Building brighter tomorrows
for the boys of today.

The Hero’s Journey by Joseph Campbell plays an essential role in the dialogue, therapy and travel experiences that the boys at Cherry Gulch are a part of.  The Hero’s Journey provides a framework for the process of change that occurs in our students and families during their time at here.  The journey follows several steps, beginning with a call to adventure, followed by overcoming our personal weaknesses, while learning to overcome a variety of challenges along the way.  The journey then culminates in the transformation of the hero and a return home as a more complete version of oneself.

We believe so strongly in the Hero’s Journey process, we have infused it into every aspect of our program, ranging from the lessons work, character development curriculum, and international travel opportunities. This process embraces experiential learning, providing opportunities for profound self-discovery and change through overcoming challenges that are designed to help us discover our true capabilities.  Some of these experiences have included backpacking through the White Clouds in Stanley, Idaho, bungee jumping in the lush rainforests of Costa Rica, and whitewater rafting down the famous Manso River in Patagonia. These experiences are deeply enriching for our boys, as they require vulnerability, open-mindedness and courage and provide our students with an intentional framework for initiation into manhood.

The beauty, magnificence, and tranquility of nature has a way of wiping away fear, doubt, stress and pain. We have found that using nature and adventure to create a metaphor for life and our student’s individual life journeys, we create a platform for growth that allows our boys to experience more self-awareness, courage, and confidence to continue on their Hero’s Journey toward becoming their best-selves.

By learning from the hero’s journey of so many that have come before, both in fiction and reality, we begin to recognize the journey in our lives and the necessity to become the hero of our own stories, taking ownership for our challenges, our weaknesses and also our victories and triumphs. Finding the hero within is the greatest journey that we can embark on in our process of change and something that will open up windows and doors of opportunity to find our bliss where before there were none. Seeking after bliss and recognizing how that differs from instant gratification, sets the framework for creating a life of joy, fulfillment and purpose and in many ways outlines the work that Cherry Gulch provides each day to help our boys find and become the truest version of themselves.

The Community Resiliency Model® (CRM) is a wellness model. CRM®’s goal is to help to create “trauma-informed” and “resiliency-focused” communities that share a common understanding of the impact of trauma and chronic stress on the nervous system and how resiliency can be restored or increased using this skills-based approach.

At Cherry Gulch we train our students, staff, and parents in The Community Resiliency Model®. It is also integrated into our character growth curriculum for students to receive ongoing reinforcement of their skills development.  CRM® trains individuals to not only help themselves but to help others within their wider social network. The primary focus of this skills-based, stabilization program is to re-set the natural balance of the nervous system.

Psychology Integrated Treatment Model

            At Cherry Gulch, we are committed to giving the highest level of care to our students and strive to accomplish this through following a relationship model of care.  Our team of highly and diversely trained therapists ensures that we have the right match for every student that comes to our school.  We believe in building strong and trusting relationships with our students and know that one of the best ways to make that happen is through experiential learning together.  Whether it’s volunteering in the community, enjoying the beauty and adventure that the Boise area has to offer or going on international trips together, we get to know each one of our students on a very real and personal level and create opportunities for real time interventions as we adventure and engage in activities side by side. 

            Our therapists are with our students day in and day out, developing strong relationships and helping our students to take down their walls and learn how to be vulnerable, communicate their emotions and open themselves up to learning new skills to help cope with the struggles they are facing. By providing opportunities on a daily basis for our students to stretch out of their comfort zones, they are able to process how they are feeling in the moment and learn valuable tools that will help them moving forward.

Cherry Gulch’s program model integrates several well-known treatment approaches. The sound theoretical foundation is quickly familiar to both the clinicians employed by the program and the educational or clinical professionals who refer young people to the program. This familiarity generally brings confidence in the program results.   Our very intentional approach to therapy takes our students through different character building lessons that culminate in the student graduating our program with the tools he needs to be successful.  Through the work that our students do on their lessons work, they learn to be intrinsically motivated to make change and take control of their journey and progress through treatment.  Additionally, our strength-based approach helps our students develop their confidence and empowers them to transform their weaknesses into strengths as they work to overcome their various learning, emotional and behavioral diagnoses.   

            At our campus in beautiful Emmett, Idaho, we have a plethora of activities that are available to us right our backyard.  From hiking, to snowboarding, paddle boarding and mountain biking, there is always a new skill to be learned and a new hobby to fall in love with.  Our ranch campus provides the ideal setting for our students to disconnect from technology, reconnect with nature and have daily opportunities to practice the relationship, emotional regulation and practical skills that they are learning across different domains at CG.

Each student at Cherry Gulch receives a dedicated 10 hours of therapy each week.  Each of our therapists are trained and specialize in a variety of therapeutic modalities that are aimed at helping pre-adolescent and adolescent boys learn respect, perseverance and compassion as well find balance, confidence and courage during their formative years.  

