A Completed Paper

Casting a Vision: A Preliminary Plan for a Therapeutic Group Farm

Adam Coker

Senior Seminar

Dr. Derek Stanovsky

Interdisciplinary Studies Department

Appalachian State University

April 2007




Throughout the last ten years, I have had a drive and a strong sense within me that I would devote a large portion of my life toward working with children—ones other than my own, that is. I have a strong idea now of how that aspiration might look as it comes to fruition; however, as I present this plan, I would first like to start with what brought me to the point where I am today. As we embark on this journey together, I will share with you the need for a program such as the one that I am proposing for foster and underprivileged children. I will also present a plan for a camp-like setting to address the problems facing this unique population.
The Journey Begins in the Trenches
For five summers, I worked at a camp outside of Hickory, North Carolina, where my joy of working with kids really began to grow and develop. The children that I worked with there were referred to the summer camp through the Department of Social Services (D.S.S.) and/or word-of-mouth in lower income communities. The majority of the children were from broken homes, foster homes or group homes, most of which had very little money. Malnutrition, incest, sexual and physical abuse, Ritalin, police and social workers were some common words and names that these kids were all too familiar with. On my first day at this camp as a bright-eyed twenty-year-old counselor, I cried three times throughout the day due to the respect and sympathy I had for these children. Let’s just say my heart went out to them.
The kids that made up the group for which I was responsible were mostly neighbors and relatives of each other. They were the older boys ranging from 11-15 years. Other than the obvious, expected pecking order, relative to each kid's size and “toughness,” which was such a strong influence, there was also within the group an incredible, strong sense of a deep bond or at least a knowing of each other—their troubles and their struggles. I guess as close as I can get to describing it would be to ask you to imagine the group of boys from the movie, Stand by Me, from the mid-eighties, only the kids in my group were a little younger. Their names were Alfred, Anthony, Bobby and Michael, and though I cannot remember the others' names, I can without effort remember their faces.
Anthony was the alpha in the pack, and the boys would certainly listen to him. In order to get them to sleep at night, I would tell the kids that Anthony would have to scrub the toilets with a toothbrush in the morning if they were too loud after lights out. This seemed to work because they would listen to Anthony when he told them to be quiet, certainly fearing his wrath. I remember one morning that first week how bad the cabin smelled because one of the boys had wet his bed during the night. I was shocked that I did not hear or notice anyone make fun of him. It was as though all of the kids knew that he had a health problem and that his parents could not afford the surgery. At least that is what Anthony told me.
These kids were a new breed to me because I had grown up in a fairly large city with predominately middle-to-upper class surroundings. Both of my parents were raised in the country in somewhat poor conditions; however, my parents had “evolved” or “progressed” to big city life and middle class standards prior to my childhood. These kids were from the foothills of North Carolina and lived out in the middle of nowhere. Later in that same week, I drove in a van to their homes outside of North Wilkesboro and was absolutely amazed at the level of poverty in which they lived. I had never seen anything close to it in my life or on television as far as U.S. standards of poverty were concerned. One week during that first summer, the kids were all from a run down, obsolete coal mining town in West Virginia. Thanks to some nice people in Charlotte, we got to take them on a shopping spree at Southpark Mall. Each child got a multitude of nice gifts and new clothes to take back home to West Virginia. One kid told me excitedly that it was the best day of his whole life.
At the summer camp, we had a lot of great activities that we were able to do with the kids. We would take them horseback riding, creek walking, playing basketball, riding the paddle boats, fishing, shooting bow and arrows, and exploring in the woods, but the highlight of every day was swimming in the man-made pond/pool. The pool had a huge rope swing, a water slide and a basketball goal. The kids really enjoyed it when I would pull them back on the rope swing and then push them forward high into the air before they would drop down into the water. We also had a giant soccer ball that we would play with in groups of 40 people at a time after a good rain. Giant soccer games were always filled with laughter and lots of slipping and sliding around barefooted.
Nevertheless, my time spent as a counselor at the summer camp was not all fun and games. Lots of times we would hear stories about abuse from the kids. It was very common to see burns and bruises on the children’s bodies from where they had been beaten and punished. That first week one boy had third degree burns covering a large portion of his back. I was told that someone poured hot grease from the stove on him for supposedly misbehaving. One of the hardest things during the summer was hearing the stories of sexual abuse and rape that these kids endured. Unfortunately, hearing about the abuse was nowhere near as rough as meeting the parent later in the week that beats a young boy or seeing in the car the older brother or cousin that supposedly rapes the young girl. It was that gut-wrenching feeling I had in my stomach at the end of each week when we had to send the children back into their home environment that made me know that I wanted to do something with my life that would be a more permanent presence in the lives of children like these, particularly unwanted and neglected children.
