Bellcate School is committed to providing an inclusive and equitable environment for all students, staff, and visitors. In compliance with the Vermont Public Accommodations Act (Title 9, Chapter 139) and the Vermont Fair Employment Practices Act (Title 21, Chapter 5, Subchapter 6), Bellcate School does not discriminate on the basis of race, color, religion (creed), national origin, ancestry, place of birth, sex, sexual orientation, gender identity, disability, age, marital status, or any other protected characteristic in its admissions policies, educational programs, activities, or employment practices. This commitment extends to ensuring equal access to all services, facilities, privileges, advantages, and accommodations provided by the school.
Nondiscrimination Statement
Bellcate School utilizes a three-stage personal development model that draws on a number of effective theories and strategies. This is not a fixed system, but rather a way of understanding change within a context. Bellcate School understands growth and change to be a slow and challenging process for anyone.
Read more about our three-stage personal development model
Exploration
The primary focus of the exploration stage is to build a strong therapeutic relationship as a foundation to facilitate and support growth and change. We use nonjudgmental acceptance and communicate empathy, respect, and genuine care so students can come to accept themselves and unblock their own natural potential.
Understanding
Students are often ready to move into the Understanding Stage when they have developed strong, trusting, and safe therapeutic relationships with staff. The goal of this stage is to support students in constructing new insight and understanding. Staff assist students in determining their own role in their thoughts, feelings, and behaviors.
Action
Thoughts and behaviors are learned according to learning principles and thus can be changed using the same learning principles. In the Action Stage, staff assist students in making decisions that benefit themselves. Staff refer to the stages of change model as a resource to further understand where the student is in the change process.