Aspen Achievement Academy Facility

Mailing Address

98 South Main Street
Loa, Utah 84747
United States of America

Physical Address

98 South Main Street
Loa, Utah 84747
United States of America

Phone

8002838334

Intake Phone

None specified

Intake Phone 2

None specified

Hotline Phone

None specified

Hotline Phone 2

None specified

Website

http://www.aspenacademy.com

Primary Focus

General health services,
Mental health services,
Mix of mental health and substance abuse services,
Substance abuse treatment services

Services Provided

Substance abuse treatment

Types of Care

Residential long-term treatment (more than 30 days),
Residential short-term treatment (30 days or less)

Special Programs and Groups

Adolescents,
Men

Forms of Payment Accepted

Private health insurance,
Self payment

Language(s)

English (US)

Request Free Information

Description

20 Years of Wilderness Therapy

Aspen Achievement Academy is a licensed treatment program that integrates an accredited academic component, a sophisticated therapeutic model, and an experiential education curriculum in a healing wilderness environment. Aspen Academy recently participated in a landmark study of wilderness therapy that showed a dramatic improvement in teen behavior after participation in this type of program.

The Academy creates a modern rite of passage designed to assist adolescents in making the transition to responsible young adulthood. It guides each participant through a series of powerful metaphors that symbolize stages of growth, provide deeper insight towards developing self-reliance, and generate a sense responsibility for self and community. Aspens clinical focus is on insight-oriented therapy, rather than behavior modification. The model helps our students gain awareness of their emotional and behavior habits. This unique, nurturing approach allows our students to address individual issues, become engaged in their personal success, and begin the process of bringing their families back together.

Joint Commission Accreditation Healthcare Organizations Aspen Achievement Academy has earned the distinguished JCAHO Gold Seal of Approval, and has also received many accolades in the media. The Academys innovative and effective approach has been written about in the award-winning book Shouting at the Sky.

Aspen specializes in treating adolescents who exhibit any of the following behaviors.

* Low self-esteem
* Lack of motivation
* Trouble with teachers
* Poor grades
* Depression

* Confrontational behavior
* Substance abuse
* Defiance toward authority
* Manipulative behavior
* Entitlement

Being a teenager today is tougher than it has ever been before. The clear-cut rites of a simpler society permitted children to move into adulthood in a natural and predictable way. Today's teenagers and their parents no longer have the benefit of such clear rites and predictable pathways. As a result, even talented young people and well-meaning parents often struggle with the balance between independence and reliance upon families.

Teens today lack cultural rituals and pathways or "rites of passage" to maturity. Nowhere is the need for such rites more apparent (and help for teens and parents more necessary) than in the case of the troubled teenager. One of the most remarkable aspects of Aspens innovative outdoor therapy program is our proven ability to allow nature and skilled staff members to nurture self-reliance and self-respect, thus providing an appropriate rite of passage toward responsible young adulthood.

The Aspen Difference

The Aspen DifferenceAspen Achievement Academy has set itself apart from other programs by combining the best in therapeutic care, experiential activities, counseling, education, and group therapy. Therapists and field counselors join the students in the field along their path of discovery. They provide support and encouragement to help students deal with conflicts and learn to solve problems on their own.

Families benefit from the program as well. In addition to receiving weekly progress updates and phone sessions from Aspen therapists, they also have the opportunity to attend their own family therapy sessions and complete a family growth book that includes weekly reading and writing assignments.

At the end of the program, families attend a 2-day workshop that includes a parenting seminar, family therapy, and experiential family activities. Through this workshop, parents develop communication and relationship-enhancing skills, and learn strategies that will help their child successfully reintegrate into their family, school, and community. The workshop also meets the needs of parents whose children will be transitioning from Aspen into a residential boarding school or other long-term placement.

Aspen Achievement Academys nationally recognized program has earned contracts with a variety insurance companies, employer groups, and managed care organizations. Letters from parents and referral sources praising the Aspen program are abundant, and Aspen's ability to correct behavior and effect students successful return to the school environment is outstanding.

