Provo Canyon School

This article explains the status level system in the adolescent program of Provo Canyon School.  The reader will be able to identify the status levels and understand their purpose and how staff in measuring progress of a student in treatment uses them.
The Importance of Measuring Progress
About the first thing a student wants to know upon entering Provo Canyon School is how long they have to be in the program and what it will take to get out.  The answer given to youth is that outcome is more important than time.  However long it takes to achieve the desired outcome becomes the ideal length of time.  The more realistic answer, however, is that length of stay depends upon parents and other institutions that may have placed the child in treatment. The ideal length of stay may not be practical. Thus, progress becomes all important in residential treatment.
Status Levels
A means of marking progress in an observable and measurable manner is important to a child’s care at Provo Canyon School.  In order to mark tangible progress in Provo Canyon School’s program, status levels have been created. A status is a level of achievement in the program that is earned by a student as they advance through the program.  Each status is tied to a period of time and has both responsibilities and privileges attached to it.
Nine different statuses of advancement have been created within the Provo Canyon School program.  The ones listed below only apply to the adolescent program; the Pre-Adolescent program has a different level system.  The statuses include in ascending order: (1) orientation, (2) pre-team, (3) team, (4) advanced team, (5) achievement, (6) advanced achievement, (7) senior, (8) advanced senior, and (9) transition.  Each status is defined by qualification, privileges, and responsibilities.
Qualifications
Status within the Provo Canyon School system is directly tied to inner growth as manifest by outer behavior.  Three important qualifications come with earning status:  (1) an adequate investment of time to perform specific tasks associated with each status, (2) the achievement of necessary skills and powers, and (3) the effective management of problem areas (treatment goals).
Change takes time.  A minimum length of time within each status of the Provo Canyon School program is required in order for the client to accomplish the tasks expected of that status, so that they do not rush through without internalizing the changes expected.  Each youth may take a different amount of time to achieve a status.
Change is viewed at Provo Canyon School as processes of empowerment.  Ideally, five powers should be accessed and practiced by the youth prior to leaving residential care.  These powers are: (1) the power to see and accept the problem area and need for change, (2) the power to make an emotional commitment to correct problem areas, (3) the power to act in a positive manner to correctly manage problem areas, (4) the power to heal and forgive, and (5) the power to sustain positive problem management skills.  Each of these powers has specific tasks and skills that must be accessed and mastered to a degree appropriate for the youth’s capacity.
Parents and students of Provo Canyon School should avoid placing too much importance on the outer statuses and ignoring the more significant inner change.  It is the achievement made by the student in attitudes, actions, and relationships that matters most and status is simply the tangible reward for that inner achievement.  By achievement is meant the youth’s recognition and acceptance of treatment goals, and the demonstration of appropriate attitudes and behaviors associated with those goals.
Privileges
Sustainable change requires that each status at Provo Canyon School be earned, meaning that the youth must demonstrate appropriate things such as emotional control, behavior, and attitudes.  To earn the status, the youth must accomplish certain tasks and demonstrate the achievement of their treatment goals appropriate for that status.  Status is like a two-sided coin.  One side of the coin is the privileges that come as a reward for achieving the status.  The other side of the coin is the responsibilities and expectations that come with the status.
Privileges are benefits, incentives, and opportunities that are associated with each status.  Personal rights guaranteed by the Constitution and basic human decency are protected. Privileges come with increased trust engendered in Provo Canyon School staff by a student’s behavior.  Privileges are established to provide positive reinforcement for good behavior.  As youth at Provo Canyon School progress in the program and their individual treatment goals, they receive increased privileges, choices, and accountability. The natural consequence of improved behavior is increased privileges.
Privileges are both tangible and intangible.  Some of the privileges include greater freedom and trust with staff at the School.  Trust may be reflected in allowing youth to sleep in a room further away from the main office in the team living area, or to be less directly supervised by Provo Canyon School staff outside on the play field.  Privileges also include an increase in weekly allowances and store privileges.  When a student achieves senior, advance senior, and transition statuses, they are given opportunities for leadership with their peers (not authority to discipline) and to manage their own time and priorities.
Advancement in status also means increased responsibility. Responsibilities are obligations and expectations.  With each higher status comes a higher expectation.  A youth will be expected to more consistently abide the core values of the program, obey the rules, and manage their problem areas more effectively.  Compassion, care, and concern are human rights, and are not required to be earned, but trust and respect are the responsibility of each youth to earn with Provo Canyon School staff as they demonstrate an increasing level of care and concern for themselves and others.
A student at Provo Canyon School must pick up both sides of the status coin if they want to make it theirs.  It is not easy for a student to understand that the higher one goes in the program the more is expected of them.  No two students are exactly alike or have the same capacity and needs. Therefore, they should not be compared or held equally accountable in achieving status. Each student also has varying capabilities, and where there is much capability there is more expected.  Specific behaviors need to be demonstrated and sustained to evidence these qualifications for status advancement.

