Cedar Ridge Academy has found a great fit with the addition
of Denise Mooney to our academic team.
Denise adds a number of wonderful credentials to our school beyond her
endorsements in both English and History; she also completed her Master’s
degree in Special Education at the University of Alaska. With over thirteen years’ experience under
her belt, Denise offers experience working with a wide range of students with
varying degrees of learning disabilities. She utilizes her expertise in this
field to design Individual Educational Plans (IEP) and 504 plans to aid
teachers, staff, and parents working together for a rich learning
Denise is very excited to live on our beautiful campus where
she can easily indulge in some of her hobbies which include reading, playing on
the computer, and exploration in nature.
Being an avid animal lover; she also enjoys living on an animal friendly
campus where students are encouraged to help care for others.
The quieter you become, the
more you can hear. ~Zen Proverb
Over the past twenty years I have observed an interesting
phenomenon in many students who have attended my therapeutic boarding
school--a sudden and somewhat dramatic
shift in both comprehension and productivity. This shift usually occurs just prior to the student attaining level 800. Instead of staff and therapist symbolically “pushing”the student along, the student starts leading the way. Instead of struggling with subjects in
school, the student’s productivity jumps ahead, not only
to the surprise of teachers and therapists, but to the surprise of the students
Level 800 Students
that these students have struggled with often become more manageable or seem
Two additional important developmental tasks
happen around the time of reaching level 800: 1) The student has meaningful
goals for themselves; and 2) They are finding it much easier to distance
themselves from past loyalties or problematic peer relationships. Typically, students coming into Cedar Ridge
lack meaningful future plans and are unwilling to separate themselves from the past friendships that supported their problematic behaviors. This shift to making future plans and distancing themselves
from unhealthy peer relationships are two critical milestones seen by students working for future success.
These students clearly demonstrate a marked reduction in anxiety along with a distinct positive shift in
emotional maturity and confidence. This reduction of anxiety seems
to be the biggest factor in the accelerated productivity that I have
witnessed. In a DVD series called, Social Anxiety: The Untold Story,
Jonathan Berent talks about how anxiety contributes to learning problems. He mentions that problems diminish as anxiety is managed and an improvement in learning tasks
Often what gets construed as learning deficits or attention
issues are actually habits of detachment from uncomfortable stimuli. This detachment is almost always automatic and
unconscious to those who do it. It is important to understand that detachment is a form of avoidance, which is dissociative in nature. Reflexively, detachment serves to provide relief from the source of discomfort. Unbeknownst to many, this strategy of “avoidance”
only serves to reinforce the discomfort that triggered the detachment in the first place.
When anxiety is reduced, the mind
becomes calmer (quieter). When the mind
is quieter, creative processes re-engage.
The constant regressions to past feelings subside and the normal process
of maturation resumes. The mind will tune into the rhythms of life in a more natural, developmental way both automatically and
"Being deeply loved by someone gives you strength, while loving someone deeply gives you courage." Lao Tzu
The biggest single factor responsible for success at Cedar Ridge is a consistently clear message from the parents that their son or daughter (the student) must accomplish the goal of working through the issues that brought them here. Usually not what the student wants to hear from the parents, the message is based on the love that parents have for their student. This form of love is called "tough love" and, yes, it does require courage.
The best objective way to measure the student's attitude and acceptance is how they engage in the process of change. The "Trust Levels" provide an excellent gauge for measuring this determination. The student's willingness to comply with rules and expectations is crucial for developing rapport with the student. Willing compliance does wonders for building the all-important therapeutic relationships that empower the healing process. Compliance develops a response pattern and acceptance of adult leadership in students who have become defiant, evidenced by their need to come to Cedar Ridge in the first place.
When we feel we are starting to have reasonable compliance, we say the student is "getting on board." That is when the student can achieve level 600. When a parent hears that their student has achieved level 600, it indicates that he/she is taking the first steps on the journey of change.
It is at this level that students begin dealing with the underlying issues that they have been seeking relief from by various strategies of pushing away. Yes, this does require courage! New students typically demonstrate old instinct and habitual response patterns through resistance to change. Despite good rationales for making changes, the perceived payoff for the presenting behaviors results in innate resistance.
This is when students start negotiating for concessions from the parents, trying to work a deal. How successful the student has been with these negotiations in the past usually determines how persistent the student will be in attempting to get parents to pull him/her out of the program. Children know their parents' weak spots and will likely try to split their parents from the program by taking advantage of these weaknesses.
The quickest way for a student to move past this stage is by parents consistently and energetically insisting that their child work through the levels and graduate the program. Even when circumstances lead to a shorter stay, the student will have moved the farthest if they believe completion is the only option on the table. Every dollar invested will go farther if the student believes their parents are committed to program graduation. When parents form a united front and communicate a consistent message about program completion, they are helping all the other parents. The fewer anomalies that occur with this message the more engaged the students are as a whole, thus benefiting everyone.
Success in progressing through the levels creates students who are deeply appreciative of the Cedar Ridge experience and deeply appreciative of the parents who held firm during their time here. These are the outcomes that make it all worthwhile for the staff who work here.
Here are some guidelines to follow during the time your child is with us.
1.Never let the student lead you into a conversation that indicates to them an alternate time frame for going home. Students usually probe about getting back into school at some specified date or ask if completing a certain number of school courses can be the criterion for leaving. The student then uses the alternate criteria as means of getting around the therapeutic expectations. The parent Mantra in response to any probing questions is, "You need to work on graduating the program first."
