Academic Remediation & Training Center
Englishton Park Presbyterian Ministries, Inc.
PO Box 228, Lexington, Indiana 47138
Englishton Park Home....Employment Opportunities....Postive Results ....FAQ
PURPOSE: (1) to improve academic skills; (2) to change attitudes toward learning; (3) to modify behavior interfering with learning in the classroom; (4) to have the child experience success in school-type activities.
OPERATED BY: Englishton Park United Presbyterian Ministries, Inc.
IN SUPPORTIVE RELATIONS WITH: The Ohio Valley Presbytery and the Synod of Lincoln Trails; United Presbyterian Church; Indiana University Southeast; The Presbyterian Foundation; Regional Presbyterian Churches; The Indianapolis Foundation, Inc.; The Efroymson Fund, Legacy Fund Community Foundation, The United Way of Scott County, and many private donors, trusts, and endowments.
CRITERIA FOR SELECTION:  The child is presenting learning and/or adjustment problems which preclude his/her benefiting from normal classroom participation;  The child is within the ages of 7 to 12 (boys) or 8 to 12 (girls) and is in the first six grades of school;  The child is not severely limited by a physical handicap so that his/her camping experience might be hindered;  The child appears to have normal intelligence as revealed by any school group testing result;  The child is not psychotic or severely brain damaged;  The child, while exhibiting behavioral problems in the classroom, is believed not harmful either to himself or to others in response to stresses normally encountered not only in the classroom, but also in a new experience of camping;  the child's parents or referral agency seem interested in the program and will cooperate in any way possible, including full application information, parental and/or social work post-camp conferences with the child's teacher (at the time we schedule you to pick your child up), and in providing transportation to and from the camp.
PROGRAM: Each child has an individualized behavioral and academic prescription for the camping experience based on intensive study of that child's previous school and social behavior. Each therapy team of three teachers works with seven to nine children who are grouped by a variety of behavioral syndromes. The four units of seven to nine children are kept physically separated the majority of the day. Each child, within his own unit, is exposed to "individual learning modules", in which he can succeed without the help of others; "unit participation learning modules", in which he or she can only succeed with the help and cooperation of his or her peers; and "group activity learning modules", in which the emphasis is on working within a larger group competitively. In addition, each child has two individualized tutoring sessions daily with his/her own special tutor. The entire program is based largely on behavioral modification theory which places heavy emphasis on extinction of maladaptive behavior (interfering with learning) and eliciting of new behaviors through the use of positive reinforcement. Positive reinforcements used are:  exaggerated physical gestures of approval and affection from the teachers and tutors;  frequent verbal praise from the teachers and tutors;  the right to engage in highly coveted activities and to earn special treats used in conjunction with  the token economy system of accumulated reward (for development of future orientation); and  public ceremonial awards. Negative reinforcements consist of social ignoral and withdrawal from a coveted activity (time-out). Intervention techniques used when misbehavior occurs consist of social ignoral and removing the child from a coveted activity (time-out). If a child’s behavior would pose a safety risk to self, other children, or staff, all staff members are trained in therapeutic crisis intervention. Safety holds are used only to protect children and staff from potential injury. Our selection criteria suggest that children that might pose a safety risk are inappropriate for our program. Teacher-tutors are paired by sex within each unit so that a child learns to relate with both male and female teachers. Great emphasis is also placed on establishing a strong working, trusting relationship between teacher and child.
CAMP STAFF: Lisa & Thomas Barnett, Directors (Middle School Teacher & Elementary School Counselor, Batesville School Corporation); Donnie Dones, Resident Director (Middle School Teacher); Tammie Drake Dones, Tutoring Supervisor (Licensed School Psychologist); Camp Manager and Food Service (Dietician); Eight "Teacher-Therapists" (Special Education and Psychology); Four "Tutor-Therapists" (Education and Psychology); Secretary; two maintenance personnel; and four cooks. We feature a three-to-one camper-teacher ratio at all times.
POST-CAMP ACTIVITIES: Following completion of the 10-day academic remediation program, written observations and recommendations for each child's parents (or guardians), school teacher(s), and referral agency caseworker are mailed to all parties who will be working with the child during the coming year. Each parent or agency representative is also interviewed at the end of the program for home remediation programs in conjunction with overall goals for classroom learning improvements. Behavior modification prescriptions are altered during the camp by professional staff, and specifically redesigned for use by parents or agency workers in their own home situations and by that child's next year's classroom teacher for use within that particular classroom situation.
NATIONALLY RECOGNIZED AND ACCLAIMED: This nationally recognized program and its research have been the focus of three documentary television shows, 20 newspaper articles, 25 professional publications, over 100 invited presentations at professional meetings, and has won numerous professional and research awards.
PREVIOUS RESULTS: In 1990-92, changes in children's clinical depression levels were investigated as a result of the therapeutic inventions within the program. These results showed sharp declines (12%) in clinical depression as a result of the program. In 1988-89, research was conducted on changes in children's anxiety level and intrinsic academic motivation as a result of the program. Results indicated significant (10%) reduction in several types of generalized anxiety experienced by children as a result of this program as compared to a matched control group. Significant increases in intrinsic academic motivation were also observed in all age ranges. In 1987, locus of control [feelings of control over your own behavior and environment] in the children participating in our program was shown to significantly change toward greater feelings of control as a result of the program. In 1985 and 1986, changes in social maturation and behavioral gain as a result of the Englishton Park Children's Program were investigated. This data, probably our most significant research to date, has shown significant improvement in all aspects of the children's self-esteem as a result of the program, but the gain is especially noticeable among children 10-12 years of age. In 1979, 1980, and 1981, research on 400 children's self-direction and responsibility for their own actions, peer relationships, relationships with adults (including excessive aggression and hostility), all showed significant gain over the 10-day stay, and demonstrated much larger gain than similar children not enrolled in the Englishton Park program in three months of regular school experience. Pre-post examination research on 128 children in 1977 indicated that learning aptitude and potential was markedly improved for the average child in the program and that rather remarkable gain was made by most children in their ability to learn along with the amount they learned. A long-term follow-up study on all children who attended the program showed, on the average, significant but modest gain in academic grades once the child returned to regular classroom assignments as well as teacher "noticeable" behavioral gain in over 60 percent of the children attending the program. In 1972, pre-post testing showed highly significant, positive change in academic self-concept, peer relationships and attitude toward school, teachers, and academic subjects. In 1974, over six-months gain in school work was shown for the average child in the program due to the addition of intensive individualized tutoring sessions with each child daily in his area of greatest academic weakness. [This research was replicated in 1987 with the newly available Wide-Range Achievement Test for Children which again demonstrated over six-month school equivalent gain in reading and mathematics.] In 1976, research of self-concept changes showed significant large gains in the area of self-confidence toward tasks and social demands placed upon them in school. Follow-up work done in 1970 and 1971 indicated that 89% reported they understood their school work much better after being at Englishton; 87% of the parents reported that the academic remediation experience had most definitely produced positive change in the child's attitude toward his family, school, teachers, peers, and self; that the vast majority of these children also did substantially better in school work the following term of school; that only 2% of the children didn't want to return to the program if given a chance; and 86% reported they liked school better after being at Englishton Park.