A therapeutic nursery evaluation study

Abstract

The object of this prospective study was to evaluate the effectiveness of a therapeutic nursery program for troubled preschoolers attending the Preschool Day Treatment Center of The Menninger Clinic. Thirty-eight seriously disturbed preschoolers were assessed both at admission and at 9 months or at discharge (if before 9 months) in a pre-post design. Commonly used assessment instruments were collected by independent research clinicians. Significant gains were found in both internalizing and externalizing behaviors on the Child Behavior Checklist (CBCL). The Kohn Social Competence Scale showed significant improvement in learning, pleasurable play activities, and peer interactions. The socialization domain on the Vineland Adaptive Behavior Scale also indicated improvement beyond expectable maturation. In the Behavioral Observations test, both the capacities of the child and the qualities of the relationship were shown to be improved. As measured by the Epidemiologic Studies of Depression Scale (CES-D), mothers also became less depressed. Overall, the researchers conclude that a therapeutic nursery with a comprehensive program is an effective way to help seriously troubled preschoolers make gains in behavior, as well as in social and emotional growth.

Effectiveness and Predictors of Outcomes in a Psychiatric Day Treatment Program for Elementary-Age

“…In 1 Canadian study, Grizenko and colleagues found significant improvement in externalizing problems of children who attended their 4-month program. 21 Similar findings were found with elementary-age children, 19,22,23 preschoolers, 24,25 and adolescents. 26 –28 Some studies have found little to no effect though.…”

Partial hospitalization treatment for preschoolers with severe behavior problems: child age and maternal functioning as predictors of outcome

“…In a recent review of psychiatric day and partial hospital treatment programs for preschoolers, Tse (2006) noted that empirical attention to the effectiveness of preschool day treatment programs has been quite limited, with only five studies providing quantitative analysis of treatment outcomes. Findings from these studies were somewhat mixed, with some describing positive treatment gains (Culp, Little, Letts & Lawrence, 1991;Oates, Gray, Schweitzer, Kempe & Harmon, 1995;Ware, Novotny & Coyne, 2001), others suggesting little benefit (Richman, Graham & Stevenson, 1983), and still others suggesting that day treatment may benefit some children more than others, with both child and family factors influencing outcomes (Cohen, Bradley & Kolers, 1987).…”