• Residential Treatment Program for Teens 12-18

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Solstice West Joins EOSIS Utah: Same Relationship-Based Care, New Recovery-Aligned Support
Solstice West Joins EOSIS Utah: Same Relationship-Based Care, New Recovery-Aligned Support 1080 1350 The Solstice Team

Layton, Utah-based residential treatment center for adolescent girls becomes part of national behavioral health organization EOSIS, operating as EOSIS Utah.

Solstice West, a residential treatment center specializing in trauma-informed, relationship-based care for adolescent girls ages 12–18, has joined EOSIS, a behavioral health organization based in Minnesota, as part of a broader acquisition of five Utah-based behavioral health programs now operating together as EOSIS Utah.

The acquisition brings together Solstice West, Elevations RTC, Seven Stars, The Approach, and ViewPoint Center under the EOSIS Utah umbrella. Each program will continue to operate independently, maintaining its clinical model, student milieu, admissions process, and day-to-day care.

For Solstice West, this partnership represents a meaningful alignment. Solstice West has long provided specialized residential treatment for adolescent girls navigating trauma, attachment, substance use, and addictive or compulsive behaviors through a relationship-based, trauma-informed clinical model. EOSIS brings organizational depth in addiction recovery, co-occurring mental health treatment, and continuum-based care — a framework that connects directly with the work Solstice West does every day.

“EOSIS is able to bring in their own niche expertise on adult recovery work while trusting and learning from our adolescent focus,” said Kim Peterson, Admissions Director. “This partnership brings additional organizational support, behavioral health expertise, and operational stability behind the Solstice team our referral partners already know. Our clinical model, student milieu, academic programming, family work, and day-to-day care remain fully in place.”

What makes the EOSIS partnership particularly resonant for Solstice West is the thematic overlap between the two organizations’ areas of expertise. While EOSIS Minnesota serves an adult population, their understanding of recovery, family impact, regression prevention, and the relationship between mental health and addictive patterns connects strongly with Solstice West’s clinical identity. EOSIS brings that depth as an organizational partner — not as a clinical authority seeking to reshape what Solstice West does.

Throughout this transition, Solstice West’s priority remains steady, thoughtful care for current students, families, staff, and referral partners. The program’s clinical team, admissions process, and daily operations are unchanged. Learn more about this acquisition by connecting with Solstice West’s team or the EOSIS team directly.

About Solstice West

Solstice West is a residential treatment center for adolescent girls ages 12–18, specializing in addictive and compulsive behaviors rooted in trauma, attachment, anxiety, and depression. The program serves all-gender adolescents who identify as female, including nonbinary and transgender AFAB students. Solstice West’s relationship-based, trauma-informed approach incorporates DBT, CBT, EMDR, Brainspotting, Somatic Experiencing, experiential therapy, and family systems work. The program is fully licensed by the State of Utah, accredited by Cognia and CARF, and recognized by California and Washington State for academic credit transfer. Solstice West is located at 1904 W Gordon Ave, Layton, UT 84041.

About EOSIS Utah

EOSIS Utah brings together a specialized continuum of adolescent behavioral health programs in Utah, supported by EOSIS, a mission-driven behavioral health organization focused on recovery, co-occurring mental health, and family support. The continuum includes ViewPoint Center for psychiatric stabilization and multidisciplinary assessment (all genders, ages 6–17); Elevations RTC for clinician-driven residential treatment (all genders, ages 13–18); Seven Stars for neurodevelopmental and autism spectrum specialty care (all genders, ages 13–17); The Approach for transition and life skills support (all genders, ages 15–19); and Solstice West for girls-focused residential treatment specializing in trauma, attachment, substance use, and addictive or compulsive behaviors (ages 12–18).

For more information about Solstice West or to make a referral, contact our team:
www.solsticertc.com/contact-us/ | (866) 278-3345

 

 

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From Overwhelmed to Regulated: Solstice’s Sensory Room
From Overwhelmed to Regulated: Solstice’s Sensory Room 1200 800 The Solstice Team

The Sensory Room at Solstice West RTC: What It Is, How It Works, and What We’re Learning

In 2025, we launched a sensory room at Solstice West RTC to support students who live with trauma histories and those with Level 1 Autism Spectrum Disorder (ASD). The room was designed in collaboration with Ellie Pugmire, a PhD candidate in Occupational Therapy at Widener University, and included a structured five‑week staff training to ensure the space is used effectively and ethically.

Quick answer: What is a sensory room?

A sensory room offers controlled sensory input—lighting, textiles, gentle movement, sound—to help the nervous system settle or organize. In our program, teens learn when and how to use sensory tools, practice skills for down‑regulation, and then return to therapy, classes, or daily routines with more readiness to learn and connect. 

Why a sensory room for teens in treatment?

Trauma, ASD Level 1, and the nervous system

Trauma and sensory‑processing differences can show up as “too much” (hyperarousal: fight/flight) or “too little” (hypoarousal: shutdown). Sensory modulation strategies aim to bring arousal back into a workable range so teens can participate in therapy, schoolwork, and relationships—consistent with trauma‑informed care. Emerging evidence from inpatient settings suggests that sensory‑modulation approaches can aid de‑escalation and complement efforts to reduce restrictive practices.

What’s in our sensory room (and how we teach skills)

Tools and features

The space includes adjustable, dim lighting, weighted items, and bilateral/rhythmic activities, along with structured protocols for timing, consent, and goal alignment. We use it briefly and purposefully (not as a reward or escape), document goals for each session, and integrate the skills into therapy and school transitions.

5‑week staff training and ethical use

Ellie developed a five‑week training that covers sensory processing basics, practice in the room, and when not to use a tool. The aim is consistent, ethical use across staff so the room remains therapeutic—not recreational—and students generalize skills to everyday contexts.

“Trauma is often stored in the body, and addressing sensory needs can help students process their experiences more effectively,” notes Jane Peterson, Executive Director. Even students without a formal sensory diagnosis may benefit from targeted sensory interventions when these are used thoughtfully within a broader treatment plan.

What does the research say?

Sensory rooms and sensory modulation in mental‑health settings

In acute psychiatric settings, studies and reviews describe sensory rooms (sometimes called “calm rooms”) as a trauma‑informed option that can support de‑escalation and patient autonomy. Recent mixed‑methods and review papers suggest promise for reducing distress and complementing efforts to reduce seclusion/restraint, while also noting implementation and measurement challenges. In short: useful tools, still developing evidence.

Sensory integration for autism: where evidence is mixed

For autistic children, the large SenITA randomized controlled trial found no main effects of manualized Ayres Sensory Integration® (ASI) on primary outcomes versus usual care at 6 months, though carers reported improved goal attainment during the intervention; subgroup signals require replication. Recent professional statements emphasize fidelity and matching interventions to individual goals. 

Translation: sensory‑based supports may help some youth meet specific participation goals, but it is not a universal “fix,” and expectations should be individualized.

teen uses a weighted blanket to relieve stress

Weighted blankets: small benefits, safety first

A 2024 systematic review of RCTs found small positive effects of weighted blankets on anxiety, with mixed findings for insomnia; no serious adverse events were reported, but studies were small and heterogeneous. A 2024 narrative review likewise suggests potential sleep benefits while calling for larger trials. 

