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Autor/inn/en | Visser, Katharina M.; Popma, Arne; Jansen, Lucres M. C.; Kasius, Marianne C.; Vermeiren, Robert R. J. M. |
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Titel | Improvement of Group Climate in a Residential Setting for Juveniles with Mild Intellectual Disability through Training of Staff in Non-Violent Resistance |
Quelle | In: Journal of Applied Research in Intellectual Disabilities, 34 (2021) 6, S.1592-1601 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Visser, Katharina M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-2322 |
DOI | 10.1111/jar.12910 |
Schlagwörter | Group Dynamics; Youth; Mild Intellectual Disability; Resistance (Psychology); Foreign Countries; Intelligence Quotient; Residential Institutions; Residential Care; Netherlands |
Abstract | Background: An open group climate is essential in successful residential care for juveniles with mild intellectual disability (MID). This study examined whether non-violent resistance, adapted for MID (NVR-MID), stimulates an open group climate in time. Method: NVR-MID was implemented in three residential settings in The Netherlands, in a quasi-experimental stepped wedge design. In total, 124 clients with MID (M[subscript age] = 16.39 [SD = 4.95], 49.9% male) participated. Group climate was assessed seven times with the Group Climate Inventory for Children or the Group Climate Inventory--Revisited (GCI-R), during a total of 20 months. Results: Open group climate scores increased in all three institutions; effect size was medium. Clients with lower IQs experienced group climate as more positive compared to clients with higher IQs. Effects were similar for both groups. Conclusions: As NVR-MID appeared to contribute to a positive experienced group climate, it might be advisable to implement NVR-MID on larger scale. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |