About Us 2017-09-26T17:31:10+00:00

About Us

Dore with Japanese studentsHi!

TroubledTeenHelp.com was founded in 2004 and is owned by Doré E. Frances, PhD. The intention all along has been to offer programs and schools of the very best quality to families and professionals.

I am passionate about helping families and professionals find the best and most creative treatment options for their family member or client.

Having positive end results is what makes me happy. I truly believe in the transformative power of these programs and schools and I am inspired to show you the best of what is out there for you to utilize. Good relationships come from collaboration and that is what I worked on when rebuilding this site most recently. I come to work every day because I want to help solve some of the biggest challenges that are taking place with families and professionals when needing to make such an important decision.

Guessing is not an option.

From the beginning TroubledTeenHelp.com started as a small site, and it has been most important to stay true to my belief that I will not accept anyones program or school on the site that I would not recommend to my own family member.

Being a mother of a daughter who was in treatment at age 15, having a nephew in treatment at age 14, and having a cousin in treatment at age 21, keeps me true to this statement. Staying true to this core belief is very important – and so I feel very confident in delivering the most exceptional programs and schools, available to children, adolescents, teens and young adults. I owe a huge thanks to the many programs and schools that have supported this site over the last 14 years. They have become their own community on this journey and I look forward to having many more join us this year and next.

Please take your time in reviewing the information below which may be used as a guide when considering this very important decision. I look forward to raising the bar the it comes to choices for families and professionals.

The professionalism that is available in other areas as well, such as Experts, Interventionists, Parent Coaches, and Teen Transport Services is also taken with great care when adding to this site. Since most families only have to make this decision once, we want that decision to be supported with the best professionals available.

Baby steps and leaps of faith are often needed during this time.

Baby steps and leaps of faith have brought me to where I am today. From California, to Idaho, to Oregon, to Colorado, my entrepreneurial spirit has been with me every step of the way. Determination and guts are needed by every family who takes a leap of faith in choosing the right program for their loved one. Don’t lose focus when making such an important decision. Take your time and do your research. We have faith that what we offer here gives you some assistance.

We operate our business under these guiding principles:

  • Our idea from day one has been to serve families and professionals in the best ways possible.
  • Community is very important to us, and we are an active part of our community.
  • We are excited about building strong relationships with everyone we interact with: our clients, our community, and our advertisers.
  • We communicate lavishly.
  • We provide a caring, genuine, free-spirited, diverse place to work.
  • We strive for efficient, uncompromised, sincere, fabulous, caring and exceptional service (as close to perfect as possible).
  • We want TroubledTeenHelp.com to be a good place to come for the best information about programs and schools. We also want to be considered a good place to recommend to others. We strive to offer something for everyone.
  • We want TroubledTeenHelp.com to be a place to learn. We strive to be a progressive force behind the axiom of “knowledge is power.”

Please review the information below as a guide to assist you on your journey.

1. HOME OR AWAY?

Is a residential program or outdoor wilderness program really the best place for your child, adolescent or young adult to receive treatment right now? Are there services in the community that would work?

Being away from home is hard for everyone, especially children and teens. Although outdoor therapeutic and residential treatment programs can appear to be safe, it is important evaluate every program to see that it is well-run, and the staff has been properly screened and trained.

Outdoor therapeutic programs can be used to achieve a specific goal like respite and assessment.

Residential treatment centers and Therapeutic boarding schools are used to achieve education, medication stabilization, or learning particular skills in preparation for return to the community.

2. RIGHT PLACE NOT JUST ANY PLACE

Research and and visit every program you are considering to ensure it is offering the best available academic, clinical, family, nurturing, professional expertise for your child, adolescent or young adult.

Make sure their specific needs and challenges are going to be addressed as a part of their treatment plan for your adolescent. Just because there is an opening at a particular program doesn’t mean that that program is right for your child or adolescent. Research to discover whether the program can demonstrate that it has the specific expertise needed to help what you are searching for. Every child, teen, and young adult and family is unique and you want a successful experience. When your child, adolescent or young adult needs academic or clinical / psychological assessments, also search for the best expert you can find.

