The residential program at Grove School is designed to create structure and predictability while providing safety and care for each student. Within the residences of our program, students work on their individual issues while learning how they fit into a larger community. Intrapersonal and interpersonal skills are developed within the milieu.
Our students live in small cottages and dormitories that house six to ten students each. Students are assigned to dorms based on their gender, age and developmental stage. Bedrooms are organized as double and triple accommodations, with a few large bed rooms that house four students.
Our residential staff match roommates by personality and interests. Each dorm is staffed by two Teacher/Counselors who provide constant supervision to the students using the Educateur Model.
Students are responsible for the organization and on-going cleaning of their rooms. Students are encouraged to decorate their rooms in their individual style. Each dorm has a common lounge area with board games, cable television, and a telephone.
A student’s dorm life experience is important to their overall treatment. Feeling comfortable in their living space is as important as learning to live and work together with other students. Many of our students find that learning to negotiate the different challenges in the dorm is at the core of their work. The dorm staff works collaboratively with a dorm administrator, Advisors, and clinicians to support students in finding success in this area.
The Educateur Model
Our Teacher/Counselors not only supervise the students in the dormitory, but teach them during the academic day. They share meals with the students, participate in a wide variety of activities together, lead clubs and oversee students’ daily living skills. The Wholistic nature of this lifestyle encompasses not only the caring implicit in residential life, but also involvement in counseling and the management of a family-like atmosphere. The Educateur Model provides unique continuity and consistency of care that fosters positive relationships among students and staff.
We provide our students with a balanced and structured day, designed to promote intellectual, social, and emotional growth. The following is a sample of our schedule on an average week day. The weekend schedule varies, placing more emphasis on extracurricular activities that promote new interests, which are enjoyable and help foster social development.
|7:00 – 8:00||Wake up and Dorm Responsibilities|
|8:00 – 8:30||Breakfast / Community Meeting|
|8:35 – 11:30||Academic Classes|
|11:30 – 12:15||Lunch|
|12:15 – 3:00||Academic Classes|
|3:00 – 5:00||First Activities Period|
|5:00 – 5:45||Dinner / Community Meeting|
|5:45 – 7:30||Second Activities Period|
|7:30 – 9:00||Study Hall (Sunday through Thursday)|
|9:00 – 10:00||Casual Time in Dorm|
Our Supervision Method
We work to help students in our residential program become independent of our direct supervision, by a carefully modulated increase in self-management and through selective responsibilities. The tone of the entire facility is intended to resemble, as far as possible, a wholesome family situation within the larger context of community.
We also recognize the need to deal with each child on the basis of his/her individual problems and decision making ability. Therefore, our students are assigned a "check-in status", which designates how often they need to "check in" with staff while they are on campus.
As the student demonstrates more responsibility and accountability, the amount of direct supervision is decreased. Eventually, students may be given the privilege of going downtown by themselves or participate in off-campus employment.
At Grove School, fostering student independence is done both formally and informally by our staff. Grove School recognizes the importance of helping students become individuals and continue to encourage students to be positive contributors toward the community. Administrative Advisors, Therapists, Teacher-Counselors and other care workers help students gain the skills necessary to be independent and self-reliant.
Steps towards self-reliance are achieved by supporting students in their need for making healthy choices in nutrition and exercise, independent hygiene care, responsibility for their personal space and community areas, as well as enhancing social interactions and decision making.
As students are assisted in becoming more accountable and responsible, their awareness of what independence means is elevated. Helping students find the balance between self-advocacy and community-mindedness becomes the next step in their growth. Learning to appropriately utilize resources and developing a strong work ethic are among the many life lessons worked on in our therapeutic boarding school program.
The Grove program runs year-round. There are four academic vacations, each are about two weeks in duration. During a student's initial transition period, they may visit home once a month. After about six months, students may travel home to visit as often as every other weekend if schoolwork, behavioral, and family issues are being addressed.
Parents are also welcome to visit their children at Grove. The timing and logistics of the visits are coordinated with the child's Advisor, who is a member of the administrative team.