<p>This study is an evaluation of the school Liljanskolan, which is a ”therapy-school” for children between the ages of seven and twelve with psychosocial problems. These problems can concern difficulties interacting with adults as well as children, acting out, difficulty concentrating and anxiety. Liljanskolan has a high number of professionals, both teachers and treaters, and few children. The aim of the study was to increase the understanding of how children that have attended Liljanskolan have progressed during their time at the school with focus on their behaviour in school, ability to interact with adults and children, anger management and self-confidence. This was carried out by sending out a questionnaire to parents that had their children registered at Liljanskolan between August 2002 and August 2004. Eighteen out of 23 parents filled out the questionnaire. Four out of these parents were also interviewed. The results show that a majority of the parents have experienced that their children have progressed favourably within all the areas. An analysis of the results through the attachment-theory and role-theory show that the children have developed a more secure attachment-behaviour and that both the children and their parents have been able to take on new more well-functioning roles.</p>

This study is an evaluation of the school Liljanskolan, which is a ”therapy-school” for children between the ages of seven and twelve with psychosocial problems. These problems can concern difficulties interacting with adults as well as children, acting out, difficulty concentrating and anxiety. Liljanskolan has a high number of professionals, both teachers and treaters, and few children. The aim of the study was to increase the understanding of how children that have attended Liljanskolan have progressed during their time at the school with focus on their behaviour in school, ability to interact with adults and children, anger management and self-confidence. This was carried out by sending out a questionnaire to parents that had their children registered at Liljanskolan between August 2002 and August 2004. Eighteen out of 23 parents filled out the questionnaire. Four out of these parents were also interviewed. The results show that a majority of the parents have experienced that their children have progressed favourably within all the areas. An analysis of the results through the attachment-theory and role-theory show that the children have developed a more secure attachment-behaviour and that both the children and their parents have been able to take on new more well-functioning roles.