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