Safety note: weighted items should be used with guidance, and only by individuals who can independently remove them. 

How we measure outcomes (data‑informed care)

From day one, we built documentation into the workflow: brief session notes, goals (e.g., overwhelm rating before/after, time to re‑engage in class), and tracked patterns (e.g., which tools help which students). This aligns with occupational therapy practice guidance to pair interventions with meaningful, individualized outcomes and transparent documentation. 

How families can use these ideas at home

At a recent family seminar, Ellie led 30‑minute psychoeducation on sensory concepts and practical carryover—simple routines like previewing transitions, offering choice, and building a small “regulation station” (earbuds, fidgets, soft lighting). Families left with safety guidance and a plan to test one or two tools, not ten at once.

About Solstice West

Solstice West RTC is located in Layton, Utah. Academic instruction is delivered by Utah‑licensed teachers, and our clinical team integrates OT‑informed sensory strategies within a trauma‑informed, relationship‑based model of care. Tours are available by request.

What to do next

  1. Ask for a walk‑through. Seeing the room helps you picture how it supports therapy and school.
  2. Talk to our team about whether sensory‑based strategies fit your teen’s treatment goals.
  3. If you’re a district partner, we can coordinate observation or consultation.

Talk With Our Team About the Right Next Step

If your teen’s life is impacted by disregulation and you’re searching for residential support, our admissions team can help you understand whether Solstice West may be the right fit.

Contact Our Team   |   Call Now

FAQs

How long are sessions in the sensory room?
Short and goal‑focused. Teens enter with a purpose (e.g., down‑regulate after therapy), practice for minutes—not hours—and return to class or sessions when ready.

Is a sensory room the same as sensory integration therapy (ASI)?
No. A sensory room is a setting and set of tools used for regulation. ASI is a manualized therapy delivered by trained OTs with fidelity; evidence is mixed, and expectations should center on individualized goals.

Are weighted blankets safe for teens?
They can be safe when used correctly and may offer small benefits for anxiety/sleep, but they’re not right for everyone. Use only if the teen can remove the blanket independently and review with a clinician if there are respiratory/sleep concerns. 

Do sensory rooms reduce seclusion or restraint?
Findings are encouraging but mixed. Implementation studies and reviews suggest sensory rooms/modulation can support de‑escalation as part of broader trauma‑informed changes (training, policy, environment). Measurement and context matter.

 

Crisis and safety note

If you or your child is in immediate danger or is considering self-harm, call 911 or go to the nearest emergency room.

For 24/7 support in the United States, you can call or text 988 or chat via the 988 Suicide & Crisis Lifeline. If you are outside the U.S., please contact your local emergency number or national crisis service. This article is for educational purposes and is not a substitute for medical or mental-health advice.

 

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Trauma‑Informed Schools: A Parent’s Guide to Helping Your Child Learn Again
Trauma‑Informed Schools: A Parent’s Guide to Helping Your Child Learn Again 1000 667 The Solstice Team
What this guide covers:
Trauma can make even a “good” school feel overwhelming for a child. This guide helps parents understand what a trauma-informed school actually looks like, why it’s often a better fit for kids who’ve been through hard things, how to tell when school isn’t enough, and when a therapeutic program like Solstice West RTC may be the right next step.
On this page

Trauma-Informed Schools & Therapeutic Programs: A Parent Guide

If your child has been through something hard—a serious accident, medical trauma, family violence, loss, or ongoing stress—school can suddenly feel like a minefield. You might see more stomachaches, school refusal, meltdowns over small changes, or calls from the nurse that “they just don’t feel well.”

It’s easy to wonder:
Is this just teen behavior… or is it a trauma response? Can school actually help?

This guide will help you:

  • Understand what a trauma-informed school is (and why it can be a better fit for kids with trauma)
  • Recognize how trauma shows up at school
  • Know when a therapeutic school may be needed
  • See how Solstice West RTC builds trauma-informed classrooms within a therapeutic program

Large national surveys show that about three in four U.S. high-school students report at least one adverse childhood experience (ACE), and nearly one in five report four or more—and higher ACE counts are strongly linked with mental-health symptoms and school-related risks like substance use and suicidality.

Teachers can build positive relationships with students and often notice changes in behavior.

Quick answer: What is a trauma-informed school?

A trauma-informed school is one where adults understand how stress and adversity affect learning and behavior, and use that knowledge to shape the entire environment. Core elements include:

  • Safety and trust (clear rules, predictable routines, emotionally safe staff)
  • Awareness of trauma and how it affects attention, emotions, behavior, and health
  • Strong relationships and co-regulation between adults and students
  • Student voice and choice in age-appropriate ways
  • Family partnership and culturally responsive practices

Behavior is seen as communication, not just “good” or “bad,” and responses focus on skill-building and avoiding re-traumatization instead of relying only on punishment.

Put simply, a trauma-informed school is designed so that a child’s nervous system can calm down enough to feel safe and learn.

Why trauma makes school so hard

Trauma can change how a child’s brain and body handle:

Even normal school environments can overwhelm a sensitized nervous system.

  • Attention and working memory
  • Sleep and energy levels
  • Emotion regulation and impulse control

National guidance notes that after trauma, many children struggle with concentration, become more easily startled, and are more likely to experience physical complaints and sleep disruption—all of which interfere with school tasks. 

In a busy school day with bells, crowds, tests, and social pressure, that can show up as:

  • Big reactions to small changes (a substitute teacher, a seating change)
  • Trouble starting or finishing multi-step tasks
  • Withdrawing from friends or refusing certain classes (presentations, PE)
  • Frequent visits to the nurse or calls home to be picked up

None of this means your child is broken or “just being difficult.” It usually means their body and brain are working extra hard to stay safe in an environment that feels unpredictable or overwhelming.

Children’s responses to trauma: emotional, behavioral, and physical

Major organizations like NIMH, SAMHSA, and CDC describe a wide range of normal responses after trauma, which can vary by age and may last for days to weeks. 

Emotional responses

Patterns of behavior can show deeper connection to trauma.

  • Increased fear, anxiety, or worrying about safety
  • Sadness, guilt, or shame about what they did or didn’t do
  • Irritability, anger, or feeling emotionally “numb”

Behavioral responses

  • Clinginess (younger children) or withdrawal (older kids and teens)
  • Regression (bed-wetting, baby talk, needing more help)
  • Trouble concentrating and forgetfulness
  • Regression in academic skills or work quality
  • Risk-taking, including substance use (especially in teens)

Physical responses

  • Trouble falling asleep or staying asleep; nightmares
  • Sleeping much more than usual
  • Ongoing headaches, stomachaches, or GI issues without a clear medical cause

NIMH emphasizes that many of these reactions improve over time with support and routine, but that persistent symptoms beyond about a month, or severe reactions at any time, are reasons to seek professional help. 

In the classroom, this may look like late or missing work, zoning out, skipping class, drama with peers, or constant nurse visits, layered on top of either withdrawal or acting out.

What makes a school truly trauma-informed?

You’ll see “trauma-informed” on a lot of websites now. The question is whether it matches evidence-based frameworks like those from the National Child Traumatic Stress Network (NCTSN).

