This Diploma thesis engages in problematic of the identification of needs and evaluation of risks by offenders of crime acts in the standpoint of developing the prediction tool, which could be used as a common tool in a prison and justice profession. This thesis is divided into two parts - the theoretical one and the empirical one. In the first - theoretical - part I introduce the basic concept of the evaluation of risks and its utilization in current prediction tools. I also mention here a historical development of these tools and their dividing according to the usage of statistical or dynamical factors. After that I also shortly introduce these days most common used tools in other countries. Then I focus on the development of czech (czechoslovak) evaluation tools and their specifics. Last chapter of the theoretical part introduces SARPO project in the meaning of slight description of its history and showing main ideas. Data analysis is based on dataset from SARPO 1 research (2009), which had to verify SARPO 1 utility tool. Besides the presentation of results and characteristics of dataset I will verify the propriety of designed mathematical model for calculation of risk through first and also second validization essay. Part of the analysis is also suggestion of alternative model for prediction...

Misconduct, antisocial and offending (criminal) behaviour is becoming a problem in South African schools and maintaining discipline in schools is facing many challenges. Current practices do not solve disciplinary challenges. This study reflects upon the discipline system in South African schools as well as risk factors playing a role in possible offences, by means of a case study. An enormous number of learners are still experiencing difficulties concerning their education because of their disadvantaged position in South Africa. In cases where there are disruptions of the learning process due to ill-discipline and antisocial behaviour, it leads to unsuccessful education in a country where there are already obstacles underlying the foundation of the education system. It is important to have an effective disciplinary system implemented in schools. The discipline system in South African schools, currently, views a learner as an offender, when behaviour is such that it is against the school’s rules. The focus is then on proving the offender guilty and then punishing him/her in order to proof that responsibility is taken by the school for his/her actions. The learner punished, in some cases rebel and this leads to further divergent behaviour. In the current school discipline system, the victim plays no role in the process and the changes needed in the discipline process should include the victim. The discipline process should move from a punitive to a restorative system. In a restorative discipline system, intervention plays an important role. The study also places focus on identifying possible risk behaviour at an early age and explored risk factors that may play a role in the management of discipline related concerns and conduct. This process plays a significant role in the intervention process, as learners can be identified and counselled before offending behaviour takes place or intervention can take place the moment that the learner is involved in deviant behaviour. Dynamic risk factors, for example antisocial friends, antisocial behaviour and lack of respect for authority can be addressed through restorative rather than punitive intervention. This study was also directed to develop a South African theoretical framework to be used by schools and the Department of Education, as an alternative to the current punitive system through the application of restorative practices as a support to troubled learners. / Criminal and Procedural Law