| Our Team at Daniels Academy |
Justin Robinson, LCSW, Executive Director
Prior to Daniels Academy, Justin was the Clinical Director of Aspiro, a Wilderness Adventure therapy program. Justin started his career as a front line staff in his early twenties and through the next decade he worked in just about every position or staff role in a therapeutic boarding school including home parent, recreational therapist, clinical therapist, and as a program administrator. “Having worked in various capacities I feel like I am able to understand the nuances of running a therapeutic program, and my history allows me to see things from a variety of perspectives.” As an administrator, Justin continues to believe in the importance of a getting out of the office and each week makes it a priority to spend time with the students in their day to day activities. He believes that “whether as an administrator or as a therapist, there are insights that can be gained only through playing and working alongside the students.” Justin was attracted to Daniels Academy as he felt it presented a unique and ideal model that focuses on the individual needs of youth that have historically been overlooked. He found that “too often treatment approaches try to make the student fit into the structure of the program rather than adapting the structure of the program to meet the needs of the student.” At Daniels Academy the staff are knowledgeable about the specific learning and emotional needs of our students. The staff are flexible and the school small enough to adapt to the individual needs of each student. Justin’s passion to help youth and their families has driven him to seek both creative and effective interventions. Through his experiences he has learned that effective adolescent interventions need to focus on internal change rather than behavior modification. He believes that a new and positively stimulating environment is often an effective way to naturally break through resistance to change, allowing adolescents a new perspective from which to view the choices of the past. Justin has a Bachelors Degree in Therapeutic Recreation and a Masters Degree in Social Work. He is currently enrolled at the University of Utah where he is working on his doctorate degree in Social Work. Justin returned to college out of a desire to research the potential of utilizing service as a therapeutic tool. Justin lives with his wife Janet in the beautiful mountains of Heber, Utah with their four children. While most of his life has been spent living in Utah, Justin has lived in Hawaii, Puerto Rico, and Alaska. In addition to their own children, Justin and Janet are foster parents to teenagers with various therapeutic and learning needs. Justin has a love of the outdoors and enjoys skiing, water skiing, hiking and backpacking.
Debora Escalante Ph.D., Academic Director
Jodi Escalante, Director of Business Administration
During her undergraduate studies, Jodi worked at a residential boarding school for adolescent boys where she mentored boys during school and helped train them for triathlons. She also worked as a one on one life coach with a boy who had learning differences. In the spring of 2006, Jodi joined a small team to start Aspiro, a wilderness adventure therapy program. Jodi worked as a lead guide and field leader for a few years before her role as the field director. During her time at Aspiro, she completed her B.S. in Psychology from Utah Valley University. In 2010, she joined the Daniels Academy team as the Administrative Director. Jodi loves the arts and is passionate about photography. She is also an avid rock climber and mountain biker. Jodi feels very fortunate to have begun working with adolescents early in her adult life. She is grateful to have had such quality, diverse experiences. Dr. Joshua Cluff PsyD, Clinical DirectorJoshua earned his doctoral degree in clinical psychology from the American Psychological Association accredited John F. Kennedy University. He has 16 years of experience providing direct services to at-risk adolescents and young adults in both wilderness-based and residential environments. Over the years he has worked as a field staff, psychotherapist, consultant, and provided comprehensive psychological assessment and evaluation. As a clinical psychologist, Joshua draws from the psychotherapy research literature in devising interventions; integrating methods that have been proven and empirically validated. Because the research suggests that the most important factor behind successful psychotherapy is the establishment of a safe and trusting therapeutic relationship, he works to form a respectful, nurturing, and collaborative relationship with his clients; ensuring that they first and foremost feel cared for and supported. Ultimately, Joshua's hope is that his clients will someday outgrow him; able to effectively integrate and maintain the techniques and skills developed through the therapeutic relationship. Joshua believes in the power of therapeutic community and its potential to bring about change in the lives of those who open themselves to its gifts. As an academic and clinician, he brings a great love and respect for the Daniels Academy vision, the community he works with, and the students and families he has the honor to support. Joshua lives in Salt Lake City, Utah with his wife of 17 years, his two children, and a pack of animals he has picked up along the way. In his free time he likes to sea kayak, backpack, travel abroad, and get lost in the woods with his family. He is also restoring an old Land Cruiser that he saved from a rust-heap in New Zealand. David Jubelirer, Developmental PediatricianDavid Jubelirer M.D. is a medical consultant to Daniels Academy with a private practice in Salt Lake and Park City, Utah. His area of expertise is applying current