Attachment-Oriented, Trauma-Informed, and Developmentally Sensitive Treatment  

Treatment is individualized, and recognizes the importance of early and on-going attachment experiences in the lives of each of youth, and the role and shaping influence of prior adverse and traumatic developmental experiences in the emergence of behavior and personality. 

All treatment at Stetson School is individualized, and recognizes the importance of early and on-going attachment experiences in the lives of each youth, and the role and shaping influence of prior adverse and traumatic developmental experiences in the emergence of behavior and personality. Treatment at Stetson School recognizes and is sensitive to both early developmental experiences and secure or insecure attachments to others, and we see both attachment and the resolution of adverse and/or traumatic experiences as essential elements in effective treatment. 

Our integrated model includes psychoeducation, cognitive-behavioral therapy, insight oriented and relationship-based psychodynamic therapy, and behaviorally-oriented treatment, as well as psychopharmacology. 

Treatment interventions are geared towards the ages, needs, and cognitive capacities of youth, including a clear recognition of and focus on the needs and capacities of our younger pre-adolescent youth and our cognitively impaired youth. 

We place great importance on family communication and collaboration.

All youth participate in three clinical and skill building groups that include cognitive-behavioral, psychoeducational, and process groups. Clinical groups address problem sexual behavior, fire setting, substance abuse, healthy sexuality, social skill development, daily life and independent living skills, moral development, conflict management, stress and coping and anger management. 

We place great importance on family communication and collaboration, and our clinicians provide family therapy whenever possible. In addition, our case managers provide family psychoeducation for families, following a curriculum developed for different treatment population. We provides a consistent therapeutic milieu, which supports the clinical work that is provided.  

Treatment at Stetson School recognizes and is sensitive to both early developmental experiences and secure or insecure attachments to others, and we see both attachment and the resolution of adverse and/or traumatic experiences as essential elements in effective treatment.