It’s been a few years now since our son attended Discovery in Provo, UT. He was there from Oct through Jun and I do believe Discovery saved either his life…or a life of misfortune or possibly prison. He fought you all the way, until you made him realize fighting would not help. He left Discovery earlier than you wanted, struggled with some minor problems when he came back home. He got an MIP for drinking, which seemed to wake him up again that deeds had consequences. He managed to return to the regular high school his senior year instead of the “alternative” high school, graduated with his old classmates and then attended Montana State University for the fall and followed his girlfriend out to Illinois for the winter term. He finished that year with a 3.65 at MSU and a 4.0 at Illinois, and has since returned to MSU where he continues to do well. He is still moody, still has some problems from his extended drug use in high school, but there is no doubt, that Discovery Academy literally saved him and for that I thank you.
Sincerely,
Ron and Lori M.

We’re always happy to hear from our Discovery Academy graduates. Here’s a note we recently received from Aaron B.

 “I was a student at DA in the mid ‘90’s. It has taken 15 years to grasp but the people I had contact with changed my life. Without them, I would not be the father, a good son, or someone who would even be alive. I am sorry the staff will never know the impact they had on me. Just know that places like DA and people like your staff do make a difference. We might not always get it right away but with time we do get it.”

 Congratulations, Aaron and best of luck to you.

At a recent conference for eduational consultants, company co-founder Scott Peterson discussed Discovery Academy’s hybrid co-ed model. Here’s a summary of that discussion.

Hybrid-coed: A Third Treatment Option

            As an industry professional of more than 20 years now, I’ve learned one of the greatest fears parents express when selecting a therapeutic program for their teen is what may happen if their child is sexually promiscuous.

            I can tell you first hand, program owners have that same concern. For many companies, this very real worry played a large role in the movement toward single gender programming.

            Most of us are well aware of research that claims single gender education results in a more focused and productive academic environment. We’ve certainly seen that play out in some of our programs. 

            However, to my knowledge there is no quantitative research that indicates therapy is more effective in a single gender environment. There are only claims from various programs that a single gender environment is more therapeutically appropriate.

            With a lack of research and an abundance of claims, parents and industry professionals should be asking this important question: How important is appropriate social interaction between male and female students in providing an optimal therapeutic environment?

            Let’s consider what a true single gender and a true co-ed program look like. A single gender program simply means no interaction with the opposite sex regarding residential living, education, recreation, or any other program function.

            Philosophically, there’s a natural gravitational lean toward single gender programming because it eliminates the difficulties that come with housing, educating and treating boys and girls in co-educational approaches.

            A true co-ed program usually offers separate housing, but almost every other program function is combined. Residential, educational, and recreational activities involve both genders to some degree throughout the day.

            The strengths of a single gender program include fewer hormonal distractions, allowing a higher degree of focus in therapeutic, residential, and academic situations.  Students just aren’t as concerned about keeping up appearances to charm or repel the opposite sex.  This program’s greatest weakness is that it is not a normal environment.

            That “real world” environment is a co-ed program’s greatest strength. However, it’s also its greatest weakness. Many parents and consultants understandably fear working through the sometimes chaotic distractions involving the opposite sex. 

            I believe there’s a third option. It’s what I refer to as a hybrid co-ed program. The hybrid model isn’t a new approach. Some programs have been using it for years.

Many people mistakenly label the hybrid approach as simply co-ed. That label doesn’t do the hybrid model justice.

            I realized this recently as I listened to the rhetoric between two programs competing for the same child. That conversation forced me to look much more closely at the language being used by consultants and even program personnel.

            The hybrid co-ed model has a very simple definition but is much more complex to operate than either the single gender and or pure coed programs. 

            The dictionary defines a hybrid as “a combination of two or more different things, aimed at achieving a particular objective or goal.”

            In a hybrid co-ed program, male and female students are housed in entirely separate buildings.  The boys and girls programs run completely independent of each other residentially, therapeutically, academically, and recreationally – with one important exception.

            That exception is when the clinical team determines that co-ed interaction is appropriate for specific students who are therapeutically ready to step toward normalcy, or appropriate social interaction.

            Co-ed interaction occurs only when it is therapeutically recommended – not when it is administratively convenient.

            Understandably, these programs are much more difficult to administer. That may be one reason why there are so few of them. However, the benefit to the student is tremendous.  Families have the opportunity to take advantage of whichever environment best suits their child’s needs, and then alter that environment as clinically necessary.

            As our industry has matured and specialized, we have managed to label many different program models. But a true hybrid co-ed approach has never been defined or included in the conversations about what treatment milieu may or may not be in a child’s best interest.

            The hybrid model offers another choice to parents.   However, they will never truly understand the benefits unless it is properly explained. That’s a conversation I believe needs to take place, both inside the industry and out.

Dr. Triston Morgan has been named Admissions Director at Discovery Academy. Executive Director Brent Hall says the move is in response to the steady growth in enrollment Discovery has been experiencing for the past two years.

