Treatment Abuse, Behavior Modification, Thought Reform > The Troubled Teen Industry

"Attack Therapy" at The John Dewey Academy

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Ursus:
I can't imagine any reasonable person putting all this stuff on their CV, most of it irrelevant to any potential employer. Perhaps she planned to edit it at some point.

And nope, I couldn't find any evidence of "certification," nor of a degree relevant towards being someone's primary counselor at a place like John Dewey Academy. Although it does note that she attended the University of Connecticut School of Social Work 1998-2001, no mention is made of a completed degree, just some (?) of the courses taken...

I found this entry quite telling:

--- Quote ---Oakdale Foundation
Adjunct Faculty/Staff

* Provided English classes and daily activities for mentally deficient adults from Venezuela[/li][/list]
--- End quote ---

Someone in this field would NEVER have used that term in this day and age. What would it be... perhaps, "learning-" or "developmentally disabled?" Certainly not "mentally deficient!!" Kind of reminds of how Rudolph Steiner had once put it:


--- Quote ---During a conference with teachers at the first Waldorf school, Steiner analyzed the case of a little girl who had learning disabilities. He explained that the teachers probably couldn't do much for the child because she wasn't really a human being. The Earth's population includes many such pseudo-humans, he said:

"Dr. Steiner: 'That little girl L.K. in the first grade must have something really very wrong inside. There is not much we can do. Such cases are increasing in which children are born with a human form, but are not really human beings in relation to their highest I; instead, they are filled with beings that do not belong to the human class. Quite a number of people have been born since the nineties [1890s] without an I, that is, they are not reincarnated, but are human forms filled with a sort of natural demon. There a quite a large number of older people going around who are actually not human beings, but are only natural; they are human beings only in regard to their form. We cannot, however, create a school for demons.'

"A teacher: 'How is that possible?'

"Dr. Steiner: 'Cosmic error is certainly not impossible. The relationships of individuals coming into earthly existence have long been determined. There are also generations in which individuals have no desire to come into earthly existence and be connected with physicality, or immediately leave at the very beginning. In such cases, other beings that are not quite suited step in. This is something that is now quite common, that human beings go around without an I; they are actually not human beings, but have only a human form. They are also quite different from human beings in regard to everything spiritual. They can, for example, never remember such things as sentences; they have a memory only for words, not for sentences.

"'The riddle of life is not so simple. When such a being dies, it returns to nature from which it came. The corpse decays, but there is no real dissolution of the etheric body, and the natural being returns to nature.

"'It is also possible for something like an automaton could occur. The entire human organism exists, and it might be possible to automate the brain and develop a kind of pseudomorality.

"'I do not like to talk about such things since we have often been attacked even without them. Imagine what people would say if they heard that we say there are people who are not human beings. Nevertheless, these are facts. Our culture would not be in such a decline if people felt more strongly that a number of people are going around who, because they are completely ruthless, have become something that is not human, but instead are demons in human form.

"'Nevertheless, we do not want to shout that to the world. Our opposition is already large enough. Such things are really shocking to people. I caused enough shock when I needed to say that a very famous university professor, after a very short period between death and rebirth, was reincarnated as a black scientist. We do not want to shout such things out into the world.'"

Color-highlighted portion from: FACULTY MEETINGS WITH RUDOLF STEINER, Rudolph Steiner; Anthroposophic Press, 1998; pp. 649-650
http://homepage.mac.com/nonlevitating/one.html
--- End quote ---

Anonymous:
IS THOMAS BRATTER THEWHO?  THERE IS CONJECTURE THAT JOHN DEWEY'S RESIDENT PERV IS THEWHO.

Ursus:

--- Quote from: "TheWhat?" ---IS THOMAS BRATTER THEWHO?  THERE IS CONJECTURE THAT JOHN DEWEY'S RESIDENT PERV IS THEWHO.
--- End quote ---
No. My take on Tom Bratter is that he is someone who never quite grew up, who found some kind of solace or sense of structure or belonging with the therapeutic community model, and who projects his identity and his needs onto the kids who attend John Dewey Academy. Hence these kids all get subjected to the tricks of the trade that Bratter believes to have provided some answers for his own earlier days. In fact, this whole John Dewey Academy "experiment" is one big, drawn out rationalization for Bratter's own take on "life."

TheWho, on the other hand, really is a parent. By profession, he is a marketer and start-up specialist, a rather successful one. During the course of his kids' adolescence, they got involved with drugs. TheWho attempted to address this using a business model, posting the following back on September 9th, 2005 (originally as Anon):

viewtopic.php?f=7&t=11614&p=130431#p130431

--- Quote ---...Step 1 -- Recognize there is a problem and Define the problem (really boil it down to one sentence, write it down. i.e. Kids being sent to TBS ) This will take a lot of discussion and maybe weeks.
Step 2 Determine root cause (What is causing this to happen? Make sure you are staying focused on the proplem as it is written, it is very easy to wander off track. Uninformed parents, kids taking drugs, schools systems suck etc.) This could take time to determine. Its nice to have only one cause but sometimes there are many.
Step 3 Make a list of solutions (all of them). Educate parents, educate kids, shut down the schools, let the air out of the vehicles that take the kids away etc. Rate the hundreds of solutions and pick the top ones.
Step 4 Impliment Solutions (Impliment the top solutions)
Step 5 Measure your Success or failure (Very difficult sometimes)
Step 6 Adjust and go back to Step 3.