Recent data indicate that more than 80% of adolescents who were treated at Aspen demonstrate better family relations, fewer legal problems, reduced abuse of drugs, and improved performance in school. To ensure the continued quality and success of the program, ongoing satisfaction surveys and outcome studies are conducted on all students.
About Aspen

About AspenAspen Health Services acquired Aspen Achievement Academy in 1990 to help meet the increasing demand for an intensive, short-term alternative to traditional treatment programs. Aspen's outstanding program combines an extensive diagnostic evaluation with therapy and experiential learning in a challenging outdoor setting. The goal of the Academy is to provide "at-risk" and troubled adolescents with experiences that promote the development of self-discipline, confidence, problem solving skills, and a healthy lifestyle.

The key components of the Aspen program include the following:

* A thorough diagnostic assessment.
* A four-tiered level system.
* Individual, family, and group therapy.
* A credentialed school curriculum.
* Recreational and experiential activities.
* A 2 -day parent workshop during which parenting and relationship skills are strengthened and the students are reunited with their families.

All of these services are provided by a caring and supportive team of highly trained, experienced mental health professionals.

Aspen Achievement Academy is licensed as an outdoor youth program, and is recognized as a special needs school by the Utah State Department of Education.

The academy is headquartered in Loa, Utah, which is located in the south-central part of the state. The program operates year-round on hundreds of miles of Bureau of Land Management and Forest Service land, where staff and students reside in temporary, self-constructed shelters for the duration of their stay.

To ensure the continued well-being of students and staff members, Aspen employs a rigid safety program that features ongoing radio communication, highly trained instructors, and an emergency response team.

When A Child Needs Help

When A Child Needs HelpBeing a teenager in modern American society is tougher than it has ever been before. Todays teenagers are exposed to a wide range of negative influences and dangers, including drugs, gangs, and violence. They lack the clear-cut structure, support, and rites of passage of a simpler society. Without such essential elements, many teenagers and families struggle with the transition from youth to adulthood.

Teens must learn to balance their burgeoning independence with their reliance upon their families. Poor decision-making, rebelliousness, or over-dependence on the family may result in emotional, behavioral, or substance abuse problems.

Nowhere is this need for simple rites for teens as apparent as in the case of the troubled teenager. Aspen Achievement Academy's innovative program creates a modern rite of passage, combining outdoor experiential activities with proven therapeutic modalities to teach skills that are necessary for transition into mature adulthood.

At Aspen Achievement Academy, students progress through four program phases, each of which is focused on the development of specific skills. The following are among the skills that are acquired during this four-phase progression:

* Self-reliance
* Healthy decision-making
* Coorporation
* Self respect

* Independence
* Communication Skills
* Appreciation
* Anger management

Once students gain mastery of these skills and is ready for promotion to the next phase, they are given a celebration to recognize their growth and accomplishments. The completion of the entire program which culminates with the graduation ceremony indicates the successful passage to adulthood.

How do you know if your teenager needs help? The following is a list of eight "at risk" characteristics:

Low Self-Esteem

Self-esteem is how a person feels about him or herself. It influences the kind of friends they choose, how they get along with others, and their successes and failures in life. It effects creativity, integrity, and productivity.

When an adolescent has low self esteem they:

* See themselves as a failure
* Expect to fail and behave so that success is unlikely
* Chronically misbehave
* Fail in most things they do
* Underachieve in school
* Have no friends or associate with problem peers
* Experiment with drugs and alcohol
* Challenge rules and authority
* Communicate through anger and defiance

Aspen Achievement Academy provides a program that rebuilds self-esteem through a variety of activities that allow students to experience success. They conquer Mother Nature through learning survival skills. Some of these involve building a bow drill fire, setting up a shelter, group hiking, and cooking community meals. School is taught through first-hand experiential methods, not in a formal classroom environment with textbooks and lectures, a setting where many of these students have already failed. Staff are positive, caring and supportive. They encourage students to express their feelings appropriately and problem solve.

