Sorenson's Ranch School

Sorenson's Ranch Free Lunch Program

Thu, 19 Jun 2008 10:06 GMT

Sorenson's Ranch School is located in a mountain valley that is home to three small rural towns, Burrville, Koosharem, and Greenwich. The combined population of these three towns is less than 500. Residents range in age from infants to the very aged. Children born and raised here usually move away after they have grown up. Senior citizens in these small towns come from hearty pioneer ancestors who came to this valley and settled it in 1870. They are very independent people, and even though their bodies may be old and they are unable to get around the way they would like, they prefer to live alone in their own homes rather than move into assisted living facilities.

In larger communities Meals-On-Wheels provides seniors with nutritional meals, but in Grass Valley there is not a large enough population to support such a program. Sorenson's Ranch School provides this service to the seniors in this valley at no cost to them. Monday through Friday a member of the local church comes to Sorenson’s kitchen at lunchtime to pick up lunches. A sign-up sheet is passed around each Sunday for volunteers to do this. The meals are packed in take-out containers and ready to go. The seniors receive the same meals that are served to the student population that day. There is enough packed in each lunch so that most of the seniors are able to get two meals from them. Presently there are ten seniors in the valley receiving free lunches.

Sorenson’s has been providing lunches for seniors for about four years. Several years ago seniors were provided meals through a county program, but that was discontinued. Sorenson's Ranch School is happy to provide this service to the community. Who says there’s no such thing as a free lunch?

Sorenson's Ranch School | 4-H

Mon, 09 Jun 2008 09:46 GMT

by: Paul James
The Sorenson's Ranch School 4-H program has begun. What is 4-H? 4-H is a community of young people across America who are learning leadership, citizenship, and life skills. Participating youth, from grades 3-12, and adult volunteers and leaders “learn by doing” through opportunities in which they gain a sense of belonging within a positive group, cultivate independence with guidance from caring adults and peers, and master life challenges.

This is a great opportunity for students at SRS to develop leadership skills while they are having fun. Students will be responsible for either a sheep or a pig. They will care for their animal as well as help other students. Each step that they take with their project is preparing the animal to be exhibited at the Sevier County Fair.

Students will have the opportunity to learn about agriculture and the world around them. They will learn how to properly feed and care for their animals, and also learn hot to prepare themselves and their animals for the county fair.

The 4-H Horse Program objectives are:
• Develop leadership abilities, build character and assume citizenship responsibilities.
• Explore career opportunities.
• Develop skills, knowledge and attitudes for lifelong use.
• Share knowledge gained with others.
• Acquire skills in horse management by owning a horse of any type (i.e., pony, draft, mule) and being responsible for it.
• Appreciate riding as recreation.

The 4-H Mission Statement is:
Assist youth in acquiring knowledge, building character, and developing life skills in a fun learning environment that will enable them to become self-directing, productive members of society.

The 4-H values fit well into the philosophy of Sorenson's Ranch School. We believe there is not such thing as an inherently bad youth and that if one is headed the wrong direction, he/she needs to be given a chance to see another way of life, and an opportunity to learn constructive attitudes.

We provide a place to heal from impacts of a big-city influence in a more “back-to-nature” situation. Our school believes that learning takes place not only in a formal classroom, but in all activities a teenager participates in. We believe, in fact, that some youngsters learn more outside the classroom, which is what they do in 4-H.by: Paul James

Miley Cyrus | Sorenson's Ranch School

Fri, 30 May 2008 13:41 GMT

by Paul James
Now that the flak over Miley’s photo shoot has died down, we should take a look at what actually happened.
• A fifteen-year-old girl participated in a photo shoot with a highly renowned photographer resulting in a photo of questionable content.
• Justification for the pose in question was that it was “artsy.”
• The judgment of those involved in the shoot was influenced by the stature of the photographer.

At Sorenson’s we deal every day with teenagers who have made poor decisions because they were influenced by others and then ended up in trouble because of it. Parents, family, teachers, and even the teens themselves may have all had good intentions and motives, but things don’t turn out as expected. Judgments are clouded by outside influences. Justifications abound. Reality hits, and something must be done.