If these steps are followed practically any problem could be solved eventually.
--- End quote ---

--- Quote ---I have applied these steps in industry and the results are amazing. The key to success, for me, was to
define the problem very carefully and focus on getting to root cause at all times and constantly refer back to the problem statement (step 1) to insure all our energy is focused tightly on the problem defined.
--- End quote ---

Anonymous:
How one pedophile sees herself:


--- Quote ---Gwendolyn G. Hampton VanSant
387 Main Road
PO Box 334
Monterey, MA 01245
413-528-8589/413-854-1176

gigihamptonvs6@gmail.com

Objective
To continue my career in education and community service as an educator, interpreter, translator, tutor, and advocate.

Professional Experience

Board of Directors, Berkshire Co-Op Market. October 2007-Present

Board of Directors, Free Legal Clinic. March 2008-Present

BRIDGE, Inc. Berkshire Resources to Integration of Diverse Groups and Education, 2007.
Executive Director, & Co-Founder September 2007-present

* Multicultural Dinners
[li]Immigrant Advocacy for Access to Interpreting, Translating, and other Services
* Professional Training on using Interpreters as Cultural Brokers
* Spanish for the Workplace Course Development for Police, Emergency and Public Services. Grant Berkshire Taconic Community Foundation
* Free Community Spanish Conversational Class in collaboration with Jewish Federation of the Berkshires. January 2008-May 2008.
* Multicultural Education and Cultural Brokering
* Community Organizing and Outreach
* Grassroots Organizing of non-profit organization BRIDGE, Inc.[/li][/list]

Mariposa Services, 2007-present.
Owner, Tutor, Translator, Interpreter, Curriculum Consultant

* Personal Tutor. Writing Skills, Geometry, 11th grade, SAT prep, Spanish, AP Spanish prep and Algebra. Sept.2006-present
[li]Translator. CHP (Community Health Programs) Website, evaluations and reports. Rotary Exchange Student documents. March 2007-present
* Translator. Lee Middle and High School Special Education Department.March 2007-June 2007
* Interpreter. Volunteers in Medicine. March 2007-June 2007
* Interpreter. CHP, Early Intervention and Nutrition Services. June-present
* Interpreter. Pediatric Development Center. September 2007-Present
* Kitchen Coordinator. CHP Nutrition Services September 2007-March 2008
* Spanish Classes. Beginning, Intermediate, and Advanced. March 2007-present
* Spanish Club Development. Valleyhead. June 2008-August 2008.
* Adjunct faculty for Spanish for the Workplace. BCC. February 2008-present[/li][/list]

Eagleton School, 2003-2007.
Spanish Teacher  

* Taught Spanish school-wide to each student of varying levels of fluency ages 9-21 (TPR based)Resource Room Teacher

* Taught Math using Upper Grades TouchMath system for remediated math skills
* Taught Reading using SRA Laboratory and Wilson Reading System for remediating reading skills
* Taught Study Skills school-wide for researching and outlining and drafting research papers using graphic organizers
* Assessed/Monitored Reading levels using DIBELS
* Taught Enrichment Classes in Cooking, Heritage Clubs
* Supervised, edited and distributed student-generated school newspaper using Computer Lab
* Organized school-wide Holiday assemblies
* MCAS administration, proctoring, and assisting students with modifications specified in their IEPs
* Prepared, assisted teachers, and submitted MCAS-Alts (DOE training)Research and Technology Teacher/Integrating Technology

* Supervised Education Building Computer Network and Reporting to System Administrator from all classrooms and computer lab
* Taught Computer Skills and held computer labs for all students focusing on Microsoft Office (PowerPoint, Word, Access, Excel) and internet-based researchOn-Site Interpreter for Clinical Department

* Interpreted Spanish in family therapy sessions on an as need basis as requested by the Clinical Department[/li][/list]

Unitarian Universalist Meeting of Southern Berkshire      
Unitarian Universalist Religious Education Teacher 1999-present

* Teaching middle and high school religious education classes introducing young students to the seven principles of Unitarian Universalism and to all schools of faith
[li]Developing curriculum and calendar
* Planning trips and events
* Interim RE director for one year[/li][/list]