At the time, we as the young counselors at the camp did not know what to do about the stories. As a matter of fact, I think I remained the oldest staff member working with the kids out of all the summers I was involved. We certainly were not prepared or trained in how to deal with these situations. However, we instinctively did not try to say to the children that “things would get better” or that “we understood.” We just tried to listen to them as they would open up and to be someone who would truly hear their story. We did try to explain to the kids throughout the summers the importance of talking to people who could help them with their problems, such as teachers, school counselors and social workers.
More time in the Trenches
During the summers at camp, I was a student at Appalachian State University. My first year, I was majoring in Music. By the end of my fifth summer at the camp, I had explored my way around the Religion, Communications, Psychology and Interdisciplinary Studies departments as I tried to find my way in academia. During my senior year of college, I withdrew from school and took a job at a year-round camp/treatment center for boys age 9-18. This camp was a last resort method before sending the boys to juvenile delinquent centers. It was there that I got to experience what it would be like to live with these kids on an everyday basis, more so than just one week at a time. I quite liked the experience. It was there that I got to see a little more clearly how D.S.S. and the other authorities handle these children and report and document their behavioral problems, as well as the abuse and neglect they endured. I also got to see how much money this camp received each day for each child so long as the proper paper work was filled out for their everyday treatment plans and observations. I learned from day one that it was very important at the camp to fill out these forms, not necessarily to actually follow the treatment plan that I had set up, but so the higher-ups at the camp could turn a decent profit. I knew that the money that came in was sure not being spent on buildings when most of the children’s time was spent outdoors and in tents.
The guiding principle at this therapeutic camp was that the kids needed lots of intense discipline and a very controlled environment. The youth lived in groups of about twelve and slept in tents isolated in the woods far from anything remotely populated. The only time spent in buildings with heating or air conditioning was for meals and during class time. Even these “privileges” could be taken away for minor infractions. To make matters worse, the rules used to calculate whether or not the children got to enjoy certain basic privileges like eating inside were often ambiguous. All that the group had to do to lose its privilege of eating indoors was to tick off the counselor. In that case, the group got to enjoy cooking their meal outside over a fire and doing their own kitchen patrol duties. I think one week we spent five days not being allowed in the mess hall due to all the behavioral problems. Being as I started this job in mid-to-late January 2004, we were usually shivering in the cold, making the experience very trying on my patience.
The camp was organized into six groups each named after a professional sports team. I started out as a counselor in the Dolphins group. As a counselor at this camp, I was responsible for supervising the boys in my group roughly 21 hours a day, excluding only a brief period of time during the day when they attended their classes. Counselors were allotted about 2 hours a day to themselves other than the brief time they had just before falling asleep. Our shifts alternated in rotations of four days on and two days off.
When originally hired, I was told that I would be trained in the use of the Applied Control Theory method of Reality Therapy with my kids, as well as some type of certification for me to be allowed to physically restrain the boys. The prospects of this training really excited me because I had not really had any professional training during my time at the summer camp at which I first worked. Instead, after working at the therapeutic residential camp only a short time, I was quickly pressured to physically restrain without legal certification, and I was never once handed a single piece of paper concerning William Glasser’s Applied Control Theory. I did, however, receive very interesting training from the least favorite counselor among the kids, whom I will refer to as “Old Red.”
Old Red was a very burnt out, grumpy middle-aged man standing about 5’8” of average build and balding with a thick, red beard and glasses. He was certainly about the oldest person working at the camp. Old Red accredited his professional training and preparation for this line of work to his time spent as a Scoutmaster in the Boy Scouts of America. Old Red was constantly loosing his temper and yelling at the boys. My second week with him, I observed him provoke two kids into running away by getting in their faces and threatening them physically. One ran away several times over the next few days after Old Red seemed to break his spirit with the array of constant negative reinforcement and verbal abuse. Of course, me being new and younger, I was always sent to chase the boy down and “restrain” him because my mentor was old, slow and a smoker. However, Old Red loved to take over the restraint once he was able to catch up with me already having the kid on the ground. His restraints looked anything but professionally trained; they looked somewhat similar to wrestling shows or Ultimate Fighter Championships on television.
After initially restraining the boy, we would then have to hold him down on the ground until the nurse could get there to give him a shot of Thorzine, which I later learned is a muscle relaxer commonly used for horses. This particular runaway boy was the youngest in our group, and the staff referred to him as “a spitter.” He was so small that he could not hurt you, so his only choice to retaliate was to spit on you. I cannot remember him spitting on me; however, he sure did love to spit on Old Red. This offense was particularly bad because this kid had some kind of mouth or intestinal disease which caused his breath to emit the most putrid odor you ever caught wind of in your life.
