On the premise that the pervasive use of point and level systems in group care programs can be counter to therapeutic and developmental goals for children and youth, this article describes the specific nature of these practices, provides an analysis of their effects, and suggests constructive alternatives.
The author is currently on leave at the Graduate School of Education, Harvard University. Until June 30, 1996, correspondence should be addressed to Karen VanderVen, Apartment 14, 48 John F. Kennedy Street, Cambridge, MA 02138; after that date, she can be addressed at the Program in Child Development and Child Care, School of Social Work, 1717 Cathedral of Learning, University of Pittsburgh, Pittsburgh, PA 15260. Although the author takes complete responsibility for all statements made here, special acknowledgment is made to CYCF Editor Jerome Beker of the University of Minnesota and Martha Mattingly of the University of Pittsburgh for their helpful editorial reviews and suggestions.