ABSTRACT

Vulnerable youth often face challenges with delayed learning due to their life experiences. Trauma, loss, mental illness, and social-emotional developmental delays present a variety of challenging educational issues for such youth. This study was undertaken at a Therapeutic Residential Care (TRC) facility to provide insights into psychosocial and educational experiences adolescent clients were facing.

A total of 85 clients participated in this study. The setting was an adolescent Therapeutic Residential Care (TRC) facility located in the Rocky Mountain area of the United States. Results from Pearson product moment correlations and stepwise multiple regression analyses indicated that the more adolescent clients made gains in reading during their time in treatment, and the more positive their overall psychosocial developmental attitudes, the more confident they felt about their school functioning upon exit.

摘要

弱势青年常常由于生活经历而面临学习延迟的挑战。创伤，丧失，精神疾病和社会情感发育迟缓给这类年轻人带来了各种具有挑战性的教育问题。这项研究是在治疗性居家护理（TRC）设施中进行的，旨在提供有关青少年客户所面临的社会心理和教育经验的见解。

共有85位客户参加了这项研究。该场所是位于美国落基山地区的青少年治疗性居家护理（TRC）设施。皮尔森产品矩相关性和逐步多元回归分析的结果表明，青少年患者在治疗期间获得的阅读量越多，他们的整体社会心理发展态度越积极，他们对离开学校后的运作信心就越大。