Since 1989, Stetson School has developed significant expertise in the treatment of sexually abusing male adolescents and young adults, and sexually reactive latency age boys. Exploration of the pathways to sexually abusive behavior and the diverse forms of sexual abuse assisted Stetson's clinical team in the development of a treatment track for adolescents with sexual behavior problems which do not reach the severity level of a sexual offense or sexual abuse. A typical referral to the Healthy Sexuality Program often has a cluster of aggressive, oppositional or defiant behaviors, may have a history of adjudication for non-sexual crimes such as shoplifting, assault, or truancy, and has also displayed some attitudes or interactions that are sexually inappropriate and could result in serious outcomes for the student or others in his community. In some cases, an adolescent may have witnessed sexual abuse or violence in childhood or may be a victim of sexual abuse.

The Healthy Sexuality Program is typically small, from 3-6 students, and is joined to the Palson Intake Unit, which allows a smooth transition for the student moving from the assessment phase into the introduction of healthy sexuality treatment.  The focus of Healthy Sexuality is teaching general behavioral controls and building healthy relationships. There is special emphasis on teaching students about the dynamics of victimization and helping them to develop empathic understanding of the impact of their own negative behaviors.  Healthy Sexuality students also benefit from intensive skill-building, through coaching, psycho-education groups, recreation, and community service learning – all with a goal of replacing former reckless or impulsive behaviors with safe, fun and interesting leisure skills and interests. Families, parents and guardians are active partners in decision-making and planning for the student, and are also offered help with their own concerns through family therapy and a program of psycho-education.

Some students are referred specifically for the Healthy Sexuality track, while others are identified through the initial assessment process. All students participate in an assessment over the first six weeks post-admission.  An assessment Clinician interviews the student and his family contacts and reviews documents detailing the circumstances that lead to concerns about his sexual interests, impulses and boundaries. Healthy Sexuality Program students are assessed a level of concern for inappropriate sexualized behavior reflecting the nature of sexual misconduct as well as related conduct problems, which forms a baseline for treatment planning.  The treatment plan and recommendation for admission to the Healthy Sexuality track is presented to the student, his family and the referral agent in a case conference at the six week mark.  Participants have the opportunity to discuss the student's needs and make decisions about treatment planning.  Psychotherapy services are designed to focus on and monitor specific goals for each phase of treatment. The student works individually with a Clinician once a week, and participates in three weekly Healthy Sexuality groups with his peers.  Using an interesting, age appropriate curriculum, students work with clinical staff to learn about appropriate boundaries in social and sexual relationships in an effort to promote normative sexual decision-making and action.

Integrated with the work of the Clinician is a coordinated system of Residential, Educational, Health and Recreational services, designed to teach skills, improve self-concept and self-care, and develop healthy relationships.   Students attend school daily, year-round in a licensed, on-site Special Education school where intensive staffing insures optimal access to learning in spite of behavioral and emotional problems. Academics are aligned with the Massachusetts Curriculum Frameworks and students participate in MCAS preparation and testing, physical education, art, and industrial arts. The Education Director coordinates educational services with the Local Education Agent and Stetson School sponsors Individual Education Plan meetings for the convenience of the public school system and parents.

Residential and classroom staff help the student experience the safety of the highly structured environment while he learns to contain aggressive behaviors. In addition to coaching students for success during their everyday routines, child care staff facilitates weekly groups based on curricula that include Anger Reduction, Social Skills, and PAYA (Preparing Adolescents for Young Adulthood).  A full-time Recreational Coordinator offers experiential groups with a goal of teaching interpersonal skills and boosting confidence; and also plans special events, tournaments, and organizes activities in the game and music room "just-for-fun."  Stetson School's behavior management system is strength-based with many incentives including a daily point system tied to privileges and rewards.  Using structured verbal techniques, staff focuses on de-escalating students in crisis and providing supportive problem-solving. When required, Stetson School staff use the Therapeutic Crisis Intervention method of physical restraint. A Team Nurse monitors the student's well-child care and attends to urgent care needs in collaboration with the primary care physician. The Team Nurse also monitors medications, advises the student and staff about anticipated changes, and discusses informed consent with the parent/legal guardian.  Stetson School provides the services of a Board-Certified Child and Adolescent Psychiatrist and a Clinical Nurse Specialist who manage psychiatric diagnostics and medication planning. The interplay of multi-disciplinary team members and the thorough training required of Stetson School's staff combine to produce high quality treatment services with fidelity to the program model.

Healthy Sexuality students benefit from the corrective environment of the residential and academic milieus at Stetson School.  This prepares them to return to the family home, foster care, or a group home setting and to be fully engaged in public school, community activities and employment. Case Managers assist the student and his family in the process of designing and pacing the plans for discharge including opportunities to test new skills and attitudes gradually prior to discharge. The Stetson School Clinical and Education teams establish contact with community service providers who will continue to support the student for a successful re-entry to his community.