In Miley’s case, damage control was initiated. Apologies were made. The photographer, the magazine, the parents, and Disney all issued statements in the hopes that the uproar over the photo would soon be forgotten. Damage control for a troubled teen involved in drugs, sex, and alcohol is not as easy. Placement in a residential treatment center may be necessary.
However, many times parents ignore the signs that their teen is having serious problems, thinking it is just a phase that will blow over with no lasting consequences, just as Miley and her parents probably believe about her photo shoot. But here’s a bit of reality they may not want to know. A friend of mine who is a state prison guard came home and asked his wife who Hanna Montana was. When she asked him why, he said, “Because all the prisoners are in love with her.” Men who end up in the state prisons aren’t the kind of people you want having a picture of your fifteen-year-old daughter, especially a provocative one. You can be sure it won’t be hanging on their cell walls because they think it is “artsy.”

In short, teenagers aren’t alone in their ability to make mistakes. Adults, whose care they are in, are also capable of making poor decisions. Residential treatment centers exist to fill the need for resolution for all involved. Sorenson's Ranch School has been committed to helping teens and the families for over 25 years.

Sorenson's Ranch School Location, Location, Location

Tue, 27 May 2008 23:44 GMT

The well-known adage, “location, location, location” usually refers to the importance of where you are located in regard to the potential success of your business, or the potential value of your home. Yet it can be equally as important to the overall success of a teen’s program at residential treatment center. One of the most frequently asked questions we get from parents looking for a placement for their troubled teen is, “Where are you located?” Many of these parents are looking for a placement for their child that is located somewhere close by. Although this may mean that it will be easier for them to visit, that may not translate into having a more effective outcome in their treatment.
Teens who have been experiencing trouble with parents, siblings, school, peers, alcohol, or drugs need a complete change in environment. If they are placed too near their home, friends, and familiar stomping grounds, it will be easier for them to be contacted by people who may have been a negative influence in their choices -- choices that brought them to the point of needing intervention. In the event the student runs from a placement that is near their home, they will have ample opportunity and means to hide from those who care the most about them and their future.
Sorenson's Ranch School is located in a rural setting in the mountains of south central Utah. It is far from the influences found in urban areas of the country. Sorenson’s raises horses for riding, and has an active 4H program that participates in state competitions. Our working cattle ranch with its hands-on work lends itself well to helping youth gain structure and meaning in their life. Our locality provides us with numerous opportunities for outdoor activities. Fishing and camping are regular summertime events.
Over the years Sorenson's Ranch School has had students from all over the country. We have had many from Florida, New Jersey, California, Oregon, Washington, Montana, New York, Arizona, Okalahoma, South Dakota, and Alaska. We have had foreign students from Venezuela, Israel, Egypt, England, Canada, Paraguay, and Korea. All have enjoyed the distraction free environment that our remote setting provides. Adolescents at Sorenson’s, no matter where they are from, work on peer disaffiliation, family healing, and solidification of change through personal maturation.
So, when looking for the right therapeutic boarding school for your troubled teen, “location, location, location,” doesn’t always mean closest to home.

Sorenson's Ranch School Field Trip

Fri, 23 May 2008 13:53 GMT

Friday, April 25th, students from Sorenson's Ranch School went on a field trip to the Sevier Valley Event Center for a Natural Resources/Home & Garden Show. After the show they went to Monroe for a nature walk and a barbecue. Among the exhibitors were the United States Department of the Interior Bureau of Land Management, Utah Avalanche Center, The Division of Forestry, Fire and State Lands, the United States Department of Agriculture, State of Utah School and Institutional Trust Lands Administration, Mustang Heritage Foundation, and many different retailers and associations.
Students learned about noxious weeds from the Bureau of Land Management. They learned that anytime people or their animals work or play in areas infested by noxious weeds, there is the chance that they will move the infestation to a new area. The Bureau of Land Management hopes that by being aware of the problem, people can help prevent the further spread of weeds. When noxious weeds spread, they rapidly displace native plant species that provide habitat for wildlife and food for people and livestock.
Weeds cost money by reducing the land’s natural and agricultural productivity and can increase maintenance costs and reduce the usefulness of recreation areas as well. One of the things that can be done is to drive only on established roads and trails away from weed infested areas.
Students also learned the natural cycle of the life of a western forest from the Forest Service. They learned that since the dawn of time, lightning started most fires. Fire influences the life cycles of plants and plant communities. Many plants adapted to fire effects, and some are even dependent upon fire for germination and growth. Fire is the ignition key that starts the forest cycle again. It gives many plants and animals a chance to reproduce and grow again.
This was an excellent outing for the teens to learn about cause and effect. One of the goals of a residential treatment center is for the youth to begin to understand that their behavior has an effect on their relationships and circumstances. Troubled teens have difficulty putting the two together. It is only with consistent consequences for their actions that teenagers can finally make the connection and begin to behave in a manner that is conducive to their future success in the world. Adolescent treatment aims at “weeding” out the negative influences in a boy or girl’s life, and replacing them with positive models. Therapeutic programs are not unlike the fire cycle that gets rid of the dead wood that chokes the forest and opens up opportunity for new growth.

