91��ѡ

Prevention & Community Care

sdcc2021 — Fri, 19 Jun 2026 23:00:26 +0000

Helping children and families access care early through school-based services, outpatient therapy, integrated care, and family support.

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Youth Served

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Youth Served

Family Wellness Center

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Investing in the Future

sdcc2021 — Fri, 19 Jun 2026 21:12:01 +0000

The Center continued planning and development efforts for the future Psychiatric Residential Treatment Facility (PRTF), helping address critical gaps in intensive mental health care for youth in our region.

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Expanding Access to Mental Health Care

sdcc2021 — Fri, 19 Jun 2026 21:11:28 +0000

The Center continued expanding access to services for youth with both Medi-Cal and private insurance, helping more children and families receive timely, appropriate mental health support.

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Campus & Sustainability Improvements

sdcc2021 — Fri, 19 Jun 2026 21:11:10 +0000

The Center broke ground on a new solar parking lot project, an important investment in long-term sustainability, operational efficiency, and campus infrastructure.

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Leadership Expansion

sdcc2021 — Fri, 19 Jun 2026 21:10:55 +0000

To strengthen oversight and impact across our continuum of care, the Center established two new leadership roles:
• Chief Program Officer, Community Based
• Chief Program Officer, Campus Based
This structure supports greater collaboration, accountability, and strategic growth across programs.

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WASC Accreditation Renewed

sdcc2021 — Fri, 19 Jun 2026 21:10:38 +0000

The Academy’s WASC accreditation was renewed, reflecting continued excellence in providing trauma-informed education and academic stability for students with complex mental health needs.

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Joint Commission Re-Certification

sdcc2021 — Fri, 19 Jun 2026 21:10:23 +0000

The Center was re-certified by The Joint Commission, reaffirming our commitment to the highest standards of safety, quality, and care for the children and families we serve.

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Our Integrated Residential Treatment and Academy Programs

hlevine — Fri, 15 Aug 2025 16:45:36 +0000

91��ѡ’s Residential Treatment Program is a 24-hour care program for youth (ages 6-18) who are experiencing serious emotional or behavioral health challenges. Mariana Bordas, LMFT, the Admissions and Intake Director of 91��ѡ Clinical Services, described Residential as a general mental health program and added that “Our therapists are trained in specific evidence-based practices, including CBT (cognitive behavioral therapy), TFCBT (trauma-focused cognitive behavioral therapy), and motivational interviewing, and will utilize interventions from these modalities to tailor services to the needs of each client.”

The Residential Program is closely integrated with The Academy, our non-public school serving youth K-12 and accredited by Western Association of Schools and Colleges (WASC). All youth in the Residential Program have the unique benefit of also attending school at The Academy. 91��ѡ’s program is unique because youth at The Academy receive a full day of academic instruction, as opposed to just a few hours a day. Ms. Bordas stated that our program makes the transition back to public school easier for youth by adding that “once the child discharges from our program, the return to school, the schedule, and the structure are not as difficult. All of our clients have been practicing and engaging in these skills and routines while in our care.”

So how does the referral process work? 91��ѡ receives referrals from several different sources: parents and guardians, mental health clinicians, outpatient programs, and hospitals, among others. The process begins when a referral comes in through the admissions department and is screened by the team. This can mean requesting clinical documentation, collaborating with outside agencies and referral sources, and contacting parents to learn more about the family’s needs. Once the Admissions Team and the family decide the Center is the right fit, an official appointment will be scheduled.

Ms. Bordas said that one of the questions she often receives about Residential is how often parents are allowed to visit their kids. She stated that “We really encourage parent participation,” and “want to see parents on campus and present as much as possible.” For more answers to commonly asked questions please visit Residential Treatment – 91��ѡ

About Mariana Bordas, LMFT

Mariana Bordas, LMFT is the Admissions and Intake Director for our 91��ѡ Clinical Services: the Residential Treatment Program, 91��ѡ Outpatient Program (IOP), Partial Hospitalization Program (PHP), and 91��ѡ Family Services (IFS). Ms. Bordas is a Licensed Marriage and Family Therapist (LMFT) and has worked at 91��ѡ for a bit over 9 years. She started off her career at the Center as an on-call therapist for Residential, then as an intake coordinator for the Admissions Department. Ms. Bordas brings decades of experience in the field of children’s mental health to her current role overseeing the Admissions Department.

