Riverview Hospital for Children and Youth. Richard J. Wiseman

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      Gary Nolan, teacher

      Judith Normandin, superintendent of Altobello Adolescent Hospital

      Jacqueline O’Brien, clinical education specialist

      Keith O’Leary, supervising nurse

      Geraldine Pearson, nurse specialist

      Marcia Pease-Grant, psychiatric social worker supervisor

      Melodie Peet, superintendent of Riverview

      Sangeeta Peschuri, psychiatrist

      Sandra Pizzo, children’s services worker

      Robert Plant, division director of Community Mental Health Services

      Thomas Prue, rehabilitation therapy supervisor

      Richard Pugliesi, psychiatrist

      Susan Reale, psychiatric social worker

      Jacqueline Reardon, executive secretary

      Jay Resnick, teacher

      Charles Rich, psychiatrist

      Mark Root, director of nursing

      Thomas Royce, children’s services worker

      Francis Rusczek, psychiatric social worker associate

      Ellen Ryder, psychiatric social worker director

      Michelle Sarofin, superintendent

      Marianne Sculley, secretary

      Edward Shukis, teacher

      Lesley Siegel, medical director

      Robert Sinkewicz, psychiatric social worker

      Andrea Spaulding, lead children’s services worker

      Margery Stahl, superintendent of Altobello Adolescent Hospital and Riverview

      Margaret Stewart, assistant superintendent

      Leonard Suchotliff, superintendent of Housatonic Adolescent Hospital

      Carl Sundell, superintendent of Riverview

      Wilson Tirado, supervising nurse

      Anthony Ventrelli, teacher

      Joyce Welch, superintendent of Connecticut Children’s Place and Riverview

      David Wells, rehabilitation therapy assistant

      Frank Winiski, children’s services worker

      Eunice Wiseman, teacher

      Many thanks to Lisa Dierker, professor of psychology at Wesleyan University, who awarded tutorial credit for the work of three students: Leah Wiley, John Friedberg, and Michelle Wellington. They combed through annual reports, transcribed taped interviews, and gathered information. They also helped edit some early chapters.

      Also, special thanks to two amazing women who were with me during my twenty years at Riverview: Margery Stahl and Jacqueline Reardon. One organizational consultant described Marge as the “mom” of our mom and pop organization. With her nursing background Marge leaned heavily on a medical model, while I moved toward a residential treatment approach. Nevertheless, Marge was totally loyal and committed to the task of providing the best possible care for the children. She was responsible for and mentored the largest number of staff members.

      Jacqueline Reardon was our executive secretary. Jackie once replied, “I’m just a country girl,” when a Joint Commission on Accreditation of Hospitals surveyor asked her pointed questions. Truth be told, Jackie knew everything and everyone and generally kept me informed of the mood and atmosphere of the day. Smiling and pleasant, she also had a great sense of humor. When I embarked on walks around the facility I’d say, “I’m going to MBWA” (manage by walking around); Jackie added another A—“aimlessly.”

      Special thanks to Frank Winiski for taking most of the recent pictures (2004–2010) in this book. Others whose particular area of expertise was shared when needed include: Victoria Brothers, personnel specialist for DCF, who verified the spelling of all staff members listed earlier; Gloria Gdovin, for her many hours of speedily typing chapters of the manuscript, saving me triple the time; Kandace Yuen, medical librarian at Connecticut Valley Hospital, for searching the archives for dates and pictures of older buildings as well as giving me access to historical material at CVH.

      Thanks, too, to Matthew Kabel, who saved both me and my computer from an early demise.

      Last, but hardly least, I am indebted to my editor, Victoria Stahl, whose patience, persistence, and professionalism guided me through the highest standards. What started out as a simple memoir for my grandchildren and perhaps for some close friends and colleagues has transformed into a historical document. Thank you, Victoria.

      I’d like to add my very deep appreciation for the children who passed through Riverview. Their shining presence made me feel that I had the best job in Connecticut.

       Rocky Hill, Connecticut, 2014

      RIVERVIEW HOSPITAL

      FOR CHILDREN AND YOUTH

      [ CHAPTER 1 ]

      ON THE WAY UP THE HILL

      …

      I did not set out to write a whole book about Riverview. Originally, my intention was to write a history of the children’s mental health system in Connecticut based on my sixty years as part of that system. Having witnessed a very slow evolution that still is a long way from meeting the mental health needs of children and their families, I had titled it “On the Way Up the Hill.” The story of Riverview was contained in one chapter.

      As I thought about the chapter on Riverview and my twenty years as co-director and then superintendent there, I became acutely aware of how my previous experiences in the mental health system had forged a philosophy regarding the treatment of seriously emotionally disturbed children and the function of a state hospital in the continuum of care that guided me in my vision of what Riverview should be. As I explored these paths, the chapter on Riverview turned into a book. Here you will find the story of how Riverview came to be and what it represented for children’s mental health treatment.

      Let me start with a brief account of the experiences that led me to Riverview, as well as a chronology of the hospital. When I graduated from high school in 1946, I attended Drew University, Madison, New Jersey. After my freshman year, I transferred to Springfield College, Springfield, Massachusetts, majoring in group work and community organization, and was invited to join the football team. By my senior year, I realized I was eligible for another year of football, so I returned and received a graduate assistantship in guidance and personnel. There I was involved in teaching an introductory psychology course called “A Student Structured Class,” which merged the work of three contemporary psychologists: Carl Rogers’s client-centered therapy approach, Abraham Maslow’s theory of motivation and self-actualization, and Milton Rokeach’s organization of belief systems. This СКАЧАТЬ