Date of Award

1-1-2022

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

Content Description

1 online resource (xiii, 190 pages) : illustrations (some color)

Dissertation/Thesis Chair

Deborah Kundert-King

Committee Members

Dean Spaulding, Tammy Ellis-Robinson, Frank Salamone

Keywords

Residential treatment, Residential treatment center, Residential treatment facility, Child psychotherapy, Adolescent psychotherapy

Subject Categories

Clinical Psychology | Psychology

Abstract

AbstractModern-day residential treatment programs (RTPs) for children and adolescents have been present for over 70 years. These 24-hour treatment programs serve as a more restrictive placement for youths with severe social-emotional and behavioral difficulties that have exhausted the supports provided in the home, school, and community settings. In New York State, there exist two different types of RTPs for children and adolescents, residential treatment facilities (RTFs) and residential treatment centers (RTCs). There is limited research comparing these residential programs and the impact of differential funding on residents’ treatment program entry and outcomes. The current evaluation attempted to explore the similarities and differences of these programs across one agency. The evaluation examined 32 children’s and adolescents’ characteristics and treatment dosage at an RTF and an RTC. Residents’ demographic, cognitive, social-emotional, trauma exposure, and family functioning were obtained and analyzed. The results conveyed that those residents at the RTF received more treatment time despite similarities in youth demographic and clinical characteristics across both programs. More specifically, residents at the RTF exhibited no significant differences in characteristics than at the RTC, yet they received more supports. These findings have implications for issues related to access to equitable resources, transition to the school, home, and community setting for promoting successful discharge. Moreover, recommendations were discussed utilizing the plan-do-study-act (PDSA) method to determine next steps for the agency.

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