The Sonia Shankman Orthogenic School

Transcription

The Sonia Shankman Orthogenic School
at The University of Chicago
10/9/06
1365 E. 60th Street
Chicago, IL 60637
Established 1912
THE SONIA
SHANKMAN
www.oschool.org
dormitory guide
24206 UC Shankman 3.375x6 Label
11:37 AM
Page 1
ORTHOGENIC SCHOOL
Operated by The Leslie Shankman School Corporation at The University of Chicago
1365 East 60th Street, Chicago, IL 60637 • 773-702-1203
Table of Contents
Executive Directors.........................................................................2
Residential Administrators..............................................................3
Clinical Team...................................................................................5
Crisis Intervention............................................................................7
Bulls...................................................................................................8
Broncos...........................................................................................13
Penguins.........................................................................................16
Adventurers....................................................................................21
Starz................................................................................................24
Minstrels..........................................................................................28
Transitional Living Center (TLC)...................................................33
Night Staff......................................................................................35
Academic Calander....................................................................37
Co-Executive Directors
Executive Director: Peter Myers
My education and traning is in Clinical Psychology. I graduated from a small liberal arts
college in Michigan, Kalamazoo College. I earned by Master’s Degree at the University
of Chicago, while working at the Orthogenic School. My Doctorate is from the Illinois
School of Professional Psychology.
Most of my professional experiences have been at the Orthogenic School. I started out
as a counselor in a younger boy’s dormitory and then was promoted to the Coverage
Position, the Head Counselor Position, and the Assistant Director for Residential Services.
I have also worked in a private psychological testing services office as a psychometrician; in a local hospital emergency room as the crisis intervention specialist; in an outpatient clinic as a therapist and early
childhood intervention specialist; and I currently am a part-time Visiting Lecture at Northeastern Illinois University. During
my clinical training I worked at a large intermediate care facility for chronically mentally ill adults, at Cook County Jail as a
therapist, and at a large state operated facility in New York City that cared for 2000 mentally ill adults.
I work at the Orthogenic School because I share the school’s mission and values directed at providing children, adolescents, and thier families the best second chance in life. We all need that from time to time. I enjoy the excitement and
pride that always seems present within the school. No matter how small, each accomplishment and victory is acknowledge and appreciated. I also work at the Orthogenic School because it has become like a second family to me; the staff
and students are wondeful to be with day after day.
Executive Director: Diana Kon
I hold a Post Graduate Degree in Educational Leadership, a Graduate Degree in
Curriculum and Instruction and Undergraduate Degree in Elementary Education
and Psychology from National Louis University. I maintain certificates in General
Administration, Secondary Education and Elementary Education with Special Education Endorsements.
I have been blessed with outstanding professional opportunities and mentors. Prior
to coming to teach at the Orthogenic School (over thirteen years ago!), I opened
the Therapeutic Day School at Children’s Memorial and taught there for four years.
I also collaborated in a variety of Learning Disability Diagnostic Clinics, A.D.D centers, and gifted learners programs. As a young teacher, I gained invaluable experience working as the teacher for the Children’s Unit at Chicago Lakeshore Hospital
where I first learned about the concept of milieu and was encouraged to develop academic programming that
incorporated this approach. Through these experiences I have facilitated meetings, presented at, or consulted
with numerous schools and school districts throughout the Midwest. I also have almost twenty years of experience (oh my!) working as Jewish Educator in Chicago’s North Suburbs.
As an educator, I have come to learn that teaching is not just about the simple act of imparting information
-- it is about everything you do, think, experience, and learn. In my opinion, good teaching takes your whole,
complete, authentic self. Students know the difference! There is no school, in my experience, that more richly
embraces this notion and supports teachers to develop significant and meaningful relationships with students
than the Orthogenic School. It is for this reason that I came to teach at the Orthogenic School over twelve years
ago – and it is for this reason that I have remained.
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The Sonia Shankman Orthogenic School, 2008-2009
Residential Administrators
Kristin Friesen, Director of Admissions & Residential Coordinator
Kristin Friesen joined the Sonia Shankman Orthogenic School staff in 2005 and is currently the Admissions Coordinator/Residential Administrator. She also supervises the
social work interns from the Social Service Administration at the University of Chicago.
She earned an undergraduate degree in social work from Goshen College followed
by Master's degree (MSW) in social work from the University of North Carolina-Chapel
Hill. She is currently a licensed clinical social worker. Kristin comes to the Orthogenic
School with a strong background in community practice. Her experience includes
working with a community crisis intervention program in Chapel Hill, N.C., directing a
micro-enterprise business for homeless and low-income women in Raleigh, N.C., and
directing an urban service and education program for youth in Chicago.
Kristin enjoys working at the O School because of the unique partnership between the students, parents, and staff
and the strong gifts that everyone brings to this relationship. She also loves the family feel at the school and how
hard everyone works together.
Broncos & Penguins: Alison Brown, Program Manager
Allison K. Brown earned her Masters degree in Clinical Psychology from Wheaton
College Graduate School, with cum laude distinction, receiving the 1996 Wheaton
College Rech Award in Clinical Psychology for recognition of academic excellence,
professional proficiency, and personal character. Previously she studied at Brown University, earning a Bachelors degree in American Civilization in 1992. Prior to coming to
the Orthogenic School, Allison provided psychotherapy, training, and supervision in
residential and outpatient non-profit organizations in the Chicago, Illinois area, while
also maintaining a private practice providing therapy and consultation. She has been
a guest lecturer at the Jane Addams School of Social Work at the University of Illinois
at Chicago and served as an adjunct faculty member at Wheaton College. She is extensively experienced dealing with issues of healthy and disrupted attachment in childhood, sandtray therapy,
children displaying sexually problematic behaviors, children being cared for away from their biological parents,
and clients addressing spiritual/religious, family of origin, and sexual orientation concerns. Allison is a Licensed
Clinical Professional Counselor (LCPC) and joined the Orthogenic School in 2005 because of her interest in working with children and adolescents with severe and complex mental health issues in a residential setting renowned
for excellence and compassion. She especially values her work as a family therapist at the Orthogenic School
and brings humor, a direct approach, and a sense of optimism to the families with whom she works.
Minstrels & Bulls: Nicola Roache, Program Manager
Dr. Nicola Roache has worked as a clinician with children, adults, and families in a
variety of settings including hospitals, residential, court clinic, private practice and
mental health facilities for over thirteen years. Her research interest includes: stressors
and mental health, mediating and moderating processes, gender and depression.
She received her doctorate from The Chicago School of Professional Psychology.
She completed her doctoral internship at the City of Chicago Department of Public
Health, where she worked with chronically mentally ill population as well as high risk
individuals. Dr. Roache also holds a M.A. degree in Human Service and Counseling
from DePaul University, and a B.A. degree in Applied Psychology from the University of
Illinois at Chicago.
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Residential Administrators
TLC: Julia Somerville, Program Manager
I have a B.S. in Psychology from Trinity College, Hartford, CT. I completed a master's in
clinical social work in 2007 at the University of Chicago. I have worked at the Orthogenic
School for almost five years, starting as a counselor in the Minstrels dormitory. I work at
the Orthogenic School because it is a wonderful place to learn and grow, both for the
students and the staff.
Adventurers & Starz: Melisssa Tanner, Program Manager
Melissa Tanner graduated Cum Laude with a Bachelor of Arts degree in psychology from
the University of Notre Dame in 1998. She went on to earn a Master of Science Degree
in Social Work from Columbia University in New York in 2000 and has since had varied experience both clinically and managerially in both residential treatment and therapeutic
day school settings. She came to the Orthogenic School in August, 2008, feeling excited
about the opportunity to work in an environment where students’ needs are addressed in
a compassionate and individualized way.
Yolanda Ford, Residential Personnel Coordinator
B.A. Sociology
Over 18 yrs exp in the field.
Certified TCI Trainer
Certified CPR Instructor for The Red Cross
Instructor for The University of Oklahoma Child and Youth
Professional Course
I work at the Orthogenic School because I have a passion for working with youth. I
have remained at the school for almost
9 years because I love being a part of the high level of care provided to the students. Having worked in the field
as long as I have, I have never been a part of a team that truly knows the meaning of quality treatment, as well
as the Orthogenic School team.
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Clinical Team
Dr. Stephanie Benedict
Dr. Stephanie Benedict joined the Orthogenic School staff in 2006. She is a licensed clinical psychologist whose primary responsibilities include providing individual and group psychotherapy.
Additionally, Dr. Benedict supervises graduate student psychologists-in-training who conduct psychological evaluations for students at the Orthogenic School. Dr. Benedict received both her
masters and doctoral degrees in clinical psychology from the Illinois School of Professional Psychology. She earned her bachelors degree in psychology and social welfare from the University of
Wisconsin-Madison.
Prior to coming to the Orthogenic School Dr. Benedict worked as a therapist with young adult college students at Pace University in New York City. She also has training and work experience as
a therapist in a variety of settings in Chicago, including a university counseling center, an inpatient child and adolescent
hospital and an outpatient individual and family therapy clinic. She has also worked as a diagnostician and therapist at a
veterans’ hospital on a dual diagnosis unit.
Dr. Benedict values the unique opportunity the Orthogenic School provides to work with children and adolescents in a
long term, intensive psychotherapy setting. She particularly enjoys working with a group of students and staff who are so
creative, passionate, and committed. In addition to working at the Orthogenic School, Dr. Benedict has an adjunct faculty
position at the Adler School of Professional Psychology.
Dr. Lauren Berebitsky
Dr. Lauren Berebitsky, a psychologist, joined the staff of the Sonia Shankman Orthogenic
School in June, 2006. Her primary role at the school is that of individual and group psychotherapist. Other responsibilities include overseeing the group therapy program, determining
psychotherapy case assignments, and assisting in the supervision and training of psychotherapy interns.
