PurposeEric Broekaert passed away shortly after the XVIth European Working group on Drug-Oriented Research (EWODOR)-conference in Rome on 28 September 2016. He was one of the great TC pioneers in Europe, who founded the first TC for addictions in Belgium (De Kiem) and co-founded the European Federation of Therapeutic Communities and EWODOR. He was a respected Professor of “Orthopedagogics” at Ghent University and a Member of the Editorial Collective ofTherapeutic Communities: the International Journal of Therapeutic Communities. The paper aims to discuss the overview of the career of Eric Broekaert.Design/methodology/approachIn this obituary, the authors provide an overview of his career, major achievements and theoretical, methodological and integrative ideas, clustered around four typologies: university professor and scholar; manager and source of inspiration; TC pioneer and believer, and integrative thinker.FindingsBesides his obvious merits as a TC researcher and advocate, one of his major theoretical contributions has been the introduction of the holistic, integrative approach and the idea that diverse types of interventions, as well as methodological approaches can alternatively go together.Originality/valueHe regarded TCs as the ultimate integration of various educational and therapeutic approaches to promote growth and quality of life among severely disadvantaged populations, such as drug addicts and children and adults with emotional and behavioural disorders.

Purpose – The purpose of this paper is to investigate the prevalence of anxiety in youngsters with emotional and behavioral disorders, and its relation to other problems, using different informants. Design/methodology/approach – Data were collected in a Flemish treatment center. Educators completed a Child Behavior Checklist (CBCL) for each child, teachers completed a Teacher Report Form (TRF), and youth themselves completed a Youth Self Report (YSR) and a Screen for Child Anxiety Related Emotional Disorders (SCARED). Findings – Analyses indicated an explicit presence of anxiety. A clear relation was found between anxiety symptoms and internalizing problem behavior on the YSR, whereas only a slight relationship was found with the CBCL, and practically no relationship was found with the TRF. Only few correlations between anxiety and externalizing problems were found. Finally, youth themselves indicated strong correlations between anxiety and thought problems, whereas educators indicated strong correlations between youths’ anxiety and social problems. Originality/value – Several studies describe professionals’ difficulties to get a comprehensive perceptions of youths’ problems. This paper provides detailed insights in the nature of the informant discrepancies.

When working with children and adolescents with emotional and behavioural disorders, conflicts are a part of daily life. At present, a variety of conflict resolution or conflict management programs, that can be divided into three categories, are described in the literature. A first category contains programs that focus on training for children and adolescents, and are often curriculum-based. The second category focuses on training for parents, and the third category contains programs that focus on training for professionals. The presents study was designed to evaluated the effectiveness of Life Space Crisis Intervention (LSCI), a therapeutic and verbal strategy developed by Long that fits into this third category of conflict management programs. Throughout a four-year project, al staff in a Flemish centre offering residential care and special education were trained in LSCI. On a yearly basis, data with regard to time in program, academic achievement, behavioural problems and anxiety problems were collected. The results show an increase in time spent in program and in academic achievement, and a decrease in youths' anxiety, indicating that the implementation of LSCI contributes constructively to the treatment of children and adolescents with EBD.

Life space crisis intervention (LSCI) is a therapeutic and verbal strategy used to intervene when children are in crisis. It has its roots in the work of Aichorn, Redl, Wineman and Bettelheim, and is part of the milieu-therapeutic tradition. In 2000, LSCI was introduced at the Orthopedagogical Observation and Treatment Centre, a school and day unit for 60 children with emotional and behavioural disorders affiliated with the Department of Orthopedagogy at Ghent University (Belgium). The particular position of orientation towards ‘therapeutic environments’ in the department’s history has encouraged the integration of LSCI in the daily activities of the departments’ school (Broekaert et al., Int J Ther Communities 30(2):122–145, 2009). In 2003, LSCI was implemented and studied in several Flemish Institutes. Positive effects were found on school results, attendance in the classroom and number of conflicts. In this article, the reflections of the caretakers are taken into account. Analyses of these reflections resulted in 4 major themes: content of job and tasks, the youth in the centre, working with the youth in the centre, and cooperation with colleagues and other teams. The results of this analysis will be discussed.