Here’s what to look for and ask about:

1. Routines and predictability

  • The day’s schedule is posted and reviewed.
  • Staff preview changes (assemblies, drills, substitute teachers).
  • Transitions have clear, consistent steps.

NCTSN’s system framework highlights predictable routines as a core part of trauma-informed school environments because predictability helps regulate students’ stress responses.

2. Relationships and co-regulation

  • Teachers model basic regulation skills (brief breathing or stretch breaks).
  • When a child escalates, the first move is connection and calming, not punishment.
  • Adults greet students by name and notice when something is off.

SAMHSA’s guidance for children and youth after traumatic events stresses that supportive, calm adults are the key factor in helping kids cope, which is exactly what good co-regulation provides. 

Teen girls can be good at masking symptoms. Teachers who prioritize relationship-based teaching can help spot changes in behavior. 

3. Voice, choice, and agency

  • Students get small but real choices (order of tasks, project format, partner options).
  • There are clear ways to ask for a break or support without being shamed.

Choice increases a sense of control, which is especially important for kids whose control was taken away during trauma.

4. De-escalation spaces that teach skills

Some classrooms or schools use a “calm corner” or quiet space. In a trauma-informed school, this space is:

  • Taught like any other routine (when to use it, how long, what to do there)
  • Filled with tools that build skills (visual timer, movement, sensory supports), not just a place to escape work

5. Instruction that lowers overload

  • Directions are chunked into smaller steps with visuals.
  • Lessons include short regulation breaks (stretch, breathe, stand and talk).

For a dysregulated brain, this can be the difference between “I can’t” and “I can try.”

6. Restorative, not purely punitive, discipline

Instead of “What’s wrong with you?” a trauma-informed school asks:

“What happened? Who was affected? What do you need to repair and move forward?”

NCTSN and other school safety organizations encourage restorative approaches to reduce exclusionary discipline and keep kids connected to learning, which is protective for mental health.

How parents can support their child right now

Even in a great trauma-informed school, home routines matter.

Co-regulation and structure

After trauma, kids need more connection and consistency, not fewer rules. Best practices emphasize keeping routines as normal as possible while offering extra reassurance and support.

  • Keep wake times, bedtimes, and school routines as steady as you reasonably can.
  • Use calm, clear limits: “It’s okay to feel angry. It’s not okay to hit. Let’s find a safe way to let it out.”
  • Pair correction with connection: “That wasn’t okay, and I’m still right here with you.”

Quick script before school

“Let’s do two slow breaths together, then we’ll walk to the car. You don’t have to like everything about today. You just have to take the next step. I’m with you.”

Teacher greeting family before school.

Talk with teachers in a way that builds partnership

You don’t have to share everything. Focus on what teachers need to know to respond well:

  • One line about what’s hard
  • One or two things that help
  • A clear ask

Email template

Hi [Teacher’s Name],

[Child] recently went through a difficult event. Since then, they’ve been more anxious and may struggle with changes in routine or loud settings.

What helps: a brief heads-up before big changes and a 2–3 minute break to reset.
Could we set up a simple plan and a quick check-in in a few weeks to see how it’s going? I appreciate your support so much.

When school supports aren’t enough: signs your child might need a therapeutic school

Sometimes, even with solid trauma-informed practices and outpatient therapy, a child’s needs go beyond what a traditional school can safely provide.

Consider talking with your child’s providers about a therapeutic school (day or residential) if you see patterns like:

  • Safety concerns at school (frequent crisis events, running away, serious self-harm or aggression)
  • Ongoing school refusal despite consistent efforts and supports
  • Multiple suspensions, alternative placements, or “soft pushes” to leave
  • Trauma symptoms thataren’t improving after several months of therapy and school accommodations
  • Your child needing intensive therapeutic work that can’t fit into evenings and weekends
  • School staff saying, “We’re trying, but we don’t have the level of support they really need.”

These are the situations where a therapeutic school—integrating academics, intensive therapy, and 24/7 milieu support—may offer the level of containment and treatment your child needs.

The American Academy of Pediatrics’ policy on trauma-informed care points out that systems often need to adjust intensity and environment to match the level of adversity and symptoms; sometimes that means a more specialized setting for a period of time.

What to look for in a therapeutic school

Whether you’re considering Solstice West RTC or another program, look for:

  • Trauma-informed classrooms
    • Routine and predictability
    • Co-regulation and strong teacher-student relationships
    • Skill-focused de-escalation spaces
  • Licensed teachers and a clear academic plan that can coordinate with your home district
  • Integrated clinical support (individual, family, and group therapy)
  • Family involvement and transition planning back to home or a less intensive setting

This mirrors what NCTSN describes as a tiered, trauma-informed school system: universal practices for everyone, plus more intensive interventions for students with higher needs. 

How Solstice West supports students with trauma at school

At Solstice West RTC in Layton, Utah:

  • Instruction is provided by Utah-licensed educators in small, trauma-informed classrooms.
  • Our academic program is listed on the California Department of Education’s out-of-state nonpublic school directory and on Washington’s OSPI-approved nonpublic agency list for education placements (districts can verify current status on those official sites). 

In the classroom, that looks like:

  • Daily routines and previewed schedule changes
  • Teachers trained in trauma-informed practices and co-regulation, not just content
  • Calm, structured spaces for students to practice regulation skills without losing dignity
  • Voice and choice in assignments and projects, so students rebuild a sense of control
  • Close collaboration between therapists, teachers, and families on goals and accommodations

Our team also works with home districts to plan:

  • Credit transfer
  • 504/IEP coordination
  • Step-down options and re-entry plans, so gains made here transfer back home

The overall approach aligns with AAP’s trauma-informed care recommendations—strengthening relationships, buffering adversity, and promoting healthy development.

When to seek professional help (beyond school changes)

Reach out to your child’s healthcare provider or a licensed mental-health professional if: 

  • Symptoms last longer than 2–4 weeks or are still strong after about a month
  • Reactions get worse instead of slowly improving
  • Problems interfere with school, friendships, or family life
  • There are ongoing physical complaints without a clear medical cause

Reach out immediately (same day; emergency services if needed) if you notice:

  • Talk of self-harm or suicide
  • Dangerous risk-taking or substance use
  • Severe school refusal combined with major withdrawal
  • Behavior that makes you fear for your child’s safety or someone else’s

For urgent emotional support in the U.S., you can call or text 988 (Suicide & Crisis Lifeline) any time.

What to do next

  1. Spot patterns, not one-off bad days. Use the emotional/behavioral/physical lists above.
  2. Ask your child’s school: “What trauma-informed supports are already in place for my child, and what else could we try?”
  3. If school struggles continue, request a 504/IEP evaluation in writing and set a date to review progress.
  4. If your child’s needs are beyond what school and outpatient care can safely hold, talk with your child’s providers about therapeutic school options, including whether Solstice West RTC might be an appropriate next step.

You don’t have to figure this out alone. A good trauma-informed school or therapeutic program will treat you as a partner, not a problem.

Talk With Our Team About the Right Next Step

If your teen is struggling with trauma symptoms, our admissions team can help you understand options and whether Solstice West may be the right fit.


Contact Our Team

Call Now
Confidential support for families. We’re here to help you get clarity.

Crisis and safety note

If you or your child is in immediate danger or is considering self-harm, call 911 or go to the nearest emergency room.

