George began working at heritage in 2006 to find out if he wanted to specialize in treating teens and families as a therapist. He says the answer was a resounding yes!Cognitive learning theory in the classroom he finished his bachelor’s of psychology with a minor in business management and went on to get a master’s in social work. In the years since leaving heritage to enter graduate school, he facilitated child visitation between divorced parents, developed an outpatient group therapy program for salt lake city’s mental health center, worked for child protective services, and ended up at the wyoming state hospital as clinical director of its group therapy program and developed a substance abuse track.Cognitive learning theory in the classroom he says he got a call from heritage about a position for a therapist to focus on staff training. Given his experience with program development, broad experience with families and past experience at heritage, he thought he had a unique background to help staff learn how to build stronger relationships with youth at his favorite company of all time.Cognitive learning theory in the classroom “it was a no brainer!” he exclaims.

George says he always wanted to work at heritage because he feels so comfortable with the relationship-based way of helping the students.Cognitive learning theory in the classroom there are a lot of treatment centers out there, but none of them felt like heritage to him. Being a non-profit means everything heritage does goes directly toward helping the kids.Cognitive learning theory in the classroom “it’s a really warm culture to have on our campus and I love being a part of it,” he says. “my wife says she always knew I would end up back here because I would talk about heritage all the time.”

cognitive learning theory in the classroom

George was born and raised in the country between mexico and america called texas. In his master’s program he met a fiery redhead in research class and they graduated together as husband and wife.Cognitive learning theory in the classroom they now have three handsome little boys that keep them busy and happy. In his free time he says he likes to read psychology books (which he says his wife thinks is boring), go bird watching, play piano, go shooting, visit family in st.Cognitive learning theory in the classroom george, utah, and wrestle with his boys.

Neil has been a part of the heritage team since 2017 as the business development partner specifically over the peers academy.Cognitive learning theory in the classroom he started working in direct care with youth in 2010. With a younger brother on the autism spectrum, he found it easy to connect with students on the spectrum, build a rapport with them and understand how they view life.Cognitive learning theory in the classroom

Neil is an incredible addition to a team dedicated to the advancement of continuous innovation at heritage, extending their vision for better options for the students at heritage by staying current with research, enhancing efficiency and opening the doors to extend greater opportunities for each individual student in the peers academy.Cognitive learning theory in the classroom neil understands the students’ needs for structured time and for opportunities where they can meet and socialize, seeing their peers having positive and healthy interactions and engaging in these interactions as well.Cognitive learning theory in the classroom neil ambitiously creates an environment where students can feel safe, understood and be comfortable being themselves.

Matty grew up in wyoming where he attended high school and began college.Cognitive learning theory in the classroom in 2003 matty moved to utah to begin attending school at weber state university in ogden. Shortly after school began matty was deployed with the army national guard to baghdad, iraq where he served a year tour of duty.Cognitive learning theory in the classroom while he was in iraq he began attending college through american intercontinental university out of atlanta, georgia.

After arriving back in the united stated he graduated with a bachelor degree in health care administration.Cognitive learning theory in the classroom after working for a time in that field, matty ended up leaving and working as a security officer for the church of jesus christ of latter-day saints.Cognitive learning theory in the classroom after two years of working there, matty decided to move into education and work as a school administrator. So he went back to school and received a master’s degree in teaching.Cognitive learning theory in the classroom

Several years later after teaching, he went back to school for a second master’s degree in educational administration. Matty has worked as an assistant principal and principal in both online and public schools.Cognitive learning theory in the classroom matty’s focus in education is not just making sure that curriculum is taught, but that the culture of the school is a place where students want to be, and that learning is relevant and exciting.Cognitive learning theory in the classroom

Rachel first started working with children and adolescents in an after-school program in texas teaching at-risk youth how to dance ballet and hip hop in 2011.Cognitive learning theory in the classroom since that time, she has worked for various adolescents and youth mental well-being programs to include rise inc. Services, division of child and family services, and wasatch mental health’s child and family assessment and stabilization team (CY-FAST).Cognitive learning theory in the classroom furthermore, rachel was a residential staff at heritage and worked on many of the spark homes before she began her master’s of social work program at brigham young university.Cognitive learning theory in the classroom prior to her return to heritage, rachel worked at another local residential treatment center, provo canyon school for boys, conducting individual, family, and group therapy, as well as crisis intervention and case management services.Cognitive learning theory in the classroom rachel has a deep conviction for the effectiveness of the residential treatment program setting and loves working with the heritage caregiving community.Cognitive learning theory in the classroom rachel builds relationships with students through the use of kindness, humor, and candidness. When it comes to working with spark academy students she states that ‘it’s important to recognize and respect that these youth view and experience the world in a different way than many others do.Cognitive learning theory in the classroom the key is to care and be curious about their experience and to put in the effort to understand their perspective. To be helpful, we must work within their mind’s unique framework to help them make needed changes, instead of trying to teach their mind to work like everyone else’s in order to improve.’ rachel was born and raised in dallas, texas.Cognitive learning theory in the classroom in her spare time she loves to read, hike, take long drives, and watch tedtalks.

Aaron’s work with adolescents began in with his practicum with birdseye residential treatment center.Cognitive learning theory in the classroom he also worked in proctor care and a drug and alcohol rehab facility in a spa. He has worked in the outback wilderness therapy program as well as with the aspiro wilderness adventure therapy program.Cognitive learning theory in the classroom he received his master’s degree in marriage and family therapy at argosy university, salt lake campus in 2014 and joined the heritage team in 2016.Cognitive learning theory in the classroom

Aaron has an eclectic therapeutic style, saying, “most people have a perception that you need to use just one style of therapy. I feel it is best to not limit therapy to one model so that I can connect with the students through their interests, whether they are introverts or extroverts, teaching them how to change the environment around the client, using experiential techniques, playing with them, and interacting with them in a way that leads toward healthier behaviors.”

cognitive learning theory in the classroom

With his wilderness therapy background, he is able to connect with the students in a myriad of ways. He also appreciates the opportunity to connect with students through equine therapy, mountain biking, longboarding, skiing, other adventurous activities and to discuss their interests with them.Cognitive learning theory in the classroom being flexible and adaptable, utilizing indoor and outdoor activities gives students experiential learning, whether it is the sensory center, or playing card games, aaron expertly works to meet each student’s unique therapy needs.Cognitive learning theory in the classroom

Lynetta has worked with adolescents in residential treatment since 2004. Her experiences as a residential staff inspired her to research different degrees and therapy modalities and make the decision to go back to school to get a degree in marriage and family therapy.Cognitive learning theory in the classroom she received her master’s degree in marriage and family therapy in 2013 from argosy university in draper, utah. After graduating she started working at provo canyon behavioral hospital.Cognitive learning theory in the classroom she pioneered the intensive outpatient program there. She joined the heritage team in 2015. She says of the students and their families, “I think it’s important to build relationships first, connecting and meeting them where they are at, exploring and enjoying their interests with them.”

cognitive learning theory in the classroom

Lynetta’s therapeutic style is very person-centered. “when you are person-centered, you are collaborating with the other person on their healing, instead of it being totally therapist driven.Cognitive learning theory in the classroom I look at it as ‘I am here to do this with you’. In a way, they are the expert on themselves and then we move beyond to help them see things that they don’t see so they can heal.”