Does Caregiver Engagement Predict Outcomes of Adolescent Wilderness Therapy?
Bibliographic record
Abstract
Existing research shows some links between wilderness therapy outcomes and familial functioning. However, wilderness therapy programs do not agree on what kind of caregiver involvement is required to improve adolescent program outcomes, nor has research examined different types of family engagement and their impact on adolescent treatment outcomes. Thus, the present study explored the research question: Does caregiver engagement in adolescent wilderness therapy foster improved outcomes? The study sample consisted of 4067 adolescent wilderness therapy clients from 12 different wilderness therapy programs. Using standardized measures and multilevel structural equation modeling, the authors found that caregiver program participation significantly predicted adolescent mental health outcomes of the program, suggesting that the more caregivers were involved in family interventions during the program, the more likely their adolescent child was to improve in the program. The study also found that greater caregiver effort predicted greater mean change in adolescent mental health outcomes of wilderness therapy. This study suggests the importance of enhancing familial interventions in adolescents' wilderness therapy programs in order to improve adolescent outcomes. Given findings from this study, wilderness therapy programs should consider expanding the ways that they involve families in treatment in order to optimize adolescent outcomes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".