For 24/7 support in the United States, you can call or text 988 or chat via the 988 Suicide & Crisis Lifeline. If you are outside the U.S., please contact your local emergency number or national crisis service. This article is for educational purposes and is not a substitute for medical or mental-health advice.

References

  1. National Institute of Mental Health. (n.d.). Helping children and adolescents cope with traumatic events. U.S. Department of Health and Human Services. Retrieved 2025. (National Institute of Mental Health)
  2. Substance Abuse and Mental Health Services Administration. (2012). Tips for talking with and helping children and youth cope after a disaster or traumatic event: A guide for parents, caregivers, and teachers (HHS Publication No. SMA-12-4732). (SAMHSA Library)
  3. National Child Traumatic Stress Network. (2017, updated 2021). Creating, supporting, and sustaining trauma-informed schools: A system framework. (NCTSN)
  4. American Academy of Pediatrics. (2021). Trauma-informed care in child health systems. Pediatrics, 148(2), e2021052579.https://doi.org/10.1542/peds.2021-052579 (AAP Publications)
  5. Swedo, E. A., et al. (2024). Adverse childhood experiences and health conditions and risk behaviors among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR Supplements, 73(4), 39–49.https://doi.org/10.15585/mmwr.su7304a5 (CDC)
  6. Centers for Disease Control and Prevention / Agency for Toxic Substances and Disease Registry. (2019). Helping children and adolescents cope with traumatic events. (ATSDR)
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Helping a Teen With Addictive Behaviors: Signs, Support Options, and When Inpatient Care Is the Right Step
Helping a Teen With Addictive Behaviors: Signs, Support Options, and When Inpatient Care Is the Right Step 1200 630 The Solstice Team
What this guide covers:
Addictive behaviors in teens are often signs of emotional distress, trauma, or difficulty regulating stress.
This comprehensive guide helps parents recognize warning signs, talk with their teen effectively, and understand when outpatient support is enough or when residential treatment may be the most supportive next step.

When a teenager develops addictive or compulsive behaviors such as phone use, vaping, self-harm, disordered eating, gaming, sexual promiscuity, or experimenting with substances, families are often left asking the same questions:

Is this just a phase?
Are we being too strict? Or not strict enough?
How do we help without making things worse?

Addictive behaviors in teens are rarely about rebellion or lack of willpower. More often, they are signals. Attempts to cope with emotional pain, overwhelm, trauma, or nervous system dysregulation that a teen doesn’t yet know how to manage in healthier ways.

This comprehensive guide is designed to help families:

  • Understand what addictive behaviors really mean in adolescents
  • Recognize when support at home or outpatient care may no longer be enough
  • Know what effective treatment looks like and when inpatient care becomes appropriate
On This Page — Table of Contents

What Are Addictive Behaviors in Teens?

Addictive behaviors in teens are repeated actions such as substance use, self-harm, or compulsive technology use that a teenager relies on to cope with emotional distress, stress, or overwhelm. These behaviors are adaptive strategies that temporarily regulate feelings the teen cannot yet manage in healthier ways.

Is an “Addictive Personality” a Real Diagnosis for Teens?

The phrase “addictive personality” is commonly searched, but it can be misleading, especially for adolescents.

Teens do not have fixed personalities. Their brains are still developing, particularly the areas responsible for impulse control, emotional regulation, and long-term decision-making. What looks like an “addictive personality” is more accurately understood as:

Common teen addictive or compulsive behaviors
  • A coping strategy that works temporarily
  • A response to emotional distress or stress overload
  • A nervous system seeking regulation or relief

Common teen addictive or compulsive behaviors include:

  • Substance use (alcohol, marijuana, vaping, prescription misuse)
  • Self-harm or compulsive risk-taking
  • Disordered eating behaviors
  • Compulsive gaming, phone, or social media use
  • Internet or pornography use

In clinical settings, the focus is not just on stopping the behavior, but on understanding why the behavior became necessary.

What Causes Addictive Behaviors in Teenagers?

Teen addictive behaviors are usually driven by a combination of emotional, psychological, and developmental factors rather than a single cause. Trauma, chronic stress, mental health conditions, and difficulties with emotional regulation commonly contribute to why a teen turns to addictive or compulsive coping strategies.

Causes may include:

  • Trauma, loss, or attachment disruptions
  • Anxiety, depression, or mood instability
  • Difficulty regulating emotions or stress
  • Peer pressure or social isolation
  • Neurodiversity (ADHD, ASD, executive functioning challenges)
  • Family history of addiction or mental health concerns

Adolescents are especially vulnerable because their brains are highly sensitive to reward and stress while still developing the skills needed to tolerate discomfort without escaping it.

The behavior is rarely the core problem. It is simply the ‘solution’ the teen has found.

What Environmental Triggers Make Teen Addictive Behaviors Worse?

Environmental triggers are external situations or influences that increase urges, intensify behaviors, or make recovery more difficult for teens. These triggers often interact with internal stress and can significantly impact how often addictive behaviors occur and how hard they are to change.

Common environmental and social triggers include:

  • Peer influence: Spending time with friends who engage in the same addictive behaviors can normalize or reinforce use.
  • Social media and online culture: Influencers, trends, or online communities that glamorize substance use, self-harm, or risky behaviors can increase urges and distort norms.
  • Family stress or conflict: Ongoing parental conflict, high emotional reactivity, or contentious co-parenting can increase emotional overload.
  • Academic pressure or failure: Chronic stress, learning differences, or falling behind at school can drive avoidance or numbing behaviors.
  • Lack of structure or supervision: Inconsistent routines or unclear expectations can leave teens vulnerable during moments of stress or boredom.

While parents cannot eliminate all triggers, modifying the environment and increasing support often reduces the intensity and frequency of addictive behaviors. It can also help clarify when outside help is needed.

What Are the Warning Signs of Addictive Behaviors in Teens?

Warning signs of addictive behaviors in teens often appear as patterns of behavioral, emotional, academic, and physical changes that persist or get worse over time. While individual signs may seem typical in adolescence, clusters of changes usually signal a deeper struggle that needs attention.

Common warning signs include:

  • Behavioral changes: Increased secrecy, lying, irritability, mood swings, or emotional shutdown
  • Academic struggles: Falling grades, skipping classes, loss of focus, or school avoidance
  • Social changes: New peer groups, distancing from longtime friends, withdrawing from family, or loss of interest in previously enjoyed activities
  • Physical symptoms: Changes in sleep patterns, appetite, hygiene, or physical appearance
  • Risk-taking behaviors: Escalating rule-breaking, unsafe choices, or impulsive decisions
  • Emotional indicators: Hopelessness, low self-worth, heightened anxiety, or emotional numbness

One sign alone may not be cause for alarm. Persistent, escalating, or clustered signs over time are what warrant closer attention and professional guidance.

Parent and teen discussion about mental health support

How to Talk to a Teen About Addictive Behaviors?

Talking to a teen about addictive behaviors is most effective when the focus is on understanding rather than control. Approaching the conversation with curiosity, calmness, and empathy increases the likelihood that teens will engage honestly instead of becoming defensive or withdrawn.

