FEMALE JUVENILE REHABILITATION FACILITY HELPING TROUBLED FEMALE YOUTH CONTROL THEIR ADHD NICHOLAS MOSHER ARC 550
TABLE OF CONTENTS ABSTRACT
1
RESEARCH
2
CASE STUDIES
8
DESIGN PROGRESS
12
SITE PLANS
14
FLOOR PLANS
17
SECTION PLANS
28
DIAGRAMS
35
RENDERINGS
39
Abstract It has been presumed that as many as fifty percent of juveniles that are detained are suffering from a learning disability. The predominant learning disability is Attention Deficit Hyperactive Disorder (ADHD). Children with this find it hard to focus on what is important such as their classes in school, or tasks at a job. It has been extensively researched that youth with ADHD have a higher chance of committing crimes and a majority of those crimes involve substance abuse. The National Mental Health Association issued a report stating that nearly 1 half of substance abusing juveniles has ADHD . The facility that I would create would focus on being able to help naturally reduce the effects of ADHD in juveniles. Due to the fact that the building would be at minimum level security, there is room for more interactions with the surroundings. By incorporating the building into the woods, it allows for a direct connection and feeling of being in a natural environment. A natural environment has been proven in most cases to help youth focus more in their daily tasks and requirements. In Richard Louv’s book, The Last Child In The Woods, Louv argues and discusses how children are suffering from Nature-Deficit Disorder. A good majority of children are not going outside anymore to play or to do any sort of activities. Reasons for this include video games, movies, parents being afraid of strangers outside, and schools taking away recess because there is more of a focus on standardized testing. All of these factors can contribute to a higher rate of ADHD in youth. Louv also claims that by exposing children into nature can significantly reduce the symptoms of ADHD2. This information can be implemented into designing a program that allows the detainees to get outside more. This might include having a meditation time outside, going on small group nature walks, gardening, and having classes that teach about the kinds of plants and animals that are in the woods. As well as focusing on reducing focus issues, the youth that are detained will also be learning valuable life lessons. By using nature to help control ADHD in the youth, I believe that this will make them more confident, smarter, and ultimately allow for them to make better decisions in life when they leave the facility.
ABSTRACT
FOCUSING ON TROUBLED YOUTH WITH ADHD 1
The Abuse of Girls in the U.S. Juvenile Deten on Facili es The Conven on on the Rights of the Child (CRC) requires that children that are deprived of their liberty s ll be treated with dignity and respect 1. Chris na Okereke argues that this is not happening with girls in the juvenile deten on facili es. This is because the United States has not adapted the CRC. A main concern is the abuse that the staff is doing physically, mentally and sexually to the girls in the centers. There is a lack of monitoring of the facili es and the personnel and Okereke is blaming this factor on the fact that the U.S. has not ra fied the CRC. The U.S. hasn’t done so because by giving rights to our children, we would have to ques on and undermine our family values and sovereignty 2. The only other country that is part of the U.N. that has also not ra fied this treaty is Somalia which makes this as the biggest and most popular treaty the U.N. has. I think that with how many reports of female abuse in Juvenile centers there are, we, the United States, should absolutely adopt the CRC or create a policy very similar to it that monitors closely the areas where abuse can happen. I don’t know if the child protec ve services of each state is supposed to look a er the children in Juvenile centers, but they are clearly not doing a good job at it because more and more cases are being brought up. The popular states in which this is happening are New York, Mississippi, Indiana, Ohio, and Texas3. I think that if this problem keeps on going, then it will eventually hit the na onal news and cause larger problems. Either the U.S. government has to ra fy the CRC treaty, or have Child Protec ve Services focus more closely on what is happening.
NOTES 1. Chris na Okereke. “The Abuse of Girls the U.S. Juvenile Deten on Facili es.” Fordham Interna onal Law Journal 30(6). (2006). 1711. 2. Ibid,. 1709 3. Ibid,. 1709
RESEARCH
INITIAL READING 2
RESEARCH
COMPARISON OF JUVENILES IN THE U.S. 3
RESEARCH
COMPARISON OF JUVENILE AGES IN THE U.S. 4
RESEARCH
COMPARISON OF JUVENILE GENDER IN THE U.S. 5
Interact More With Nature EMERGE THE BUILDING IN THE WOODS
Richard Louv argues that today’s children suffer from Nature Deficit Disorder and that has a large effect on children with ADHD. He has shown that by allowing children to spend more time in nature, the symptoms of ADHD can be greatly reduced without drugs being involved1. Youth then go on to improve their performances in classrooms and after school activities.
