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This thesis explores the function of juvenile detention in Delaware County, Indiana, for the purpose of establishing tentative objectives for the total program.The Juvenile Court Judge and Detention Center Director were interviewed to assist the writer in ascertaining clear descriptive data of detention procedure as well as their views regarding the function of detention.Juvenile Detention Center is defined as a physically restrictive facility for the temporary care of children, who have not attained the age of 18, pending court disposition or transfer to another authority or agency.The most important points examined include the distinction between "secure" and "non-secure" or "shelter" facilities. The facility under study was secure. Confinement was short-term: the average stay being five days. The concept of "program" was analyzed emphasizing that all experiences affect the education of the children, and that the instructor was no conducting a program within a program. The concept of "responsibility" was also examined, particularly with its relationship to "therapy" and "education." The Director clearly and emphatically stated that therapy was not a function in detention, but that education was. The writer's conclusion was that this semantic problem limits the extent to which the children's needs can be met. The tentative objectives and implications were:1. Provide immediate physical, emotional, and psychological care. This objective should be a concern to all staff members, not only the instructor. An integral part of the program includes an immediate shower, clean clothes, and rest. The staff should become involved with the children at an emotional level, showing love and sincere care for their welfare while maintaining reasonable discipline standards.2. Provide educational and recreational activities which are healthful, enjoyable, and are valuable for leisure time, even after the child has-left the Detention Center. A variety of activities would be appropriate including reading, chess, monopoly, ping pong, basketball, volleyball, handball, viewing films, discussion, arts, and crafts. The instructor sought to allow the children a degree of freedom to choose among certain activities and to select films from lists available through community sources. This gave the children a sense of participation in some decisions. It was necessary and valuable to have some children participate whether they wanted to or not; for example, arts and crafts were avoided by some children for awhile, but once involved, many children enjoyed themselves, and learned to express themselves in positive manner.Freedom of expression should be encouraged as long as the expression does not cause physical or emotional harm to others or to one's self. Reading is a skill believed to require continuous practice. A wide variety of literature was provided, including comic books. Many comics seemed valuable as an immediate source to develop a skill the child may use to read other materials in the future, and as a source of multidimensional expression. An example would be the philosophical witticism of Linus or Pogo. Also, many topics include science fiction, which could be enjoyed as adventure or as a critique of man's use of science and technology.Chess is a game valued by many children. It is a game easier to learn than many people realize, yet is of infinite complexity. This is another example of multi-dimensional expression, depending upon the level of experience of the players.The value of physical sports is considered in regard to the exercise derived and as anoutlet for frustrations. Competition has no value to persons who do not believe that they have a chance of winning. Exercise, a practice of skills and cooperation are emphasized before competition. No one who always loses will continue to participate. The threat of failure should be minimized as it is not conducive to learning in any environment. 3. Provide activities which will aid the children in developing more realistic and positive views of themselves.The rationale for this objective is that motivation to lear, that is, to chage one's behavior, is minimal in the person who lacks confidence and/or knowledge about himself. Learning is building upon a foundation, a synthesizing process: perceiving, reacting, constructing.4. Help each child to learn the concept of responsibility. This objective follows, it seems from the previous one: If a positive view of the self is attained, socially responsible behavior will follow if the child accepts the consequences of his behavior as though someone else behaved that way, and he were to be affected by that behavior.Children can grow in confidence, becoming personally and socially responsible when the staff help to clarify the behavioral expectations of them. It would be appropriate to inform the children thoroughly as to general rules of conduct. Reinforcement of acceptable behavior would help to motivate that behavior.Evaluation of this objective would best be made on the basis of behavioral objectives identifying specific characteristics of responsible behavior.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 89-93).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 103-106).

Thesis (M.Soc.Sc.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 89-93) Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 2002. / Includes bibliographical references. Also available in print.