Looking back, I do not know which was worse to observe: the abusive physical restraint process, the spitting, the nurse with the shot of Thorzine, or that horrible shriek the boy had as he cried out in desperation and brokenness. It was like I wanted to put everything on pause and make all the staff sit down and watch the movie, Scent of a Woman, where Al Pacino grandstands in the assembly with all of the faculty and staff as he argues with great passion warning the Headmaster of the danger of crushing a young man’s spirit. I kept thinking to myself that this Applied Control Theory sure does have a lot of negative reinforcement, which was contrary to everything I ever read in my Educational Psychology and Human Growth and Development classes.
My having to witness situations like these in that first group with Old Red shortly came to an end, but not before he seemed to try to crush a few more spirits. I was shortly later placed with another group and had a much better experience; still the amount of shocking experiences of seeming abuse were plenty, in some case even perpetrated by the supervisors. Because of his frequent questionable actions, Old Red seemed to be placed on a form of suspension or tighter supervision. Yet due to the high amount of turnover among the staff at this camp, keeping someone on with experience and age seemed to the director to be a wise choice. I personally felt that Old Red should be arrested for his threatening of the boys or at least immediately fired. People like that should not be allowed to ever work with kids.
As I kept my eyes open, other things about the running of the camp began to upset me as well. I began to observe the amount of sugar and sweets the boys were given, as well as the lack of water that they drank. They had plenty of chances to drink fluids; it just seemed to always be Kool-Aid, Tang, sweet tea or a fake sugary orange juice drink, such as Sunny Delight. Though I tried to represent my water drinking, nature folks in Boone with my Nalgene always fresh with H2O, I guess I was not quite a good enough trend setter. Some kids did admit that it helped with their headaches when they would drink water after I basically made them drink it upon constantly nagging me for Tylenol.
I began to let other staff and the Camp Director know about my concerns regarding the negative reinforcement that seemed to be so rampant, and I tried to reason with them that all of this sugar was merely adding to the impulsive behaviors in the boys, as well as all of the headaches about which they would often complain. I noticed all of the unused land that could be utilized for growing vegetables and crops; however, I felt like I was just annoying the director by mentioning it. The director told me that when the camp began the youth did grow lots of crops organically and used the produce for food. Now that the organization was bigger though, they did not have time for such efforts. We did, however, have enough time to spend a good 6-10 hours a day in conflict resolution huddles addressing behavioral problems and doing restraints, which I theorized would have been cut in half at least had we offered a healthier menu to the boys and more constructive activities.
The message became clear to me that I was either to ship up or ship out. I always wanted to do something about the things that I experienced, yet the only real thing that I could do was to try to set a better example of positive reinforcement and prove to the kids through my actions that my heart was for them. My employment at this therapeutic camp did not last long as my opinions and borderline non-compliance began to surface. As my time there came to an end, I retreated back to the banking world and tried not to think much about the camp. I still remember it all very well though: I will never forget the experiences I had with those young men or the stories that they shared with me as they struggled to find their place in the world.
Opportunity Knocks
I recently bought 20 acres out of a 120-acre farm that my grandfather and his siblings were raised on in Moore County just outside of Jugtown Pottery, not too far south of the North Carolina Zoo. This land is incredibly special to me. Not only was my maternal grandfather raised on this land, but my father was raised in one of the larger towns nearby called Robbins. So for me, no matter how crazy life gets, my roots will always be in that area in which both sides of my family invested a large portion of their lives.
The 20-acre tract of land that I purchased was the piece that was left to my grandfather when he inherited it from his parents. I begged my grandfather for about a year before his death in the Fall of 2005 to sell me the land, yet he felt obligated to offer it as an inheritance to his two sons first. Shortly after his death, my grandmother speedily progressed into dementia and Alzheimer’s. At that time, my aunt, the executor of the estate, offered to sell the land to me first. I immediately jumped at the opportunity.
The Vision is Birthed
After purchasing the land and considering my work experiences, as well as my education, I began to see that maybe I should use the land for a therapeutic group farm. Without getting too much into arguing the value of nature and its scientifically proven effects of being good for people and children in particular, I will basically say that I feel strongly about passing on a belief in the sanctity and value of land to the next generation as others passed down to me. Nature has always been a vital part of my life. It was the most effective Ritalin that I ever took and was able to bring peace and serenity into my life, which I often perceived as being very chaotic (Louv). Some of the best memories from my childhood were from times I spent with uncles, my dad and my grandfather on this land. The times I spent fishing, hunting and exploring there are certainly treasures that I will always cherish.
