SOC assignment
chuckwamg94
Juvenile2BTreatment.pptGood Morning!
Passing back papers, exams, etc…
Discussion of remaining class activities
Comment on Grades
- 70-79 C
- Mostly correct, missing examples and illustrations, awkward explanations that confuse the reader, not all critical/key/IMP concepts are fully explained, author did just what they had to do to give a basic explanation/answer to the question(s).
- Ideas do not easily flow
- Fails to use multiple class resources in answers
- Some errors in explanation may be present
- Lacks clarity in explanations
Comment on Grades
- 80-89 B
- Correct explanations that are well presented and compelling to readers, good direct examples and illustrations that draw upon class materials, direct explanations that help a reader understand, ALL critical/key/IMP concepts are fully explained, author did just more than what they had to do to give a basic explanation/answer to the question(s) – ideas are defined, explained and applied.
- Ideas flow well from thought to thought
- Uses multiple class resources in ALL answers
- Compelling explanations and clarity in explanations
- No errors at all
Comment on Grades
- 90-99 A
- Flawless in writing, execution, use of class materials
- Exceptional explanations that are well presented and compelling to readers, innovative and thoughtful direct examples that draw upon multiple class materials, explanations that expand basic understanding of the issue, ALL critical/key/IMP concepts are fully explained, defined and applied to real-world context
- Ideas flow very well from thought to thought
- Uses multiple class resources in ALL answers in a way that expands understanding of the issue(s) in juvenile justice
- Compelling explanations and clarity in ALL explanations
- No errors in explanation, writing, and style
Editorials
- Still due today
- I will review Editorials over the weekend and return them on Monday
- After Monday you submit them to a home “newspaper”
- If published, please provide me a copy
- Any questions?
Final Exam
- Is optional
- Already on Isidore under Exams on Readings & Resources
- Three questions
- Only submitted via Isidore
- Any problems, send an email with the file attached
Final Paper
- Combine sections as discussed
- Format is explained in detail under Research Paper on Readings & Resources
- Is due on April 27th
RESEARCH PAPER FORMAT
- Title Page Identify yourself, the class, title of the paper, and date.
- Introduction Identify your central question. What is it that you are investigating or discussing? Discuss in detail what is important about this topic. Every paper MUST have some kind of argument or thesis that you are trying to prove. Approximate length 1-2 pages.
- Literature Review Describe, evaluate, and criticize the work of authors we have discussed in class and those that you have researched in relation to your question. Be sure that your sources are sociological/criminological in focus. Collect and use at least ten scholarly criminological-sociological works (e.g., articles and books not used in the course) in juvenile delinquency plus any additional relevant materials that address the issue, case, or problem. Avoid psychological literature! Note any problems, inconsistencies, circular arguments, and contradictions in these materials that bear directly on your question. Describe previous research and use it as a basis for your own arguments. Did the authors ignore alternative data sources or alternative interpretations of information that you can demonstrate are damaging to their ideas? Show evidence that is well selected and is not arbitrary.
- Theoretical Position Discuss what your theoretical position says about the underlying nature of this issue/problem. You must present a theoretical statement and address what factors cause the issue/problem you are analyzing. Remember to keep your theory consistent with understanding and resolving the issue/problem that you raised in your problematic.
- Discussion Discuss the substance and nature of your position. Be sure to use all of the literature and related information to support your discussion. This should flow naturally out of the literature review and theoretical position. This is where you make the case for YOUR interpretation and understanding of the problem or issue. Show how your understanding/argument/position is different from what others (notably in your literature review) have done or concluded. What do you know after completing the project that you did not know in the beginning of your work? In addition, what are the policy implications of your position? What policy do we actually use with respect to this issue? Is public policy is inconsistent with theory and understanding of the issue/problem; should public or juvenile justice policy change? Approximate length 2-3 pages.
- Conclusion Now, present your OPINIONS separated from your discussion. Make a concluding comment about the topic. Are there any other avenues of research or activity that your research suggests to prevent or deal with juvenile delinquency? Approximate length 2-3 pages.
- Bibliography Include a bibliography of sources cited and used with the text of your paper (this includes any related materials you used).