  •        8 hours of group therapy including process groups and psycho-educational groups.
  •      Individual Service Plans
  •      Medication management
  •          Psychological testing 
  •          Weekly individual and family therapy sessions   
  •          Neuro Technology testing
  •           Yoga
  •          Mindfulness
  •          Anger management
  •          Learning differences expertise
  •          Executive functioning 
  •      Positive peer leadership
  •      Structured residential milieu
  •      Intensive parent workshops
  •          International trips
  •          Experiential learning
  •          Team building
  •          Music classes 
  •          Triathlon training and evening sports
  •         Community Service
  •          Student Servant Leadership

 Some of our therapeutic modalities and specialties include:

  •          The RULER Approach and The Feeling Words Curriculum –Yale Center for Emotional Literacy
  •          Positive Parenting with a Plan –Matthew A. Johnson
  •          Social Thinking – Michelle Garcia Winner
  •           The Hero’s Journey 
  •          Mindset –Carol Dweck
  •          The Anatomy of Peace and Outward Mindset –The Arbinger Institute
  •          Grit –Angela Duckworth
  •          The Seven Healthy Habits of Highly Effective Teens –Sean Covey
  •           Occupational therapy
  • Animal Assisted Therapy (dogs, chickens, bunnies, goats, cats and horses)
  •          Equine Assisted Therapy (EGALA and Parelli)
  •          Community Resiliency Model, CRM
  •          Play therapy
  •          Art therapy 
  •          Recreational Therapy

At Cherry Gulch, we believe strongly in the importance of developing altruism among our staff and students. Robert K. Greenleaf, an expert on servant leadership said, “Caring for persons, the more able and the less able serving each other, is the rock upon which a good society is built.”  We believe that as a collective staff body at Cherry Gulch, we can model the importance of serving others through our own actions and become worthy role models for our students to emulate.

Each month our service coordinators organize several service projects for the students to participate in.  Each hour and project is recorded for our students so they can reflect back on the contributions that they were able to make during their stay at Cherry Gulch on both a local and global level.  Cherry Gulch has a vibrant international travel program that incorporates a rich element of service. As we venture out into our global community we try to find ways that we can learn from the cultures that we are able to immerse in as well as find ways that we can give back in meaningful ways.  This often leads to long-term relationships with the communities that we are able to serve and a continuation of the giving that we were able to start while abroad.
In addition to our staff-planned service outings, through our lessons work system the students are able to organize and carry out service projects that they are passionate about. Before our students graduate, they are encouraged to participate in a 100-hour service project, after which they are presented with the President's Volunteer Service Award.  Not only do the boys get to practice their leadership skills and feel the joy and accomplishment of reaching out and doing things for others through our service initiatives, they leave Cherry Gulch with a repertoire of experience and service hours on their resume that will help them with admittance into future schools, programs, colleges and jobs.

We believe that serving others is and should be at the core of what we do.  As each of us join together in serving one another and our community, we grow in compassion, empathy and selflessness and learn that true joy comes from thinking of others more than ourselves.  I look forward to the continued growth of our students and staff as we engage in the service of others. 

By Mrs. Kylie Langer



The Equine level overlay expands the boy's horizons to the horse barn and beyond. Aside from general knowledge of barnyard chores and animal care, the Parelli Natural Horsemanship program has been adopted to guide us through levels of horse wisdom.

Cherry Gulch has a membership to Parelli's Savvy Club, which enables us to use the Parelli level criteria to learn and sharpen skills of the 4 savvys of horsemanship: on-line, liberty, freestyle and finesse.

The boys will experience the Parelli games and tasks relating to them during some of the EAP therapy as well.

The equine level work overlay incorporates the Parelli 7 games, both on the ground and in the saddle. The Parelli Savvy Club information also teaches about 'Horsenalities' which helps people to understand the difference between confident dominance versus confident willingness as well as unconfident flight or brace--versus yield and trust.

It can be a great learning curve when experiencing the needs of these different horsenalities and coming to understand how to build the strengths that come with each type of behavior.

Upon graduating as Trail Boss the boys should be able to demonstrate skills in the Parelli level 1 and 2 ground play and riding. Our motivated students will be able to demonstrate many level 3 skills according to the Parelli self assessment checklist criteria.

Parelli Natural Horsemanship is a trademark of PARELLI NATURAL HORSEMANSHIP, INC. which does not sponsor, authorize or endorse this site.

Neurological Technology

Cherry Gulch currently offers the following programs with the purpose of giving our students the additional resources they need to be successful in our program and throughout their lives. These programs are not intended to be a replacement for face to face therapeutic  intervention, but rather a tool to work alongside other aspects of the program.