For more information on 91��ѡ’s Residential Treatment Program or the Academy, please visit Residential Treatment – 91��ѡ or The Academy Special Education | Autism | Emotional Disabilities | Specific Learning Disabilities | Speech and Language Impairment | Traumatic Brain Injury.

If you’re interested in enrolling your child in either of our programs, please call (833) 800-9105 or visit Refer Youth for Mental Health Services | 91��ѡ.

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Teaching to Build Up, Not Break Down: A Look at Staff Training

hlevine — Wed, 13 Aug 2025 21:49:34 +0000

By Sadie Coburn

When Kristen moved from the East Coast to San Diego three years ago, she brought with her a passion for connecting with others and deep commitment to helping those in need. As the Manager of Training & Quality Practice at 91��ѡ, Kristen supports the growth and education of all Residential and Academy staff. Training starts off with a week of onboarding, followed by a week of shadowing, and continues throughout an employee’s time at the Center with monthly instruction and consultations.

Kristen’s team ensures that every employee has the right tools to support youth. “We train our staff to ask not, ‘What’s wrong with this behavior?’ but rather, ‘What does this child need?’” Kristen explains. “When we understand what’s behind a child’s actions, we can offer connection instead of consequence.”

Though Kristen no longer works in a direct therapy role, her clinical background continues to play a crucial role in her work. Kristen recalled an experience involving a teen who had been labeled “willfully defiant.” Her team attempted to understand the root cause of the teen’s behavior and discovered that the teen had been exposed to alcohol in utero. This changed the entire trajectory of the teen’s treatment. According to Kristen, “The family shifted from frustration to support. The kid got an accurate diagnosis and appropriate care. And we all witnessed the power of letting go of assumptions in favor of compassion.”

Kristen’s dedication to fostering hope is evident in every aspect of her work. Training covers everything from diagnosis to safety protocols to the importance of self-care. The ultimate goal being to prepare and empower staff to build strong, supportive relationships with youth.

What continues to inspire Kristen is the incredible resilience of the youth. “Kids keep trying. Even after being in their fifth placement, even when they feel hopeless, they still show up. If someone is beside them, they try again.”

This spirit of togetherness is at the heart of Kristen’s work. “Trauma happens in relationships,” she says, “so healing must happen there too.” This is the same philosophy that now guides the 91��ѡ’s HOPE Initiative (Healthy Outcomes from Positive Experience). By focusing on relationships, play, engagement, and emotional regulation, the Center is building a foundation where every child has the opportunity to heal and thrive.

“I thought I’d miss direct care,” Kristen says, “but this work, training and leading across the organization, lets me make an even bigger impact. I love it.”

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Establishing Mutual Respect

hlevine — Mon, 11 Aug 2025 23:20:26 +0000

By Daisha Goines, 91��ѡ Care Coordinator

What comes to your mind when you hear the word respect? I know I immediately think of Aretha Franklin’s famous song lyric, “R.E.S.P.E.C.T. find out what it means to me.” While this is a popular song, it does bring up a very valid point: respect can be a complicated word to define as it looks different for everyone.

When it comes to respect, it can be challenging, frustrating, and difficult when you are in a space or situation where you feel like you are not being respected. However, the truth about respect is it’s hard to respect others when you feel like you are not being heard, considered, or being treated fairly.

This means a key component to receiving respect is making sure you are giving respect to others. Navigating this as a family can be challenging due to differences in values, thoughts, opinions, age, lived experience, and rules or boundaries that are put into place. But don’t worry, where there is a will, there is a way! Below is a family activity to help meet the respect needs of each individual family member.

Activity: As a family, set aside some time to explore “respect.” For this activity you will need one big piece of paper and markers. On the paper, separate it into four sections and give everyone a marker to write the answer to the following questions.

In the first section you will define “what is respect?” This way everyone can start off with a basic explanation of what respect is to them.
The second section is “how can others show respect to you?” This creates the opportunity for everyone to express what they need to feel respected.
The third section will then be labeled “how can you show respect to others?” Inviting a chance for reflection on how to begin to show respect to others.
The last section is “how will you show respect this week?” Which sets up a chart that everyone can use to be mindful of specific opportunities to show respect to others.

Throughout the week you could then revisit the four sections of the paper. Have a conversation around if everyone was able to show the respect they said they would show throughout the week. This activity is designed to be a reflective one. It’s an opportunity to notice feeling respected and practicing respect. After the initial week, the information on the paper can be adjusted to implement new ways to show respect ongoing throughout the weeks. With time and practice, respect will mutually occur between the entire family.

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