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16 results on '"Kuiper, C. H. Z."'

2. Safe at School Questionnaire

Author

Van der Helm, G. H. P., primary, Klapwijk, G. J., additional, Roest, J. J., additional, Kuiper, C. H. Z., additional, Scholte, R. H. J., additional, and Stams, G. J. J. M., additional

Published
2024
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3. Assessing Classroom Climate in Special Education: A Validation Study of the Special Education Classroom Climate Inventory

Author

Beld, M. H. M., van der Voort, D., van der Helm, G. H. P., Kuiper, C. H. Z., de Swart, J. J. W., and Stams, G. J. J. M.

Abstract

This study examined the internal structure, convergent validity, and reliability of the student self-report Special Education Classroom Climate Inventory (SECCI) in a sample of 325 students attending special education classes in six (semi) secure residential settings and in two youth prisons in the Netherlands. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) provided evidence of a theoretically based four-factor model--with Teacher Support, Positive Student Affiliation, Negative Student Interactions, and Unstructured Classroom Environment as dimensions--showing an adequate fit to the data, providing preliminary support for validity of the SECCI. Limited evidence for convergent validity was found in significant but small associations between classroom climate and academic self-concept. Ordinal Cronbach's alpha reliability coefficients were good for all factors. The SECCI might be used to assess and subsequently target (problematic) classroom climate in schools for special education for students in (secure) residential youth care and youth prisons, although further development of the SECCI and replication of our study results seem necessary.

Published
2018
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5. Measuring safety perceptions of students with behavioural problems in special education: A validation study of the safe at school questionnaire.

Author

Van der Helm, G. H. P., Klapwijk, G.J., Roest, J. J., Kuiper, C. H. Z., Scholte, R. H. J., and Stams, G. J. J. M.

Subjects
SPECIAL education, SCHOOL environment, SOCIOEMOTIONAL selectivity theory, CONFIRMATORY factor analysis, FUTURES studies
Abstract

Assessment and monitoring of safety in special education schools is imperative to establish and maintain a safe environment in which students can develop academic and social–emotional skills. The present study describes the development of a student self‐report measure, the Safe at School questionnaire. Factorial validity, reliability and concurrent validity was examined in a construction sample of 280 students (68.6% male, age M = 13.29, SD = 2.52) and a validation sample of 1572 students (77.4% male; age M = 14.33, SD = 2.04), representing 233 classes from 20 schools for special education in the Netherlands. Multilevel confirmatory factor analysis was used to examine the factor structure of the Safe at School questionnaire. A model with three correlating factors at the within‐ and between‐group level (Rules and Social Norms, Perceived Own Safety and Perceived Safety of Other Students) showed a satisfactory fit to the data. Reliabilities of the scales were good. Also, measurement invariance for gender was demonstrated, indicating no differences in latent means between boys and girls. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Published
2024
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6. With connection, less correction: Gender-specific needs of girls’ residential group climate: A mixed method non-randomized case-study

Author

Sonderman, J., Kuiper, C. H. Z., van der Helm, G. H. P., van de Mheen, Dike, Sonderman, J., Kuiper, C. H. Z., van der Helm, G. H. P., and van de Mheen, Dike

Abstract

Background A need-supportive group climate is a prerequisite for successful treatment in secure residential youth care. For girls, positive relationships with peers are an essential part of the group climate. Relational aggression threatens the residential group climate. Objectives This study explored whether a group counseling program can actively promote the quality of the interrelationships between girls in a residential group in the Netherlands; the aim is to elucidate how residential group climate affects treatment results. The girls in this single-gender residential group had been admitted because of (suspicions of) commercial sexual exploitation. Method The study combined participatory observations with a case-based time-series design. For 18 weeks, changes in the residential group climate and the interrelationships between the girls and achievement of treatment goals over time were measured. Results The residential group climate in this group was negative initially; much relational aggression between girls was found. Considering treatment, some girls were making significant progress, but others mainly deteriorated. Moderate improvement of residential group climate was visible after a group social worker was permanently present. Conclusions A group counseling program aimed at improving interrelationships cannot cure an overall negative residential group climate. This article offers implications for preventing and recognizing deterioration of residential group climate and improving girls' residential group climate.

Published
2022

9. Peer Interactions in Residential Youth Care: A Validation Study of the Peer Interactions in Residential Youth Care (PIRY) Questionnaire.

Author

Sonderman, J., Bekken, F. F., Van der Helm, G. H. P., Roest, J. J., Kuiper, C. H. Z., Stams, G. J. J. M., and Van de Mheen, D.