Dr. Berebitsky has both a master’s and doctorate degree from the Illinois School of Professional Psychology. She earned her undergraduate degree in psychology from the University
of Michigan. Her previous clinical experience has included treatment of children and adolescents in an inpatient and partial hospital setting, work with young adults in college and university counseling centers, and
psychological testing and psychotherapy with adults on both an inpatient and outpatient basis.
Dr. Berebitsky was drawn to the O School because of the unique opportunity to do long-term, intensive psychotherapy
with children and adolescents and has found the best aspects of her job to be the opportunity to see positive change and
growth in the students over time and to work among such a compassionate, dedicated staff.
Dr. Courtney Domenico
Dr. Courtney Domenico joined the Sonia Shankman Orthogenic School in September 2007. She
is responsible for providing weekly individual and group therapy to students at the school.
Dr. Domenico received her doctoral and master degrees in Clinical Psychology from the Chicago School of Professional Psychology. She completed her Bachelor’s degree at the University of Dayton, where she majored in Psychology and Communications Management. Dr. Domenico’s clinical training and experience has been primarily with youth and their families and
she has had the opportunity to work in the hospital, school, outpatient and residential settings.
Her other experiences include working at a university counseling center, conducting research
at University of Illinois at Chicago’s Healthy Youth Programs and providing psychological testing
for children, adolescents and adults.
Dr. Domenico comes to the O School with enthusiasm and dedication to working with students in a way that acknowledges
their uniqueness and individuality. She values the opportunity to work closely with students’ treatment teams to ensure the
students’ achievements and successes throughout their stay at the O School.
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Clinical Interns
Andrew Hodge, Therapy Intern
I am a psychology extern from the Illinois School of Professional Psychology. I have experience working
with children and adolescents at various residential treatment facilities, hospitals, and therapeutic
schools, including Illinois Masonic Medical Center and Children’s Memorial Hospital. I chose the
Orthogenic School to continue my clinical training because of its commitment to excellent care. The
staff are all focused on the important goal of providing the children the best possibilities for future
success. I am happy to be a part of this great team.
Zachary Noble, Therapy Intern
Zachary Noble is a therapy intern providing individual and group psychotherapy services. He is a
doctoral student at the Chicago School of Professional Psychology. Zack holds a Masters degree
from the Chicago School of Professional Psychology and a Bachelors degree in Psychology from the
University of Maryland.
Before coming to the O school, Zack completed a diagnostic practicum at Frances Xavier Warde
School where he conducted intellectual, neurological, and personality testing. Prior to moving to
Chicago for graduate school, Zack gained work experience at the University of Pennsylvania’s Research and Treatment
Center and Friend’s psychiatric hospital in Philadelphia, PA.
Zack was drawn to the O school because of its outstanding reputation and its mission to help develop a path for each
individual student, and provide the best residential, clinical, and educational services available.
Diagnostic Externs
Ashley Newlove, Pre-Doctoral Psycho-Diagnostic Extern
I am currently in my second year at the Chicago School of Professional Psychology in the clinical
Doctorate program.
I graduated from Miami University in Oxford, OH with a B.A. in psychology. I have many past experiences working with children in a non-clinical setting. I also have many clinical experiences working
with adults by completing two clinical independent studies in college and working at a crisis hotline.
I am excited to finally work with children in a clinical setting.
I enjoy working at the Orthogenic School because it is comprised of a great staff who is willing to go outside the box to create
an accepting and unique environment to help students who function outside conventional means. I like how the Orthogenic
School attempts to go beyond making only behavioral changes.
I look forward to being a part of the team in using my assessments to advance the lives and achievements of both the Orthogenic School students and myself.
Marissa Petersen, Pre-Doctoral Psycho-Diagnostic Extern
2nd Year at The Chicago School of Professional Psychology in the Clinical Psychology Program
B.A. from DePaul University in Psychology and Spanish
I come to the Orthogenic School with a clinical background in working with adolescents with behavioral and emotional disturbances. My primary research and clinical interests include severe trauma and resiliency.
My responsibilities while at the Orthogenic School include administering, scoring, and interpreting psychological assessments
for students. I am excited to complete my externship at the Orthogenic School because of its therapeutic approach to educating, serving and nurturing all of its students! I enjoy working in a milieu treatment environment where the students growth
is the primary concern of all those involved.
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Crisis Intervention
Paul Richardson, Full Time Coverage
Paul Richardson has currently been at the Orthogenic School for approximately four years. During his tenure at the school, Paul has had many roles including Dormitory Counselor of the Titans,
Dormitory Supervisor of the Penguins, and most recently Coverage. Paul has a Bachelor’s Degree in Sociology from Franklin College in Indiana. Before working at the Orthogenic School,
Paul worked at a group home in Lousville, Kentucky for over two years before relocating to Chicago, Illinois. Paul’s favorite part of his job is the ability to work with all of the kids in the building
and having a great working relationship with the staff. The wide variety of personalities at the
Orthogenic School, both from students and staff, allows his job to always be interesting.
Art Robinson, Full Time Coverage
After 13 years in the Army (82nd Airborne Division & Drill Sergeant), I got out (in 1995) in order to
continue my education. I completed my Bachelors degree in 1996 at
Liberty University (VA). I earned my Masters of Divinity degree in 1999 at Chicago Theological
Seminary. While in seminary, I discovered that I really enjoy working with kids-troubled kids in
particular.
After seminary, while working at several alternative high schools in Chicago, I pursued a PhD in
Clinical Psych for a year at Pacifica Graduate Institute (CA)--a pursuit I hope to resume (locally)
in the near future. It was during this time that I learned of the O-School. I loved the kids that I had
been working with at the alternative schools, but I longed to work with staff with more professionalism. Since I've been Coverage at "The O" (2005), my longing has been fulfilled.
Sandra Greene, Part-Time Coverage
I work as part-time Coverage for the O-School. I enjoy working at the O-School because
here the students’ needs come first. I have over 15 years of experience working in the social
service field. My Bachelors degree is in Psychology from Chicago State University.
Warren Cushingberry, Part-Time Coverage
I love working with children. I’ve been working with children since 1994, when I earned my
Bachelors degree in Business/Marketing at Eastern Illinois University. I earned my Teaching Certification (Type 09) from Chicago State University in 2003, and my Masters of Arts degree in
Education Administration from Saint Xavier University in 2008. I’m also an IHSA Certified Football
Official. I am currently part-time Coverage for the O-School. I started as a substitute dorm
counselor several years ago. I currently teach computer information tech and computer software applications at Hyde Park High School (CPS). I have a wife and two daughters. One is a
freshman at Mother McAuley HS, and the youngest is in 8th grade.
Barbara Rivers, Nursing Staff
Barbara is a registered nurse with more than fifteen years spent in adolescent behavioral health.
She has also spent time working in pediatric rehabilitation helping children with all types of injury
and disease. Her career as a nurse has been divided almost equally between direct patient care
and management. Although adolescent residential treatment is a new experience, the O school’s
outstanding reputation and her love and dedication to adolescents led her to seek a position
here.
Dorothy, Nursing Staff
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Meet the Bulls Staff
Hello everyone!
The Bulls Dormitory is The Sonia Shankman Orthogenic School’s youngest boy unit and is located on the
first floor of the building. The dormitory has space for six students and we are lucky to currently be filled. It is a very
exciting time for the boys with the fall academic quarter starting and lots of activities on the horizon. However, it
is always in the forefront of the staffs’ minds the reasons why the boys are here and that our programming needs
to reflect the needs of the students to best prepare them to reach their final goals. In order to best serve the
boys and their families, the Dormitory Counselors have created a clear and explicit structure for the boys since
the inception of the dormitory in November 2007. We have accomplished this by creating a set of dormitory
expectations that detail when the boys will be responsible for their hygiene, how they should conduct themselves
in interpersonal relationships and the consequences for unsafe or disrespectful behavioral choices. In order to
facilitate this way of thinking we have incorporated a token economy system, playfully referred to as “The Go
Chart,” where behavioral issues can be related to three or four daily goals that the boys can readily access
as they are posted in each of their areas. After three days of meeting as well as discussing said goals with a
staff member, the boys have an opportunity to choose a reward from our dollar prize bin. Over time, as the
goals are met consistently and the negative behaviors extinguish, the goals are reevaluated and updated to
provide new challenges for the boys. We currently have students in both the elementary and junior high school
level classrooms, and work hand in hand with the teachers to improve their academic skills along with their
comprehensive treatment plan goals. Hopefully this along with our schedule will give you a good idea of the boys
daily lives in the dorm, as well as some insight to why we do what we do within the dormitory. Thank you to all the
families, Parent Committee leaders and Sonia Shankman Orthogenic School Board members, we could not do
all we do without your support and dedication!
Sincerely,
Michael Williams, Dormitory Supervisor, and the Bulls Dormitory Staff
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Michael Williams, Dormitory Supervisor
My name is Michael R. Williams and I am currently the dormitory supervisor of the Bulls
Dormitory at The Sonia Shankman Orthogenic School at The University of Chicago. As
a Dormitory Supervisor I manage the daily, therapeutic care for six severely emotionally
disturbed male youths. My responsibilities include directly supervising a team of four full
time staff and enforcing program expectations around the well-being and care of each
student while providing on-going monitoring of student’s level of functioning and crisis
intervention when clinically indicated. Central to my position is the ability to serve the
role of an active listener to the student’s and staff’s concerns, and supporting adaptive
and pro-social problem solving skills allows for positive growth from a potentially negative
situation. I have several years of professional experience with behaviorally and emotionally disturbed youth and
have excelled in all of my positions since graduating from the University of Chicago. As of fall 2007, I have enrolled
as a student at The School of Social Service Administration at The University of Chicago, opting to follow the
clinical social work tract. It is my goal to apply what I learn from this program to my professional development,
and then reevaluate how I would like to continue my education whether it be in the form of entering a doctoral
program or becoming a licensed clinical social worker. I enjoy working with others and believe that interpersonal
relations are an important part of a positive work environment.
