Residential Treatment of Emotionally Disturbed Children: A Review of the Literature

Maluccio, Anthony N.; Marlow, Wilma D.

doi:10.1086/642837

Cited by 42 publications

(14 citation statements)

References 37 publications

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“…They range from the more descriptive and often clinically interesting but empirically unconvincing (e.g., Davids & Salvatore, 1976 ;Klinge, Piggott, Knitter, & O'Donnell, 1986 ;Levy, 1969), to a few controlled studies of specific aspects of inpatient treatment (Kazdin, Esveldt-Dawson, French, & Unis, 1987 ;Winsberg, Bialer, Kupietz, Botti, & Balka, 1980). Many of these outcome studies have been reviewed by Maluccio and Marlow (1972), Durkin and Durkin (1975), Blotcky, Dimperio, and Gossett (1984), and Pfeiffer and Strzelecki (1990). Blotcky et al and Pfeiffer (1989) commented critically on the methodological limitations of studies in the field.…”

Section: Outcome Of Inpatient Treatment Methodological Considerationsmentioning

confidence: 99%

Practitioner Review: Preconditions and Outcome of Inpatient Treatment in Child and Adolescent Psychiatry

Blanz

Schmidt

2000

Child Psychology Psychiatry

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Inpatient care is expensive and should ideally be provided for children and adolescents with the most serious psychiatric disorders. However, only little is known about inpatient treatment, e.g. the factors influencing hospital admission, the content of care in the hospital, the appropriate norms for the duration of inpatient stays, the inpatient arrangements that result in the best outcomes, or connection with necessary aftercare services. There are many methodological problems with existing research. However, it can cautiously be concluded that psychiatric hospitalisation of children and adolescents is often beneficial, particularly if special aspects of treatment are fulfilled (e.g. good therapeutic alliance, treatment with a cognitive-based problem-solving skills training package, or planned discharge) and aftercare services are available. The continuum-of-care model is promising because it provides opportunities to achieve better integration between inpatient interventions and aftercare services.

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Section: Outcome Of Inpatient Treatment Methodological Considerationsmentioning

confidence: 99%

Practitioner Review: Preconditions and Outcome of Inpatient Treatment in Child and Adolescent Psychiatry

Blanz

Schmidt

2000

Child Psychology Psychiatry

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“…Similarly those considering the implication of outcome research for our treatment emphasize what Curry (1991, p. 352) describes as the need to work on family issues in ways that will prepare youngsters for life beyond residential treatment and "the need to include in treatment programs as many opportunities as possible for learning that can be generalized to the nonresidential treatment center environment" (Durkin & Durkin, 1975;Maluccio & Marlow, 1972;Whitaker & Pecora, 1984;Wilson & Lyman, 1983). …”

Section: Residential Treatment For Children and Youthmentioning

confidence: 99%

“…Certainly the availability of family support is predictive of post-discharge adjustment (Taylor & Alpert, 1973). Another reason for poor long-term results is that maintaining gains requires good continuing treatment, opportunities that are too often unavailable (Lewis, Lewis, Shanok, Klatskin, & Osborne, 1980;Maluccio & Marlow, 1972). …”

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confidence: 99%

Facilitating the Transition from Residential Treatment into the Community: I. The Problem

Leichtman¹,

Leichtman²

2001

Residential Treatment For Children & Youth

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Outcome research on residential treatment indicates that, although adolescents often improve in residential treatment, those gains are frequently lost when they return to the community. This paper examines reasons for these findings and highlights two shortcomings of many residential programs that contribute to the problem: limitations on family participation in treatment and lack of opportunities for involvement in the community. Consideration is given to ways in which the need to develop short-term residential treatment programs can provide an impetus to addressing the problem.

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“…Analysis of the literature in these four areas (see reviews by Durkin and Durkin, 1975; Kadushin, 1980; Maluccio and Marlowe, 1972; Shyne, 1973;Whittaker, 1979) leads to the conclusion that research has not played a major part in the development of residential treatment. Relatively few empirical studies have been reported, though a trend toward more rigorous evaluation has accelerated recently.…”

Section: Journal Of Social Service Researchmentioning

confidence: 99%

Teaching Competence in Residential Group Care

Small

Schinke

1983

Journal of Social Service Research

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A residential treatment center for emotionally disturbed preadolescents hosted an evaluation of cognitive and behavioral social competence training. Participants were 45 young men of 51 enrolled at the center. Post-test measurement showed boys in the problem solving and interpersonal skill training conditions had better conceptual abilities and oven componment than boys in the problem solving only or discussion and test only conditions. No significant differences were found on locus of control scores or on ratings of videotaped performance tests. Study fmdings have implications for future research and treatment with emotionally disturbed youth.Since the earliest formulations of the therapeutic milieu (Aichorn, 1935;Bettelheim, 1950; Bettelheim and Sylvester, 1948;Mayer, 1960; Red1 and Wineman, 1957), residential treatment of troubled children and youth has been characterized by theoretical richness, but also by a striking lack of empirical validation. Existing evaluative studies can be divided into four categories:

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Residential Treatment of Emotionally Disturbed Children: A Review of the Literature

Cited by 42 publications

References 37 publications

Practitioner Review: Preconditions and Outcome of Inpatient Treatment in Child and Adolescent Psychiatry

Practitioner Review: Preconditions and Outcome of Inpatient Treatment in Child and Adolescent Psychiatry

Facilitating the Transition from Residential Treatment into the Community: I. The Problem

Teaching Competence in Residential Group Care

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