Collaborative Treatment for Sexual Behavior Problems in an Adolescent Residential Center (From Sex Offender Treatment: Accomplishments, Challenges, and Future Directions, P 43-58, 2001, Eli Coleman and Michael H. Miner, eds. -- NCJ-199818)

• NCJ Number: 199821
• Author(s): David S. Prescott
• Date Published: 2001
• Length: 16 pages
• Sale Source: Haworth Press, Inc
• Publication Format: Book (Softbound)
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This paper examines the benefits of collaborative residential treatment for sexually abusive adolescents addressing the areas of sexually abusive behavior, antisocial attitudes, social/emotional functioning and overall self-care.

Abstract

Historically, many residential treatment and sex offender programs for adolescents have used coercion-based interventions which replicate destructive and intrusive behaviors; behaviors intended for elimination. On the other hand, collaborative treatment assists in maintaining a safe and predictable environment for adolescents and aids students in eliminating destructive behaviors addressing four key areas: (1) sexually abusive behavior; (2) antisocial attitudes; (3) social/emotional functioning; and (4) overall self-care. To demonstrate the use of collaborative treatment for sexual behavior problems, this paper presents an overview of Bennington School, Inc. The Bennington School is a 24-hour, year-round residential treatment center serving over 100 students, age 10 to 21. Treatment interventions range from self-contained classrooms to pharmacological interventions. All students receive an intensive level of supervision, structure, staff interventions, and access to clinical staff. At the school, there is an underlying assumption that all students should be provided with the finest and best possible circumstances and activities. The elements of the collaborative treatment approach, giving success to Bennington School, Inc. are discussed and include: (1) departments are of equal value; (2) sexual behavior problems are addressed only in private settings; (3) matter-of-fact stance; (4) treatment is driven by the needs of the student; (5) staff are trained to become aware of and reduce coercion; (6) students are re-engaged rather than punished; (7) jargon is strongly discouraged; (8) staff are trained in the use of praise; (9) line-staff are held to professional standards; (10) students participate in planning for their treatment and discharge; and (11) supervision is expressed as part of safety. In summary, treatment involving the promotion of social competency, a healthy sense of masculinity, values clarification, and improved awareness of one’s actions on others has greater value than treatment focused on only one domain. References