Proper Diet and Nutrition HAVE LOCAL GARDENS ON SITE
Richard Sogn explains that any food that is good for the brain may also be good for people with ADHD. By having a healthy, balanced diet, symptoms of ADHD can decrease and allow for less medication. A proper diet may include a high protein diet, less simple carbs, more complex carbs, and more omega3 fatty acids. By having large gardens and trees that can provide fresh food for the youth, they can learn to prepare their own meals as well as eat foods that can help the effects of their ADHD2.
Notes: 1.
Richard Louv. The Last Child In The Woods: Saving Our Children From Nature-Deficit Disorder. (Chapel Hill: Algonquin Books, 2005).
2.
Jennifer Goodwin. “Study: Healthy eating may help children with ADHD.” (Updated Jan 1, 2012) http://usatoday30.usatoday.com/news/health/story/health/story/2012-01-09/study-healthy-eating-may-help-children-withadhd/52467862/1
RESEARCH
ACTIONS TO IMPROVE SYMPTOMS OF ADHD 6
More Attention on Education SMALLER CLASSROOMS FOR MORE PERSONALIZED LEARNING
Irene Loe and Heidi Feldman explain that large classrooms and number of students can prove to be a more difficult environment for children with ADHD to learn in. Youth with learning disabilities need to have more of a 1-on-1 connection with their instructor. Classrooms of less than 15 will have much better results especially in the math and reading department as well as overall behavior3.
Meditation CREATE AREAS FOR RELAXATION
Dr. David Rabiner discusses that some form of meditation can have a great effect on people with ADHD. He believes that by sitting still or by walking at a slow pace, people can calm themselves down and focus more on what they need to do4. Incorporating places that have little distractions or focus one’s attention on a soothing thing, such as trees blowing in the wind or fish swimming, it can be a stress reducing activity and environment which will benefit youth in many ways.
3.
Irene M. Loe, Heidi M. Feldman. “Academic and Educational Outcomes of Children with ADHD.” Journal of Pediatric Psychology. (2007) 32 (6): 643-654.
4.
David Rabiner. “Mindfulness Meditation for Adults and Teens with ADHD.” Sharp Brains. (May 22, 2008) http://sharpbrains.com/blog/2008/05/22/mindfulness-meditation-for-adults-teens-with-adhd/
RESEARCH
ACTIONS TO IMPROVE SYMPTOMS OF ADHD CONTINUED 7
NO DRUG BASED SOLUTIONS
NEURO-BEHAVIORAL DISORDERS
DIFFERENT PROCESSING SPEEDS
REPETATIVE MOTIONS
NOT A BROKEN BRAIN
TIMING TRAIN THE BRAIN
POOR COMMUNICATIONS THROUGH BRAIN
STIMULATE THE BRAIN
CAN’T BE HELPED
NO HOPE
FUNCTIONAL DISCONNECTION IMBALANCE IN THE BRAIN IMPROVE THROUGH EXERCISE AND ACTIVITIES
NEUROPLASTICITY
COUNTERACT WHAT THEY’VE BEEN TOLD BEFORE
BRAIN BASED SOLUTIONS
PARENT HAS HOPE
EDUCATE THE PARENT
GENETIC PROBLEM
GIVE HOPE
http://www.brainbalancecenters.com/about/
CASE STUDIES
BRAIN BALANCE PROGRAM 8
RECONNECT THE PARENT PARENT IS HAPPY
POSITIVE ENVIRONMENT
http://www.cnn.com/2012/05/24/world/europe/norway-prison-bastoy-nicest/index.html?hpt=hp_c1
“COMPARED TO CLOSED PRISON THIS IS HEAVEN... COMPARED WITH FREEDOM THIS STILL IS HELL.” -PRISONER BASTOY ISLAND, NORWAY http://www.evsislands.com/2008/04/bastoy-island-noradio-amateurs-and.html