neuroscience of brain function to better understand behavior, academic performance, and social competence. “It is my belief that teenagers who do not fit into expected cultural or performance norms do not understand why they are different from their peers and suffer from lowered self esteem. This can be expressed as defiance, poor academic or job performance, deviant social behavior, lack of motivation, or substance overuse. Many families assume these actions are willful, but in my experience, often result from unrecognized differences in brain function coupled with genetic and family dynamic influences. Finding the underlying neurologic difference can be the key that unlocks the unrealized potential many of these children have struggled to reach. Many of these same children also have poor Working Memory capacities (a form of short term memory) which lead to frustration in social and academic settings despite being smart. Identifying strengths and weaknesses in Executive Functions, or the management system of the brain, also helps with organization, time management, motivation, regulation of emotions, and attention. It is through a recognition of these brain differences that individuals, families, and teachers can begin to properly direct intervention to things that truly contribute to intellectual, social, and emotional growth.” Dr. Jubelirer is married, has five children, and has been practicing medicine for nearly 30 years and is the founder of BrainWorks Academy and Brainwave Diagnostics, and one of the principals of the Attention Disorders Clinic. He holds an undergraduate degree from the University of Wisconsin and a medical degree from the University of Southern California. Further training and practice opportunities have taken him to Cincinnati, St. Louis, and Tulsa, before moving to Park City, Utah spurred by his love of the outdoors. Dr. Jubelirer enjoys skiing, hiking, reading, architecture, art, photography, and traveling to explore other cultures and historical sites.
Marci Jubelirer, Head of School/Therapist
As this pilot program grew and became successful she became the Director of Counseling Services for Alternative Education. After ten years in the Public School system she left to start a private practice with a group of professionals interested in using a team approach to address the needs of children, adults and families challenged with learning differences, AD/HD and related disorders. At In Focus Health Marci did individual counseling, social skills coaching, social learning groups, family counseling, parenting classes and was a special education advocate for her clients attending IEP meetings, and helping families get appropriate accommodations for their children's special needs. Marci moved to Utah in 2007 where she began working as a therapist in a therapeutic boarding school. She recently joined Daniels Academy and will be working with students and their families as a therapist and social skills coach. She loves living in the mountains of Park City and enjoys many outdoor activities. She loves skiing in the winter and hiking in the summers. She loves cooking, traveling and spending time with her family and friends.
Ken Betts, Program DirectorFor over thirty years Ken has recognized that there is a great reward in watching the spark return to the eyes of struggling youth. He has combined his passion and skills for teaching, with his love for seeing successful and permanent change in others and has found his true purpose. Ken has worked in many capacities within the therapeutic arena including: Director of Aftercare Services, Program Director, Wilderness Director, Field Director, Lead Guide and others. He has extensive, successful experience in working with youth and their families. Ken’s unconditional approach and acceptance of others creates a safe environment for effecting change. Ken is a native of Salt Lake City, Utah. He attended the University of Utah focusing his studies in social work. Ken has been actively involved as a volunteer with the Boys Scouts of America for over 30 years training many boys and leaders in many capacities. Ken has earned several awards of merit and leadership for his long time service and dedication in helping youth and leaders find their greatest potential. Ken is excited to be a member of the Daniels Academy leadership team. “It is a truly dynamic and inspiring program meeting a specific need that will bring about positive change to any student who will take full advantage to all Daniels Academy has to offer."
John Severo, Lead Teacher“I sort of fell into teaching like raindrops to a bucket,” reminisces John Severo as he looks back on his 15-year teaching career, “it came to pass purely by chance.” He began teaching at a small non-public school in Los Angeles where he worked with students who were severely at-risk with gang violence, drugs and history abuse. Since then, he has developed the necessary skills needed to reach students from a wide array of backgrounds and learning issues. He brings these attributes with him to Daniels Academy.
While Severo strives to continue growing professionally, he believes wholeheartedly in the power of building relationships. “When it comes to being successful in the classroom, there is no substitute for the effective development of a strong bond with a student based on the concepts of mutual respect, trust, a willingness to be firm, yet nurturing, and finally, a sense of humor,” he says of the skills he has acquired over the years. With this kind of relationship development, Severo says all things are possible with any given student. He attended UCSB in Santa Barbara, California, and graduated with a BA in English Literature, although he very much enjoys teaching Government/Economics as well as courses in Political Science and Comparative Religion.
