Current research on girls and delinquency has brought to awareness the often stressful and traumatic lives of girls. Furthermore, the last three decades have seen an increase in the proportion of girls entering the Juvenile Justice System and an increase in the proportion of girl’s court ordered to attend military structured treatment programs. Developed with boys in mind, many researchers in the area of female delinquency believe that military structured treatment programs are less effectiveness for girls. Thus, the goal of the current study is to consider the experience of girls in a military structured residential treatment facility. Additionally, this study sought to answer the following questions posed by the administrative personnel of this program: 1) Why do staff members report more difficulties when working with the girls? 2) Why are girls more emotionally labile than boys? 3) What changes can be made to the program to increase girls’ success in the program? Participants in this study were referred to a military structured residential treatment program. At the time of the study, four girls, ages 14 to 16, participated in the study. In addition to the girls’ participation, staff members including drill instructors, program officers, teachers, health professionals, and administrative staff participated in the study. The current study utilized an ethnographic approach to explore and identify information that may be useful in better understanding the research questions. The Listening Guide Method (Brown & Gilligan, 1992) was utilized to conduct a narrative analysis of the interviews with both the girls and staff members. Results demonstrated that while in the program, services provided were uneven in both scope and quality. For example, lack of training among staff members resulted in missed opportunities to teach the girls necessary skills that would enable them to tolerate emotional distress while in the program and at home. In order to better meet the needs of the girls, it is recommended that this program strive to integrate both military and therapeutic programming, and educate and train all its staff members in the delivery of gender-responsive programming. / text

Cette étude, qui porte sur la spécificité de la déviance féminine juvénile dans l’immédiat après- imguerre, s’inscrit dans une histoire de la justice, de la jeunesse et du genre. Á partir d’archives judiciaires, les dossiers individuels du Tribunal pour enfants de la Seine et du Centre d’observation de Chevilly-Larue, elle retrace, à travers les mots des « experts » et les paroles des jeunes filles, l’essentiel de la sociabilité juvénile féminine, tout en cernant le contexte social et familial des classes populaires dans le Paris de la Libération. Ces éléments permettent de mettre en lumière l’importance des normes de genre dans la société des années 1950 : une « mauvaise fille » n’équivaut pas à un « mauvais garçon ». Cette thématique est abordée en termes de parcours et de portraits. Ainsi se dégagent les trois figures centrales de ce travail : des délinquantes, peu dangereuses pour le corps social ; des fugueuses, nombreuses et inquiétantes car susceptibles de tomber dans la troisième catégorie, la plus menaçante : celle des débauchées. La dimension morale est donc au centre des attentes concernant les conduites féminines juvéniles. L’intervention de la justice, par conséquent, se présente essentiellement comme le régulateur des supposés débordements sexuels des adolescentes : le traitement judiciaire des mineures délinquantes, fugueuses et débauchées, se résume à leur enfermement dans des institutions religieuses. Tout en soulignant le poids de l’ordre moral et l’importance du contrôle social dans la décennie qui suit la Seconde Guerre mondiale, cette étude pointe néanmoins également la force de résistance et l’élan vital de certaines de ces « mauvaises filles », incorrigibles, qui se jouent des conventions et décident malgré tout de vivre libres. / This study focuses on the specific features of feminine juvenile delinquency in the immediate post war period. It is situated at the crossroads of the history of Justice, Youth and Gender. Based on judiciary archives -- the individual files from the Seine Juvenile Court and from the« Observation center » of Chevilly-Larue (both located near or in Paris) – it analyses the experts' words and the girls' own voices, while endeavouring to locate them in the social and family contexts of the working classes in the decade following the Liberation of Paris. These elements pinpoint the central position of gender norms in the 50s: a “bad girl” is not the female version of a “bad boy”. Portraits of girls and their trajectories illustrate this statement. From this detailed study, three central character emerge: the offenders – who are not so dangerous for society; the runaways, numerous and ominous because they are likely to fall into the third category, that of the depraved, who are the most threatening. Morality is therefore at the core of society’s expectations regarding feminine juvenile conduct. Consequently, the intervention of Justice consists mainly in regulating the female teenagers and their supposed sexual misconduct. The judiciary response to minor offenders, runaways and depraved girls resides inevitably in confining the delinquent in a catholic institution run by nuns. While this work shows how heavy handed were the moral order and social control in the 1950s, it also illustrates the agency, strength and vitality of some of these “bad girls”, irredeemable, playing with social conventions and deciding to live freely -- whatever the cost.

