behaviors including but not limited to: aggression, emotional dysregulation or conduct, oppositional or defiant behaviors. j The student’s current living environment, family setting and extended community cannot provide the appropriate levels of support and access to therapeutic services. j The student meets the age, cognitive capacity, adaptive functioning level and/ or developmental level requirements necessary for acceptance. j Typical student/family history and behavior could include:
( Personality disorders (Cluster A, B, and C); ( Co-occurring/dual diagnoses of the above. j Teens that BYA cannot serve effectively include: ( Significant cognitive impairment ( Active self-harming behaviors requiring hospitalization ( Severe autism spectrum disorders, ( Schizophrenia spectrum and psychotic disorders, ( Current or persistent suicidal or homicidal behavior, ( Recent or ongoing violent behavior, ( Are experiencing psychosis, or impaired reality testing, ( Chronic and/or ongoing history of development. DISCHARGE PLANNING/CRITERIA n Discharge planning begins at the time of admission. A preliminary discharge plan with discharge goals, projected length of stay, tentative discharge date, and tentative aftercare plan will be formulated. Discharge / transition planning processes are family-driven and child-focused ensuring voice, choice, and access throughout the continuum of care. Discharge processes are managed through weekly treatment team reviews and monthly multidisciplinary meetings bringing the student, family and external support systems together to assess progress and identify ongoing treatment goals. The aftercare plan is based upon the individual strengths and unique needs of the student/family. n A student will be considered for discharge when he has made significant progress toward treatment goals and sufficient aftercare services (mental health, education, family, medical/ physical) have been arranged to support a smooth transition.
( Substance Abuse, ( Family dysfunction, ( Impulse control, ( Low self-esteem,
( Non-compliance/defiance, ( Poor relationship choices. ( Trauma History including: – Grief and loss,
– Attachment and Adoption issues – Abuse (physical, emotional and/or sexual)
j DSM V Diagnosis including:
( Neurodevelopmental disorders (attention-deficit/hyperactivity disorder (ADHD), learning disabilities, and intellectual/borderline intellectual disability (functional limitations/deficits in adaptive behavior, with full scale IQ 65-79); of note, autism spectrum disorder with severity level 1 (requiring support) will be reviewed on a case- by-case basis, while level 2 and level 3 severity levels are excluded); ( Depressive and bipolar disorders; ( Anxiety disorders; ( Trauma- and stressor-related disorders; ( Disruptive, impulse control, and conduct disorders; ( Substance-related disorders;
Brooksville Youth Academy 3
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