Remaining Schedule
- Today – Issues in Victimization & Treatment
- Next Week – Issues & Concerns for the Future
Benefit
- If we finish consideration of Issues in Victimization & Treatment and Challenges & Concerns for the Future of Juvenile Justice by today, Monday and Wednesday I will cancel class on Friday, April 27th!
ASSESSMENT, TREATMENT, AND SUPERVISION OF YOUTH WHO HAVE CAUSED SEXUAL ABUSE AND VICTIMIZATION
Overview of field: Old Paradigm
- Those—especially males--who have been sexually abused are going to become offenders.
- “Once an offender, always an offender.”
- Offenders—including children and adolescents-- do not respond positively to treatment.
- Only solution is to “lock them up and throw away the key.” Only other solution is castration.
- If male and acts out with same sex, must be homosexual.
Old Paradigm
- Must come from highly dysfunctional families.
- There is no specific family profile. No unique family pattern has been identified The characteristics of are diverse and may or may not be considered dysfunctional.
Old Paradigm
- Were sexually molested as children.
- Many were not sexually victimized as children.
- Will become adult sexual offenders.
- Current research shows that the sexual re-offense rate for those who receive treatment is low in most US settings. Studies suggest that the rates of sexual re-offense (5 – 14%) are substantially lower than the rates for other delinquent behavior (8 – 58%).
Research proves…
- In fact, the risk of child or juvenile reoffending once they have had treatment is lower than the risk of sexual harm by children or juveniles who have not acted out.
- They are just as likely to become victims as they are to reoffend.
- In one study, seven percent of those adjudicated for sexual offenses reoffended and six percent of those not adjudicated committed sex offenses.
Research proves…
- Another study showed that 85% of all future sex offenses will be committed by children & adolescents not identified as sex offenders.
- Another misconception involves the concept of specialness, meaning that this population is so difficult to deal with that only those certified to work with sex offenders should do so.
Old Paradigm
- These youth are similar in most ways to adult sex offenders.
- They are different from adult sex offenders in that they have lower recidivism rates, engage in fewer abusive behaviors over shorter periods of time, and have less aggressive sexual behavior.
Research proves…
- Juveniles are also, obviously, developmentally different than adults.
- They are different from adult sex offenders in that they have lower recidivism rates, engage in fewer abusive behaviors over shorter periods of time, and have less aggressive sexual behavior.
- Brains are still developing. It is thought that the male brain is fully developed by the age of 26.
Research proves…
- The vast majority of individuals who have been abused DO NOT go on to cause sexual harm.
- The vast majority of youth do respond to treatment and do not go on to cause more sexual harm.
- Interestingly, these youth are at high risk to commit conduct-type offenses.
Current research…
- The home is the most violent place in America.
- Trauma—including physical, sexual, and emotional abuse, and neglect has profound immediate and long term effects upon a child’s development, including attachment difficulties, self-esteem, academic problems, poor peer relationships, anger, developmental delays, and increased dependency.
Current research…
- Abuse definitely effects whether or not a person sexually offends. But to what degree, we do not know.
- The children who are both abused and witness abuse—particularly domestic violence--generally have the biggest problems.
Current research…
- Certain research has revealed that:
- Witnessing domestic violence and experiencing significant physical abuse combined with neglect may put an individual at higher risk to sexually offend.
- Domestic violence is showing to be one of the key factors in sexual offending behavior.
Current research…
- Empirically Supported Risk Factors—
- Deviant sexual interest;
- prior criminal sanctions for sexual offending;
- sexual offending against more than one victim;
- sexual offending against a stranger;
- social isolation;
- uncompleted sex offense specific tx.
Current research…
- Promising Risk Factors—
- Problematic parent-adolescent relationship;
- Attitudes supportive of sexual offending.
Current research…
- Possible Risk Factors:
- High stress family environment;
- Impulsivity;
- Antisocial interpersonal orientation;
- Interpersonal aggression;
- Negative peer associations;
Current research…
- Sexual preoccupation;
- Sexual offending against a male victim
- Sexual offending against a child;
- Threats, violence, or weapons in sexual offense;
- Environment supporting reoffending.
