Since 1989, Stetson School has provided educational and treatment services for boys with a history of sexually abusive behaviors. Operating as a private, not-for-profit facility Stetson School is licensed by the Massachusetts Department of Education and the Department of Early Education and Care. Stetson employs a multi-faceted and well-integrated treatment program that incorporates a number of different modalities to deliver a menu of treatment services to our students, based on their needs and capacities. The program for sexually abusive boys ages 13-21 is comprehensive, addressing the needs of individual students through a rigorous initial assessment phase followed by continual monitoring of goals and risk level. Stetson School's "whole child" approach helps each boy to mature in a caring living environment with high quality on-site clinical and academic services.  Students admitted to Stetson School have a history of sexually abusive behaviors and may or may not be adjudicated for a sexual offense. A typical student has the potential to benefit from a therapeutic residential placement. Stetson's treatment philosophy is that the juvenile abuser made choices that lead to victimizing others, although he may not initially be able to fully recognize the seriousness of his sexually abusive behaviors. Many students need support as they resolve serious behaviors such as aggression, self-harmful behaviors, physical or sexual trauma, and cognitive disability.  The treatment team skillfully introduces the treatment process by meeting the student at his own level of need.  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.

A system of assessment by specially trained Clinical, Education, and Residential staff marks the initial phase of treatment at Stetson School.  An Assessment Clinician conducts interviews with the student, family members, and prior treatment providers to gather history and an understanding of the student's development.  The Clinician presents the information in a written report with a treatment plan, recommending the services which best match the student's needs, for example, psychological testing, substance abuse counseling, or art therapy.  Also contained in the assessment report is the Juvenile Risk Assessment Tool (J-RAT).  The J-RAT, developed at Stetson School, is a specialized measure of key factors which contribute to juvenile sexual behavior problems. While there is no certain way to determine whether a re-offense will occur, the J-RAT contributes deeper understanding of the likelihood of re-offense based on the information collected and adds an important dimension to the assessment. The J-RAT is completed and presented at each treatment milestone throughout the student's stay at Stetson, in order to measure his progress towards discharge.  The evaluation period concludes with an on-site case conference involving the student, his parents/guardians, the referring agency, and the treatment team.  With all participants at the table, the assessment results are presented in a discussion format with an opportunity for questions, group decision-making, and planning of the next steps in the student's care and treatment.  Every student meets with a Clinician for Individual Therapy weekly, and for group therapy three times per week.  Specific behavioral and emotional goals are established and tracked by the Clinician throughout the treatment, insuring gradual attainment of behaviors and attitudes that will reduce the potential to repeat sexually abusive acts. Students create relapse prevention plans which reinforce knowledge of the cycle of sexual abuse.  Through a closely monitored Community Integration Plan, students have opportunities to practice new skills by doing community service or attending events in local communities.

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. 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.  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.

The transition and discharge planning process is an important focus of Sexual Abuser Treatment from the beginning.  Case Managers develop understanding of the student's goals and ambitions, his family's resources, and the options for future placement. Using a collaborative, creative problem-solving approach that incorporates knowledge of the student's risk level and self-sufficiency skills, Case Managers assist the student with visits to potential placements or a program of gradually expanding home visits to prepare for the student's re-entry to community living.