THESIS PROPOSAL SENIOR CAPSTONE
table of contents INTRODUCTION 01 THESIS STATEMENT 02 definition 04 THEORIES 05 concept 07 inspiration 08 end user profiles 09 area of preoffesional focus 11 activity requirements 13 site selection 15 bibliography 19
introduction
Adolescent suicide is on the rise across the nation. Suicidal behavior is a major problem worldwide and receives hardly any attention. More children died from suicide than automobile crashes in 2016. Each year, twenty times as many people attempt suicide and each attempt affects at least sixty close family members and others in the community for generations. Studies have shown that approximately 100-200 attempts are made for every completed suicide by adolescents. Research has indicated that, “suicidality in adolescents has been the most significant factor in the majority of emergency department visits for behavioral health concerns.”.Typically when an adolescent attempts suicide they are temporarily placed in an inpatient clinic. In a study done by Lear and Pepper, they state that the average length of stay in these inpatient clinics has dramatically decreased which has resulted in the individuals receiving less treatment. This lack of care has put adolescents receiving care at an inpatient clinic at a higher risk of reattempting suicide. A study by Holiday and Vandermuse noted that the emergency department staff provides insufficient care for suicidal adolescents. Studies have shown that healthcare providers often see patients seeking care for mental health as time consuming and taxing resources needed in other areas. This same
study explains that nurses often feel uncomfortable with patients that have attempted suicide as well as being in an environment that isn’t favorable to supplying the sensitive needs these specific individuals require. Because of the lack of training healthcare staff receives on suicidal individuals, they often have negative reactions towards the adolescents in their care. Healthcare providers have been noted to “react to suicidal patients with anger, frustration and are generally non-empathetic.” The lack of education provided to healthcare staff on how to react and treat patients coming in with mental health disorders can result in inappropriate aftercare treatment diagnosis. They also state that one third of adolescents who have previously been hospitalized will not receive appropriate aftercare Every individual has a preconceived idea of mental health based off of their knowledge and experiences in life. Failure to provide proper education to the family and healthcare staff on mental health and suicide can cause rifts in how the family reacts to the individual who made the attempt. The misunderstanding can often lead to stigmatization which can cause increased stress to the individual who made the attempt and allows them to feel
like a burden to their family. Lear and Pepper share that “in a sample of fifty-two adolescents recently discharged from psychiatric hospitalization, approximately one half reported perceived stigmatization by family members.” When families are not provided with education about mental health they often fail to follow through with the treatment that is recommended to them. Because of inappropriate aftercare diagnosis, 18-39% of adolescents do
not seek aftercare following discharge. The way a family functions and works together can have a paramount change on the suicidal individual and improved relations can decrease suicidal tendencies. These studies along with several others all have similar results, in which the suicidal adolescent can feel a deeper connection to those around them and create a stronger family bond and support system. These factors create a foundation for the individual that they can continue to build on throughout the rest of their treatment, and ultimately their life.
thesis statement Adolescent suicide is the second leading cause of death in the United States. A lack of knowledge and understanding from hospital staff, family and friends has been proven to increase the number of adolescents who attempt or re-attempt suicide. A preconceived stigma about suicide and lack of knowledge prevents providers, family, and the community from supporting and helping the adolescents through this mental health crisis. Families and Healthcare staff often assume that after the individuals hospitalization that the issue has been resolved, but they don’t know how to talk about it or help the individual after hospitalization. An educational community center will provide therapy for families and adolescents struggling with suicide as well as host classes that educate the community and near by hospital staff on the reality of adolescent suicide
definition sui·cide (noun) Suicide is often interpreted in different ways; it can have multiple definitions and it is important to have a consistent definition across the board so that research will be more consistent and clearer. The Center for Disease Control defines suicide as “Death caused by self-injurious behavior with an intent to die as a result of the behavior.” (CDC, n.d.). They also have defined suicide attempt as “A non-fatal, self-directed, potentially injurious behavior with an intent to die as a result of the behavior; might not result in injury.” (CDC, n.d.). Before any action is taken an individual will typically have suicide ideation which is defined as “Thinking about, considering, or planning suicide.” (CDC, n.d.).
design theories Human Ecosystem Theory The Human Ecosystem Theory shows the relationship between three organizing concepts: humans, their environment, and the interactions between them. The environment around them is made up of two parts; the natural environment and the built environment. Change in any part of the system affects the system as a whole and its other subparts, creating the need for adaptation of the entire system, rather than minor attention to only one aspect of it. This theory is important to use for this project because if the people are not positively interacting with the environment around them in a way that is beneficial to their mental and social health, then the building will not serve its function or purpose.
