Woodbury Reports Archives

strugglingteens.com 

The Internet's leading source of information on emotional growth schools & programs


Archives Contents

Archives Home
Contents by Year
      1989 - Present
Contents by Topic
      Industry News
      Schools & Visits
      Opinions & Essays

Archives Search

The easiest way to find information is by using our search function. Just type in the words you would like to search for and you'll get a list of articles related to your topic.

Site Index

Home
Schools & Programs
Online Discussion
Resources
Newsletter
Online Store
Contact Us

Schools & Program Visits - Jun, 1996 Issue #40 

Colorado Timberline Academy
Durango, Colorado 
Nancy Hoffman, Admissions
970-247-5898

Though not an emotional growth school, CTA seems like a school with a tighter structure than most traditional boarding schools, and thus might be a good transition school for a graduate of an emotional growth school.  The reasons are it is a small (45) coed boarding school with small classes, it emphasizes aspects of the inner life (self-appreciation), it sees itself as a community (most staff live on campus to better work and relate with the students), and structure and boundaries for the students is considered very important.

"Colorado Timberline Academy's primary objective is to provide an environment where a feeling of self-appreciation can be fostered.  When a student realizes that he or she can be successful, self-appreciation develops along with a sense of control over one's environment.  Consequently, the strong characteristics of a student must be recognized and reinforced so that he realizes that he is a success."

"We believe intimacy to be an essential ingredient in the promotion of community ideals and individual growth.:

"CTA offers involvement in a close knit community and the opportunity for active participation in one's learning environment with direction from a resident faculty."

"One of the primary qualifications for admission into CTA is a student's desire to be part of our community and to participate academically and socially.  When we perceive that a student is not working toward his potential academically, we try to deal with the student's problems individually.  Then it is imperative that the student begins to show improvement.  If we cannot help effect a change then it is best for us to admit so, and ask the student to leave."

Copyright 1995, Woodbury Reports, Inc. (This article may be reproduced without prior approval if the copyright notice and proper publication and author attribution accompanies the copy.)

Site and content copyright 1996 by Woodbury Reports Inc. All rights reserved.