COMPARISON BETWEEN BOARDING SCHOOLS AND INSTITUTIONS BASED ON THE FAMILY MODEL

• NCJ Number: 68411
• Journal: Justitiele verkenningen Issue: 4 Dated: SPECIAL ISSUE (1978) Pages: 29-40
• Author(s): T WIEGERS-KOHLER
• Date Published: 1978
• Length: 12 pages
• Publication Format: Article
• Publication Type: Thesis/Dissertation
• Country: Netherlands
• Note: THIS ARTICLE IS A SHORTENED VERSON OF CHAPTER 5 OF THE DISSERTATION, EEN VERGELIJKING TUSSEN DE MOGELIJKHEDEN VOOR DE OPVOEDING VAN HUIZEN VOLGENS GEZINSMODEL EN HET INTERNAAT, UTRECHT, 1976.

Annotation

THE ORGANIZATION AND AREAS OF EFFECTIVENESS OF VARIOUS JUVENILE INSTITUTIONS BASED ON THE FAMILY MODEL AND OF BOARDING SCHOOL ARRANGEMENTS FOR JUVENILES ARE COMPARED.

Abstract

IN GENERAL, FAMILY-TYPE INSTITUTIONS ARE SMALL, WITH SEPARATE LIVING FACILITIES, PERSONAL EDUCATOR-CHILD RELATIONSHIPS AND NO PRONOUNCED POWER STRUCTURE. THEY VARY ACCORDING TO THE EDUCATOR SYSTEM, THE AMOUNT OF SUPERVISION, THE TREATMENT ORIENTATION, AND TREATMENT POSSIBILITIES OUTSIDE THE INSTITUTION. FAMILY HOUSES WITH LIVE-IN NONPROFESSIONAL EDUCATORS ARE SUITABLE FOR CHILDREN OF ALL AGES WHOSE PROBLEMS ARE NOT TOO SERIOUS, WHILE FAMILY GROUP HOUSES PROVIDE GROUP LIVING ARRANGEMENTS FOR CHILDREN OF ALL AGES WITH EITHER LIVE-IN OR EXTERNAL, PROFESSIONAL EDUCATORS. BROWNDALE HOUSES TREAT EMOTIONALLY DIFFICULT JUVENILES ON AN INTENSIVE LONG-TERM BASIS USING PROFESSIONAL PERSONNEL WHO LIVE OUTSIDE THE FACILITY. INTENSIVE CARE UNITS FURNISH SHORT-TERM CRISIS ASSISTANCE TO CHILDREN OF PRESCHOOL AGE WITH NO SERIOUS EMOTIONAL DISTURBANCES. LIVING GROUP HOUSES HAVE TWO OR FOUR EXTERNAL PROFESSIONAL STAFF OR LIVE-IN MARRIED COUPLES TO SUPERVISE CHILDREN OF ALL AGES AND TO SUPPLY IN-HOUSE IDENTIFICATION AND SOCIALIZATION TREATMENT. BOARDING SCHOOLS CONCENTRATE THEIR EFFORTS ON TREATMENT RATHER THAN SOCIALIZATION OF SCHOOL-AGE CHILDREN BY PROFESSIONAL STAFF WITH WHOM CHILDREN DO NOT FORM CLOSE PERSONAL RELATIONSHIPS. COMPARISON OF ALL THE INSTITUTIONS SUGGESTS THAT BOARDING SCHOOLS HAVE THE MOST IN COMMON WITH INTENSIVE CARE UNITS, FAMILY HOUSES WITH LIVING GROUP HOUSES, AND BROWNDALE HOUSES WITH FAMILY GROUP HOUSES. BOARDING SCHOOLS PROVIDE THE FEWEST SOCIALIZATION POSSIBILITIES. BOARDING SCHOOLS AND INTENSIVE CARE UNITS FOSTER EDUCATION RATHER THAN CLOSE PERSONAL RELATIONSHIPS. BOARDING SCHOOLS, FAMILY GROUP HOUSES WITH PROFESSIONAL STAFF, AND BROWNDALE HOUSES HAVE THE BEST FACILITIES FOR TREATING CHILDREN WITH PARTICULARLY DIFFICULT EDUCATIONAL PROBLEMS. CHILDREN WITH CLOSE RELATIONSHIPS TO THEIR OWN PARENTS MAY HAVE DIFFICULTY ACCEPTING ANOTHER MARRIED COUPLE AND ARE LIKELY TO ADJUST BETTER TO EXTERNAL PROFESSIONAL GROUP LEADERS IN ONE OF THE INSTITUTIONAL TYPES. BOARDING SCHOOLS AND INSTITUTIONS BASED ON THE FAMILY MODEL ARE NOT SUITABLE FOR SMALL CHILDREN IF STAFF TURNOVER IS HIGH.