Place Attachment Theory Place Attachment is described as an affective link between individuals and their environments. It is stated that Place Attachment consists of interactions between affect and emotions, knowledge and beliefs, and behaviors and actions regarding a setting. It has also been defined as effective bonds that people establish with specific places where they prefer to remain and feel comfortable and safe.
Place Attachment
Cultural/ Group • •
Religious Historical
Person
• • •
Process
Place
Individual
• • •
Affect
Behavior Cognition
Experience Realizations Milestones
• • Social
• •
Social Areaa Social Symbol
Physical
• •
Happiness Pride Love
Naural Built
Proximity-Maintaining Reconstruction of Place
• • • •
Memory Knowledge Schemas Meaning
P
E
R
M
A
Positive Emotions
Engagement
Positive Relationships
Meaning
Accomplishment
PERMA Theory The PERMA theory is made up of five key components that support well-being when all five are met. The five categories are Positive Emotions, Engagement, Positive Relationships, Meaning, and Accomplishment. When all five of these areas are considered in the design process, the end result will be a meaningful place that encourages social connection, emotional well-being, and personal fulfillment.
Attachment- Based Family Therapy Theory Attachment-Based Family Therapy (ABFT) is a manualized family-based intervention designed for working with depressed adolescents, including those at risk for suicide, and their families. ABFT relies on a transactional model that aims to transform the quality of adolescent– parent attachment, as a means of providing the adolescent with a more secure relationship that can support them during challenging times generally, and the crises related to suicidal thinking and behavior, specifically. This therapy theory is the groundwork for how therapy will be used at Haven, not only with familes, but also involving the community to encourage stronger bonds in the family and outside the family to include individuals with different backgrounds.
behavior theories
concept The coral reef is dying off at an alarming rate, if people don’t begin to understand how their actions are impacting the coral reef and change what they are doing the reef won’t last much longer. The coral reef is also home to millions of plants and animals who are all necessary to the growth and life of the reef. If one plant or species of fish were to die the entire coral reef would feel the impact of their death and suffer from it for years to come. It’s absence would cause a gap in the ecosystem that couldn’t easily be repaired. This analogy is similar to adolescents experiencing a mental crisis. The people surrounding the adolescent need to be aware of how their actions are affecting the individuals. By changing their harmful actions they can help benefit the adolescent to continue growing and thriving throughout the rest of their lives.
inspiration
the staff
bryan, volunteer
kelly, worker
dianne, therapist
Bryan is an emergency room nurse at the near-by hospital. He sees a lot of children and families come through the ER because of suicide attempts. He has noticed that his coworkers and himself don’t understand suicide very well and were not trained how to assist families that come through the ER for suicide attempts. He has noticed that because of the lack of knowledge the staff has, it causes more harm to the families. When Haven opened and he heard about the educational classes offered on this subject, he decided to try one out. When the class was over he thought the information was extremely important and relevant so he volunteered to work with Haven to encourage the hospital staff to be involved in learning how to better understand adolescent suicide.
Kelly goes to a local college near by and is majoring in Family therapy. She loves the initiative of Haven and is passionate about bringing hurt families and the community together to encourage healing. She is the eldest of four siblings and has always loved children. She works as the student intern at Haven and helps out at the desk and helps organize the educational events for the community and nearby hospital staff. Kelly is always joyful and is a wonderful addition to the team at Haven. She can easily communicate with the kids and help them feel at ease in a new atmosphere.
Dianne is a certified child and family therapist for children and families struggling with suicide and depression. She went to school and received her Masters from UCLA. in child psychology. When she was younger, she lost her uncle to suicide. Since then it has been her passion to help other families and individuals struggling with depression and suicide. She has been practicing for twenty-two years. She also offers classes at Haven that help educate the community about depression and adolescent suicide.
cole, 10
Cole has a close-knit family of four. He is in third grade and his teachers have noted that he hasn’t been turning in his homework recently and has been withdrawn from the other kids. His parents also noticed a change at home. He hasn’t wanted to play outside or join any family games. Cole’s family didn’t think anything of it, they just thought he was starting to develop early teenage moodiness. After he was caught attempting to harm himself, he was placed on a six-week family based therapy plan. When the six weeks were over, the family wasn’t sure what to do. It was clear they needed to continue seeking help, so they could continue to help and understand Cole. That’s when they found Haven. The family therapy and community activities have provided a healthy and fun way to continue supporting Cole through this hard time.
