Treatment Objectives

TREATMENT OBJECTIVES

Oxbow Academy assists each student in discovering his own identity and how he can tap into his potential. Students learn how personal thinking errors lead to behavior errors. They work on recognizing and controlling both.  They practice making positive choices through a variety of experiential therapeutic activities.
Oxbow Academy has six primary treatment objectives. Our goal is to help every student achieve:

  • Disruption of negative behavior patterns
  • Honesty and accountability
  • Healthy perception of self and thinking.
  • Loving and validating relationships
  • Skills for life, including social competency
  • Personal integrity – relapse prevention

The Oxbow model is divided into four therapeutic phases. During each of these phases students receive individual, group and family therapy.  These therapeutic interventions are enhanced by our holistic emphasis on experiential treatment.

PHASE I:

The assessment phase. This is the first step in attempting to break through the student’s denial and gain an honest and open account of their sexual and non-sexual behavioral problems. Students learn they are responsible for their choices. This is also the time when the family and the student are asked to demonstrate their commitment to the treatment process.
Students are required to take a therapeutic validation test administered by an independent expert in adolescent sexual issues. The student and family participate in weekly therapy sessions. The student also participates in daily group sessions and begins academic course work.
When students have successfully passed the validation test, an independent licensed psychologist conducts a psychosexual evaluation.  The psychologist evaluates that information, as well as all other therapeutic information about the student. A recommended course of treatment is then determined.
In this phase, students complete their mission statements.

PHASE II:

Oxbow helps each student gain appropriate skills to communicate openly and honestly. Students recognize their struggles are bigger than they can handle on their own. They learn how to seek help and use interventions to control urges. These skills help students live effective and happy lives. Our experiential campus provides an environment to practice these skills and internalize by doing.

In Phase II, students take accountability for their choices. They are introduced to the sexual behavioral cycle. This helps them begin to understand that their choice to engage in inappropriate behaviors did not “just happen.”
Students learn and demonstrate an understanding of their patterns of inappropriate behaviors. In doing so, they begin to recognize thinking errors, feelings, behaviors and how these relate to their choices. Students also identify personal goals and aspirations and determine a pathway to realize their goals in a pro-social manner.

Students begin to identify their personal risk factors. They also identify interventions aimed at preventing maladaptive behaviors. They work on individualized treatment goals. They begin to more fully address issues related to empathy for others. The families learn and understand their children’s risk situations and how to provide support. This helps them prepare for their sons’ return home.

PHASE III:
The goal of this phase is to understand healthy relationships. This knowledge helps students gain personal insight. They see a stark contrast between unhealthy sexual behaviors of the past and the types of positive relationships they want in the future. Students build upon strategies for healthy living, self-esteem, and empathy for others. This is a phase of competency where students are allowed to leave the program for home passes in order to practice what they have learned.
Families develop a safety plan to minimize their sons’ risk of relapse. They continue to work on communication skills, provide feedback about home visits to the treatment team, and continue to participate in weekly family therapy sessions. Feedback from family concerning behaviors during home passes is crucial during this phase.

As students develop a positive perception of themselves, they are able to develop and maintain positive relationships. Therapists work with the students’ families to provide therapy and support to facilitate family growth and change.

PHASE IV:

Students develop personal relapse prevention plans using a strength-based approach as they and their families prepare for discharge and aftercare. Throughout this phase the focus is on gradually helping students prepare to return home or to an alternative placement where they will use the skills developed at Oxbow to be successful.

The families continue to actively participate by working closely with the therapists to mutually plan aftercare that best meets their needs and those of their students.

Students complete an exit test to validate their honesty. They return home with a “clean slate.” Parents are confident their student has been completely honest with them and the therapist throughout his course of treatment. Truth cements their mutual trust.

If you would prefer to discuss your situation with a counselor, we invite you to call an admissions counselor, at855-676-4272.

Oxbow Academy – New Hope, New Help, No Secrets.™

Comments are closed, but trackbacks and pingbacks are open.