This article presents the findings of a qualitative study in a Flemish centre for children and adolescents with emotional and behavioural disorders. The aim of this study was twofold. First, we wanted to examine how youth reflect on their own behaviour and that of their peers'. Secondly, we wanted to know what, according to the youth, are the most significant helpful elements of treatment. Analysis shows a continuum of negative behaviour, ranging from relatively ‘normal’ disruptive behaviour such as arguing, up to serious disruptive behaviour such as physical aggression. This behaviour has a negative influence on the climate of the organization. ‘Availability of staff’, ‘nearness of staff’, ‘a clear set of rules and boundaries’, and ‘some time on my own/some alone time’ are perceived as helpful elements of treatment. ‘Strictness’, ‘not listening’, and ‘inappropriate staff attitudes and interventions’ are perceived as counterproductive elements of treatment. Results are discussed and recommendations both on the orthopedagogical as well as on the scientific level are formulated.

This article presents the findings of a qualitative study in a Flemish centre for children and adolescents with emotional and behavioural disorders. The change in demand for care for this highly troubled population has created a need for intervention models that address students' socio-emotional needs. When preparing an organisation to implement such intervention models, it is critical to obtain a thorough needs assessment or pre-implementation evaluation of staff in the organisation. Fifty interviews with different staff members were performed, guided by three research questions: (1) How do staff perceive the children and youth cared for, including behaviour, needs and demands of these youths?; (2) How do staff attempt to translate this demand for care into treatment, and what obstacles could possibly stand in the way?; and (3) What are, according to staff, critical issues to take into account when implementing EBP, both on the individual and the organisational level? Using a grounded theory approach, the analysis resulted in a pre-implementation model. In the following article, this model will be discussed and illustrated with quotes from staff members.

Life Space Crisis Intervention is a therapeutic and verbal conflict management method used by professionals in the treatment of youth with EBD. Using this method the interviewer pursues a conversation with a youngster in conflict or crisis. Depending on the nature of the conflict, the interviewer will choose one out of six reclaiming interventions. LSCI has been used in Flanders (Belgium) since 2000. Along with the implementation of the method, several research projects have been set up. In this article, we focus on how youth experience LSCI. This research question is answered by using data out of scientific research projects. The characteristics of youths with emotional and behavioral disorders in Flanders are delineated, in order to continue with their experiences about conflicts and behavioral problems. Then the experiences of youths in whose living groups LSCI is used are clarified in order to end with the differing looks of youths themselves, educators and teachers about their behavior. In conclusion, we use these data to plea for a strength based model in the treatment of youths with emotional and behavioral disorders.

This paper explores from a theoretical point of view the possibility of integrating school-based and therapeutic conflict management models and compares two management models: a school-based program, Teaching Students to be Peacemakers; and a therapeutic conflict management model evolved from institutes for children with emotional and behavioral needs, Life Space Crisis Intervention. The authors conclude that integration might be possible, but depends on establishing a positive school atmosphere, the central position of the teacher, and collaborative and social learning for pupils. Further implementation of integrated conflict management models can be considered but must be underpinned by appropriate scientific research.

In this article the dynamics of the conflict cycle will be explored. This cycle is developed by Nicholas Long (1965). The term 'conflict cycle' represents the idea of conflict between two opposing forces: needs within the youngster clashing against the expectations of others. When the feelings of a youngster are aroused by stress, the student will behave in ways that buffer the painful feelings. Usually, this behavior is seen as negative by others (adults and peers), which causes them to react negatively to the youngster, which, in turn, leads to higher amounts of stress for the youngster. The dynamics of the conflict cycle often lead to power struggles and counter aggression within the adults working with the youngster. To break the cycle, it is most important to be able to recognize that it is happening. Only then, one is able to analyze the ingredients and plan ways to intervene.

