Future directions in residential treatment outcome research

Peer-Nominated Deviant Talk Within Residential Treatment: Individual and Group Influences on Treatment Response

“…Overall, residential treatment has been found to be generally effective, most notably in the short-run, but with sustainable effects noted for programs that are multi-modal, holistic, and ecological (Bettmann and Jasperson 2009;Frensch and Cameron 2002;Hair 2005;Helgerson et al 2005). The limited use of randomized designs makes such conclusions necessarily tentative (Curry 1991(Curry , 2004). Treatment response varies over studies, programs, and individuals, but several studies have shown greater benefit for youth with antisocial behavior problems (FrankfortHoward and Romm 2002;Lyons and Schaefer 2000).…”

An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings.

“…There are very few training and intervention programs designed to specifically address the ability of direct care employees in RTCs to more effectively interact with their residents (Curry, 2004;Foltz, 2004;Walter & Petr, 2007). This lack of training is particularly relevant to 'in-the-trenches' milieu and academic staff because their educational backgrounds do not typically emphasize the complex emotional and behavioral challenges the therapeutic staff have been trained to address (Walter & Petr, 2007).…”

“…As RTCs grow into their fourth decade of existence, the challenges residents and staff members face continue to become more complex (Foltz, 2004;Walter & Petr 2007 (Curry, 2004;Foltz, 2004;Knorth et aI., 2007).…”

“…In addition, literature on student-teacher relationships among at-risk students emphasizes students with EBD or other risk factors, not adolescents placed within RTC settings (see Cavell et aI., 2009;Croninger & Lee, 2001;Meehan, Hughes, & Cavell, 2003;Voisin, et aI., 2005Voisin, et aI., , 2006. While there are notable parallels in risk-factors shared between these populations and RTC residents, the unique blend of clinical, milieu, and academic interventions within the RTC environment limits the generalizability of the current teacher-student relationship literature to students who are placed in RTC settings (Curry, 2004;Foltz, 2004;Frensch & Cameron, 2002).…”

“…There are very few training and intervention programs designed to specifically augment the ability of direct care providers in RTC settings to successfully interact with their residents (Curry, 2004;Foltz, 2004;Walter & Petr, 2007). Such a lack of specific training is especially pertinent to teachers who work with these students at-risk for academic difficulty or with EBDs.…”