This thesis presents a follow-up study of young offenders released from secure custody at the Manitoba Youth Centre. It attempted to investigate three questions: What are young offenders' experiences within the community following their release from secure custody?, How do young offenders view their program experiences at the Manitoba Youth Centre? and What are the youn offenders' perceptions regarding the benefits of their program experences toward community adjustement? Twenty-eight youths who had been in secure custody for at least three months and discharged to an address in Winnipeg were interviewed. The study based on a qualitative research model describes the experiences, thoughts and perceptions of these young offenders. The results found that the young offenders' experiences within the community were less than ideal. Most of them lived in several different places, were in school or work for short periods of time and were reinvolved with the law. They viewed their program experiences at the Centre as favourable. Yet, the young offenders felt they did not benefit in the community from these program experiences. The conclusion is that the Manitoba Youth Centre needs to consider factors that have been demonstrated to help young offenders adjust in the community. The recommendations start with the development of theories and the incorporation of intervention strategies. Relapse Prevention is proposed as it takes into consideration many of the youths' comments and suggestions.

The dissertation’s aim is to highlight the presence of young people in the Central Business District of Pretoria, Tshwane. The proposal aims to provide a facility to entertain the youth in the city while waiting for transport before or after school. An in depth analysis done on the Central Business District (CBD) of Pretoria revealed that there are currently 13 schools, as well as, several Further Education and Training Facilities (FET) in the CBD. These children and students form a huge sector of the population that is currently not catered for in term of entertainment. The project is located in the south eastern quadrant of the CBD, as this is where most of the schools and FET’s are located. The facility will comprise of various child and student based activities and facilities that they can engage in before and after class or school. These include indoor and outdoor activity spaces as well as commercial enterprises. All the facilities are arranged around a central courtyard space where unprogrammed activities may occur. The facility will also incorporate a small transportation node consisting of Taxi’s and Municipal busses. This will reduce the need for children to walk extensive distances between their after school activities and their modes of transportation. As the title ‘Game On’ suggests the dissertation aims to investigate games in both their architectural structure and narrative. Furthermore, the aim is to utilize the design principals and narrative found in games during the design process and using them to determine the hierarchal organization of spaces found at the centre. As in a game, design is a process that follows a narrative as determined by a set of rules and limitations. The imposed restrictions on the design may result in an unsuccessful attempt to overcome it. In games this phenomenon can be seen as reaching a level of difficulty. The player then needs to start over in order re-evaluate the situation or to gain the skills necessary for advancing to the next level. The process of design should be approached in a similar way. When a problem is reached the design should be re-evaluated and the necessary exploration should be done in order to solve to problem. Ultimately the process of design may be compared to the playing of a game, it has to adhere to rules and regulations and what is technically possible. The end product (architecture) can be engaging and may allow the user to interact with their surroundings like in a video game. / Dissertation (MArch(Prof))--University of Pretoria, 2010. / Architecture / unrestricted

Delegating secondary school headmaster's activities to senior executive of youth home Bc. JARMILA ŽIGOVÁ ABSTRACT This diploma thesis deals with the management of education in the school facility. The main focus is put on the middle management, more precisely on senior executives of secondary schools' youth homes. It studies their role, it defines activities and competencies delegated by secondary school headmasters. The topic of this thesis is based on the fact, that although youth centres are run by school headmasters, activities and order of this education institution is guaranteed by senior executives of youth centres who create important mediators between top management and school establishment staff. The thesis has been made by means of specialized literature and available internet resources. It is based on the applicable legal standards and on the specific laws that modify the area of education and training. In theoretical part the definition of senior executive of youth centre and delegation term is made. Competencies taken over by a senior executive from a headmaster are objects of research part of the thesis. Quantitative research has been carried out by interview survey, content analysis of documents and personal interview. Selected respondents are chief executives of youth centres. It has been...

Thesis (M. Arch.)--University of Hong Kong, 1997. / Includes special report study entitled: Public routes and spatial design. Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: p. 85-101.

Thesis (M.Arch.)--University of Hong Kong, 1997. / Includes special report study entitled : Public routes and spatial design. Includes bibliographical references. Also available in print.