Sorenson's Ranch School | Youth Ranch | Teen Depression

Wed, 14 May 2008 13:48 GMT

Spring is coming in more like a lion this year at the youth ranch. The growing season is upon us with the snow in the adjacent mountains dwindling, and the spring run off starting to trickle. Water runs into small streams and then into the reservoirs. Some have questioned why the temperatures have not got hot here in grass valley. Although the visible snow pack in the mountains is receding at a good pace, the valley has yet to experience any temperatures above seventy degrees. For our youth in residential treatment, it means that the preparation of the growing season continues. This includes setting up irrigations lines, spreading manure, and the always-dreadful…picking rocks out of the fields.
This year there has been a bountiful crop of new rocks. One adolescent asked who keeps putting rocks back in the fields every night. With a quick lesson about how freezing temperatures combined with moisture each winter continue to push their small nemesis up for harvesting, the student busied himself once again.
Additionally, as the fields are readied and wait for watering to start, a group of students are in charge of herding cattle. This is done on horseback, and begins in the morning as cattle are anxiously awaiting feed. Since there is still frost in the mornings, the cattle act as roaming lawn mowers. These lawn mowers eat off the frozen tops of the crop allowing the plant to grow a quicker rate. The difficulty arises when the cattle want to stray into the neighboring fields, as in “the grass is always greener on the other side.” The cattle herders must contain them in a specific area, which is no easy task. This challenge brings on a great rewards builds self esteem and diminishes teen depression.

Sorenson's Ranch School Teaches Fire Science

Fri, 25 Apr 2008 11:03 GMT

Ryan Jensen, the local Fire Chief of the Town of Koosharem where Sorenson's Ranch School is located, has been teaching a Fire Science Class for students at Sorenson's Ranch. He and some other members of his volunteer fire department who work as staff at Sorenson’s began teaching the class a few months ago. We have had one group of students graduate from the training thus far.
The students train from the 5th Edition Firefighter Essentials. This class is very physically demanding. It is a 150-hour class, consisting of both lecture and manipulative skills. The student has to want to take the class and has to have a high level of commitment.
In order to be able to participate in this class the student must be at least 16 years old to receive a high school credit. If the student wants to certify, the student must be 18 years old. The student must be Level 3 or above to start the class. If the student loses his/her level to a Level 1, a board consisting of the case manager, therapist, discipline, and Ryan Jensen will review the incident. The student will be put on a probationary status for two weeks. The student will be dismissed from the class if they have two Level 1 offenses during that time.
The student must maintain consistency with his/her academic progress. If a student has not completed their assigned work in all their subjects, they will not be able to attend the Fire Science Class that week. If the student misses 2 or 3 classes because of incomplete work in their other subjects, they will be able to make up the class, but they will have to work service hours to make up the cost of time for the makeup classes.
A student wishing to be in the Fire Science Class must abide by the SRS rules. Horseplay is not tolerated. The student must also pass a physical pretest before being accepted into the class.
Feedback from the students who have participated in the Fire Science Class has been very positive. They are more mindful of their behavior while taking the class and are less apt to get into trouble. It has proven to be a very positive experience for all the teens involved. One graduate of the class said that it opened up opportunities in the future that he didn’t have before. He plans on being a volunteer firefighter in his hometown. He also received a Wildlife Certification through this class, which allows him to fight fires this summer anywhere in the United States. He said that the best thing about the class was the enormous amount of knowledge that he gained. He was surprised by how much there was. He also said that he learned the value of teamwork and listening to what you were being told. It helped him gain respect for those in authority and also for himself. He also learned the importance of trusting his team members.

Sorenson's Ranch School recently hosted a Life Skills Seminar presented by a 30-year veteran in law enforcement.

Tue, 22 Apr 2008 10:39 GMT

Sorenson's Ranch School recently hosted a Life Skills Seminar presented by a 30-year veteran in law enforcement. Students were presented information regarding substance abuse and criminal consequences. They learned about jurisdictions, criminal categories and classifications, determining factors in prosecutor’s selection of criminal charges and judge’s imposition of sentence, and juvenile criminal history. They were also presented real life case studies and watched a video, “Kids Who Get Life.”

