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Background: The Group Climate Inventory (GCI) was tested for measurement invariance across 332 adults with and 225 adults without mild intellectual disabilities in Dutch forensic treatment, and for latent mean differences on its "Support", "Growth", "Repression", and "Atmosphere" subscales. Method: Multigroup confirmatory factor analysis was used to evaluate the configural, threshold, and loading and threshold invariance of the GCI across both groups, and to compare group latent means on each subscale. Results: Measurement invariance was found across groups. Latent mean group comparisons showed small but significant differences reflected in lower scores on Support and Atmosphere in the group with mild intellectual disabilities. Conclusion: The GCI allows meaningful comparisons between clients with and without mild intellectual disabilities in secure facilities. Results from the between-group comparisons suggest that consideration should be given as to whether, and why, the support and atmosphere perceptions of clients with mild intellectual disabilities might be less good.

Background: In secure residential facilities, group climate perceptions of clients with mild intellectual disability or borderline intellectual functioning are systematically assessed for quality improvement. A valid and reliable measure may ensure that this process is consistent. The Group Climate Inventory--Revised (GCI-R) is a new measure to assess group climate perceptions. Method: Confirmatory factor analysis was conducted in 148 adult clients (79% male) with mild intellectual disability or borderline intellectual functioning in a secure facility to examine internal structure validity and internal consistency reliability of the GCI-R. Results: The results indicate support for the five-factor structure of the GCI-R ('Support', 'Growth', 'Repression', 'Peer interactions', and 'Physical environment'). The internal consistency reliability of its scales ranged from acceptable to good ([alpha]: 0.72-0.87; [omega]: 0.76-0.86). Conclusion: The GCI-R demonstrates evidence of psychometric adequacy when applied to adult clients with mild intellectual disability or borderline intellectual functioning in secure residential facilities.

Background: Relationships between dynamic risk factors for externalising problem behaviour and group climate were investigated in 151 adult in-patients with mild intellectual disability or borderline intellectual functioning in a Dutch secure residential facility. Method: Regression analysis was used to predict "total group climate score" and "Support," "Growth," "Repression," and "Atmosphere" subscales of the 'Group Climate Inventory'. Predictor variables were "Coping Skills," "Attitude towards current treatment," "Hostility," and "Criminogenic attitudes" subscales of the 'Dynamic Risk Outcome Scales'. Results: Less hostility predicted a better overall group climate, better support and atmosphere, and less repression. A positive attitude towards current treatment predicted better growth. Conclusion: Results indicate relationships of hostility and attitude towards current treatment with group climate. A focus on both dynamic risk factors and group climate may provide a basis for improving treatment for this target group.

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.

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]

Background: Aggression in residential youth care institutions is a frequent problem. Objective: The present short-term longitudinal study examined individual and institutional predictors of aggression in a group of 198 adolescents placed in open, semi-secure and secure residential institutions from the perspective of the importation and deprivation model. Methods: A total of 198 adolescents in residential youth care filled in questionnaires regarding group climate and aggression with a 3 month interval. Hierarchical multiple regression analyses were performed to test the degree to which individual and contextual factors predict aggression. Results: Very limited support was found for the effect of contextual factors; only repression showed a trend, predicting direct aggression, while gender composition of the living groups yielded a small effect. Girls placed in same-gender groups showed lower levels of indirect (relational) aggression compared to adolescents placed in mixed-gender or boys-only groups, even when controlled for gender and initial levels of aggression. Type of institution (i.e., level of security) did not predict differences in aggression. In particular individual characteristics of the adolescents were associated with later aggression, including initial levels of aggression, showing substantial 3 months stability, age and gender of the adolescents. Conclusions: These findings are in line with research showing that aggression is relatively stable. Very limited support for environmental effects was found.

Background: In secure residential facilities, group climate perceptions of clients with mild intellectual disability or borderline intellectual functioning are systematically assessed for quality improvement. A valid and reliable measure may ensure that this process is consistent. The Group Climate Inventory—Revised (GCI‐R) is a new measure to assess group climate perceptions. Method: Confirmatory factor analysis was conducted in 148 adult clients (79% male) with mild intellectual disability or borderline intellectual functioning in a secure facility to examine internal structure validity and internal consistency reliability of the GCI‐R. Results: The results indicate support for the five‐factor structure of the GCI‐R ('Support', 'Growth', 'Repression', 'Peer interactions', and 'Physical environment'). The internal consistency reliability of its scales ranged from acceptable to good (α:.72–.87; ω:.76–.86). Conclusion: The GCI‐R demonstrates evidence of psychometric adequacy when applied to adult clients with mild intellectual disability or borderline intellectual functioning in secure residential facilities. [ABSTRACT FROM AUTHOR]

We examined associations between group climate as perceived by 212 individuals with mild intellectual disability and work climate as experienced by 262 sociotherapists in a forensic setting. Results showed that if sociotherapists experienced more job satisfaction, they experienced less negative team functioning. Also, more positive team functioning was related to less repression. Workload and negative team functioning were related to less possibilities for growth by clients. No significant associations were found between other work climate and group climate dimensions. This study emphasized the importance of being aware of parallel processes between work climate and group climate in secure settings. [ABSTRACT FROM AUTHOR]

Purpose: This study describes the development and validation of the Group Climate Instrument for Children aged 8 to 15 years (GCIC 8-15), which purports to measure the quality of group climate in residential care. Methods: A confirmatory factor analysis was performed on data of 117 children in Dutch residential youth care. Reliability analysis was performed and concurrent validity was tested. Results: An adequate fit of a two-factor model indicated construct validity of the GCIC 8-15. Reliability coefficients were good, and a significant correlation between perceived group climate and treatment motivation supported concurrent validity. Discussion: The GCIC 8-15 can be used to identify positive and negative aspects of group climate in residential youth care and enables further group climate research with children.

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]

Repression in residential youth care institutions can manifest itself openly in coercive measures or may be concealed in staff behavior that is endemic to residential youth care, such as soft power and strict behavioral control (i.e., structure), which threatens rehabilitative goals and might even violate children's rights. To increase awareness of particularly the more hidden aspects of repression, this qualitative study follows the framework method to examine processes that cause adolescents to experience repression. Semistructured interviews were conducted with an ethnic diverse sample of 32 adolescents from open, secure, and forensic (i.e., youth prisons) residential youth care institutions in the Netherlands. Results indicated that adolescents tend to accept structure, rules, coercion, and punishments, and that they expect staff to use their power to create order and safety. However, results also showed that restrictive measures may be approved by adolescents to cope with repression, taking the form of rationalization. Staff behavior perceived as unfair or excessive by the adolescents was conceived of as repressive. Respect for autonomy and providing treatment that is experienced as meaningful by the adolescents seem to decrease experienced repression. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The present study examined the relation between juvenile delinquents’ responses to social problem situations and empathy in secure juvenile institutions. The sample consisted of 79 delinquent boys (62%) and 49 delinquent girls (38%), aged 12 to 19 years. Results showed problems with accepting authority to be negatively related to both affective and cognitive empathy. Inadequate coping with competition was negatively related to cognitive empathy, whereas problems with receiving or giving help were negatively related to affective empathy. The central role of authority problems suggests that group workers could influence adolescents’ empathy development by helping them to learn to cope with social problem situations. [ABSTRACT FROM AUTHOR]