Show Posts

This section allows you to view all posts made by this member. Note that you can only see posts made in areas you currently have access to.

Topics - anythinganyone

Pages: [1]
I'm quite curious.

It's also pretty verifiable she's a real person, right? I get the impression it's extremely unlikely she isn't.

Parents' Last Resort - San Clemente Couple Send Away Their 'Defiant' Teen for Months of Behavior Modification ... -high?pg=1

October 04, 1992

Cara's behavior was about to be modified.

Sending their daughter away was the culmination of five months of severe discipline problems and "total defiance," according to Mike and Nancy Vanni.
 "It was probably the worst thing I've had to do in my life," said Mike, who had disconnected the phone as part of the procedure to send her away.

"She first had a look of betrayal, then fear, then anger. It bothered me sending her away for what comparatively were not-so-serious problems: poor grades, bad friends and discipline problems. But we could not live the way we were living. We would not let her destroy her life."

"We couldn't tell her that they were coming to get her," Nancy said. "I had to get all her stuff together without her knowing about it. It was very traumatic for all of us, just awful."

In her younger teen-age years, Cara had exhibited what Mike said was "normal teen-age mouthiness and assertiveness." She also had a roving interest in boys.

The Vannis do not believe Cara's serious discipline problems began until she transferred in September, 1991, from St. Margaret's Episcopal School in San Juan Capistrano to a much larger public school.

"She was seeking broader social horizons and thought she could find them at San Clemente High," Nancy said. "She literally begged us to let her go. She said she could bring home the grades and things would be great, have more friends and less homework."

Her first semester at San Clemente was uneventful. But beginning with the second term Cara was rapidly losing respect for family and academic life.

She began spending a lot of time with an unsavory group of older students and dropouts, the Vannis said. She cut class more than 30 times, ran away from home twice and was increasingly spiteful toward her sister.

"I didn't want to follow rules," Cara says. "I wanted to live on my own with my friends. A lot of them were older, and they didn't have to go home at night. So why did I have to?"

Another potential problem--and a potentially fatal one--was AIDS, Nancy said. It was a danger to which Cara was indifferent, as were many of her friends.

"There was always that risk," Nancy said. "I could talk to them till I was blue in the face, but their general attitude is that AIDS only happens to homosexuals."

The Vannis sought help with a therapist, who recommended a series of family contracts and other negotiations to help establish agreement about household authority. But the discipline problems remained, twice erupting into physical fights at home during which Cara bit her father.

"The bottom line," Nancy said, "is Cara wanted to live here and be in complete control, but without any responsibility. She pushed every limit to the max.
 "Week by week it got a little tougher. She used language that would make a Marine blush. She wanted to be declared an emancipated minor, which would make her legally free of our control. We offered to send her anywhere in the United States, to any school, but she refused."

"We told her any number of times there would be consequences" for her misbehavior, Mike said. "We told her to find friends that were more goal-oriented."

Throughout these troubled months, the Vannis had been researching 10 out-of-state residential facilities. California law prohibits parents from admitting children to a locked facility without a court or psychiatrist's order, according to attorneys with the Orange County counsel's office.

Then, the day after Cara was slapped by one of her new male friends--so hard that her pierced earring came off--the Vannis began to actively fear for her safety.

"We felt her next step would be drugs, possibly alcohol and physical harm," Nancy said. "We had no choice but to get her out of the geographic region--to stop it before it started."

They called Cross Creek Manor to arrange for her induction.

5/28 Mom,

. . . All I have is one question. Why? I understand that we had our fights and our disagreements but please why here. I wasn't a bad kid. I didn't do drugs or drink or smoke either. Mom do you realize we are locked up here. . . I can't even wear shoes. I'm kept in a basement. . . Do I really deserve this. I'm sorry for all I put you through but help me please.

Please don't leave me here. I can't take it. Home seems so wonderful compared to this. I'm not trying to kiss butt but I miss you, Dad & Amanda so much.

