Date of Award

1985

Document Type

Thesis

Degree Name

Master of Art

First Advisor

Charles Orme-Rogers

Second Advisor

Rebecca Glenn

Third Advisor

Patricia Klorer

Abstract

This study explores the emotional and psychological reactions of children to residential treatment centers, focusing on themes of separation anxiety, punishment, and the role of early attachment disruptions. Barbara Jane Uhl investigates how emotionally disturbed children perceive their institutional environments compared to children from public schools. Drawing from object relations theory and existing research on institutionalization, the study hypothesizes that children in residential treatment settings often internalize feelings of guilt and punishment as a result of separation from their families and the impersonal nature of institutional structures.

Using a mixed-methods approach, the study administered projective drawing tests and written assessments—including a self-developed Guilt and Punishment Assessment Scale and the Children’s Locus of Control test—to two groups: 26 emotionally disturbed children in a residential treatment center and 24 children from a public elementary school. The drawings and test responses were analyzed for recurring themes, particularly those reflecting perceptions of control, separation, and punitive experiences.

Findings indicated a significant difference between the two groups, with the residential treatment group exhibiting more frequent themes of punishment, low self-esteem, and emotional distress. The results suggest that institutional environments can mirror and potentially reinforce the feelings of abandonment and punishment already experienced by emotionally disturbed children, emphasizing the need for pre-admission interventions, transparent communication, and empathetic caregiver relationships.

The study concludes that enhancing emotional preparation and increasing the child’s involvement in the transition process may reduce trauma and promote healthier adjustment. It also highlights the diagnostic value of art therapy in understanding children’s internal experiences in institutional contexts, offering insights for clinicians, educators, and policymakers working with vulnerable youth populations.

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