Rittner Barbara, Nochajski Thomas, Crofford Rebekah, Chen Ya-Ling
a School of Social Work, University at Buffalo, The State University of New York , Buffalo, New York , USA.
b School of Social Work, Roberts Wesleyan University , Rochester, New York , USA.
J Evid Inf Soc Work. 2015;12(6):601-13. doi: 10.1080/15433714.2014.976695. Epub 2015 Apr 29.
In this study the authors examine the impact of admission characteristics of 105 students admitted to a day school treatment program on outcomes. Those who graduated, earned a general education diploma (GED), or were returned to a regular classroom setting were categorized as successful and those placed in a more restrictive settings (including detention), dropped out, or left the program with no known outcome were unsuccessful. The sample was largely male (n = 78, 74.3%), Caucasian (64%, n = 67), poor (53.4%), and entered in middle school or high school (73%). The majority (53.3%) had 4 or more prior educational placements before entering. They stayed in the program on average 2.5 years (SD = 2.17) with a range from 6 days through 10 years. Forty-three (41%) students were successfully discharged. Unsuccessfully discharged students dropped out (31.4%), placed in residential programs (19%), or were psychiatrically hospitalized (5.7%). At intake, 56 (53.3%) had a history of truancy, 38 (37.1%) had a PINS and 28 (26.7%) had been on probation. African Americans were approximately 73% less likely to succeed and were more likely to be from families meeting federal poverty guidelines and to live in single family households. Those who entered the program in grades K-6 or 10-12 were over 3 times more likely to succeed than students admitted in grades 7-9. Using logistic regression to assess the bivariate relationships of the demographic characteristics with successful discharge, race, admission while in grades 7-9, having both parents at home, and number of days in the program were significantly associated with success. Having externalizing behaviors, 5 or more prior placements, history of truancy, and contact with the juvenile justice system were associated with unsuccessful outcomes. Students with a history of being in the juvenile justice system were 87% less likely to succeed in the program. Implications for school social workers are discussed.
在本研究中，作者考察了105名进入一所日校治疗项目的学生的入学特征对治疗结果的影响。那些毕业、获得普通教育文凭（GED）或回到常规课堂环境的学生被归类为成功，而那些被安排到限制程度更高的环境（包括拘留）、辍学或离开项目且结局不明的学生则被归类为不成功。样本主要为男性（n = 78，74.3%）、白人（64%，n = 67）、贫困生（53.4%），且入学时处于初中或高中阶段（73%）。大多数人（53.3%）在入学前有过4次或更多次之前的教育安置。他们在项目中平均待了2.5年（标准差 = 2.17），时长从6天到10年不等。43名（41%）学生成功结业。结业不成功的学生中，辍学的占31.4%，被安排到寄宿项目的占19%，或接受精神科住院治疗的占5.7%。入学时，56名（53.3%）有逃学史，38名（37.1%）有需要监管的儿童（PINS）身份，28名（26.7%）曾处于缓刑期。非裔美国人成功的可能性大约低73%，且更有可能来自符合联邦贫困标准的家庭，以及生活在单亲家庭。那些在幼儿园至6年级或10至12年级进入该项目的学生成功的可能性比7至9年级入学的学生高出3倍多。使用逻辑回归来评估人口统计学特征与成功结业之间的双变量关系，种族、7至9年级入学、父母双方都在家以及在项目中的天数与成功显著相关。有外化行为、之前有过5次或更多次安置、逃学史以及与青少年司法系统有接触与不成功的结局相关。有青少年司法系统经历的学生在该项目中成功的可能性低87%。文中讨论了对学校社会工作者的启示。