My tract of the land is mainly wooded and has two beautiful ponds stocked with plenty of bass, catfish and brim. I am hoping to buy 20 more acres of the land adjacent to that which I own; however, the initial 20 acres alone should be plenty to carry out the group home vision that is now being put down on blueprints, literally. The ultimate goal for the land is for it to become a real working farm which ideally would be able to turn a profit without having to rely on aid from the state for each child to stay there. To go one step further, I would like to see the farm becomes so successful that the kids could be reimbursed for their time working the land. They would then have some money in a savings account to be used for continuing education or some type of training after completion of high school or a G.E.D. To me, this part of the venture is vital in providing motivation and positive reinforcement in children’s lives by letting them see in a tangible way that their work is truly being invested into their future in the form of money and/or resources for further advancement.
The Infrastructure
This portion of the vision plan will draw from theories that I have developed over the years working with kids, as well as the work of William Glasser, who has been a pioneer in the field of Reality Therapy. I will also reflect upon the work of David Mindich in his book, Tuned Out, to address the disengagement of our youth in America and some steps we can take to overcome the current state of affairs. Furthermore, I will discuss the writings of Mortimer J. Adler, who has contributed much to the educational process through the implementation of the Paideia method of learning into many school systems.
I already shared some stories from my earlier camp experiences where I observed negative reinforcement cause the boys to live in a state of total anarchy and chaos. I saw how by truly showing them through your actions that you are for them and that your intentions are good, you have then won their respect, which is one of the main priorities in creating a positive environment that is pleasant to be in or at least manageable (Glasser). I pointed out to them that most of us are in this line of work because we genuinely like kids and want to work with them. I reminded them that if myself or anyone else there was really in it for the money then we sure did go into the wrong line of work. When I would speak to the children like this, I saw clear changes in their attitudes towards the staff at the camp.
I spent a great deal of time considering the attitude problems and anger problems that many of the kids I worked with displayed. I came to have a theory that one of the root causes of all the frustration is that they hear so many complaints and corrections from so many different places and authority figures that they have lost sight of what it is all these teachers, parents/foster parents, judges and social workers want from them. I remember one night at the treatment center how during a group discussion time I explained to the boys that whether they like it or not, society has placed them at this camp to learn how to become more civilized. That was done by the power of a judge, in most cases. I would reason with them that all society really wants from them is for them to become givers instead of takers. After many examples of pointing out takers in society, they agreed that this is not too much for society to ask from them. I pointed out to them how all of the crime and problems of violence are rooted deeply in the issue of takers reeking havoc in our neighborhoods and towns. After reasoning with them this way, I observed a clear attitude change. It was as though they knew what it was we were looking for from them, and they accepted it as reasonable. We just wanted them to become better people that would add to the good of society, instead of depleting it of its time, money and resources through a life of crime, juvenile delinquency, prison and/or disability.
Looking back on my childhood, it was unclear communication of expectations that added to my own frustrations growing up. It is hard to keep focus and motivation when you cannot see what the goal is. So for starters, as a foundation, I want the farm to be a place with lots of sustainable practices, not only sustainable farming and resources, but a place of sustainable attitudes. I am not unrealistic: I do not expect a bunch of troubled and abused kids to be all happy-go-lucky like the Brady Bunch kids. I am sure we will have more than a handful of episodes of kids acting out as they learn to find themselves and vent their frustrations and pains in life, but I feel that how you approach those difficulties with them can make all of the difference in the world. I think that cooperation is highly unattainable when a child does not perceive clearly an educator’s intentions being for the child’s own good. This can only be done through the teacher’s actions, tone of voice and/or demeanor being authentic and genuine. This ideal can only be attainable through careful selection of staff, as well as a frequent self-evaluation of the staff member’s own personal emotional health.
Theoretical Model for Discipline
When the job at the treatment center came to an end and I had time to reflect on my experience, I decided to check into the Reality Therapy and the Applied Control Theory (ACT) developed by William Glasser. The ACT is a form of therapy given under the Reality Therapy model. William Glasser is a pioneer in the field of Reality Therapy and is considered controversial due to his criticisms of much of psychiatry’s mainstream practices. For starters, Glasser criticizes the trend and standard of diagnosing syndromes and giving medication, as well as dwelling on and rehashing one’s past. To Glasser, these trends are seen as harmful, as well as unproductive, as they can result in people continuing in the same habits that caused the pain initially. Glasser’s approach is that of training people to develop new habits that cause less pain in their lives. An example would be to point out to whoever is telling you that they are depressed or bored that all they have to do for change to occur is to choose different actions or reactions to the stimuli causing the pain or boredom. Oftentimes at camp, I would hear the director tell a child, “You can choose to believe that if you want, but is it going to help you get to where you want to be?” if the child was saying they were sick and tired of this teacher or this place. This is not a very complicated concept. It is just one step in empowering individuals with the ability to change a situation or an attitude. Please refer to Appendix A for a Reality Therapy Chart.
