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John Dewey Academy
Great Barrington, MA
Tom Bratter - President
413-528-9800
[Visit on Mar 4-6, 2003 By Loi Eberle, M.A., Educational
Consultant & Editor-in-Chief,
Woodbury Reports, loi@woodbury.com,
208-267-5550]
A description of my first night in Great
Barrington, Massachusetts at the John Dewey Academy (JDA) explains
why this program is unique, and why, as is always the case, it
is not suited for everyone. Yet, after visiting from Tuesday night
to Thursday afternoon, I decided that for the “right” student,
one who can respond to high expectations and high levels of stress,
it offers some exciting, even life-giving opportunities.
When I realized I would be arriving later than anticipated, I was
out of range, unable to call until the JDA staff had left for the
day. Upon finally getting through on my cell phone, a student informed
me that only the students and a house parent were there for the
evening. Though that particular student was not aware of my visit,
he told me not to worry, they would have a room ready for me. Finally
arriving after 9pm, I somewhat gingerly opened the unlocked front
door, trying not to gawk as I entered the Searles Castle,
yes, an actual castle. I walked across the beautiful marble floors
past two sculptures of lions that seemed to be guarding the entrance
leading to large arched windows and filigree ceilings. Shouting
hello, I was met by friendly and courteous students who carried
my gear and helped me get settled.
The entire student body had been upstairs in an all-school group
that was just ending. I was invited to join one of the three groups
scheduled to start a little later: one for the newest students,
one for intermediates and one for the senior students who were mentoring
newer students. Although I was told a faculty member was present
somewhere, I never met that person. Yet the students all knew what
to do, and were doing it, holding groups, following the rules, and
attending to their responsibilities. The intermediate group I attended
discussed the challenges involved with earning enough trust in one’s
driving skills to be allowed to be one of the student drivers. It
was not an easy process: one student had been trying for months,
very aware of the responsibilities associated with this privilege,
especially since the roads in the area were sheets of ice that day.
During both nights of my visit, though apparently unsupervised,
the students ran their scheduled groups with members actively participating,
being guided by the older students. I also attended an all-school
group during the day that was facilitated by the faculty/counselors
who drew from a number of therapeutic techniques: confrontation,
peer-self help, group and individual psychotherapy, as well as behavioral
strategies and supportive nurturing. I was surprised by, and impressed
with, the level of the student’s therapeutic work; apparently they
realized it was necessary in order to be able to successfully remain
at John Dewey. My clients’ experiences had given me the prior knowledge
that neither JDA students nor faculty will tolerate dishonesty,
denial, or even long-term use of prescribed psychotropic drugs,
if a student wants to successfully graduate. That evening, at the
appointed hour, the students continued to work on the issues that
had come up in all-school group, even though the teachers and therapists
were no longer present.
The students demonstrated a strong sense of accountability and honesty,
probably the only way that this type of environment could work.
JDA President, Tom Bratter, and Ken Steiner, their
Dean, reminded me that these students were drug addicted, suicidal,
oppositional, resistant adolescents until they were “maneuvered”
and convinced that cooperating with the JDA program is in their
best interest, for a variety of reasons.
I attended faculty meetings, a student council meeting, a class,
therapy groups, and an interview of a prospective student. They
were very open about how they operated, inviting me to sit in on
interactions that gave me some insight about the balanced “team
work” approach of the staff. While Tom Bratter, has a powerful personality,
vision and direction, both he and Ken Steiner point out that it
would be a very different program without the equally important
and highly regarded administrative/clinical/academic staff. Ken
describes himself as “an opinionated and active professional, who
often differs with Tom,” which I perceived from the interactions
in the faculty meetings, but Tom was very quick to communicate his
respect for Ken, acknowledging the importance of Ken’s role in providing
a good “counter-balance” for Tom.
All the interactions I had at the John Dewey Academy reflected a
similar theme; the students and faculty were about academic success,
integrity, and in the words of Tom Bratter, “upward mobility”. What
was unique was that these discussions were occurring among students
who had nearly lost their chance for this goal to even be a remote
possibility. Many had serious drug problems, psychiatric hospitalizations,
and legal charges in their past. Tom spoke of some who most likely
wouldn’t be alive if they hadn’t enrolled at JDA, which was affirmed
by students I spoke with when I was there. I would compare the backgrounds
of these students to some of the most extreme stories I’ve heard
at other programs. The difference here, however, is that JDA can
then supply the names of many prestigious colleges where JDA graduates
have successfully attended and graduated, often with honors. In
fact, they claim that 100% of their graduates attend, and more than
seventy percent graduate, from college.
