Thesis (doctoral)--Friedrich-Alexander-Universität zu Erlangen.

Thesis (Ph. D.)--University of Louisville, 2005. Thesis (Ph. D.)--University of Kentucky, 2005. / University of Louisville, Kent School of Social Work. University of Kentucky, College of Social Work. Vita. "May 2005." Includes bibliographical references (leaves 97-122).

Submitted in fulfilment of the requirements for the degree of MASTER OF ARTS in the Department of Criminology at the UNIVERSITY OF ZULULAND, 1992. / The investigation aims at analyzing, describing and explaining the treatment of juvenile offenders committed to Vuma Reform School by various South African juvenile courts. The analytical method of research is used to describe methods and programmes of treatment in order to gain insight into the treatment programme of Vuma Reform School. The documentary study technique, supplemented with an unstructured interview technique is used to analyse data consisting of one-hundred juveniles and sixty-six officials - The farmer were committed to the reform school between January 1988 and May 1990, and the officials are in employment by June 1990. Two institutions form the basis of treatment of juvenile offenders, namely the juvenile court and the reform school. Findings of the investigations are as fallows :— (a) The juvenile court has a significant role in adjudicating a convicted juvenile. The legal provisions of dealing with such juveniles and presentence investigation reports presented by social workers lay the foundation on which treatment should be based. (b) The majority of juvenile offenders under investigation were convicted of property re1 ated offences and, to a lesser extent, offences against persons and administration of justice. (c) Vuma Reform School's Internal structure consists of four divisions namely, the management, professional, administrative and auxiliary divisions. (d) The majority of personnel at Yuma Reform School are unqualified to carry out the treatment functions of the Reform School. Further, there is no psychological division to carry out psychological methods of treatment and psychological tests; and hence no vocational training programme is provided for. (e) The treatment programme of Vuma Reform School falIs into three phases, namely: admission, treatment and education and preparation for release. Each of these phases has individual programmes. For example, the admission phase has the reception and orientation programme; the treatment and education phase has academic and educational programmes, recreational, religious instruction, food and clothing, and discipline and control programmes. Lastly, the preparation for release phase has leave of absence, family units and correspondence and reconstruction services within the scope of treatment. Recommendations of the investigation are as follows :— (a) The status of the juvenile court should be upgraded, conditions of parental and legal representation of juveniles be reviewed and presentation of the presentence investigation report be made obligatory to all juvenile court trials. (b) Alternative sentences other than whipping be employed more oftenly by juvenile courts. (c) The composition of the Board of Management be broadened and training of personnel be adopted as a matter of policy. (d) The treatment programme of Vuma Reform School be improved by employment of clinical psychologists; provision of literacy classes for juveniles who need functional knowledge; provision of vocational training, improved recreational faci1ities and employment of a chaplain and active involvement of juveniles into the religious instruction programme. / University of Zululand

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published_or_final_version / Criminology / Master / Master of Social Sciences

The purpose of this study was to compare two groups of males in Arizona Department of Corrections (ADJC) custody with regard to three factors. The first group consisted of youth sentenced to ADJC who later received criminal charges for which they were transferred to the adult court system, ("Transferred" group), and the second group involved youth sentenced to ADJC who did not receive any additional criminal charges for which they were transferred, ("Non-Transferred" group). The variables examined were: youth with versus without a special education disability diagnosis, most serious level of offense for which the youth was imprisoned, and ethnicity. Due to the lack of prior research in this area, only null hypotheses were formulated. The first hypothesis was there would be no significant differences between the two groups on the observed versus expected frequencies of each of the variables studied. The second hypothesis was that there would be no significant association between the two groups with regard to their disability status on each of the variables.The results showed that regarding disability status, the null hypothesis was not rejected. The frequency of disabilities represented in both groups and the proportion of youth eligible to receive special education services was not different. Regarding the seriousness of offense level, the null hypothesis that both groups were identical was not rejected; indicating that the Transferred group was not significantly different from the Non-Transferred group in frequency of most serious offense level. In terms of disability status, and level of offense committed, the null hypothesis was also not rejected. Finally, regarding ethnic representation, no significant associations were found for the groups.The groups studied showed a larger percentage of youth receiving special education services, in comparison to the percentage of youth receiving special education services within the whole educational system. The groups also had a larger percentage of minorities compared to the latest Arizona census information on ethnic backgrounds of children under age 18. The results highlight the similarities between the Transferred and Non-Transferred groups and discuss the implications of the findings, future research directions, and the study's limitations.

Theses (M.A.)--Marshall University, 2007. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 52 pages. Bibliography: p.46-52.

No description available.

Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 119-125).

No description available.