Matt loves programmatics. He is passionate about the ever-evolving discussion of best practices in residential treatment, and how Clinical, Academic, Residential, and Experiential interests and aims are most effectively synthesized for each student in the “little world” of any program. Matt is especially excited about the unique experience Monuments has to offer, with its amazing location and baked-in emphasis on adventure, practical experience, and mastery.
Matt Crosby has worked with youth in residential treatment for almost twenty-five years. He was part of the pioneering team that started a residential program in 2005, and was asked to serve as Residential Director on the original leadership team for another program created in 2013. Matt served in that role for almost ten years as Residential Director and an assistant to the Executive Director, staying on as a consultant and administrative trainer for a year and a half afterward.
Andrew is a compassionate advocate for change, dedicated to guiding individuals and couples towards lasting transformation. With a background rich in diverse experiences, Andrew brings a unique perspective to the table. Formerly a vital member of the Stabilization and Mobile Response Team for youth mental health crises, he has also served as a Youth Trauma-Focused Therapist at Weber County Human Services and a Counselor at the State of Utah Juvenile Justice Services. Andrew’s early career as a Field Guide for an adolescent wilderness therapy program has granted him invaluable insight into the challenges faced by today’s teenagers.
With more than two decades of supporting children’s mental health, Brad is driven to make a difference. Helping children find mental health answers has been a paramount part in his career. His start in mental health began in the behavioral industry for adolescents, young adults and families.
Brad has found a great deal of personal satisfaction helping students of all ages work through wilderness and residential treatment paths. For Brad, nothing is more powerful than seeing students and families strengthened by finding clarity, direction and answers that they only dreamed were possible just a short time earlier. He has helped hundreds of families navigate the difficult road of residential therapeutic care to see them thrive along the way. This valuable experience is a cornerstone of support for the many families who find Monuments Academy, looking for answers.
Chad comes to Monuments with nearly 20 years of experience in the mental health field. He received a bachelor’s degree in anthropology from Utah State University and later attended Southern Utah University and earned a master’s degree in public administration. Along the way, he picked up certifications in parent coaching and mediation/conflict resolution.
Chad spent the bulk of his career working with adolescents, young adults, and families in wilderness therapy programs. Here, he learned to appreciate the importance of community, relationships, and ownership in the treatment process.
Originally from the mid-west, Chad still finds himself awe-struck by Utah’s beautiful mountains and deserts. He currently lives in St. George, Utah. He can be found hiking, snowboarding, traveling, or coaching his kids’ sports teams when he’s not taking admissions calls.
Kristi comes to Monuments with a unique blend of experience in corporate, public, and private education. Kristi spent 25 years in the high-tech industry as a professional writer, trainer, and instructional designer. She also ran her own company that provided instructional design services, content development, and content delivery systems for corporate education, training and certification programs.
After 25 years in the high tech industry, Kristi retired so she could “do something that mattered”:
“Reflecting on my personal experience, the people who have had the most significant effect on my life outside my own family have been teachers. Elementary, middle-school, high-school, church, music, sports, and college teachers have profoundly impacted my life experiences, world view, values, and sense of identity—for good and for ill. I remember my teachers more than any celebrity, actor, musician, or politician of my era.“
Her first year of teaching, her principal made her department chair of the English and Foreign Language department. During her tenure, her department raised their state testing scores by 15%, and they built programs such as a school Renaissance Fair, a robust Shakespeare Program, Poetry Out Loud, and Project-Based Learning (PBL).
As Academic Director at Monuments, Kristi’s primary objective is to help students learn how they learn, how to be successful in school, and how to advocate for themselves so they are empowered to successfully direct their own academic program:
“I tell our students that I work for them. Once they own their education, school is a whole other experience!”
Brandon has over ten years experience working with youth in residential treatment. After six years working as a residential supervisor, he and his wife moved to a small town in South Central Utah to open their own cattle ranch. After 12 successful years working with horses, cattle and people from all over the world, Brandon’s desire to encourage and influence youth led him to Monuments.
Outside of work, Brandon has his own Cattle Operation on the Arizona strip near the Grand Canyon. Brandon and his wife have four children and they enjoy riding horses, 4-wheelers, boating at Lake Powell and doing all things outdoors.
