Beach, Missouri with their son Tanner (2004).
Nicole Fuglsang, M.A., N.C.C., L.P.C.
Admissions Director
Nicole has worked for over 13 years with the adolescents and their families as a youth leader, therapist and admissions director. She holds a Bachelor of Arts degree in Psychology from the University of Northern Colorado, and a Master of Arts degree in Counseling from Denver Seminary. Her graduate focus was in child, adolescent, and family psychotherapy. She is a Licensed Professional Counselor in the State of Georgia a Nationally Certified Counselor and is currently working through the reciprocity process in the state of Missouri for state licensure. Nicole's clinical experience includes work in community and crisis counseling centers, national youth service and ministry organizations, long-term residential treatment programs, and short-term behavioral health care facilities. In these environments she has provided a broad range of mental health and general support services including individual, group, and family psychotherapy, clinical assessments, treatment planning, case management, and referral services. Her areas of clinical expertise include facilitation of adolescent behavioral interventions, treatment of mood and motivational difficulties resulting from acute low self-esteem, eating disorder treatment and prevention, and family crisis management. Nicole is a member of the American Counseling Association as well as the American Association of Christian Counselors. As a trained and experienced clinician, she provides a depth of expertise to inquiring families and referral sources not often found in admissions departments. Nicole was employed at Hidden Lake Academy and Ridge Creek for over seven year prior to being hired by CALO (Change Academy Lake of the Ozarks) in January of 2007. Nicole and her husband Matt, CALO's Academic Director, live in Osage Beach, Missouri with their two children, Jacob & Abigail.
Matthew Fuglsang, B.A.
Academic Director
Matt Fuglsang graduated with his Bachelor's degree from the University of Northern Iowa, in Liberal Arts (Education) with a minor in coaching. In 1996, He began working with youth at Riverside Military Academy in Gainesville, Georgia as a TAC (Teacher, Advisor, Counselor) officer. As a TAC officer, Matt oversaw the daily workings of a company of fifty young cadets and acted as a mentor, role-model and resource for these young men. In 1998, he was promoted to Senior TAC Officer, the lead officer for the company, and in 2001 he was promoted to Chief TAC. In the position of Chief TAC Officer, Matt supervised all the TAC officers in all seven companies on his shift. During this time, Matt also volunteered his time to coach the Riverside Wrestling team. In the Fall of 2000, Matt transitioned from the residential division to the academic/athletic division of Riverside Military Academy, where he became a full-time teacher and assistant coach for the wrestling and football teams. During his tenure as an assistant coach, Matt took home a State Championship in Varsity Football and three State Championships in Wrestling. In the Spring of 2005, Matt was promoted to the Head Wrestling and Head Tennis Coach position. As a Head Wrestling coach, Matt took home two State Championships as well as the Region Coach of the year award two years in a row (2006 & 2007), and State coach of the year two years in a row. As the Head Tennis Coach, Matt took home the Region Coach of the year award in 2006. At the beginning of 2007 Matt joined CALO (Change Academy Lake of the Ozarks) as their Academic Director. Matt has passion for working with adolescents and feels that staff/student mentoring relationships are key in growing strong and healthy future leaders. Matt and his wife Nicole, CALO's Admissions Director, live in Osage Beach, Missouri with their two children, Jacob & Abigail.
Rob Gent, M.A., P.L.P.C.
Therapist
Originally from San Clemente, California Rob headed south to San Diego where he graduated from Point Loma Nazarene University with a Bachelor of Arts degree in Speech Communication. He then headed to the Midwest where he graduated with honors from Webster University with a Master of Arts in Counseling. Rob has had a passion for working with youth since he was in college. He feels extremely privileged to be able to participate in the emotional and behavioral growth of adolescents and their families. This passion led Rob to complete all of his practicum units at a child advocacy center where he became intimately experienced with the therapeutic healing and growth of children and their families faced with varies types of trauma and abuse. This invaluable experience motivated Rob to work in private practice where he specialized in testing, assessment, group therapy with adolescents in a school setting, and individual therapy. Being a part of CALO has allowed Rob to utilize his education, experience, and passion in a therapeutic environment focused on providing the highest quality of treatment. Rob lives in Osage Beach with his wife Katy and their son Bailey.