Assessment domains
- A comprehensive psycho-social assessment AND psycho-sexual elements including:
- Development of sexuality-roles (e.g., normal, problematic, age-appropriate knowledge)
- Development of healthy sexuality
- Inappropriately sexualized environment, (e.g., pornography, extreme/unusual family norms, boundaries, or values)
Assessment elements: offense specific
- Youth’s version
- Victim’s version
- Family version or level of belief
- Other witness(s)’ version(s)
- Age and gender of victim, and relationship of victim to youth
- Evidence of a planned approach to offending behavior
- Use of coercion, threats
- Use of force
- Attitudes and beliefs about gender roles, children, sexuality, etc
- Denial, minimization, rationalization, etc
- Empathy for and understanding of the impact on victim
- Purposeful behavior to circumvent monitoring and supervision
- Extent of obsessive thoughts and behaviors regarding sexuality
- Level of supervision at the time of the event
- Consequences to the youth following the event
Assessment elements: Static (historical) risk factors
- Heritable characteristics
- Fetal insults/infections/conditions
- Condition at birth
- Permanent disability
- Family of origin / culture
- Developmental differences
- Early experiences with caregivers / caregiver instability
- History of criminal charges.
- Prior allegations of sexual harm
- Sexual or physical abuse or exploitation
- Exposure to domestic violence
- Exposure to pornography or adult sexual activity
Assessment Elements: Stable risk factors (lifespan, less changeable)
- Temperament
- Conscience: moral development
- Ability to empathize
- Intellectual potential
- Communication ability
- Physical attributes
- Heritable neurological characteristics
- Traumatic Brain Injury
Assessment elements: Dynamic risk factors (changeable)
- Level of supervision across situations
- Communication and social skills
- Problem solving skills
- Stability of youth’s living environment/family
- Nature of sexual thoughts and how thoughts are manifested
- Thoughts, feelings, and behavior
- Self perceptions
- Impact of traumatic experiences (PTSD)
- Sexualized environment
- Witness to domestic violence/marital dischord
What is normal?
- Development sexuality
- Age appropriate knowledge and understanding
- Of sexual touch, gender roles, and biology
- Ecological pond: what are our kids exposed too>
Ecological Pond
- Onset of puberty* Socio-economic maturity**
- 1900 -- 15 ? 14 - 15
- 1925 -- 15 16
- 1960 -- 13 18
- 1980 -- 12 20 ???
- 2000 -- 10 - 11 20 +++
- * Female menses; ** Skills to be successful ‘adult’
Neurobiology
Yeah, we know about sexual development and hormones,
But what’s going on in the brain ?
Second onslaught of Rapid growth and pruning
New cells and neural pathway……....
Period of less stability and more impulsivity………
Moody, unpredictable, ……..mistakes are made !
Reconstruction designed to accomplish what it is being used for
(for better or worse)……...
Evaluating behavior
Is it a Problem?
If so . . . . .
What Kind of Problem?
Sexual behavior might be a problem for many reasons…
- It might be a problem for the person who is doing it…
because it puts the person at risk in some way:
(health, reproduction, exploitation, stigma, illegal,lowers self image or efficacy)
- It might be a problem for others…
because it makes them uncomfortable; violates norms,
standards, or values; breaks rules or regulations.
- OR, it might be a problem because it is
abusive and/or illegal…
- These are very different problems !
- ….but knowing the kind of problem helps identify reasonable interventions.
Defining Abusive Behavior
1. Consent vs. Cooperation - Compliance
2. Equality: Power - Control - Authority
3. Coercion: Pressure -- Threat -- Force
Universal goals…
- Communication: Express thoughts, feelings and needs
- Empathy: Identify, interpret & validate
emotions and needs of self and others
- Accountability: Accurate attributions of responsibility
- Emotion Regulation: ‘handle’ emotional states without engaging in harmful behaviors to self or others
- Increase Protective factors: Skill building where deficits, family functional strengths, individual functional strengths, environmental functional strengths
Sexual abuse by youth…
56 – 57% of Sexual Abuse of Boys
15 – 25% of Sexual Abuse of Girls
8% of Male Population
5 – 7% of Female Population
Normal sexual behavior 14 to 18
Explicit Conversation with Peers
Obscenities / Jokes
Innuendo / Flirting
Erotic Interest / Masturbation
Courtship / Hugging / Kissing
* Foreplay (petting)
* Mutual Masturbation
** Monogamist Intercourse (Stable or Serial **)
Needs intervention…
Preoccupation / Anxiety re Sexuality
Pornographic Interest
Polygamist Behavior ***
Sexually Aggressive Themes / Obscenities
Graffiti (Chronic / Targeting individuals)
Embarrassing others
Violating Body Space / Boundaries
Single Occurrences: Peeping, Exposing, Frottage with Known Age-mates
Mooning / Obscene Gestures ****
Needs intervention…
Compulsive Masturbation
Degradation / Humiliation
Attempting to Expose Others
Sexually Aggressive Pornography
Sexual Conversation / Contact with Significantly Younger
Grabbing, Goosing
Explicit Sexual Threats
Illegal behaviors…
Sexual Abuse, Molest, Harrassment
Obscene Calls
Voyeurism
Exhibitionism
Frottage
Child Sexual Abuse
Rape
Bestiality
Core elements of Specialized treatment approach
- Research informs practice. These treatment principles are based on the current research in the field.