Dr. Palmer grew up in small town Utah but has had wonderful opportunities to complete schooling all over the country from undergrad at the University of Utah, medical school at Des Moines University with classwork in Des Moines and clinical training in Cleveland, OH, general psychiatry residency with Maricopa Integrated Health Systems in Phoenix, AZ, and child/adolescent psychiatry fellowship with Cambridge Health Alliance/Harvard Medical School in Boston, MA.
Brand joins Monuments following many years of working in wilderness therapy with adolescent young men. Brand utilizes a strengths-based, mindful, and attachment focused approach in working with clients. Brand believes that people have strengths and are experts in themselves, and that a therapist is a guide to help clients discover their own truths. He understands that having a value system is a healthy way to live life and helps students to identify their own values and live an authentic life. Brand enjoys spending time with his clients and applies his many life experiences to relate and build connections with others. Brand finds joy in discovering new people, new stories, and new adventures. He plays as hard as he works and many of the students he works with begin to discover that fun, play, and work are not exclusive!
Brand specializes in working with adopted students and students with an attachment wound or trauma. He is also passionate about working with the BIPOC population. Identity formation is an important aspect of working with these populations and Brand helps his clients to understand that there are many ways to live an integrated and healthy life.
Brand is a believer in the ability of the outdoors to heal, which is one of the reasons he felt drawn to Monuments.Through his previous experience as a wilderness therapist he saw first hand the power of the wilderness to encourage healing. He frequently works with students outdoors and helps them to implement mindful presence and a connection with the outdoors in their lives.
Outside of work, Brand loves exploring all that the Southwest has to offer. You can find him hiking, snowboarding, dancing to live music, practicing outdoor yoga, and enjoying any opportunity to be outdoors. Brand is a new father and is enjoying the challenges, experiences, and joy that fatherhood brings. He enjoys teaching his family about the beautiful southwest, going for bike and scooter rides, living room dance parties, hugs, snuggles, and lots of laughter!
Albert began working in leadership positions with youth and young adults in 2006 for the Boy Scouts of America where he created an aquatics program and ran it for several summers. Since that time he has worked with youth and young adults in Eastern Europe, wilderness programs, and in residential programs.
Albert came to Monuments Academy at the beginning of 2023 after spending ten years helping to get two other programs up and running and into a leading spot for the population it serves. Albert has a passion for creating high quality programming and training that leaves people feeling empowered and valued. He believes there is good in everyone and loves to teach staff and students how to manifest that for themselves and to positively impact those around them.
Albert likes to recharge by spending time with his two young daughters and wife, or traveling to remote areas of the Mountain West and Great Basin or Eastern Europe (he speaks fluent Albanian), but most of the time he is engaged in powerlifting and strongman.
Christin began her career as a nurse in 2014, initially focusing on geriatric behavioral and mental health. After spending time over the winter volunteering with the boys at Monuments Treatment Center, teaching Dutch Oven cooking classes, she was so impressed by the students and team mentality at Monuments she changed her career focus to adolescents.
Christin is excited to bring to Monuments her passion for holistic nursing, which is utilizing nursing knowledge, theories, evidenced based practice and intuition to recognize and care for the totality of the person as a whole.
When not at work, Christin can be found outside, either gardening, farming, hunting, or exploring Southern Utah’s breathtaking scenery and rich history.
Shaylee began working with Monuments Academy while enrolled as a student at Southern Utah University. Her passion for mentoring young people and appreciation of the importance of mental health wellness helped her move quickly into a leadership position with Monuments. Upon graduation from SUU with a B.S in Exercise Science, Shaylee decided to dedicate her professional life to serving the growth and empowerment of struggling adolescents.
She believes that successful young people become successful adults and is passionate about cultivating a safe and nurturing environment for students to learn, develop, and heal outside of traditional constraints. She also serves as an advocate for the adolescent LGBTQ+ community and is an invaluable resource for students and families who may be struggling with societal stigmas.
When not at work, Shaylee can be found exploring the great outdoors with her family and faithful side-kick and best friend, her dog Gemma.