There are experts in the field of adoption, attachment, Aspergers and autism, eating disorders, family dysfunctions, learning disabilities such as ADHD and NLD, medical conditions such as OCD and ODD, non-binary and transgender, and other more serious psychiatric disorders.

Ideally, the outdoor therapeutic or residential program needs to be located as close to home as possible to make visiting easier. Do all you can to accommodate this desire, knowing that is not always possible when you desire the best outcome.

 

Be flexible.

3. A START TO SOME OF THE QUESTIONS YOU NEED TO ASK DURING YOUR ON-SITE VISIT

  • What type of academic, emotional and behavioral concerns does the outdoor or residential program treat most often?
  • Does the program have expertise with any specialties such as ADHD, Aspergers, autism, adopted children with attachment disorders, adolescent bipolar, eating disorders, non-binary or transgender adolescents, etc.
  • What is involved in the treatment of each client?
  • What are the different therapies that will be used?
  • What goals will the child need to meet in order to finish / graduate?
  • How will the child or young adult be able to function differently after treatment?
  • How long do staff think it will take for a child or young adult to return home or back to college?

4. SAFE PROGRAM QUESTIONS

  • Is the program licensed and accredited?
  • Have all staff had criminal background checks and have they been cleared through the state’s child abuse registry?

There are no federal regulations for residential treatment programs for children with emotional and behavioral problems. State regulation varies widely and some programs advertise that they can help such children and adolescents even though they are not licensed to do so. Some states send children out-of-state to residential programs that are not appropriately licensed in the state in which they are located. Consequently, it is important to check licensing and regulation information thoroughly. Programs need to be licensed by the state where they are located to provide each of the specific services they are offering.

Look for accreditations either by AEE, JCAHO, COA, OBH, or CARF. Check the American Psychological Association, Better Business Bureau or NATSAP. (NOTE: this does not guarantee that a program is safe or appropriate). To learn about possible problems with any program, research online for news accounts relating to the facility and contact the Better Business Bureau and the state attorney generals office to learn about any serious, ongoing issues. Also check with the local fire department and police department to see how many calls have been made to the program or school. Other questions you need to ask during your on site visit:

  • Which state agency licenses the residential program or outdoor wilderness program?
  • What state agency licenses the educational services at the program?
  • Is the program accredited?
  • By which agency?
  • What training is provided to the staff members who work day-to-day and evening shifts, field shifts, with the children?
  • What kind of supervision does the staff have, especially those that work holidays and weekends?
  • Have all the employees been subject to background checks? By which organization and what kind of screening has been done?
  • Are all employees and staff subject to drug testing?
  • Does the program take children’s and young adults medical complaints seriously, with a better safe than sorry approach, rather than assuming that this children or young adult with behavioral challenges is faking?
  • How does the program communicate with the parents about any serious incidents?

5. EFFECTIVE SERVICES QUESTIONS

Are the techniques used by the program supported by research studies on children or young adults with similar needs?

The best programs base their care on scientific evidence, ideally using techniques that have been shown by research to be safe and effective with particular types of children and young adults. Quality programs also tend to have the most highly educated staff, particularly amongst those working day-to-day with the children.

Claims about success rates that aren’t backed by research published in medical journals may need to be viewed skeptically. Quality programs have processes in place to learn what works and what doesn’t work, overall, and for each child and young adult they have adopted approaches that others have found effective. Other questions to ask:

  • What kind of research supports the techniques you are using?
  • What did that research show about success rates?
  • How are programs reviewed and adjusted to work better?

6. FAMILIES ARE EQUAL PARTNERS QUESTIONS

  • Will the program make our family feel like our ideas and opinions are important?
  • Does the program involve our family in decisions about our child or young adult during care?

You know your child better than anyone else does. Consequently, the best programs involve family members in as many ways as possible. Search for programs where family members perspectives are sought out and valued. See that letters and phone calls are encouraged right from the beginning, not used to reward or punish children or withhold them from their family. See that visits are encouraged.