More effective approaches include:

  • Leading with curiosity instead of accusation
  • Naming concern without labeling or diagnosing
  • Separating your teen from the behavior (“This isn’t who you are”)
  • Listening more than explaining in early conversations
  • Avoiding ultimatums unless safety requires them

A helpful mindset shift for parents:

The goal isn’t to convince your teen to stop, but to understand what the behavior is doing for them.

This approach builds trust and creates openings for change rather than secrecy.

How Do You Set Boundaries With a Teen Who Has Addictive Behaviors?

When a teen is struggling with addictive or compulsive behaviors, parents are often told to “set boundaries”, but that advice can feel vague or even confusing. Many families end up relying on rules alone, which can unintentionally increase power struggles, secrecy, and emotional reactivity.

Understanding the difference between rules and boundaries is key.

Rules vs. Boundaries: What’s the Difference?

Rules are about controlling behavior. Rules focus on what someone else must or must not do.

Examples of rules:

  • “You are not allowed to vape.”
  • “You can’t be on your phone after 9 p.m.”
  • “If you break curfew, you’re grounded.”

Rules can be useful, especially around safety, but on their own they often trigger resistance in teens who are already struggling with impulse control or emotional regulation.

Boundaries, on the other hand, are about what parents will do to protect safety, stability, and the relationship. Boundaries focus on your response, not controlling someone else’s choices.

Examples of boundaries:

  • “I won’t provide rides or money if substances are involved.”
  • “I’m available to talk when voices are calm; I’ll step away if things escalate.”
  • “I’ll be holding onto medications, substances, and anything that could be misused so I can help keep you safe.”

Boundaries don’t require a teen’s agreement to work. They are enforceable because they are rooted in parental responsibility and action, not the teen’s compliance.

Why Boundaries Matter More Than Rules for Addictive Behaviors

Teens using addictive behaviors often rely on those behaviors to regulate stress, emotions, or internal discomfort. When parents rely solely on rules, teens may:

  • Argue or negotiate endlessly
  • Hide behavior rather than reduce it
  • Experience increased shame or defensiveness

Healthy boundaries help because they:

  • Reduce chaos and emotional reactivity
  • Protect the parent–child relationship
  • Create predictability and containment
  • Support nervous system regulation
  • Shift parents out of constant monitoring and enforcement

When families find themselves constantly negotiating or walking on eggshells, it may signal that the family system needs more support, not that parents are failing.

Turning Rules Into Boundaries: Practical Examples

The goal isn’t to eliminate rules entirely but to anchor rules with boundaries that reduce power struggles and increase safety. Here’s how a rule can be reframed into a boundary:

Rule Boundary
“You’re not allowed to use substances.” “I can’t allow substances in our home, and if I find them, I’ll remove them and revisit what support you need.”
“You have to tell me everything.” “I’m here to talk when you’re ready, and I’ll check in regularly because your safety matters.”
“No phones after 9.” “As a family, we will charge our phones in the kitchen overnight to support sleep and help us stay off screens overnight.”

Sample Scripts for Setting Boundaries With Compassion

Many parents know what they want to say but have a hard time saying it calmly and consistently. The framework below helps parents communicate boundaries without escalating conflict.

  • Love: “I love you, and I care deeply about your safety and well-being.”
  • Truth: “I’m seeing behaviors that tell me you’re struggling, and it’s my job to respond instead of ignoring them.”
  • Responsibility: “This is what I can and can’t do as your parent.”
  • Choice: “You get to make your own choices. I’ll respond in ways that keep things safe.”
  • Follow-Through: “If this boundary isn’t respected, here’s what I’ll do next.”

Example in Practice

Boundary setting with compassion illustration

“I love you and I know things have been really hard lately. Because you and your safety matter to me, I can’t give you access to money when substances are involved. You get to decide what you do, but I’ll follow through on this boundary consistently.”

This approach:

  • Reduces lectures
  • Avoids threats
  • Keeps responsibility where it belongs
  • Preserves connection even during conflict

Boundaries are not punishments. They are healthy expressions of care, clarity, and parental leadership. This is especially true when a teen is overwhelmed or dysregulated.

If boundaries feel impossible to hold, or if holding them escalates behavior rather than reducing it, that doesn’t mean you’re doing it wrong. It may mean your teen needs more support than the family system can provide alone.

What Treatment Options Are Available for Teens With Addictive Behaviors?

Treatment options for teens with addictive behaviors vary based on intensity, safety, and the teen’s ability to function outside of therapy. Common options range from outpatient therapy to intensive outpatient programs and residential treatment, each offering different levels of structure and support.

Common Levels of Care

  • Outpatient therapy: Weekly sessions; appropriate for mild, early concerns
  • Intensive outpatient programs (IOP): Multiple sessions per week while living at home
  • Residential treatment: 24/7 therapeutic environment with integrated clinical care

Each level has its place in the continuum of care. Effectiveness depends on severity, safety, and the teen’s ability to regulate outside of sessions.

When Is Outpatient Therapy Not Enough for a Teen?

Outpatient therapy may not be enough when addictive behaviors continue to escalate, disrupt daily life, or feel unsafe despite consistent support. In these cases, teens often need a more structured environment to stabilize and build coping skills effectively.

How Do You Know If a Teen Needs Residential Treatment?

Residential treatment may be appropriate when:

  • Addictive behaviors persist despite outpatient therapy
  • The teen cannot remain emotionally or physically safe at home
  • Substance use or compulsive behaviors are escalating
  • Mental health symptoms dominate daily functioning
  • Family relationships are becoming highly reactive or fractured
  • School engagement has significantly declined

What Effective Residential Treatment for Teens Looks Like

High-quality adolescent treatment addresses the whole person, not just the behavior.

Effective programs include:

  • Trauma-informed, relationship-based care
  • Integrated treatment for co-occurring mental health conditions
  • Evidence-based therapies (DBT, CBT, EMDR, somatic approaches)
  • Emotional regulation and nervous system support
  • Family therapy and parent involvement
  • Academic continuity and confidence rebuilding

Teens need practice, repetition, and support in a structured environment.

Evidence-Based and Holistic Approaches That Support Teen Recovery

Effective treatment for teen addictive behaviors integrates multiple therapeutic approaches, tailored to the adolescent’s needs.

Some evidence-based modalities include:

  • Dialectical Behavior Therapy (DBT): Teaches emotional regulation, distress tolerance, and impulse control skills
  • Cognitive Behavioral Therapy (CBT): Helps teens recognize and change unhelpful thought patterns and behaviors
  • NeuroAffective Relational Model™ (NARM®): Addresses attachment patterns, relational stress, and nervous system dysregulation that often drive addictive or compulsive coping
  • Trauma-focused therapies (such as EMDR and somatic approaches): Address unresolved trauma that often underlies addictive behaviors
  • Motivational interviewing and harm-reduction approaches: Support teens who feel ambivalent about change without relying on shame or pressure

In addition, many effective programs incorporate holistic supports such as:

  • Mindfulness and body-based regulation practices
  • Physical movement and exercise
  • Creative or experiential therapies
  • Life skills and executive functioning support

Family therapy is a critical component, helping caregivers learn how to respond effectively, rebuild trust, and support long-term change at home.

How Does Solstice West Treat Addictive Behaviors Differently?

Solstice West treats addictive behaviors as coping strategies rooted in emotional and relational challenges rather than isolated problems or moral failures. Treatment focuses on addressing underlying causes, building regulation skills, and involving families so progress can continue beyond residential care.

