Friday, September 26, 2014
Friday, August 29, 2014
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.
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 professional skills.
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
Thursday, August 21, 2014
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.
Wednesday, August 13, 2014
Written by: Rob Nielson, LMFT
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.
Tuesday, August 5, 2014
Matthew earned his B.S. in Marriage and Family Studies and his M.S. in Marriage and Family Therapy at Brigham Young University. After graduate school, Matt worked for about six months as a therapist in residential treatment with adolescent boys, before joining the clinical team at Cedar Ridge Academy. Matthew’s research interests include attachment processes and family therapy with emerging adults. He primarily uses cognitive behavioral therapy, motivational interviewing, and strengths-based therapy approaches in his clinical work. He works closely with our highly experienced clinical staff in order to understand and integrate the therapeutic approach of Cedar Ridge Academy.
|Newest Therapist, Matthew Call|
Matthew is a native of Utah and with his free time enjoys cooking Thai food, mountain biking, racquetball, camping, and taking pictures all over Utah with his new wife. Already accustomed to the Uintah Basin region, Matt is settling in quickly.
Thursday, July 31, 2014
|Rob Nielson instructing a karate class.|
|Beyond the physical activity, our students learn the bigger lessons involved in the art of karate.|