FEMALE JUVENILE REHABILITATION FACILITYHELPING TROUBLED FEMALE YOUTH

CONTROL THEIR ADHD

NICHOLAS MOSHERARC 550

ABSTRACT 1

RESEARCH 2

CASE STUDIES 8

DESIGN PROGRESS 12

SITE PLANS 14

FLOOR PLANS 17

SECTION PLANS 28

DIAGRAMS 35

RENDERINGS 39

TABLE OF CONTENTS

FOCUSING ON TROUBLED YOUTH WITH ADHDABSTRACT

1

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

half of substance abusing juveniles has ADHD1. 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

INITIAL READING RESEARCH

2

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

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 respect1. 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 sovereignty2. 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.

COMPARISON OF JUVENILES IN THE U.S.RESEARCH

3

COMPARISON OF JUVENILE AGES IN THE U.S.RESEARCH

4

COMPARISON OF JUVENILE GENDER IN THE U.S. RESEARCH

5

ACTIONS TO IMPROVE SYMPTOMS OF ADHDRESEARCH

6

Interact More With NatureRichard 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

1involved . Youth then go on to improve their performances in classrooms and after school activities.

EMERGE THE BUILDING IN THE WOODS

Proper Diet and NutritionRichard 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 omega-3 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

2help the effects of their ADHD .

HAVE LOCAL GARDENS ON SITE

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-with-adhd/52467862/1

ACTIONS TO IMPROVE SYMPTOMS OF ADHD CONTINUEDRESEARCH

7

More Attention on Education

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

3reading department as well as overall behavior .

MeditationDr. 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

4and focus more on what they need to do . 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.

SMALLERCLASSROOMS

FOR MORE PERSONALIZED

LEARNING

CREATE AREAS FOR

RELAXATION

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/

NEURO-BEHAVIORALDISORDERS

BRAIN BASEDSOLUTIONS

NO DRUG BASED

SOLUTIONS

FUNCTIONALDISCONNECTION

DIFFERENT PROCESSING

SPEEDS

NOT A BROKEN

BRAINIMBALANCE

IN THEBRAIN

IMPROVE THROUGHEXERCISE AND

ACTIVITIES

NEURO-PLASTICITY

TRAIN THEBRAIN

REPETATIVEMOTIONS

TIMING

COUNTERACTWHAT THEY’VE

BEEN TOLDBEFORE

CAN’T BE HELPED

RECONNECT THE PARENT

POSITIVEENVIRONMENT

PARENTHAS HOPE

PARENT ISHAPPY

POORCOMMUNICATIONSTHROUGH BRAIN

EDUCATE THE PARENT

STIMULATETHE BRAIN

GIVEHOPE

GENETICPROBLEM

NO HOPE

http://www.brainbalancecenters.com/about/

BRAIN BALANCE PROGRAMCASE STUDIES

8

http://www.evs-islands.com/2008/04/bastoy-island-no-radio-amateurs-and.html

BASTOY ISLAND, NORWAY

http://www.cnn.com/2012/05/24/world/europe/norway-prison-bastoy-nicest/index.html?hpt=hp_c1

NO FENCESNO GUNSNO CAMERASNO CELLSJUST SEVERAL ROLL

1 CALLS PER DAY

"The key is not that much what happens in prison but what happens when the men are released," - Irvin Waller

1REPEAT OFFENDERS WITHIN 2 YEARS

20%

50%

BA

ST

OY

UN

ITE

D S

TA

TE

S

PRISONERS EAT FOOD THAT 1HAS BEEN GROWN ON THE ISLAND

“COMPARED TO CLOSED PRISON THIS IS HEAVEN...COMPARED WITH FREEDOM THIS STILL IS HELL.” -PRISONER

http://weburbanist.com/2011/09/23/not-just-jail-12-modern-futuristic-fascinating-prisons/

1. http://www.cnn.com/2012/05/24/world/europe/norway-prison-bastoy-nicest/index.html?hpt=hp_c1