Thesis (MEd)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

This thesis involves a dual consideration of the applicability of prediction and follow-up studies to the New Haven Open Borstal program and the adequacy of officially recorded data for the execution of such studies. Follow-up studies would indicate the rate of successful rehabilitation obtained from the New Haven program. The development of prediction tables would facilitate the granting of parole on a more rational basis and would also provide a working prognosis for supervision on parole. An historical, survey of selected American and European prediction and follow-up studies was conducted to indicate their methodology, their increasing utility, and their applicability to the Borstal program in British Columbia, The information available within the files of New Haven and other related agencies was evaluated in order to determine its adequacy for prediction and follow-up studies. Data relating to criminality, vocational and economic status, family relationships, leisure time pursuits, and mental and physical health were considered in relation to the pre-institutional, institutional, parole and post-parole periods. The findings indicated that, while prediction and follow-up studies axe desirable within the New Haven setting, the available data may only be adequate for a specific and limited type of prediction study. The available data would have to be supplemented by information obtained directly from the ex-inmate if more comprehensive studies are to be conducted. A research unit that is an integral part of the correctional system and possesses an intimate knowledge of the total program could best execute these and other prospective studies. Through the initiation of prediction and follow-up studies, New Haven can best maintain its position in the vanguard of penal progress in British Columbia. / Arts, Faculty of / Social Work, School of / Graduate

In 1851 a group of wealthy, Protestant New York City businessmen and professionals, previously involved in the paternalistic Association for the Improvement of the Condition of the Poor, successfully petitioned the State legislature to incorporate a new organization, the New York Juvenile Asylum. The Asylum was to care for, train and morally uplift a mixed group of the City's poor children. While those who had committed serious crimes were generally sent to the House of Refuge on Randall's Island, the Asylum received those guilty of a range of lesser offences such as truancy, vagrancy, and disobedience to their parents, as well as those whose parents were unable, unwilling or (in the eyes of the court) morally unfit to take care of them. During the late nineteenth century, the New York Juvenile Asylum was the largest institution of its kind in New York. In 19 05 the Asylum was moved to Dobbs Ferry, New York, twenty miles from its New York City site. There, it was laid out according to the popular "cottage" plan of the day. Optimism surrounded the move, reflecting a more generalized Progressive social reform spirit. In 1920 a new name, Children's Village, was legally adopted. Between 1905 and 1930, the focus of this study, the institution underwent a number of structural and ideological changes, some dictated by the requirements of institutional survival, some because of changes in the ideas of a larger child-caring community beyond the institution, and some as responses to structural changes in the outside society. Three eras of child-care thought are observable at Children's Village during the period. The nineteenth century moral uplift model gave way to an educational model with the move to Dobbs Ferry. Foundations of the present therapeutic model (today the Village is called "A Center for Treatment, Research, Training and Prevention of Emotional Problems of Children") were laid in the late 20's. While none of these models is mutually exclusive, each had a period of ascendancy in the program philosophy. Each model had implications for the admission and subsequent classification of children, for the forms of control which were exercised by the institution over the children, and for the relationships between staff and inmates. The institution men claimed that these changes represented objective progress in their ability to help poor children and meet social needs. As the actual running of the institution is examined, questions are raised as to the validity of the claims. The cottage system, for instance, hailed as encouraging a more familial atmosphere, in fact was used for purposes of classification, racial segregation, and inter-cottage competition in pursuit of order and discipline. A further gulf between the rhetoric and the reality appears when the directors' claims that they were running a preparatory school for the poor are juxtaposed with the fact that neither parent nor child had any control over the latter's entering or leaving. Likewise, the name change from the disciplinary "Correctional Cottage" to "Psychopathic Cottage", part of a major reorientation in the 30's, does not seem to have been accompanied by a change in function. As the changes in program model took place, the staff became increasingly professionalized. This was reflected both in the increasing concern for training, and in the increasing specialization of staff function. Again, contrary to the claims of the institution men, it is not clear that increasing professionalization represented simply a developing ability to help children on the basis of scientific understanding. It is clear, however, from the changes in schooling, from psychological testing and record-keeping, from the work of the mental hygiene clinic, that more and more sophisticated instruments of control over the inmates were put into place during the period, enabling the institution men to dispense with many aspects of military-type drill. This study adds a significant case to what is becoming a substantial body of historical literature on institutions for juveniles. Conclusions drawn from the N.Y.J.A./Children's Village, an institution which was prominent without being unique, become new pieces of a larger puzzle. If the piecing together is to progress, each historian must attempt, on the basis of his/her own evidence, to offer a theoretical framework for the whole. It is in that spirit that the larger conclusions from this study are offered. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (M. Soc. Sc.)--University of Hong Kong, 1988.