Program

The Chrysalis program is designed to provide structure, safety, and ongoing opportunities for growth and healthy development. We utilize a level system to reflect movement toward maturity, positive behavior and choices, improved relationships, and a healthy sense of self. Movement through the level system is very individualized. No two girls progress or change at the same rate. Developmental change is a PROCESS, with characteristic stumbles along the way, particularly in the early stages of the Chrysalis journey. Mastery takes time.

Our comprehensive treatment approach includes individual, group, and family therapy. Group therapy takes place several times weekly and reinforces individual responsibility and the concept of peer support. Additionally, specialty groups are scheduled periodically and include DBT, adoption issues, trauma, and recovery.

Student Profile:

Our students have struggled academically, socially, and at home, and have typically made poor choices in terms of family, peer and other social relationships. This has often led to numerous failures and loss of esteem. Typical diagnostic issues include: mood disorders, attentional problems, trauma and stress related disorders, distorted self-image and esteem problems, milder attachment issues, anxiety, learning disabilities, opposition/defiance (but not hardened “Conduct Disorder”), chemical dependency and abuse, and eating disorder issues.

Chrysalis is not a program of primary treatment for either addictions or eating disorders; substance abuse may have been an issue in the past, but residents must have established several months of sobriety and be committed to a program of recovery prior to acceptance. If eating disorders have been diagnosed, primary treatment and a similar program of recovery would be expected prior to acceptance.

Our students are of at least average intelligence, but range upward to bright and gifted. Academic problems should be potentially responsive to tutoring, special accommodations, medications (when applicable), small teacher-student ratios, our minimal-distraction learning environment, comprehensive therapy, general program structure, and the therapeutic milieu.

Length of stay is not fixed, but rather reflects each student's individual needs, and can be extended as long as clinically and academically necessary. The typical stay is 18 to 24 months. We prefer that girls enter our school somewhat willingly, at least marginally curious about themselves, and already owning some share of the problems that have been in the way of their growth and success. We expect students to graduate from the therapeutic program.