As students progress in the program, mastering program tasks, they begin to develop a stronger sense of self. Their behavior reflects increased confidence and positive changes, which in turn motivates them towards continued growth. Students receive recognition for growth through level promotions, increased privileges and leadership responsibilities. The ultimate goal is that by program end, they are confident, self assured and able to return home with new appropriate behaviors.

Lack of Motivation

Lack of motivation is the absence of desire, willingness, or energy to take action.

Adolescents with lack of motivation often:

* Appear Lack of energy
* Do not complete tasks such as schoolwork, projects and chores
* Isolate themselves or are distant and removed from family and friends
* Decrease physical activities or stop altogether
* Use drugs and alcohol
* Have an apathetic, "I don't care" attitude with little desire to change
* Appear bored, tired, and may sleep excessively
* Perform poorly in school

Lack of motivation can be due to depression, low self-esteem, fear of failure, or substance abuse.

Lack of MotivationThe Aspen Achievement Academy program motivates students through natural consequences. Teens are members of a small community, working cooperatively to provide for the basic needs of the group. Each member has individual and group, chores and responsibilities. Failure to follow through with these tasks results in negative consequences for the entire community. Peer interactions and therapeutic groups address noncompliance, consequences, underlying feelings, and motivational factors.

Manipulation

Manipulative behavior is the act of controlling or influencing others.

Most troubled adolescents are masters of manipulation. They attempt to get what they want or avoid consequences by pleading, begging, promising, instilling guilt, and pitting one parent or authority figure against another. Common manipulative phrases are:

* "You obviously don't care about me or you wouldn't do this"
* "I promise, I'll be good"
* "If you don't let me, I'll run away"
* "Dad lets me do it"

Adolescents, who are good manipulators, often break rules and defy authority. Since they do not have to suffer consequences of their behavior by manipulating, they continue to act out. Many of these youths have problems at school and eventually end up in trouble with the law. They have not learned to respect rules and believe they can manipulate their way out of any situation.

Teens cannot manipulate Mother Nature. Aspen Achievement Academy uses the rigors of the great outdoors to teach youth natural consequences of their behavior. For example, all students have assigned tasks such as building a community fire, preparing the meals or setting up shelters for the night. They must work cooperatively to meet the basic needs of the group. If a student refuses to complete a task such as building the community fire, the entire community suffers by eating a cold meal.

Positive peer pressure and therapeutic process are used to address resistance, behavior problems, and manipulation by the group members. In such an environment, students quickly gain maturity, learn the meaning of self-reliance, and have a new appreciation for the care and privileges that came so easily at home.

Depression

Depression is characterized by the following symptoms: moodiness, irritability, sadness or loss of pleasure or interest in all or almost all activities and associated symptoms Some associated symptoms include: increased or decreased appetite, change in weight, excessive sleep or difficulty sleeping, lack of energy, poor concentration, feelings of worthlessness, unrealistic guilt, and thoughts of death or suicide.

Depressed adolescents may act slightly different from adults. Some signs and symptoms to look for are:

* Appearing angry and irritable rather than sad
* Isolation from the family
* Sleeping excessively during the day, having trouble rising in the morning
* Insomnia
* Loss of interest in previously enjoyed activities such as sports teams or social groups
* Low self esteem
* Change in friends to anti-social peers or those who have similar problems
* Use of drugs and alcohol
* School difficulties
* Neglecting grooming and appearance
* Episodes of crying or tearfulness
* Talk of death or writing violent or death-related poems and stories

Aspen Achievement Academy uses a multidimensional approach to the treatment of depression. Aspen combines an extensive assessment process with traditional individual, family and group therapies, "hands-on" experiential education, and outdoor learning experiences. The assessment helps identify any depressive symptoms and serves as the foundation for the student's individualized treatment. In individual and group therapy, students talk about strategies for coping with depression, responsibility, rules, cooperation, respect, self-esteem, anger management, peer pressure, and consequences. This process allows students to identify core issues, express their feelings, and solve their problems through the support and guidance of their peers and counselors. Many issues discussed are brought about through the wilderness experiences, yet often relate to the student's problems at home.