            Dr. Morgan joined Discovery Academy in January 2009 as a therapist after working in both wilderness and residential settings for more than seven years. He will continue to carry a small caseload.

            “Triston’s thorough knowledge of the clinical issues students face is a tremendous asset to families who are transitioning their students to Discovery Academy from other programs,” Hall says.

            As Admissions Director, Dr. Morgan will focus helping families and consultants understand which types of students are best served by the Academy.

            He can be reached by calling Discovery Academy at (801) 374-2121 or on his cell phone at (801) 372-7679.

            Mari Allman will serve as Discovery’s Admissions Coordinator, helping families complete the appropriate documentation for enrollment. She can be reached at the Academy or by calling her cell phone at (801) 380-6988.

Discovery Academy set an enrollment record this year with more than 95% of the students enrolled at the school choosing to continue their programs upon turning 18 years old.

Brent Hall, Executive Director, says that while the school does not accept students 18 and older, the Academy does offer separate housing for students who turn 18 while they are enrolled.

Hall says during the 2008-2009 school year 22 consecutive students elected to remain at Discovery after turning 18.

 “I think it speaks to our culture,” he notes. “Success tends to create success. Students feel honored and individually valued so they want to stay.”

The 18-Year-Old House is designed to recognize and reward Discovery students for their adult status.  The 16-bed home was initially planned as over-flow housing only.

In 2004 Discovery Academy decided to convert the facility to special housing for students who turned 18. “We wanted to recognize their adulthood and give them added motivation to finish their programs,” Hall explains.

18-year-old students can remain at the Academy under the guidance of the same therapists and teachers who worked with them prior to their birthday.

Jonathan Jones has been named Headmaster at Discovery Academy. Jonathan earned a Bachelor of Arts degree in Social Science from Westmont College. He holds a Masters degree in History from the University of Northern Colorado.

He has more than 40 years experience as a teacher and administrator in public and private high schools in Colorado, Virginia, California and Utah.

As Headmaster, Jonathan oversees academics at Discovery Academy, Oxbow Academy, Discovery Ranch, and RedCliff.  “Students with special needs need a special approach,” Jonathan says. He says he was drawn to the Discovery program because of the personalized academic approach for each student.   “It’s an ideal as opposed to the mass production that tends to be in most schools.”

 As Headmaster, Jonathan says his primary role is to insure the integrity and viability of Discovery’s academic programs. “We have to make sure we’re united as far as goals, curriculum and methodology.”

Discovery Academy is accredited by the Northwest Association of Schools and the State of Utah. Jonathan has been a member of the state accreditation committee for the past twelve years.

He has also served as an officer in the United States Coast Guard. He and his wife are the parents of three grown children.

Brent Hall, LMFT, and Executive Director at Discovery Academy shared this perspective on Discovery Academy’s 20th anniversary.

I’ve always been somewhat intrigued by numbers. For some reason, it’s easy for me to remember them – especially when they’re grouped in clusters. Ask me how to spell  “their,” and I’m temporarily dumbfounded. Ask me the number to the washer repairman and I can rattle it off with no problem.

            Lately I’ve been thinking about some numbers important to the history, and future, of Discovery Academy.  I’d like to share some of them with you.

            Discovery Academy was founded 20 years ago.  Alan Barrett, our Business Manager was its very first employee.  He’s still with us today holding that same position.        In 1992, Discovery Academy moved into its current location in the Ivy Tower, and Laura Elliker joined the Academy team. That same year therapists Dorothy Ah Quin, Raoul Willard, and Gene Shumway began their careers at Discovery and Elaine Layosa and Max Thomas were hired on as faculty. 

            All six of these individuals are still at Discovery Academy today, bringing their quest for excellence and their vast experience to our residential, academic and therapeutic programs.  They are the nucleus for what makes Discovery Academy great.

            The fact that such an outstanding group of professionals is still the core of our operation is virtually unheard of in our industry.  It may be due, in part, to what happened at Discovery Academy in 2003.

            In 2003, RedCliff Ascent, the premier provider of wilderness therapy for adolescents, expanded its outreach to include residential care and purchased Discovery Academy.  RedCliff brought financial stability and commitment to the Academy, along with years of experience helping troubled teens.

            In 2008 we have added three fine therapists to our team, Nathan Mitchell, Dr. Tristen Morgan and Dr. David Hillstead.  We refined our drama therapy program and gave new direction for our Wilderness Renewal group.  We also introduced Echoes, a remarkable after-care program for Discovery students and their families.

            And, of course, 2008 was the year we opened our new Academic Center. To date, more than 200 guests have toured this beautiful state-of-the-art building. Each of them has had a first hand look at how our facility supports our experiential program.

            Throughout the past six years Discovery Academy has honed its mission and its message. We have discovered what we call our “heartbeat,” the very essence of our being. That heartbeat is our people, our program, and our facility.

            Many years, many lives, and many struggles have all clustered to create one – one child who sees himself, and his world, with new eyes.