Aspen Institute

2732 West 2700 South 
Syracuse, UT 84037
US


801.825.5222

RUSS OR RANDI

13-18

Boys and Girls

Call admissions department for current tuition.

Approximately 6 weeks. In the case of a crisis stabilization, in which the child is returning to a program, the length of stay will be significantly shorter.


The Institute is designed to serve male and female residents ages 13 to 18 who have a history, or demonstrate emerging or current disturbances in behavior, age appropriate adaptive functioning and problem solving, psychological functioning, and family functioning. The severity and complexity of these disturbances is deemed to require 24-hour monitoring and supervision within a structured therapeutic setting

inquiries and requests for admission are referred directly to the admissions coordinator. The admissions team is available Monday through Friday from 8:00 a.m. to 6:00 p.m.

Who We Serve

Often, a troubled adolescent’s diagnostic picture and the matching interventions and services called for are easily or moderately transparent. However, some troubled youth present a more complex picture and
are ideal candidates for the Institute. Residents may
be experiencing emotional, behavioral, or physical problems, such as:
Psychologically Brittle - e.g., suicidal ideation or past attempts, other self harm propensity such a cutting, deep depression, certain classes of obsessive compulsive disorders (OCD), anxiety disorders, etc.


Emerging Thought Disorders


Physical Problems - e.g., body weight issues, diabetes, cardiovascular issues, range of motion, overall stamina, etc.
Treatment Resistant. For some struggling teens who have proven to be treatment resistant, an alternative assessment may be implemented to explore treatment options.


Parental reluctance to wilderness therapy or when wilderness therapy is not advisable.


Residents who Require a Pre-Long Term Placement Assessment. The Institute is the perfect place to provide intense, customized assessments for teenagers and their families when there is a lack of coordinated, clinical data derived from a variety of specialized sources. Thus, the Institute's integrated assessment will aid in the long-term placement decision triage process.


In-depth Testing. Testing beyond standard protocols [WISC, TAT, etc.], such as neuro-psychological, speech pathology, vocational testing, and brain mapping, testing for known or suspected Learning Disabilities such as Dyslexia, non-verbal learning disorders, etc., as well as the ability to provide in depth academic testing, and possible live observations of family system difficulties.


Medication Assessment and Management.
The Institute provides services that not only include short term crisis stabilization, but, more importantly, the provision of in-depth evaluation, assessment, and treatment services. In addition, the Institute will not only provide prescriptive short and long term treatment protocols in all domains, but start the child on a treatment regiment prior to being placed in a residential treatment center, therapeutic boarding school, or outpatient setting.

Typically, troubled teens who will benefit from the Institute have attempted to cope with their problems through "acting out" by running away, stealing, truancy, victimizing others, or engaging in self-destructive behaviors.

Academics
All adolescents within the facility receive educational diagnostic testing, speech and language screenings,
and as needed, pre-vocation testing, testing for
specific learning differences, and speech, language, and hearing screening. All residents are individually assessed in reference to their academic achievement and potential. If available, their individualized educational plan (IEP) is obtained from their home school, evaluated, and modified as needed, prior to implementation. In order to facilitate appropriate instruction to address deficiencies, each resident is administered the Iowa Test of Achievement within five days of admission.

Aside from educational evaluation and testing, the aim of the educational service is to provide individual tutoring, support the resident's progress in a school curriculum, and also provide educational discovery and diversion activities that stimulate interest in learning, while at the same time, provide diagnostic information as to how the resident responds in a formal classroom setting.

Education activities are offered at minimum 5 days per week and are administered by special education teachers.

The teacher reports school progress in the resident's medical record. The teacher is responsible for producing an educational discharge summary and credit transcript which is placed in the resident's medical record and sent to the home school district, or forwarded to the resident's future placement.

The therapy and treatment programs for troubled
teens have been designed to integrate a variety of modalities into a comprehensive and dynamic treatment whole. The major components of our treatment are:

1. Milieu and Activities Therapy

2. Psychopharmacological Therapy

3. Family Therapy

4. Individual and Group Therapies

5. Chemical Dependency Counseling

6. Educational Activities

Psychotherapy
Individual Therapy
Group Therapy
Family Therapy/Consultation
(On-site family therapy required)
Chemical Dependency Group 3 X 40 min.per. week
5 X 50 min.per. week
1 X 50 min. per. week


2 X 50 min. per. week
Activity/Recreational Therapy

Leisure Education
Recreational Therapy
Diversionary Activities
Cardiovascular Activities
1 X 1 hour per. week
1 X 1 hour per. day
1 X 1 hour per. day
1 X 1 hour per. day
Education

Structured Classroom Learning 5 x 4 hours per. week
Nursing Services
Primary Care and Medication Administration
24 hours per day/7 days per. week
Psychiatric Services
Psychiatric Rounds conducted by a board certified Psychiatrist 3 x per. week


Milieu Therapy
Informal Milieu Groups including Activities for Daily Living Daily



Milieu Therapy

Milieu therapy is a social and organizational model for the delivery of psychiatric care which utilizes scientific manipulation of the environment to produce changes in the personality and behavior of the resident.