Theresa Pruse, Bulls Counselor
Theresa Pruse began working for The Orthogenic School in April 2007 in the Dolphins
dormitory; she currently works in the Bulls dormitory with boys between 7and 12 years
old. She received her Masters in Sociology from Loyola University. Prior to working at
The Orthogenic School, Theresa worked with homeless youth and became interested
in the role of mental health on homelessness as precursors to homelessness. As a result
of this interest, she sought experience with an organization that encourages youth
with mental illnesses and their families to respond to and manage mental illness with
the least negative impact on their future.
Sheryl Gaul, Bulls Counselor
I recently graduated from Illinois State University in May 2008 with a Bachelors degree in Psychology and Criminal Justice. For two years in my undergraduate, I volunteered at a crisis hotline as a paraprofessional and trainer in which I handled incoming calls and made appropriate referrals regarding various situations, including
suicide, depression and drug abuse. Also, I worked as a Teen Center Intern where I
used client-centered therapy to help teens learn and acquire skills to provide solutions to their own problems. During this same time I was able to acquire the role of a
supervisor of an After School Program in which I kept track kids ages 3-12. I helped
them with homework, planned events, activities, and snack times. Throughout my undergraduate I also got the
chance to work on many research projects concerning the topics of Bulimia Nervosa, Autism, and different implicit measures of personality in regards to teens. I have always enjoyed working with kids and I’m happy to be a
part of The Orthogenic School.
Robyn Renaud, Bulls Counselor
Robyn Renaud was born and raised in Ontario, Canada. She received her Bachelors degree in Sociology from Rockford College. She is currently working on her MSW at Aurora
University. Robyn has worked with at risk youth in various settings including homeless shelters, detention centers, and group homes. She currently counsels traumatized children
at her internship. Robyn joined the Orthogenic School in June 2008, and splits her time
working in both the Bulls and Minstrels Dormitories. She works at the school because of
the therapeutic environment and the opportunity to utilize her different skill sets within the
separate dorms.
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Bulls Dormitory Daily Schedule
Time
Activity
Details
2:00-3:00
Counselor Daily Preparations
Reading Notes, Sign Out Rooms/
Vehicles
3:00-3:15
Transition & Snack
Students return to the dormitory,
Eat afternoon snack
3:15-3:30
Dorm Meeting
Announcements, Review of
the school day, Day to day
expectations, Planning
3:30-3:45
Chores or Free Play
In areas in dormitory
3:45-4:30
Study Hall
Complete homework,
Quiet Reading
4:30-5:30
Afternoon Activity
Students choice for individual or
group activity
5:30-5:45
Dinner Preparation
Put away toys, Wash hands and
faces
5:45-6:15
Dinner
Eat a balanced meal to earn an
evening snack from the bin. No
balanced meal means fruit for
snack
6:15-6:30
Quiet Time
In areas in dormitory, no loud music
or conversation permitted
6:30-8:00
Evening Activity
See Monthly Calendar
8:00-8:15
Bed Prep
Evening Hygiene
8:15-8:30
Area Time
Complete Evening Hygiene and
return to personal areas for the
evening. Discuss Daily Goals
8:30-9:00
Lights Out/Story Time
Students are permitted to pick a
book to be read aloud. Personal
Electronics can be used with
headphones only
9:00
Bed Time
Collect personal electronics, Hold
an expectation of dorm silence
10:45-11:00
Shift Change
Relay any important information to
the Overnight Staff
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Bulls Dormitory Weekly Schedule
Monday: Students are required to participate in an extended dormitory meeting
to discuss the weekend and any outstanding issues from the past
week. We also use Mondays as an opportunity to institute any rule or
expectation changes as all the staff members are scheduled to be in
the building at that time and we can present said changes as a full
team. We also have video game night scheduled on Mondays.
Tuesday:
Change bed linens, including sheets, comforters and pillow cases.
Students are required to participate in the dormitory group physical
activity. The group is expected to work on themes of teamwork and
respecting others ability when engaged in play.
Wednesday:
Group Therapy and Community meeting. Students have the
opportunity to participate in movie night where we would select a
new movie from Blockbuster, Hollywood Video or Netflix to enjoy in
the evening.
Thursday:
Allowance Day ($4.67 per week for 12 and under). Personal laundry
is to be packed in laundry bags and brought to our laundry room
to be washed. Students are required to participate in the dormitory
group physical activity. The group is expected to work on themes of
teamwork and respecting others ability when engaged in play.
Friday:
Personal laundry is picked up and put away during our afternoon
chore time. Swimming activity at the University of Chicago Ratner
Gymnasium and McDonalds for those with off-grounds privileges in
the evening.
Saturday/
Sunday: No set plans. Students are asked to be up and dressed by the time
of any scheduled activities. All Bulls Dormitory members must have
gotten ready for the day no later than lunch time. Bed time on the
weekends (Friday and Saturday night) are extended by one hour;
return to the regular evening schedule on Sunday@5pm
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Bulls Dormitory Monthly Schedule
September 2008
Sunday
Monday
1
Labor
Day
No school
7
Canal
Street
Flea
Market
14
Visit
8
Game
Day:
Nintendo
Wii
15
Nickel
City
21
22
Lincoln Game
Park Day
Zoo
Tuesday
2
Physical
Activity
Day
Dodge
Ball
Kung-Fu
Panda
Baseball
Wall-E
Basketball
Loony Toons
9
10
Physical Movie
Activity Night
Day
29
Game
Day
Nintendo
Wii
Thursday
4
Physical
Activity
Day
Friday
5
Swimming
And
McDonalds
Saturday
6
Beach
11
Physical
Activity
Day
12
Swimming
And
McDonalds
13
Visit
Capture the
Flag
Flag Football
16
17
Physical Movie
Activity Night
Day
18
Physical
Activity
Day
19
Swimming
And
McDonalds
20
Nature
Hike
23
24
Physical Movie
Activity Night
Day
25
Physical
Activity
Day
26
*Passport
27
Visit
Dodge Ball
Activity
Chinese
PlayStation2 Tag
28
Visit
Wednesday
3
Movie
Night
30
Physical
Activity
Day
Pokemon: The
Movie
Soccer
Capture
the Flag
*Each time you eat food from another country or culture you will receive one stamp or sticker. After
earning 10 stickers or stamps you will get to pick the next restaurant.
American food or Americanized food does not count.
12
Meet The Broncos Staff
Angela Ford, Broncos Dormitory Supervisor
My name is Angela Ford and I am the Dormitory Supervisor for the Broncos Dormitory. I have
been with the Orthogenic School for over 8 years and have worked in the Social Service field
for about 15 years. As the Dormitory Supervisor, I am responsible for supervising the staff and
students in the Broncos. I have an Associates Degree in Fashion Management and I am currently working on my Bachelors Degree in Business Management at St. Xavier University.
Ray Kang, Broncos Counselor
I joined the Orthogenic School in December of 2004. Prior to becoming a counselor here,
I was working on my MA in Cognitive Psychology at the University of Chicago (UC) after
having received my BA and BS in Philosophy and Biology from the University of Illinois at
Chicago (UIC). Throughout my years in undergraduate and graduate schooling, I worked
a variety of jobs including being a radiation safety technician, and being a laboratory
aide. At UIC, I was enrolled in the Guaranteed Pre-Professional Admissions (GPPA) program for their medical school. However, as I reached the point for graduation, I felt that
I was not fully ready to take on the responsibility of becoming a doctor, yet I knew that
fundamentally I needed to be helping people. In the fall of 2004, I met Richard Epstein, a former psychotherapist
at the Orthogenic School. He told me about the work being done there, and we had a long discussion about
psychology and the various philosophies behind the “milieu” therapy. The next day, I sent an application for a
counselor’s position, and was hired towards the end of that year. I have been a Broncos’ counselor ever since.
13
Benjamin Heinrichs, Broncos and Penguins Counselor
Benjamin Heinrichs graduated from Iowa State University in 2007 with both a Bachelors
degree in Fine Arts and a Bachelors degree in Psychology. While in college, Ben worked
as a respite provider and individual care provider for children and adults with mental disabilities and spent his summers as a camp counselor for children ranging from ages 5 to
18 years old. Ben was hired at the Orthogenic School in June of 2007, shortly after graduating from Iowa State. Initially Ben worked in a full-time temporary position as a summer
help staff, helping facilitate and supervise group outings and activities. In August of 2007,
Ben was added as a full-time dormitory counselor and works both in the Broncos and the
Penguins dorms. Ben most enjoys his opportunities to work directly with the students and
to use humor and athletics to promote an active, social lifestyle.
Adam Apostolovich, Broncos Counselor
Adam has been working at the Orthogenic School in the Broncos Dormitory since January of 2008. He had previously been with the O-school since October of 2006 working
as a part-time counselor working throughout the school. His previous work experience
includes working at short-term residential setting, summer camps, and interning for an
environmental awareness organization. Adam graduated from the University of Chicago
undergraduate program in June 2007 receiving his B.A. in Human Development. His future
school plans involve going back to graduate school to attain his
M.S.W. to continue his work with people that need support in their lives. He hopes to learn
more about the field of foster care and work with children displaced from their
homes.
Josh Kautz, Broncos Counselor
Joshua Kautz is a dormitory counselor serving pre-adolescent and adolescent boys in the
Broncos dorm. Prior to his employment at the Sonia Shankman Orthogenic School beginning
in August 2006, Mr. Kautz earned his Bachelor of Arts degree with cum laude distinction from
Eastern Mennonite University where he studied biology with a focus in pre-medicine and
minored in Spanish, history, and chemistry. Mr. Kautz also played on EMU’s varsity men’s
volleyball team, was elected senator for the Student Government Association, presided over
the Pre-professional Health Society, and served as a Ministry Assistant, providing emotional
and spiritual support for peers living in EMU’s dormitories. Mr. Kautz is passionately devoted
to using his strengths and resources to enrich the lives of others and is grateful to the students,
families, and staff of the Orthogenic School who have in turn enriched his own life.