Brady began with the Monuments team several years ago. During this time, he has developed a passion for working with adolescents. Brady loves teaching students how to snowboard, play basketball, etc. Brady devotes the majority of his time helping Staff develop the knowledge/skills to best serve our students.
Tera began working with Monuments soon after it’s opening. She started out as a staff where she began building healthy relationships and understanding how to work with the young men attending the program. She enjoys being involved with students in all of the areas of the program including Horsemanship, Photography, Outdoors, etc. She loves helping the students learn and grow into the men they strive to be. She is always willing to lend a listening ear and a helping hand. She makes Monuments feel like home.
Tera has 3 years experience in Administration. She works along well with clients/co-workers and believes that organization and communication are key. Working together to keep our young men safe and succeeding is her mission at Monuments.
Tera grew up in a large family with 4 brothers and 3 sisters. She’s from a small town in Utah where she learned to love and enjoy the outdoors. Tera is a mother of 3 beautiful children. Together they enjoy outdoor activities such as fishing, hunting, camping.
Dallas is passionate about giving everyone a voice and providing opportunity to the underserved. Before being employed at Monuments, Dallas volunteered on the For Peck and Rosebud Indian Reservations where he learned the realities of addiction and poverty. He has also worked for a non-profit organization whose mission is to help those with disabilities have a more fulfilling life and an equal opportunity to engage in the community.
While at Monuments, Dallas’s primary responsibility is to provide a safe and positive environment for learning. Additionally, Dallas teaches an array of subjects in social sciences and humanities, along with being Monument’s Prime for Life drug prevention instructor.
Annette Apple was raised in the midst of the fine arts community of Sedona, Arizona where her mother owned an art gallery. Consequently, Annette developed a great appreciation and knowledge of art, and Annette later managed an art gallery in Sedona for many years. After beginning her family, Annette earned an Associates’ Degree at Yavapai College in Prescott, Arizona and began her travels to different lands.
Since 2001, Annette has been a school secretary, testing coordinator, transitional living mentor, drama coach and high school registrar. Fifteen of those years were spent working in the residential treatment field.
In 2013, Annette moved to Utah and returned to college (Southern Utah University) to earn a Bachelor’s Degree in History. Annette greets our students every morning when they walk into school and is always available to lend a listening ear. She states, “I believe that working with at-risk youth is the most rewarding calling for me as I love to partake in and encourage our students to change former poor behaviors, cultivate new positive outlooks and mindsets, embrace life’s challenges, and develop into healthy young men. I’ve learned that as they grow I do too! Annette and her husband have three children, three son-in-laws, and four grandchildren.
Gary joins the Monuments team following time working in special education, as well as the medical field. Gary was drawn to Monuments and the field of special education following his own struggles with learning differences from a young age. As Gary moved through school he exhibited many markers of a child with learning differences, but during this time many of these learning challenges had not yet been defined. As he progressed in school, he struggled with reading, writing, math and coordination. His frustration with schoolwork increased as he got older, because he knew that his tests and class work did not reflect his true knowledge, but he didn’t know how to transfer that knowledge to assignments. Throughout his school years, Gary began to internalize the inaccurate messages that he was “dumb”, “lazy,” or “not trying hard enough.” Through these experiences, Gary also experienced symptoms of depression and PTSD.
Due to his negative school experience, Gary decided not to go to college and instead live overseas. During this time he taught himself a foreign language. Successfully learning a foreign language gave him enough confidence to try college; however, when he enrolled, he again struggled with classes and assignments, particularly those in reading and writing.
When Gary was 28, he was referred for educational testing by a professor who noticed his learning struggles. The results showed that Gary had multiple learning disabilities: dyslexia, dysgraphia, dyspraxia and attention deficit disorder. Once Gary learned what his disabilities were, he was able to identify strategies that helped him be successful in school and complete his college education. Gary graduated in 1986 with a degree in special education and worked as a special education teacher for five years on the Navajo reservation. Working on the Navajo reservation, he saw the profound need for medical support, so he decided to enroll in the Physician’s Assistant (PA) graduate program at the University of Utah. Once again, he used the strategies he learned previously to help him successfully complete his education and obtain his PA license, after which he practiced medicine for 30 years. Upon retiring from his medical career and moving to Parowan, Gary worked at Parowan High School helping special education students find success in their classes and reach their academic goals.