The status system consists of two levels. These two levels are primarily a function of participation in the assessment and treatment regiment. Level 1 refers to a resident that is resistant to the process and level 2 represents a resident who is cooperating and demonstrating personal investments to improve his/her psychosocial functioning. Correspondingly, as the resident progresses from level 1 to level 2, he/she enjoys greater and more complex positive consequences.

Community roles have been developed to assist residents to maintain momentum, engage them in activities for daily living, and provide diagnostic information about their overall functioning. The assignment of a community role to an adolescent is not contingent on his/her status. Such an assignment provides an adolescent with opportunities to become meaningfully involved with his/her peers regardless of the level.

Behavior management is accomplished through the use of several techniques. It is the aim of the Institute to minimize the utilization of special treatment procedures to its lowest possible frequency without jeopardizing the safety of each resident or staff member.

Various Community Meetings such as a meeting to start the day and a meeting to end the day are considered to be an integral part of the treatment program. These community meetings provide opportunities for residents to assist one another by acknowledging and addressing their treatment issues. Peer feedback assists each resident in gaining a full appreciation of the manner in which he or she is relating to others and progressing toward his/her treatment goals.

Drug and Alcohol Group meets twice per week with those adolescents identified as having drug and/or alcohol problems. The group leader is a certified drug and alcohol counselor and is privileged by the professional staff to lead the group. The drug and alcohol groups utilize a variety of concepts and techniques from the cognitive-behavioral therapies, 12 step guidelines, and rational recovery programming.

The Recreational and Activity Services component of the program and therapeutic milieu is a seven-day-per-week program which is both habilitative and rehabilitative in design. The program utilizes structured activities designed to assist the resident in developing and maintaining creative, physical, leisure, and social skills. Objectives for the recreational and activity programs include a focus on social areas of positive interactions and group settings, the ability to follow rules, having success and shared experiences, support of others, and motivation to participate.

Northern UT

Student Loans are an attractive option for parents considering private secondary education for their children. Financing your child's education with student loans can allow you to make low monthly payments over a period of time.

The Aspen Institute is pleased to offer parents assistance with the loan process. Shauna Clark provides personal, hassle-free assistance throughout the loan process. She is often able to secure funding for all your educational expenses such as escort services, ancillaries, and enrollment fees.

Reasonable interest rates (amortization over 20 years) will allow families to finance their child's education with affordable monthly payments. In some instances payments can be differed for up to 6 months. Loans have no prepayment penalty or cancellation fees. Shauna has personal experience with struggling teens and understands the additional burden the financial peace can bring.

-Pre-approval often within 24-48 hours
-One point-of-contact to find the best loan for your student
-Loans may cover travel expenses and other ancillary expenses
-Low interest rates
-Affordable monthly payments
-No prepayment or cancellation fees

Staff
The Institute’s caring, professional staff are uniquely qualified to collaborate with parents and professionals in exploring optimal therapeutic settings. Our multidisciplinary staff have been trained and credentialed through their job descriptions to
practice at the facility include the following:

Executive Director
Medical Director
Clinical Director
Chief Psychologist
Primary Therapist
Chemical Dependency Counseling Staff
Activity and Recreational Staff
Nursing Supervisor/Nursing Staff
Mental Health Worker
Milieu Managers
Educational/School Staff
Support Services

Diagnostic & Assessment Services
Upon admission, all troubled teenagers will be administered a "core" battery of diagnostic and assessment instruments and tools. At minimum, those will include:

1. Psychiatric Evaluation

2. Psychosocial Assessment

3. Family System Assessment

4. Health and Physical Assessment

5. Nutritional Screen Assessment

6. Self-Harm Screen Assessment

7. Psychological Evaluation (Wechsler, MMPI, TAT)

8. Chemical Dependency Evaluation

9. Medication Evaluation

10. Recreational/Leisure Evaluation

Contingent on clinical indication, additional diagnostic or assessment instruments or tools will be utilized in the overall assessment in the diagnostic formulation of the resident. Those may include, but are not limited to the following:

1. Expanded Psychological Testing (Bender-Gestalt, Rorschach, etc.)

2. Neuro-Psychological Testing

3. Brain Mapping

4. Nutritional/Dietetic Evaluation

5. Educational Evaluation

6. Vocational Testing

7. Occupational Assessment

8. Neurological Evaluation

9. Assessment/Evaluation of Learning Disabilities (NLD, Dyslexia, etc.)

10. Speech and Language Assessments

11. Psycho-sexual Risk Assessment

Psychiatric Treatment Facilities

801.825.5222

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