The Frost School’s Behavior Management Policy is based on the philosophies and principles of a therapeutic community (TC). Every aspect of the classroom, counseling sessions, workday, outings, family sessions, and social times are guided by these principles.

• Emphasis is placed on the current behavior of the student in interaction with the social process of the school.

• Emphasis is placed on helping the student see, understand, take responsibility for and, ultimately, alter his/her characteristic ways of INTERACTING with others around him/her.

• Primary objectives are to have students be aware of and respect the social expectations around them.

• In the Frost School Therapeutic Community, the traditional, confidential, one-to-one patient/counselor relationship is largely supplanted by a large and highly visible network of relationships with students and staff.

• The intent is that ALL relationships have ‘healing properties’. The student is expected to participate actively and responsibly—not only in his/her own treatment—but in the treatment of fellow students as well. Treatment responsibility is distributed among all students and staff.

• Much of the treatment takes place in the daily meetings. A student’s BEHAVIOR is discussed by his/her peers, and the student is helped to face the social consequences of his/her behavior. Social pressure is brought in an effort to produce behavior that is in conformity with the social norm of the school. Reality testing and recognition of reality are carried out within the same context. Distortions and projections are examined while appropriate problem solving efforts are actively supported.

• The Frost School places a very high value on communication of feelings and information. In order to improve the quality and quantity of communications, a democratic atmosphere is cultivated. Social distance between staff and students is reduced so behavior of BOTH can be discussed. ALL members of the community—staff and students—are expected to take responsibility for the success of the community. This is done by discussing their feelings, feeding information into discussions, being part of the decision-making process, accepting group consensus, being responsive to social pressure, being supportive when someone needs help, and confronting others in a non-punitive way.

• Students learn from staff the values, attitudes and behaviors that are acceptable. The students who have been in the TC for a while are to take on the role of “community leaders” and are expected to transmit the values and attitudes to new students. This value system is TAUGHT to our students in the everyday encounters they have with the staff and other students.

• We teach impulse control, planning for the future, postponement of gratification, interpersonal skills, and stress management in the day-to-day interactions with other community members. It takes time, patience, affirmation, honesty, accountability, and luck too!

• Most ALL treatment takes place in a group (class or counseling) context. This process of interaction is the key to change. The issues addressed can be unimportant. The important part of the treatment is the PROCESS of the issues addressed: the interactions, the support, the accountability, the sharing of similar stories, the feedback, the suggestions, the acceptance, etc. Working TOGETHER—staff and students—the TC can solve ANY issue and can be the healing process that permits people to accept themselves, deal differently with others, and move on in their lives. Each member of the TC is expected to bring his/her gifts, abilities, and talents to the other members of our community.

• Staff’s role is to facilitate the process of healing by modeling our set of values to our students and community.

• Teachers primarily ‘model’ the community values in the classroom. Counselors do this in the group settings. Other staff members model the values in their supportive role. Each must understand his/her role in the community and support others in their role.