"The key is not that much what happens in prison but what happens when the men are released," - Irvin Waller
50%
20% BASTOY
http://weburbanist.com/2011/09/23/not-just-jail-12modern-futuristic-fascinating-prisons/
PRISONERS EAT FOOD THAT HAS BEEN GROWN ON THE ISLAND1
UNITED STATES
NO FENCES NO GUNS NO CAMERAS NO CELLS JUST SEVERAL ROLL 1 CALLS PER DAY
REPEAT OFFENDERS WITHIN 2 YEARS
1
1. http://www.cnn.com/2012/05/24/world/europe/norway-prison-bastoy-nicest/index.html?hpt=hp_c1
CASE STUDIES
BASTOY FENGSEL PRISON, NORWAY 9
BOTH PICTURES TAKEN AT http://www.brehm.org/
LIVING
SPEECH & LANGUAGE 24/7 NECESSARY INTERVENTIONS CHORES
“ESSENTIAL PART OF HOW THE STUDENTS WILL ADVANCE.” -DR. COLLINS, Ph. D EXECUTIVE DIRECTOR
LAUNDRY
HELD ACCOUNTABLE ALLOWANCE
HOMEWORK
THEY LEARN TO DO IT THEMSELVES
FOCUS ON HIGHER LEVELS OF THINKING COGNITIVELY
STUDENTS ARE SHOWN HOW TO DO TASKS
APPLAUDED WHEN STUDENTS SUCCEED
SOCIAL THINKING
STUDENTS TAKE CONTROL OF THEIR OWN LEARNING “TOO NOISY OF AN AREA”
LANGUAGE PROCESSING
ARTICULATION
BODY LANGUAGE
“READ THIS TO ME”
READ OTHER PEOPLE
http://www.brehm.org/brehm-videos/
CASE STUDIES
BREHM PREPATORY SCHOOL FOR LEARNING DISABILITIES 10
CLUBS
IDENTIFY STRENGTHS RELATIONSHIPS
GIVE EXPERIENCES THROUGH CLUBS
STRESS RELIEF
BUILD COOP SKILLS
MOTIVATION TO GET THROUGH THE DAY
EDUCATION
DESIGNED FOR EACH STUDENT’S NEEDS INTEGRATE TECH TO ASSIST STUDENTS
SMALL CLASS SIZES 3 TEIRED CURRICULUM
REMEDIAL CLASS
MODIFIED CLASS
LOTS OF ATTENTION STANDARD CLASS http://www.brehm.org/brehm-videos/
CASE STUDIES
BREHM PREPATORY SCHOOL CONTINUED 11
OUTDOORS
ADMINISTRATION
OUTDOORS
FAMILY RESOURCE AND DAY PROGRAM
LOBBY
SECURE VISITING
CENTRAL SUPPORT DIAGRAM
OUTDOORS
TREATMENT CENTER
SECURE CORE EDUCATION CENTER
PHYSICAL FITNESS
RESIDENTIAL PODS (2)
SECURE AREA NON-SECURE AREA
DESIGN PROGRESS
PROGRESSION OF THE DESIGN 12
DESIGN PROGRESS
PROGRESSION OF THE DESIGN CONTINUED 13
TOUCH
OF NA TURE
ROAD
LOCATION: TOUCH OF NATURE ENVIRONMENTAL CENTER SOUTHERN ILLINOIS UNIVERSITY MAKANDA, IL
SITE PLANS
EXISTING SITE 14
SITE PLANS
SITE PLAN WITH CONTOURS 15
SITE PLAN
SITE ANALYSIS 16
FLOOR PLANS
OVERALL FLOOR PLAN 17
FLOOR PLANS
NON-SECURE FAMILY RESOURCE DEPARTMENT 18
FLOOR PLANS
NON-SECURE ADMINISTRATION DEPARTMENT 19
FLOOR PLANS
NON-SECURE LOBBY 20
FLOOR PLANS
SECURE TREATMENT DEPARTMENT 21
FLOOR PLANS
SECURE VISITING DEPARTMENT 22
FLOOR PLANS
SECURE RESIDENTIAL PODS 23
OUTDOOR RECREATIONAL SPACE
FLOOR PLANS
SECURE FITNESS CENTER 24
FLOOR PLANS
SECURE EDUCATION DEPARTMENT 25
FLOOR PLANS
SECURE CENTRAL SUPPORT DEPARTMENT 26
SECTIONS
SECTION 1 THROUGH EDUCATION AND FAMILY RESOURCES 28
SECTIONS
SECTION 1 CONTINUED 29
SECTIONS
SECTION 2 THROUGH CENTRAL SUPPORT AND THE PODS 30
SECTIONS
SECTION 2 CONTINUED 31
SECTIONS
ELEVATION LOOKING NORTH 32
SECTIONS
ELEVATION CONTINUED 33
DIAGRAMS
DEPARTMENT PLAN 35
DIAGRAMS
USEAGE PLAN 36
DIAGRAMS
CIRCULATION PLAN 37
DIAGRAMS
FLOOR ELEVATIONS 38
RENDERINGS
RESIDENTIAL POD DAY ROOM 9:00 AM 39
RENDERINGS
RESIDENTIAL PODS EXTERIOR 9:00 AM 40
RENDERINGS
RESIDENTIAL MEDITATION SPACE 8:00 AM 41
FLOOR PLANS
SECURE HALLWAY TO RESIDENTIAL PODS 10:00 AM 42
RENDERINGS
PUBLIC ENTRANCE 1:00 PM 43