I wanted to get away but not for 3 or 6 mo. Give me 1 last chance to prove to you I can do it. . . .

Love, Cara

Just minutes from Zion National Park, Cross Creek sits on 1.3 acres and is surrounded by the towering, burnt-orange bluff and clear skies that are the hallmark and pride of Utah.

The school has a low student-to-staff ratio of nearly one-to-one, has no religious affiliation and is fully accredited, said Karr Farnsworth, associate director.
 Licensed by the Utah Department of Human Services, Cross Creek has grown dramatically since its founding five years ago and has a highly qualified staff, said Patricia Kreher, state licensing director.

Utah is a popular location for such schools because of its relatively inexpensive land, she said. But running such a residential treatment center is not easy. Kreher said four similar schools had their licenses revoked this year because of poor financial management, unqualified staff or lack of maintenance.
 One of 10 such programs in Utah and the only all-girl facility, Cross Creek currently houses 46 girls, most of whom, officials said, are from California.

Six of the current residents, in fact, are from Orange County; four are from Los Angeles.

"In Southern California you've got money and a lot of people preoccupied with careers," said Robert Gwilliam, the supervising therapist at Cross Creek.

Cara's therapist at the school, Jeff Voorhees, said that many Cross Creek girls who arrive from Southern California are affected to at least some degree by a gang influence.

"They build a family, which is a gang," he said. "Gangs can even have father and mother figures."

Mike Vanni often works 70-hour weeks as part owner of both a three-office real estate agency and a pizza parlor. Nancy, a registered nurse, works one or two days a week. But they largely discount this as a factor in Cara's problems.

"Nancy's father worked a lot, and my parents always worked a lot," Mike said. "Basically they worked from 9 a.m. to 9 p.m. I was a definite discipline problem for a number of years, but I was able to retain some focus on my education and get through college.

"Cara lost her focus. She abandoned her education. She was not capable of making good decisions as far as friends."

Bruce Christle, a family and child therapist based in Dana Point, said that often the dynamics of the entire family combine to create discipline problems.

"But the only person who looks bad is the child, because he's the one showing the symptoms," he said.

Cara now says she rues the day she got involved with the group of older boys in San Clemente.

"I wish I'd never met them. They weren't my true friends," she said. "Some of the guys I hung out with had past histories of hitting girls, not just guys.

"I'm afraid that if I go home and talk to one, I'll see the bad ones. So I figure if I just don't see any of them it'll be easier."
 Just as in the outside world, students at Cross Creek quickly form attachments with their peers.

Cara is nearly inseparable from her roommate, Kayla, 15. On a recent evening the activity in their bedroom resembled that of a college dormitory: giggling, gossip, card playing, rap music on the radio, makeup sessions and good-natured roughhousing.
 Much of the talk among the girls concerns Cross Creek and its system of rewards and punishments. Breaking rules invariably brings a "consequence," which can range from a few to hundreds of hours of work and moving to lower phases, which means a loss of privileges.

A few of the girls who have failed to move quickly from their basement quarters are especially disgruntled with the system and contemptuous toward those who know how to play the good-behavior game.

"A lot of people are jealous of Cara," Kayla said, "because she's so beautiful and because she advanced so quick."

Indeed, it was only a few weeks before Cara had moved out of the basement quarters and began what became rapid progress. Now in Phase 7, Cara goes on unsupervised trips to the mall and is attending Hurricane High, the local high school.

"She's done rather exceptionally well, basically because of her solid home" background, said Gloria Gwilliam, her case manager. "What gets a child and parents at odds varies a lot, but a teen-ager trying to break loose can be unreasonable, like a mule. You really have to get their attention."

What got her attention, Cara said, was the very fact of suddenly being shoeless in a stark Utah basement just hours after lounging in her lavish home.

"I realized that I need to be here, and I realized (my parents) only did it because they cared," Cara said. "If I hadn't come here I'd probably be in trouble with the law by now."