John Case, Teacher: English/HistoryJohn Case has always had a love for education. He recently graduated with a Masters of Education from the University of Phoenix, with an emphasis in history. Johnathon is a licensed teacher with the state of Utah. Johnathon has worked with youth in various settings, including schooling and private tutoring. While attending Utah State University for his undergraduate work, Johnathon was awarded the prestigious honor of being an Undergraduate Teaching Fellow in the history department. This opportunity allowed him to work closely with educators, learning different styles, techniques, and how to reach various students needs. Watching his mother, who was an Occupational Therapist that worked with students with special needs, created a soft spot in Johnathon’s heart for working with all types of learners of varying abilities. Johnathon is married to the love of his life and they have two beautiful little boys that keep them on their toes.
Michael Escalante, Board of Directors: Operations
While working fulltime with youth, he spent much of his free time volunteering as a program director for a non profit organization and led a couple of international service trips in Guatemala. Michael developed a life long interest in humanitarian service. Michael studied business management and writing at Brigham Young University. While in college, Michael worked in instructional design, marketing, and project management. In 2006 Michael joined a small team of people to start Aspiro, an adventure based wilderness program. As the program director Michael developed a good portion of the Aspiro program and regularly trained Aspiro staff on ways to invite change within themselves and the families they serve. Michael continues to facilitate the Aspiro parent workshop. He has shared his ideas on meaningful relationships and service with dozens of audiences at conferences, seminars and over the radio. Michael is co-founder of Within a Seed Foundation, a program that facilitates service opportunities for adolescents.
Gordon Day, Ph.D., Board of Directors: Clinical Oversight
Dr. Day oversees the clinical development of Daniels Academy.
Randy Oakley, Member of the Board
Throughout Randy's career, his specialty has been running adventure therapy programs. "I love seeing the light in students’ eyes when they have just accomplished something they didn't think they could," said Randy. With children ranging from elementary to college age, Randy and his wife enjoy traveling in their motor home, staying home and playing family games and teaching the kids new things. Randy completed his college education in youth leadership & recreation management and is fluent in French.
Brian Church, Member of the Board
“Daniels is a school full of original thinking, and is not just a “re-run” of another program. It’s exciting to be a part of such an outstanding team of people that get it.”
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Justin Robinson has over fifteen years experience working with adolescents and their families in various treatment settings.
Dr. Debora Escalante has worked in education in both public and private schools since 1979, and has taught at the university level since 2006. With a Ph.D. in Instructional Technology, her professional and research interests center on the development of curriculum and learning models for K-12. She is a firm believer in subject integration to meet the needs of diverse learners and is passionate about finding ways to connect with different learning styles. As the mother of a son with Asperger syndrome, she is keenly aware of the challenges families face when obtaining optimal educational experiences for students with specialized learning needs. After hearing about Daniels Academy she became excited about the idea of developing an academic environment to meet the needs o f students with learning differences. Dr. Escalante oversees the academic program for Daniels Academy. She is the mother of 5 children and enjoys good literature, theatre and the arts.
Jodi became interested in at-risk-youth therapy and treatment during her undergraduate studies. Inspired by the program director and the adolescents she worked with at Outback Therapeutic Expeditions, she decided to pursue an education in psychology.
Marci Jubelirer began her career as a teacher of students with Learning Differences in Tulsa, OK. After finishing her Masters in Counseling Psychology she began working as a therapist in the first Alternative High School in Oklahoma.
Michael came to Daniels Academy in 2010 and is excited to develop and improve the program to the best of his ability. He feels a special love and connection to people with learning differences. Michael and his wife Jodi oversee multiple components of the Daniels Academy program including diet, exercise, film, arts, adventure therapy, and community service. Michael has worked in youth therapy since 2003 in both wilderness and residential settings.
Dr. Day has a Ph.D. in Clinical Psychology from Brigham Young University and specializes in assessing and treating students with a wide range of learning and psychological difficulties, including those in the pervasive developmental disorder spectrum.
Randy grew up in Kansas City, Missouri where he loved team sports, journalism, canoeing, boy scouts and exploring the Ozark Mountains. After spending a few years in France and Switzerland, Randy began working in this industry in 1987. His years of experience in residential boarding schools and outdoor wilderness adventures include 8 years of working specifically with students who have learning disabilities, Aspergers Disorder, high functioning autism and other spectrum disorders. In addition to over 20 years in the industry, Randy has had 34 foster children in home.
Brian Church brings a wealth of experience and leadership to the Daniels Team. Brian’s father was one of three original founders of the SUWS adolescent program. As such, Brian grew up in the industry and has a wealth of experience from across the country with various boarding schools and wilderness based programs. Brian is fortunate to have a wonderful wife and four great children, two boys and two girls. He loves spending time with his family and their many different sports and theater interests. Brian loves to travel and play sports, especially golf, baseball and football. Brian is excited about working in such a dynamic atmosphere where a truly unique program has been created.