Phases & Objectives

Students work through emotional, behavioral, and learning issues by developing new skills and effective communication strategies. As students work through the four phases, they acquire new skills and have the chance to practice each skill, experience success and build self-esteem. As they face each new challenge they are supported and encouraged by their guides, therapist and peer group.

Level	Program Objective	Student Focus
Settler	Assessment	Accept Placement
Pioneer	Habits & Patterns	Personal Responsibility
Explorer	Skill Development & Internalization	Relationship Skills
Tracker	Ownership	Leadership

Settler: Focuses on accepting placement. Students observe the group, interacting only with staff.

Settlers work the land discovered by others. They are skilled at learning from those who came before them. However, they also view themselves and their lives as restricted by others. The LSE Settler, likewise, may view his or her own life as restricted or restrained by the opinions, rules, stereotypes and pre-conceived notions of other people. Therefore, this level is symbolized by the brand of barbed wire.

Pioneer: Focuses on identifying behavior patterns. Students begin taking responsibility for their choices.

Called by the promise of new lands and new adventures, pioneers bravely set out for recently discovered lands. Historically, a sense of community was vital for the survival of new pioneers. They depended on those who came before to understand their new lands but developed their own survival strategies once they arrived. Pioneers often arrived at their new environments by traveling in large groups and trusting a leader. Not unlike these pioneers, the LSE Pioneer has found the desire and promise of new destinations and rewards of a healthier lifestyle. Because of this desire, the pioneer is awarded the brand of the fire pit.

Explorer: Focuses on interacting with others. Students practice positive relationship skills and reinforce healthy communication strategies.

Before a land can be populated, it must first be mapped and understood. This is the role of the explorer. Explorers boldly reach new environments, confident in their ability to adjust to new situations. Historically, explorers were master problem solvers and decision makers. Explorers generally lead teams of adventurers and their success often depended on their leadership skills. Likewise, the LSE Explorer has begun to plan for the future and has drawn his or her attention to the horizon. For this reason, the explorer is awarded the brand of the rising sun.

Tracker: Focuses on leadership skills. Students reinforce positive skills and find success through group leadership opportunities.

Trackers are able to live and work independently while acknowledging their interdependence. They are masters of woodland crafts and skills. Historically, trackers would move ahead of the main party in search of food or shelter. The rest of the party depended upon their abilities. Trackers traveled light, carrying only enough to live comfortably in any weather or terrain. Such as the cougar, indigenous to East Texas, the LSE Tracker demonstrates complete control of self and surroundings, thus being awarded the brand of the cougar.

Rolling Admissions Policy Creates a Positive Peer Experience

Students join an exisitng group with others on various levels. The rolling admissions process allows them to enter a positive peer culture. Groups are small and have strong 1:3 staff-to-student ratios. Students participate in daily group processing sessions and individual and group therapy on a weekly basis.