Positive family reinforcement arrives almost daily in the form of letters from parents, four grandparents and no fewer than six great-aunts. Ongoing contact with the family is a key part of the therapy at Cross Creek, Farnsworth said.

Seven weeks into the program, Cara had begun to articulate why she was at Cross Creek:

7/20 Dad,

. . . It was so good to hear from you. . . . The reasons I feel that I am here is because my friends were no good. . . . didn't go to school . . . didn't follow rules . . . I was making the house misearable (sic) and pulling the family apart. I was hurting everyone even myself . . . (E)veryone was unhappy. I didn't want to fix it either. That is basically what I feel. . . . I love you alot.

 Love, Cara

Letter writing is a regular therapeutic exercise at Cross Creek, and officials warn parents to be prepared for hate letters. Cara's first letter home, however, showed no hate and only a trace of the anger she felt for the first two days of her confinement.

 "I was really angry for the first couple days," she said. "I looked around to see if I could run away, but there's no way. I felt less than helpless."

This feeling of helplessness is deliberately cultivated by the school at first. Seizing power from the girls, showing them that their parents are ultimately in charge, is key to the girls' rehabilitation, Cross Creek officials say.

However, critics of residential treatment cite a variety of complaints with the programs.

"Involuntary commitment of a child is a stigma and amounts to a deprivation of liberty," said Bob Goodlow, an ACLU spokesman. "A child has the right to challenge the parents' wish by having a lawyer represent the child."

Said Margo Carlson, executive director of Community Service Programs in Irvine: "I thought we'd moved beyond that kind of attempt to redirect behavior. It sounds like we're going back a number of years in terms of handling a juvenile."

Some therapists criticize aspects of treatment facilities while acknowledging that they often do prevent further trouble.

Ed Kaufmann, MD, a clinical professor of psychiatry at UC Irvine, said "it's a travesty" when parents send their teen-agers to residential treatment programs before trying to solve the problems with local counselors.

"If they've exhausted other therapy, the last resort is some sort of residential treatment," he said. "And if the adolescent refuses to go, the only resort is to use the escort."

Dana Point therapist Christle points out that the alternative to forced residency at a treatment facility is often the juvenile courts.

"Then it's the police who come to the door and take the child away," he said. "Because the family didn't make a choice, society has to."

Christle, who during the past decade has worked with about 50 teen-agers who have spent time in residential facilities, says that most programs, although they're far from perfect, do help the teen-agers avoid serious problems.

"What most kids learn is a crude message, which is, 'If you come home and misbehave again you go back' " to the facility, Christle said. "The danger is that you can come to depend on an outside agency to discipline your child."

 Christle also has found that many kids remain resentful toward their parents when they return home, especially if the programs did not involve the parents in their child's rehabilitation process.

Although no girls with criminal records are accepted at Cross Creek, many of the students, who are between 12 and 18 years old, have a history of substance abuse or suicide attempts.

 The comprehensive treatment is not within everyone's means. For the first six months, Cara's program will cost $16,900, some of which will be paid by insurance, Nancy said.

The family paid an additional $1,000 to have her escorted, although officials say most parents drive their children to the school themselves.

"I couldn't fathom us trying to do the job they have much more experience doing," Nancy said of the abduction. "She would not willingly have gone anywhere, and we were not equipped to do it. It would have been a nightmare."

Mike Vanni blames the crisis in part on what he sees as lax discipline in the public school system.

"The state of California limits and intrudes upon parents' rights," he said. "It's producing a student who's not as educated or motivated because of restrictions put on teachers. They can't tell a kid what to do anymore; they can't use corporal punishment in any form, so basically these kids just run roughshod over the teachers."

The average stay at Cross Creek is nine months. Nearly all girls stay for at least six months, at which time the staff confers and makes a recommendation to the parents. Parents sometimes take their girls home against the advice of the counselors.