14
BRONCOS DORMITORY SCHEDULE
(DAILY)
2-3:00
PREP TIME
Read notes & plan day
3-3:05
TRANSITION TIME
Students return from school
SNACK/DORM MEETING Discuss plans/issues
3:05-3:30
ACTIVITY
Group or Individual
PREP FOR DINNER
Hygiene/clean up
5:45-6:15
DINNER
Balanced meals served
family style
6:15-6:30
QUIET TIME
Prep for studyhall
6:30-7:15
STUDYHALL
Homework/Reading
7:15-8:00
INDIVIDUAL PLANS
8:00-8:15
MEDICATION & SNACK
Hygiene, phone calls &/or
small group activities
8:15-8:45
ACTIVITY, CHORES,
RELAXATION TIME
3:30-5:30
5:30-5:45
Clean area, burn off energy
&/or personal time
BRONCOS DORMITORY SCHEDULE
(WEEKLY)
Most days of the week the Broncos follow generally the same schedule.
The few things that do change are listed below with a brief description.
Monday:
Student change their bed linen weekly on this day.
Students are also required to take their own laundry to the
laundry room. These things are done immediately after the
dorm meeting so that the fun activity can begin without
interruptions.
Tuesday:
Students pickup laundry from the lounge and put away
clean clothes after the dorm meeting is completed.
Students watch and discuss the BBC News from 6pm to
6:30pm to keep abreast of world events.
Wednesday:
Homework is completed in the early afternoon so that
students can have their movie/activity nights with out have
to rush or not be able to complete it.
Movie nights and Activity nights are alternated so to give
variety to the nights activity. Students on an alternating basis
choose the activity or the movie.
Thursday:
Students watch and discuss the BBC News from 6pm to
6:30pm to keep abreast of world events.
Friday:
No homework so the evening is a little looser. No showers
tonight but we often go to the pool.
Saturday:
Students can sleep late but showers are required in the
morning. The mornings are fairly relaxed with various
activities taking place and some mingling between dorms
(boys’ floors only). There is no study hall or showers on
Saturday night.
Sunday:
Sunday is pretty much the same as Saturday morning
and afternoon. Dinnertime is considered the end of the
weekend. After dinner the remainder of the evening follows
the regular routine.
15
Meet The Penguins Staff
Byron Powell Dormitory Supervisor
Byron J. Powell, A.M., LSW, Type 73, received his Bachelor of Arts degree in Psychology
from Taylor University in Upland, Indiana. He received his Master of Arts degree in Social
Service Administration from the University of Chicago, School of Social Service Administration, where he concentrated on Clinical Social Work with an emphasis in the area of
School Social Work. Mr. Powell has previous experience conducting group, individual,
and milieu therapy with children and adolescents in various contexts, including: a therapeutic group home (ChildServ), an inpatient psychiatric hospital (Alexian Brothers Behavioral Health Hospital), and a public school district (Wheaton-Warrenville CUSD 200). Mr.
Powell has served as a Research Assistant at Chapin Hall Center for Children at the University of Chicago and is
currently a Fellow at the Chicago Institute for Psychoanalysis. Mr. Powell has worked at the Orthogenic School
since June of 2007 as a Dormitory Counselor and Dormitory Supervisor. He enjoys working at the Orthogenic
School due to its commitment to creatively and comprehensively address the clinical needs of children and
adolescents. He also particularly enjoys his work with families at the Orthogenic School and appreciates the
opportunity to see students and families grow together during their time at the school.
Benjamin
Heinrichs, Broncos and Penguins Counselor
Benjamin Heinrichs graduated from Iowa State University in 2007 with both a Bachelors
degree in Fine Arts and a Bachelors degree in Psychology. While in college, Ben worked
as a respite provider and individual care provider for children and adults with mental disabilities and spent his summers as a camp counselor for children ranging from ages 5 to 18
years old. Ben was hired at the Orthogenic School in June of 2007, shortly after graduating
from Iowa State. Initially Ben worked in a full-time temporary position as a summer help
staff, helping facilitate and supervise group outings and activities. In August of 2007, Ben
was added as a full-time dormitory counselor and works both in the Broncos and the Penguins dorms. Ben most
enjoys his opportunities to work directly with the students and to use humor and athletics to promote an active,
social lifestyle.
16
Ryan Walter, Penguins Counselor
In 2008, I graduated from the University of Colorado with a Bachelors degree in Psychology. After saying farewell to the big skies and mountains I had grown to love, I headed
back to my home in Chicago. I started working at the Orthogenic School as a summer
counselor this past June, and was hired as a full-time counselor for the Penguins dorm in
September. I have always enjoyed spending time with kids, from working as a tennis instructor in high school, to interning at a school for students with emotional and
behavioral problems in Colorado. In my free time I love to play tennis and golf with my
siblings, compose music, and practice magic. I'm a life-long Cubs fan and love listening
to the blues. I look forward to the upcoming year here at the OSchool.
Richie Heard, Penguins Counselor
I graduated from the University of Wisconsin-Madison with a Master's Degree in Educational
Leadership and Policy Analysis and completed a Bachelor’s Degree at the University of Illinois at Urbana-Champaign. My experience includes extensive residential and dormitory
programming with college students. The possibility to change the world for the better is why
I stay at the O-School and why I love the O-School.
Adjoa S. Tetteh, Penguins Counselor
Adjoa S. Tetteh is a 2006 graduate with honors of the University of Chicago with a BA
in Human Development. She joined the O School days after her graduation and since,
has occupied nearly every role possible to a counselor, ultimately settling into a Full-Time
position with the Penguins in August 2007. Despite a long-standing interest in guiding and
assisting adolescents who have experienced adversity due to trauma and mental health
issues, her work at the O School has been her first official experience in direct care provision continuing with her commitment to social justice and improving the quality of life of others.
Adjoa's greatest passion outside of the O School is her advocacy within the field of sexual and reproductive
health and rights (SRHR) as an activist, organizer and published
researcher. She ultimately plans to combine her interest in mental and sexual health by pursuing a Ph.D. in clinical psychology or social work to support her career as a clinician and researcher.
17
Typical Schedules for the Penguins Dormitory
Typical Weekday (Monday, Tuesday, Thursday, Friday)
Time:
Activity:
7:00-8:30 AM
Students prepare for the day by completing morning hygiene routines, cleaning their
areas, and completing assigned dormitory chores.
8:30-9:00 AM
Breakfast in the dining room
9:00 AM-12:15 PM
Students attend academic classes within the school building.
12:15-12:45 PM
Lunch
12:45-3:00 PM
3:00-3:15 PM
Students return to the dormitory and are greeted by dormitory counselors. If they
haven’t already done so, they use this time to clean their areas in order to prepare for
the rest of the day.
3:15-3:30 PM
A dormitory meeting takes place in which the students “check in” about how their days
are going and then proceed to make plans for the rest of the day. Dorm counselors
facilitate this meeting; however, students are encouraged to come to some sort of
consensus about how they will spend their free time.
3:30-5:45 PM
Afternoon Activities: Some examples of afternoon activities include: Playing sports or
engaging in other activities in the school’s side yard or gym; spending time in the Hyde
Park community (i.e. walking to the library, coffee shops, bookstores, etc.); playing
board games cards, or video games with peers and staff; etc.
5:45-6:15 PM
Dinner: Students sit with their dormitory groups in the dining hall and meals are
served “family style.” Meals provide a good opportunity for students to develop
conversational skills, appropriate table manners, and self-control.
6:15-7:30 PM
Study Hall: Students complete homework and/or engage in quiet activities (reading,
writing, art, etc.). Dormitory counselors are available to provide academic support if
needed.
7:30-9:00 PM
Evening Activities: On Monday and Friday the students have the same range of
activities available to them as on a typical afternoon, and they plan these activities in
collaboration with their peers and dormitory staff.
Exercise Night: On Tuesday and Wednesday evening students spend at least one hour
exercising in some fashion. Students are involved in planning these activities, and some
examples include basketball, dodge ball, football, Ultimate Frisbee, and swimming or
working out at the University of Chicago’s athletic facilities.
9:00-9:15 PM
Students return to the dormitory and begin to settle in for the night. They complete
evening hygiene routines and prepare for bed.
9:15 PM
Lights Out/Students return to their individual areas
9:30 PM
Quiet Time
9:45 PM
Electronics Off (Students turn off personal electronics)
10:00 PM
All lights off (Students turn off personal reading lights and go to sleep)
18
Wednesday
Time:
Activity:
7:00-8:30 AM
Students prepare for the day by completing morning hygiene routines, cleaning their areas, and
completing assigned dormitory chores.
8:30-9:00 AM
Breakfast in the dining room
9:00 AM-12:15 PM
12:15-12:45 PM
Lunch
12:45-1:00 PM
Return to classrooms
1:00-2:00 PM
Group Therapy
2:00-2:30 PM
Students return to the dormitory to clean their areas and participate in a brief dormitory meeting
in which plans for the afternoon are formalized.
2:30-3:00 PM
Community Meeting: The entire student body attends this meeting, which features updates from
the school administration as well as student council, and allows the students to express thoughts
and concerns that are related to the school community.
3:00-3:30 PM
Study Hall/Quiet Time
3:30-5:00 PM
Afternoon Activities: Some examples of afternoon activities include: Playing sports or engaging
in other activities in the school’s side yard or gym; spending time in the Hyde Park community
(i.e. walking to the library, coffee shops, bookstores, etc.); playing board games cards, or video
games with peers and staff; etc.
5:00-5:45 PM
Extended Dorm Meeting: The Program Manager and Dormitory Supervisor attend this meeting
along with regularly scheduled dormitory counselors. Generally, this meeting involves a
discussion of general student concerns that are especially pertinent to living together within the
dormitory or to their overall progress and development at the school.
Peer Review: This occurs once a month ( on the first Wednesday of the month). Essentially, the
students take turns as the student who will be “reviewed” by the rest of the dorm (including
dormitory staff). This involves the students telling their peer about positive attributes and
behaviors that they have observed as well as challenges or constructive criticism. The student
being reviewed is encouraged to listen intently while his peers are commenting, but is given
a chance to respond after every member of the dorm has shared. Understandably, this is a
somewhat stressful process for the students being reviewed. However, the students have found
peer reviews to be a valuable and rewarding experience.
