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Therapeutic Residential Treatment

Individualized treatment and care are the hallmarks of the Therapeutic Residential Treatment Program implemented at St. Jude’s Ranch for Children.  The Program’s Model of Care is designed to address the social, emotional and behavioral issues typically identified when the children first arrive.  Generally having had no positive parental role models in their young lives, one component of the Model teaches the children how to make good decisions and provides them with life skills that are absent on admission to the Ranch.

The children’s progress in the Program is measured in individual treatment plans and their success adapting to our family-style living environment.  The Model increases the probability of success upon Program completion.

The care provided to the children at St. Jude’s is holistic.  The children receive individual therapy and participate in family therapy.  All medical and dental needs are met.  The children are fed, clothed, housed and nurtured.  Most of the children come to us after multiple placements – sometimes after as many as eight to twelve – and usually arrive two years behind academically because their parents forgot to send them to school.  The Model helps them catch up with their classmates.  Religious participation is voluntary, and spiritual guidance and support is always available.

At all campuses, one of the distinct features of our Program is the ability to care for sibling groups, as many times all the brothers and sisters have left is each other.  While residents of the Ranch, they see each other every day.  They go to school together.  They play together.  Just like other kids.

Six to eight children live in each home and the home functions like a typical family – the kids go to public school, participate in after school sports and activities, have dinner together in the evening as a family, all under the supervision of trained and dedicated staff, 24 hours a day, 7 days a week.

Once a child turns 16 years old and has demonstrated significant progress in acquiring the skills taught in the Model, the child is eligible to “graduate” to the Transitional Living Program.

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