This diploma thesis in architecture is a book composed of a combination of embedded anthropological documentation and creative fiction, written with help from Virginia Woolf and Marcel Proust. It is a story built up, fragment by fragment, that describesregular visits to the Girls Night events at a Youth Centre in Fittja, in Northern Botkyrka, south of Stockholm, where the author went to meet and spend time with a group of local girls on Thursday evenings in the Spring of 2015. Ungdomens Hus is a Youth Centre in Fittja for locals between the ages of 15 to 22. Many boys come and play games here, including pool, ping-pong, video games, the Turkish game Okey, boxing, they also watch TV and generally hang out. The ability for girls to occupy this room, on the other hand, tends to be reduced to three hours a week, when the room becomes a space for the girls alone: A room of their own. On Thursday evenings Rädda Barnen and the municipality Botkyrka arrange the Girls Nights in the Youth Centre in Fittja. This forum is open for all girls between the ages of 15 to 20 years old who live in Northern Botkyrka. The Girls Nights exists to make it possible for young women to make their presence visible, and for them to be able to take space at the Youth Centre, developing their courage to take place in other public spaces and in the context of contemporary society more generally. / Detta examensarbete i arkitektur är en bok som fått sin form från en kombination av antropologisk dokumentation och fiktion, skriven med hjälp från Virginia Woolf och Marcel Proust. Historien byggs upp fragmentariskt och beskriver regelbundna besök på Tjejforum på en ungdomsgård i Fittja, Norra Botkyrka, Stockholm, där författaren mötte och spenderade tid med en grupp tjejer på torsdagskvällar under våren 2015. Ungdomens Hus är en ungdomsgård i Fittja för ungdomar (15-22 år) i området Norra Botkyrka. Många killar går dit. De spelar biljard, pingis, tevespel, okey, boxas, tittar på teve och umgås rent allmänt. Möjligheten för tjejer att ta plats i detta rum, å andra sidan, tenderar att reduceras till tre timmar per vecka då Ungdomens Hus förvandlas till ett rum för bara tjejer: deras eget rum. På torsdagskvällar anordnar Rädda Barnen tillsammans med Botkyrka kommun Tjejforum på Ungdomens Hus i Fittja. Verksamheten är öppen för alla tjejer (15-20 år) i Norra Botkyrka. Tjejforum finns för att unga kvinnor i Norra Botkyrka ska få synas och ta plats på Ungdomens Hus, i andra offentliga rum och i hela vårt samhälle.

My degree project has been about converting an existing old industrial building into a youth centre. The buildings core focus is culture together with activity and learning. I wanted to use as much material as possible from the old building. Exterior walls and flooring are left almost untouched while a big part of the buildings construction with roof is changed. I made a new roof that could be used as a park.The building is situated close to the city centre of Eskilstuna, aswell as close to the southern suburbs where problems with segregation is an issue. My vision with Strömbrytaren was to make it a social hub, where youth from different backgrounds would meet and socialize. / Mitt examensprojekt har handlat om att omvandla en existerande gammal industribyggnad till ett ungdomshus. Byggnadens främsta fokus ligger på kultur tillsammans med aktivitet och lärande. Jag ville i mitt projekt använda så mycket av byggnadens befintliga material som möjligt. Exteriöra väggar och golv är i princip lämnade orörda medan en stor dela av byggnadens konstruktion och stomme tillsammans med tak är omgjort. Jag skapade ett nytt tak som kunde användas som en park.Byggnaden är situerad nära Eskilstuna centrum, samt de förorter som ligger söder om stadskärnan där segregation har blivit ett stort problem. Min vision med Strömbrytaren har varit att göra det till en social knytpunkt, där ungdomar från olika bakgrunder kan mötas och umgås.