Subjects
SOCIAL interaction, RESIDENTIAL care, CONFIRMATORY factor analysis, RESIDENTIAL mobility, PEER acceptance
Abstract

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]

Published
2022
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12. Third International Symposium for health professionals in rheumatology: Enschede 6–9 June 1990

Author

Lorig, K., Seydel, E., Taal, E., Rasker, H., Basler, H. D., Geidel, H., Leuschner, G., Verreusel, R. L. P., Lubberts E. W., Theunisse H. A. M., Falkenbach, A., Wigand, R., Kaltwasser, P., Clayson, M., Phillips, P., Graafsma, E. A. M., Riemsma, R., Brus, H., Rasker, J. J., Cziske, R., Jaeckel, W. H., Jacobi, E., Manshanden, M. A. C., Schenk, F. C., Dijkmans, B. A. C., Nordenskiöld, U., Harmer, R., Wright, V., Hill, J., Bird, H., Elst, Ph., Eshof, I. v. d., Fits, I. v. d., Laar, M. v. d., Willigen, J. v., Boomgaardt, I. K., Tulleken, J. E., de Vries, E. G. E., van Rijswijk, M. H., Lankveld, W. v., Daamen, K., Bosch, P. v. 't Pad, Richardson, M. U. S., Huiskes, C. J. A. E., Kraaimaat, F. W., Bijlsma, J. W. J., de Witte, L. P., Winants, B. A. C., Tilli, D. J. P., van der Linden, Sj., van der Horst, F. G., Groen, J. J., Sargautyté, R., Kočiùnas, R., Ammer, K., Karetta, M., Samuelsson, A., Bjelle, A., Sullivan, M., Pincus, T., Callahan, L. F., Persson, L. O., Berglund, K., Kuiper, C. H. Z., Poulsen, A., Oosterveld, F. G. J., Jacobs, J. W. G., Overmars, H. J. A., Uytterhoeven, R., Keulemans, M., Dequeker, J., Geusens, P., Struthers, T. J., Brown, J., Dapper, M. M. L., Phiferons, H., van der Velde, E. A., Janssen, M., Raspe, H. H., Mattussek, S., Deck, R., Malcus-Johnson, P., Sandqvist, G., van Veldhoven, G., Demeester, V., Bird, H. A., Maycock, J., Peeters, W., Welkenhuysen, M., Cartois, J., Wassenaar, W. H., Tulleken, J. E., Tromp, C. N., Löfkvist, U., Eberhardt, K., Kessler, S., Potthoff, P., Ekdahl, Ch., Brooks, R. H., Bakker, C. H., Rutten-van Mölken, M., van Doorslaer, E., Boykinov, I. N., Lolkema, W., van Leeuwen, M. A., Fordham, J. N., Stamp, J., Holwerda-Straver, I., Wexsahl, H., Torud, Y., Eggen, A. E., Kruse-Jensen, A., Munthe, E., Lubberts, E. W., Lacko, B. J. S., Theunisse, H. A. M., van Riel, P. L. C. M., Bos, A. M. E., Brattström, M., Thorsell, U., Widell, G., Claesson, K., Karlsson, L., Struthers, J., Doeglas, D., Suurmeijer, Th., Sanderman, R., Krol, B., Tuinstra, J., Suurmeyer, Th. P. B. M., Pelt, R. A. G. B., Goei The, H. S., Thomassen, J. M. C., Damhuis-Friedrich, E., Chikanza, I. C., Panayi, G. S., Forre, O., Fredriksen, B., Bakken, L., Guillemin, F., Larsson, B. M, Nived, K., Eberharsdt, K., Ahlund, O., Briancon, S., Baumann, M., Kroll, B., Douglas, D., Suurmeijer, T., Le Gallez, P., Siesling, M., Brown, G. M. M., Jessop, S., Ropers, G., Sangha, O., Kriegel, W., Konietzny, G., Suurmeijer, Th. P. B. M., Skarulis, R., Gaigaliene, B., Raistenskis, J., Ceremnych-Aleksejenko, E., Cobotas, M., Barlow, J. H., Macey, S. J., Struthers, G., Gorjaev, Y. A., Menshikova, L. V., Fahmy, Z., Braun, B., Lohmann, J., Members of European Research on Incapacitating Disease and Social Support, and Arthritis team

Published
1990
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14. Classroom Climate, Identification with School, and General Self-worth Predict Academic Self-Concept in Students Attending Residential Schools for Special Education.

Author

Beld, M. H. M., Kuiper, C. H. Z., Van Der Helm, G. H. P., De Swart, J. J. W., Stams, G. J. J. M., and Roest, J. J.

Subjects
*CLASSROOM environment, *SPECIAL education schools, *SELF-perception, *SELF-esteem, *BOARDING schools
Abstract

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]

Published
2021
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