© 2019 Harmony Hill School - Celebrating Diversity: Harmony Hill School does not discriminate on the basis of race, religion, sexual orientation, national or ethnic origin, sexual-identity or socio-
economic status in the admission process or in any school administered programming.
General Information
Harmony Hill School is a private, non-profit, residential mental health facility,
with an on-campus school that has been serving Rhode Island, Massachusetts,
and Connecticut since 1976. We provide specialized programming and services
to biological males 13 to 18 years of age with social, emotional, and behavioral
and learning challenges within a safe campus and community environment.
We are open 365 days a year for our youth and their families, available to serve
them 24/7. We provide services to youth with a wide variety of social and
emotional issues including spectrum disorder. Sadly, we also serve many youth
who have experienced some of life’s saddest and most harsh situations,
including physical and sexual abuse.
Nationally accredited since 2001 by the Council on Accreditation (COA) a
nonprofit accreditor of human services, our families can be assured of our
commitment to high standards in both treatment and organizational practices.
The Rhode Island Department for Children, Youth and Families (DCYF) licenses
our residential programs, and we hold a Private and Special Education license
from the Rhode Island Department of Elementary and Secondary Education for
grades K - 12.
Trauma Informed Milieu
With an understanding of the impact of trauma on children and adolescents,
our staff members are well guided in their interactions and interventions with
clients. We provide our services using the recovery model as a framework for
all interactions with youth and family.
Collaborative Problem Solving
Most Harmony Hill residents need help developing adaptive social and coping
skills relevant to his place in treatment. Using collaborative problem-solving
methods to develop these critical life-skills helps all children and adolescents
feel competent. Each begins to understand he is not the problem, but in fact
has the internal solutions and is a valuable, capable individual. Developing and
internalizing these skills helps our students transfer what is learned to all
environments, helping him not just for the moment, but for a lifetime.
The Collaborative Problem Solving ™ Model by Stuart Ablon, PhD and Ross
Greene, PhD, guides our daily interactions. All youth care and education staff
are formally trained in this model, which supports our belief that all children
and adolescents "do well if they can"™ and that behavior is the clue, not the
problem.
A train-the-trainer model, we have invested significant energy and resources to
ensure we have ample trainers working in our dormitories and classrooms who
reinforce formal training on a daily basis.
Residential Treatment
Competencies
Integrated and structured, our goal in careful
design and assessment of life, social and
coping skill lessons is helping children and
adolescents develop competency through
experiential learning. Our 'comps,' as residents
say, require mastery as assessed by all
disciplines, before the higher level skill is
introduced. In this structure residents become
proficient and learn proper skill development.
Enrichment
Student participation in various enriching
activities is an important element of holistic
treatment. Exposing children and adolescents
to new experiences in arts, music, athletics,
horticulture and vocations helps develop talent
and avenues for expression, while identifying
new strengths. Participation is not based on
traditional factors such as academic grades or
behavior, but instead is viewed as an integral
and necessary component of treatment. This
model helps residents self-motivate, prioritize
and improves noncompliance related to
oppositional behavior. Some experiences to
date have include inter-costal prep league
basketball, golf lessons, guitar and trumpet
lessons, meditation, state-level wrestling and
restoration of a classic car.
Professional Relationships
Developing professional, respectful
relationships with clients and families is critical
to establishing an environment in which
individuals can safely work on focal treatment
goals. Unconditional support, through both
set-backs and successes, is naturally provided
in this respectful environment. Helping our
students develop respect for self and others
further strengthens the safe environment in
which to heal.