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Interactions among peers in residential youth care are an important dynamic factor affecting behavioral adjustment and treatment success. Assessment and monitoring of the quality of peer interactions are potentially important for promoting a positive peer culture at the living group, contributing to a positive social climate. However, currently, there are no measures available to assess peer interactions in residential youth care. The present study describes the development, construct validity, and reliability of the Peer Interactions in Residential Youth Care questionnaire (PIRY) in a sample of 345 adolescents (age M = 15.45, SD = 1.59, 44.9% male) in the Netherlands. Confirmatory factor analysis of a two-factor model (peer support and acceptance, and relational aggression) showed a good fit to the data, and internal consistency reliabilities were good for both scales. Partial strict measurement invariance for gender was established, and no significant differences were found between boys and girls on latent factor means. The PIRY can be used in practice to assess and monitor both positive and negative peer interactions in residential youth care at the group level. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Most youth in residential youth care institutions have a long history of adverse childhood experiences, and show (severe) emotional, behavioral, and academic problems. The present study used adolescent self-report questionnaires to examine associations between living group climate, classroom climate, identification with school, general self-worth and academic self-concept of students attending schools for special education in residential youth care institutions in the Netherlands. The sample consisted of 184 adolescents (63.6% male, age M = 16.40, SD = 1.99) with severe emotional and behavioral problems. Results showed a weak association between living group climate and classroom climate, and somewhat stronger associations between classroom climate, identification with school and general self-worth on the one hand and academic self-concept on the other hand. We conclude that group workers and teachers should collaborate for the benefit of integrated care and education in residential youth care facilities. [ABSTRACT FROM AUTHOR]