"We have what I call a high parent satisfaction rate," Farnsworth said. "But we don't give a success rate, because you have kids who leave whom everyone is happy with, but then there are kids who leave whom we don't call a success, but the parents do."

The Vannis are among those ready to call the program a success.

"We're very happy with the results so far," Nancy said. "We needed the time and space, and Cara needed it as much as we did."

Nancy, a diabetic, says she has been able to reduce her daily insulin dosage by a third, a reduction she attributes to the drop in stress since Cara went to Cross Creek.

"Amanda also misses her sister terribly," Nancy added. "She asks, 'When Sissy comes home, will she be nice to me?' We've told her yes ."

 For her part, Cara says the experience has motivated her to clean up her act. In discussing her changes, Cara uses the unequivocal language of the newly converted:

"I've changed so much. Most people here have more severe problems. It makes me realize what I've got. When I get out I want to get my grades back together, and I plan to totally respect my parents."

 Cara and her parents have decided she will attend Santa Margarita High, a Roman Catholic school, when she returns home. This is a compromise between St. Margaret's, which Cara says is too small, and San Clemente High, which all three agree is not acceptable.

Three months after her abduction, Cara is nervously anticipating her first reunion with her parents. The family plans to spend two days exploring Zion and the St. George area.

"I never thought the day would come when I'd be this excited to see my parents," she says. "Waiting for my first phone call seemed like a lifetime, but I've been waiting for this day forever."

It is the Vannis' first visit to Cross Creek, and three wrong turns have made them an hour late. Cara has finished her therapy session and is in the dining hall when she sees her parents' rental car pull into the driveway.

For the next 15 minutes, the Vanni family rides an emotional freight train of expectation, tears and joyful relief.

Nancy, rushing to the front entrance, is momentarily thwarted by the facility's locked doors, but the passionate embrace that occurs two seconds later belies the months of friction that brought Cara here. Next, Mike and then sister Amanda tearfully greet their wayward family member.

"As low as we felt when we had to send her here, this is the opposite end of the scale," Nancy says. "This is what we did this for, to feel this way again."

From the dining room windows, the other girls watch the joyful scene in the parking lot.

To no one in particular, Kayla, her nose to the window, quietly voices the simple wish that the other girls doubtless share.

"I want to see my parents too." And for her also, tears begin to fall.

The Troubled Teen Industry / whine/vent/blah blah
« on: August 11, 2009, 03:28:48 PM »
Now, normally I have a big obsession with programs, but most of rage and depression over it just faded.  In replacement, I felt an interest in exactly what methods were employed in programs and the technicalities of things like rule violations.  But, after seeing some old pictures of the boy's side at the program I was in.  I became slightly irked and depressed over it.  Not so much angry, as sad.  The confusion, the trickery, and the manipulations of my feelings all just came at me, and the idea I was forced to endure such a setting and the fact that nobody (authority-wise) seems to be advocating it's distruction depresses me more so.

I told a child abuse detective about WWASP, and all she did was ask me "Wow, Did you learn your lesson?".  It made me so enraged.   I hate these places so much. :(


Hahaha, "Environmentally Friendly Brain Wash"

Facility Question and Answers / I was in Cross Creek in 2008
« on: April 13, 2009, 05:12:03 AM »
If anyone wants info about it feel free to ask.

01: Rude Act
I can only remember farting without permission or "20/20"ing.

102: Rude Manners
One group had a process where they couldn't blow spit bubbles or else it was a 102, this was also used as like farting without permission or like burping or like not saying please and thank you, things like that.

103: Rude Comment
These were rarely given out as far as I know, it was used as a minor version of Disrespect to staff or students.

104: Inappropriate Comment
Cursing, saying a word which isn't allowed, talking about "inappropriate" things like lewd things or gross things. I got one of these for singing "Like A Virgin" by Madonna when it came on Shrek.  Saying a word in a foreign language.

