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Name: Discovery School of Virginia |
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Our philosophy asserts that students with emotional and behavioral problems can be affected positively by learning to hold themselves accountable for their actions and emotions through the use of the group process in the outdoor setting. Within this therapeutic approach it is believed that academic success naturally follows a student's emotional and personal growth and his successful reintegration into the family must be based on mutual respect, good communication, and effective problem solving. Furthermore, founders believe that when challenged and treated with respect, students grow and develop the sense of self worth and personal responsibility they need to become successful within their community. |
The Discovery School of Virginia opened its doors to students on November 10, 1998. The Discovery School of Virginia for Girls opened its doors to students September 10, 2007. The founders and co-owners, Chris Yates, Allan Jacobson, and Don Williams, have been working with troubled youth and their families for over 25 years. They share an genuine understanding of how the outdoor therapeutic group setting in tandem with individualized academic instruction facilitates positive change. Because of their extensive experience in counseling, group work and addiction recovery the founders are constantly involved in providing daily, hands on leadership to the staff and students. |
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The Discovery School of Virginia is an outdoor residential school. The School serves students who are experiencing emotional, behavioral, and learning problems. All students are physically able to participate in the outdoor living program and have at least an average IQ. Typically the students are considered emotionally immature for their age; however, they are able to function in a group setting and are capable of developing mutually supportive relationships. Most students are experiencing ongoing frustration or failure in the traditional or other non-traditional academic settings. Lack of success in school may arise from specific learning difficulties, attention deficits, hyperactivity, lack of motivation, poor study skills, behavior problems, or emotional disabilities. Other difficulties may originate from unresolved emotional, developmental, and/or family issues. Frequently, students have histories of acting out against school and parental rules. The outdoor environment is a constant teacher for the students and staff, offering challenges and the opportunities to experience tangible success. Emotional growth and education are interrelated as students build self-confidence and problem solving skills and learns to take responsibility for themselves and their education. Students are assigned to a group of 10 with two adult group leaders. Each group lives on a campsite that is within walking distance of the central administrative area. A campsite consists of 8 to 10 semi-permanent cabin size tents that the group designs, builds, maintains, and replaces as needed. Expectations and responsibilities for group living are simple and are explained to each new group member. The daily routine, including meals, campsite maintenance, and personal hygiene, is established from wake up at 6:30 a.m. to lights out at 10:00 p.m. The group uses a majority vote process to determine work and recreational plans for each week. These plans are submitted in written form to the supervisory staff for approval. Each set of plans documents the daily routine and the activities in which the group has decided to participate and complete. Every student is a part of each phase of the plans, and every student plays an important role in the construction of his campsite. Within the group, problems are dealt with as they occur. Group meetings may be held any time during the day to organize the group, to resolve interpersonal issues, and to evaluate the group's performance after each activity. At 8:00 p.m. each day, a group meeting is held to evaluate the day and to deal with any unresolved personal and/or group issues. |
Students are initially enrolled in the experiential program to work on their emotional/behavioral goals and to prepare themselves for the formal academic program. Academic skills are progressively applied in meaningful ways as the group engages in making plans and carrying out projects and activities. Students earn the privilege of attending formal academic classes by recognizing, understanding, and demonstrating a willingness to deal with their emotional/behavioral problems in a mature and responsible manner. Individualized instruction is utilized once a student is attending formal classes. Since the educational needs and levels of the students are vastly different, students pursue their own course of study and work at their own level and pace. Self-direction, self-motivation, and independent learning are encouraged. An essential goal of the educational program is to teach the student to take full responsibility for his education. While offering traditional recreational activities including basketball, football, soccer, etc. groups are able to plan, train for and participate in hiking, canoeing and caving trips. The School also provides opportunities to participate in community, social, and cultural activities on a weekly basis and to plan special outings to museums, historical sites, and other areas of interest, such as zoos, aquariums, colleges, local industries or state parks.
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Neal has become a very loving young man and is not afraid to show it. He looks forward to going to school. Thank you so much for giving him a new beginning. Mrs. L. There's not a day that goes by that I do not think of DSV and all that you guys did for Ben and our family. Ben is a different person now. He is much calmer and a lot less angry. I am not sure what the future holds for Ben. I hope he can find a career he enjoys. The fact that I can even talk with you about the future for Ben is a miracle. Had it not been for DSV and your intervention in Ben's life, I don't think he would have much of a future. Thank you for everything! Mr. and Mrs. S. Justan misses you guys. He really felt a family atmosphere and acceptance with you all. At DSV he says he was in an atmosphere where people respected you. Ms. M. John works as electrician full time and attends apprenticeship school program at night. Very active in AA. Is currently sponsor for two people. Sets up meetings, travels as a “speaker.” Very well liked by his peers. Mr. and Mrs. M. I just wanted to send a brief note to give staff an update on Iain. I am happy to report that Iain is doing well at his high school. He will be graduating in June. He applied to three universities and accepted into them all. Needless to say we are very proud of him. It seems he is still using the skills of problem solving and communicating that he learned at DSV. I hope all who worked with him will hear our heartfelt thanks. Mrs. F. Just a note to tell you that Sam has completely turned things around. His attitude is much better and is doing excellent work during his senior year at Fork Union Military Academy (in the top 10% of his class). Thanks you and all staff for a job well done. Mrs. W. |
Jake is working fulltime, paying off car loan and insurance. Most importantly we feel when Jake is getting off track (not enough sleep, out late) he has managed to bring his life back into balance on his own. He now accepts our feedback and follows rules. Best of all it is great to have Jake home! Thanks again for the wonderful job at the DSV. I know Jake would not be where he is today if he had not had the DSV experience. Mrs. H. Luke is currently working for Americorp to earn money for his college education. So we thank you for all your efforts with Luke, and want you to know your work and time was well spent, Luke has become everything a parent could hope for. Mr. and Mrs. H. It is hard to believe that Kevin has been away from DSV just over two years. The biggest change in Kevin is his progress in communication skills. He takes initiative in conversation and in addition to being willing to talk about himself, he also shows interest in hearing from others. Another positive change is his honesty. He now answers frankly any questions we ask him about himself. One of Kevin's biggest test since DSV was entering his first year of college this fall and being exposed to a high incidence of drug usage among his peers. He has been able to resist smoking pot-the popular drug of choice. Kevin has a variety healthy interests in piano, biking, meditation, vegan cooking and yoga. He has made friends who share his interest and it seems he has successfully assimilated into college life while continuing to march by his own unique drum beat. We remain so very grateful to DSV for helping Kevin find himself when he was a pretty lost kid and for giving him a foundation that promises a rich and fulfilling life as he makes his way. Mr. and Mrs. L. |
