Page 62 - Age of onset of disruptive behavior of residentially treated adolescents -Sjoukje de Boer

(e.g., Hornsveld, 2004; Muller & Colijn, 1999). The training activities emphasized, for instance, the unlearning of aggressive behavior and the acquiring of behavior alternatives. Also, de-escalation schedules were used to record individualized agreements on learning to deal with aggression (Boon & Haijer, 2008).
Measures
To describe the sample, information was gathered from interview, file review, and therapist questionnaire. The biodemographical information was gathered on standardized forms used in the context of ongoing program evaluation research conducted at the facility. These forms were based on common formats used in the Netherlands (e.g., classification according to Centraal Bureau voor de Statistiek, the national institution that centralizes the collection, processing and publication of statistics for government, science and industry).
To capture the relevant behavior characteristics as comprehensive as possible, this information (e.g., criminal offending, substance usage) was obtained from more than one source.
Interview
Research assistants interviewed patients on characteristics (e.g., sociodemographic information, substance usage, and criminal offending). Most characteristics were coded present, absent or unclear.
File review
Current DSM classifications were collected from patient files. The attending psychiatrist made these DSM classifications during the course of treatment, which were based on direct evaluations of the subjects. Research assistants, psychology students in the final year of their master, who were trained and supervised by the researcher, collected the classifications from file. They screened the files on age at admission, ethnicity (native Dutch/non-native), intellectual ability (IQ), social economic status (indicated by the highest occupational level of the parents), criminal offences, substance usage, and duration of treatment.
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