5:45-6:15 PM
Dinner: Students sit with their dormitory groups in the dining hall and meals are served “family
style.” Meals provide a good opportunity for students to develop conversational skills,
appropriate table manners, and self-control.
6:15-7:00 PM
Study Hall: Students complete homework and/or engage in quiet activities (reading, writing, art,
etc.). Dormitory counselors are available to provide academic support if needed.
7:00-9:00 PM
Movie Night: Every Wednesday night the dorm watches a movie as a group. Students (and
occasionally staff) take turns selecting the movies. This is an excellent opportunity for students to
balance their individual needs and preferences with those of the group, as they are encouraged
to select movies that the entire group can enjoy.
9:00-9:15 PM
Students return to the dormitory and begin to settle in for the night. They complete evening
hygiene routines and prepare for bed.
9:15 PM
9:30 PM
Quiet Time
19
Saturday and Sunday
Time:
Activity:
7:00-9:00 AM
Students prepare for the day by completing morning hygiene routines, cleaning their
areas, and completing assigned dormitory chores.
9:00-10:00 AM
Breakfast in the dormitory
10:00 AM-12:30 PM
Morning Activities: Students generally engage in on-grounds activities during the
morning. Weekend mornings are generally more relaxed, as students appreciate being
able to sleep a little later and participate in low-key activities throughout the morning.
12:30-1:00 PM
Lunch
1:00-5:45
Afternoon Activities: Some examples of afternoon activities include: Playing sports or
engaging in other activities in the school’s side yard or gym; spending time in the Hyde
Park community (i.e. walking to the library, coffee shops, bookstores, etc.); playing
board games cards, or video games with peers and staff; etc. On Non-Visit weekends
(generally twice a month) students take turns choosing an extended dorm outing.
Generally, these outings involve going somewhere in the Chicago area via public
transportation or school vehicle. Often times the students choose to eat a meal out
at a favorite restaurant. Past examples of dorm outings include: laser tag, bowling,
movies, Chicago beaches, China Town, and a perennial favorite, Chipotle on Michigan
Avenue.
5:45-6:15 PM
Dinner
6:15-7:30 PM
Study Hall (Sunday Only)
6:15-9:00 PM
(7:30-9:00 PM on
Sunday)
Evening Activities: On Monday and Friday the students have the same range of
activities available to them as on a typical afternoon, and they plan these activities in
collaboration with their peers and dormitory staff.
9:00-9:15 PM
Students return to the dormitory and begin to settle in for the night. They complete
evening hygiene routines and prepare for bed.
9:15 PM
9:30 PM
Quiet Time
9:45 PM
Electronics Off (Students turn off personal electronics)
10:00 PM
All lights off (Students turn off personal reading lights and go to sleep)
20
Meet The Adventurers Staff
Ariel Gaines, Dormitory Supervisor
Ariel K. Gaines received her Bachelor of Arts degree in psychology and literature from Sarah Lawrence
College in Bronxville, New York. She came to Chicago to work towards her Master of Arts degree in the
Social Sciences with an emphasis on psychology at the University of Chicago. Ms. Gaines has served as
a research assistant at Oxford University in England and at the University of Chicago and she currently
volunteers as a counselor for survivors of domestic violence with Between Friends. Ms. Gaines came to
work at the Orthogenic School in March of
2007 as a dormitory counselor and a dormitory supervisor. She appreciates the Orthogenic School for its
commitment to creating a compassionate and individualized environment to fit its students’ needs.
Judith Weirauch, Adventurers Counselor
A native of Chicago, Judith Weirauch spent 10 years living in Denver, CO. During her stint in Denver,
Judith earned her Bachelor of Arts of Psychology, graduating Summa Cum Laude.
Following her acceptance into the Master of Arts of Social Sciences program at the University of Chicago, Judith returned to Chicago and received her M.A. in August 2008. Prior to coming to the O-School,
Judith was employed as a Professional Research Assistant in the Clinical Investigation Program of the
Department of Psychiatry at the University of Colorado at Denver and Health Sciences Center where
she coordinated studies on Bipolar Disorder and Schizophrenia. While earning her M.A., she worked
as a research assistant on a study funded by the National Science Foundation examining the efficacy of several methods
of teaching abstract concepts to elementary school children. She is excited to be at the O-School where she feels that her
education and experience will contribute meaningfully to the students' development and growth.
Brian Willis, Adventurers Counselor
10 Years experience in
Child Welfare
B.A. Psychology - Trinity
International University
Working
at
the
O’School has broadened my experience
and offers me insight with this population. I
have worked at the O’School for the past 18
months because I believe in the program and
I love the students.
Jason Ronald, Adventurers Counselor
Jason Ronald gained a Bachelor of Arts in Psychology from the University of Chicago and is currently
attending the School of Social Service at the University of Chicago where he is pursuing a Masters of Social Work. Before coming to the Orthogenic School,
Jason worked as a teaching assistant for a public
school on the south side of Chicago and was then a
site director for a YMCA after school program. He believes that youth are
the leaders of tomorrow and that it is essential that we provide as many
opportunities as possible for them to succeed. Ultimately, he hopes to
contribute to a brighter future by helping those in need.
21
The Adventurers Schedule
Weekdays:
7:00-8:00am: Students wake up and prepare for school
Weekends:
8:30am: Breakfast
8:00am-11:00am: Students wake up, have breakfast with
peers in the dorm, clean areas, and otherwise prepare for
the day.
9:00am-3:00pm: Students are in school
12:30pm: Lunch
3:00pm: Students return to dorm for a quick dorm meeting
to check in with staff about how they are doing, plan for
any activities, hear any announcements, and enjoy a snack.
Students then clean their areas.
Tuesdays: 3:00pm: Big dorm meeting: Students
engage in a longer dorm meeting to discuss any
dorm topics that have come up during the week.
4:00pm: Community Building Activity: Students
participate in an activity with their staff members
intended to help foster a sense of community.
Wednesdays: 1:00pm-2:00pm: Group therapy.
2:00pm2:30pm: Community Meeting.
1:00pm-5:45pm: Afternoon activities: planned by students
and staff on a daily basis
Non-visit Saturdays: Student outings: Students take
turns planning a bigger outing for the dorm to enjoy.
In the past students have chosen trips to museums,
pet stores, arcades, laser tag, movies, etc.
3:20pm-5:45pm: Students engage in afternoon activities,
which they plan with staff on a daily basis. Popular choices
include sports activities, walks in Hyde Park, trips to the lake,
and trips to the university library.
5:45pm: Dinner
6:15-7:30: Study Hall: Students work on homework
assignments. When homework is complete, students may
engage in quiet, independent activities (reading, listening to
music with headphones, drawing, etc) in their areas.
Friday: Study hall is shortened and goes from
6:15pm-6:45pm.
7:30pm: Evening activities, planned by students and staff on
a daily basis.
Tuesdays: Movie night: Students take turns choosing
a movie for the group to enjoy.
Wednesdays and Thursdays: Exercise night: Students
choose a physical activity such as exercising at the
gym, playing sports, riding bikes, and going on walks
in Hyde Park.
5:45pm: Dinner
Visit Saturdays: Students order out or go out for
dinner.
6:15pm-9:00pm: Evening Activities: planned by students and
staff on a daily basis
Sundays: 6:15pm-7:30pm: Study Hall: Students
work on homework assignments. When homework
is complete, students may engage in quiet,
independent activities (reading, listening to music
with headphones, drawing, etc) in their areas.
9:00pm: Students return to the dorm, have an evening
snack, and begin to prepare
for bed.
9:15pm: Overhead lights begin coming down.
Fridays and Saturdays: Students’ evening routine is
pushed back one half hour.
9:30pm: Overhead lights off, students are in their areas
9:45pm: Electronics off
10:00pm: Quiet time: students may read with flashlights and
listen to music with headphones
10:30pm: Flashlights off
9:00pm: Students return to the dorm, have an evening
snack, and begin to prepare
for bed.
9:15pm: Overhead lights begin coming down.
9:30pm: Overhead lights off, students are in their areas
9:45pm: Electronics off
10:00pm: Quiet time: students may read with flashlights and
listen to music with headphones
10:30pm: Flashlights off
22
Sample Calendar
September 2008
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
LABOR
DAY
NO
SCHOOL
CHINATOWN
(1-3)
ACTIVITY
NIGHT
(4-8:30)
U.I.C.
BOWLING
(6-9)
SWIMMING
(3-5:30)
13
NO SCHOOL
BBC
NEWS
BBC NEWS
7
8
CTA TO
DOWNTOWN
(10-3)
DODGEBALL
GAME
(4-5:30)
9
10
11
12
MOVIE
NIGHT
(6-8:45)
DOLLAR
STORE
(4-5:30)
BBC
NEWS
SWIMMING VISIT
(6:30-9)
WEEKEND
17
18
19
BBC NEWS
14
15
LINCOLN
PARK
ZOO
(11-2)
WATER
BALLOON
WAR
(7:15-8:30)
16
22
MOVIE
(MATINEE)
FLAG
FOOTBALL
(6:30-8:30)
SWIMMING NICKEL
(6:30-9)
CITY
(10-3)
ACTIVITY
NIGHT
(4-8:30)
BBC
NEWS
BBC NEWS
21
23
20
24
25
26
27
MOVIE
NIGHT
(6-8:45)
DOLLAR
SWIMMING VISIT
STORE/
(6:30-9)
WEEKEND
DINNER@
CULVER’S
(4-8:30)
BBC NEWs
28
29
30
NAVY
PIER(12-3)
BASEBALL
(4-5:30)
BBC NEWS
23
Meet The Minstrels Staff
Katie Millis, Dormitory Supervisor
Katie Millis graduated with her Masters degree in Social Work from Loyola University
in 2007. She received her undergraduate degree in Interdisciplinary Social Sciences
with a double-minor in Early Childhood Development and Sociology from The State
University of New York at Buffalo. During her graduate program, Katie was involved in
many outreach programsas well as working in a school setting as a social worker. Before working at the Orthogenic School, Katie spent several years working in a variety of
childcare settings as well as a residential home for adults with developmental disabilities. Katie began her time at the Orthogenic School in October of 2007 as a dormitory
supervisor for the Minstrels. She splits her time between working as a core counselor in the dormitory and working
directly with the families of the students in her dorm. She is currently working towards her clinical license and has
just recently started seeing a student for individual therapy.