Adrian, 15
Adrian just moved cross country and started at a new high school where she doesn’t know anyone. She has struggled finding a group of friends or a place she feels like she belongs. Her parents are divorced, she lives with her Dad and only sees her mom a few times a year. She doesn’t have a close relationship with her dad and finds it tough to talk to him after the messy divorce she witnessed. Her mother’s side has a family history of suicide and depression. When she attempted, she was sent to a behavioral health facility for a month. After her stay, her therapist suggested to her father that they look into Haven. It has helped grow their relationship and open a line of communication between the two. She has also found friends with similar interests who are able to understand and support her through this transitional time.
Sarah, 13
Sarah has seven other brothers and sisters. She is the youngest and often feels forgotten or overlooked. She has been struggling with depression for a few years. Her parents wanted to find a way for the whole family to support her and understand her depression better. Another family told them about Haven, their whole family has benefited from their experience here. Sarah feels like she can freely talk to her siblings and parents now and is growing stronger bonds with them. Her family has connected with other families in the community going through something similar, this has allowed Sarah to know that she isn’t the only one going through these struggles. Her older siblings think Haven is so beneficial to families and important to the community that they have started to volunteer after their regular jobs and school hours.
the kids
Area of professiona Behavioral Health Design HIPPA Hospitality Multi-use Space Design Educational Design
al focus
site selection Sante Fe, NM 5th in nation for suicide adolescent suicide rate is twice the national average 17.2% seriously considered commiting suicide 10.2% actually made an attempt mental disorder, substance abuse, family history, life stressors, access to firearms. public transportation: bus and rail population 83,875 average high/low 65/35
bibliography CDC. (n.d.). Definitions: Self-directed Violence. Retrieved from Centers for Disease Control and Prevention. Ginnis, K., White, E., Ross, A., & Wharff, E. (2013). Family-Based Crisis Intervention in the Emergency Department: A New Model of Care. Journal Of Child And Family Studies, 24, 172-179. Harne, O. (2018, June 23). Geography of Suicide: A Look at the CDC’s Recent Report. Retrieved from Geolounge. Holliday, C., & Vandermause, R. (2015). Teen Experiences Following a Suicide Attempt. Archives of Psychiatric Nursing, 29, 168–173. King, C., Gipson, P., Horwitz, A., & Opperman, K. (2015). Teen Options for Change: An Intervention for Young Emergency Patients Who Screen Positive for Suicide Risk. Psychiatric Services, 97-100. Lear, M., & Pepper, C. (2016). Family-based Outpatient Treatments: A Viable Alternative to Hospitalization for Suicidal Adolescents. he Association For Family Therapy And Systemic Practice, 83-99. Scholten, A., & Stahl, R. (2015). Preventing Adolescent Suicide: What You Can Do. Health Library: Evidence-Based Information. White, H. (2017). Freud and His Group On Teen Suicide: A 21st Century Update. Issues in Psychoanalytic Psychology, 7-21.
THESIS Programming Katie Peoples Fall 2018
SENIOR CAPSTONE
Table of contents PROJECTPROPOSAL goals and objectives
03 05
PROGRAM CODES AND BUILDING OCCUPANCY
06
short program
07
equipment list 09 programmatic concepts existing site and building conditions
10 14
project proposal Inspiration The inspiration for this project comes from the coral reef. The coral reef is dying off at an alarming rate. If the people around the coral reef don’t begin to understand how their actions are impacting the coral reef and change what they are doing the reef won’t last much longer. The coral reef is also home to millions of plants and animals who are all necessary to the growth and life of the reef. If one plant or species of fish were to die the entire coral reef would feel the impact of their death and suffer from it for years to come. It’s absence would cause a gap in the ecosystem that couldn’t easily be replaced. . This analogy is similar to adolescents experiencing a mental crisis. The people surrounding the adolescent need to be aware of how their actions are affecting the individuals. By changing their harmful actions they can help benefit the adolescent to continue growing and thriving throughout the rest of their lives.
