The present study examined the effects of group home staffing variables on the proportion of successful program completions by adjudicated juvenile delinquents. A survey questionnaire was sent to most small group homes serving this population in California. Respondents became the 114 participants. There were no significant relationships between the staff/resident ratios and successful completion, between the inconsistency measure and successful completion, or between staffing pattern type and successful completion. Homes that employed live-in part-time family counselors had the highest staff/resident ratios. Homes that employed family counselors working in shifts had the highest staffing inconsistency.

Leung Yat Wai Carol. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2000-01, design report." / Includes bibliographical references (leaf 88). / Preface --- p.1 / Chapter A. --- Concept / Chapter 1 --- Genesis / Chapter 1.1 --- Synopsis --- p.2 / Chapter 1.2 --- Gender --- p.3-4 / Chapter 1.3 --- "Gender, Architecture Relationship" --- p.5-8 / Chapter 1.4 --- Crossing Gender - Queer Concept --- p.9-13 / Chapter 1.5 --- "Queer, Architecture Relationship" --- p.14-16 / Chapter 2 --- Concept / Chapter 2.1 --- Architectural Intention --- p.17 / Chapter 2.2 --- Of Boundaries --- p.18 / Chapter 2.3 --- Architectural Strategies --- p.19 / Chapter 2.3a --- Tangible - of Form --- p.20 / Chapter 2.3b --- Intangible - of Psychology --- p.21 / Chapter B. --- Program / Chapter 1 --- From Concept to Program --- p.22-23 / Chapter 2 --- Program Studies --- p.24-31 / Chapter 3 --- Program --- p.32-35 / Chapter 4 --- Precedent Studies --- p.36 / Chapter 4.1 --- Youth Detention Centre --- p.37-39 / Chapter 4.2 --- Discotheque --- p.40-41 / Chapter 4.3 --- Stanley Prison Visit --- p.42 / Chapter C. --- Site / Chapter 1 --- Site Studies --- p.43-50 / Chapter 2 --- Site Strategies --- p.51 / Chapter D. --- Design Development / Chapter 1 --- Phase One - the Linear and the Object --- p.52-55 / Chapter 2 --- Phase Two - the Wrapping --- p.56-58 / Chapter 3 --- Phase Three - the Following of Site Boundary --- p.59-61 / Chapter 4 --- Phase Four - the oval --- p.62-64 / Chapter 5 --- Final Design --- p.65-69 / Evaluation --- p.70 / Epilogue --- p.71 / Appendix --- p.72-87 / Bibliography --- p.88

published_or_final_version / Criminology / Master / Master of Social Sciences

No description available.

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

Over the last 30 years, the juvenile justice system and juvenile correctional ideology shifted to become more punitive in nature. However, studies examining this shift are lacking in the literature. The present study will attempt to assess what correctional ideology, rehabilitative or punitive, is dominant within juvenile corrections by conducting a national survey to juvenile facility directors. This study will be based on prior literature, most of which has focused upon line staff in an adult correctional setting. From this prior literature, more specifically from the work of Cullen et al. (1989), scales will be created to determine the correctional orientation of the key administrators in juvenile facilities. This will allow us to assess whether the correctional ideology driving the juvenile system has in fact become punitive. The findings from this study have the opportunity to alter the current status quo in juvenile corrections.

published_or_final_version / Sociology / Master / Master of Social Sciences

published_or_final_version / Sociology / Master / Master of Social Sciences

This study had a two-fold purpose. The first purpose was to compare the rankings of a set of knowledge/skills statements as reported by teachers of students with emotional behavioral disorders and teachers in juvenile correctional special education settings. A survey instrument designed to measure the importance, proficiency, and frequency of use of clusters of knowledge/skills statements was administered to 123 teachers in juvenile correctional special education settings in state institutions. Mann Whitney U analyses were calculated to compare the mean rankings of the two groups of teachers. The findings indicated that teachers in juvenile correctional special education settings and teachers of students with emotional and behavioral disorders were very similar as to which knowledge/skills clusters were important to their job performance, which clusters they were most proficient at using, and which clusters they utilized most frequently. The second purpose was to compare the teachers in juvenile correctional special education settings and to determine whether their mean rankings of the knowledge/skills clusters varied when analyzed by differing categories of age, type of certification held, years of teaching experience, and level of the teachers' education. Analysis of variance revealed no significant difference in the mean rankings in any of the comparison groups. Therefore teacher age, level of education, type of certification held, or years of teaching experience yielded no significant differences on the mean rankings of the knowledge/skills clusters.