Our goal at Turnabout/Stillwater Academy is to provide each student with a corrective emotional experience to bring about a new attitude and a renewed sense of commitment to themselves. This concept is at the foundation of our level system.
The level system is designed to provide a predictable and safe structure that fosters lasting change and personal responsibility.
When students enter Turnabout, “normal, everyday” privileges are removed. Some of these privileges include watching TV, listening to their choice of music, as well as talking with friends. These basic privileges are earned back through appropriate behavior and therapeutic progress. As teens work hard to earn privileges, they begin to develop a new sense of ownership, pride, and value.
Valuing Achievement
Turnabout students move through the level program based on achievement. This progress is based on certain milestones. Each level has a set of “norms” (listed in a self-contained packet) for appropriate behavioral conduct. Within this basic framework of norms, specific behaviors for individuals may vary considerably, depending on the student’s issues. Adapting these “norms” is part of the process our staff goes through in tailoring treatment to each students needs.
The level system also provides general order to the program. It offers students a concrete system that helps them identify their progress and achievement. The levels offer a certain sense of visible, concrete accomplishments. It also helps to promote a positive peer culture within the program.
The program operates on a six-tiered level system. Subjective and objective goals must be met to obtain and retain each level. The basic goals of each level are as follows:
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Orientation Level
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Students entering the program are are asked to demonstrate appropriate levels of trustworthy behavior. During this level, students write letters to their parents but will have no contact with friends. Turnabout's Parent Connection provides parents with a quick and easy way to write to their students.
- Learns program norms and expectations
- Respectfs peers, parents, and staff
- Exhibits appropriate behaviors when confronted by staff, peers or parents
- Follows directions
- Demonstrates a willingness to give feedback to others
- Begins learning the group process
- Completes Individual Assignments
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Level One
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At this level, students have begun to identify and take responsibility for why they are in the program. They are adjusting to the norms, structure and requirements of the program and they are becoming a positive member of the group. They still rely on others to hold them accountable.
- Must maintain Orientation Level parameters
- Gives feedback to others
- Begins to demonstrate therapeutic compliance
- Works on identifying personal treatment issues
- Completes Autobiograpy with parents
- Holds self and peers accountable for positive and negative behaviors
- Takes appropriate steps to become a “support” in our peer support program
- Completes Individual Assignments
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Level Two
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Students at Level Two have demonstrated significant progress. They are actively working on their treatment issues and show a willingness to be honest with themselves and others. They have shared their autobiography with their parents and are participating regularly with their family. If they live in state, they may go home at night and weekends. Out-of-state students receive a static host-family and may have regular phone calls from parents. Turnabout's parent living center is also available for parents to make on campus visits.
- Maintains Level One parameters
- Has identified personal issues and is working therapeutically in group on these issues
- Understands personal cycles and triggers
- Begins to understand family cycle
- Is working on establishing a positive relationship with family members
- Is sometimes given a leadership role in groups and with peers to practice appropriate leadership
- Is ready and willing to take responsibility for himself/herself and supports peers in taking responsibility for themselves
- Practices and implements newly learned coping skills (i.e. anger management, grief/loss, thinking errors, thought stopping, communication skills, etc.)
- Shows initiative to accomplish tasks on his/her own
- Knows and understands how personal thinking errors are used and is able to identify ways to stop destructive cycles
- Completes Individual Assignments
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Level Three
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Level Three students are internalizing the change and progress they have made and are discovering the joy and satisfaction that comes from living in an honest and principle centered way. They are peer leaders in the group and are actively working on their leadership skills. They may have time away from the program to make home visits and participate in family activities.
- Maintains Level Two parameters
- Actively working on issues and shows consistency in dealing appropriately with triggers, avoidance techniques, thinking errors, and old unhealthy patterns
- Shows insight about self and others. Actively leads peer groups and welcomes feedback from peers, parents, and staff
- Has an established relationship with family members and demonstrates a willingness to continue to address family issues
- Shows leadership and personal power when interacting with peers, staff, and family
- Actively holds others accountable and shows leadership by example
- Shows and demonstrates a healthy balance of priorities
- Begins to develop a transition plan that addresses family issues, positive support networks, relapse prevention, education, and vocation
- Completes Individual Assignments
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Level Four
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Level Four students have achieved a very high level of success in the program. They are operating consistently from an internal center of control and are actively using the skills and tools they have learned in the program. They are actively working on their transition plan and may be working in the community or attending school outside of the program. They spend significant time with family and are leaders in the peer group.
- Maintains Level Three parameters
- Has a strong sense of self
- Actively demonstrates an ability to address conflict, triggers, issues, etc. appropriately and holds self accountable with minimal supervision
- Has a sense of personal commitment to self and gives back to family, peers, and society
- Has developed a transition plan and may be working in the community or going to school (high school or college) outside of the program
- Completes Individual Assignments
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Level Five
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- All of the above are maintained over a sustained period of time
- This level is only awarded by a unanimous staff vote and is for truly exceptional students
- Completes Individual Assignments
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Turnabout Stillwater Academy: Level System
