published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Sociology / Master / Master of Philosophy

published_or_final_version / Social Work / Master / Master of Social Work

This dissertation examined etiological risk factors in juvenile delinquency from a control theory perspective (social and self-control theories). Two adolescent samples were used for this purpose: A Swiss national sample (N = 970) and a local American sample (N = 232). Four main questions were empirically examined: First, whether rates of deviance in delinquency were different by Swiss educational tracks (apprentices versus Gymnasium students) and by national origin (Swiss versus "non-Swiss"). Second, whether underlying developmental processes in juvenile delinquency were similar by educational tracks, by language regions, and by birth origins. Third, whether self-control was predictive of later deviance (U.S. sample). And finally, what explanation applied to the rates of delinquency in Swiss and American youth. The findings were: (1) Apprentices were more delinquent than Gymnasium students; no difference was found by national origin; (2) self-control during early adolescence was highly predictive of delinquent behavior four years later; and (3) American youths were consistently more delinquent than their Swiss age mates, especially on more serious acts. Although developmental processes in delinquency were similar for both groups, Swiss youth reported closer family relations and a higher level of self-control. These closer family relations and the greater self-control accounted for over 70 percent of the mean level difference in delinquency by nation. The discussion section focuses on implications of this study's findings for the tenets of self-control theory as well as its implications for national differences.

Because there has been a paucity of research on the educational needs of females with academic, behavioral, and emotional problems involved with the juvenile justice system, this study has been an attempt to classify and compare specific characteristics of this population. In particular, it examined their demographics, disability prevalence rates, along with academic, behavioral, and emotional functioning levels, in order to further understand their relationship to the resocialization or recidivism of the different groups of female juveniles incarcerated in the state of Texas, and contribute to the research for further developing successful prevention and intervention programs. Various demographic factors of the female juveniles in this study were examined: (a) offender type, (b) county of commitment, (c) race/ethnicity, (d) age at first referral, and (e) English language proficiency. Prevalence rates of special education disabilities were determined. Academic functioning was measured by (a) IQ; (b) last school grade completed; (c) Test of Adult Basic Education (TABE) reading gain score; and (d) TABE math gain score. Behavioral functioning was indicated through (a) offense history, (b) documented behavior incidents, and (c) total risk score. Emotional functioning included DSM-IV diagnoses and treatment needs. Due to the design of the research being a descriptive exploration, the findings produced this compilation of attributes. The population of study typically reached an education level of 8th grade or less before becoming incarcerated. Their IQ is usually in the range of 80 to 90 points, with their reading and math achievement levels lagging about five years behind those of their age group. Their gains in reading and math are usually two to three levels per year. The female juveniles averaged 10 documented behavior incidents during their periods of incarceration. Their Global Assessment of Functioning (GAF) scores at intake showed they had moderate mental health symptoms and/or moderate difficulty in social, occupational, or school functioning. For this study population, there were almost twice as many recidivists as first-time offenders, and the findings showed that their characteristics, even those of different disability groups, were much more alike than different.

A review of the literature indicated that critical skills needed by educators to work with adjudicated youth in correctional settings had not been sufficiently identified or analyzed. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and study a comprehensive list of critical skills of correctional educators. A survey instrument was developed in bifurcate format that required respondents to rate 135 skill items according to Importance and Proficiency. Two parallel Likert-type scales were provided so that respondents could rate items according to their perceptions of Importance and Proficiency, The instrument was mailed to three groups consisting of educators in youth correctional facilities, state level administrators of youth corrections, and college/university faculty in correctional education preservice teacher preparation programs. A total of 366 surveys were mailed with 183 (50%) returned. Four hypotheses and eight corollaries were developed. Data were analyzed using MANOVA to test for significant differences among all groups and within subjects for one group (correctional educators). The findings did not support the hypotheses or corollaries. Therefore, all hypotheses and corollaries were rejected. However, ANOVA and Chi-Square procedures revealed significant differences among groups and within Group 1, correctional educators. The findings suggested that educators tended to differ from state level administrators in regard to Importance and Proficiency for certain skill items. Differences were also found within the correctional educator group nationwide and across regions for certain skill items. Recommendations for correctional education preservice programs and state level inservice training programs were developed that may have importance for the education of adjudicated youth. Recommendations included an emphasis upon federal legislative guidelines for education of incarcerated youth, development of educator's skills in communication and interaction with facility administrators, parents, and local community agencies, and inclusion of vocational/career development and transitional programs in correctional settings. Additional specific recommendations were given relevant to future research with correctional educator competencies.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (p. 185-205).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 72-95).