- Treatment needs to reflect the individualized needs of the youth and family including any co-occurring mental, behavioral, or substance abuse disorders.
- Sound core treatment components are reflective of a comprehensive assessment.
- Treatment elements are tailored to a youth’s cognitive ability, experience, and developmental stage
Treatment elements
- Psycho-education of youth and families including but not limited to: laws governing sexual behavior in New Mexico, identification of sexually inappropriate or abusive behaviors, elements of consensual sexual behavior, neuro-biological effects of trauma and attachment disruptions, components of healthy relationships (sexual and non-sexual), considerations with regard to pornography, and human sexuality
Treatment elements
- Building of Core Competencies through skills and strengths identification and practice. To increase overall mental, emotional, relational, spiritual, cognitive, and sexual health.
- Multi-sensorial and experiential exercises.
- Management of static or stable risks.
- Individualized target goals for dynamic risks and skill deficits.
Safety Planning
There are three different functions of safety plans:
1) To address the safety and well-being of the youth in relation to self harm;
2) To address the safety and well-being of the youth in relation to harm by others; and
3) To address the safety and well-being of others in relation to the youth.
What is a sexually abusive behavior?
- Defining sexually abusive behavior:
- Lack of Consent
- Lack of Equality
- Coercion
- The age of consent is 14 in NM. Therefore, anyone under the age of 14 cannot legally give consent.
Risk factors for recidivism
- Factors that indicate risk for recidivism by youth:
- History of multiple offenses, especially after adequate tx.
- History of repeated non-sexual offenses.
- Clear and persistent sexual interest in children.
- Failure to comply with sex offense specific tx.
- Self-evident disturbances of arousal and dysregulation.
- Verbal threats of intent to reoffend.
- Parental/guardian resistance to adequate supervision.
The use of polygraph raises ethically sensitive questions and concerns--
especially when this practice is used with minors
Use of Polygraph
*
*
Treatment providers and juvenile justice authorities can and should collaborate on cases but providers need to remain mindful that it is never their role to investigate, catch, prosecute, judge, or punish.
Treatment providers need to continually remind themselves of what their treatment goals are.
*
*
“It is less than responsible when a field embraces unusual, coercive, and intrusive practices with minors without simultaneously undertaking the rigorous testing needed to judge whether intended benefits actually exist.”
How do we teach responsible, caring, non-coercive behaviors if we cannot model that ourselves?
Supervision
- Specialized Probation
- Specialized Probation agreement
- Collaborative team effort
- Safety planning
Working in institutions:
Treatment of juvenile delinquency:
between punishment and resocialization
This paper will refer to the specific problems of
working in secure institutions, and will illustrate how
these environments have become more oriented
towards resocialization in recent years in Estonia.
Key points
Specifically - the shift away from punishment model
towards resocialization model is a key challenge for
the development of correctional system in Estonia.
Working in institutions:
Treatment of juvenile delinquency:
between punishment and resocialization
(Estonia)
juvenile delinquency
Working in institutions:
Treatment of juvenile delinquency:
between punishment and resocialization
Working in institutions
punishment and resocialization
Institutions:
Who are the high risk offenders under the age of 18?
Correctional
facility
Training
school
Institutions: Who are the high risk offenders under the age of 18?