The ACT is a method or lens through which to view people’s actions and/or behaviors; in the case of children with lots of behavioral problems, it could be a lens to view misbehaviors. The general premise of the ACT is that all behavior is purposeful and that behind each action is an attempt to meet a basic human need, misguided though it may be. Using the ACT, one may simply ask an individual a few questions to help the person have a better sense of self-awareness and to help him figure out for himself what it was he was trying to accomplish and maybe a better way to meet that need the next time. The more I read about the ACT, the more I saw its value and utility. I began applying it in my own life and from time to time used it when I found myself in an escalated situation with someone. I plan on implementing the ACT at the group home to help bring a structure to the environment that will ideally take on authoritative disciplinary traits. What I like the most about the ACT model is that it truly does help the children to grow in their sense of self-awareness and it speeds up the process of developing self-governing behaviors. Please refer to Appendix B for a Diagram of the Applied Control Theory.
Glasser’s book, Choice Theory, highlights some of the beliefs and concerns that I have about common trends and abusive patterns seen in many teachers, camps and authority figures today. Glasser argues in his book that teachers need to begin to view themselves as managers instead of workers: “Although it would be natural to consider teachers managers because they tell students what to do and how to do it, most teachers see themselves as workers. This point of view is shared by most administrators and the general public. This is because we tend to look at students not as competent young people responsible for their own education, but as helpless, uneducated raw material who need the direct effort of a teacher if they are to learn anything at all. As a worker, it becomes the teacher’s responsibility much more than the student’s to make sure that the students learn. Teachers are also considered managers at least to the extent that they direct their students and use their power to reward and punish them to try to get them to follow direction. As managers, they rarely go beyond these traditional managerial roles of direct, reward or punish” (87). Glasser goes on to point out that good managers spend a great deal of time and effort restructuring the workplace to make the environment more enjoyable because they believe that satisfied workers are more productive (88). Then he argues what I believe to be the most sad and true statement about many authority figures. He states, “Most teachers (and parents), however are not looking for vague new managerial concepts but for more tangible power, especially more power to punish. Led by external control theory, they believe that with enough punishment students can be made to work and follow rules whether they want to or not. What teachers find especially hard to face is that even with enough power they now have to threaten students, and in most cases, back up these threats with detention, demerits, notes to parents, suspension, and above all failure, yet at least half the students still won’t work. Schools cling to these ancient stimuli and look for more because they do not know what else to do…they believe in punishment because they remember it frightened them” (95).
I agree with Glasser’s previous perception of many authority figures; I have definitely observed his assessment to be true looking back on my own experiences. Very few and far between can I remember teachers who taught and corrected from a managerial and motivational standpoint trying to create a pleasant atmosphere. Most used lots of rewards, punishment and threats, very few attempted to connect or motivate. One of the best educators I ever met or remember from my childhood was not even a teacher; she was a guidance counselor who would from time to time just come and speak to us like a coach. She was genuine, respectful, a straight shooter and did not take no for an answer. She worked with people and connected with them. She was quite the example to me. I knew she cared and that made her approachable.
Educational Theories
It is my firm belief that democracy in our country is doomed for failure if we do not become an active, informed public. In his book, Tuned Out, Mindich argues that all we have to do to turn youth in America into more engaged and involved citizens is to make news truly popular and to require civic competency in our schools. I firmly believe that deep down people want to learn and grow. Often, they are just not encouraged to draw their attention toward certain valuable topics. While at the treatment center, I began noticing that at most of the meals the kids would rap, would repeat lots of derogatory comments or would argue over sports teams constantly. The staff would rarely truly engage in conversations at the tables with the kids; they would mostly just discipline and correct or talk down to the kids. I decided to start having intelligent conversations with other staff during meals, and I noticed the kids would stop talking and listen to our conversations. We would talk about current events, news and political figures. These kids had no access to news, so I think there were craving to know what was going on in the real world outside the trees they lived in. Before I knew it, kids were asking questions about some of the things we were discussing. The point is they were truly listening and seemed interested. I think it was a rare thing for them to be around intelligent conversation between young adults. Based on what I knew about their home life, it would not be a huge leap to assume that they almost never saw this type of behavior or speech modeled.
