Program Goals

Behaviour Stabilization: provide a safe, supportive and supervised environment to facilitate the reduction or elimination of detrimental behaviour.

Assessment: In-depth psychological and psycho-educational assessment; providing a comprehensive report that gets to the root of the problem and identifies client specific, practical, recommendations.

General Services

  • 24 hour support and supervision.
  • Behaviour stabilization (physical and emotional recuperation).
  • Clinical assessment, medical appointment.
  • Parent support and communication.
  • Education assessment and planning (related to current schoolwork status).
  • Health and fitness readiness and recreation engagement.

Four Phase Process

Each phase represents a segment of student involvement in the program. The phases outlined include an approximate length of time each phase takes to complete. Phase completion time depends on student willingness, motivation, and movement towards identified goals. Venture Academy staff specialize in engaging withdrawn and resistant youth.

Clinical Protocols / Therapeutic Interventions

  • Student is admitted to program; arrives at schoolhouse or campus with parents.
  • Student introduced, connects with identified staff member (Behaviour Specialist, Family Service Specialist or other staff).
  • Admission interview with parents with Therapist or Program Director, etc.
  • Parents provide any requested materials including school materials.
  • Initial assessment tests and questionnaires completed by parents (BRIEF & BASC).
  • Literature provided to parents re philosophy, approaches, etc.
  • Orientation with parents – review of general protocols and agreements.
  • Orientation with student – review of general protocols and expectations.
  • Next day call reporting to parents about their child’s first day in the program.
  • Student builds therapeutic rapport & connections with staff; breaks the attachment to negative peers, facilitates attachment with positive adults, lends attachment among adults/staff with goal of transferring attachment back to family.
  • Becoming familiar with program, expectation and routines.
  • Discovery Questionnaire.
  • BRIEF Self Report.
  • Student stabilizes; healthy rest, eating, nutrition, rapport relationship building.
  • Emotional and physical observation (record health, sleep, energy, activity, meals).
  • Clinical team interaction and evaluation of student presentation and behaviour to determine student’s ability / readiness to meet expectations required for further schoolhouse/campus integration (i.e. dress code, emotional stability, ability to manage in group setting, readiness for schoolwork).
  • Weekly parent call with Venture Academy Staff – focus on further information gathering.

Clinical Protocols / Therapeutic Interventions

  • Continued Orientation; learning about and becoming more familiar with program.
  • Continued therapeutic rapport building (continue to strengthen adult connections).
  • Initial academic evaluation at schoolhouse / campus; meet with teacher, explore what student is working on, “can it be salvaged/saved, where is student in terms of courses and grades, can student finish up outstanding courses or would it be better to start again to build a stronger educational foundation” (connect with previous school).
  • Determine academic goals, identify appropriate courses.
  • Emotional and behavioural evaluation; input from all involved team members.
  • Review social expectations for small group setting (usually 5 or 6).
  • Initial meeting with therapist if determined suitable.
  • Group psycho-education (depending on scheduled and suitability).
  • Team evaluates group interaction / peer functioning.
  • Supervised community exposure; staff to evaluate community presentation on recreation / health and fitness outings.
  • Assess readiness for recreation and fitness outings.
  • Weekly parent call with Venture Academy staff.

Clinical Protocols/Therapeutic Interventions

*Clinical team and frontline staff contribute to information gathering and sharing throughout the entire 30 day period. A more intensive psychological focus ideally occurs in Phase 3.

  • Therapist and/or other clinical team members and psychologists consult regarding student history and current behavioural and emotional functioning in the program.
  • Parent phone interview with psychologist.
  • Psychological assessments.
  • Continued health, rest, academics.
  • Continued therapeutic rapport building with Venture Academy staff / adults.
  • Continued evaluation of behavioural presentation in placement setting, small groups, schoolhouse, campus, and in the community.
  • Continued academic evaluation of current and outstanding materials.
  • Continue to establish and follow through with routine and structure.
  • Psycho-education groups, daily goal setting.
  • Evaluate recreational/cultural pursuits & interests (music, sports, etc).

Clinical Protocols/Therapeutic Interventions

  • Assessment Results call with parents, Psychologist and clinical team member: assessment results, interpretation & recommendations provided.
  • Additional call with Venture Academy Service Director or designate, parents decide if they will engage in longer term treatment program.
  • Written assessment report compiled and sent to parents.
  • Student typically meets with person they have the closest therapeutic connection to in order to discuss plans to return home or longer term treatment option.
  • Student continues on with emerging routines.
  • If student stays for treatment beyond 30 day program, clinical team considers and initiates treatment planning development in applicable areas such as health, education, socio-emotional, substance use, family, etc.


  • Parents fill out and submit program application (contact us for details).
  • Clinical Team reviews application, assesses applicant eligibility, evaluates service needs, decides on acceptance and general therapeutic direction.
  • If applicant is accepted, Admissions department discusses admission timelines with parents, confirms admission date and initiates relevant admissions procedures.
  • Parents to obtain and provide summary report from any previous counsellors/programs (summary of identified issues, what was worked on, progress in counselling, level of engagement, where counselling left off, etc.).
  • Parents collect school work progress and status and materials.

Visual Timeline


Youth Profile

Admissions Information