Program activities at Aspen are designed to provide successful experiences for the students. This gives them a sense of increased competence, and improved self worth while motivating them to continue towards positive growth. Ultimately, when students feel better about themselves, their mood improves and depression decreases.

Academic Underachievement

Academic underachievement occurs when a student's school performance is below his or her expected capabilities. Often a student's expected level of performance is based on past levels of achievement or intellectual abilities. Academic underachievement in adolescents may be due to a number of factors:

* Learning disabilities-When the student has difficulty processing information through auditory, visual, or tactile means, or responding to information through writing, speaking, or motor coordination. They have difficulty following directions and learning through conventional means. Often they have corresponding behavioral problems, short attention span, depression, or low self-esteem. Many are identified as special education students.
* Major life stressor-A response to a major stressful event such as a death in the family, move, illness, or parental divorce. These symptoms should be temporary. If they persist for longer than 6 months, it may indicate depression.
* Attention deficit
* Lack of motivation
* Truancy
* Defiance
* Depression
* Substance abuse

The education program at Aspen Achievement academy is ideal for academic underachievers. Students who have difficulty in traditional classroom settings thrive on real life experiential education. They learn about astronomy by looking at the stars, geography by studying local rock formations, biology through observing flora and fauna of the area. Attention and motivation improve in the outdoor setting. Writing assignments are abundant. Educational goals and objectives are designed to help the student succeed academically and progress therapeutically.

The Utah State Board of Education recognizes Aspen Achievement Academy program as a special alternative school. All credits earned are transferable back to the student's home school.

Substance Abuse

Substance abuse is the use of chemical substances, including drugs and alcohol, such that it interferes with economic, social, legal and physical functioning. Drug abuse may be a pattern, as in daily use, or a single episode, such as binges or overdose, yet is generally a series of events that form a pattern. It does not necessarily lead to addiction.

Adolescent substance use and abuse are on the rise. Our youth are now experimenting with drugs in grammar school and junior high school. The most commonly abused substances are marijuana, alcohol, cocaine, amphetamines, and tobacco. Recent studies indicate a rise in adolescent heroin abuse. Teen substance abuse is more dangerous than adult abuse because their bodily systems have yet to fully develop, making them vulnerable to developmental problems and brain damage.

Some signs and symptoms of substance use or abuse are:

* Erratic mood changes
* Indifference or apathy
* Chronic lying about whereabouts
* Truancy from school
* Drug using peer group
* Extensive knowledge of drug terminology
* Bloodshot eyes
* Slurred speech
* Lethargy
* Sniffing
* Missing valuables or money in the home
* Discovery of drugs or drug paraphernalia in room, car or on person
* Legal problems, especially DUI or drug related charges

Aspen Achievement Academy is an outstanding program for adolescents with substance abuse problems. All students receive drug and alcohol education. Those with substance abuse problems also participate in drug and alcohol groups, twelve step meetings, and must complete written assignments. Staff members thoroughly search all new students coming into the field for alcohol, drugs or drug paraphernalia. To prevent any substance use during their program stay. Tobacco, alcohol, and drugs (other than prescription medications) are not allowed in the field. The wilderness environment at Aspen makes it nearly impossible to sneak substances into the program. Therefore, students have no access to drugs and alcohol, and may be free from substances for the first time since use began. The Aspen Achievement Academy program provides a healthy lifestyle alternative to substance abuse, teaching new coping strategies and behaviors that support the ongoing recovery process.

