School connectedness in community and residential treatment schools: The influence of gender, grades, and engagement in treatment
AbstractThis 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.
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Bibliographic InfoArticle provided by Elsevier in its journal Children and Youth Services Review.
Volume (Year): 33 (2011)
Issue (Month): 6 (June)
Contact details of provider:
Web page: http://www.elsevier.com/locate/childyouth
School connectedness Engagement Residential treatment;
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Smith, Brenda D. & Duffee, David E. & Steinke, Camela M. & Huang, Yufan & Larkin, Heather, 2008. "Outcomes in residential treatment for youth: The role of early engagement," Children and Youth Services Review, Elsevier, vol. 30(12), pages 1425-1436, December.
- Mehana, Majida & Reynolds, Arthur J., 2004. "School mobility and achievement: a meta-analysis," Children and Youth Services Review, Elsevier, vol. 26(1), pages 93-119, January.
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