Although there is significant prevalence of serious emotional disturbance in adolescents, research concerning the determination of appropriate levels of care is lacking. This study examined predictors of successful treatment completion in male adolescents (n=132) who were admitted to a suburban residential treatment center during a ten year period. Data on pre-treatment client variables, family participation in treatment, and length of stay were collected on each subject. Data were collected by sequentially reviewing 132 file records of previously discharged clients. Five variables (age upon admission, family constellation, family participation, previous out-of-home placements, criminal involvement) did not predict successful treatment completion. A significant relationship was found between length of stay in residential treatment and successful treatment completion. Implications for decision-making regarding admissions to residential treatment programs and needs for future research are discussed. / Master of Science

The purpose of this qualitative study is to explore the factors that contribute to client behavior change and motivation during residential treatment for adolescent females on probation. Data were obtained through retrospective individual interviews with residents of a residential treatment center in Northern Virginia. Semi-structured, open-ended questions were asked in order to obtain a rich description of each girl's experience of change. The results illuminated specific aspects of the treatment program that were most helpful to the participants. By analyzing these data, a specific process of change was developed for this unique population. Participants in the current study reported relationships with staff and their families as very important in terms of making changes. It seems the attachments they were able to establish were a significant factor in change. Through the lens of attachment theory, it is hypothesized that participants' relationships with staff were instrumental in helping them to make changes, as these relationships offered a secure base from which to explore themselves. In the context of an alternative attachment, the current study could be beneficial in helping counselors view themselves as alternative attachment figures, and help them to be more intentional about how they use this in treatment. / Master of Science

The systemic orientation to behavioral change and the use of paradoxical interventions has been predominantly associated with the family therapy movement. Recently practitioners have been experimenting with the use of strategic/systemic methods in residential treatment centers, schools, and hospital inpatient settings. The literature suggests that these interventions may be ideally suited for oppositional or reluctant clients who resist cooperating in the treatment process. This thesis provides a case study description of an adolescent treatment home which has developed a strategic/systemic approach to residential care. The implementation of a systemic perspective to residential treatment required substantial changes to traditional child care philosophy and practice. These changes are described and discussed and actual intervention examples are presented which help to illuminate this novel approach to residential treatment. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This is a qualitative study examining the experience of students currently enrolled in Steppin' Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents' perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success patterns were explored. This phenomenological study utilized a lens of critical theory to understand the meaning of girls' educational experiences at a residential treatment center. The design includes studying 16 girls' formal, non-formal, and informal educational experiences as well as utilizing the Assessing the Learning Strategies of AdultS (ATLAS) tool to assess learning strategy preference. Results of the study determined student preceptions regarding various educational environments and learning strategies at a residential treatment center. Analysis of interviews and data collected led to many significant findings. Additionally, this study enhances knowledge in the field of residential treatment and has implications for those seeking residential treatment, working in residential treatment, and educators. Research in this field often focuses on outcome and effectiveness literature. This study provides insightful information incorporating the voice of students into the research. / by Krista D. Allison. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Residential placement is considered the most severe sanction for adjudicated youth, yet there is little consensus on best practices and interventions in residential settings. Demographic trends in the juvenile justice system further exacerbate challenges in studying residential placements. Disparities among minority youth, diverging state definitions of juvenile sex offenses, discrepancies in recidivism measures, and variations in local and state juvenile courts have contributed to a convoluted system that has struggled to identify the meaning of "success" in residential settings. Building on theories of engagement in residential care and program theory of change, this mixed methods study explores how various components of a residential program for adjudicated young males contribute to time in the program leading up to transition out of the program. Event history analysis was used to examine administrative program data. Then, follow-up interviews were conducted with program employees to gather further insight to supplement quantitative findings. Findings indicated that juvenile sex offenses and home visits played a significant role. Additionally, race, ethnicity, and duration and engagement in family, individual, and group sessions also played varying roles in youths' transition out of the program. Findings from the employee interviews further supported that race, ethnicity, culture, and family are all critical parts of residential treatment. The interviews also discussed the role that Collaborative and Proactive Solutions, a behavioral modification approach used in this program, plays in youths' overall engagement during their time in the program.