Procedures of Measuring Progress
Students at Provo Canyon School are continually evaluated by staff regarding their performance toward achieving treatment goals.  The Treatment Team meets each week to review youth for progress and advancement in status.  This review is based on scores given to the patient by unit staff, teachers, and therapists.
Status is fluid; that is, it can be gained and lost and gained again during the course of the program depending upon the student’s conduct and willingness to work their program.  If a student at Provo Canyon School is involved in a serious offense, they may be moved back one or two statuses to help them take greater accountability for their actions.  Students will also be placed on probation if they are involved in questionable behavior.  Probation is a temporary status imposed by treatment team on clients when it is felt needful to emphasize accountability, change in behavior, or need for improved attitude or performance.  Probation is the withholding of certain statuses or privileges until certain stipulations have been met.
New students are given close security and guidance.  As they show to Provo Canyon School staff that they understand the expectations and are trying to learn and practice the core values and take their treatment goals seriously, they make status.  As they advance into the higher statuses, they are expected to show that they can maintain their gains in managing their problem areas in life consistent with a teenager, and that they can sustain this behavior over time.
Thus, status is tied directly to the inner changes of attitude, belief, and self-esteem that drive outer behavior.  The goal of Provo Canyon School is to help youth achieve sustainable change so that when they return home, they can continue to progress and have a good quality of life.

Provo Canyon School has a reputation within the mental health care industry for being able to successfully treat the really tough kids. At times, P.C.S. has been accused of being too tough, even abusive to its students, but most of these accusations are pure fabrications with no merit and little substantive evidence to support their outlandish claims.

A look at Provo Canyon School’s core beliefs and values will help the prospective client realize that the School believes that even the so-called “tough” kids can be influenced to be productive citizens by providing them an environment of care and concern that empowers the teen to greatness beyond what they or their critics believe is possible. The secret is in the environment of care that forms the fabric of the School’s program.

In large measure, this empowering environment of care is created by a set of core beliefs and values that staff members at Provo Canyon School are taught and required to emulate in their work with students and parents. When staff fails to live by these values, he or she is corrected and, if necessary, let go. The teams, composed of youth and staff, are held accountable to live by these core values.

A value is a code or standard that is lived; something that is valued, respected, and believed in. Core beliefs and values are contained in a little, green handbook entitled Standards of Excellence. Every Provo Canyon School staff member is trained on these standards, and every youth in the program is taught them, and the teams are held accountable to live by them. They are also shared with the parents in parent support groups so that parents can support these values and standards.

Values arise out of the seven core beliefs of care giving, which espouse the worth of each individual, the importance of teamwork, a recognition that problems are opportunities to grow, that people are held accountable for their decisions, that an environment of care and concern is critical to positive growth, that youth are considered as resources rather than liabilities, and that service builds character. Out of this belief system rise the following seven core values that create Provo Canyon School’s environment of care.

OPENNESS: Character trait: to willingly own one’s problems; recognize one’s goodness despite weaknesses; openly seek self-improvement and accept assistance from positive people. Each Provo Canyon School team member strives to be open and honest with their team mates. Problems are viewed as natural and as an opportunity to grow. Instead of trying to hide and deny problems, youth own them. They know that only by owning and facing their problems will they ever have the power to overcome them. Every minute spent in denial is a wasted minute.

TRUST: Character trait: to be reliable and dependable in action; to be honest, trustworthy, and obedient to expectations of leaders; to have confidence in one’s self an din others. Provo Canyon School team members are to be honest with their team mates so that they can be trusted. Each youth should expect others to be honest with them. Trust is earned only through honest, dependable behavior. Undependability and dishonesty are weaknesses that hurt the team. Team members are to learn to trust themselves to make good decisions, and learn how to trust only those people who are positive.

CARE AND CONCERN: Character trait: to be kind, helpful, supportive, uplifting, and sensitive. To do nothing that is hurtful to self or others. Care is the trait of wanting the best for ourselves and our team mates. Concern is the trait of being sensitive to the needs of others and wanting to help other people. Provo Canyon School team members show care and concern for each member of the team. Care and concern is defined as: doing or saying nothing that is harmful to self or others. Team members do not try to solve each other’s problems rather, they focus on their own problems and encourage others as they work on theirs.

HELP AND SERVICE: Character trait: to be thoughtful and sensitive to needs of others; to willingly help others in a good cause without seeking recognition or personal benefit. Provo Canyon School team members help and serve their team mates and others. Giving service builds character by stretching the person beyond their own self-centeredness. Helping others makes a person a better, happier soul, and it also makes their team a better place to be. Instead of feeling sorry for ourselves and discouraged, a team member can help others around them, and they will be happier.

RESPONSIBILITY: Character trait: to be accountable for actions and choices; to show loyalty to policies, procedures, and leaders; to conduct oneself with integrity; to solve problems instead of blame, gossip, or make excuses. Each Provo Canyon School team member accepts responsibility for managing their own life. They accept help from people who are positive and have their best interest at heart. They take responsibility to honor their team values and help their team mates do the same. A team member has two major responsibilities: (1) to show care and concern for others, and (2) to learn to manage their personal problems in a positive way.

