ABSTRACT

Most youth in residential youth care institutions have a long history of adverse childhood experiences, and show (severe) emotional, behavioral, and academic problems. The present study used adolescent self-report questionnaires to examine associations between living group climate, classroom climate, identification with school, general self-worth and academic self-concept of students attending schools for special education in residential youth care institutions in the Netherlands. The sample consisted of 184 adolescents (63.6% male, age M = 16.40, SD = 1.99) with severe emotional and behavioral problems. Results showed a weak association between living group climate and classroom climate, and somewhat stronger associations between classroom climate, identification with school and general self-worth on the one hand and academic self-concept on the other hand. We conclude that group workers and teachers should collaborate for the benefit of integrated care and education in residential youth care facilities.

摘要

寄宿青年保育机构中的大多数青年都有不良的童年经历，并表现出（严重的）情绪，行为和学业上的问题。本研究使用青少年自我报告问卷调查了居住在荷兰寄宿青年护理机构的特殊教育学校的学生的生活群体气候，教室气候，学校认同，一般自我价值和学术自我概念之间的关联。该样本由184名青少年组成（男性占63.6％，年龄M =  16.40，SD = 1.99）出现严重的情绪和行为问题。结果表明，生活环境与课堂气氛之间的关联较弱，一方面课堂气氛，对学校的认同和一般自我价值与另一方面的学术自我概念之间的关联更强。我们得出的结论是，团体工人和教师应该合作，以在青年住宿机构中提供综合护理和教育。