In America, it is estimated that between 500,000 and two million children run away each year. A majority of these runaways become involved with illegal substance abuse. This study questions whether children experience substance abuse prior to their running away or if their substance abuse is an attempt to cope with the new stressors created by street life. Data collection will include having 50 volunteers complete a questionnaire, with consideration of race and gender. The findings suggested that no relationship exist between runaways engaging in drug use and the amount of stress experienced at home or during the runaway.

The purposes of this study were: (1) to examine a select sample of both runaways and nonrunaways at six Oregon residential treatment facilities; (2) to determine the amount and type of preplacement visitation and counseling done within these agencies; (3) to determine the effect preplacement visitation and counseling has upon the studied sample of runaways and nonrunaways in decreasing or controlling the number of runs from the agencies involved; and (4) to determine significant characteristics between runaway and nonrunaway populations. Testing materials included a two-part questionnaire, part of which was developed with girls from one of the participating agencies. Running, which today is looked upon as a status offense, is costly in the effect it has upon the mind and emotions of the young runners, as well as the effect it has upon the budgets of the agencies involved. Running from a residential treatment program is also disruptive to the treatment plan which has been set up for that particular youth. The work which has been done to date in this area is sketchy and incomplete. It does not clearly tell us whether or not preplacement counseling actually reduces the desire to run and helps to create a more comfortable atmosphere for the teen-ager. Our sample consisted of both runners and a random sample of nonrunners from the participating agencies for the month of October.

Personality patterns of sexually abused female adolescent runaways are compared to personality patterns of physically abused female adolescent runaways. Eighty-six female adolescents from 13 to 17 years of age completed a self report inventory to determine personality traits. To test the hypotheses of the study, a multivariate analysis of variance was conducted, followed with univariate tests to find differences on separate dependent measures. Results indicated that on the Jesness Inventory there may be a common personality pattern associated with abuse. Univariate tests yielded data which indicated that although there may be a general personality pattern for abused adolescents, there were significant differences between the physically and sexually abused adolescents on some personality variables. Results were evaluated taking into account the selective sample from which the population was drawn. Recommendations for future research included the use of projectives, a more comprehensive personality inventory, and selected demographics.

The present study focused on male incarcerated youth, ages ranging from twelve to eighteen, in a twenty-four hour care treatment facility. The study attempted to determine what historical factors such as types of crimes committed, length of criminal history, and gang involvement are behavioral indicators of the type of youth who resist treatment. For the study, run away behavior indicated the youth was resistant to treatment.

Text in Afrikaans / Die doel van hierdie studie was om te bepaal waarom kinders uit kinderhuise wegloop en om voorstelle ter voorkoming daarvan te maak. Ten opsigte van die fenomeen "wegloop" stateer die literatuur dat kinders wegloop vanaf onaangename omstandighede en/of wegloop na aangename omstandighede. Die belewing van gesinstres, gesinskonflik, portuurgroepdruk, utopiese voorstellings van wegloop, onaangename skoolbelewing en tiener swangerskap is aangeduide rolspelers onderliggend aan bogenoemde. Die empiriese studie na wegloop uit kinderhuise bet aan die lig gebring dat kinders uit kinderhuise wegloop weens traumatiese belewing van verwydering uit die ouerhuis, etikettering en inrigtingsversadiging. Voorts is bevind dat faktore wat onderliggend aan bogenoemde is, tot 'n groot mate voorkom kan word. Sekere aanbevelings ter voorkoming van wegloop uit kinderhuise is na aanleiding van die studie gedoen en kan gebruik word in die volwassene se bemoeienis met die kinderhuiskind. / The object of the study was to identify the reasons why children run away from children's homes and to make recommendations on how to prevent them from running away. On considering "run away" as a phenomenon, the literature states that children run away from harsh circumstances to acceptable or pleasant circumstances. Experiences such as family stress, conflict in the family, peer group pressure, romanticising the idea, harsh school experiences and teenage pregnancies are roll players subjacent to the above mentioned. The empirical study of "running away from children's homes" has confirmed that children run away because of traumatic separation from parental homes, labelling and institutional intolerance. Furthermore it was also found that factors subjacent to the above mentioned can be neutralised to a large extent. Certain guidelines have been recommended for adults when confronted with children in children's homes. / Psychology of Education / M. Ed. (Voorligting)

Text in Afrikaans / Die doel van hierdie studie was om te bepaal waarom kinders uit kinderhuise wegloop en om voorstelle ter voorkoming daarvan te maak. Ten opsigte van die fenomeen "wegloop" stateer die literatuur dat kinders wegloop vanaf onaangename omstandighede en/of wegloop na aangename omstandighede. Die belewing van gesinstres, gesinskonflik, portuurgroepdruk, utopiese voorstellings van wegloop, onaangename skoolbelewing en tiener swangerskap is aangeduide rolspelers onderliggend aan bogenoemde. Die empiriese studie na wegloop uit kinderhuise bet aan die lig gebring dat kinders uit kinderhuise wegloop weens traumatiese belewing van verwydering uit die ouerhuis, etikettering en inrigtingsversadiging. Voorts is bevind dat faktore wat onderliggend aan bogenoemde is, tot 'n groot mate voorkom kan word. Sekere aanbevelings ter voorkoming van wegloop uit kinderhuise is na aanleiding van die studie gedoen en kan gebruik word in die volwassene se bemoeienis met die kinderhuiskind. / The object of the study was to identify the reasons why children run away from children's homes and to make recommendations on how to prevent them from running away. On considering "run away" as a phenomenon, the literature states that children run away from harsh circumstances to acceptable or pleasant circumstances. Experiences such as family stress, conflict in the family, peer group pressure, romanticising the idea, harsh school experiences and teenage pregnancies are roll players subjacent to the above mentioned. The empirical study of "running away from children's homes" has confirmed that children run away because of traumatic separation from parental homes, labelling and institutional intolerance. Furthermore it was also found that factors subjacent to the above mentioned can be neutralised to a large extent. Certain guidelines have been recommended for adults when confronted with children in children's homes. / Psychology of Education / M. Ed. (Voorligting)

Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority. It is seen by many as a normal way of development. The development of rebellious behavior actually starts in childhood and progresses through to adulthood. The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement. The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious behavior. Guidelines were written for parents, teachers and psychologists regarding the handling of the rebellious child. / Psychology of Education / M.Ed. (Guidance and Counselling)

Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority. It is seen by many as a normal way of development. The development of rebellious behavior actually starts in childhood and progresses through to adulthood. The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement. The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious behavior. Guidelines were written for parents, teachers and psychologists regarding the handling of the rebellious child. / Psychology of Education / M.Ed. (Guidance and Counselling)