Provo Canyon School has a proud history of excellent service quality and effective treatment outcome. Our reputation for having built an extraordinary system of clinical excellence with effective outcome in an environment of individual care has resulted in our being successful in producing over 45-years of continually serve to our student clients and their families.
Our committed team is dedicated to effectively changing the lives of children and adolescents between the ages of 8 (eight) and 18 (eighteen) by supplying compassionate, skills-based care that is personalized to meet each individual’s specific needs. We offer effective treatment and services to children and adolescents who struggle from complex emotional and mental health conditions such as;
Provo Canyon School believes that the foundation for effective, quality care is a result of the expertise and compassion that comes directly from the hands of those who provide it. Provo Canyon School employees are passionate about their work, which has a direct effect on how students will respond to them.
We work with both children and their families, providing opportunities for treatment rather than obligating or forcing treatment. Long-term change will take place when the appropriate amount of support, knowledge, and opportunity are made available.
Hope… Heal… Inspire…
Provo Canyon School believes that hope drives change. In other words, hope, the idea that things can change and get better, will motivate students and their families to actively engage in treatment. Without hope there is little to provoke the necessary energy and effort required for long-lasting change. We believe that by the time a student comes to us much hope may have been lost. We believe that it is our privilege to instill hope back into the child and their family.
Provo Canyon School believes that despite the diverse background and often intense level of trauma that many of our students come from, they are able to, in some way, and on some level, heal. They may heal physically from drug abuse, from damaged relationships, or from negative self-evaluation.
The word heal is not meant to be synonymous with “cured.” We believe that many of the issues that our students face will often require a lifetime effort to continually address. However, we believe that each student can reach a point where they can move forward from past experiences and gain the ability to address the issues they face in a new and healthy way.
Provo Canyon School believes that we can inspire students and their families towards greatness beyond the issues that they face currently. We believe that we can inspire engagement to treatment and bring to light the immense possibilities that lie in their future.
We are extremely proud of our established team of professionals who make it their primary focus to improve upon the lives of each child and/or adolescent that they treat. Our team consists of the following:
Provo Canyon School is dedicated to using the most effective treatment philosophies and treatment interventions available to our students. The ongoing evaluation of our treatment programming, both internally and from external entities, allows Provo Canyon School to reach and maintain this goal. Provo Canyon School strongly believes that “everything is treatment.” Meaning, each experience, conversation, location, and interaction are part of a student’s treatment and play a very powerful role in the overall treatment success or failure. The following are primary features of Provo Canyon School treatment philosophy:
At Provo Canyon School we provide services based on four pillars of treatment, including Student Life, Academic, Clinical, and Medical. Each pillar is necessary, and equally vital, to the overall success of students. Each pillar values and supports the role the other pillars play in the overall treatment model.
Student Life is the pillar that creates and maintains the home environment and therapeutic milieu at Provo Canyon School. While at Provo Canyon School the Student Life staff members are comparable to the student’s parent(s) in regards to daily functioning and routine. Student Life recognizes their expertise in providing a safe environment that allows for treatment to take place. Student Life also recognizes that they have more direct contact with the students than any other pillar. This provides Student Life the opportunity to build exceptionally strong and meaningful relationships with the students. Student Life engages students by infusing treatment topics, life lessons, and purpose into daily activities, thus being outstanding examples of how “everything is treatment.” Student Life supports all other pillars by maintaining a therapeutic milieu and mentoring students as they engage in treatment interventions provided by the other pillars.
Academic is the pillar that engages students in the school component of treatment. Academic staff recognizes that much of a student’s self-perception is derived from the success or failure at school. Thus, the Academic pillar provides students every opportunity to be successful in the school setting. Academics also have the opportunity to have regular contact with the students, and thus build strong and meaningful relationships. Academics take the lead in creating and maintaining school pride and engagement. Academics recognize their expertise in teaching and education. Academic supports the other pillars by recognizing that the students are in psychiatric treatment, and thus infuse treatment related topics into assignments and activities in the classroom.
Clinical is the pillar that engages the student in mental health therapy. Clinical therapists function both as the student’s primary therapist, but also much like a student’s case manager, and should be aware of everything going on with their students. Recreation therapists engage students experientially to address mental health issues. Thus, Clinical is a strong advocate for the student and primary therapists take the lead in Treatment Planning, Treatment Reviews, and Discharge Planning. Clinical recognizes the role they play in monitoring the quality and effectiveness of the treatment being provided on an individual student basis. Clinical recognizes their level of expertise in regards to psychiatric treatment and in understanding child and adolescent development. Clinical supports the other pillars by ensuring that aspects of each pillar are incorporated into each student’s treatment planning and by addressing each pillar in their therapeutic work with each student.
Medical is the pillar that treats students in regards to overall health and well-being. Medical engages students by identifying psychiatric diagnoses, managing medications, and ensuring the physical health of each student. Medical recognizes that physical health often precedes mental and emotional health. Medical recognizes their expertise in the role physical health and medications influence positive therapeutic outcomes. Medical supports the other pillars by providing medical care and information.