2015-2016 Directory As of 12.2.15.Indd

NATSAP 2015-2016 DIRECTORY 2015-2016 DIRECTORY TABLE OF CONTENTS Page About NATSAP .....................................................................................................2 NATSAP Ethical Principles ..................................................................................3 Program Defi nitions ..............................................................................................4 - 5 Questions to Ask Before Making a Final Placement ....................................... 5 - 8 NATSAP Board of Directors and Staff ..............................................................9 NATSAP Alumni Advisory Council .................................................................... 10 Member Benefi ts.....................................................................................................11 - 13 Member Programs .................................................................................................14 - 185 Individual Professional Members........................................................................ 186 - 212 Affi liate Members and Business Partners........................................................213 - 216 Program Listing: By State .............................................................................................................217 - 221 By Gender ........................................................................................................222 - 226 By Age ...............................................................................................................227 - 230 By Program Type ............................................................................................231 - 233 SEVIS Approved (accepts International students) ...................................... 234 Licensure, Accreditation & Professional Affi liation Defi nitions ....................235 NATSAP Directory Order Form .......................................................................236 “Supporting Programs - Healing Families” 1 NATSAP 2015-2016 DIRECTORY | About The National Association of Therapeutic Schools and Programs NATSAP was created in January of 1999 to serve as a national resource for programs and professionals assisting young people beleaguered by emotional and behavioral diffi culties. NATSAP publishes a directory annually to inform professionals, programs, and families about the many residential placement alternatives available to help struggling young people. Listed alphabetically, the schools and programs in the 2015-2016 Directory are diverse. From boarding schools and residential treatment centers to wilderness programs and group homes, the directory’s listings offer a wide range of programmatic types, lengths of stay and services to meet the needs of a variety of troubled young people. The upper section in each listing provides the reader with pertinent contact and program information, while the paragraph section is split into three parts describing operational philosophy, candidate and population specifi cs and an overview of how services are provided. Matching the services of a particular school or program to the specifi c needs of a young person is arguably the most important decision that will ever be made on behalf of that young person. The NATSAP directory is not intended to supply enough information to make a placement. NATSAP encourages programs, professionals and families to have appropriate academic and psychological testing conducted and to use multiple informational resources before suggesting or pursuing a placement for any young person in any program. Each young person has his or her own specifi c needs that must be determined in detail before placement in any program is appropriate. Since NATSAP has no means of determining the needs of young people whose counselors or families may be using this directory, we do not recommend specifi c programs. The National Association of Therapeutic Schools and Programs is a volunteer membership organization supporting professionals and programs in their efforts to help troubled young people. NATSAP is not an accrediting or licensing body. All members are either licensed by their respective state or accredited by one or more nationally-recognized accreditation bodies. All programs listed in the 2015-2016 Directory are members as of July 1, 2015. 2 “Supporting Programs - Healing Families” NATSAP 2015-2016 DIRECTORY Ethical Principles Members of the National Association of Therapeutic Schools and Programs (NATSAP) provide residential, therapeutic, and/or education services to children, adolescents and young adults entrusted to them by parents and guardians. The common mission of NATSAP members is to promote the healthy growth, learning, motivation and personal well-being of program participants. The objective of member therapeutic and educational programs is to provide excellent treatment for program participants, treatment that is rooted in good- hearted concern for their well-being and growth, respect for them as human beings and sensitivity to their individual needs and integrity. Therefore, all NATSAP member programs strive to: 1. Be conscious of, and responsive to, the dignity, welfare and worth of our program participants. 2. Honestly and accurately represent ownership, competence, experience, and scope of activities related to our program and to not exploit potential clients’ fears and vulnerabilities. 3. Respect the privacy, confi dentiality and autonomy of program participants within the context of our facilities and programs. 4. Be aware and respectful of cultural, familial and societal backgrounds of our program participants. 5. Avoid dual or multiple relationships that may impair professional judgment, increase the risk of harm to program participants or lead to exploitation. 6. Take reasonable steps to ensure a safe environment that addresses the emotional, spiritual, educational and physical needs of our program participants. 7. Maintain high standards of competence in our areas of expertise and to be mindful of our limitations. 8. Value continuous professional development, research and scholarship. 9. Place primary emphasis on the welfare of our program participants in the development and implementation of our business practices. 10. Manage our fi nances to ensure that there are adequate resources to accomplish our mission. 11. Fully disclose to prospective candidates the nature of services, benefi ts, risks and costs. 12. Provide informed, professional referrals when appropriate or if we are unable to continue service. 13. NATSAP members agree to not facilitate or practice reparative therapy. “Supporting Programs - Healing Families” 3 NATSAP 2015-2016 DIRECTORY Program Defi nitions Boarding Schools (Emotional Growth, Therapeutic) – These schools generally provide an integrated educational milieu with an appropriate level of structure and supervision for physical, emotional, behavioral, familial, social, intellectual and academic development. These schools grant high school diplomas or award credits that lead to admission to a diploma granting secondary school. Each school will vary in their approach to the emotional and behavioral needs of the child and we urge parents to review this approach with the professional that has been working with their child to ensure appropriate placement. Placement at these boarding schools can range from 12 months to 2 years depending on the program’s therapeutic components. Outdoor Behavioral Health (Wilderness Therapy Programs and Outdoor Therapeutic Programs) Most outdoor behavioral health programs subscribe to a variety of treatment models that incorporate a blend of therapeutic modalities, but do so in the context of wilderness environments and backcountry travel. The approach has evolved to include client assessment, development of an individual treatment plan, the use of established psychotherapeutic practice and the development of aftercare plans. Outdoor behavioral health programs apply wilderness therapy in the fi eld, which contain the following key elements that distinguish it from other approaches found to be effective in working with adolescents: 1) the promotion of self-effi cacy and personal autonomy through task accomplishment, 2) a restructuring of the therapist-client relationship through group and communal living facilitated by natural consequences and 3) the promotion of a therapeutic social group that is inherent in outdoor living arrangements. Residential Treatment Centers – The focus of these programs is clinical treatment with both academic and behavioral support included. Medication management and medical monitoring is generally available on-site. These facilities treat children and adolescents with serious psychological and behavior issues. Many programs are accredited by one or more nationally recognized accreditation bodies. These facilities provide group and individual therapy sessions. They are highly structured and offer recreational activities and academics. Specialty residential treatment centers will include psychiatric and behavioral hospitals that will provide a description of their special services. Small Residential Programs – These programs are designed to serve fewer than 30 students in nurturing, often family-like settings. Small residential programs offer a holistic therapeutic milieu, which is based upon the relationships formed and the social dynamics created in small, intimate environments. These programs offer appropriate levels of structure and supervision for the emotional, social and academic development of their

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