Defiance Toward Authority

Refusal to follow rules and challenging or opposing persons of authority are not uncommon behaviors for adolescents. However, frequent and intense episodes of defiance may indicate a more serious problem. Five or more of the following symptoms may be cause for concern:

* Easily annoyed by others
* Often argues with adults
* Spiteful or vindictive
* Angry or resentful
* Swears or uses obscene language
* Refuses to follow adult rules
* Blames others for his/her mistakes

* Deliberately annoys people
* Trouble with the law or is arrested
* Suspension or expulsion from school
* Lies
* Steals
* Truant from school
* Runs away from home

Aspen Achievement Academy addresses defiance in several ways. The program is highly structured and each member of the small group has tasks that are necessary for the group. If a student opposes the rules he will suffer natural consequences, for example, refusal to set up camp may result in sleeping without shelter.

Treatment groups are intentionally structured with students at different levels in the program so those student leaders on higher levels serve as role models for their peers. This allows new students to see older students modeling cooperative behavior and benefiting from increased program privileges.

Program consequences, such as a drop in a privilege level or peer pressure to cooperate, are also effective means used at Aspen to address adolescent defiance. Students who avoid consequences of their defiance by running away, will find it difficult to do so as they are far from any city and unfamiliar with the area. This compels them to face their problems.

Individual and group therapies provided by professional counselors give students an opportunity to discuss their problems and identify underlying causes of their defiant behavior. Staff members encourage the students to share these feelings in daily groups and to listen to feedback from peers and counselors. Many issues brought about in the field, relate to problems at home, such as; cooperation, following rules, relationships with others, anger, etc. Students desire to cooperate and follow rules after suffering negative consequences of their defiant behavior and positive consequences of their appropriate behavior. Aspen rewards positive behavior by increased program privileges, verbal praise and leadership roles within the group. The result is permanent behavioral change that generalizes to the home setting once the students graduate.

Attention Deficit and Hyperactivity

Attention deficit and hyperactivity are inappropriate degrees of inattention, impulsiveness, and hyperactivity. Some signs and symptoms of adolescents with attention deficits are:

* Difficulty completing tasks
* Disorganization
* Impulsiveness
* Carelessness
* Inability to stay seated, i.e. fidgets and wiggles in their seat
* Constant body movements
* Shifting from one uncompleted task to the next
* Poor concentration and difficulty following directions.
* Difficulty adapting to sudden changes
* Talking excessively, loudly, or interrupting by blurting out a comment

Often Attention deficits and hyperactivity are associated with learning disabilities, behavioral problems, and depression. Attention deficits and hyperactivity are, at times, treated with medication, Ritalin being the most common. Medication may reduce the inability for the student to attend and decrease associated behavioral problems. Structure and consistency are important in the treatment of attention deficits and hyperactivity, as well as physical "hands-on" activities that help release the energy and improve the attention span of the students.

Aspen Achievement Academy provides a physically demanding, structured, consistent and "hands-on" approach with all its students. Daily hiking helps release pent up energies and reduce hyper behavior. Consistency and structure in accordance with program rules and scheduled activities allows the students to adjust to the routine and understand expectations for their behavior. Experiential "hands-on" education in the outdoors improves attention and participation while making learning fun. Students experience academic success, often for the first time. They relate learning to real world experiences and have a new appreciation for the value of education.

Students may take prescribed medications in the field, however all medications are held by program staff and must be given under a doctor's supervision.

Nature of the Program

Nature of the ProgramA proud member of Aspen Education Group, Aspen Achievement Academy is a therapeutic outdoor program that is designed to meet the needs of underachieving, hard-to-reach, treatment-resistant adolescents. Founded on the philosophy that the combination of experiential learning and cognitive process is the most effective means to treat these students, the academy offers a flexible length of stay, with a minimum enrollment of 35 days.

Aspen provides a multidimensional method of treatment in which an extensive diagnostic assessment is combined with individual components of traditional therapy, experiential education, and "hands-on" outdoor learning. Aspen uses creative approaches with its outdoor experiences, and provides a cooperative, family-like environment that enhances traditional treatment methods.

When they enter Aspen Achievement Academy, new students are assigned to a treatment group that has been specifically selected for them on the basis of their problems and therapeutic needs. This treatment group will consist of a therapist, a teacher, medical personnel, field counselors, and other students.

