Calo utilizes a relationally based milieu where staff provides nurturance, safety, healthy intimacy, logical and natural consequences, and relational repair, to create experiences of empathy, connection, and attunement. The staff to student ratio is 1 (staff) to 3 (students) where there is consistency of relationship and opportunity for connection, break, and repair.
Though staff is trained to avoid breaks in the relationship (student recreating shame) to provide experiences of unconditional value, they are skilled at avoiding any means of punitive intervention. Due to the emotional needs of the students, punitive interventions are not implemented as well as any form of level system, point system, or token economy. The Calo clinical model establishes that the most important clinical work is done in the milieu portion of treatment. While all aspects of treatment are important, Calo believes the milieu provides the environment, and metaphoric experiences that students need in order to make internalized change.
Motivation and compliance come from the implementation of physical safety, emotional regulation, and consistency with natural and logical consequences. When a student becomes a safety risk to himself/herself or others, then Closeness will be provided by the staff. Calo implements relational “Time-Ins” versus isolative “Time-Outs”. Closeness is a significant intervention for developing intersubjectivity and building those neuropath ways which indicate that authority figures are safe and reliable and that life doesn’t have to be dictated by the fear of rejection, abandonment, abuse, etc. This relationship with the staff begin to be transferred to the parents/guardians where they participate in weekly family therapy, family visits every 4-6 weeks, involvement with Parent Retreats, Parent Seminars, and eventually home visits. The relationship with the parents is an integral part of treatment. Parents work in conjunction with the primary therapist to receive their own training on Attachment and Trauma and resolving their own issues in order to be present and accepting of their own child.
Besides the many hours a student will live and function in the milieu, the student also experiences weekly individual, family, group, recreational, and canine therapy. These therapies are all designed to give the student skills, tools, insight and awareness to better trust, regulate and practice in the milieu and then transfer such experiences home.
Individual & Family Therapy
Weekly individual and family therapy is conducted by the treating therapist. At times a crisis or impasse may change the frequency of therapy. Therapy is conducted by therapists who have a master's degree or higher. Interventions and modalities are consistent with Calo's clinical model and are tailored to meet individual student and family needs. Calo therapists utilize cutting edge resources such as Neurofeedback and transferrable attachment with canines.
Research has shown that group therapy with adolescents is highly effective; primarily because adolescents pay overwhelming attention to their peer group and try to emulate group behavior. During adolescence, the persuasion of the peer group is often far more influential than parental advice and direction. Due to the importance of the peer component to treatment, Calo students are exposed to a variety of group therapies. Groups led by therapists are often more formal, specializing in clinical topics or issues. Staff or student led accountability groups, power groups, or transition groups are also very helpful in keeping the student community honest, open, and regulated.
Calo believes in a systemic approach to treatment. The family system and especially the role of parents/guardians is critical in helping students find a secure base of healthy relationships and long-term success. As a result, Calo encourages families to visit every 6-8 weeks. During these visits, as well as during family therapy sessions, family relationships and parenting are directly coached. Each student is also eligible for a weekly telephone call with parents. These phone calls are intentionally less supervised and provide an opportunity for students and families to interact genuinely.
How To Contact Calo
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