Mishawn White, Minstrels Counselor
Mishawn Marie White is a Dormitory Counselor for the Minstrels Since April 2007. She
holds a B.A in Psychology Northern Illinois University. Currently, she is pursuing a Master of Arts degree in Clinical Psychology at The Chicago School of Professional Psychology. The reason for her presence at The Orthogenic School is to be a part of the
change agent in the field of Mental Health.
24
Veronica Ursetto, Minstrels Counselor
I began working at The Orthogenic School in January 2007 as a substitute dormitory
counselor. In August 2007, I became a full time dormitory counselor in the Minstrels;
Presently, I am still working with the Minstrels dormitory.
My educational background includes a bachelor’s degree in Psychology, with a specialty
in Social Justice, from Northeastern Illinois University (NEIU). Presently, I am continuing my
education with an end goal of earning a doctorate in clinical psychology.
The reason I work at The Orthogenic School is because learning, growth, and change are
bidirectional here.
Robyn Renaud, Minstrels Counselor
Robyn Renaud was born and raised in Ontario, Canada. She received her Bachelors degree in Sociology from Rockford College. She is currently working on her MSW at Aurora
University. Robyn has worked with at risk youth in various settings including homeless shelters, detention centers, and group homes. She currently counsels traumatized children
at her internship. Robyn joined the Orthogenic School in June 2008, and splits her time
working in both the Bulls and Minstrels Dormitories. She works at the school because of
the therapeutic environment and the opportunity to utilize her different skill sets within the
separate dorms.
Jennifer Annen, Minstrels Counselor
My name is Jennifer Annen, and I am a dormitory counselor for the Minstrels. My educational background includes a Bachelor of Science degree in Psychology from Illinois
State University and a Master of Arts degree in Community Counseling with a specialty in
child and adolescent therapy from Marquette University. My counseling experience includes an internship as a therapist with a counseling program known as The Family Matters Program, a professional education experience with a counseling agency known as
Collaborative Solutions Institute, and a mentor with a foster care agency known as The
Baby Fold. I was also a member of a personality and social development research team
focusing on areas such as verbal and non-verbal communication of emotions, parent-child interactions, and
children’s attributions. I enjoy my work at the Orthogenic School because it allows me to interact with creative,
energetic kids who need assistance learning how to express themselves in the most positive, productive way. I
am proud and greatly rewarded to able to work with a team of professionals to provide a therapeutic environment for the kids so they can learn how to grow into the individuals they strive to become.
25
The Minstrels: Program Information
Phone Calls
Students call their families on assigned day for 15 minutes. Staff monitors all phone calls. The assigned phone call day and
time is determined in collaboration with the students’ family. We do not encourage phone calls at dinnertime, (between 5:45
and 7:45pm) since this breaks the structure of the program. Some exceptions are made to call home on certain non-phone
call days (for example, to wish a family member happy birthday).
Daily Counselor Documentation
Counselors report on students’ progress on a daily basis. In the Minstrel dorm, we tailor these reports individually to address the
specific short-term goals that each student is working on. For example, if the student needs to work on taking responsibility
for her actions, we report daily on any barriers and on any highlights of this goal. We also report on any problems, issues, or
concerns that are brought up over the course of the day, the student’s interactions with peers and staff, and how things were
handled by and for the student.
While all students follow individualized plans some may have, in addition, their own personal chart, checklist, or worksheet that
they complete with staff as a daily “assignment.” The primary purpose of these individually tailored charts is for staff as well
as the student to track daily progress so as to eventually increase self-awareness and self-reflection. These are designed by
Minstrel dormitory counselors and are reviewed weekly by the entire Minstrel team.
Off Grounds
Students do not go off grounds for at least two weeks when they first arrive at the school. The purpose of this is to give the staff
team above a chance to assess whether or not the student has demonstrated safe behaviors, developed a minimum level
of trust, and display that they are responsible enough to be taken outside of the school. No student is to leave the premises
at any time if her own or others’ safety is threatened, or if their off-grounds privilege has been revoked as a consequence
for some type of threatening, or dangerous behavior. In addition, a staff member must accompany all students who go off
grounds.
Alone Time and Independent Outings (“IO”s)
All new students are supervised at all times. Once students have earned a significant level of trust and have shown consistent
safe and responsible behavior, we give them a little more independence and responsibility in the form of “alone time” and
“independent outings.” Alone time means that the student has the privilege of having a specified amount of unsupervised
time within certain parts of the building once or twice each week. Generally a student starts off with 15 minutes of alone time
per week, and we increase or decrease it, as we deem clinically appropriate. Many students in the Minstrel dorm use this to
relax in the Unit or the Quiet room while reading, listening to music, or watching a movie. Some use it out in the Side Yard when
the weather is nice. Students are expected to plan their structured alone time ahead of time, but this privilege also allows
them to walk from one room to another when needed without supervision.
Independent outings or “IO's" are opportunities that some students may earn to leave the building for a speci-
fied period of time. These also must be planned ahead of time and each outing may last for up to an hour and a half. Typically we start off students with "IOs" to the Midway, and then may extend the privilege allowing them to walk to 57th street. A
student signs herself out when she leaves the building and signs in again upon returning.
Students’ use of alone time and independent outings is suspended during those periods of time when their behaviors are clinically assessed as being unsafe. Those privileges are wholly withdrawn if a student misuses them.
Visits
Visits with families progress as follows:
On site (usually the family brings a small lunch and/or activity to share with the student).
Family takes student off grounds for a few hours.
Family takes student home for a day.
Family takes student home overnight for one night.
Family takes student home overnight for two nights.
For some students this progression occurs in a sequence of successive visits. However, if the student and/or family experience
barriers to successful visits, then the series is interrupted until such time that the family feels they have developed adaptive
strategies.
26
Visits are generally confirmed by the Tuesday before the visit weekend primarily so that the school nurse can be notified in
advance about which medications need to be packaged for the weekend. However, if safety issues arise prior to the visit
weekend there is always an option to cancel or reschedule visits. Students are never forced to go on visits, and many are
able to voice their needs to stay at the school on particular weekends.
It is always an option for families to return students to the school earlier than planned in case the need arises. Generally, we
ask that you call the school at the coverage number (773) 203-9550 as soon as possible so that appropriate staffing arrangements can be made to enable a smooth transition back.
Staff Members’ Communications with Families
The dorm supervisor talks with the student’s family on an ongoing basis about the student’s weekly progress on the dorm.
This close communication is crucial to the work we do with the students, and feedback from families is very helpful to all the
staff working with your child. Also, these conversations help to determine what type or length of home visit is most appropriate for the student, based upon the student’s behavior both at the school and at home. In addition, before each visit, staff
members will discuss with the parents any specific expectations that need to be addressed during the time that the student
is at home.
Family Therapy
The Program manager conducts family meetings with students and their families as and when needed, with the goal of
eventually holding these meetings on a regular basis. Parents who are interested in setting up family meetings/therapy can
contact the Program manager directly to set up an appointment. Many times students request family meetings, in which case
the program manager will get in touch with families to schedule the appointment.
In addition, families of new students are very strongly encouraged to participate in the formal family services that are offered
by the school. To initiate regularly scheduled family therapy, please contact Nicola Roache, Psy.D., the dormitory program
manager, by email or telephone: [email protected]; (773) 834-5485. If you experience a noticeable delay in receiving
a response to your request, or when there is no response, for follow-up on your request, please contact Peter G. Myers, Psy.D.,
by telephone or email at: (773) 702-1301; [email protected].
Allowance
Each student gets $5.77 every Thursday as allowance, which is indirectly paid from your fees to the school.
Campus jobs
Students have the opportunity (typically after they have settled into the program substantially) to participate in the Orthogenic School work program. This program enables students to obtain an on-campus job in order to develop work habits/ethics,
learn how to deal with supervisory conflicts, learn a productive job skill and earn, save and budget money. Some jobs are
supervised directly by staff. If the student has earned “alone time” in the building she may apply for a job that does not require
close supervision. Yolonda Ford is the current coordinator and supervisor for student jobs. Some jobs at the Orthogenic school
are: office assistant/telephone receptionist; art room assistant; kitchen worker; tech staff assistant; snack assistant.
The Daily Schedule
Here the general routine for a typical weekday:
7am Wake up
7-8:30am Chores, Dress, Prepare for breakfast & school
8:30am Breakfast
9am
School
2:55pm
Return to dorm
3pm
Snack in dorm
3-5:45pm
After-school activities or dorm activities
5:45pm
Dinner
6:15-6:30pm Prepare for study hall
6:30-7:45pm
Study hall
7:45-9pm
Activities or outings
9-9:30pm
Quiet time/ back to dorm/prepare for bed
9:30-10pm Prepare for bed/settling in area
10-10:30pm
Overhead lights out/optional reading with flashlights
10:30pm
Lights out
Plan Sheets
We give each student a plan sheet on Sundays so they can plan out their week, or list activities they would like to do during
certain time-slots during the week and weekend. We try to accommodate each one’s needs at least once or twice a week,
but when this is not possible students are put in the position of having to compromise with their peers.
27
Meet The Starz Staff
Theresa Gregoire, Dormitory Supervisor
Theresa first began working as a counselor at the Orthogenic School in July of 2005. She
has been in her current position as dorm supervisor of the Starz dorm since August of 2007.
