Residential care: A study of short- and long-term educational effects

被引：36

作者：

Thompson, RW ^{[1
]}

Smith, GL ^{[1
]}

Osgood, DW ^{[1
]}

Dowd, TP ^{[1
]}

Friman, PC ^{[1
]}

Daly, DL ^{[1
]}

机构：

[1] UNIV NEBRASKA,LINCOLN,NE 68583

来源：

CHILDREN AND YOUTH SERVICES REVIEW | 1996年 / 18卷 / 03期

关键词：

D O I：

10.1016/0190-7409(96)00002-3

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

School performance and attitudes of a group of children placed in residential care were assessed during placement and for an average of four years after discharge. A comparison group of children who were not placed in the program was also followed. The residential program emphasized both behavioral and educational treatment. Group differences were tested using Hierarchical Linear Modeling (HLM). Results indicated that the treatment group had significantly greater improvements in both school performance and attitudes during placement. These differences were also maintained after discharge. It is suggested that long-term educational effects with troubled children may require an intensive intervention over an extended period of time.

引用

页码：221 / 242

页数：22

共 32 条

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