the problem Suicidal behavior is a major problem worldwide and receives hardly any attention. More children died from suicide than automobile crashes in 2016. Each year, twenty times as many people attempt suicide and each attempt affects at least sixty close family members and others in the community for generations. Studies have shown that approximately 100-200 attempts are made for every completed suicide by adolescents. Research has indicated that, “suicidal in adolescents has been the most significant factor in the majority of emergency department visits for behavioral health concerns.”. In a study done by Lear and Pepper, they state that the average length of stay in inpatient clinics has dramatically decreased which has resulted in the individuals receiving less treatment. In another study it is noted that the emergency department staff provides insufficient care for suicidal adolescents. Studies have shown that healthcare providers often see patients seeking care for mental health as time consuming and taxing resources needed in other areas. This same study explains that nurses often feel uncomfortable with patients that have attempted suicide as well as being in an environment that isn’t favorable to supplying the sensitive needs these specific individuals require. Because of the lack of training healthcare staff receives on suicidal individuals, they often have negative reactions towards the adolescents in their care. Healthcare providers have been noted to “react to suicidal patients with anger, frustration and are generally non-empathetic.” The lack of education provided to healthcare staff on how to react and treat patients coming in with mental health disorders can result in inappropriate aftercare treatment diagnosis. They also state that one third of adolescents who have previously been hospitalized will not receive appropriate aftercare Failure to provide proper education to the family and healthcare staff on mental health and suicide can cause rifts in how the family reacts to the individual who made the attempt. The misunderstanding can often lead to stigmatization which can cause increased stress to the individual who made the attempt and allows them to feel like a burden to their family. When families are not provided with education about mental health they often fail to follow through with the treatment that is recommended to them. Because of inappropriate aftercare diagnosis, 18-39% of adolescents do not seek aftercare following discharge.
project summary Adolescent suicide is the second leading cause of death in the United States. A lack of knowledge and understanding from hospital staff, family and friends has been proven to increase the number of adolescents who attempt or re-attempt suicide. A preconceived stigma about suicide and lack of knowledge prevents providers, family, and the community from supporting and helping the adolescents through this mental health crisis. Families and Healthcare staff often assume that after the individuals hospitalization that the issue has been resolved, but they don’t know how to talk about it or help the individual after hospitalization. An educational community center will provide therapy for families and adolescents struggling with suicide as well as host classes that educate the community and near by hospital staff on the reality of adolescent suicide and how to prevent and help those who are thinking about it.
project intention The intention for this project is to increase understanding and encourage empathy in families and the communiy while simultaneously removing stigmas around mental health in adolescents. The families of the adolescents and the members of the surrounding community will be able put them selves in a unique experience where they can begin to understand the feelings of the adolescents. A lack of empathy and understanding from those surrounding the adolescent make it harder for the adolescent to get the correct help and begin to work through their struggles. By bringing in healthcare staff to educate them on how to react to suicidal individuals it will begin to eliminate harmful emergency room experiences for the adolescents who attempt suicide. The healthcare staff will also be able to prescribe more appropriate aftercare to the adolescents after their arrival in the emergency department. Bringing these different groups together it will provide a strong foundation for the adolescents in their private and public life.
design philosophy My design philosophy is based off of my love to celebrate uniqueness. I want everyone that comes in contact with my designs to be able to see a part of themselves in it and feel connected to it. I believe in designing spaces that break down stigmas and social classes and bring people together through functional and fun design. Creating eclectic spaces that are filled with pieces of the community helps unite people despite their differences.
