A specialized treatment environment is available at Stetson School for students who are Sexually Reactive. Such children are likely to have a history of engaging in sexually precocious behaviors which are inappropriate and which may victimize others.  Stetson's treatment program works from the belief that these problem sexual behaviors occur as a result of the student's prior inappropriate sexual experiences including sexual abuse, exposure to sexualized materials, and/or witnessing sexual activity by others.  The treatment team skillfully introduces the treatment process by meeting the student at his own level of need and creates a flexible balance between the necessity of holding students accountable by setting limits on unacceptable sexual behaviors, and, recognizing the traumatic experiences which have disrupted the child's healthy development.

Sexually Reactive students are admitted directly to the Cutting Lodge Latency Unit, a 24-bed unit where our youngest students reside in small, comfortable housing units of six students supervised by two staff. Each student has his own room in a unit designed especially for this specific population. In this program track, the peer group ranges in age from 9 to young adolescent.  An initial evaluation and preparation of an assessment by a licensed Clinician begins the clinical treatment planning process, while Education and Residential staff members assist the child and his family with the critical adjustment to the residential placement. The information resulting from the initial assessment sessions and the Latency Age Sexual Adjustment and Assessment Tool is presented in full to participants in the Individual Service Plan meeting after six weeks. At this point, the team has a fuller understanding of the child's sexual acting out and the meaning of other problem behaviors that might range from attention problems, mood disorders, sleep and toileting difficulties, and aggression.  The child's Clinician meets weekly for an individual session and three times per week in group therapy. Gradually the child begins to recognize why he acted in a way that violated sexual norms, and how he must adjust his beliefs and attitudes to prevent a recurrence of those actions.  Consistent with Stetson School's effort to address the child's needs in the context of his whole environment, a full-time Case Manager is assigned to communicate frequently with the parent/guardian and referral source. The Case Manager partners with involved family members to maintain important links such as visitation and permanency planning resources and psycho education.

Sexually Reactive students at Stetson School benefit from a carefully designed milieu program. We provide a safe, structured, and supportive environment where students learn to develop new skills and form healthy relationships. The initial focus is on containment, stabilization, and an initial exploration of trauma issues. Once a strong baseline of daily self-regulation is achieved, the student moves toward a commitment to treatment for sexually reactive behaviors and starts learning and applying adaptive social skills. This gains the student many rewards in the form of friendships, self-esteem, and other incentives that are built-in to daily living – such as participation in special recreation programs.  In this stage, students are more prepared to learn new information, to engage in academics, and to make strides in weekly group and individual therapy.

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. 

In addition to coaching students for success during their everyday routines, child care staff facilitates weekly groups based on curricula that include: Healthy Interactions, Healthy Choices and Behaviors, Play and Socialization Skills, Project Adventure, Anger Reduction, Social Skills, Conflict Management and Negotiation Skills, and Relaxation Skills. 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.

Students in the Sexually Reactive program maintain contact with their family members, parents or guardians throughout their stay.  Discharge planning occurs through the tri-annual case conferences where the student's goals and progress are outlined and discussed and measured against the discharge date that is set at admission. Several months prior to the proposed discharge date, the Stetson School treatment team and the student's support people identify the discharge placement and work with the student and the placement to prepare for the student's re-entry to a less-structured setting. This can include practice trips into the community which are processed with the Clinician, followed by gradually increasing home visits with Stetson School staff acting as coach.