John Dewey Academy
Associate Dean of Student Services 2002-2003

* Organized student and family activities in the school
[li]Developed, organized, led a group for parents of incoming students
* Organized student involvement in local community through community service at town celebrations, projects with the Hispanic community, nursing homes, food shelters, and homeless shelters
* Organized observance of religious holidays within the school and arranged for student teaching assistants in UUMSB religious education class
* Collaborated with Dean of Students on activities for the students
* Collaborated with Dean of Students in running student administration meeting
* Organized Family Weekends every six weeks for administration, clinical, faculty families and students
* Co-led Women’s Group for the female students with the Dean of Students
* Co-led Mother’s Group with the Dean of Students
* Led Parent and Family Groups every 6 weeks
* Co-led Group Therapy three times a week with the other clinical staff
* Primary Counselor for caseload of 6-10 Students quarterlySpanish and Sociology Teacher 1992-2003

* Taught the following college preparatory courses related to Latin American Studies in Spanish: All levels of Spanish ranging from basic vocabulary and grammar to literature and politics of Latin America, Latin American Studies in English ranging from Art History to Literature to Politics
* Taught the following college preparatory courses related to Sociology: Urban Issues, Urban Sociology (focusing on our educational system, race and class, poverty, our welfare system, history of social work), Survey of Community Service and Community Organizing (involving actual work within our community)
* Taught courses in Women’s Studies: History of Women in the US, Women around the World, Latin American Women, History of West African Women; Perspectives in Women’s Studies
* Organized, conducted, and chaperoned two two-week foreign language study programs for the students in Costa Rica and MexicoActing Dean of Students December 1997-January 1998, November 1999-January 2000 October 2000-November 2002

* Primary Counselor
* Led Women’s Group
* Led Heads Meeting( Student Administration)
* Maintained Student Medical Records with the Business Office
* Trained residential staff, train incoming Deans of Students
* Led Parent GroupsKitchen Director

* Planned menus; ordered all food for two meals daily feeding between 25 to 40 people; maintained kitchen supply for boarder breakfasts and snacks for the students
* Instructed a kitchen staff on how to prepare, serve and store the food
* Organized at least one meal for 100 people every six weeks
* Maintained physical kitchen and its hardware and appliances
* Locally licensed as Food Service Provider after taking nationally recognized ServSafe courseResidential Staff

* Responsible for students and building after school, overnight, and weekends for fire drills, runaways, parent phone calls, staff phone calls, student crises, etc.
* Organized extra-curricular and recreational activities on weekends and vacations[/li][/list]

Oakdale Foundation
Adjunct Faculty/Staff

* Provided English classes and daily activities for mentally deficient adults from Venezuela[/li][/list]

Education

Reading Institute/Endicott College 2005

* Computers in Specialized Reading
Westfield State College 2005

* Foundations of Reading
University of Connecticut School of Social Work  1998-2001

* Included the following courses: Introductory to Social Work, Ethics in Social Work, Casework, Group Work, Computers in Social Work, The Black Experience, History of Social Work and Women Children and Families.Simon’s Rock College of Bard Great Barrington, MA 01230
Bachelor of Arts in Art History and Latin America History 1987-1992
Honors, Certifications, and Accomplishments

* Certificates of Completion in Medical (15 hr. course) and Mental Health Interpreting 2007. Passed MIT exam for the 54 hr. course.
* Nominated/Awarded the National Who's Who Among High School Teachers Recognition 2005
* Trained in MCAS-Alt by Massachusetts Department of Education 2004-2005
* Certified ServSafe Professional. 2000
* Honorary Women’s Studies Major Simon's Rock College Class of 1992
* Department of Language and Literature Prize Simon's Rock College Class of 1992
* Research Abroad and Senior Thesis on Images of Women in Central American Photography based on personal interviews of Mexican and Latin American photographers, Graciela Iturbide and Luis Gonzalez Palma in Mexico City
* Interned in District Attorney Office in Pittsfield, MA in the Victim-Witness unit
* Trained as a peer counselor and Rape Crisis counselor on college campus and in Pittsfield, MA
* Developed the Slide Library for the Arts Department in the Albert Schweitzer Center at Simon’s Rock by photographing pictures from Art History books and galleries and museums, organizing, filing, labeling all slides in the Art History Department
Related Skills and Professional experience

* Bilingual.
* Proficient in Microsoft Office. Oversaw Education Building Computer Network and reported to System Administrator of the school. 2004-2006.
* Taught Computer Skills. 2003-2006
* Conducted series of professional trainings in Adolescent Self-Destructive Behavior to all Staff. Valleyhead School, Lenox, MA. 2002
* Spanish for the Workplace Course Development for Police, Emergency and Public Services. Grant Berkshire Taconic Community Foundation. 2008
* Adjunct Faculty for BCC and approved accredited site for BCC. 2007-present.
* Taught Spanish in the Workplace for Fairview Hospital and Children's Health Program for all staff. 1994 and 1996.
* Personal Tutor for students and adults of varying levels in several subjects: Mathematics, Reading, Writing, Spanish, Algebra, and MCAS prep.
* Special Education Tutoring for Searles Middle School and Monument Mountain High School students coordinating with foster parents and DSS. 1992 - Present
* After School Spanish Program. Bryant School.
* Spanish for Tots. Bear Care Center.
--- End quote ---

psy:
God damn!  Don't people even bother to hide practicing therapy without a license anymore?!??!

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