Goals and objective Goals -Prioritize family engagement -Integrate community engagement -Adapt the traditional model of therapy rooms and therapy practices -Incorporate color as a stimulating and grounding feature of the space -Encourage Empathy between the family and surrounding community -Eliminate mental health stigmas through education -Create a space that feels safe and secure
Objectives -Create a designed space pleasing for adolescents and the community -Lower the reattempt rate for suicidal adolescents -Allow for flexible rooms that cater to many types of group activities -Partner with surrounding medical center workers to increase education -Design an interactive space that helps the users understand what the adolescents are going through to increase empathy
codes and
es
Assembly
A-3 Fellowship halls, lectureship halls 15 net OL=49 ●Maximum exittraveldistance:250ft.(with sprinklersystem) ●FireWall Resistance Rating: 3 or2hours if Type IIorV construction ●CorridorFireResistanceRating:1 hour or 0 if sprinkled ●Minimumcorridorwidthof 44” ●MaximumOL per1 exit/perstory:49 ●Maximumlengthofdeadend corridor:20ft ●MinimumNumber ofRequiredPlumbingFixtures: ○WaterClosets:1per125 male,1per65females ○Lavatories:1per200people ○Bathtubs/Showers:0 ○DrinkingFountain:1per500 ○Other:1servicesink
Business
B 100 gross OL49 ●Maximum exit travel distance:300ft. (with sprinklersystem) ●FireWall Resistance Rating:3 or 2hours ifTypeIIorVconstruction ●Corridor FireResistanceRating:1hour or 0 if sprinkled ●Maximumlength of dead end corridor:20ft. ●MinimumNumber ofRequiredPlumbing Fixtures: ○WaterClosets:1per25 for the first 50 and 1 per 50 for the remainder exceeding 50 ○Lavatories:1 per 40 for the first 80 and 1 per 80 for the remainder exceeding 80 ○Bathtubs/Showers:0 ○DrinkingFountain:1per100 ○Other:1service sink
Institutional
I-1 100 gross ●Minimumcorridorwidthof44” ●MaximumOL=10 per1 exit/perstory:10 ●Maximumexittraveldistance:250ft.(with sprinkler system) ●Maximumlength of dead end corridor:20ft. ●FireWallResistanceRating:3or2 hoursifTypeIIor V construction ●Corridor FireResistanceRating:1hour ●MinimumNumber of RequiredPlumbing Fixtures: ○WaterClosets:1per15people ○Lavatories:1per15 people ○Bathtubs/Showers:1 ○DrinkingFountain:1per100 ○Other:1servicesink
Santa Fe Codes: https://www.santafenm.gov/adopted_construction_codes
d building occupancy
Name of Space
Number of Room Units
Occupants per Unit
Reception/ Waiting
1
15
Mail Room
1
1
Private Offices
8
1
Conference Room
1
12
Small Counseling Room
10
4
Medium Counseling Room
8
10
Class Room
5
25
Experience Room
2
1
Sub Waiting
2
5
Storage
20
n/a
Janitorial Closet
4
1
Kitchen/ Community Room
1
100
Staff Break Room
1
4
Bathrooms
8
3
Circulation
n/a
n/a
Grand Totals for the Project:
35 Rooms Total
Total # of Occupants
Unit Square Feet
Total Square Feet
15
1000
1000
1
100
100
8
150
5,445
12
500
500
40
150
1,500
80
300
2,400
125
1000
5,000
2
300
600
10
200
400
n/a
25
500
1
150
600
100
3,000
3,000
4
300
300
24
200
1,600
n/a
30%
6,883.5
285
29,828.5
short program
Reception/ Waiting Desk Printer Computer Desk Chair Guest Chairs Coffee Tables Amenities Bar
Dimensions 10’ x 2’ 1’ x 1’6” 1’ x 1’6” 1’6” x 1’5” 2’ x 3’ 1’6” x 4’ 2’ x 6’
Mail Room Storage Shelving Mailboxes
4’ x 3’ 6” x 6”
Private Offices Desk Desk Chair Computer Printer File Cabinets Guest Chairs
2’ x 4’6” 1’6” x 1’5” 1’ x 1’6” 1’ x 1’6” 1’6” x 1’2” 1’6” x 1’5”
Conference Room Large Table Chairs TV Amenities Bar
60” x 176” 1’6” x 1’5” 3’ x 5” 1’6” x 6’
Small Counseling Rooms Counselor Chair Guest Chairs Guest Sofa Side Tables Table Chairs
1’6” x 2’ 1’6” x 2’ 2’6” x 6’ 1’6” x 1’6” 3’6” diameter 1’6” x 1’6”
Medium Counseling Room Counselor Chair Guest Chairs Guest Sofa Side Tables Table Chairs
1’6” x 2’ 1’6” x 2’ 2’6” x 6’ 1’6” x 1’6” 3’6” diameter 1’6” x 1’6”
Required Adjacencies or Clearances Between Equipment 3’6” Minimum walking clearance 17” Minimum between seating and coffee tables Space in front of reception desk for a line
Space to put large boxes and still fit
n/a
Table must seat up to 12
Different Seating options and layouts may be used Each room will need to comfortable seat up to 4 people at a time
Different Seating options and layouts may be used Each room will need to comfortable seat up to 10 people at a time
Equipment list