Though Gary still struggles with his learning differences, his experiences have provided a great deal of compassion for those who go through life with these difficulties. More importantly, his understanding of these difficulties has given him the ability to understand and help students who also struggle with these challenges.
Outside of his academic and medical careers, Gary has been happily married for 39 years. He and his wife have raised seven of their own children and a couple others that joined them along the way. He loves helping those who struggle academically and finds joy in applying his knowledge and experience in doing so.
Gabby joined Monuments Academy in December 2021, and initially joined as a residential mentor, Gabby decided to work here because she comes from a family 14 kids, her parents had 3 kids and then adopted 11 from the foster system, fostering over 30 kids in their household over the years. Gabby had some siblings with the same obstacles our students at Monuments face and she had siblings go to wilderness and RTC’s over the years. Gabby clicked with the students at Monuments and went from a day shift lead, moving to the academic team to help students in a new and different way. Gabby is often asked, “why do you have so much energy, or why are you so happy” by our students, and even though it’s a hard job, life is too short to not be happy.
Like our students, Gabby has struggled learning math and was diagnosed with dyscalculia in learning math, Gabby tutors our students and offers extra support where students need it. Gabby has an Associates in science and is currently working towards a Bachelors in Business and Healthcare Administration and Management. Gabby loves making a difference in each student’s life at Monuments, it’s a rewarding and fulfilling job.
Bio coming soon!
David Williams was raised in the mountains and deserts of Utah. Since an early age, he’s been fascinated with the ability art and photography have of showing new and unique perspectives, capturing beauty, and conveying emotion and story. His artistic inspiration ranges from the Hudson River School and Neoclassicism to Street Art and Post-modernism. When he’s not busy exploring nature with his children, you can find him exploring new techniques for shooting macro, aerial (drone), landscapes, and portraits.
Brent Holm is a seasoned LCSW with an extensive background in mental health, specializing in trauma, grief, addiction, mood disorders, and stress management. With a career spanning many years, Brent has dedicated his life to helping individuals overcome their challenges and build brighter futures. He has experience in various aspects of mental health, including residential treatment, outpatient, and crisis intervention. He is passionate about forming meaningful relationships, fostering connections, and collaborating with others in the field of mental health.
Brent’s therapeutic approach draws from several evidence-based methods, including DBT (Dialectical Behavior Therapy), Motivational Interviewing, and a psycho-dynamic focus, all rooted in a strengths-based perspective. He firmly believes that humans seek connection, and that pain and fear often arise when we feel disconnected from those we care about or those we wish would care about us, including ourselves. Brent’s mission is to help clients enhance their self-awareness; empowering them to heal, strengthen relationships, and create more fulfilling lives. Brent’s compassionate nature shines through in both his professional and personal life. When he’s not providing support to those in need, you can find him immersed in a good book, enjoying the great outdoors, or cherishing quality time with friends and family.
Max MacGregor received his Bachelor’s degree in Psychology from California University of Pennsylvania and then went on to Messiah University to gain his Master’s degree in Marriage, Couple, and Family Counseling. He is a Nationally Certified Counselor (NCC) who has experience working with children, adolescents, adults, and families for depression, anxiety, sexual orientation, behavioral issues, and family dynamic struggles.
Max has accumulated over nine years of experience working in the field of mental health and human services as well as over seven years of experience working as a direct support with Autism Spectrum Disorder. He has a genuine passion for using Experiential learning and his rapport building skills to help him understand his client’s personal needs, motivations, and personalities so they may reach their fullest potential and success with their mental health, self esteem, and overall personal confidence.
Lastly, Max has been able to gain experience working with children, adolescents, and adult clients in different ecological settings, such as homes, jobs, therapeutic offices, in nature, in the community, and in academics that gives him a professional perspective of how to support his clients dealing with the many systems and relationships they may engage with on a daily basis in their current life as well as preparing for the future.