105: Unsatisfactory Effort
Neglecting things like your water bottle or forgetting anything that's supposed to be with you. This was also used as a category for any generic cat 1 rule or if a staff was nice they would reduce a higher cat to this one. If you failed to do something sufficiently you could also get this.

106: Unsatisfactory Attitude
Giving staff attitude, being sarcastic or pissy or doing things in an overall negative way.

107: Late
Late getting out of bed; you have five minutes to get out of bed once wakeup is called. Late out of shower, late to line-up etc.

108: Unsatisfactory Inspection
This applies to room jobs only, during the day staff are assigned rooms to examine and if your room job was not done or was not done good enough you would receive this category.

109: Manipulation
Asking if you have mail, (you are allowed to ask if there is mail though) and arguing with staff about categories or trying to get out of one.

110: Horseplay
Screwing around basically

111: Dress Code Violation
Shirt not tucked in when imperative, clothing improper for time (not wearing P.E. clothes for P.E.), having facial hair if you are a boy.

201: Disrespect to Staff
Pretty simple, if you are disrespectful to staff, fail to use titles like "Mr." or "Ms." (some staff didn't care about it though)

202: Disrespect to Peers
Same thing but to other students, farting in line or if someone is behind you. On the girl's side, if you said "shut up", and on the boy's side, only if they were offended by it.

203: Disrespect to Property
Banging walls or anything like that, feet on chair, I can't really remember what else. This also included your own property.

204: Disrupting School/Removal
Asking to be removed from school or asking for a time-out to cool off. Getting removed by a teacher for being disruptive or not doing schoolwork.

205: Dishonesty by omission/cover-up
These were least common out of all the cat 2s and were rarely given (the cat 3 dishonesty was preferred). It was like not giving the whole side of the story or trying to lie your way out of something by distorting the story.

206: Not Following Directions
Not following staff directions or not doing what staff tell you do. Being off-task.

207: Breaking Confidentiality (Minor)
This technically applied to breaking "confo" and catching yourself in it, but it was really used for like accidentally saying something that happened in group without getting permission that was considered not that big of a deal or not that revealing.

208: Gossiping/Rumor spreading
Rarely used on the boy's side (even when it applied), talking about someone behind their back or about someone, whether it's true or not, without them being present to defend themselves.

209: Out of Area
Crossing a threshold without permission, getting up out of seat without permission, getting lost or detached from group accidentally, generally "not being where you are supposed to be".

210: Unauthorized Communication
I got these a lot. Talking on silence, talking or communicating to someone you aren't allowed to (you needed to be level three through Focus to talk to lower levels), indirect communication w/ such person, (talking about someone when they are present or talking off of what they said or about something they said), accidentally talking to a staff buddy, talking off-task while on staff buddy or outside the five staff buddy questions (this could also be a 206), non-verbal communication counts, talking in the dining hall while a tape is playing.

211: Violating rules unique to the facility
Generic cat 2 rule violation and so many things I couldn't cover. Losing a pencil or pen and getting it replaced, breaking line structure, (i.e. talking in line, not facing forward, moving lots), overdue library book (this is automatically staffed for some reason), leaving a sticker on a tray, eating or drinking while standing up, bringing cleaning supplies into your room, bringing a pencil, pen, crochet hook, or sweater with you in the bathroom or touching the bathroom with these items in your posession or on you. I'll see if I can remember anything else. Gawking at staff members of the opposite sex, not writing a letter once a week, not doing reflections and not wearing socks except in bed.

301: Major Rude Act
Farting in someone's face, also used as a minor sexual misconduct such as boys readjusting themselves in front of male staff or lewd acts (if considered severe it may be a 504 instead), can't remember what else, I got one of these for sucking a popsicle "inappropriately".

302: Major Horseplay
Play fighting, horseplay where someone could get hurt or something outlandish.

303: Shutdown Violation
Communication or talking after shutdown, talking to staff off-task after shutdown, using the bathroom without permission from staff after shutdown, and moving around after shutdown (in some cases these can all be 412s instead)

304: Petty Theft
Can't recall really, I know keeping staff buddy pencils or crayons that you are given on suicide watch is this category. I almost got this when someone else's pen was in my pants.