All new students join a group whose members are at different stages of the program. The benefits of entering a group with an established positive peer culture include positive behavior modeled by peers, an opportunity for "seasoned" students to help new students, and a chance to observe behaviors that are expected of new students as they progress in the program.

It is expected that while at Aspen, each student will successfully complete an assessment period and the following four program phases:
* Mouse Phase
* Coyote Phase
* Buffalo Phase
* Eagle Phase

After successfully completing these phases, the students will be prepared for a final four-day process that will allow them to say goodbye to fellow students and staff members, and will lead to a reunion with their parents.
Mouse Phase

New students enter Aspen Achievement Academy with the designation of "Mouse." In an effort to integrate into their group, new students are taught program requirements and expectations for growth as they set personal goals. A major focus of the mouse phase is for students to address their anger at their placement in the program, and develop the acceptance that they were placed because they are cared for. Through interaction with group members who have been in the program longer, the mice learn about the importance of expressing their feelings, and become motivated to improve their behavior and move up to the next phase, Coyote.
Objectives

* Motivate the students to take responsibility, and to want to change using challenging activities and communications.
* Excise toxins out of the student's body.
* Structure the student's time in order to motivate them to complete tasks that are required before they can move to the next phase.
* Teach students the need for compliance to program rules and expectations.

Duration

* 48 intensive hours (may vary by individual)

Program Elements

* Learn to construct and carry a survival pack.
* Participate in rigorous daily physical activity.
* Follow safety guidelines.

Phase Requirements

* Choose a staff person who you feel can help guide you to the Coyote phase.
* Write a paper about why you are at Aspen, and then share it with the group.
* Write a paper about what you have to learn/change/develop about yourself, and include one thing you can offer the group.
* Read the "Jumping Mouse" story, process with a staff person, and complete process questions.
* Show a desire to grow by making a request to move to Coyote.

Coyote Phase

Coyotes, nature's premier survivalists, adapt to almost any environment and find nourishment for themselves and their pack even under the most severe conditions. As a powerful metaphor for students entering the second step of the program, the coyote symbolizes the student's attempts to develop character and adapt positively when faced with adversity. The coyote metaphor also teaches the value of working for the good of the community and accepting help from others when facing a common challenge.

Students learn the meaning and value of becoming a coyote through assistance from peer mentors and program staff. During the coyote phase, the students identify the strengths they bring to the group, protect the safety of the group, complete chores and activities as assigned, and participate in group activities with little or no problems. Coyotes recognize that negative behavior impacts the entire group.

The primary purpose of this stage is to teach cooperative behaviors and skills similar to those that are expected in a family system.
Objectives

* Encourage group participation and personal involvement in the therapeutic process.
* Encourage continued change.
* Associate behavior with consequences.

Duration

* Approximately 14 days

Phase Requirements

* Complete a bow drill fire on five separate days.
* Cooks meals for oneself.
* Take appropriate care of gear, clothes, and other possessions.
* Demonstrate good personal hygiene.
* Practice safe behavior.
* Follow directions appropriately.
* Use time wisely to complete daily tasks
* Demonstrate basic communication skills.
* Learn how to respect self and others.
* Read impact letter from parents in group.
* Complete all required curriculum activities in a timely manner.
* Participate and demonstrate competency in daily reviews of previous days activities.
* Begin to identify issues that brought the student to Aspen.
* Participate in group therapy.
* Participate in individual therapy.
* Complete assignments given by therapist in a timely manner.
* Write two letters home to parents, and sharing with them the experiences you are having at Aspen.
* Create three goals to work toward while at Aspen.

Buffalo Phase

"A Family - Teamwork - Cooperation - Communication"

Buffalo are herd animals and move like a family, as an inseparable group. It is against their nature to act alone or to be incongruent with the needs of the family. This metaphor teaches students that agendas outside the cooperative group effort clearly obstruct the goals of the group and impair the ability to complete group tasks. As students begin to understand group responsibility and accountability, they begin to look outside themselves and take into consideration how their behavior affects others.

