Philosophy of healing and growth

We believe that God has endowed each human being with a unique set of instructions to carry out his life. A person can become separated from this God-given knowledge by a wall of emotion such as anger or fear. Contact with a patient and disciplined person who has an effective understanding of the healing process can attract a buried self back toward the surface. What is stirred by such contact is neither imitation nor implant, but the essence of individual life. This authentic treasure is largely undervalued by modern culture, is easily overlooked, and needs both time and nurturing.

One of the most profound disturbances to the early evolution of this guidance system occurs when a child is prematurely separated from a protective environment, such as through the loss of important relationships owing to abuse, abandonment, or catastrophe. Only time, along with the experience of being nurtured and loved, can dissipate fear and anger and return the wounded child to his appointed journey.  Since it is rare for such a child to move easily or adeptly into a trust-based relationship, it is essential to provide a structured environment based on traditional Judeo-Christian values that can secure the child in moral and personal safety until the complex and perilous task of recovering treasures lost, is, by grace, achieved.

Healing through building relationship and trust

Before healing can begin in a child, that child must come to feel safe in his or her environment.  Part of feeling safe is not being rejected for poor behavioral choices in the early stages of placement.  The treatment team focuses on gaining understanding, seeing potential and reaching out to each child to build mutual trust.  Moreover, we believe that an important success for every child is building a relationship that lasts, knowing someone who endures with him over time until the best and worst has all been seen.  This is a baseline pattern that gives most of us resilience, hope and perseverance, qualities often lacking in at-risk and tragedy-based children.