In his search to find engaged youth in America, Mindich found that the youth in the city of New Orleans were very involved civically. One citizen in New Orleans told Mindich, “We’ve never had a good professional sports team, because politics is our sport” (93). Mindich argues that until we make news popular, relevant and required our society will continue to decay into its fascination with entertainment, resulting in an uninformed citizenry. He further proposes, “Government supported by an uninformed citizenry is not a democracy; it is a sham. This is our crisis. Let us work deliberately and forcefully to hand the mantle of responsible and informed leadership to the next generations of Americans” (Mindich 127). In closing this argument, I will basically say that if you treat kids like they are kids they will always act like kids. Show them the way to the next step by modeling it, and they will go there with you. Children learn more by what you do than what you say. Their leaders have to model for them correct ways of being and to invite them to a higher level of interaction.
In the last several years, I have been impressed with the strengths of the Paideia method of learning. I was first introduced to Paideia through a local television show discussing the progress that some schools in the Guilford County school system had experienced through implementing Paideia methods. One school in its first year of utilizing the Paideia methods saw an 80% decrease in behavioral problems while another school saw their standardized testing pass rate for math and science go from an 80% pass rate to a 100% pass rate from one year to the next.
When I am discussing the Paideia method, I am not referring to Paideia from the ancient Greek Socratic method of learning but the modern Paideia groups work pioneered by Mortimer J. Adler in the last thirty years (Robb). This is Adler’s definition of Paideia: “Paideia (py-dee-a) from the Greek pais, paidos: the upbringing of a child. (Related to pedagogy and pediatrics.) In an extended sense, the equivalent of the Latin humanitas (from which “the humanities”), signifying the general learning that should be the possession of all human beings” (Adler, “Paideia Problems” 10). Many of the same themes run throughout the works of both Adler and Glasser; however, Adler focuses primarily on education and not on therapy like Glasser. Adler echoes Glasser though in attempting to redefine the role of teachers by saying, “Learning by discovery can occur without help, but only geniuses can educate themselves without the help of teachers. For most students, learning by discovery must be aided. That is where teachers come in—as aids in the process of learning by discovery, not as knowers who attempt to put the knowledge they have in their minds into the minds of their pupils” (Adler, “Paideia Proposal” 50). Similarly, there would be plenty of commonalities if you compared the Paideia and the Montessori methods of learning: While Paideia involves much more group interaction and discussion, they are both very kinesthetic in nature. Adler argues the value of group discussion in causing new information to penetrate the realm of memorizing information into the active process of actually learning when he states, “The more there is questioning and discussion, the more enlivened the class hour and the better the understanding of the subject being taught” (Adler, “Paideia Proposal” 50). He goes onto to argue that it is here in this discussion setting where the insights occur to “enlarge the understanding” (51).
At the treatment center, we did everything in groups. Rarely ever were we separated for longer than a few minutes. We lived in community. If there was an issue or concern, anyone could call a huddle. A huddle was called for feedback/venting, correction, praise and assessments. Any kid could call a huddle, and then we would circle up just like a football team does before each play to prepare and give feedback. Each counselor was like the quarterback, because in the end we called the shots. It was amazing to watch these huddles, despite their tendency to be used for negative reinforcement or name calling between kids. It was a place where children were given the opportunity to get things off their chest. The counselor would direct the expression toward being a healthier or more appropriate one if the expression was hurtful or contained character stabs. This gave the opportunity for the kids to stay pro-active in their emotional development and creating much more of a sense of democracy if you will. I will draw upon much of Adler’s writings on the Paideia method of learning in group settings, as well as experience I had at the treatment center for boys in creating a sustainable and manageable learning environment at the group farm.
If You Build It, They Will Come
I have recently bought the plans for my first building to be erected on the land. It is a very sustainable idea that was developed by Lowe’s Home Improvements for Hurricane Katrina victims. The plans detail a 1200-1400 square foot home that is supposedly wind resistant up to 140 m.p.h. and should last a century. The Katrina Cottage can be built for an estimated $30,000 and is allegedly able to be built in a few months time. Please see appendix C for details on the Katrina Cottage. My hope is to have this land and building built and paid for in the next five years while, in the meantime, getting some more training and education in the principles listed above. Then this vision of assisting kids in their journey of life will be well on its way.