See programs that creatively involve family members in many aspects of the program. See that when a child or young adult is not doing well, family contact is increased, when desired and families are not treated as the problem, rather as part of the solution. Other questions to ask:

  • How does the program involve family members in treatment?
  • What is the letter writing, visiting and phone contact policy?
  • What suggestions can the program offer to help parents aide in their child’s recovery?
  • Will the program teach parents the strategies they need to help their child at home?
  • Can the program provide the names of other family members that parents can talk to about their experience?
  • How will the program work with us?
  • How is transportation from and to the airport as well as to and from other off camps appointments handled?
  • Who are the drivers and do they have a DMV record check / insurance check completed before driving students?

7 . YOUTH HAVE A VOICE TO ASK QUESTIONS

Does the program empower a youth to guide their own recovery?

Being sent to an outdoor therapeutic or residential program can be a frightening experience even in the best of circumstances. Research shows that increasing the sense of control children and young adults have over their own treatment improves the odds of success.

The more control people feel they have, the safer they feel and the safer they feel, the easier it is for them to learn. Consequently, children and young adults need to be given meaningful choices and allowed to set goals for themselves. To make sure that youth voices are heard, many high quality programs have a peer to peer committee who can help with conflicts. Some of the best programs actively involve children and youth in their own recovery.

Other questions to ask:

  • What does the program do to help children and young adults set goals and guide their own recovery?
  • Is there a peer to peer group that children and young adults can speak with when they have concerns or questions?
  • Can parents visit the program in advance to learn what to expect?

8. COMMUNICATION COUNTS QUESTIONS

Does the program communicate well with parents and have a clear plan to consult with them about important questions and decisions?

The best outdoor therapeutic and residential programs collaborate closely with your family and communicate clearly and openly about how your child or young adult is doing. This is crucial to treatment success. It need never be difficult to contact staff and they need to be in touch with parents regularly. Communication is the key to avoiding problems. Many good programs link new families with family members of children or young adults who are already in the program to help them navigate the system and get the most out of it. Programs may have family members or youth who have been through the program on their staff to be a resource to new families.

This can help families communicate and feel empowered.

With good communication, everyone involved is able to discuss even difficult issues, which might arise during treatment.

Never be afraid to raise concerns or ask questions. Other questions you may ask:

  • How will the program communicate with the family? How often?
  • Who specifically does the family speak with to discuss issues or raise concerns and questions?
  • How do you help families mentor each other?

9. STRENGTHS MATTER QUESTIONS

Does the program consider the strengths of each family and help them discover and build on their strengths and those of their child or young adult?

When a family is faced with a child’s academic, emotional and behavioral challenges, it is often hard for them to recognize their own strengths. High quality outdoor therapeutic and residential programs help families locate and build on these strengths. Other questions to ask:

  • How will the program help families identify their strengths?
  • How will the program use children’s or young adults strengths to motivate them?
  • Does the program have a way to help children and young adults stay involved in or start community activities that allow them to develop hobbies and talents or pursue special interests?

10. POSITIVE POWER QUESTIONS

Does the program build children and young adults up, not break them down?

Some people believe that children and young adults with behavioral problems need tough love. Research shows that the best therapies and types of care focus on building kids up, not breaking them down. High quality programs focus on children’s positive qualities, not on getting them to accept stigmatizing labels. They do not force kids to open up when they are not ready to do so. Research shows that empathetic and caring relationships between children and their therapists and other staff are most likely to be helpful and that confrontational or humiliating approaches are harmful. Other questions to ask:

  • How does the program view bullying, harassment, name calling, and confrontation?
  • What does the program do when a child or young adult does not feel safe sharing personal information?
  • How are conflicts between children and staff handled?
  • Who is at the program to mediate conflicts?

11. DISCIPLINE, SECLUSION AND RESTRAINT QUESTIONS

  • Are restraints used only when a child truly endangers themselves or others?
  • Is the staff trained to reduce the need for restraints, apply restraints safely, and avoid the use of seclusion?

