Predicting Dropout from a Residential Programme for Adolescent Sexual Abusers Using Pre-Treatment Variables and Implications for Recidivism

Autor/inn/en	Edwards, Rachel; Beech, Anthony; Bishopp, Daz; Erikson, Matt; Friendship, Caroline; Charlesworth, Lucy
Titel	Predicting Dropout from a Residential Programme for Adolescent Sexual Abusers Using Pre-Treatment Variables and Implications for Recidivism
Quelle	In: Journal of Sexual Aggression, 11 (2005) 2, S.139-155 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1355-2600
Schlagwörter	Recidivism; Child Abuse; Dropouts; Predictive Validity; Sexual Abuse; Adolescents; Residential Programs; Foreign Countries; Risk; Violence; Check Lists; Ireland; United Kingdom + Suchen Sie Ihr Suchwort? Rückfall; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sexueller Missbrauch; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sozialer Wohnungsbau; Ausland; Risiko; Gewalt; Checkliste; Irland; Großbritannien
Abstract	This study addresses the prediction that dropout from a UK specialized residential treatment program for adolescent sexual abusers can be determined from pre-treatment variables. Participants were 49 adolescents aged 12-16 years, who had sexually abused children, peers/adults or both. Of the variables examined, 25 showed a significant association with treatment dropout. A scale, consisting of 20 items, was designed to predict treatment dropout. As a measure it showed internal consistency (alpha = 0.84) and predictive validity. Treatment dropout was linked to a greater risk of recidivism: offences of a general; violent; and combined violent or sexual nature. Missing data confounded the overall small sample size; therefore, a brief checklist of factors associated with dropout was produced as a guide for treatment managers and clinicians. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10