Appendix A
Reality Therapy is the method of counseling that Dr. Glasser has been teaching since 1965. It is now firmly based on Choice Theory and its successful application is dependent on the counselor's familiarity with, and knowledge of, that theory. In fact, teaching Choice Theory to counselees (whether clients or students) is now part of Reality Therapy. Since unsatisfactory or non-existent connections with people we need are the source of almost all human problems, the goal of Reality Therapy is to help people reconnect. This reconnection almost always starts with the counselor/teacher first connecting with the individual and then using this connection as a model for how the disconnected person can begin to connect with the people he or she needs. To create the relationship vital to Reality Therapy, the counselor, teacher or manager will:

Focus on the present and avoid discussing the past because all human problems are caused by unsatisfying present relationships.

Avoid discussing symptoms and complaints as much as possible since these are the ways that counselees choose to deal with unsatisfying relationships.

Understand the concept of total behavior, which means focus on what counselees can do directly-act and think. Spend less time on what they cannot do directly; that is, change their feelings and physiology. Feelings and physiology can be changed, but only if there is a change in the acting and thinking.

Avoid criticizing, blaming and/or complaining and help counselees to do the same. By doing this, they learn to avoid these extremely harmful external control behaviors that destroy relationships.

Remain non-judgmental and non-coercive, but encourage people to judge all they are doing by the Choice Theory axiom: Is what I am doing getting me closer to the people I need? If the choice of behaviors is not getting people closer, then the counselor works to help them find new behaviors that lead to a better connection.

Teach counselees that legitimate or not, excuses stand directly in the way of their making needed connections.

Focus on specifics. Find out as soon as possible who counselees are disconnected from and work to help them choose reconnecting behaviors. If they are completely disconnected, focus on helping them find a new connection.

Help them make specific, workable plans to reconnect with the people they need, and then follow through on what was planned by helping them evaluate their progress. Based on their experience, counselors may suggest plans, but should not give the message that there is only one plan. A plan is always open to revision or rejection by the counselee.

Be patient and supportive but keep focusing on the source of the problem, disconnectedness. Counselees who have been disconnected for a long time will find it difficult to reconnect. They are often so involved in the symptom they are choosing that they have lost sight of the fact that they need to reconnect. Help them to understand, through teaching them Choice Theory and encouraging them to read the book, Choice Theory: A New Psychology of Personal Freedom, that whatever their complaint, reconnecting is the best possible solution to their problem.




Appendix B
Applied Control Theory originated from the work of William Glasser (1984). Applied Control Theory is based upon the premise that all behavior is purposeful and that we behave in ways to meet our basic psychological needs for survival, love, power, fun and freedom.
Stimulus Response View of the World Control Theory View of the World
Our realities are the same.

Our realities are separate.
Everybody sees the same pictures.
Everybody has different pictures.
We try to convert people to our view of the world.

We try to understand the other person's view of the world.
Misbehavior is seen as a mistake that results in guilt and blame.

All behavior is purposeful and we validate the need behind the misbehavior.
Others can control me.

You can't control others.
I can control others.

You can only control yourself.
Coercion is practiced when persuasion fails.

Collaboration and consensus create new options.
Win/lose mental mode.

Win/win mental model.
It may be helpful to view Applied Control Theory in comparison to a Stimulus Response View.
Source: International Association of Applied Control Theory
In this model there are questions that are used to lead individuals into taking greater responsibility for their actions and in making decisions about their behaviors.
What do you want?
What are you doing to get or achieve what you want?
Is it working?
What are your choices or options in this situation?
What is your plan?
_____________________________________________________________________________
The following quote is from Kate McMurray, who is a top reviewer on amazon.com and has had over 30 years work experience in the fields of psychology and education: “Dr. Glasser states that from the very first second that he meets a new client, he wants to get the therapy moving toward teaching the client self-reliance based in self-responsibility. In pursuit of this goal, he refuses to waste time mulling over the client's painful past. He believes a therapist's proper focus is what is making the client miserable, right now, and that this is invariably trouble with an important relationship. In short, the overall goal of Dr. Glasser's unique therapy (called "reality therapy") is to lead his clients to see that they are not helpless, hopeless victims of fate. Instead, he assists them in discovering that they have the wherewithal, at all times and places, to examine the current choices they are making, figure out if those choices are causing more pain than they are eliminating, and make new and better choices as needed.”