Suivant un double regard, socio-historique et monographique, cette thèse propose une sociologie de la profession d’éducateur de la Protection judiciaire de la jeunesse (PJJ), administration du ministère de la Justice chargée de l’exécution des décisions de justice prises à l’endroit des mineurs dits « placés sous main de justice », notamment des mineurs délinquants. Membres de la fonction publique d’État, les éducateurs de la PJJ constituent une « bureaucratie professionnelle » (Mintzberg, 1982), dont le mandat et les finalités de l’activité sont principalement liés au projet politique fondateur de son institution d’appartenance : participer à la construction et à l’épanouissement d’un modèle de justice au sein duquel la connaissance de la personnalité des justiciables est une condition même de leur éducation. À partir d’une réflexion sur les savoirs, principalement les savoirs issus des sciences du psychisme, qui ont permis de délimiter ce projet politique et d’en légitimer les reconfigurations, nous proposons un regard sur la genèse et l’actualité de cette profession, de fait « placée sous main de justice ». Dans une première partie d’ordre socio-historique, nous mettons en lumière les principales tensions – indissociablement savantes, administratives et juridiques – qui émanent de l’histoire du secteur public de la PJJ, autant qu’elles en structurent le fonctionnement. Dans une seconde partie d’ordre monographique, à partir de plusieurs terrains d’observation (centre de milieu ouvert, centre éducatif fermé, prisons pour mineurs), nous analysons ce que les éducateurs font de ces tensions, et comment ils leur donnent forme, en situation de travail. Cette double méthodologie nous permet, in fine, d’interroger les reconfigurations de la profession d’éducateur de la PJJ, tout en nous frayant un chemin, par le terrain, au cœur des principales transformations qui, en France, agitent la justice des mineurs. / Following a double socio-historical and monographicpoint of view, this thesis tackles a sociological study of the profession as educator working for the Judicial Protection of Youth (Protection judiciaire de la jeunesse, PJJ). PJJ is an administration of the French Ministry of Justice applying the decisions taken by the juvenile courts. Educators working for PJJ are members of the State Civil Service. The profession therefore forms a “professional bureaucracy” (Mintzberg, 1982), whose professional mandate and aims are related to the founding political project of PJJ: participating in the development of a model of justice, in which the knowledge on the personality of individuals is a condition of their education. Here, we present a study on the genesis and the evolution of this professional bureaucracy from an analysis of the knowledge, in particular psychological knowledge, which helped to define the founding political project of PJJ and to legitimize the changes of this political project. As a first step, we enlighten from a socio-historical perspective the main intellectual, administrative and legal tensions, that arise from the history of PJJ, and provide its operational framework. Secondly, we analyze from a monographic perspective how educators deal with these tensions in practice. We use for this analysis a suite of observational fields: one open and one close educational institutions, and two juvenile detention centers. Our double point of view allows us to question the reconfiguration of the profession of PJJ’s educator, and to provide a bottom-up framework (i.e. from the field) to analyze the main transformations of juvenile justice in France.

Helping youths acquire educational skills is one of the most effective approaches to the prevention of delinquency and reduction of recidivism. Access to a high-quality education is particularly important for the growing number of youth committed to juvenile corrections, especially for those who have been diagnosed with a disability. Research has shown a tremendous gap about the academic outcomes of incarcerated juveniles with emotional disabilities. Thus, the focus of this study was to examine the academic outcomes in reading and math for youth with emotional/behavioral disorders (E/BD) released from Texas Youth Commission (TYC) programs between September 2003 and September 2004. The study examined if the rate of academic growth in reading and math as indicated by pre- and post-test scores on the Test of Adult Basic Education (TABE), are different for youth with E/B as compared to youth with other disabilities and youth without disabilities who were adjudicated in TYC programs.

This dissertation examines the role gender plays in predicting referral beyond juvenile court intake. Using referral data from Texas for 1999-2003, multinomial logistic regression is used to examine case processing decisions. Males were found to be more likely than females to be processed beyond intake for both status and delinquent offenses. Legal variables were found to influence processing decisions for delinquent offenses more than non-legal variables. In contrast, non-legal variables were found to influence processing decisions more than legal variables for status offenses. Finally, overall, minority females were not found to be more likely to be processed beyond intake than white females. Further research is needed to determine if the same finding is true for males.