The use of physical restraints in residential treatment centers for children has been shown to be detrimental to both staff and the children. Although there have been nationwide initiatives to reduce or eliminate the use of physical restraints on children, to date, researchers have not yet identified the organizational factors that predict the likelihood of using physical restraints on children. Based on the two-factor theory, in which two different types of predictors of motivation and behavior in the workplace were identified, the purpose of this quantitative non-experimental study was to examine whether satisfaction with pay, a hygiene factor, and satisfaction with supervision and perceived organizational support, motivating factors, predict the frequency of the use of physical restraints. Satisfaction with pay and supervision were measured using the Job Satisfaction Survey and perceived organizational support was measured using the Perceived Organizational Support Survey. Data were collected from 245 direct care staff members employed at residential treatment centers for children. Pearson product moment correlations and multiple regression analysis were conducted. The results indicated that satisfaction with supervision was negatively and statistically significantly related to the use of physical restraints on children in residential care and satisfaction with pay approached significance. Organizational changes that address training, development, pay, and best practices for supervision may aid in the reduction of physical restraints used on children. The reduction in physical restraints would thereby reduce the undesirable impact they have on children and result in positive social change.

While there currently appears to be no universal definition for Emotional Behavioural Difficulties (EBD) it is often used around the world as a label for children displaying difficult behaviours. One intervention used for children with EBD is residential treatment, which involves “providing a full range of therapeutic, education, recreational and support services given by a professional, interdisciplinary team” (Johansson 2007, pg. 16). To date there is little literature on the effectiveness of residential treatment for children with EBD. This present study aims to further the research by measuring the progress made towards a child’s personal goals while at residential school and if this progress is still evident six months after returning home and entering mainstream schooling. Child and parent feedback on the time spent at residential treatment are examined to see how they viewed the treatment. The participants consisted of 83 children aged seven to thirteen years who had attended the residential school between 2004 and 2009, their parents/caregivers, mainstream teachers and residential treatment staff. Follow up questionnaires given to the parents/caregivers when the child was leaving residential treatment and the child’s leavers report were analysed using a mixed methods approach. The results of this study indicated that the children’s personal goal attainment did not change at a statistically significant level six months after returning home and entering mainstream schooling Findings were consistent across the three age groups analysed (under 8 years 11 months, 9 years -10 years 11 months and over 11 years) as well as across the goal codes. This research suggests the gains the children made towards goal attainment at residential treatment were able to be generalised to their home and mainstream school environment.

This research explores the narratives told by five young adults aged 18 to 25 about their journeys of transitioning out of a large residential treatment facility into less structured settings, in Calgary, Alberta. Participants engaged in in-depth interviews designed to elicit storytelling regarding their time in care. Interviews were transcribed and analyzed using a narrative lens, paying particular attention to the way participants told their stories. Three main storylines emerged from participants’ narratives, including; standardized approaches in residential care, multiple interpretations of what “independence” looks like, and life “after care”. The findings in this study raise questions about the over reliance on behaviour management models within residential care, the limited role of young people in planning and decision making, and restrictive indicators of “successful” transitions. These findings suggest the need for multiple treatment strategies and approaches that are responsive to individual needs and circumstances, especially when making the transition out of care. / Graduate

The purpose of this study was to explore the relationship of clients' perception of choice in treatment planning and the clients' positive behavior changes made within the treatment setting, with the clients' successful return to the community after release from the residential treatment setting.

Since this is a survey to determine the current practices and procedures of counseling in residential treatment centers for emotionally disturbed children, the problem of this study may be stated as follows: (1) to review related literature in the field of counseling and guidance in order to determine the best educational thought as to what constitutes a good counseling program; (2) by means of a survey in the form of a questionnaire, to determine what is actually being done in counseling work in established residential treatment centers for disturbed children; (3) to determine, from information received, good counseling work practices for treating emotionally disturbed children.