Cognitive‐behavioural interventions for adolescents in residential child care in Scotland: an examination of practice and lessons from research

Abstract

A B S T R AC TThis paper sets out to examine the basis and use of cognitive-behavioural interventions with adolescents in residential child care. The paper outlines the results of a survey of the use of cognitive-behavioural interventions in Scotland. The survey indicates that such interventions are used widely in residential schools and secure units in Scotland. The paper then reviews some of the studies relating to cognitive-behavioural interventions, which appear to be most relevant to residential child care. The review revealed many of the positive outcomes of cognitive-behavioural interventions. However, there are some cautionary notes highlighted by the survey and the review. These relate to issues about generalization of learning and the meaning of the intervention for the young person and for the staff. The paper discusses the importance of other factors in determining the success of cognitive-behavioural interventions. These factors include the importance of accurate assessment, the role of staff training and the need to ensure that interventions are always in the best interests of the child.

On the margin? Residential child care in Scotland and Finland

“…Establishments are developing a range of therapeutic and treatment programmes, such as cognitive behavioural programmes, to address offending and behavioural issues (Kendrick, 2004b;Kendrick et al, 2004;Stevens, 2004). Such issues have led to calls for the development of a national strategy for child care provision and the integration of residential services in a continuum of care (Kendrick, 1995b;Scottish Parliament, 2005).…”

Indsats og virkning på døgninstitutioner for børn og unge – et litteraturreview

“…Et gennemgående traek er faren for institutionalisering, og hvorledes der kan skabes overgange mellem institutionsliv/behandling og et hverdagsliv uden for institutionen både under og efter anbringelsen. De studier der står staerkest med dette fokus er Chamberlain (1999), Gibbs & Sinclair (1999), Curry (1991), Stevens (2004), Lewis (1982) Bennett & Gibbons (2000), Säfvenbom & Samdahl (2000) samt Scholte & Van Der Ploeg (2000).…”

“…Behandlingsprogrammer der arbejder med social traening og kognitive faerdigheder har kun begraenset virkning, hvis ikke udviklingen af sociale og laeringsmaessige faerdigheder forbindes til og gøres relevante i forhold til sociale arenaer uden for institutionen fx skolen, barnets familie, fritidsliv og ikke anbragte jaevnaldrende (Bennett & Gibbons 2000, Stevens 2004, Gibbs & Sinclair 1999, Curry 1999. Barnets udvikling fordrer ligeledes udvikling/forandringer i deres sociale omgivelser fx hjemme og i skolen, idet det kraever kontinuerlig støtte, også fra hjemmets side, at fremme barnets udvikling (Bennett & Gibbons 2000, Chamberlain 1999).…”

“…Samarbejde med og involvering af familie i behandling og institutionslivet i øvrigt er afgørende for positive resultater af barnets anbringelse (Chamberlain 1999, Scholte & Van Der Ploeg 2000, Lewis 1982, Stevens 2004, Curry 1991. At arbejde med hele familien viser sig at vaere mere virkningsfuldt end såvel individuel som gruppebehandling til barnet (Chamberlain 1999).…”

Ross Programme: Effectiveness with Young People in Residential Childcare

“…There is a need, however, for research to be conducted to establish the effectiveness of this programme with such a population. At present there are no studies that have evaluated the effectiveness of this Ross Programme, and no research has been conducted regarding the extent of the effectiveness of this type of intervention in residential child care in Scotland (Stevens, 2004).…”