Key elements of our evidence-based approach include:

  • Meeting teens where they are, using harm-reduction and motivational frameworks
  • Treating the why behind the behavior alongside the behavior itself
  • A dedicated substance use and compulsive behaviors track
  • Integration of trauma therapy, emotional regulation, and family work
  • A small, relationship-based environment with intensive clinical support

The end goal is not simply quitting the behavior, but building capacity. We want our clients to develop the ability to feel, cope, connect, and make healthier choices over time. This helps teens have agency to make the changes themselves.

How Families Can Take the Next Step

If you are wondering whether residential treatment may be appropriate, consider these questions:

  • Is our current level of support creating real change?
  • Is our teen becoming more regulated or more distressed over time?
  • Are safety, trust, or stability increasingly at risk?

Speaking with an experienced admissions or clinical team can help clarify options and next steps.

Supporting Long-Term Recovery After Treatment

Support and recovery planning for families

Recovery from addictive behaviors does not end when formal treatment concludes. Maintaining progress requires continued structure, connection, and support.

Key elements of long-term success include:

  • A clear transition or aftercare plan
  • Ongoing outpatient therapy or coaching when appropriate
  • Family communication and boundary alignment
  • Supportive routines that promote regulation and accountability
  • Gradual reintegration into school, peers, and daily responsibilities

As professionals, we know that setbacks can occur, and they are part of learning, not failure. Progress over perfection helps teens build resilience and confidence as they move forward.

A Final Word to Parents

Choosing a higher level of care does not mean you have failed or waited too long.

Often, it means you are responding thoughtfully to what your teen actually needs.

With the right environment, support, and clinical care, adolescents can learn to regulate emotions, rebuild trust, reconnect with strengths, and develop healthier ways to cope.

Early, appropriate intervention changes lives.

Talk With Our Team About the Right Next Step

If your teen is struggling with addictive or compulsive behaviors, our admissions team can help you understand options and whether Solstice West may be the right fit.


Contact Our Team

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Confidential support for families. We’re here to help you get clarity.

Frequently Asked Questions About Teen Addictive Behaviors

What’s the difference between a habit and an addictive behavior in teens?
A habit is typically flexible and easy for a teen to stop without significant distress. An addictive behavior is more rigid, continues despite negative consequences, and is often used to regulate emotions or avoid discomfort. If stopping the behavior leads to intense distress, secrecy, or escalation, it may signal an underlying addictive pattern.
What is the difference between an addictive personality and addictive behaviors in teens?
An “addictive personality” is not a clinical diagnosis, especially for teens. Adolescents are still developing impulse control and emotional regulation. What looks like an addictive personality is more accurately a pattern of addictive behaviors used to cope with stress, trauma, anxiety, or emotional overwhelm. These patterns can change with support.
What are the early signs of addictive behaviors in teenagers?
Early signs include increased secrecy, mood swings, withdrawal from family or activities, declining school performance, changes in sleep or hygiene, and escalating emotional reactivity. While some changes are normal in adolescence, persistent or intensifying patterns often signal a deeper issue that needs closer attention or professional guidance.
How do I talk to my teen about substance use or compulsive behaviors?
Start calmly and focus on concern rather than punishment. Ask open-ended questions, listen without interrupting, and avoid labeling or ultimatums unless safety is at risk. Teens are more likely to engage honestly when they feel understood rather than judged or controlled.
When is outpatient therapy not enough for a teen with addictive behaviors?
Outpatient therapy may not be enough when behaviors escalate, interfere with daily functioning, or persist despite consistent treatment. If a teen struggles to stay safe, regulate emotions between sessions, or if family conflict continues to intensify, a higher level of care may be appropriate.
How do I know if my teen needs residential treatment?
A teen may need residential treatment when addictive behaviors continue despite outpatient care, when emotional or physical safety is at risk, or when mental health symptoms dominate daily life. Residential care provides structure and support when healing cannot occur effectively in the home environment alone.
What happens in a residential treatment center for teens?
Licensed residential treatment centers provide 24/7 therapeutic support in a structured environment. Teens receive individual, group, and family therapy, academic support, and skills training focused on emotional regulation, coping, and healthy decision-making rather than simple behavior control.
Can teens recover from addictive behaviors?
Yes. Teens can be highly responsive to treatment when underlying causes like trauma, anxiety, or emotional dysregulation are addressed. Recovery focuses on building coping skills, emotional capacity, and resilience over time, not perfection or lifelong labels.
How important is family involvement in teen addiction treatment?
Family involvement is critical for long-term success. Addictive behaviors affect the entire family system, and recovery is more sustainable when parents learn effective communication, boundary-setting, and emotional regulation strategies alongside their teen.
What types of therapy are most effective for teens with addictive behaviors?
Effective treatment often includes evidence-based therapies such as Dialectical Behavior Therapy (DBT), Cognitive Behavioral Therapy (CBT), the NeuroAffective Relational Model™ (NARM®), Eye Movement Desensitization and Reprocessing (EMDR), and motivational approaches. The best outcomes occur when treatment is individualized and addresses both behaviors and co-occurring mental health needs.
Is it too early to seek treatment if my teen is unsure they want to change?
No. Many teens enter treatment feeling unsure or resistant. Effective programs meet teens where they are, using agency-based, harm-reducing approaches rather than requiring full commitment at the start. Readiness for change often develops once teens feel safe and supported.
What should parents look for in a teen treatment program?
Parents should look for licensed and accredited programs that offer evidence-based therapies, trauma-informed care, integrated mental health and addiction treatment, strong family involvement, and academic support. Clear clinical philosophy, individualized treatment, and transparent communication are key indicators of quality.

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Adventure and Self-Discovery
Adventure and Self-Discovery 1200 800 The Solstice Team
Michael Sanders - Director of Adventure Programming - Solstice RTC

Michael Sanders – Adventure Director

Michael Sanders, Adventure Director here at Solstice, was recently interviewed on our approach to adventure therapy. We wanted to share with you some key takeaways from his conversation.

At the heart of our program is a philosophy that celebrates the profound impact of nature and adventure experiences on healing. We look to support Excellence in four main areas of personal and relational growth here at Solstice: Relationship, Influence, Character, and Health. As we see it, adventure-based and experiential therapeutic activities support growth and reflection in each of these areas.

 

Adventure and Self-Discovery

Michael reflected that “facing something uncomfortable is actually part of why adventure programming works so well and why it’s so important as part of their therapeutic process. They identify what makes them uncomfortable, confront those things, and then build the skills to overcome them.” Our method effectively integrates adventure programming into the therapeutic framework because it mirrors real-life challenges.

Through our adventure programming, students are learning transferable skills in an environment that doesn’t feel clinical. They’re becoming self-aware, empowered, and enlivened. They come out of these experiences with lessons they’re able to apply to new situations, or with insights they can use to reflect on their past.

Challenge by Choice: We empower our students to engage in activities at their comfort level, promoting personal growth and willing engagement over compulsion. We don’t want students to participate because an adult told them to, but because it’s something they’re choosing for themselves. This gives each activity a more personal connection and allows them to find their power in that decision.