As stated in the Children’s Act 38 of 2005, learners with behavioural programmes are accommodated in child and youth centres (former industrial schools), and require professional and specialised support. These learners generally display challenging, unacceptable and anti-social behaviour, which must be addressed and handled by teachers and professional support staff. A holistic perspective is needed to meet these learners’ needs and in order to support learners with behavioural problems in child and youth centres, educational services, as well as medical, psychological and other support services must be available. These specialised support services are crucial in the efforts to address the behavioural problems of the learners. The aim of the support to learners with behavioural problems in child and youth centres is to improve the learning ability of the learners with behavioural problems, as well as to change their behavioural patterns in order for them to embrace opportunities in which they will be able to re-enter society successfully and live as well-adapted and functional individuals. Child and youth centres need to make interest groups aware of the challenges with which teachers and professional support staff are confronted on a daily basis in their efforts to support learners with behavioural problems. The aim of this study is to determine what the experiences are of the teachers and professional support staff with regard to the support to learners with behavioural problems in a child and youth centre. To reach the goal of this study, one research question was formulated: “What are the experiences of teachers and professional support staff with regard to the support of learners with behavioural problems in a child and youth centre?” A purposive sample was used, namely the teachers and professional support staff in a child and youth centre in the Ekurhuleni District, were chosen to participate in the research study. The teachers’ group includes the principal, the head of the department and teachers, while the professional support staff included an educational psychologist, a nurse, a social worker and a child and youth worker. The researcher used semi-structured individual interviews which were recorded with the consent of the participants. The recordings were transcribed, interpreted and refined to codes, themes, categories and subcategories. Ethical procedures were followed and approval of the Faculty of Educational Sciences’ Ethics Committee at the North-West University was obtained. Since qualitative studies, which investigates and describes the daily experiences of the teachers and professional support staff in supporting learners with behavioural problems in child and youth centres, are limited, a phenomenological approach, which included an interpretivist paradigm was used to investigate and describe the phenomenon. Meaningful factual conclusions related to the study’s findings, were identified, namely: learners with behavioural problems are provocative and several factors influence the support to the learners negatively; teachers and professional support staff experience uncertainty with regard to their respective responsibilities in the child and youth centre; verbal and physical attacks by the learners on the teachers and professional support staff; and lastly, positive experiences with regard to the support to the learners in a child and youth centre are few and far between. Conceptual findings are enlightened and supported by means of the radical behaviouristic theory, the cognitive social theory, the bio-ecological theory and the social capital theory. In conclusion of the phenomenological qualitative interpretivist study, the researcher offers valuable suggestions with regard to the support to learners with behavioural problems in a child and youth centre. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

As stated in the Children’s Act 38 of 2005, learners with behavioural programmes are accommodated in child and youth centres (former industrial schools), and require professional and specialised support. These learners generally display challenging, unacceptable and anti-social behaviour, which must be addressed and handled by teachers and professional support staff. A holistic perspective is needed to meet these learners’ needs and in order to support learners with behavioural problems in child and youth centres, educational services, as well as medical, psychological and other support services must be available. These specialised support services are crucial in the efforts to address the behavioural problems of the learners. The aim of the support to learners with behavioural problems in child and youth centres is to improve the learning ability of the learners with behavioural problems, as well as to change their behavioural patterns in order for them to embrace opportunities in which they will be able to re-enter society successfully and live as well-adapted and functional individuals. Child and youth centres need to make interest groups aware of the challenges with which teachers and professional support staff are confronted on a daily basis in their efforts to support learners with behavioural problems. The aim of this study is to determine what the experiences are of the teachers and professional support staff with regard to the support to learners with behavioural problems in a child and youth centre. To reach the goal of this study, one research question was formulated: “What are the experiences of teachers and professional support staff with regard to the support of learners with behavioural problems in a child and youth centre?” A purposive sample was used, namely the teachers and professional support staff in a child and youth centre in the Ekurhuleni District, were chosen to participate in the research study. The teachers’ group includes the principal, the head of the department and teachers, while the professional support staff included an educational psychologist, a nurse, a social worker and a child and youth worker. The researcher used semi-structured individual interviews which were recorded with the consent of the participants. The recordings were transcribed, interpreted and refined to codes, themes, categories and subcategories. Ethical procedures were followed and approval of the Faculty of Educational Sciences’ Ethics Committee at the North-West University was obtained. Since qualitative studies, which investigates and describes the daily experiences of the teachers and professional support staff in supporting learners with behavioural problems in child and youth centres, are limited, a phenomenological approach, which included an interpretivist paradigm was used to investigate and describe the phenomenon. Meaningful factual conclusions related to the study’s findings, were identified, namely: learners with behavioural problems are provocative and several factors influence the support to the learners negatively; teachers and professional support staff experience uncertainty with regard to their respective responsibilities in the child and youth centre; verbal and physical attacks by the learners on the teachers and professional support staff; and lastly, positive experiences with regard to the support to the learners in a child and youth centre are few and far between. Conceptual findings are enlightened and supported by means of the radical behaviouristic theory, the cognitive social theory, the bio-ecological theory and the social capital theory. In conclusion of the phenomenological qualitative interpretivist study, the researcher offers valuable suggestions with regard to the support to learners with behavioural problems in a child and youth centre. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015