Residential Treatment of Adolescents: Integrative Principles and Practices

Residential Treatment of Adolescents: Integrative Principles and Practices

Residential Treatment of Adolescents: Integrative Principles and Practices

Residential Treatment of Adolescents: Integrative Principles and Practices


In Residential Treatment of Adolescents, Pazaratz discusses how practitioners can remain emotionally available for the needs of their residents without feeling overwhelmed. Readers will be apprised of ways to deal judiciously with residents who try to circumvent, con, play workers off each other, and even attempt to seduce or manipulate the worker.

Each chapter instructs readers to observe their clients and comprehend how they relate to the total environment, in order to determine what the resident is feeling and how he or she makes use of personal resources. This contextual understanding helps to answer questions such as: What are the youngster's goals? What factors obstruct the change process? What are the youngster's defenses and against what? How does the youngster use the milieu (staff and peers) and the community as resources? How can the youngster get significant others to react differently to him or her?

Ultimately, Pazaratz demonstrates that effective treatment staff do not create dependent youth, make treatment oppressive, or enact a role based upon giving consequences. Instead, the reader will learn to integrate diverse intervention strategies into the resident's normal cycle of daily life and how to interact within a team structure.


This book focuses on the core issues of the residential treatment of emotionally disturbed children and adolescents. It is based upon the principles and practices that were developed in working with “hard-to-serve” and “hard-toplace” adolescents, who were admitted into a continuum of treatment known as the Four Phase System of Metropolitan Toronto that operated from 1973 to 1990 (Pazaratz, Randall, Spekkens, Lazor, & Morton, 2000). the book describes the course of treatment, the way in which a milieu or residence should operate, and how its environment can be used therapeutically to shape and to influence a youth’s emotional growth, intellectual development, and characterological potential.

This book details the theory, rationale, and practice of residential treatment, and reviews the problems faced by front-line staff in working with difficult youth individually and from a group care perspective. It is composed of 12 chapters that address the clinical advantages of integrative or multimodal treatment, and describe how it is enacted. This book can be used as a standard text for all front-line practitioners such as child and youth care workers, correctional workers, and special education teachers. It can also be a resource for those adjunct professionals, such as social workers, psychometricians, psychologists, and psychiatrists, who work less intensely with children or adolescents placed in group care facilities.

Emotional disturbance occurs in children and adolescents due to a complexity of biological or neurological factors and manifests itself in a broad range of interpersonal and behavioral problems. Other disorders may coexist that contribute to developmental problems and delays. There are various treatment rationales and intervention models that are efficacious when dealing with youngsters who need residential placement for treatment of their disorders. This book is a discussion of the essential integrative principles and practices that are fundamental to working with “hard-to-serve,” at-risk young people. Central to residential treatment and care is the role of the child and . . .

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