305: Violation of Visit
This category was removed and was no longer being used.

306: Major Mischief
Staff shopping (asking another staff when one staff said no, [haha, I remember when I would do the opposite and ask higher-up staff just in case when a staff said yes]), junior staffing (telling staff to give a student a category or what kind to give them [you are still expected to inform staff when a rule is broken]), trying to get others in trouble or aggravating other students to get them to break rules.

307: Defacing (restitution)
I have no idea, I never received this category nor have I seen others receive it. I get the impression it's a more serious version of 203 or a less serious version of 406.

308: Blatant Rule Violation
Breaking a cat 1 or 2 rule purposefully. Generic cat 3 rule violation, included losing your water bottle and getting it replaced, pointing at students of the opposite sex in pictures, looking at students of the opposite sex, not turning the fan on in showers, reading graffiti, reading other students' handwriting for boys (on the girls side, it was instead just glancing or accidentally looking in the direction), reading staff paperwork, touching staff food/drinks, sitting in staff chairs, middle finger, war stories, acknowlegeing rap music, singing rap music, singing inapporpiate or non-working songs, can't remember what else but it was a lot. If a staff wanted to go easy on you, you would get a 308 instead of a cat 4 or 5. Oh, and "level manipulation", which was touching or doing something you weren't allowed at your level.

309: Negative Attitude - Major
Student is angry about category and won't drop it, don't know what else it was used for.

310: Runaway Talk
Joking about running away, jokingly asking for staff's keycards, I would assume also talking about running but not saying you will and such but I don't know.

311: Major Dishonesty
Regular ol' lying.

312: Academic Deficiency
Not meeting school track twice (going on Academic probation), Academic warnings are 211s.

313: Physical Intimidation (Bullying)
Could be cracking bones (could also be 308 [507 in rare cases]), threatening people, threatening posture or intimidation.

314: Major Disrespect
Dead baby jokes, racial slurs, sexuality slurs, urinating in the shower.

315: Illegal Items
Having an item which is not marked with your name. Each and every unmarked item is a cat 3.

316: Borrowing/Lending
Allowing someone to use or keep something that is yours.

401: Insubordination
Failure to write an SOF for a serious situation, not taking care of all your categories, secretly breaking any rule, constantly and deliberately breaking rules, withholding information, might be separation violations and communication with opposite sex but I'm not sure. It is also a Generic cat 4 rule violation, doing anything on the computer except put in points or schoolwork (this includes like the calculator program), writing on boards without permission, deliberate communication with or between staff buddies, ripping up or destroying a category (even if voided, a staff must do that).

402: Worksheets Removal
Being removed while in worksheets.

403: School/Activity Removal
Being removed anywhere else.

404: Refusal
Breaking a therapy process, not completing a therapy assignment by deadline, failure to do what therapist tells you to, not complying with therapist, not complying with staff, refusing to do something requested of you, might be separation violations or communication with opposite sex but not sure, constantly breaking same rule.

405: Theft
Stealing, taking something that isn't yours, keeping something you aren't allowed to keep.

406: Vandalism (restitution)
Destruction of property (includes accidental and things like pencils) and ruining library books or neglecting them in the rain (includes by accident), might be writing on walls or desks and things or that could be a cat 307 or 414, I don't know.

407: Fighting
Pushing, kicking, or slapping someone, if the hit results in any marking or bruise it will instead be a 505.

408: Tatooing/Piercing/Disfiguring
Keeping your piercings open by putting things through them, writing on your body, tatooing yourself.

409: Cheating
Talking while on a test, talking to someone while they are on a test, doing school outside of school, keeping schoolwork with you, "christmas tree"ing, watching teachers or staff grade your worksheets or tests, looking at other people's worksheet tests, looking at other's people's tests, taking the same test again in the same day. Cheating on board games or card games.

