This study examined post treatment outcomes of 88 young adults who attended a psycho-educational center for moderately to seriously emotionally troubled children. Over 60% made positive adjustment to adult life; the remainder were marginally functioning. Most subjects did not continue after high school with post-secondary education or vocational training nor did they or their parents receive individual and family therapy or supports from social services. Academic skills and parents' involvement in psycho-therapy were predictors of positive adjustment; child abuse was negatively correlated with adjustment.

This dissertation focused on the relationship between psychological well-being and life situations of older persons. Specifically, this study examined whether life situations were different for persons whose Life Satisfaction Index scores changed over a two-year period compared to those whose scores were stable.The sample included 215 older persons living -in reduced circumstances. These persons were interviewed on three occasions separated by one-year intervals. Pearson correlations, analysis of variance, and multiple regression procedures were employed to test five hypotheses.Fourteen case studies were selected to illustrate statistical findings.When the dissertation data were analyzed for each occasion separately, findings from this study regarding correlates of psychological well-being were similar to findings from past studies. However, a different pattern of results emerged from the longitudinal analyses.For the group of persons having stable life satisfaction scores across occasions, life satisfaction was not significantly correlated with health, lack of impairment, or activities. In contrast, change in psychological well-being was significantly related to changes in these life situations. Practical and theoretical implication of the findings as well as directions for future research are discussed. ACKNOWLEDGMENTSMy sincere thanks to the following people for their support and direction in my professional and personal life: Dr.

This study compares the outcomes of two groups of 12-to-13 year olds who were in their last year at a day or five-day residential treatment center for seriously emotionally troubled children. One group was enrolled in a treatment-based program; the second group participated in a school-based program designed to ease the transition to new placements. Each group was evaluated when discharged from the center and 6 weeks after entering their new placements. Interviews with parents and teachers indicated that the school-based children scored significantly higher on six of eight indicators of adjustment than did children in the treatment-based program.