GRATITUDE: Character trait: to be appreciative and thankful for favors, benefits, and opportunities provided by others; to recognize blessings in life; to not take for granted or be self-centered; to forgive others of offense and ask others for forgiveness when we have offended them. Team members are expected to be aware of good things that others do for them, and to be mindful of their blessings. They are expected to mindful to make it a habit to express appreciation to others for their help. They are not to take things in life for granted, but to cultivate an attitude of gratitude. Instead of feeling sorry for themselves and focusing on the negative things, they should choose to see the positive and be grateful. Each time gratitude is expressed, the person feels happier and more content. A person can even be grateful for problems or challenges because they make him or her stronger. Everyday, a person should express gratitude to someone for something.

LEADERSHIP: Character trait: to follow positive leadership; to obey with exactness; to be diligent; to influence others for good by example and work; to be loyal to what is good and right despite the actions of others. A leader is someone who influences other people to act. Leaders can be both positive and negative. A positive leader cares about others and helps good things happen. Negative leaders are selfish and use people for their own selfish purposes. A leader must first learn to be a good follower. Negative leaders make up their own rules to suit their wants. Learn what is right and wrong and have the courage to do what is right. Everyone can be a leader by their own example. They can lead by living core values, helping someone else, be a friend to someone in need, do our chores, and keep the rules. Each person can choose to either lead, follow, or get out of the way.

Provo Canyon School’s core values create an environment of care. Its values are perhaps demanding and idealistic when compared to those of the current social norms, but they are unquestionably sound, and like its core beliefs, the School’s values guide behaviour of the staff and students. These values protect each member of the team, and create an environment where all team members can feel cared about and challenged to improve themselves.

Red Ribbon Week is officially celebrated in the US from October 23-October 31.

·        This day has been included in the Provo Canyon School activity list taking into consideration its treatment plan against alcohol and drug addiction.Red Ribbon Week is held every year to remember the courageous and enduring spirit of a US Drug Enforcement Administration (DEA) officer, Enrique “Kiki” Camarena.

·        Camarena was in the Marine Corps before joining the police.

The DEA send Camarena as an undercover cop to Mexico. On February 7, 1985 the brave officer was kidnapped by a group of people outside his office. His body was found a month later. 

·        As the news of Camarena’s death fighting the illegal drug trade spread, neighbors and friends stared wearing satin colored batches in his memory. Communities and parents who had had enough of the drug and alcohol addiction cases began taking some initiative.

·        Some of these groups selected Camarena as an inspiration and a symbol for their fight against drugs. The Red Ribbon campaign was applied all through the US in 1988.

·         The Orem campus of Provo Canyon School organized activities from October 24 to 27. Each day had a varied event to spread the message of saying no to drugs. Staff and students were enthusiastic participants of the events.

·        On the first day, the topic of discussion was about women prisoners and the choices they have to make in life.

 ·        Day two was another special day of presentation of not allowing drugs to control your life.

·        Day three. A bell was rung every half an hour, the whole day. Each bell was in memory of a victim of an accident related to alcohol usage.

 ·        The message for the fourth and last day was – “ turn your back on drugs”. Certain students were selected to be “dead”.

·        The cause of their death was displayed on placards, which was hung around their necks. These selected students were to remain silent for the rest of the day. This was a symbolic representation of – “dead people do not talk”.

·        The Provo Canyon students enjoyed the day.         

Provo Canyon School, Utah, is for children suffering from difficulties relating to emotion, behavior and their learning abilities.The school also treats victims of alcohol and drug abuse. 
Why would you sent your child to Provo Canyon School?

Here are some pointers:

·The school has treated children for 36 years now.
·Experienced therapists are at work.
·The support staff is equipped with nurses and teachers.
·Different campuses for girls and boys at Orem and Provo.
·Scenic environment at Utah acts as calming effect to treatment.
·Equal importance given to academic development.
·A variety of after school activities.
·Hiking trips all through Utah.
·Dedicated staff with certification in Special Education.
·Individual plans drawn out for every student.
·Weekly telephone interviews with the parents, with the therapist and the child.
·Daily interaction of students with teachers and classmates.
·Various activities all through the year to bring out the best qualities in your child.
·Students are taught to be responsible for their actions.
·Medicine self-administration is advocated for students to make them more responsible.
·Discipline is part of the daily Provo Canyon School life.

The school assures the best service possible for the customer and is ever ready to listen to their questions and requirements. The customers are treated with respect and with sensitivity towards their needs.They are welcome to be the part of the treatment plan and make suggestions to the treatment proces that is to be followed.
We do not believe in blaming, ignorance or in crticism of anybody.                                                                                                      We try and find solutions to the problems, by identifying the strengths and weaknesses of the child and helping them improve on the basis of their individual plans.
The Provo Canyon School listed rules and regulations are accurately followed.                                                                                   The school staff members are always co-ordinating and helping each other.
Communication is provided from time to time about the progress of the students.
The communication works between the Provo Canyon School staff, the guardians, the parents, and other school staff who are part of the treatment team.
We provide clear and accurate feedback and suggestions.
The school staff dresses neatly and behaves appropriately to gain the confidence of its customers.