BASTOY FENGSEL PRISON, NORWAYCASE STUDIES

9

BOTH PICTURES TAKEN AT http://www.brehm.org/

SPEECH & LANGUAGE

LIVING

“ESSENTIAL PART OF HOW THE STUDENTSWILL ADVANCE.” -DR. COLLINS, Ph. D EXECUTIVE DIRECTOR

FOCUS ON HIGHER LEVELS OF THINKING

COGNITIVELY

ARTICULATION LANGUAGE PROCESSING

SOCIAL THINKING

BODY LANGUAGE

READ OTHERPEOPLE

24/7 NECESSARYINTERVENTIONS

HELD ACCOUNTABLE

CHORES

HOMEWORK

LAUNDRY

ALLOWANCE

STUDENTS ARESHOWN HOW TO

DO TASKS

THEY LEARN TO DO IT THEMSELVES

STUDENTS TAKE CONTROLOF THEIR OWN LEARNING

“TOO NOISYOF AN AREA”

“READ THIS TO ME”

APPLAUDEDWHEN STUDENTS

SUCCEED

BREHM PREPATORY SCHOOL FOR LEARNING DISABILITIESCASE STUDIES

10

http://www.brehm.org/brehm-videos/

EDUCATION

CLUBS

DESIGNED FOR EACH STUDENT’S NEEDS

3 TEIRED CURRICULUM

REMEDIALCLASS MODIFIED

CLASS

STANDARDCLASS

INTEGRATE TECH TO ASSIST

STUDENTS

SMALL CLASSSIZES

LOTS OFATTENTION

IDENTIFY STRENGTHS

GIVE EXPERIENCES THROUGH CLUBS

BUILD COOPSKILLS

RELATIONSHIPS

STRESS RELIEF

MOTIVATION TOGET THROUGH

THE DAY

http://www.brehm.org/brehm-videos/

BREHM PREPATORY SCHOOL CONTINUEDCASE STUDIES

11

PROGRESSION OF THE DESIGNDESIGN PROGRESS

12

SECURE AREA

NON-SECURE AREA

LOBBY

SECURE CORE

TREATMENTCENTER

SECUREVISITING

CENTRALSUPPORTDIAGRAM

FAMILYRESOURCEAND DAYPROGRAM

ADMINISTR-ATION

EDUCATIONCENTER

PHYSICALFITNESS

RESIDENTIALPODS (2)

OU

TD

OO

RS

OU

TD

OO

RS

OU

TD

OO

RS

PROGRESSION OF THE DESIGN CONTINUEDDESIGN PROGRESS

13

EXISTING SITE SITE PLANS

14

LOCATION: TOUCH OF NATURE ENVIRONMENTAL CENTERSOUTHERN ILLINOIS UNIVERSITYMAKANDA, IL

TOUCH OF NATURE ROAD

SITE PLAN WITH CONTOURSSITE PLANS

15

SITE ANALYSISSITE PLAN

16

OVERALL FLOOR PLANFLOOR PLANS

17

NON-SECURE FAMILY RESOURCE DEPARTMENTFLOOR PLANS

18

NON-SECURE ADMINISTRATION DEPARTMENTFLOOR PLANS

19

NON-SECURE LOBBYFLOOR PLANS

20

SECURE TREATMENT DEPARTMENT FLOOR PLANS

21

SECURE VISITING DEPARTMENTFLOOR PLANS

22

SECURE RESIDENTIAL PODSFLOOR PLANS

23

SECURE FITNESS CENTERFLOOR PLANS

24

OUTDOOR RECREATIONAL SPACE

SECURE EDUCATION DEPARTMENTFLOOR PLANS

25

SECURE CENTRAL SUPPORT DEPARTMENTFLOOR PLANS

26

SECTION 1 THROUGH EDUCATION AND FAMILY RESOURCESSECTIONS

28

SECTION 1 CONTINUEDSECTIONS

29

SECTION 2 THROUGH CENTRAL SUPPORT AND THE PODSSECTIONS

30

SECTION 2 CONTINUEDSECTIONS

31

ELEVATION LOOKING NORTH SECTIONS

32

ELEVATION CONTINUEDSECTIONS

33

DEPARTMENT PLANDIAGRAMS

35

USEAGE PLANDIAGRAMS

36

CIRCULATION PLANDIAGRAMS

37

FLOOR ELEVATIONSDIAGRAMS

38

RESIDENTIAL POD DAY ROOM 9:00 AMRENDERINGS

39

RESIDENTIAL PODS EXTERIOR 9:00 AMRENDERINGS

40

RESIDENTIAL MEDITATION SPACE 8:00 AMRENDERINGS

41

SECURE HALLWAY TO RESIDENTIAL PODS 10:00 AMFLOOR PLANS

42

PUBLIC ENTRANCE 1:00 PMRENDERINGS

43