In 2005, the Province of East-Flanders (Belgium) approved the project ‘Heynsdaele’. The Provincial Institute Heynsdaele consists of a residential facility and a school for special education for boys aged 12 to 21 with emotional and behavioural disorders (EBD). It was the goal of this project to meet the needs of this target group by using appropriate strategies). In the process of the project the problem areas of the whole institute were identified, by performing interviews, observing classes and living groups, and by collecting documentation on the organization. Based on the data collected, three problem areas were identified: aggression, illicit drug abuse and non-attendance. In order to address these problem areas, two strategies were implemented. The first, Life Space Crisis Intervention (LSCI), is a therapeutic and verbal strategy used to intervene when children are in crisis. The other, a level system, was meant to set limits to severe disruptive behaviour, to reward positive behaviour in different levels and to identify non-responsive students. Regarding the population of this research, several questionnaires showed that that the behaviour problems of these youngsters remained

A common experience for staff members working in educational or therapeutic settings for children with emotional and behavioural disorders (EBD) is the lack of coping strategies in dealing with conflict and crisis situations. The aim of this study is to evaluate whether or not the training and implementation of Life Space Crisis Intervention (LSCI), a conflict management model, empowered the staff members in handling conflicts. This objective has been investigated by feedback forms filled in by the staff at two specific periods: (1) immediately after the LSCI training, and (2) after one year of using the LSCI method in daily practice. An in-depth qualitative analysis reveals an enhancement of staff members’ knowledge and coping strategies in handling conflicts. Additionally, they stress the need for sufficient staff resources and time to implement and sustain LSCI. Despite these difficulties, the majority of the participants strongly believe in the applicability of the method and the usefulness of the training.

The increase of violence in present-day society calls for adequate crisis interventions for students with behavioral problems. Life Space Crisis Intervention (LSCI) is a systematic and formatted response to a student's crisis, based on cognitive, behavioral, psychodynamic and developmental theory. The following research article evaluates a LSCI Program with students referred to special schools with residential treatment because of severe behavioral problems. The evaluation was conducted using a quasi experimental pre-test-post-test control group design. Thirty-one match paired students were pre-tested before the interventions started and post-tested after a period of 11 months. Five standardized questionnaires were examined to assess the effectiveness of the LSCI Program. General Linear Model (GLM) with repeated measures was used to analyze all data. For the total group of subjects (n = 62) it was found that students' perception about their athletic competence decrease significantly after 11 months in residential care. A positive effect of LSCI was found on direct aggression and social desirability.

This paper reviews underlying systems of worldwide thought, which underpin the organisation of care, support and (special) education for people with disabilities and behaviour disorders. As the world enters a postmodern age, there is no longer one central and dominant theory by which to guide action. The article reviews a range of theoretical positions, which have supported intervention for people, with disabilities and behaviour disorders. It traces historical development of one institution, Ghent University, in the field of orthopedagogy in order to understand how system of thought have developed and influenced, practical action. The paper also provides a critique of existing models of care and (special) education, which sets an agenda for change.

Including children with emotional and behavioral needs in mainstream school systems leads to growing concern about the increasing number of violent and nonviolent conflicts. Schools must adapt to this evolution and adopt a more therapeutic dimension. This paper explores the possibility of integrating school-based and therapeutic conflict management models and compares two management models: a school-based conflict management program. Teaching Students To Be Peacemakers; and a therapeutic conflict management program, Life Space Crisis Intervention. The authors conclude that integration might be possible, but depends on establishing a positive school atmosphere, the central position of the teacher, and collaborative and social learning for pupils. Further implementation of integrated conflict management models can be considered but must be underpinned by appropriate scientific research.

This article will summarize the main results of a PhD dissertation that emerged from several studies focusing on Life Space Crisis Interventions (LSCI) with children and adolescents with emotional and behavioural disorders (EBD). The different studies revealed that the characteristics and problems of children and adolescents with EBD are of a serious nature. This finding is reflected in the high number of crises and conflicts as mentioned by staff of Flanders’ facilities regarding this area. The dissertation searched for a comprehensive method to deal with these problems and to empower staff to handle conflicts and crises. The evaluation by staff, and children and adolescents in this target group, of the verbal therapeutic method LSCI showed that this model is valuable in both long-term and short-term profits. Suggestions for a more widely LSCI-oriented treatment are discussed. Finally, the limitations of the studies and recommendations for the level of scientific research and orthopedagogical treatment will be presented.