During this phase students complete assignments that are designed to improve peer relationships and build a sense of community. Students often begin to feel they are part of a safe, mutual, and healthy environment. At this point, the students begin to believe (perhaps for the first time) that there is hope for the future and thus a reason to be optimistic.
Objectives

* Reach beyond basic individual survival and develop a higher sense of community, family, and consequence.

Duration

* Approximately 14 days

Phase Requirements

* Demonstrate improved communication skills.
* Call groups when conflict arises.
* Communicate without profanity.
* Confront others appropriately.
* Ask for help and guidance from others appropriately.
* Give and receive appropriate feedback to/from others.
* Assist new Coyotes in adjusting to group.
* Demonstrate respect toward others.
* Work toward growth for self rather than external reasons.
* Promote teamwork within the group.
* Write a letter of responsibility to parents and share in group.
* Assist in the teaching other students at least two bow drill fire methods.
* Plan and cook one meal for the entire group.
* Make a gift that will be useful to the whole group.
* Begin to take responsibility for behavior that resulted in being sent to Aspen.
* Take more active role in individual therapy.
* Take more active role in group therapy.
* Write at least one letter home to parents, addressing the identification of issues that student and family can work on.
* Create and commit in writing two goals for the future in each of the following five categories: physical, intellectual, social, emotional, and spiritual.

Eagle Phase

"Self Reliance - Leadership - Wisdom"

Eagles are known for their leadership, keen eyes and senses. They have reached a height that allows them to see danger, thus avoiding problems before they occur. This metaphor embodies the student's newfound ability to rise above and make decisions based on a clear and realistic picture. They make decisions and behave in a way that will result in positive and healthy outcomes rather than negative consequences.

During the Eagle phase, the students positive behaviors and leadership abilities are honored by significant ceremonies and rites of passage more elaborate than during any other phase of the program. These ceremonies are designed to build a sense of achievement, responsibility, and self esteem that will stay with them after the program is over.
Objectives

* Help students internalize new positive changes so they can transition them to the home setting.

Duration

* Approximately 14 days

Phase Requirements

* Assist in teaching one curriculum lesson.
* Makes gifts for family members.
* Be responsible for leading group in completing a service project.
* Provide appropriate leadership to other group members.
* Assist in facilitating one process group.
* Assist other students with their skill development.
* Promote trustworthiness in group.
* Actively participate in daily process groups.
* Take initiative in organizing daily activities.
* Lead group without exhibiting dominating or controlling qualities.
* Be truthful.
* Admit mistakes, and take ownership.
* Give and receive constructive feedback regarding strengths and weaknesses.

Academics

The academic program at Aspen Achievement Academy is designed to complement the therapeutic objectives of the program and promote positive learning experiences. The outdoor classroom provides a diverse physical setting that allows students to learn geology by studying rock strata and fossils, astronomy by looking into the clear night skies, and biology through study of local plants and animals.

In addition to making learning interesting and fun, this "hands-on" experiential approach facilitates positive personal growth while enabling students to connect knowledge from books with real-life experiences.

The Aspen curriculum focuses on English, Social Studies, General Science, and Physical Education. To receive credit, students must complete written educational modules and experiential activities.
Education Curriculum Description

Aspen Achievement Academy is a treatment program that is committed to guiding students and their families toward internalizing principles and developing skills that facilitate positive personal growth. This is accomplished through the use of experiential education, metaphor, and therapy in an outdoor setting.

We are licensed by the Utah State Department of Licensing to operate as an Outdoor Youth Program. Our efforts are primarily directed at helping students develop positive attitudes toward learning, and helping them choose goals that have meaning and relevance to their lives.

The wilderness experience acts as a major catalyst in initiating the therapy process. Education provides direction for the wilderness experience and is designed to give structured support to therapy. As the program now exists, education objectives complement the therapy program and are strictly bonded to the experiential education philosophy. The curriculum is comprehensive and intense, and features academic subject areas that were chosen to facilitate therapeutic objectives.