She received her Bachelors degrees in Philosophy and Psychology from Western Illinois University in 2002. After working and traveling overseas for a couple of years, Theresa moved
to Chicago and began a Masters program in Clinical Psychology at Argosy University/
American School of Professional Psychology. She completed her Masters degree in July of
2008 and is currently working on her doctoral degree at the same school. Her favorite part
of working at the Orthogenic School is the opportunity to work with unique and talented
kids. She sees her ability to work with adolescents and ultimately assist them in developing
an appreciation for their individual qualities as a fantastic privilege.
Heather Deck, Starz Counselor
Heather Deck received her Bachelors degree from Western Michigan University for Psychology and Philosophy in 2004. Heather spent two years working with college students as a hall
director where she received mediation and crisis intervention/response training. Heather
also spent time volunteering for a crisis hotline benefiting people of all ages in Kalamazoo,
MI. Heather joined the Starz staff in May 2007 at the Orthogenic school because she was
excited about the opportunity to gain experience helping a younger demographic. One of
Heather’s favorite things about working at the Orthogenic School is the milieu setting and
experiencing, first hand, the benefits that living in a community environment provides for the students.
28
Judith Weirach, Starz Counselor
A native of Chicago, Judith Weirauch spent 10 years living in Denver, CO. During her stint
in Denver, Judith earned her Bachelor of Arts of Psychology, graduating Summa Cum
Laude.
Following her acceptance into the Master of Arts of Social Sciences program at the
University of Chicago, Judith returned to Chicago and received her M.A. in August 2008.
Prior to coming to the O-School, Judith was employed as a Professional Research Assistant in the Clinical Investigation Program of the Department of Psychiatry at the University of Colorado at Denver and Health Sciences Center where she coordinated studies
on Bipolar Disorder and Schizophrenia. While earning her M.A., she worked as a research assistant on a study
funded by the National Science Foundation examining the efficacy of several methods of teaching abstract
concepts to elementary school children. She is excited to be at the O-School where she feels that her education
and experience will contribute meaningfully to the students' development and growth.
Amanda McMahon, Starz Counselor
Amanda McMahon received her undergraduate degree from Southern Illinois University
in 2008 in Social Work and plans to begin a masters program in social work next fall. During
her undergraduate program, Amanda interned at an elementary school and has various
volunteer experiences at social service agencies. Amanda joined the Orthogenic school
as a full-time temporary summer worker in June 2008. She was hired in August 2008 as a
counselor in the Starz dormitory. Amanda came to the Orthogenic School because of the
demographic of the students and their individualized needs.
Jennifer Krause, Starz Counselor
I have been a Dormitory Counselor for the Starz Dormitory for more than five years. In addition to my work in the dorm, I co-lead a Therapy Group every week, and an informal
art activity group for the residential students. My educational background is in Art and
Psychology, and I am currently pursuing a combined degree in Art and Philosophy. My
biggest joy in working at the school is being able to share moments of discovery with the
students. These discoveries, over the years, have taken on a multitude of forms, both minute and monumental, and have allowed me many discoveries of my own. I thoroughly
enjoy being able to share and learn with the students through the language of art as well
as the complicated and beautiful language of human relationships.
29
The Starz: Program Information
The Starz Dormitory is one of two dormitories at The Sonia Shankman Orthogenic School for adolescent, high
school aged girls. We hope that the following information, along with our daily schedule, will give you a good
idea of the structure and programming that we provide and a glimpse into the daily life of the Starz.
Telephone Calls
Students call their families on Thursdays for 15 minutes, and a dormitory staff member monitors those phone calls. If there is a
particular time that is convenient for your family, this can be scheduled in advance. We do not encourage phone calls at
dinnertime, (between 5:45 and 7:45pm). Exceptions can be arranged for students to call home on certain non-phonecall
days (for example, to wish a family member happy birthday). If Thursday is not a convenient day for a particular family to
talk on a weekly basis, a staff member can designate a different day for that child to make her phone calls home that would
better accommodate the family’s needs.
Daily Counselor Documentation
Dormitory counselors provide written descriptions of each students’ progress on a daily basis. In the Starz dormitory, these
reports are tailored to address three specific short-term goals upon which each student is working. For example, if the student
needs to work on taking responsibility for her actions, we report daily on any barriers, specific issues or achievements that are
related to this goal. We also provide information about more general problems, issues, or concerns that emerged over the
course of the afternoon and evening (including those involving the student’s interactions with peers and staff members), as
well how they were managed by and for the student.
While all students follow individualized plans some also may have their own personal chart, checklist, or worksheet that they
complete with staff as a daily “assignment.” The primary purpose of these individually designed records is for staff as well as
the student to track daily progress, as part of therapeutic efforts made to enhance the student’s sense of self-awareness and
her capacity to engage in self-reflection. These are designed by the Starz dormitory counselors and are reviewed during a
weekly supervisory group meting involving the participation of all dormitory staff members.
Off Grounds Guidelines
Students do not go off grounds for at least two weeks after the date of their admission to the school. The purpose of this is to
give the dormitory staff members an opportunity to make an assessment about whether or not the student has demonstrated
safe behaviors, developed an acceptable level of trust and demonstrated a sufficient degree of responsibility that supports
a decision that the student is capable of joining her group members on supervised activities that take place away from the
school’s grounds. No student is taken off-grounds with the group at times when her behavior within the school poses a threat
to their own or others’ safety. Further, the off grounds opportunity can be temporarily suspended for periods of time when a
pattern of enacting threatening or dangerous behavior has emerged.
Alone Time and Independent Outings (“IO”s)
All new students are supervised at all times. Once students have earned a significant level of trust and have shown consistent
safe and responsible behavior, we give them a little more independence and responsibility in the form of “alone time” and
“independent outings.” Alone time means that the student has the privilege of having a specified amount of unsupervised
time within certain parts of the building once or twice each week. Generally a student starts off with 30 minutes of alone time
per week, and we increase or decrease it, as we deem clinically appropriate. Many students in the Starz dorm use this to relax
in the Unit or the Quiet room while reading, listening to music, or watching a movie. Some use it out in the Side Yard when
the weather is nice. Students are expected to plan their structured alone time ahead of time, but this privilege also allows
them to walk from one room to another when needed without supervision.
Daytime independent outings (or IO’s) are opportunities that some students may earn to leave the building for a specified
period of time. These also must be planned ahead of time and each outing may last for up to an hour. Typically we start
off students with “IOs” to the Midway, directly in front of the school. If those are successful, students are allowed to have
unsupervised to 57th street and then to 53rd street within the university community. The student signs herself out when she
leaves the building and signs in again upon returning.
Students’ alone time and independent outings may be suspended during periods of time when their behaviors reflect threats
to the safety of themselves and/or others. Opportunities for alone time and independent outings can be revoked altogether if
the student misuses them, until a more favorable decision in reached through later re-evaluation conducted by the dormitory
staff team.
30
Sequence of Family Visitations
Visits with families progress as follows:
On site (usually the family brings a small lunch and/or activity to share with the student).
Family takes student off grounds for a few hours.
Family takes student home for a day.
Family takes student home overnight for one night.
Family takes student home overnight for two nights.
The student is included in the regular visitation schedule, going home for family visits every other weekend
For many students this progression occurs in a sequence of successive, successful visits. However, if the student and/or family
experience difficulties that interfere with successful home visit experiences, then the sequence of family visits is revised until
the family (through supportive, collaborative discussions with dormitory supervisory personnel) feels that they have been able
to develop more adaptive strategies to manage difficulties that might emerge during family visitations.
Home visits are generally confirmed by the Tuesday before the visit weekend, primarily so that the school nurse can be notified
in advance about which medications need to be packaged for the weekend. However, if safety issues arise prior to the visit
weekend there is always an option to cancel or reschedule the visit. Students are never forced to go on visits, and sometimes
they are able to talk in detail about the reasons they have for wanting to remain at the school on a particular visit weekend.
It is always an option for families to return students to the school earlier than planned when such a need arises. At such times,
you are strongly encouraged to call the school as soon as possible at the coverage cell number, (773) 203-9550, so that
appropriate staffing arrangementscan be made to enable the student to experience a smooth return to the school.
Staff Members’ Communications with Families
The Dormitory Supervisor discusses each student’s progress in the dormitory during scheduled, weekly telephone calls to the
student’s family. These reciprocally collaborative discussions are crucial to the work that is being done with the students,
and responsive comments from family members are very helpful to all the staff members working with your daughter in the
dormitory. Also, these conversations can be helpful in making decisions about what type or length of home visit is most useful
for the student and/or family, based on observations of the student’s behaviors at the school and during her home visits.
Any particular recommendations from the school regarding accommodations for the student while she is at home are also
communicated for the family during these weekly phone calls.
Family Therapy
The dormitory Program Manager conducts family meetings with students and their families as and when needed, Sometimes
students might request the need for a family meeting to be held in order to discuss particular issues or situations that have
arisen. In this case, the Program Manager will get in touch with families to set this up.
In addition, families are very strongly encouraged to participate in the formal family services that are offered by the school.
To initiate regularly scheduled family therapy, please contact Melissa Tanner, MS, LCSW, the dormitory Program Manager, by
email or telephone: [email protected]; (773) 702-5041. If you experience a noticeable delay in receiving a
response to your request, or when there is no response, for follow-up on your request, please contact Peter G. Myers, Psy.D.,
by telephone or email at: (773) 702-1301; [email protected].
Allowance
Each student receives $5.77 every Thursday as allowance, which is included in your bill for incidental costs sent from the
school’s financial office.
Within-School Work Opportunities
Students have the opportunity (usually after they have achieved a noticeable positive adjustment to the school’s programs)
to participate in the Orthogenic School work program. This program provides students with an opportunity to obtain an oncampus job in order to develop work habits/ethics,
learn how to deal with supervisory conflicts, learn a productive job skill and earn, save and budget money. Some jobs are
supervised directly by staff members. If the student has earned “alone time” in the building she may apply for a job that
does not require close supervision. Yolonda Ford is the coordinator and supervisor for student jobs that include: working as an
office assistant, art room assistant, school library assistant, dining room worker, technical staff member assistant, and snacks
distribution assistant.
