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The John Dewey Academy Therapy |
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Therapy |
The cornerstones of the therapeutic approach at the John Dewey Academy are: Group Therapy, Individual Therapy, and the positive peer pressure of the caring community. The primary treatment goal is to nurture the psychological, moral and spiritual growth of the adolescent. We aim to teach the student to:
Developmentally, all adolescents are working to establish stable personal identities while concurrently learning how to relate to others in a positive way. In the group setting, JDA students can relate to peers offering insight and suggestions. These peer-generated comments are often potent catalysts for self-exploration and change. Work in the group setting focuses on the acceptance of responsibility for past self-destructive behavior and also on the resolution of intra-psychic and interpersonal problems. All formal therapy, both group and individual, is provided by three staff clinicians, thus insuring continuity of care. Group Therapy Group psychotherapy is the central modality. Four to six times a week, students meet in groups run by credentialed mental health specialists. Group composition varies: once weekly, students meet in Men's or Women's Group; several times a week, the entire school meets in all-school group and each clinician also leads a group composed of all the students he/she sees on an individual basis. In addition, Seniors participate in a year-long group experience designed specifically to address the transition from high school to college. Finally, students meet every evening after study hall in a student-led group. Individual Therapy Every student (in consultation with clinical staff) chooses a "Primary" therapist. This staff member meets with the student in individual therapy one to three times a week. Caring Community The concept of responsible concern is the quintessential value implicit in the social contract of the caring community. "Since I care, I promise to confront not only to prevent you from harming yourself or others, but also to help you to help yourself." Thus, we promote moral growth and development of both confronter and confronted. The community does not tolerate disingenuous, sadistic, humiliating, or manipulative confrontations. The process of caring confrontation shows students the importance of maintaining a conviction, and gives them the confidence to assert themselves when they perceive an injustice. JDA graduates are thus excellent citizens when they move on to college. Staff interventions are much less important in a caring community under the influence of positive peer pressure. Since members are accountable to each other, few management problems cannot be resolved by the community. This model of self-government reduces the insidious we-they dichotomy which often exists between adolescents and adults. Students learn self-respect by respecting the rights of others. |