Aspen Achievement Academy operates under a continuous enrollment system, which allows students to enter the program at any time. One of this systems many benefits is that new students enter a group that is already grounded and stable, and which includes students who have been here for various periods of time, who have already "bought into" the program, and who can provide positive peer modeling.

A student's first experience with academics begins immediately. Students who are new to the program begin their academic work with lessons titled "Wilderness Fundamentals and Primitive Skills. These lessons are designed to teach skills that deal with personal safety and care, with particular focus on developing a strong survival attitude and problem solving abilities. Students are expected to complete these activities within the first few days. At that point they will move into the academic activities with the rest of the students in the group. Daily academic activities require no prerequisites so a student may enter the academic program with the rest of the group at any time.

During their time in our program, the students will complete 15 educational activity booklets. To facilitate group discussion, all students work on the same activity during a particular academic session. This is accomplished by having students who have just completed the "Wilderness Fundamentals" and "Primitive Skills" modules go directly to the activity on which the other students are working. When the final academic activity is completed by the student group, those who are graduating will have completed all of the activities and the entire curriculum. The remaining students will complete all previous (and heretofore uncompleted) activities that were undertaken prior to their entry into the educational activity program.

It may be of some interest and use to explain how the academic program has been tailored to complement the therapy program and give structure to the wilderness experience. The wilderness experience is structured by creating a curriculum that utilizes the diverse physical setting available to us. This setting includes clear skies for studying astronomy, and a diverse geological landscape that is unequaled anywhere else in the world.

One of the activities focuses on the survival instincts of animals instincts that have allowed the species to continue, but which have also furnished a guarantee of extinction should conditions on earth change. On the other hand, students learn, human beings are not burdened with a multitude of survival instincts, and therefore must learn behaviors that will guarantee their continued survival. Therapeutically, these lessons can be utilized to show the importance of education, home, and the role of parents in raising children.

With its emphasis on experiential activities, our curriculum, teaches personal responsibility and provides students with the opportunity to have a successful educational experience. Students graduate from Aspen Achievement Academy with a renewed sense of hope and enthusiasm for the learning process. This enables them progress to other learning environments with the abilities and confidence that are necessary for continued academic success.

Efficacy Study

Aspen Achievement Academy is one of the only wilderness programs to have monitored the treatment efficacy of their program with an outcome measure (with acceptable psychometric properties) since 1996.

In an effort to track progress made by adolescents who have attended Aspen, an outcome measure (the Youth-Outcome Questionnaire1 or Y-OQ) was used to assess adolescents as they came into the program, at graduation, and at three, six, and 12 months following graduation. The Y-OQ is rated by a parent, and is designed to measure behavioral difficulties, depression, anxiety, interpersonal relations, and other psychological difficulties. Since most of our students present with these types of difficulties, this assessment is particularly appropriate for assessing their progress.

Results indicate that clinically significant change was made by these adolescents while they were in the program. (Defined as change that is meaningful and noticeable, clinically significant change is indicated on the Y-OQ by a drop of 13 points on total score.) In the Aspen Achievement Academy study, the Y-OQ score dropped by 40 points over the course of the program. In other words, behavioral concerns, substance use, depressive symptoms, and a variety of other issues improved considerably over the course of the program.

Furthermore, symptoms continued to change after the program was done. Interestingly, at intervals of three, six, and 12 months following graduation, parents rated these teens as continuing to improve as demonstrated by a decrease in their Y-OQ scores. In other words, the effect of the program appears to have continued after the program is over.

Finally, it is important to note that the Y-OQ suggests a range in which a score is thought to be within normal limits, or similar to the average teenager in the community. This range occurs with a score of 46 or below. By the 12-month follow-up, teens that attended the Aspen Achievement Academy scored a 51, which is almost in the normal range and which indicates that these adolescents had made enough progress over the course of that year to be virtually similar to other teens within the community.

A member of CRC Health Group