Evaluation of Children’s Stay in Institutions

Michèle Lepage-Chabriais

Evaluation Review, 2005, vol. 29, issue 5, 454-466

Abstract: This article presents a double approach: quantitative (about 653 older boys and girls who left special education centers less than 10 years ago) and qualitative (talks with 38 of them). The quantitative study, researching factors of success in special education centers, shows the importance of placement for 3 or 4 years, a later exit between 19 and 21 years, the harm done by many placements, and the importance of collaboration between parents and youth workers. The qualitative study shows the influence on boarders of various types of education adopted in special education centers: the need of adolescents for a normative structure, identification patterns, and progressive responsibility, as well as emotional needs expressed through a quest for parental substitutes. It appears that very heterogeneous groups are anxiogenous for fragile youngsters who are searching for their own identities. Coming in and leaving an institution are particularly delicate and often painful moments, and they must be prepared by the youth workers with very special care.

Keywords: evaluation of institutional placement; methodology; social survey; institution and service; maladjusted childhood; social action; rehabilitation (search for similar items in EconPapers)
Date: 2005
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:29:y:2005:i:5:p:454-466

DOI: 10.1177/0193841X05279082

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