We help troubled girls who are struggling with school, causing family conflicts, experimenting with drugs, experiencing depression, low self esteem, ADD/ADHD, oppositional defiant disorder or other emotional problems and behavioral issues. We have nearly five decades of experience and success with children and families who have failed to respond to other types of treatment programs and counseling.

Upon admission, treatment goals are established and agreed upon by the child and parents. Length of stay is based on each child’s individual progress toward achieving treatment goals, not a predetermined time period. On average, parents should expect their child to stay about 8-9 months.

The E-Nini-Hassee model is a unique, proven approach that provides true, long-lasting changes in attitudes and behaviors in troubled girls. Our program is non-punitive and teaches girls self-management, to actually think differently and learn how to problem solve by themselves and with groups. It is an internally motivated system that will guide them for the rest of their lives. We have countless numbers of graduates who come back to visit our program and say that they use what they learned at E-Nini-Hassee in their own lives today and with their children.

Unlike other programs that advertise “tough love” or “behavior modification” or boot camps for teenagers, we do not utilize demerits, or points. We believe externally based behavior modification systems that use things such as points may work in certain types of controlled environments, but not for the long-term and not in the real world. We teach children skills for long-term success in life.

Parent support and family involvement is an essential component of our program.

In addition to formal parent visitation days, the children go home for weekend visits typically every five to eight weeks as an important part of our therapeutic program. It is a time when children and their families can practice new skills that have been learned in our program

The children also call home regularly. Because of the nature of our program, telephones are not always readily available to the children. The group may be on a canoe trip or participating in a field activity some distance from telephones. Special arrangements are made to accommodate parent requests for visits and phone calls in these situations.

We have a master’s level clinical supervisor who supervises our group treatment, as well as consulting psychiatrists. Each student has a dedicated treatment coordinator, who typically has either a bachelor’s or master’s degree. Our treatment coordinators are the main point of contact for parents while their child is in our program.

Our youth counselors typically have at least bachelor’s degrees, past experience or training working with youth, and undergo extensive, field-specific training programs. Training is provided utilizing externally developed tools and certification programs from Cornell University, the American Red Cross and others. Youth counselors are certified by the American Red Cross in CPR, First Aid, Basic Water Safety and Canoe Safety.

In addition, all staff, not just the line staff working with youth, undergo extensive background and criminal checks.

The first step in addressing most disruptive or negative behavior is simple feedback. Often, this feedback is helpful in letting the teen know that what she is doing is inappropriate.

If the behavior continues, a group huddle-up is used. The huddle-up is both a technique of group organization and a process of positive peer-group counseling. In the huddle the misbehaving youth will hear feedback from peers as well as the group’s counselors about the behavior, how it is affecting them, and what the likely natural consequences may be if the behavior continues. To extend learning beyond the immediate situation, the counselor helps the teen identify appropriate behaviors in school and home environments.

There is often both positive peer pressure and peer support that comes out during a huddle. The counselors make sure that feedback and discussion is positively directed to be effective. Generally, teens who have been in our program for a few months will have assimilated the skills of encouragement and active listening, and will use them appropriately as well.

A typical day is activity-rich – combining accredited education with group therapy sessions and therapeutic outdoor activities, as well as some quiet time for reflection. There is a structure and schedule to every day, planned in part by group members themselves, yet with flexibility to adjust to immediate needs. For example, a teen may raise a concern or issue that will be discussed with a “huddle up” group session.

While we recognize that some children’s needs include medication, we prefer children to take the minimum amount of medication therapeutically necessary. Children are evaluated regularly by a psychiatrist for medication monitoring.

Immediately! Our year-round, on-campus school is nationally accredited, with state certified teachers, and meets all national and state Department of Education guidelines. Through experiential learning and classroom instruction, students typically receive five to six hours of instruction daily with a focus on math, science, English, social studies and more.

Yes. All earned credits are transferable to the home school.

Yes. Children can receive their high school diploma upon successful completion of coursework.

Parents can apply by completing our online application or by contacting our Admissions Department at (888) 726-3883.