published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

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

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.

M.A. / The aim of this study is to develop an Adventure Based Counselling (ABC) programme for the rehabilitation of juvenile delinquents at the Ekuseni Youth Development Centre (EYDC) at Newcastle. This project is an initiative of the Nelson Mandela Childrens Fund. The ABC programme is based upon the same principles as those utilised by Outward Bound, Project Adventure and Wilderness Challenge (Garvey, 1990). These programmes have been successfully utilised individually or as part of a regimen in the treatment and rehabilitation of juvenile delinquents (Laurence & Stuart, 1990). The ABC programme is characterised by a high degree of physical challenge which takes place between a period of briefing and a period of debriefing. Through participation in continuous, cohesive, structured activities, individuals can learn about themselves as whole people, inclusive of physical, emotional and mental abilities and disabilities. This will enable the participants to develop positive emotional, social, physical and mental values which will alter their delinquent behaviour. The following chapter focuses on adolescent development and the possible causes of juvenile delinquency.

Orientador: Rosa Maria Manzoni / Banca: Eliana Merlin Deganutti de Barros / Banca: Dagoberto Buim Arena / Resumo: Esta dissertação concretizou-se devido às necessidades de ensino e aprendizagem de gêneros orais públicos formais na socioeducação. Teve como objetivo investigar formas de como o Seminário Escolar (SE) pode ser um dos instrumentos que medeiam o processo socioeducativo no desenvolvimento humano, cidadão e escolar de adolescentes que cumprem medida de internação na Fundação Casa (FC). Os participantes da pesquisa eram alunos de uma escola estadual que funciona dentro de uma das unidades de internação da FC, na cidade de Iaras, no interior de São Paulo. Para cumprir tal objetivo, elaborou-se uma sequência didática adaptada (SD) fundamentada na didatização do gênero SE a partir da qual foram produzidos textos pertencentes a esse gênero. Buscou-se desenvolver capacidades de linguagem com vistas à produção do gênero SE e, por extensão, impulsionar o desenvolvimento da autonomia e da cidadania de socioeducandos que cumprem medida de internação. Esta pesquisa inscreve-se no referencial teórico-metodológico do Interacionismo Sociodiscursivo (ISD); na Didática das Línguas da Escola de Genebra (2004); na concepção de linguagem e de gêneros bakhtiniana (2003), nos pressupostos teóricos do gênero SE em destaque aos estudos de Dolz; Schneuwly; de Pietro e Zahnd (2004), Gomes-Santos (2012) e na elaboração do modelo teórico proposto por Barros (2011). O percurso metodológico da pesquisa foi delineado nas etapas da pesquisa-ação (THIOLLENT, 1997), nas quais foram diagnosticados os problemas d... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissertation materialized due to the needs of teaching and learning of oral public genres formal in the socioeducation. It aimed to investigate ways in which the School Seminar (SE) can be one of the instruments that mediate the socio-educational process in the human, citizen and school development of adolescents who comply with the measure of criminal internment at Fundação Casa (FC). The study participants were students of a state school that works inside one of the FC internment units, in the city of Iaras, in the countryside of São Paulo. To accomplish this objective, an adapted didactic sequence (SD) was elaborated based on the Didatization of the SE genre from which texts belonging to this genre were produced. The aim was to develop language skills with a view to the production of the SE gender and, by extension, to promote the development of autonomy and citizenship of socio-educators who comply with criminal internment measures. This research is part of the theoretical-methodological framework of Sociodiscursive Interactionism (ISD); in the Teaching of Languages of the Geneva School (2004); in the conception of Bakhtinian language and genres (2003), in the theoretical assumptions of the SE genre in emphasis to the studies of Dolz; Schneuwly; of Pietro and Zahnd (2004), Gomes-Santos (2012) and in the elaboration of the theoretical model proposed by Barros (2011). The methodological course of the research was delineated in the stages of action research (THIOLLENT, ... (Complete abstract click electronic access below) / Mestre

Probation officers report that motivational processes, such as future-orientation and self-concept, are key factors in program participation and success. This dissertation consists of three studies that explored the role of possible selves, a specific form of future-oriented self-concepts, in promoting successful outcomes for youth who are court-ordered to probation. Using survey and administrative data from the Social Processes in Probation Study (SPPS), the first study explored a hypothesized model of how possible selves characteristics affect adolescent probation outcomes (e.g., probation compliance, recidivism, school engagement). This study found that adolescent possible selves were significantly related to probation outcomes, although not always in the manner expected nor as reported for other adolescent populations. Higher counts of possible selves and their characteristics were consistently associated with poorer outcomes for youth on probation. However, further analyses uncovered a complex network of interactions between the characteristics of possible selves, wherein certain combinations of these characteristics transmitted a mixture of beneficial and risky effects for certain outcomes and under certain conditions. Building upon the knowledge gained in the first study, the second study examined the relationship between possible selves and probation outcomes within the context of parental support and probation tactics. Three potential pathways were tested: (A) direct effects, independent of external factors; (B) meditated effects on the relationship of external factors on outcomes; and (C) moderated effects on the relationship of external factors on outcomes. Findings of this study did not support either a mediated or moderated pathway for any of the probation outcomes. However, the data suggest an interaction trend between probation tactics and possible selves for the outcome of rearrests, suggesting that supportive probation tactics may be of importance to lowering risk of rearrest for youth with limited possible selves. For the outcomes of rearrest and of school problems, possible selves had a significant direct effect, even after controlling for perceived parental support and probation tactics. The final study used a grounded theory approach to examine the process through which possible selves translated into behavioral action for adolescents on probation. The data suggest a process involving four phases of action: initial goal development, creation of identity-driven goals, planned action, and sustained progress. During Phase 1, initial goal development occurs as future-oriented thinking emerges following social interactions about the future. During Phase 2, goals integrate with identities to create motivational synergy, helping youth move toward taking action. During Phase 3, goals translate into planned actions through a specific skill set that involves understanding the pathway and steps needed to achieve the goal. During Phase 4, youth engage in sustained pursuit of progress by accessing resources for support, including help to negotiate short-term versus long-term desires, encouragement that bolstered efficacy beliefs, and accountability that communicated that the youth and their goal mattered. Throughout the process, the presence of role models with whom youth identify were important to the development of goals, plans, and perseverance. Implications for practice and policy with this population are discussed.

A three month project was designed to study the effects of individual counseling combined with group process techniques upon the behavior of children in a short term detentional facility. The length of stay was also a primary variable. In the study of this behavior. The behavior of 282 males, 14 to 17 years of age, whom had been to the juvenile detention facility in Portland, Oregon, was analyzed via three separate instruments. The Behavior Activity Inventory was utilized to obtain daily observations concerning four separate areas of interest. An attitudinal rating scale was devised to obtain the staff’s assessment as to the effects of the study. A questionnaire was utilized in evaluating the children’s opinions regarding the study.

published_or_final_version / Sociology / Master / Master of Social Sciences