Appendix C
Katrina Cottages






Katrina Cottage FAQ’s
What are Katrina Cottages?
Soon after Hurricane Katrina hit the Gulf Coast, architect and planner Andres Duany developed the concept for a small, permanent home designed as a dignified alternative to the FEMA trailer. The first Katrina Cottage was designed by Marianne Cusato as affordable housing for displaced residents and emergency workers and is being considered as affordable housing in resorts, camps, vacation communities, the military and other locations nationwide.
Do the Katrina Cottages meet hurricane code?
Every effort was made to ensure the Katrina Cottage was not only affordable but safe.
The cottages are designed to meet the IBS (International Building Code) hurricane code.
However, the homeowner will still need to check local building codes.
How is a Katrina Cottage different from a trailer or mobile home?
The cottages are designed to the same specifications as a full-scale house, and are constructed utilizing quality materials. For example, the siding is termite and rot resistant, and the wallboard is moisture and mold resistant. The only difference between the cottages and a traditional house is the size. The cottages are smaller to make them more affordable and faster to build in order to quickly provide solid, safe housing to those displaced from their homes.
Do the cottages expand?
Yes. Some of the cottage styles are designed with additions that can be built as time and funds allow.
Can I make changes to the floor plans beyond the existing designs?
It is possible to have custom changes made by hiring a local architect to modify the plans. The supplies needed to make the revisions are not supplied as part of the Lowe’s Katrina Cottage material lists. Modified plans are derivative works based on the original design and may only be used by the purchaser of the original plans for constructing their Katrina Cottage.
Will the Katrina Cottage require ground reinforcement or a foundation?
Because Katrina Cottages are considered permanent structures, they do require a foundation; and in some cases, local ordinances may require the house to be built on piers. Make sure to follow all local building codes when constructing a Katrina Cottage. The homeowner will need to check the flood elevation of the lot to ensure the piers are set at the proper height.
How much assembly is required? Do I need my own contractor?
Katrina Cottages are designed to be stick-built homes and will require a professional builder. Although much of the work can be performed by a qualified do-it-yourselfer, there are several steps in the process that will have to be inspected by a qualified home inspector. A professional builder will be well aware of how to build homes according to local codes. Lowe’s does not install or build Katrina Cottages; however, local contractors can be located through area chambers of commerce.
How long does it take to build a Katrina Cottage?
The construction time of a Katrina Cottage is dependant on the style and type of cottage being built. A cottage can be done in as little as 6 weeks, but variables, such as weather, may come into play. Always talk with your contractor when working out build timelines.
What is included in the cost of a Katrina Cottage?
A Katrina Cottage materials list from Lowe’s includes all the products you’ll need for the house, from the foundation plate up. Studs, wall panels, insulation, fixtures, electrical, plumbing, and even appliances are included. The homeowner need only supply the foundation and/or piers, HVAC system, and furniture.
How much does it cost?
The price for the materials is based upon the cost of each item included on the material list and will vary depending upon the size and style of the Katrina Cottage and the current commodity prices. Estimated price for materials for comparison purposes start at $45-$55 per square foot plus shipping and fees. The construction costs of building the home, the foundation and pier materials, and the HVAC system are not included in the cost.
How is Lowe’s Companies, Inc. involved?
Lowe’s has been talking with Marianne Cusato and other leading architects about how we might be a part of the housing solution for families along the Gulf Coast who were affected by Hurricanes Katrina and Rita. We worked closely with Marianne on the plan books and building materials list, and we provided materials for some of the first cottages constructed. We believe it is important to help families get back into homes as quickly as possible, and Katrina Cottages are a great, affordable option for many families.
Where/How/When can I get a Katrina Cottage?
Lowe’s is proud to offer Katrina Cottages starting in late 2006. The materials required to build four different floor plan options will be available for purchase at select Mississippi and Louisiana area Lowe’s stores and will be delivered directly to the jobsite (subject to restrictions. See stores for details.). A full selection of Katrina Cottage blueprints will be available at all Lowe’s stores nationwide.
What is the lead time for delivery?
The delivery lead time from the Lowe’s distribution center will be 4-6 weeks from the time of placing an order. Make sure to talk with a Lowe’s Katrina Cottage Sales Associate for exact details.
How will the cottage be delivered?
The materials necessary to build one of four floor plan options of the Katrina Cottage will be delivered in multiple jobsite shipments to help the builder manage the amount of raw materials on the jobsite.

Bibliography
Adler, Mortimer. Paideia Problems and Possibilities. New York: MacMillan, 1983.

---. The Paideia Proposal: An Educational Manifesto. New York: MacMillan, 1982.

Glasser, William. Choice Theory in the Classroom. New York: Harper Collins, 1988.

Appendix A taken from: http://www.wglasser.com/

Appendix B taken from: http://resources.sai-iowa.org/bd/applied.html

Appendix C taken from: http://www.lowes.com/

Louv, Richard. Last Child in the Woods: Saving our Children from Nature Deficit Disorder. Chapel Hill, NC: Algonquin, 2006.
Mindich, David. Tuned Out: Why Americans under 40 Don’t Follow the News. New York: Oxford University, 2005.
Robb, Kevin. Literacy and Paideia in Ancient Greece. New York: Oxford University, 1994.