Unsafe use of restraint is one of the biggest risks children face in outdoor therapeutic and residential programs. Restraint and seclusion have no therapeutic purpose and can severely harm children when used inappropriately or for lengthy periods of time. Consequently, seclusion need never be used and restraint need only be used when a child is an immediate danger to themselves or others. Face-down restraints are the most dangerous. Quality programs do not use any kind of corporal punishment.

They don’t use disciplinary measures that reduce access to education, food or communication with parents and they never use restraint or seclusion as punishment. Restraint is avoided as much as possible and there is a debriefing for the child and the staff after every use of restraint to see when another technique could have defused the situation and to prevent recurrence. Other questions to ask:

  • What are the programs policies on seclusion and restraint?
  • How often is restraint used? Is the program engaged in a process to reduce the use of restraint and seclusion?
  • Has the use of these procedures been reduced?
  • What kind of training is provided to staff members who apply restraints?
  • Is face-down restraint ever used?

12. CHILD AND FAMILY TEAM QUESTIONS

Will all of the people working with the child or young adult meet or speak regularly with the parents as a team to talk about the child’s plan and how things are working?

A Child and Family Team (CFT) is the group of advocates, educational consultants, providers, educators, family members and others who know the child and who are working with the family. Everyone on this team collaborates to ensure that all necessary services are received in a coordinated way at the appropriate time. In the past, outdoor therapeutic programs and residential programs were isolated from the outside world and disconnected from advocates, educational consultants, therapists or other providers that work with a family before and after placement. Now, we know that integrating all the services a family receives into a system of care is much more effective. Other questions to ask:

  • Do you work with Child and Family Teams?
  • How will the outdoor therapeutic or residential program work with the Child and Family Team?
  • Which staff member(s) will attend CFT meetings or conference calls?

13. EDUCATION QUESTIONS

  • Does the program offer children appropriate educational opportunities while they are in care?
  • What steps will be taken to be sure the child has a smooth transition back to a school in the community afterwards?

Education is crucial to life success and this is especially true for children with academic, emotional or behavioral challenges.

While some programs provide education on-site, others use local schools or other providers to meet the educational needs of participants. High quality residential programs ensure that children have access to the best educational resources including certified teachers and special education teachers.

Other questions to ask:

  • How does the program provide education?
  • Are the teachers certified?
  • When education is not provided on-site, how do you coordinate with teachers and other educators to ensure school success?
  • How do you coordinate with at home school districts to be sure each child has needed school support services in place when they are discharged?

14. CULTURE, FAMILY AND LANGUAGE QUESTIONS

Are the staff members interested in and respectful of different cultures and family structures?

Although it is obvious that a child who doesn’t speak English won’t benefit from a program that literally does not speak their language, there are many other cultural issues that are not so immediately visible. There are also other family dynamics now to consider, divorced families, same sex parents, LBGT parents.

These can have a huge impact on how a child or young adult fares in an outdoor therapeutic or residential program.

The best programs are culturally competent and “family oriented competent” that is, they recognize that different cultures and different family structures have different approaches to child-rearing, different norms for family roles, and different understandings of mental health.

These programs work with families to ensure that cultural and family differences are recognized and valued, not dismissed or misunderstood.

Other questions to ask:

  • How does your program work to understand cultural differences / family differences and address them?
  • How much experience do you have working with children and young adults from other backgrounds or those who are non-binary or transgender?
  • What training has your staff had in addressing these issues and types of children and families?
  • Does the program hire staff members from different cultures and family backgrounds?
  • When a child or young adult is a minority in the program, or is a LBGT, non-binary, or transgender child, how do you address that?

15. CONNECTED TO HOME AND COMMUNITY QUESTIONS

  • Is the program going to support the parents when their child or young adult comes home?
  • Does the program keep children or young adults involved in community activities even when they are in care?
  • Does the program prepare young adults to live independently?

Among the most difficult times for children and young adults as well as their families are the transitions into and out of residential care. The best providers ensure that your child or young adult and your family have the educational, vocational, family, and community supports needed during and after discharge.

