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Helping children and parents remain together, despite significant parent or child problems, is a key objective of child welfare services. One option is to place whole families together into out-of-home settings. We searched peer-reviewed and gray literature and solicited input from international networks to identify the range of family placement programs available. We identified three key types of "shared family care." Shared Family Foster Care (SFFC) involves sharing of care and intensive modeling of effective parenting by a host family that engages in mentoring of the parent and parenting of the child. Shared Residential Care (SRC) programs involve sharing of care and intensive modeling of effective parenting by professional staff as they engage parents and children in what had often been child-only residential programs. Family Residential Treatment Programs (FRT) also place parents and children in residence together. FRT programs are often aligned with inpatient treatment units. Active programs that illustrate each type are described. Through this typology and detailed information of currently active shared family care programs, policymakers and program designers can consider which kinds of programs have the most potential for implementation and sustainability. [ABSTRACT FROM AUTHOR]

Long-term behavioral change is often difficult to achieve with adolescents staying in residential youth care. To achieve long-term behavioral change, we developed the Up2U training program to enhance these adolescents' intrinsic motivation for change. Based on motivational interviewing and solution-focused therapy, Up2U is designed for conducting one-on-one conversations with adolescents in residential youth care. The aim of this study is to evaluate the experiences that adolescents and care workers have had with Up2U. The results of semi-structured interviews show that, in general, the care workers were satisfied with Up2U. They identified the clarity, conciseness, and sample questions as positive elements of Up2U. In contrast, the care workers regarded the extensiveness and the implementation of Up2U as less positive. The adolescents also seemed to be positive about the use of Up2U during one-on-one conversations. In conclusion, although both care workers and adolescents were generally satisfied, there is still room for improvement. [ABSTRACT FROM AUTHOR]

Secure residential youth care facilities try to optimize their help by offering gender-specific treatment, in an attempt to achieve positive behavioral change in adolescents. In this study, we examined behavioral change in a sample of 239 Dutch adolescents (M age = 15.59 years, SD = 1.36 years, 54.9% girls) in secure residential care. Pretest, posttest and follow-up measurements were carried out for behavioral problems, PTSD symptoms, emotion regulation, perceived competence and family problems. Comparisons were made between girls in gender-specific care, and girls and boys in regular care. Missing data analyses revealed the dataset contained many missing values. Analyses were performed at group level, using MANCOVA, ANCOVA's and bootstrapped planned contrast, and at case level, using the Reliable Change Index. At group level, results revealed higher effectiveness of gender-specific care for girls compared to regular care for girls, only in diminishing externalizing behavioral problems. Overall, there were more similarities than differences in the effectiveness of gender-specific versus regular help. At individual level, 0–58% of the adolescents improved during their stay in secure residential care. However, most adolescents showed no change (25–88%) or even deterioration (0–39%). These results strongly emphasize the need for alternative interventions. [ABSTRACT FROM AUTHOR]

Behavioral change in adolescents is often an important aim of residential youth care, but difficult to achieve. Care workers can increase the intrinsic motivation of adolescents to change their behavior by applying Motivational Interviewing (MI). The aim of this study is to investigate whether there is a difference in workers' performance vis-à-vis adolescents before and after an MI training course. To measure this difference, we coded transcripts of audio recordings of one-on-one conversations between adolescents and workers, using the MITI 4.2.1 and MISC 2.5. We compared the transcripts made before the MI training course with the transcripts made after the training course. The results show that the 13 workers made significantly more use of MI adherent behaviors after the training course. Moreover, a trend toward using fewer MI non-adherent behaviors after the training was observed. The results suggest that workers are able to evoke more 'change talk' with adolescents after a training course. In conclusion, after attending a training course, workers are able to engage in conversations that are more in line with the MI-spirit. However, these are still not "real" MI conversations yet. We recommend to train workers more intensively in how to apply MI. [ABSTRACT FROM AUTHOR]

Residential treatment for youth includes both care, such as basic care-taking tasks and pedagogical child-rearing tasks, and cure elements, such as the therapeutic milieu and individual treatment plans. With these elements, residential treatment aims to achieve a healthy development and a decrease of the present problems with youth. However, achieving enduring change with youth after they have left residential treatment is a great challenge. This challenge can be explained by care workers’ difficulties to establish good, genuine therapeutic relationships with individual youth. Furthermore, it can be explained by the commonly used treatment approach to achieve behavior change with youth during residential care. In this paper, I suggest that higher long-term effectiveness of residential treatment can be achieved by applying a combination of three treatment approaches. First, by focusing on youth’s individual needs and intrinsic motivations using the Self-Determination Theory (SDT) perspective. Second, by using the Common Factors model as residential care element to promote professionals’ interpersonal skills and good, genuine therapeutic relationships with youth. Third, by applying the Motivational Interviewing (MI) approach as a residential cure element. By integrating these approaches as intervention components, it is very likely that residential treatment will contribute to more enduring behavior changes with youth. [ABSTRACT FROM AUTHOR]