The thesis focuses on the issue of sanctioning juveniles in the Czech Republic according to the Act No. 218/2003 Coll. on the criminal responsibility of juveniles and jurisdiction of juveniles (hereinafter referred to as the "Juvenile Justice Act"). The aim of the thesis is to analyze the Czech legal regulation of sanctioning juveniles, compare it with foreign legal regulations, evaluate the knowledge from application practice and find out the frequency of use of individual institutes with regard to the extent of application of restorative justice elements. It compares various periods of the development of legislation in this area in the Czech lands and focuses on circumstances and reasons for adopting the Juvenile Justice Act. It examines whether the system and types of sanctions, as well as other solutions to criminal matters of juveniles, which the legislator has regulated in Juvenile Justice Act, correspond to the needs of juveniles and whether it can truly represent an effective solution to their situation and at the same time effectively protect society. It analyzes in detail the various possible ways of responding to offenses committed by juveniles, critically evaluates them and compares them to responses to adult offenders. It also apprises readers of an analysis of the frequency of use of...

This thesis is aimed at the current issues of juvenile justice system, especially the educational measures. The center of attention is the youths responsibility for their illegal acts, alternative process and measures, which are set up against the delinquents. Statistics show how the criminality of young people appears at present and what sanctions are taken against them. The main focus is aimed at the educational measures, which are specific to the type of sanctions imposed on young delinquents. The practical part shows the description of sample cases, where educational measures were imposed on young people. In conclusion is a recommendation and some incentives how to improve the current situation in juvenile justice system.

Le droit de l'enfance délinquante est principalement régi par les dispositions de l'ordonnance du 2 février 1945 relative à l'enfance délinquante. La philosophie associée à la version initiale de cette ordonnance est le primat donné au relèvement éducatif du mineur, auteur d'infraction, plutôt qu'à la seule sanction de l'acte qu'il a commis. Cependant, celle-ci a été modifiée à de multiples reprises. En sus d'ébrécher l'esprit initial du texte de 1945, les nombreuses modifications législatives ont profondément altéré la lisibilité et la cohérence du droit pénal des mineurs. Avant de formuler des voies de réforme de ce droit, la thèse propose d'optimiser le cadre supralégislatif du droit de l'enfance délinquante. En effet, ses faiblesses en ont désactivé le rôle de garde-fou de sorte que le législateur a pu sans difficulté réagencer les principes initiaux de la justice pénale des mineurs / The French juvenile justice system isbased on a speciallawwhichwaswrittenin 1945. The first philosophy of thistextwas to protect and not onlypunish the juvenileoffenders. However, severalrecentlaws have changedthisphilosophy and the lisibility of the currentjuvenile justice system. Our thesis serve twopurposes. In one hand, wewant to demonstratethat the international and the constitutionalnorms about the juveniledeliquency have someweaknesseswhichexplain the current situation. We propose some solutions in order to reinforcethesesupremnorms. In the other hand, wepresentsome propositions and arguments about the future French juvenile justice system reform.

[pt] O presente trabalho consiste na análise da condição de invisibilidade interseccional das meninas adolescentes que estão em situação de conflito com a lei, em especial aquelas cumprindo a medida socioeducativa de internação. Estudos que investigam as trajetórias das adolescentes internadas oferecem insumos para uma melhor compreensão do percurso de violação de direitos e de violência, colocando em primeiro plano a experiência das meninas e sua relação com o sistema de justiça juvenil. Utilizando-se da lente da interseccionalidade, são ressaltadas as relações entre as opressões vivenciadas pelas meninas em razão da idade, do gênero, da classe e da raça. A partir da aproximação dos argumentos da teoria da interseccionalidade e da sociologia da infância, pretende-se defender o reconhecimento da idade como um marcador social da diferença. Por fim, com base na apreciação de políticas públicas direcionadas às mulheres em situação de prisão e aos adolescentes meninos no sistema socioeducativo, pretende-se destacar a ausência de iniciativas direcionadas às meninas e indicar potenciais caminhos para a sua proteção. / [en] The dissertation consists on the analysis of the condition of intersectional invisibility of the girls in conflict with the law, particularly those who are deprived of their liberty. Studies that investigate the imprisoned girls lives offer inputs for a better comprehension on how they face the violation of rights and violence, focusing on their experience and interface with the juvenile justice system. Applying an intersectional lens, the correlation between the oppressions experienced by the girls due to their age, gender, class and race are highlighted. The acknowledgment of age as a social marker of difference is advocated having as a basis the approach between the intersectionality theory and the childhood sociology studies. Lastly, the analysis of the public policies aimed to women in prison and to boys in conflict with the law outlines the absence of initiatives targeted at girls and indicates possible paths for their protection.

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