Stetson School maintains the belief that every child can succeed. We believe that every child deserves the opportunity to become a confident, capable adult, and a productive member of the community. Our philosophy encourages moral development, an inner sense of compassion, and personal and social responsibility. Such growth and development begins in a safe environment in which the child's life experience has positive meaning and purpose, and where nonviolence and treating others with dignity and respect are primary values.

Stetson School treats children and adolescent males with a history of sexually abusive behaviors. Preventing further sexual victimization is the primary purpose of placement. One of the primary goals of treatment is to provide each child the opportunity to resign from a lifestyle of abusive behavior in a safe, rehabilitative environment. In order to accomplish this, we believe in treating the "whole" child, not just his sexually reactive or sexually abusive behaviors. Children are more than the sum of their behaviors. Therefore treatment must focus on a range of behavioral, social, familial, and cognitive domains.

Stetson School's treatment milieu supports our belief that all staff are agents of change. Relationships developed with children are expected to be therapeutic, supportive, and nurturing. Staff is essential in sustaining a "Culture of Recovery." This culture values a healthy, rehabilitative treatment environment in which the thinking and actions of all staff demonstrate flexible responsiveness to children's needs. Unconditional support and management of risk through structure and predictability are also key components. Our staff secure environment provides structured external behavioral controls while the child develops self-control, with the goal of preparing him for successful reintegration into the community.

Stetson School is committed to the individual needs of the children in our care. Our integrated treatment model is multi-disciplinary and incorporates milieu treatment; individual, group, and family therapy; psychoeducation; recreation; health services; and academics..