Thesis (Ph. D.)--Columbia University. / Vita. Published also in Columbia university contributions to education. Teachers college series, no. 12. "General bibliography": p. 205-206.

This study describes and analyses the reception procedures currently used in the Saskatchewan Boys' School. This School is financed and administered by the Department of Social Welfare and Rehabilitation for the confinement, study and treatment of juveniles legally committed to it by the Juvenile Court of Saskatchewan. From the considered written opinions of leading authorities on delinquency and corrections, a model reception programme for a juvenile correctional institution has been developed. This standard is then used as a basis for describing and evaluating the intake procedures used in the Saskatchewan Boys’ School. The information about the School reception programme was gathered from the writer's personal experience in the service of the Department of Social Welfare and Rehabilitation and through interviews with the Superintendent of the School. The study accepts the premise that intake begins at the time of the delinquent's apprehension and includes the boy's contact with the police, the probation officer, the juvenile court judge and the staff of the School. The intake process is divided into two stages: the pre-institutional procedures, which include the boy's contacts with the police, social worker and judge; and the institutional procedures, commonly known as the reception programme. In this study the pre-institutional procedures are only briefly described. However, the reception programme is described in detail. The evaluation of the Boys' School Reception Programme is facilitated by the analysis of the reception programme into its component parts. This analysis indicates clearly what is involved in an adequate reception programme. The influence of staff members, physical facilities and a dynamic activities programme upon a good reception programme is also discussed. The study also indicates the importance of the reception programme in initiating the newly committed delinquent to the rehabilitation programme of the School. / Arts, Faculty of / Social Work, School of / Graduate

This study is directed toward an analysis of the recreation programs in two Canadian Juvenile correctional institutions. Both programs are evaluated in the light of modern treatment principles and methods. The institutions selected for this project are the British Columbia Industrial School for Boys in Port Coquitlam, and the Saskatchewan Boys’ School in Regina. Following an introductory sketch of progress in Canadian correctional institutions generally, an outline of the over-all programs in the two specific Schools is discussed. A more intensive study of the various components of the recreation programs is then undertaken. The following methods of research were utilized in gathering the material for this study. Reading: books, articles, periodicals, unpublished papers, annual reports, government documents, correspondence. Interviews: with institutional personnel. Each interview was based on a schedule of questions. Comparative studies. Personal experience: Saskatchewan Boys' School, Juvenile Detention Home, Alexandra Neighbourhood House, Social Group Work agency, Vancouver. From a careful examination of the recreation programs in the two Schools, the author submits the following conclusions and recommendations. It is apparent that there is a definite trend toward the application of treatment principles and methods in both school recreation programs. This trend is quite evident in certain facets of programming. Other phases indicate a need for evaluation and revision. In the Saskatchewan Boys' School it appears that the structure and emphasis in the recreation program is in need of careful analysis by the administration. The author is of the opinion that reorganization of the program is necessary, with lesser emphasis on group-centered activities, and with the administration offering greater guidance in the development of programs. Many of the existing problems encountered in some aspects of the privilege system, program planning, and in organized team sports, would be substantially reduced. A thoroughgoing staff training program is also recommended. In the British Columbia School for Boys the program structure and emphasis appears to offer a sound measure of balance to the program diet. It is suggested, however, that greater involvement of the boys in short-term program planning would be desirable. A reduction of the number of members in the existing groupings appears necessary, if a treatment effect is to be realized. In "both Schools, the recreation programs could be greatly enriched by inclusion of additional individualized or special interest programs, expanded use of volunteer and/or specialist leaders in the British Columbia School, and introduction of such persons in the Saskatchewan School program. It is recommended also, that the administrations seek additional ways of building-in on the skills of the incumbent leadership. Every attempt to secure professionally trained social workers to fill leadership positions is also recommended. / Arts, Faculty of / Social Work, School of / Graduate

Proefschrift Amsterdam. / "Stellingen": 3 p. laid in.

The treatment of delinquent and potentially delinquent children and young persons has its historical context within the development of the institutions of social control and regulation as they evolved and expanded within the changing role of the state in regulating, guiding and controlling the lives of its citizens. Between the middle years of the nineteenth century and 1937 there was a long process of gradual change from a position where the state took no particular regard of children and their problems to a situation where state intervention was expanding into almost every dimension of the lives of all young persons with a view to their potential as citizens. As the incoming tide of collectivist welfare policies washed away the foundations of the laissez-faire era, the nineteenth century emphasis on `punishment' was gradually replaced by a priority being given to `protection and training'. The criminal culpability of the Victorian delinquent was superseded by a new awareness of the social and psychological susceptibility of the twentieth century adolescent. The evolution of a more holistic approach sought to integrate, rather than alienate, wayward youth. Hence, the state took preventive measures in the `youth labour' problem and in the encouragement of `organized youth'. The institution of the juvenile courts and their developing expertise `diagnosed' rather than `judged' and gave priority to ameliorative methods of treatment within the community rather than to the Victorian emphasis on institutional isolation. Institutional treatment was regarded as a last resort and the systems of training in reformatories, industrial schools and Borstal institutions progressed from a severity of institutional pragmatism to a greater concern for the future integration of individual inmates as citizens.

The purposes of the study were to describe the status of curricular offerings and educational facilities at each Indiana correctional institution and to develop curricular models for juvenile and adult offenders in Indiana correctional institutions. No attempt was made to compare or contrast the various institutions.

Thesis (Ph. D.)--Princeton University, 1933. / Thesis note stamped on t.p. Another issue has at head of title: State of New Jersey. Department of institutions and agencies, Trenton. Bibliography: p. 129-134.

Thesis (Ph. D.)--Columbia University, 1929. / Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 119-124.

Thesis (PH. D.)--Princeton University, 1933. / Thesis note stamped on t.p. Another issue has at head of title: State of New Jersey. Department of institutions and agencies, Trenton. Bibliography: p. 129-134.

Thèse--Neuchâtel. / "Bibliographie": p. [7]-13.