We incorporate an array of adventure activities such as skiing, snowboarding, equine, rock climbing, Jiu-Jitsu, and more. Each is carefully selected to teach new skills, learn transferable risk management, and promote both physical and mental wellness.

What are the changes we look for at Solstice?

“Often what people think we are looking for is a change in behavior, which is compliance, but in my mind, that is a by-product of something else that is happening, which is their hearts changing…”, Michael remarked, “When they make changes or somehow find their own humanity and the humanity of others around them, there’s something that starts to light up inside them. I think nature does this really well. It helps them recover the light that’s inside them, and when they recover that light, it shines through their eyes and their actions and into the lives of everyone they meet.”

Solstice itself embodies this change of light, as the winter and summer solstices mark the darkest and brightest times of year. This essential quality of change and transition really permeates our community on campus.

Our unique blend of adventure therapy and community support encourages a “change of heart” — a change that transcends rudimentary compliance. Michael emphasizes that what we strive for is not just a change in behavior but a brightening of each individual’s inner light: “When I’m saying there’s a light that shines through them, it sounds like I’m speaking in metaphor, but I’m not. They get brighter. We’re looking for that brightness and the reclamation of that inner light.”

At Solstice, we don’t hold them back from adventures if they aren’t working on their therapy or academic assignments, because we don’t see our adventure activities as leisure, but as a critical part of our therapeutic process.

Outside of complex skill building, boosting self-esteem, and taking the ever-needed time to have fun, our adventures are a time for relationship-building and peer-to-peer coaching. We believe relationships support a foundation for true transformation, and have built our programming to ensure a sense of community is fostered on campus.

In closing, Michael shared: “I know everyone complains about Gen Z, this rising generation, but I have five of my own in this range. We have to see that they are astonishing people. They have gifts and talents that are largely untapped, so to give them the space to rise up and figure out their lives is a really great lesson. I feel really honored to work with them. “

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Our Executive Director’s Clinical Acumen
Our Executive Director’s Clinical Acumen 1000 362 The Solstice Team

At Solstice West, we believe there is particular strength in leadership when it is coupled with deep clinical expertise and interdisciplinary collaboration. In fact, it is the driving force behind our success in guiding individuals toward lasting recovery and personal growth.

Jane Peterson, MSW, LCSW, Executive Director

Jane Peterson isn’t just an Executive Director; she’s a seasoned clinician with over 30 years of experience in residential treatment. She has a deep understanding of human behavior, particularly the impact of trauma on individuals and families. This allows her to guide the program with sensitivity and create a supportive environment for both staff and residents.

Her clinical insight infuses every aspect of Solstice West’s culture, from program development, to academics, to staff training. She champions a trauma-informed approach that prioritizes open communication, active listening, and building trust. This translates into a more cohesive and effective team, ultimately benefiting every resident who walks through our doors.

Jane’s knowledge and experience with diverse therapeutic approaches like EMDR, DBT, CBT, and mindfulness informs her program development and oversight. She can confidently guide therapeutic decisions, ensuring a comprehensive and tailored approach to each resident’s needs.

Jane’s particular interest is in working with individuals who feel misunderstood, such as those with ADHD, autism, or learning disorders. Her compassion and dedication to inclusivity translate into leadership decisions that ensure all residents feel seen and supported.

 

Learn More

What truly sets Jane apart is her unwavering commitment to long-term change. She understands that recovery is a journey, not a destination. That’s why Solstice West equips residents with the tools and life skills they need to thrive beyond the program. Jane finds immense reward in witnessing residents overcome challenges, build meaningful relationships, and discover a newfound sense of self-direction and happiness.

We invite you to learn more about Jane’s leadership and the incredible work happening at Solstice West, especially if you’re passionate about:

  • Bridging the gap between clinical expertise and effective leadership
  • Implementing trauma-informed care in residential treatment settings
  • Empowering individuals to achieve lasting recovery and build fulfilling lives
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Staff Spotlight: Blake
Staff Spotlight: Blake 1600 918 The Solstice Team

“I’ve worked in the therapeutic field for over 30 years, and I love that at Solstice, we work so intentionally with families. You see incredible results.”

—Blake Taylor, MCoun, CMHC

Blake has been an invaluable member of our team since joining in 2010. His journey has been marked by a deep commitment to helping others and a passion for making a positive impact on young lives.

Blake Taylor MCoun, CMHCPrimary Therapist

Blake Taylor, MCoun, CMHC
Primary Therapist

Blake’s favorite part about working at Solstice West is “watching kids grow, change, and figure out who they want to be. To see what directions they want to take. Adolescence is an exciting time for just about anyone, but I feel like I get to see kids making really pivotal decisions and watch them work to implement those decisions. It’s really fun to watch.”

Before specializing in adolescent treatment, Blake’s career encompassed diverse roles, including college counseling, juvenile detention, and county mental health services. Blake’s expertise lies in working with students facing a wide array of challenges, including anxiety, depression, trauma, social skills issues, and Obsessive-Compulsive Disorder (OCD).

Blake shares, “It’s an amazing thing to watch a kid come in, and they’re in pain, and their life isn’t going well… and to see them make the decision and turn it around. Then years later, they’re saying, ‘It’s stuck. I’m still doing it.’ That’s an amazing thing.”

He adeptly employs various therapeutic modalities, such as Cognitive Behavior Therapy (CBT), Dialectical Behavior Therapy (DBT), and Rational Emotive Behavior Therapy (REBT) to tailor his approach to each individual’s needs.

With additional training in trauma modalities like Eye Movement Desensitization and Reprocessing Therapy (EMDR) and Brainspotting, Blake brings a well-rounded and holistic perspective to his work. Recognizing that kids especially are products of their environment, he works to bring a genuine warmth and sense of humor to create a safe and nurturing environment for our students to heal and grow.

Outside of work, Blake cherishes time with his family, residing in Syracuse alongside his loving wife and three children. As a devoted book enthusiast, he takes pleasure in collecting “dusty old books” and indulging in reading adventures.

We are incredibly fortunate to have Blake as part of our team, and his impact extends far beyond his current practice at Solstice West. Many of his former clients continue to share updates and successes, reflecting the lasting positive influence he leaves on their lives.

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Welcoming Our Academic Director
Welcoming Our Academic Director 1000 362 The Solstice Team

We’re excited to announce Jamie Murphy as Academic Director of Solstice RTC!

We are thrilled to announce that Jamie Murphy is returning to the role of Academic Director, bringing her exceptional leadership and expertise back to the helm of the academic team. With her many years of dedication to our team and our students, we are confident in the bright future ahead under her guidance.

 

Jamie Murphy,
Academic Director & Science Teacher

Refocusing on our mission, EnRICH!

Developing Excellence in Relationships, Influence, Character, and Health.

Our leadership’s focus on revitalizing our EnRICH mission has spurred Jamie to embed these core values within our academic staff, curriculum, and overall departmental ethos. Jamie’s deep-seated passion for education and dedication to nurturing meaningful relationships will greatly support the growth and prosperity of both our students and faculty.

Fully accredited, the academics at Solstice stand as a cornerstone of our operations. Accredited by COGNIA and recognized by the education boards of Utah, California, and Washington, our classrooms uphold the highest standards. Our ability to partner with school districts in these states has been influential for families and referral partners alike.