Class Room
Tables Chairs Storage Cabinets TV White Boards
Experience Room Projector Sub Waiting Guest Chairs Guest Sofa Side tables Coffee Table Storage
n/a
Janitorial Closet Washer/ Dryer Industrial Sink Mop sink Trash Storage Storage Cabinets
Dimensions 2’ x 6’ 1’6” x 1’6” 2’ x 6’ 3’ x 5” 6’ x 1”
1’ x 1’6” 1’6” x 1’6” 2’ x 5’ 1’6” x 1’6” 1’6” x 4’
n/a 2’ x 2’ 1’6” x 1’6” 2’ x 2’ 5’ x 8’ 2’ x 6’
Kitchen/ Community Room Sink Refrigerator/ Freezer Dish Washer Microwave Storage Cabinets Tables Chairs Stage
1’6 x 1’6” 2’ x 4’ 2’ x 2’ 1’6” x 1’ 2’ x 8’ 5’ Diameter 1’5” x 1’6” 15’ x 20’
Staff Break Room Tables Chairs Storage Cabinets
3’ Diameter 1’6” x 1’5” 2’ x 8’
Bathrooms
Toilets Urinals Sink Baby Changing Station
2’9” x 15” 1’6” x 14” 1’6” x 1’ 2’6” x 3’
Required Adjacencies or Clearances Between Equipment All furniture will need to be easily movable to use the space for different activities Each class room will need to seat up to 25 people at a time This room will remain empty of furniture to allow standing room for the users Will need to comfortable seat up to 5 people at a time
The users will fill with their own supplies Space to store large cleaning tool and the cleaning cart
Kitchen will operate as staff kitchen adjacent to the break room and will provide space for vendor food to be set out during events The furniture needs to be easily movable to allow the space to be used for different activities
Space for the staff to sit and eat while they are on their break. Needs to comfortable seat up to 4 at a time Space for the staff to store their personal belongings ADA requirements must be met in each bathroom
overlying programmatic concept 1. Privacy One of the main concerns for the space is privacy. The building will need to be designed so that all individuals and groups who come into the building will feel secure knowing they can freely talk with their counselor or peers. All records and medical information will need to be secured in a private location as well. 2. Safety Because the majority of the people using the building have been or are high risk for safety the space will need to be designed to promote not only a feeling of safety in the adolescents and families but the staff as well. The furniture and finishes will be specifically designed for behavioral health to limit any harm to the users. 3. Security Controls Making sure the building and all those that come and go are secure is a big issue that will be addressed. Having secure locks and storage for privacy and safety as well will also help. 4. Flexibility The space needs to be designed so that some rooms can be transformed and serve several purposes and functions. This will maximize the buildings real estate foot print and will allow users to be in a space that they are comfortable in even when it has changed. 5. Mixed group use/ Individual use One of the more complicated aspects of this project is designing a space that is first and foremost functional and helpful to the adolescents and their families and then it also needs to be designed for the community and groups to come in and use certain parts of the building as well.
exisiting site
LOCATION: 616 Old Pecos Trail, Santa Fe, NM 87505 ADJACENT BUSINESS:Elks Lodge, First Baptist Church of Santa Fe, CHRISTUS St. Vincent Regional Medical Center, Santa Fe Children’s Museum, Center for Contemporary Arts
ADJACENT TRANSPORTATION: Right off two main roads (Old Pecos Trail and Calle De Sabastian) Easy access to HWY 285
INTENDED RELATIONSHIP TO COMMUNITY: Access Santa Fe Medical Communities, healthcare facility.
EXTERIOR CIRCULATION: The building is located in the corner of Old Pecos Trail and Calle De Sabastian
EXTERIOR RELATED BUILDING ACCESS: Main entrance is located on Old Pecos Trail it contains a driveway and parking lot
SERVICE FUNCTIONS AND LOCATIONS: Trash Services will be located on the southwest side of the building. Large buses and service vehicles will drive around the back of the building.
MAJOR BUILDING FEATURES: Near the medical center access to nature, with land surrounding for privacy high traffic area off a main road
Building Information: Exterior Materials: Concrete, Metal and Brick Windows: Start at 2’8 above finished floor Ceiling height: 15’8 above finished floor 25,000 Square feet
building conditions