31
The Daily Schedule
Here the general routine for a typical weekday:
7am Students wake up
7-8:30am Chores, Dress, Prepare for breakfast & school
8:30am Breakfast in the dining room
9am School
2:55pm
Return to dormitory
3pm Snack in the dormitory
3-5:45pm After-school therapeutic activities or dormitory group activities
5:45pm Dinner in dining room
6:15-6:30pm Prepare for study hall
6:30-7:45pm Study hall
7:45-9pm Group activities or outings
9-9:30pm Quiet time/ back to dorm/prepare for bedtime
9:30-10pm Prepare for bed/student relaxing in her own area
10-10:30pm Overhead lights out/optional reading with flashlights
10:30pm
Lights out
Every Monday afternoon, the dormitory residents gather for a regular dormitory meeting, where announcements are made
and the students are encouraged to feel free to initiate and participate in discussions about concerns or issues they might
have related to life in the dormitory. Dormitory meetings can be conducted on a more regular basis when needed.
An informal Starz dormitory dinner tradition is for students to go around the dining room table, each informing the other
students in the group about the “best” and “worst” parts of her day. While some of the girls periodically convey some degree
of reluctance about their participation, overall their efforts have been constructive, giving each of them the opportunity to
check in with everyone else in the dorm.
Plan Sheets
We give each student a plan sheet on Sunday in part so that they can indicate certain activities that they would enjoy and like
to take place during particular periods of time during the week and weekend. Efforts are made to make accommodations
for each student’s requested activities at least once or twice a week. But, when this is not possible, students are guided by
staff members in discussions focused upon reaching consensual compromises within the group.
32
Meet The TLC Staff
Marshall Roupp, Dormitory Supervisor
My name is Marshall Roupp. I am the TLC Residential Dormitory Supervisor. I started working at the O school as an over-night staff. Then I worked for a year in the Adventurers
Dormitory. I began my current position in July of 2007.
I attend the University of Pittsburg and obtained a Bachelors degree in Psychology with
a minor in Political Science. I am currently exploring my creative side through a theater related program. In my sophomore year, I began working at the Western Psychiatric Institute and Clinic (WPIC) on the children and adolescents unit. I worked at WPIC
through the summer following my graduation from college. Then I moved to Chicago.
After a brief period of exploring other employment opportunities ( I am not a very good
Sales Person!), I decided to return to the only kind of work that I found rewarding. The O
School.
Since my first experiences of working with trouble youths and adolescents, I find this field rewarding. I am always
truly amazed with the ability of one person to strongly influence and shape a young mind.
Terina Carter, TLC Counselor
My name is Terina Carter. I am the Residential Dormitory Counselor in the TLC
program, a position I have held since June of 2008. I began working at the O School
as a part time staff, quickly moving into a full time counselor position in the Dolphin’s
Dormitory. I maintained this position as the dormitory transitioned from a young girl’s
dormitory to a young boy’s dormitory, the Bulls.
I attended Northeastern Illinois University and obtained a Bachelor’s degree in
Psychology with a minor in Social Work. I am currently attending a graduate school
program for Community Mental Health.
The O School is a unique environment which allows me to develop positive
relationships within the process of helping students to improve their quality of life. It also provides me with valuable
experience which I will take with me as I move forward in my career as a mental health professional.
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Transitional Living Center, “TLC”
The Transitional Living Center ("TLC")is the least restrictive living environment within the Orthogenic School. TLC is designed to help students
transition from the more structured setting of our therapeutic residential
treatment center to more open settings, such as home with family, college, trade school, or semi-independent and independent living arrangements within their community. TLC provides students with the necessary
treatment, education, knowledge, skills and experiences to make a successful transition to adulthood so that each may optimally utilize their own
resources and those of the community to become healthy, happy, productive members of society.
A major focus of the program is to help students solidify gains made while
in residential care, and to ensure development of pro-social attitudes
and behaviors as well as strong, broad-based adaptive skills. In addition
to strengthening appropriate family interactions and supports, the TLC
provides students the opportunity to build and maintain supportive peer
relationships within the program as well as helping to establish ways to
develop similar relationships with peers in the community to which they
intend to return. At the same time, because children in residential care
are sheltered from many community problems, the program will work preventively with youth regarding issues of personal safety, teen pregnancy,
safe sex and substance abuse.
In addition to helping students develop necessary knowledge, skills, and
experience to become self-sufficient in their community, TLC will also address the ongoing social, psychiatric and psychological needs of students
who have successfully struggled to manage their emotional distress, disruptive and dangerous behaviors, and/or dissatisfying interpersonal relationships.
34
Night Staff
Ida Curry
Lisa Hunter
Education: BSW Goveners State University
MSW Goveners State University
Currently in school to become
an RN
Experience:
I have 19 years of working in the
mental health care field. I have also raised two of my own
children and been a foster parent to 4 other children, all of
whom I am still in close contact with. I have worked at Early
Head Start, Adult Day Care with Catholic Charities, and
the Healthcare Consortium
for the Chicago Department of Aging. My duties have
included being program supervisor and program director
for these programs.
I work at the Orthogenic Shcool because I love working
with children and adolescents. I enjoy teaching children
and adolescents how to live life successfully. I want to be
someone kids feel they can come talk to and be a mentor
for.
Demarco Cannon
Education:
Northwestern
School
Corliss High
Daley
Military
School
High
College
Experience –Professional:
Eleven years working at Maryville
Academy, Easter Seals, Youth Outreach, and Metropolitan
Family Services
I enjoy working with the students and the staff. I enjoy
interacting with the students at the “O” School and
watching them grow into mature adults. I would like to
work at the “O” School for as long as I can to continue to
help with students and be a positive person in there lives.
Cullen Nelson
I work at the Orthogenic
School because it works out
for me on many levels. Not
only do I have a chance to
continue to work with youth but
I get to work in the community
which I live, build relationships
with co-workers/Chicagoans
(being I wasn’t born here like everyone else). I also have
the opportunity to expand on my social work experience,
being the first time working with specific youth population.
At my time of hire, my “O” school work schedule coincided
with my school schedule, working nights allowed me to
attend classes and perform at a high level in school and
work.
Education:
DuSable High School
Harold Washington College
Many certificates and training hours
in child care.
Experience Professional:
Work with children for over twenty-four years (from preschool
to teens to young adults.
Harris Y.M.C.A. - Summer program
Chicago Boys and Girls Club – Too Soon Program
Orthogenic School – 8 years
Kids Hope United
I work at the Orthogenic School because this is my passion
and I truly love what I do. I believe my gifts in life are: nurturing
children, helping others and to be positive role model.
Mark Moore
Education:
High
School
Diploma
Harold Washington College
(1998 – 2001)
I love the passion of working with
children at a young age. I used
to babysit my little sister every time
my parents would go to events. I
always said that I would like to work with children one day.
My passion always has been there and it will never leave
my heart… I can remember the first time I worked inside a
dorm at the Orthogenic School. I was so impressed with how
the staff related a structured conversation with the children
and how calming it was. I remember saying to myself that
this is who and what I want to be! I have been working
at the Orthogenic School for almost eight years. My job
performance should speak for itself. I am a good worker and
understand why I am here. I have a good relationship with
almost all the children and staff. I love my eight years here.
There have been some tough times but I love my eight years
here. Overall, I would not change anything that I do here.
Candyce Hester
Education:
BS in Psychology,
Minor in business
Experience
–
Professional:
Volunteer work at a homeless
shelter for women and children.
I would like to gain accredited
experience working with emotionally disturbed children.
Kimberly Knutson
Education:
BS in Criminal Justice from Northern
Michigan University
I love working with the kids. No two
days are ever the same.
35
Janet Shanks
Kevin Huyer
Education:
High
school
graduate, with over 15 years
experience
working
with
children/adolescence.
Training
in child development and case
management. Recently licensed
and
nationally
certified
in
therapeutic massage.
Experience Professional. Served
as President of counsel meeting
for case managers for Chicago Connections Unity House
Residential Program. Which offered supportive services to
women with children. Residential Care Counselor at the
Orthogenic School.
I work at the Orthogenic School because of my extensive
experience with children/adolescent and families in crisis.
I was informed of an opening where by a licensed clinical
social worker with whom I had worked, who thought that I’d
be an asset to the children here. I applied to provide support,
stability and caring for the children.
Tracey Massey
Education: BS
Psychology
Western Illinois University
Experience: Ten
years
experience
in
residential
treatment facilities.
I enjoy working with children
with special needs who are
high functioning and with a lot
of family involvement.
Tim Arrington
Education:
BA Communications DePaul University
Experience:
Special Education (Substitute – Chicago
Public School)
I have a wealth of life experience and love to be a role
model for youth. I know that young people pay more
attention to what you do. I enjoy helping them grow into
happy and positive young adults.
Tracy Russell
I choose to work here because I really enjoy working with
children. I feel like it’s a chance to share my experiences with
the kids and to teach as well as learn new things. The kids
seem to have taken to me and seem to like my fair way of
doing things. I’ve dedicated more than fifteen years to this
field and it’s not the money. I love the fact that I can have a
positive impact on a person and being a single parent myself
I know that outside influence is an important part of a child’s
life. The students here ask me to work on their dorm which
really makes me feel like I’m doing a good job. I have met
some really great people since I’ve started working here. I
also like the fact that it’s close to home and because I’m the
type of person who’s never late and I don’t believe in calling
off. I feel as if the kids depend on you being there as much as
the supervisors or bosses. I believe in being consistent.
Education:
Some College
Experience:
Chicago Board of Education 1985 –2005
(Special Education Pre-School and Young Adults with various
disabilities)
I have worked with children for 20 years. My experience
continues to grow in working with a variety of disabled and
special needs children and young adults. The Orthogenic
School allows me to continue to develop my skills in my
field.
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The Sonia Shankman Orthogenic School

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