Neurofeedback is a program that has also been called EEG Biofeedback. Neurofeedback is a direct training of brain function. We observe brain activity while the student is controlling a video game with his level of concentration and relaxation. The game is used to reward the brain for changing its own activity to more appropriate patterns. This program is designed to train the brain for self-regulation of arousal levels. Neurofeedback addresses problems of brain deregulation. Neurofeedback research has seen improvements in many areas including the anxiety-depression spectrum, attention deficits, behavior disorders, various sleep disorders, headaches and migraines, and emotional disturbances. You can find more information about Neurofeedback at

Play Attention

Play Attention was developed by a Master Educator whose techniques have been proven in over 450 school systems, thousands of homes, learning centers, hospitals, and psychologist’s offices, worldwide since 1996. Play Attention has been used for more years and by more people than virtually any attention training system or memory training system available. It has been featured in the national news media on Good Morning America, NBC News, Woman’s World, The Boston Globe, and many other national and international media ( A series of games are used to teach the student what it feels like to be fully focused for a long period of time. This is particularly helpful with ADD and ADHD, but is used by many people that don’t have a disorder and just want to increase concentration skills.


Cogmed Working Memory Training is a computer-based program designed to improve the working memory. Using a series of computer-based games and activities, the student exercises his working memory through challenging tasks involving number, letter, and light sequences. The Cogmed program tracks the student’s progress and gives a final margin of improvement after the program is completed.

Alpha Stem

Alpha Stem is a small machine with two small clips that are placed on each ear lobe. Tiny electric currents are sent through these clips that are similar to those found naturally in the body, using a method called Cranial Electrotherapy Stimulation (CES). The tiny electric currents that are sent through the ear lobes are designed to regulate the electrical activity of the brain resulting in relief from stress, anxiety, insomnia, and depression.

What Is Occupational Therapy?

In its simplest terms, occupational therapists help people across the lifespan participate in the things they want and need to do through the therapeutic use of everyday activities (occupations). Common occupational therapy interventions include helping children with varying abilities to participate fully in school, play activities, and social situations. With the help of occupational therapy, students can learn to master day-to-day skills and be engaged at school and at home. Occupational therapy services typically include:

    an individualized evaluation, during which the student/family and occupational therapist determine the person’s goals,
    customized intervention to improve the student’s ability to perform daily activities and reach the goals, and
    outcomes evaluation to ensure that the goals are being met and/or make changes to the intervention plan.

Occupational therapy services may include comprehensive evaluations of the student’s home and other environments (e.g., school), recommendations for adaptive equipment and training in its use, and guidance and education for family members and caregivers. Occupational therapy practitioners have a holistic perspective, in which the focus is on adapting the environment to fit the student, and the student is an integral part of the therapy team. Occupational therapy is a science-driven, evidence-based profession that enables people of all ages to live life to its fullest by helping them promote health and prevent—or live better with—illness, injury, or disability.

Fine Motor Skills Development:  This group is designed to work on fine motor skills development, bilateral coordination skills, in-hand manipulation skills, upper extremity strength and endurance, as well as, visual-motor skills development.

Candidates: Include students who demonstrated poor fine motor coordination, poor sequencing skills, poor handwriting skills, and poor keyboarding skills.  Functionally, these students may demonstrate difficulties with tying shoes, buttoning, latching zippers, holding cards for a card game, shuffling cards,  turning one page at a time with books or magazines, difficulty lining up numbers with math problems, dropping things, etc.

Handwriting Skills Group: This group is designed to work on handwriting skills development with focus on letter formation, spacing, legibility, visual- motor and/or visual perceptual skills and functional use of writing utensils.

Candidates:  Functionally, these students have poor or messy handwriting, take an extra amount of time to complete written work, often avoid written work, have a dysfunctional pencil grip, etc.

Cooperative Play/Social Skills: This group is designed to work on cooperative play and social skills development through use of activity and play.

Candidates:  Functionally, these students have difficulty working with others, sharing, turn-taking, cooperating, assertive communication, reading others’ body language and social cues, reading and understanding the social world around them and how they are observed by others, etc.

Individual OT Services:  Individual OT services are designed for students who need individualized treatment. Recommendations for individualized OT treatment are generally based on initial OT Screen, OT evaluation, clinical observations, chart review, and teacher, therapist or parent request/recommendation.  Individualized treatment is generally recommended for students demonstrating difficulties with: sensory processing, sensory modulation, self-regulation, motor planning, auditory processing, fine and gross motor coordination, handwriting, visual-motor and visual perceptual, executive functioning, attention and concentration, etc. Also, students who have difficulties with verbal expression of feelings and emotions.

What is Social Thinking®?