Christy Jones, Psy.D
Therapist
Dr. Christy Jones is originally from Virginia however she came to CALO (Change Academy Lake of the Ozarks) by way of Georgia, where she has lived for the past 2½ years. Dr. Jones worked as an Associate Director of Counseling at a well respected therapeutic boarding school prior to joining CALO's Clinical team. As an Associate Director of Counseling, Dr. Jones supervised eight masters level therapists, facilitated parent workshops, was the lead therapist for all post-graduate students and provided group, individual and family therapy for students in the program. She reviewed student's psychological reports and assisted in the development of treatment plans. Dr. Jones also facilitated treatment team meetings to discuss struggling students, regularly evaluated counseling staff skills and training needs, traveled to job related conferences and met with referral sources. During her last few months at Hidden Lake Academy she transitioned to the Director of Admissions position where she supervised and facilitated the acceptance and enrollment process for students and their families.
Dr. Jones received her undergraduate degree from Christopher Newport University in Early Childhood Psychology. After completing her Bachelor degree she continued her education, receiving her Masters and Doctoral degrees in Clinical Psychology from Regent University. For three years during her doctoral training she worked with children, adolescents and adults in individual and family sessions. Dr. Jones moved to Bakersfield, California for a year where she completed her doctoral internship. Her clinical internship focused on the forensic population and she worked with adjudicated adolescents at Kern County Crossroads Facility. She also performed Competency to Stand Trial evaluations and worked with probationed adult sexual offenders for Kern County Mental Health. At both facilities she performed intake and full psychological assessments, developed and implemented treatment plans, and facilitated individual and group therapy sessions. Dr. Jones currently lives in Osage Beach with her 3 pets, Lulu, Rascal and Lola.
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How they see themselves (ohhh, the marketing...):
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Extended Insights
Posted: Jul 25, 2007
RELATIONSHIPS ARE THE KEY TO CHANGE! (http://http://www.strugglingteens.com/artman/publish/RelationshipsKeyChangePR_070735.shtml)
by: CALO Leadership Team
Change Academy Lake of the Ozarks
Nicole Fuglsang, Admissions Director
877-879-2256
dustint@newhavenrtc.com (http://mailto:dustint@newhavenrtc.com)
Copyright © 2009, Woodbury Reports, Inc.
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Here is how they describe their treatment model. The page header is "The CALO Attachment Treatment Goal: Interdependent Relationships."
Note how this figures into the predominant target population, namely upper- to upper-middle-class families with adopted kids who may not "demonstrate optimal affection" for their adoptive parents.
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Our Attachment Treatment Model (http://http://caloteens.com/therapeuticModel.aspx)
Trust of Care
Trust of Care speaks to the belief that the caregivers around our students will take care of their physical needs. Food, shelter, health, wellness, and hygiene will be monitored and provided by trusted adult employees. Some CALO students enroll lacking this most basic level of trust so our first goal is to provide evidence that allows new students to believe CALO will take care of them and feel comfort in that physical care. In this way our students learn that the world is not random and punitive. Conversely, the world is generally populated by adults who will not take advantage of them.
(http://http://caloteens.com/images/calologo-sun.png)
Trust of Care - The Sun[/list]
There is no minimum length of time that a student is learning Trust of Care. In fact, it is learned and relearned throughout the course of treatment. Still, the bulk of the development of Trust of Care occurs within the first six months to year of treatment. In creating this Trust of Care, CALO starts with an orientation to our system. Within 24-hours of enrollment students are taught expectations/agreements, student’s rights, and many program boundaries. Students are also taught about how we manage outside communications, how to get medical needs met, and what the daily schedule looks like.
The therapist is focused on having the student become vulnerable and humble enough to accept the care and love of adults and subsequently see the value of trusting caregivers.