These connections produce the best outcomes. As much as possible, high quality programs involve children and young adults in the community and use approaches that carry over into life back home.

They teach families how to use these techniques to maintain their gains. All children and young adults need to be learning skills that will help them be successful in the community. In contrast, some programs use point and level systems (where a child has to earn a certain number of points to progress to a higher level of privileges and at times can be set back for failures). Depending on how these are structured, they may or may not prepare children to cope outside of residential care. For children who are leaving residential care as young adults, quality programs ensure that they have a place to go that will support them and that there is appropriate aftercare, education, and job training or placement arranged in advance. Other questions to ask:

  • How will you prepare my child or young adult for transitions?
  • What techniques will you use with my child and young adult that we can use at home to help?
  • How will you be sure my child or young adult has the life skills they need to function in the world?
  • What can be done to support my young adult who wants to live on their own after discharge?

16. TRAUMA ISSUE QUESTIONS

  • Does the program understand that many children and young adults have experienced overwhelming stress and/or trauma?
  • Does the program work to avoid situations that can re-traumatize children, teens and young adults?
  • Does the program have trained trauma therapists on staff?

Many children and young adults with behavioral or developmental needs serious enough to require residential treatment have experienced some form of trauma and/or overwhelming stress.

This can include losing a parent to abandonment, adoption from an international country, death or divorce, being placed in juvenile hall, suffering neglect, physical or sexual abuse, time in a foster care home or orphanage, witnessing violence or being involved or witnessing a serious accident. For some children and young adults, ordinary experiences that would not be traumatic for others can be perceived and reacted to as traumatic. Trauma is an experience of overwhelming fear and powerlessness and those who have suffered trauma are often exquisitely sensitive to situations that they feel they cannot control.

High quality outdoor therapeutic and residential programs recognize this and do everything possible to make children and young adults feel safe and in control. Confrontational therapies, approaches that push children or young adults to discuss traumatic experiences when they aren’t ready to do so or that elicit extreme emotions can re-traumatize these children or young adults.

Other questions to ask:

  • How does the program deal with trauma issues?
  • What does the program do to ensure that children or young adults who have experienced trauma feel safe in therapy?
  • What other trauma-informed practices does the program use?

17. MEDICATION QUESTIONS

Is the program using medications safely and appropriately?

Many children and young adults with emotional and behavioral challenges need medication, even if just for a short period of time. The best outdoor therapeutic programs will accept those on medication, however, they will not change medication on anyone in an outdoor setting.

Medication may need to be evaluated once in a residential setting. Often, residential treatment is used to eliminate those medications which are unnecessary or that have problematic side effects. High quality programs work with families and their educational consultants to obtain a thorough medication history by the time of admission so that medications which have previously been tried and failed are not used again in the same way. These programs also notify parents of any medication changes, concerns or issues. Programs vary in their philosophies on the use of medication.

The best programs don’t take extreme positions favoring or opposing medication. They work to find the best solution for each child or young adult.

Prescribing practices are based on the best available current research. Medication is distributed by nurses or other medical staff and not by children.

Other questions to ask:

  • What is the programs philosophy on medication?
  • How is medication distributed to the children or young adult?
  • How will a parent be notified of changes, concerns or problems with medication?

18. ARE WE THERE YET QUESTIONS

  • Does the program track whether a child or young adult is making progress towards their goals and make changes when needed?
  • Can the program clearly describe what the criteria are for discharge and graduation?
  • What will happen should there be a disagreement about my child’s readiness for discharge / graduation?

In collaboration with families, quality programs track children’s progress and set clear goals. Programs need to be able to show through assessments and specific, measurable outcomes how your child or young adult is doing in language that you can understand. You need to be able to monitor this progress and discuss what can be learned from setbacks. Don’t be afraid to speak up when you feel that something isn’t clear or that progress isn’t being made.

Other questions to ask:

  • How can we be sure that a child or young adult is making progress?
  • What is your idea of what a child or young adult needs to accomplish to be ready for discharge / graduation?
  • What can you do to help prepare a family for their child’s or young adults homecoming

 

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Updated August 1, 2017.

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