Social Thinking® is what we do when we interact with people: we think about them.  How we think about people affects how we behave, which in turn affects how others respond to us, which in turn affects our own emotions.  When we share space with another human, whether we are with friends, sending an email, in a classroom or at the grocery store, we take in the thoughts, emotions and intentions of the people we are interacting with.

Most of us have developed our communications sense from birth onward, steadily observing and acquiring social information and learning how to respond to people. Because social thinking is an intuitive process, we usually take it for granted.  But for many individuals, this process is anything but natural. And this often has nothing to do with conventional measures of intelligence.  In fact, many people score high on IQ and standardized tests, yet do not intuitively learn the nuances of social communication and interaction.  Cherry Gulch professionals utilize a treatment framework and curriculum developed by Michelle Garcia Winner that target improving individual social thinking abilities, regardless of diagnostic label.

Social Thinking® strategies share common traits with "social skills" teachings but differ in that Social Thinking® builds specific thinking strategies that occur prior to social communication and interaction.  Social Thinking® strategies include teaching students: How their own social minds work - why they and others react and respond the way they do; how their behaviors affect the way others perceive and respond to them; and how this affects their own emotions, responses to and relationships with others across different social contexts.

The goal in teaching students at Cherry Gulch Social Thinking® is that students will learn to recognize that they and others have different perceptions and abilities to process social information.  They will also learn to navigate social interactions and communications in order to adapt and respond positively to the people and situations around them.

Currently Cherry Gulch has encompassed the Social Thinking® model throughout the program by establishing a common vocabulary for staff and students, weekly Social Thinking® groups, parent education and in the moment coaching.  Moving forward the interdisciplinary team at Cherry Gulch is invested in expanding the Social Thinking® model.

Social Thinking®-Michelle Garcia Winner. Think Social Publishing.  

Cherry Gulch seeks to provide the best learning environment for our staff, students and the families that we serve. In order to help create this physically and emotionally safe learning environment, we have implemented an emotional literacy program that reduces bullying, increases attentiveness in the classroom and creates an emotionally safe learning and living environment for those that we serve. As the first therapeutic boarding school to implement the program, we have found it both rewarding as well as effective in its implementation and have realized the tremendous impact that it has on not only our students but their parents and our staff as well. The program is designed to help individuals recognize their emotions and regulate them. The RULER Approach is made of four different anchors that build upon each other to create emotional literacy and in turn, an emotionally safe environment. The four anchors can be found around Cherry Gulch’s campus in the vocabulary of our staff and students, but also throughout the structure of our school. The Charters pictured are one of the four anchors and were created by our staff and students. Our goal is to provide early intervention and prevention to help these boys reach their full potential and to become well-rounded prosocial young men.

The RULER Approach is a comprehensive emotional literacy program that helps to empower and teach individuals to regulate their emotions and find success in their daily endeavors. Mark Brackett, the co-founder of the RULER Approach has been studying emotional intelligence for his entire professional career and has done over a decade’s worth of studies on the program and how it affects classrooms and corporations. RULER teaches the fundamentals for recognizing, understanding, labeling, expressing and regulating emotions The end result is significantly reduced bullying, higher test scores, and more success in personal and professional endeavors.

The Ruler Approach is an outgrowth of decades of research on emotional intelligence conducted by the Yale Center for Emotional Intelligence. This research has proven that emotional skills are integral to personal, social, and academic success. Research supporting the RULER Approach has shown an 11% difference in end of year grades, and a 17% difference in school problems. Hundreds of schools in the United States and abroad have adopted The RULER Approach to successfully integrate social and emotional learning since its’ start in 2005, but Cherry Gulch is the first therapeutic school to implement the program.
The RULER Approach and Bullying Prevention

The RULER Approach and Bullying Prevention

Bullying is not tolerated at Cherry Gulch, and the RULER Approach is an effective tool in preventing the behavior. The tragedies of bullying are rooted, in part, in a failure to regulate emotions effectively. Teaching children how to manage their emotions and how to create and maintain healthy and supportive relationships often is not considered part of the standard school curriculum. But if children cannot handle the many emotions they experience throughout the day—jealousy, anger, excitement, curiosity, loneliness, disappointment, boredom, fear—how can we expect them to concentrate on learning and being kind to others? If children cannot feel empathy for peers who may look, act, or feel differently than them, how can we expect them to critically analyze a character in a text or take other’s needs into consideration? We cannot and we should not. Children need to learn healthy and compassionate options for expressing the range of emotions they experience throughout the day, and The RULER Approach teaches the students the skills needed to accomplish this.

Sources: Letter from Susan E. Rivers, PhD. Co-Developer of The RULER Approach to Social and Emotional Learning

Psychology Group

Psychology is a two hour psycho-educational group that is held once per week. Topics covered include: Substance Abuse Prevention, Anger Management, Self-Esteem, Social Skills Training, Coping Skills Training, and Adoption Issues.