In summary, Trust of Care seeks to:
[li]Create the beginnings of trust in students[/li]
[li]Help the students have humility and vulnerability during their treatment by creating a safe physical dependence on CALO staff[/li]
[li]Meet the physical needs of each student with the belief that fairness is getting what you need, not what you earn[/li][/list]
Trust of Control
Once students truly believes that parents and adults at CALO will take care of their physical needs (Trust of Care) the student can more effectively respond and trust in the emotional regulating ability of those close to them--parents, staff, and peers. This adult and peer emotional regulating of a student is called "Trust of Control." Students who are successfully humble and vulnerable enough to accept Trust of Control allow the adults and peers in their life to teach them life lessons. When students accept Trust of Control it provides opportunity for adults and peers to identify emotional dysregulation, coaching, guidance, and physical and emotional closeness.
(http://http://caloteens.com/images/calologo-earth.png)
Trust of Control - The Earth[/list]
During Trust of Control, among other things, the student therapeutically addresses trauma, attachment issues (if applicable), negative working model (negative belief system and self-image), negative relationship patterns, peer struggles, and parent and sibling issues. The student will be taught and will begin to practice trust, empathy, teamwork and cooperation. Developing a conscience is also a focus of treatment. Students will learn qualities essential for successful living in a family and community such as pro-social coping skills (communication, anger-management, problem-solving), respect, responsibility, resourcefulness and reciprocity. Ideally, the student is realizing that life can be better, and they are desiring that better, more connected life. Forgiving the past will be one of the steps necessary during Trust of Control.
Parents need to address historical and current issues that are unresolved and which prevent effective functioning; including family-of-origin (prior loss, trauma, attachment difficulties) and marital/relationship problems. In addition, parents will learn the specific concepts, skills and attitudes that are effective with an emotionally dysregulated, attachment disordered or traumatized student. Trust of Control involves heavy and intense family work (therapy). Below are some interventions and concepts that are hallmarks of our work during Trust of Control.
[li]P.L.A.C.E. (Playful, Loving, Accepting, Curios, and Empathetic)[/li]
[li]Connection-Break-Repair (cycle of a healthy relationship)[/li]
[li]Vulnerability[/li]
[li]Rhythm Control[/li]
[li]Transferable Attachment (using canines)[/li]
[li]Cycles/Patterns[/li]
[li]Closeness vs. consequence[/li]
[li]Time-in vs. Time-out[/li]
[li]Emotional "holding" (figurative not literal holding)[/li]
[li]Acceptance during exploration[/li]
[li]Healing from past[/li]
[li]Core beliefs[/li]
[li]Give students permission to feel without violence[/li]
[li]Shame (person) vs. Guilt (behavior)[/li]
[li]Modeling[/li]
[li]Accept students on their level (emotional, mental, spiritual, etc.)[/li]
[li]Safe touch[/li][/list]
Trust of Self
When a student moves towards independently practicing and implementing what was modeled and taught during Trust of Care and Trust of Control the student is self-regulating or employing "Trust of Self." In addition, when a student is borrowing the regulating ability of safe adults and peers in his/her life and is integrating this skill and training spontaneously, the student is exercising Trust of Self.
(http://http://caloteens.com/images/calologo-water.png)
Trust of Self - The Water[/list]
In Trust of Self the student moves from doing the right thing because s/he is "supposed to" or because it has worked a few times in the past, to an inner change and commitment to live life differently. In this stage parents are enhancing secure attachment; including trust, affection, intimacy, communication and reciprocity. The student is reducing anger and negative patterns of relating. Family members, especially parents, are encouraging and praising the student's positive efforts to self-regulate and are celebrating successes. When a student is exercising Trust of Self s/he is learning and utilizing the following tools and interventions:
[li]Self-regulation[/li]
[li]Autonomy without power/control struggles[/li]
[li]Asking & seeking for closeness[/li]
[li]Self-reflection[/li]
[li]Practicing a healthier working model[/li]
[li]Preparing for home life[/li]
[li]Less sabotage[/li][/list]
Interdependence
The ultimate goal for a student at CALO is to learn to live life with interdependence or the ability to maintain healthy, reciprocal relationships. Interdependence defines a successful student transition from a false and selfish independence, to experiencing the value and joy of interdependence (having the skill set to be independent but the love of self and others to seek mutual relationships). Clearly, interdependence is neither independence nor dependence but is connected living. It is a student understanding that his/her actions affect others. Instead of just taking, the student is now also giving.
