Treatment Abuse, Behavior Modification, Thought Reform > CEDU / Brown Schools and derivatives / clones

RMA staff I remember from RMA, you post yours from CEDU

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Samara:
Interesting, Whooter, that you keep putting accountability on kids. How about those "poor parents" who have to send their terrible teen away? Oh yes, I remember, you got to keep the parents on board to maximize profits.

The fact is very few posters (in spite of your condescension) would exclaim to be the poster child for Main Street America. (And does it really exist?)  My argument is whether you were just different, a pain in the ass, or serious trouble, why would you put your child in a program?  The ones on this forum seem to share common "treatment"  modalities that include the following:

1. Attack therapy and persistent public humiliation (how does this develop self esteem?)

2. Total lack of "therapeutic" and interpersonal boundaries (important for trust and self respect)

3. Sustained level of chronic anxiety due to living in an environment of unrealistic social protocols and regular intervals of  public degradation

4. One sized fits all therapy that ignores the individual needs of each student. No individual treatment.

5. Insular cultic social paradigms that promotes intense interpersonal relationships and social paradigms that does NOT work in the "real world"

6. Staff who are unaccredited, unaccountable, inculcated, and/or projecting their own neuroses on residents.   (If my Dad heard staff confessions, I would have been out in a heart beat. Really sick, twisted stuff.  How are we supposed to feel safe much less respectful of these people?)

7. Regular participation in 1-7 day psychodramas that manipulate and distort the sense of self and infuse cult "values" and "thinking"

8. Regular immersion in 1-7 day experiential/psychodramas that create an atmosphere of overwhelming intensity and false sense of meaning that can NEVER be duplicated outside the cult. Thus, when you leave, you constantly seek a level of intensity in experiences and relationships that is not healthy or normative.  Just by nature of its intensity, everything is rendered meaningless comparatively.

9. No preparation for the real world.  You are stripped bare, infused with social schematics that do not exist "outside," and are often unprepared academically with false or inflated transcripts.  

10. Low self esteem because everything is "dirty" - this is especially harmful when the things labeled dirty are normative feelings and behaviors.  For example, I can't smile at a male peer my age, but I can sit on the lap and be stroked by an adult male staff member.   This is just one example.

11. Students level up by badgering and bullying others, participating, leading, and powerhousing in attack therapy.

12. Arbitrary, bizarre, petty rules designed not for practical compliance but to break you down. There is no way you can follow them ALL the time.  Another way to shame and control students.

13. Total insularity from outside world, all contact monitored, no true advocacy for the child. Threatened with deportation to a very frightening lock down facility if you complain/lack compliance even when you are NOT a criminal, an addict, or a threat.

14. Conflict of interests. Staff will create dishonest family dynamics to divide the family and retain power over the child. Also, parents often not held accountable because you don't piss off the bank. I can tell you right now the staff lied about me to my parents and my parents about me. My family and I all agree on this now comparing notes later.  The same phrases and techniques were used with other students and families. One power staff did admit to me that lying is sometimes part of the job.

15. From the outset, the youth  resident is criminalized, already characterized as "bad" -- this is simply a bad place to start.  You can't grow if you've already been stigmatized and painted with a very side brush.  


I am skeptical of all programs because so many employ these techniques on a systemic level. I am skeptical of programs because I do not want to insert  middle management in the relationship between myself and my children. I do not accept programs because I do not want an unknown, packaged entity to takeover "the voice" of my children. I do not accept programs because I do not want them to feel degraded, broken, and replaced by some Stepford version of themselves.

No matter what struggles children might face, these are not the values and experiences that will serve them best.

Awake:

--- Quote from: "Whooter" ---
--- Quote from: "Joel" ---RAPS > http://www.youtube.com/watch?v=1pJnj4m5 ... re=related (Ned was a part of this like every other RMA Staff)
Smush > http://www.youtube.com/watch?v=6Uzkg0mw ... re=related (Ned like every other staff promoted this crap at RMA)  
--- End quote ---

Maybe that is why Ned Left the industry... many people here on fornits use to be part of the industry (staff etc.) and then left.  Ned isnt using these techniques now.  Maybe he felt they were ineffective and decided to move on to another industry or try something different.



...
--- End quote ---


So if the program is abusive by nature, and the staff are implementing it accordingly, that does not make the staff abusive?



.

DannyB II:
:shamrock:  :shamrock:  :shamrock:

DannyB II:
:shamrock:  :shamrock:  :shamrock:

Whooter:

--- Quote from: "Samara" ---Interesting, Whooter, that you keep putting accountability on kids. How about those "poor parents" who have to send their terrible teen away? Oh yes, I remember, you got to keep the parents on board to maximize profits.
--- End quote ---

I can tell by your post and lack of empathy for the parents that you have never had an at-risk teen to raise.  But unless you walk in their shoes you will never know.   I think accountability should be placed in the correct place that is all.  The child should share their part of the responsibility.  I would suggest that parents avoid the places that you describe.  I couldn’t imagine a parent choosing a place like that for their child, wow!
The programs that I am use to seeing  have treatment modalities as the following:


1.  Provide students with the necessary structure and time to internalize positive change.

2.  Individual Therapy

3.  Allowing time for each child to experience a stable educational community.

4.  Fosters personal growth.

5.  Help the child to form a healthy self expression and self esteem.

 6.  Inspire children to attain and reach for academic excellence.

7.  Teaches individual responsibility and service to others.

8.  Get parents involved to help rebuild mutually respect and responsible relationships.

9.  Realize true healthy growth and assist in the creation of a positive future for each student and their family.

10.  A program which has demonstrated better than an 80% success rate where 100% of the graduates are accepted at the college of their choice.

11.  Transitional programs to insure a seamless transition back to the childs families environment and provide therapeutic support.

Looking at your list and then looking at mine it is easy to see that not all programs are the same.  I suggest that parents contact other parents who have had kids who have graduated from the program.  This gives them an opportunity to screen for problem programs like you have described, Samara.



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