Everyone I spoke with at JDA was enthusiastic about being challenged
intellectually and academically, and indeed, the academics there
were highly rigorous and time consuming. There was a tremendous
focus on acceptance by competitive colleges, combined with the acquisition
of the necessary skills to perform college-level work. Perhaps the
students’ value of academic excellence and their determination to
overcome their past was one of the reasons they for the most part
carried out their responsibilities without overt opposition. I realize
that some old behaviors would rear up at times; certain old patterns
are hard to break and sometimes temptation was too hard to overcome.
Since this is a voluntary program, some students do choose to leave,
returning to the streets and their old pastimes. Tom Bratter makes
no bones about this, letting students know they can leave at any
time, even providing them bus fare, if they aren’t willing to follow
the demands of the school.
The role of parents in motivating their children to stay at JDA
is recognized and a very active and supportive network has been
encouraged. It is what has enabled parents to hold the line with
their children, giving them the choice of either keeping their commitment
to JDA, or walking down the road, without the benefit of parents’
emotional or financial support. The parents play a vital role in
coaxing their resistant and angry students to accept this voluntary
placement, by limiting their child’s choices. Of course, it is a
lot easier to discuss in theory than it is to put into practice
during a moment of crisis; thus the importance of the parent network.
JDA parents occasionally meet in the city for dinners, and stay
in touch by telephone, email, and senior parent retreats, becoming
somewhat of an extended family to the other students as well. When
I spoke with parents about this network, they considered it to be
crucial for their students’ success at JDA. Not only does it support
the parents in holding the line with their children, it is essential
for motivating parents to do the difficult therapeutic work needed
to create a healthy family system.
Some students become closer friends than others, but they all conscientiously
mentor the newer students, understanding their difficulties. These
new students have been accepted after being interviewed in a direct,
no-nonsense way about the work required, as well as the rewards
that can be achieved, if they enroll. They are confronted about
their current level of denial, which could be a potentially painful
experience. In contrast, they are offered a meaningful and rewarding
education, access to college, intimate and close friendships, personal
responsibility and the freedom that results from participating in
a student-governed community with the ability to earn privileges
such as going into town. Once students have survived this rather
grueling enrollment interview they live in the community for a period
of time to decide whether they will stay and make a commitment to
the program. Tom Bratter claims that if a student will commit to
this program for two years he will get them into a high quality
college, and their graduate’s acceptance list, appears to bear this
out.
But in order to get in and successfully graduate from John Dewey
Academy, I feel a student must be resilient, with a strong sense
of self. Bratter has tremendous insight and ability to work with
very resistant behaviors and attitudes, but part of that process
involves what some might call brutal honesty, and offensive language.
While some argue that those who do not succeed are traumatized by
the process, others would point out these students already had traumatized
themselves before arriving at JDA, and at least they have been given
an opportunity to attend colleges that were previously unreachable.
I asked about what tools and strategies the students were offered
to help them deal with the tremendous pressure to study and succeed. Kathy
Blackburn, the new dean of students, responded that in addition
to providing good nutrition, frequent suggestions for classes and
activities that encouraged stress reduction and relaxation were
offered, but most of the students did not show much interest. I
suspect that the frequent group therapy sessions help the students
dissipate at least some of their frustration, though at times, probably
create some aggravation as well, even if part of their healing process.
As students earn trust, they have the opportunity to go off campus,
and are involved in many local service projects, which also help
relieve stress and probably enhance their self-esteem.
Prospective families should fully understand the nature of the John
Dewey environment and the types of interaction and pressure to which
they would be subjecting their child. It certainly is not for everyone.
Yet, if students have the ability to succeed academically, and are
able to get in touch with a desire to do so, there is every opportunity
for that to happen at JDA. I was very impressed with the therapeutic
staff, who also taught academic classes. Gwen Hampton, therapist/Spanish
teacher, seemed to have tremendous insight about each of the students,
giving me the impression that little, if anything got past her in
terms of noticing student issues. Ken Steiner was quite talented
both in administration as well as in therapeutic work with the students.
I sat in on one of his lectures for his Western Civilization class,
which was by far the most interesting I’ve ever attended. Though
I didn’t speak with the other faculty members, most have advanced
degrees, and have been with the school for a number of years.
Despite the harsh words and painful truths that students experience
during group and in individual interactions with the staff and students,
I experienced a tremendous amount of compassionate concern by everyone
there. In fact, I was very moved to see the students at John Dewey
attaining what had once seemed like an impossible dream, given their
histories. Yes, it certainly is not for everybody, nor should it
be. Part of its magic is due to its small size, and exclusivity.
But I felt the exclusivity stems from the recognition that only
those with the ego strength, aptitude and motivation to achieve
the dream of academic success would be suitable candidates. I felt
the doors were open to all who wanted to seriously give it a try.
Part of the student’s motivation stems from their parents’ persistence
and boundary-setting, but some of the motivation also comes, I feel,
when students realize the opportunities that once seemed lost, are
once again available, as a result of the very capable guidance by
the JDA staff, and their own diligent effort.
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