(http://http://caloteens.com/images/calologo-interdependence.png)
Interdependence - The Tree[/list]
As the student develops interdependence, s/he has increased contact and interaction with family and those in his/her future support system. S/he is utilizing new skills and tools and openly exploring areas that need more work. The family continues to move to a climate of hope, joy and positivity. Parents seek to guide the relationship with love, trust, and respect--not force or control. Children internalize parental love, structuring, and nurturing, resulting in an increased ability to tolerate the sometimes intense interactions without becoming dysregulated or dissociative. The student and parents achieve an increased level of trust and positive self-worth is deepening. Under the direction of the therapist, an aftercare plan is created and the student and family are preparing for graduation. An interdependent student understands and utilizes the following concepts and tools:
[li]Empathy[/li]
[li]Integrated, healthy working model[/li]
[li]Reciprocity[/li]
[li]Desire to repair breaks in relationships[/li]
[li]Realizes that treatment never ends: "Manage" vs. "Cure"[/li]
[li]Systemic thought[/li][/list]
© 2009 CALO
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Systemic thought
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Quack watch
Be Wary of Attachment Therapy Article
http://www.quackwatch.org/01QuackeryRel ... cs/at.html (http://www.quackwatch.org/01QuackeryRelatedTopics/at.html)
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I saw some disturbing videos on youtube about attachment therapy. I think it's an accurate assessment that children live in fear at CALO.
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I saw some disturbing videos on youtube about attachment therapy. I think it's an accurate assessment that children live in fear at CALO.
That is not the type of attachment-based therapy practiced at CALO. Inform yourself before stating stupid things!
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I saw some disturbing videos on youtube about attachment therapy. I think it's an accurate assessment that children live in fear at CALO.
That is not the type of attachment-based therapy practiced at CALO. Inform yourself before stating stupid things!
Attachment therpay is bogus in all its forms. Especially when we're talking about a teenager and a complete stranger. This is a way to make a kid emotionally and psychologically dependent upon the program and its people, nothing more. It forsters compliance.
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Besides.. from what I heard it is even worst at CALO.
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I saw some disturbing videos on youtube about attachment therapy. I think it's an accurate assessment that children live in fear at CALO.
That is not the type of attachment-based therapy practiced at CALO. Inform yourself before stating stupid things!
Attachment therpay is bogus in all its forms. Especially when we're talking about a teenager and a complete stranger. This is a way to make a kid emotionally and psychologically dependent upon the program and its people, nothing more. It forsters compliance.
It also compromises natural instincts of self-preservation, and breaks down normally healthy boundaries between self and other. It increases the likelihood that these kids will be potential setups when it comes to someone taking advantage of them later in life (if not at CALO).
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Here is an entry from their blog. Wish I had some staff or kids' comments as to how far from reality some of these things are ... or what critical elements are left out.
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What is it like for my teen at CALO? (http://http://caloteens.com/blog/post/what-it-is-like-for-teens-at-CALO.aspx)
June 1, 2009 03:14 by Ken
As your teenager enrolls at CALO s/he will immediately begin participating in campus activity and socialization. A seasoned staff member will help your teen by giving them CALO attire and getting the new student set up with all the supplies s/he needs. The new student will then start participating in whatever event is on the daily schedule. The canines are such a constant part of what is going on that canine interaction may be the first thing your teen is involved in. Canine care, feeding, and outdoor time will come quite quickly.
Within minutes of entering the building the new student will start meeting the other students already enrolled at CALO. Initial friendships usually start to form right away. The seasoned staff member who gives your child initial supplies and checks him/her into the program will also answer questions and have a very informal conversation about some of what to expect at CALO. Much of the details of daily life will come from the student community. That socialization process is very organic and purposely left largely unstructured. Along with that unstructured integration the new student will be given a student handbook and he/she will be able to find most any detail about CALO and our program from that handbook. Within the first 24 hours the therapist for the new student will have had a few conversations with him/her and will begin the process of establishing the therapeutic relationship.
As you may be able to see, the whole introduction into CALO is relatively low key and certainly non-confrontational. Our students have had enough conflict in their lives and rarely need an in-your-face intervention to start their stay. We are more interested in the beginnings of creating trust of care and trust of control with new students.
