4 results match your criteria: "University of Professional Sciences[Affiliation]"

Stability and Change of Adolescents' Aggressive Behavior in Residential Youth Care.

Child Youth Care Forum

November 2017

1Department of Forensic Child and Youth Care Sciences, University of Amsterdam, P.O. Box 15780, 1001 NG Amsterdam, The Netherlands.

Background: Aggression in residential youth care institutions is a frequent problem.

Objective: The present short-term longitudinal study examined individual and institutional predictors of aggression in a group of 198 adolescents placed in open, semi-secure and secure residential institutions from the perspective of the importation and deprivation model.

Methods: A total of 198 adolescents in residential youth care filled in questionnaires regarding group climate and aggression with a 3 month interval.

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In the current study, the associations between inpatient aggression and the living group climate as perceived by the adolescents admitted to a forensic psychiatric treatment unit, are investigated based on carefully registered longitudinal data. Multilevel regression analyses revealed a significant inverse relation between the number and severity of aggressive incidents and the amount of support, as well as with the possibilities of growth perceived by the adolescents. No significant associations of aggression and the perception of repression or atmosphere are found.

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The present study is a replication in Germany of a study originally performed in the Netherlands regarding the association between a positive living group climate and self-reported empathy in incarcerated adolescent male offenders ( = 49). A structural equation model was fitted to the data and showed a relation between a positive living group climate and increased empathy after six months. The discussion focuses on group dynamics in youth prisons.

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Elders represent 6.4% of the world's populations, and 60% of them take medication. In one of six hospital admissions of elders, failures in medication intake are involved.

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