Psychological and Developmental Disturbances among High-Risk Juveniles in an Approved School in Japan

Although “Japanese Approved Schools” are facilities for children and youths who have not been cared for appropriately by their parents, little is known about them and no research undertaken to characterize them. These facilities prevent youth from committing delinquent acts, and protect juveniles from maltreatment as social welfare facilities for children and youths. This is the first study to clarify what Japanese approved schools are and what traits the juveniles have. This current study examined main hypothesis that the subject group would have particular psychological traits and developmental disturbances. Participants were thirty-six juveniles (male=24, female=12) between ages11-18. Many of them have been exposed to parental abuse severely and exhibited serious antisocial behavior. The results of self-report questionnaires suggested that they have a low self-esteem and serious depressive symptoms. In addition, they showed AD/HD symptoms such as inattention, impulsivity, and hyperactivity. Our findings suggest that the subjects have negative emotional traits and multidimensional developmental disturbances. Findings and limitations in current study were discussed. Future research should focus on examining the efficacy of such facilities and utility of these services for juveniles. BACKGROUND AND STUDY AIM “Japanese Approved Schools” are facilities for children and youths who have not been cared for appropriately by their parents. Those admitted to such facilities have committed crimes and/or may show a high risk of deviant behavior. In addition, children who have an early family history of parental abuse are supported and educated in these facilities. Namely, Japanese approved schools have two important roles, that is, they prevent youth from committing delinquent acts, and protect juveniles from maltreatment as social welfare facilities for children and youths. They are sent to these facilities based on the decision of child consultation offices, and one dormitory usually consists of no fewer than 6 and no more than 15 persons. Moreover, an approved school usually has about 5 dormitories. Japanese approved schools have two major characteristics discriminating other social welfare facilities. Firstly, married couples usually manage a dormitory as resident directors, who are actually called housefathers and housemothers. They live with children and youths under the same roof, because they believe that those who have brought up in broken homes need “family lessons” in a warm and private area, allowing sufficient time for bonding. That is, housefathers and housemothers play three crucial roles as a parent, professional educator, and social welfare expert. Second, these facilities have been well-organized nationwide for more than 60 years. All approved schools are managed as public institutions, not private schools. As welfare facilities like Japanese approved schools are rarely seen worldwide, little is known about them, and no research has been undertaken to characterize them. The term “approved school” is synonymous with “community home” in Western countries. Previous studies on approved schools and community homes for juveniles have revealed their effectiveness [1-4], although empiric and scientific evidence is limited. Most juveniles admitted to an approved school have exhibited serious antisocial and delinquent behaviors. In addition, most of their parents could not cope with their inappropriate behaviors, and abused them repeatedly. Therefore, in many cases, family courts and child consultation offices have needed to make a decision regarding sending them to an approved school. Central Matsuura et al. (2014) Email: Ann Nurs Pract 1(2): 1008 (2014) 2/7 A number of studies regarding relationships between antisocial behavior and maltreatment have been conducted [5,6]. Recent attention has been drawn to the possibility of uncovering familial contexts and psychological and neurodevelopmental factors underlying delinquent behaviors [7-9]. Previous evidence has clarified the complex interactions (i.e. biological ×environmental) which aggravate antisocial behavior and/or depressive symptoms [10]. Therefore, it is very important to investigate the psychological and developmental disturbances of those in such facilities. Juveniles sent to this type of facility have been chronically exposed to family adversity, poor parenting, and high levels of conflict, are overwhelmed by strong negative emotions and receive little help to manage them from stressed and unskilled parents [8]. Therefore, they are at risk of failing to develop adequate strategies for coping with their negative emotions [11-13]. Consequently, they are prone to a low self-esteem, high aggression, and depressive symptoms. The importance of preventing child abuse by high risk parents has been the subject of enormous research efforts and repeated discussions in recent years [14,15]. Similarly, intervention for delinquency among high-risk juveniles is becoming one of the most important social issues [16-18]. Many preventive programs have been suggested, although their effectiveness has not been well established. For example, family therapy, such as systemic family therapy, parent management training and family teaching are effective treatments among various types of dysfunctional family [19]. However, it has been well documented that problems with poor parenting are very hard to improve [20]. Thus, approved schools have been established to protect juveniles from parents with seriously inadequate parenting skills. In approved schools, housefathers and housemothers are professional therapists as well as part of the family. Although these facilities have provided intensive services for a long time, little is known about the actual practices and characteristics of juveniles receiving such problems. Further, less attention has been paid to the fact that it is important to clarify their growing up and developmental disturbances. That is, empirical research should be conducted to share evidence with practitioners and professionals. This is the first study to clarify what Japanese approved schools are and what traits the juveniles have. The present study examined the following hypotheses: 1) the subject group would show particular psychological traits and developmental disturbances; 2) the subject group would have been exposed to serious adverse childhood experiences such as physical and psychological abuse; 3) these factors would be associated with each other negatively, and sex differences would be specifically associated with the mental status and developmental disturbances. These hypotheses were tested in a sample of juveniles admitted to a facility.