Ken
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Reactive Attachment Disorder (RAD) is a clinically recognized form of extreme insecure attachment. Causes of Insecure Attachment and Attachment Disorders include:
-Abuse and neglect
-Constantly changing caregivers
-Children in institutional care
All the attachment therapy specific versions of the tweak a’ teen scene do is pander to the parent that wants their child’s behaviour “fixed” without truly reaching the underlying issues, or creating the trust required for developing bonds.
Providing a secure environment of consistency and love cannot not be outsourced. Farming an at risk kid out to place like CALO or to Beauvais’ Well Spring Foundation and the like cannot provide the recommended “whole family treatment options”. Considering the causes of RAD, for many of these children being uprooted again amounts to re-victimization.
With family therapy Parents/Primary care givers can benefit from learning tips and techniques for understanding their child’s needs, conveying that understanding and empathy to the child and repairing/building the bonds. That can’t happen when you ship them to another time zone and don’t have so much as phone contact between parent and child for months on end.
There are non coercive, nurturing options available.
An insightful chapter on this topic can be found within “ The Boy who was raised as a dog” by Bruce D. Perry, M.D., PhD and Maia Szalavitz. Specifically, The Kindness of Children.
For more information see http://www.childtrauma.org/ (http://www.childtrauma.org/)
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Providing a secure environment of consistency and love cannot not be outsourced. Farming an at risk kid out to place like CALO or to Beauvais' Well Spring Foundation and the like cannot provide the recommended "whole family treatment options". Considering the causes of RAD, for many of these children being uprooted again amounts to re-victimization.
I could not agree more. Regardless of the intention or presumed goodwill of the folk at CALO (assuming a best-case scenario here), substituting veritable strangers for the critical players in the primary relationship in question cannot help but fail.
A surrogate "important person" in a kid's life can never have the history and personal investment that the real deal has ... by definition! There simply is no substitute. And since that is the relationship that you are trying to heal and/or strengthen, ya just cannot farm the dirty work out.
Advice, yes. Outside and supportive counseling, yes. Learning additional tools in communicating issues and in dealing with problems in a more constructive way is always helpful.
But I don't think there is a magic bullet here that will solve "the problem," regardless of what these so-called "professionals" say.
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Ursus,
I agree. I think we have all been mis-informed by CALO and the so called "professionals".
What CALO amounts to is a very expensive warehouse for kids that some parents don't know how to control or for parents of "adopted" kids trying to help, but are instead taken to the cleaners.
In addition, parents pay $10,000.00 or more a month and CALO enjoys being paid that sum with minimal actual therapy and also enjoys the added benefit of slave labor force to clean the facility, perform landscaping and generally impove the looks and feel of the facility at the parents expense. Nice business model.
They are a business, period...they enjoy the cash flow...period...I have yet to see anyone that has actually benefited from their "model".
I have witnessed their take downs and I have been part of the group therapy....someone wrote earlier there was not screaming at CALO.....B.S.....everytime I was there, I heard many many screams inclusive of re-group and they do use physical techniques to restrain the kids....I have also personally witnessed these under-educated and under-trained "coaches" intentionally provoking the kids in order to take them down.
CALO has abused our trust, directly lied to me personally and have withheld critical information and used deceptive practices when dealing with their clients. They will be accountable, it's up to the parents to hold them accountable....where are the rest of the parents????
CG
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....where are the rest of the parents????
Still drinking the Kool-Aide... :dose: :dose:
Or scared. Scared for their kids' safety and psychological unrest, scared from the upheaval in family finances that have already occurred, and just hoping... hoping that all this is a mistaken impression and that things will smooth over soon.
That may change if and when the first set of parents sees fit to take CALO to task in a legal setting. Do CALO's services live up to the promises of their marketing? Are CALO's services as advertised?
Of course, if any psychological damage or physical harm has come about as a result of CALO's so called professional "therapy"... well, that certainly changes the picture a bit, doesn't it?
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Man, that place was a fucking SHITHOLE!!! :beat: :fuckoff:
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Man, that place was a fucking SHITHOLE!!! :beat: :fuckoff:
Well said, my good man.