2. Keep stating that all decisions regarding future time lines are between the parents and the therapist, and that you are going to follow the therapist's advice. Although the student's discharge is ultimately the parent's decision, parents and therapist should maintain an ongoing dialogue about what i best for the student and family. We work for you, but putting the responsibility on the therapist takes the pressure off the parents and empowers the therapist.
Sending a teenager away from home to attend a prestigious
boarding school in preparation for their college career requires a great deal of
sacrifice from families. International
families often struggle with the same issues in addition to complications that
cross-cultural education will encounter.
At Cedar Ridge Academy we understand the complex nature of cultural
divide and work at breaking down the walls that separate foreign students from
We are proud of our uniquely large population of
professionals who have lived abroad resulting in a broad range of staff who
have bilingual proficiencies. Our
academic team uses their firsthand knowledge when working with our
international students in an effort to eliminate any cultural barriers that
would otherwise impede educational goals.
One way in which Cedar Ridge Academy prepares our international students
for future successes in their American educational experience is by enrolling
our students in a course designed for the development of educational and
This course is designed around the objective of preparing
students beyond the classroom and to compete in today’s modern world. The course emphasizes the importance of good
communication and identifies
methods for improving that vital skill. Application of these skills will be used in
collaborative projects and used in peer group discussions where they can further
develop the speaking and listening skills to succeed in college. By the end of the course students are well
versed in crafting professional documents which may be used in the admission
process for universities or may be used in career portfolios.
Cedar Ridge Academy sets itself apart from other private schools to international students by offering a flexible but rigorous curriculum designed specifically to enhance academic pursuits whether that comes in the form of accelerated learning or personal life skills which include: increased motivation, confidence, autonomy, physical fitness and hard work. Our learning environment allows the academic team to tailor a specific learning plan to meet the needs of each individual student.
The entire Cedar Ridge experience is dedicated to encouraging and supporting students along their own path to academic mastery and the personal insight required for future success. Our goal is to prepare students to be proactive and successful in their transition from home to college. Some of the ways we approach these goals are the following:
1) Blended Learning and self-paced academics - Students at Cedar Ridge Academy have a blend of academic experiences including: traditional teacher lead instruction, one on one teacher tutoring, and "online" class instruction that can be watched repeatedly and or paused so the student can ask questions, or look up information.
2) Academic Mastery - Students must complete each assignment, quiz, and test with a minimum score of 80% before being allowed to move forward in the curriculum. When a student scores less than 80% they are required to repeat that assignment, quiz, or test.
3) Integrated Therapy - Students at Cedar Ridge Academy have the advantage of onsite professional Therapists to help students explore success beyond the classroom.
4) Diet and Exercise - Cedar Ridge Academy integrates dietitian planned meals and snacks helping to ensure your students nutritional needs are being met. Cedar Ridge Academy students have weekly Shotokan Karate classes and scheduled Physical Education classes during the school day. The students also have a variety of extracurricular sports they can participate in including basketball, golf, volleyball, and fast pitch softball.
Discoveries about how the brain can be stimulated to create new neurons (neurogenesis) indicate that exercise is highly beneficial for such development. In order for this neurogenesis to occur, one or more of three conditions must be present; and here at Cedar Ridge Academy we focus on providing all three requirements daily. The first of these conditions is "exercise," not just a few minutes of exercise, but a sustained level of exercise. The second of these conditions is "novelty." When the brain is presented with novelty for a sustained length of time, new brain cells can be triggered to form. Lastly, the condition of "enrichment" can stimulate neurogenesis.
In my younger years teaching karate I contemplated the meaning of “Master”, a title given to martial artists for their skills and knowledge. Deciding I would be involved in the discipline of karate throughout my life, becoming a “Master” for me would mean that I master my emotions. I would strive throughout my involvement with karate to continually live as stress free as possible and endeavor to stay positive. Though I don’t consider myself a master yet, I am certainly a lot closer by actively working on this goal.
As a hypnotherapist working with clients, I concluded that “Love’ was the most positive emotion and “Fear” was the most negative. (This marked the beginning of me developing the “Fears Chart” used at Cedar Ridge Academy.) Certainly, there are no limits to the magnitude one can feel love or the intensity of feeling fear. The goal of moving away from fear to love would focus on reducing the intensity of fear (anger is a form of fear) and increasing the levels of positive emotions in the people I work with.
We conducted a student workshop during the month of July which focused on raising energy levels (from fear to love) and I am again confronted with the power that our fears have over us. For many of the students, we adults as well, endeavoring to feel more gratitude will trigger discomfort stemming from past experience. An example would be someone trying to be nice hoping to be liked and then having to deal with someone else’s anger resulting in feeling hurt. They then use anger as a way not to feel hurt. Indeed, my observations are that many students responded to wanting to raise their energy levels will become vulnerable, get triggered and then act out in various ways. I believe I noticed this somewhat after my goal of raising awareness and hopefully motivation to work on more positive emotional energy.
One of the assignments during the workshop was for parents and students to focus on emotions and the effects emotions have on one’s mind and health. Through the use of a few YouTube videos, discussion and written assignments an exploration of openness and attitudes of the students was conducted. Likewise we asked parents to give input about how they felt regarding the pursuit of the emotional health of their son or daughter respectively.
The two YouTube videos are Water Consciousness & Intent and Rice Consciousness experiment. One video watched during the workshop showcased how emotions will affect water crystal formation. This concept is still controversial and the discussions among students and parents were rich with content. The other YouTube video(s) were on the experiment of how thoughts affect rice. We conducted our own experiment with rice to test the theory but found our replication lacked the controlled environment.
Student workshop week was a great success in exploring the emotions and how they may be affecting other aspects of our lives consciously or unconsciously.