Our tight-knit team of licensed teachers bring an authentic zeal for teaching, driven by a genuine desire to make a positive difference in the lives of their students.

At Solstice West, our teachers collaborate closely with clinical experts and the complete treatment team—including parents, educational consultants, therapists, and future schools—to craft comprehensive academic and transition plans. This meticulous approach ensures a seamless progression to the next stage of education or post-secondary endeavors, supported by weekly meetings to track and discuss each student’s advancements.

Some Updates from Jamie

“We’re just now getting set up to do concurrent enrollment classes, which I’m really excited about. That will allow a student to take a class that will count towards high school credit and college credit at the same time.

We are also doing something that the kids are going to be really excited about, where before they weren’t allowed to have their MP3 players and music in school, we’re now going to allow it—with certain parameters, of course. I find that it helps students more than it hinders their learning. There’s so many of our kids with ADHD and just having that music to be able to kind of tune out the other noise is so helpful. “

 

We want to take this opportunity to thank Angela for her invaluable contributions during her time with us. We wish her all the best on her future endeavors!

Looking ahead, we are excited to have Jamie Murphy back as Academic Director, whose leadership will continue to advance our standards of excellence.

Join us in welcoming Jamie back into this leadership role!

Jane Peterson
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Spotlight on Jane Peterson MSW, LCSW, and Her Recent Promotion to Executive Director
Spotlight on Jane Peterson MSW, LCSW, and Her Recent Promotion to Executive Director 2560 2560 The Solstice Team

Solstice West had the honor of promoting Clinical Director Jane Peterson MSW, LCSW, to the position of Executive Director in early 2023. Jane stepped into this role with a focus on mindfulness, healthy childhood development, and a relationally driven therapeutic focus. She has been serving as the Clinical Director since June of 2021 after joining as a Primary Therapist in 2019. Her previous experience at Solstice West gives her a strong clinical foundation to inform her role as Executive Director.

Jane finds it especially rewarding to take the time to understand people for who they are as individuals, helping them learn how to successfully integrate into society in a way that feels comfortable and authentic to themselves. She is drawn to working with individuals who consider or describe themselves as ‘different’ or find it difficult to relate to others.

Jane came to Solstice West with the intention of diving back into the residential treatment where it is possible to build meaningful, long-term relationships with students. She feels that the teamwork and camaraderie of both staff and students at Solstice West is one of the most fulfilling parts of Jane’s job. She loves that her day-to-day doesn’t feel like work because she is constantly learning and expanding her view of the world.

Jane’s background:
Jane received her Master’s degree in Social Work from the University of Utah and has been on the faculty of her alma mater. She has over 30 years of experience working with children, adolescents, and their families at all levels of care including residential, day treatment, IOP, and outpatient services. She has developed and managed programs, directed treatment teams, and supervised students. During this time she provided extensive clinical care for children, adolescents, and families. Jane has treated a variety of diagnoses including mood disorders, anxiety disorders, complicated grief, Post-traumatic stress disorder (PTSD), Attention-deficit/hyperactivity disorder (ADHD), Oppositional defiant disorder (ODD), Autism spectrum disorder (ASD), and attachment issues.

Jane is trained in both Dialectical behavior therapy (DBT) and Eye movement desensitization and reprocessing (EMDR) and uses many approaches in her practice including Cognitive behavioral therapy (CBT), developmental approaches, systems theory, trauma-focused CBT, Theory of Mind, and attachment-based therapies. She has also included animal-assisted therapy to help clients with attachment issues. Jane has experience running many types of therapy groups including mindfulness, psychotherapeutic, and psychoeducational groups. She emphasizes mindfulness practice to promote emotional regulation, as becoming and staying healthy requires an approach that is inclusive of both mind and body. Most importantly, Jane emphasizes a strength-based, relationship approach with clients.

She views relationships as one of the most important foundations of therapy and successful treatment, as strong relationships and support systems lead to lasting change in adolescents. Jane believes that every family member plays an integral part in the family system, and is a strong advocate for family work that parallels clients’ therapeutic process.

Jane has been married for 31 years and has raised two children. In her free time, she enjoys reading, cooking, traveling, walking her dog, and spending time with her family.

Jane on what’s she excited about at Solstice West:
“I’m excited to further our relational approach to treatment and continue to work on our collaborative problem-solving model that is bolstered by our daily mindfulness practices which allow our clients to practice emotional regulation. We hope that our clients can come away with a deeper connection to themselves and an understanding of their values so that they can graduate with a strong sense of self and live their best, healthy life with an acceptance of who they are.

I’m extremely proud of the Solstice West team and all that we have accomplished. It’s an incredibly tight team that problem-solves together. We’re able to be honest and supportive while challenging each other. Our academics truly sets us apart. Our Academic Director Angela Johnson has elevated her department, making it possible for our students to recover credits and sometimes even graduate early after they return to a more traditional school setting. We find it crucial for our students to be able to go out in the world successfully, so they are guided to find their passions and strengths.”

Jane has made many great strides since stepping into the role of Executive Director and we look forward to her seeing her continued dedication and the positive impact it has on the lives of students and families at Solstice West.

nonverbal learning disorder
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Words Louder Than Actions: Dealing with a Nonverbal Learning Disorder
Words Louder Than Actions: Dealing with a Nonverbal Learning Disorder 2560 1707 The Solstice Team

Asperger’s Syndrome, Autism Spectrum Disorder, and Nonverbal Learning Disorder may simply be three types of an overarching issue, some scientists say. While there is no agreement in the scientific community (yet) about whether or not the statement is true, there are definite similarities between the three.

Signs of a Nonverbal Learning Disorder

Sometimes described as the opposite of dyslexia – an incorrect statement, but one that can be used to for the purposes of making an analogy – Nonverbal Learning Disorder is a condition in which a child has difficulty grasping concepts, relationships, ideas, and patterns, while not having trouble reading, decoding language, or memorizing material. Other patterns unique to a child with Nonverbal Learning Disorder include problems with spatial awareness, social communication, and fine motor skills. In some cases, Nonverbal Learning Disorder causes the child to repeat questions and take everything very literally.

As a parent, there are several steps that you can take to help deal with your child’s Nonverbal Learning Disorder. The first is to keep the environment as familiar as possible. Often, children with Nonverbal Learning Disorder have an aversion to new situations. By being as specific, logical, and organized as possible, you will minimize the levels of stress your child feels. Nonverbal Learning Disorder requires a routine – sticking to it helps your child focus on other things instead of being distracted by shifts in what they expect.

Another important factor is helping your child with Nonverbal Learning Disorder build confidence and self-esteem. Gently introducing them to safe social situations can teach your child to be more open while interacting with others. It may also prove useful to talk to teachers and school officials – explaining your situation will help the classroom be a more pleasant experience.

When raising a child with a learning disorder, it can also be helpful to contact professionals who will help your child adjust to everyday life.

Solstice can help

If your teen is struggling with behavioral and emotional issues stemming from a learning disorder, Solstice can help guide them on a path toward success. Solstice is a residential treatment center for teen girls and assigned female at birth ages 12-18 struggling with difficulties such as trauma, depression, ADHD, and substance use.

For more information about how Solstice can help your child reach their fullest potential, please call  (866) 278-3345 today!

 

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