410: Shaved Head
Shaving someone's head without permission, shaving your own head, any doing your own hair cutting. I BELIEVE it was shaving your body, but I'm not sure.

411: Layering of Clothing
Wearing multiple pairs of pants, socks, underwear, shirts, or bras. Wearing gym shorts under pants.

412: Runaway Plans
Oh boy, these are notorious! Looking out of windows, looking at outside world or gates, making plans to run away, keeping maps of facility or looking at them, looking at maps (even if it was a map of Africa), conversing in foreign languages, telling other staff or students you are going to run away, major and deliberate out of area, eating extra food, keeping food with you, talking into phones without permission, talking during a headcount, talking during fire drills, talking during cat 4 silence, communication during visuals, talking about fire drills, hand signals, standing on top of chairs, exercising inside or out of P.E., stretching (that one's really hard :( ).

413: Breaking Confidentiality about Group/Seminar
Breaking "confo" (i.e. talking about something that happened in group or seminar outside of group and seminar), talking about something about someone that was in group/seminar without their permission, it was technically a rule that you could not ask to break confo or get permission to break it, but the boy's side did it anyways. Talking about seminar processes or things that happen in the seminar to someone that hasn't been through that seminar.

414: Note Passing
Writing something and showing it to other students (without it being signed off by staff but this wasn't common occurrence), reading someone else's handwriting, off-task communication between staffer's seminar notes (this happened in my second Discovery and they all "chose out".)

415: Violation of Visit/Pass
Any rule violation made while off-grounds or on visit. If the student is at least level four they will most likely get level probation and will need to write an essay. Off-task communication between boy and girl students in seminars. (maybe outside too?? doubt it)

501: Tobacco
Possession, use, selling, giving or touching tobacco. This also includes while on pass.

502: Alcohol/Drugs
Same as 501, possession, use, selling or giving drugs. Also includes trying to make drugs or touching something with alcohol in it without permission. (you must also make sure you are watched putting the item away), attempting to self-administer pills or hide pills in mouth. Consumption of caffeine or caffeinated drinks.

503: Disruptive Removal
Resisting getting removed or not willing to get up and go to SN. Getting restrained.

504: Serious Misconduct
Generic cat 5 rule. Closing bedroom door while someone and/or you are in it, eating or drinking staff's food/drinks, touching fire extinguishers, could be any outlandish thing like running around naked. Also includes sexual misconducts: masturbating in bed, masturbating outside of shower time and in shower (and only if you are allowed to use the shower), things such as coming in people's shampoo bottles, touching people for more than three seconds (wasn't really enforced, moreso on the girl's side), "inappropiate" relationships or sexual ones with staff or students, petting, massaging, kissing, fondling, flirting with other students, could be communication with the opposite sex students but not sure, touching another student's genital area, buttocks, chest, feet, or face, touching a girl without her bra on, touching someone if you are a girl without your bra on, sexual acts between students or staff, using objects as sex toys, touching someone while they on their bed, touching someone while you are on a bed, talking about having sex, soliciting anyone for sex, looking at pornography, talking about wanting to have sex with someone, tickling, cuddling, hugging for too long, caressing, being seen without clothing (such as pants, I got a cat 5 for opening the door without wearing pants), male students readjusting while female staff present or in sight, more things I think but I don't remember.

505: Out of Control
Hitting a staff, freaking out, hitting someone and leaving a mark

506: Run Away
Attempting to run away, running away and getting caught, touching gates, breaking or punching or attempting to break/damage walls, going somewhere without permission and refusing to stop.

507: Self-inflicted Injury
Cracking bones (rare), biting nails (girls only), making yourself bleed, getting hurt and not writing an incident report, picking scabs, bulimia, suicide attempts, blocking off airflow to get high, doing something you aren't allowed to due to injury or disability, eating food you aren't allowed to, messing with casts or taking them off.

Pages: [1]