Browsing by Subject "koulukoti"

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  • Koivukangas, Jenny (Helsingin yliopisto, 2018)
    Objectives Adolescents placed in reform schools (RS) are a special group with a risk for many types of lifetime problems. Previous studies on psychiatric morbidity among RS population indicate a wide spectrum of disorders among this population, but more representative information is needed. This follow-up study investigates the prevalence of psychiatric diagnoses among five cohorts of individuals with a history of RS placement. The prevalence rates are also compared to a matched general population sample. Methods The study sample consisted of a complete national cohort of all 1099 people placed in a reform school on the last day of the years 1991, 1996, 2001, 2006 or 2011, and information on psychiatric diagnoses, grouped into eight categories, was collected from the care register of specialized health care. The reform school subjects were compared to a population control group (n = 5437) matched by age, sex and place of birth, the follow-up time being 18 to 38 years. Results Among the individuals with a RS background, 57.4% had at least one diagnosis during the follow-up time, compared to 6.8% among the controls. 30.1% were diagnosed with conduct disorder and ADHD -category diagnosis, 26.4% with substance use disorder, 16.7% with affective disorder, 9.7% with personality disorder, 8.1% with schizophrenia spectrum disorder, 7.0% with mental retardation, 5.8% with disorder of psychological development, and 8.1% with other childhood disorder. All diagnoses were significantly more prevalent among the RS than control group. Conclusions The results of this study contribute to the earlier knowledge indicating that different psychiatric disorders are highly prevalent in RS population and that problems persist also after RS, reminding about the continuous need for support in this population.
  • Peltomaa, Emma (Helsingfors universitet, 2017)
    Objective. The number of children and adolescents placed outside home has almost doubled in last 20 years. It is well known that foster youth, especially boys, have increased risk for violent behavior. Youth with most severe conduct problems are placed in residential schools which are closed institutions where foster care can be organized. Reasons behind the placement decision are usually both child- and parent-related, for instance absences from school, conduct problems, substance use, and maltreatment. Thus, residential school youth have several risk factors which are associated with violence and criminality. The aim of this study was to examine age distribution of violent crimes, how foster care history predicts them, and consider the frequency of violent crimes in adulthood among former residential school youth. Methods. Participants were youth placed in residential school in 1991, 1996, 200, and 2006 (n = 861). Each residential school adolescents had five control youth (n = 3601) matched by background variables. Discrete-time survival analysis was used to examine the age distribution of first violent crime. Logistic and Poisson regressions were used to examine does foster care history predict violent crimes and the number of them. Results and discussion. Residential school youth committed more crimes than control subjects and males more than females. The probability of getting a conviction is highest during adolescence and early twenties among residential school subjects. After that the risk begins to decline reaching the same level with control subjects around age 30. Younger age at the beginning of the residential school placement and shorter duration of that placement were associated with higher risk of getting a conviction. Furthermore, older age at the beginning of the first placement, younger age at the beginning of residential school placement, and shorter duration of that placement were associated with higher risk of having more convictions. The results verify that residential school youth are the most challenging group in foster care and address the need of better interventions for youth at risk for severe problem behavior. When identifying risk development early enough, support of youth's development is possible before the situation escalates. For instance, intervening in problems in child's living circumstances and behavior both earlier and more easily improve the prediction of adulthood.