Skip to main content

Oxbow Academy - Credible Voices

By Stephen C. Schultz


Oxbow Academy is now fast on it’s way to 15 years! Wow!
I am writing this specifically for mental health practitioners and allied health professionals. Those in the legal profession may find this interesting as well. Please allow me to share some observations that I have made over the years that may be useful as you assist the families you work with.
The majority of students currently enrolled at Oxbow have come to us with some previous treatment experience. We are often contacted when these previous treatment settings fail to meet the clinical needs of the student. I’d like to share a couple of scenarios that may be helpful in understanding these students and how to assist them in working through their sexual issues.


1)     The student enters a general treatment program; wilderness or RTC. They are admitted for the more traditional reasons of anxiety, depression, anger or substance abuse. It may also be trauma of some kind. Any sexual issues are either denied, minimized or not known about. Often if sexual issues are known about, they are not perceived by families and clinicians as being the “Primary” issues.

The student develops a healthy therapeutic alliance with the therapist and program. He feels comfortable and trusts enough to share. He mentions in a group session that he has had some “inappropriate touching” with a sibling, cousin, neighbor etc. The student trusts enough to “risk” sharing this very sensitive information, however, it is usually met with negative responses from peers and staff. Peers often feel uncomfortable around the student. The clinical team will struggle with the process surrounding mandatory reporting laws. There will be questions like; “We know it needs to be reported, but who do we report to? How do we tell the family? Will the family be drawn into some kind of investigation?”


The therapist generally shares with the student that “…we will just talk about this in individual therapy from now on.” While the therapist has good intentions, this kind of response as well as the increased energy from staff in general reinforces the shame the student feels surrounding the student’s issues. Now, the student realizes it’s not safe to share this information anymore. The student then starts to emotionally and behaviorally become dysregulated and the program starts looking for another placement.
2)     Here is the next common scenario. The student enters a general treatment program under the same circumstances as the above example. However, this student begins very subtle grooming behaviors and eventually acts out sexually with another student. It appears from our experience with these students, most treatment programs have some kind of unofficial “Three Strikes” policy toward this behavior. We will get a call from the Educational Consultant, therapist and/or program in crisis mode because the student has not responded to the increased “prompts” and supervision. The staff members find themselves in a “Cops & Robbers” situation and the student now poses too big a risk to the rest of the population. The program then looks for another placement.


These are not pleasant situations to be in for any of the parties involved; the therapist, the educational consultant, the family or the treatment program. Below are some links to articles I have written that can be shared with colleagues or families that you are working with. I hope this is helpful.

Comments

Popular posts from this blog

The Young Boy and the Rattlesnake

By Stephen C. Schultz (Editors note: This is a story used in a Wilderness Treatment Program for Young Adults . Many come to this program having struggled with substance abuse and interacting with unsavory friends.)   Many years ago there was a young Native American who lived in the very land you are residing in. He decided to seek wisdom by journeying to the top of Indian Peak. As he approached the base of the mountain he came across a rattlesnake that slithered beside him. The snake coiled as if to strike and the young boy moved back quickly in fear of being struck by the snake’s deadly venom. At that instant the snake spoke to the boy saying, “Don’t be afraid of me, I mean you no harm. I come to you to ask a favor. I see that you are about to traverse to the top of Indian Peak and was hoping that you may be willing to place me in your satchel so that I don’t have to make the long journey alone.” The young boy surprised by the snake’s request quickly responded b

Navigating the Highway of Healthy Communication

By Stephen C. Schultz “I was on the road in my car last week. It was a long stretch of highway where it is easy for your speed to creep up. I looked in the review mirror and saw blue and red flashing lights. I watched as the right hand of the officer extended to lift a microphone to his mouth. He was obviously running my plates. I glanced at my driver’s side mirror and observed as his door opened and he stepped around the edge of the door and closed it with a single, fluid motion. In a cautious and calculated manner, with his right hand resting about hip high on his revolver and his left hand carrying some paper, he was at my door in ten easy strides.” Ok…now that you have read that first paragraph, what are you feeling? Did reading that stir any emotions? Could you relate to my experience? How many of you are smiling? You’ve been there…right? You know the feeling. Often there is dread. Sometimes there is fear. Most times there is frustration because you were just goin

Video Games, Anxiety and ADHD - Free Family Resources

 By Stephen C. Schultz Video Games, Anxiety and ADHD - Is there a common theme? Aloft Transitions Home for Young Adults This is simply a complimentary resource guide for parents of teens and young adults who struggle with ADHD, Anxiety and Gaming. ADHD:   • Russell Barkley,  Taking Charge of ADHD • Hallowell & Ratey,  Delivered from Distraction • Harvey Parker,  The ADD Hyperactivity Workbook for Parents, Teachers, & Kids • Bradley & Giedd,  Yes, Your Teen Is Crazy!: Loving Your Kid Without Losing Your  Mind  • Gurian, Michael,  The Minds of Boys Saving Our Sons from Falling Behind in School and  Life, 2005. • Hanna, Mohab,  Making the Connection: A Parents’ Guide to Medication in AD/HD • www.CHADD.org  (Children and Adults with Attention-Deficit/Hyperactivity Disorder) • www.help4adhd.org • www.aap.org (American Academy of Pediatrics) • www.aacap.org (American Academy of Child and Adolescent Psychiatry) Young Adult caring for new baby calf Anxiety: The following websites