School connectedness in community and residential treatment schools: The influence of gender, grades, and engagement in treatment

This study compared perceptions of school connectedness to traditional community schools and residential treatment center (RTC) schools for youths between the ages of 12 and 18 receiving treatment within two RTCs. The influence of gender, report card grades, and engagement in treatment were also examined in relation to school connectedness in the RTC schools. Findings indicated that youths reported greater connectedness to the residential schools and that engagement in treatment led to higher levels of school connectedness while in residence. Results are discussed in the context of practices that may increase school connectedness in community and RTC schools.School connectedness Engagement Residential treatment

Outcomes in residential treatment for youth: The role of early engagement

Client engagement is commonly believed to be an important condition for the attainment of positive outcomes in human services. This paper addresses client engagement in the context of residential treatment centers (RTCs) for youth. Three waves of data from interviews with adolescents in two RTCs are used to test hypotheses reflecting competing explanations for whether and how engagement may relate to self-view, school, and family outcomes. Findings suggest that youths who are more engaged early in treatment tend to have more positive outcomes, lesser engaged youths show the greatest degree of positive change, and that a relationship between early engagement and certain outcomes, but not others, may be mediated by certain treatment interventions.Child welfare Outcomes Engagement