Students learned that conditions of incarceration were not equal among the various levels from County jails to the Federal Bureau of Prisons. They were told that six months in a county jail corresponded to two years in a state prison. The effect of jurisdictional funding on availability of prison programs and quality of inmate life during incarceration was explained.

During the Criminal Categories and Classification section students learned the sentencing guidelines in relation to criminal categories. They were told how the offender’s conduct, life choices, and prior criminal history impact the sentencing imposition. They learned how core crimes of theft, burglary, and DUI can escalate to aggravated assault and manslaughter.

Students learned the determining factors that lead to enhanced criminal charges and longer prison sentences, such as the offender’s conduct during the commission of criminal offense and subsequent arrest; lies, evasion, and misrepresentation; non-compliance with probation and continued substance abuse.

Students under the impression that their past criminal history would not affect their future were informed otherwise. The juvenile criminal history is not “erased” when the offender becomes an adult. While the history is protected from public access, it is open to officers of the court: prosecutors, probation officers, and judges. In an offender’s early adulthood a prior juvenile criminal history will be used to justify longer prison sentences.

Feedback from the students who attended the seminar was positive. Comments were that it provided good information about the justice system and consequences. One student said that when he was home he never worried about the consequences of his actions, but this seminar helped him become more aware of what would happen. Another said that it helped him know what his rights were and what the charges would be for the things he had done. All agreed that they enjoyed watching the video showing the three criminal cases of teen offenders sentenced to life prison terms. A student commented, “It was pretty useful. It made me think that I don’t want to do that stuff anymore.”

Sorenson's Ranch School | Healing Today's Youth

Mon, 31 Mar 2008 10:37 GMT

Today's American youth are facing challenges not seen before in any other previous generation. Negative peer influences and broken families are causing a significant number of kids to experiment with alcohol, sex and drugs, including OTC and prescription medications. Additionally, the Internet and video gaming culture are exposing kids to graphic content at a much earlier age and creating isolated and socially withdrawn children.

The cumulative effect of these issues is resulting in an increased number of at-risk kids in our society. This often leaves desperate parents searching for ways to help and rehabilitate their troubled teens through alternative education. While there is no shortage of boarding schools and teen help programs, ranch schools are becoming increasingly popular due to their unique ways of addressing many issues facing today's youth.

Sorenson's Ranch School in Utah is one such facility that provides help for children and young adults with a history of substance abuse and behavioral issues. Using equine therapy and other rehabilitation programs, Sorenson's Ranch offers its services in a distraction-free environment, which many claim is a necessary component to putting kids on the road to recovery.

There is little dispute over the healing power of ranch-style environments. The topic was addressed in the 1991 movie "City Slickers," where three men facing mid-life crises ventured off to a Colorado ranch, which resulted in a return to their families and home lives with more meaning and fulfillment.

Sorenson's Ranch School RAD Program

Fri, 01 Feb 2008 12:09 GMT

Sorenson’s Ranch School is a residential treatment Center for troubled teens that specializes in the treatment of Reactive Attachment Disorder, (RAD). Sorenson’s is licensed as a residential and substance abuse treatment center, and is accredited by the Joint Commission Accreditation of Hospital Organizations.
In the residential setting at Sorenson’s Ranch School , Reactive Attachment Disorder (RAD) and attachment issues are treated by a licensed trained therapist working closely with the child and family. The child with reactive attachment disorder works on changing his internal working model, or core beliefs, about himself that has stemmed from the first few years of life where the compromised or disrupted attachment took place. These core beliefs are usually negative and are the reflection of the symptoms such as low self-esteem, impulsive behaviors, aggression and violence, lack of empathy, antisocial behaviors, resisting touch by primary caregivers, anxiety, lack of and inability to maintain close friendships, defiance, and depression.
Our therapists use techniques to treat Reactive Attachment Disorder (RAD) such as therapeutic education, role-playing, cognitive restructuring and teaching communication and social skills. These techniques are delivered through therapy sessions, group therapy sessions, (including an adoption group), parent contact, and regular family therapy sessions. At Sorenson’s Ranch School there are opportunities for the student to engage in activities that will help them improve their self-esteem directly, affecting the child’s internal working model. Some activities that promote self-accomplishment through responsibility include completing chores, working hay fields feeding and taking care of animals, succeeding in the classroom, doing service projects, and enjoying the outdoors through camping, hiking, water-skiing, skateboarding, biking, and horseback riding. During these activities the student with Reactive Attachment Disorder engages with an assigned personal case manager, staff and students to create meaningful intarpersonal and interpersonal relationships.