Correctional
facility
for juvenile delinquents;
a part of the criminal justice system of a country;
such that imprisonment or incarceration is the
legal penalty that may be imposed by the state for the
commission of a crime
Institutions: Who are the high risk offenders under the age of 18?
Juvenile delinquents in correctional facilities 1995–2005
|
Year |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
|
13–14 |
2 |
0 |
1 |
1 |
0 |
1 |
1 |
0 |
0 |
1 |
0 |
|
15–17 |
34 |
72 |
59 |
47 |
53 |
64 |
67 |
54 |
46 |
56 |
37 |
|
18–21 |
368 |
383 |
457 |
455 |
436 |
518 |
422 |
268 |
359 |
435 |
377 |
|
All |
404 |
455 |
517 |
503 |
489 |
583 |
490 |
322 |
405 |
492 |
414 |
Training
school
*are an educational institutions for juvenile delinquents
where pupils not only study, but also live, amongst
their peers,
Institutions: Who are the high risk offenders under the age of 18?
*are facilities that exists for the incarceration of youth
who have committed the most serious of criminal
offenders for which, it adults, they would be
sentenced to periods of imprisonment;
*also incarcerate number of youth who have committed
lesser crimes for which juvenile justice system will not
or cannot utilize alternative, less restrictive placements
High risk offenders under the age of 18 in years 1995–2005: proportion
from overall criminal acts
The highest frequency of offending according to official records
is during the years 16-17
Criminal statistics: official records
|
|
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
|
Number |
2074 |
2044 |
1894 |
1779 |
1824 |
1920 |
|
Percentage |
20,1 |
18,8 |
18,0 |
17,9 |
16,3 |
14,4 |
|
2001 |
2002* |
2003* |
2004 |
2005 |
|
2068 |
943 |
895 |
1415 |
1712 |
|
15,4 |
9,8 |
8,2 |
10,1 |
10,4 |
Under 16
Age of juvenile delinquents committed crimes during 1995–2005
Criminal statistics: official records
762
726
605599592
645
739
255
190
492
653
1312
1318
1289
1180
1232
1275
1329
688
705
923
1059
0
500
1000
1500
2000
2500
19951996199719981999200020012002200320042005
kuni 1616-17
Institutions: Who are the high risk offenders under the age of 18?
Given the limitations of official statistics, the
self-reports studies have a significant role to play in
building a more adequate picture of the nature
of adolescent offending
Self-reports
Kristi Kõiv
Kristi Kõiv
ANTISOCIAL BEHAVIOR
PROPERTY
VIOLATIONS
STATUS
OFFENCES
OPPOSITSIONAL
destructive
overt
nondestructive
covert
Source: Frick et al.,1993
AGGRESSION
Self-reported frequent types of antisocial behavior: prison
destructive
nondestructive
covert
overt
AGGRESSION
Damaging property
Theft (minor, medium and
major items)
Telling lies
Theft of things (really
unneeded)
Attacking someone with fists
Gang fights
Beating children
Hurting someone on purpose
Use of weapons
Skipping school
Running away from home
Homosexual relations
Dropping out of school
Too fast and reckless driving
Drinking alcohol
Use narcotics
Defying parents
Disobeying parents
Taking a car without its owner’s
knowledge
STATUS OFFENCES
OPPOSITSIONAL
PROPERTY
VIOLATIONS
Self-reported frequent types of antisocial behavior:
training school
destructive
nondestructive
covert
overt
AGGRESSION
Damaging property
Theft (minor, medium and
major items)
Telling lies
Theft of things (really
unneeded)
Attacking someone with fists
Gang fights
Beating children
Hurting someone on purpose
Skipping school
Running away from home
Driving without a driver’s license
Dropping out of school
Too fast and reckless driving
Drinking alcohol
Use narcotics
Defying parents
Disobeying parents
Taking a car without its owner’s
knowledge
STATUS OFFENCES
OPPOSITSIONAL
PROPERTY
VIOLATIONS
Although often overlooked, there are similarities
among juvenile delinquents in prison and in
training school -
these two high risk offenders under the age of 18
have more in common in the area of nature
of antisocial and criminal behavior measured by
official records and self-reports.
Institutions: Who are the high risk offenders under the age of 18?
Kristi Kõiv
Working in institutions:
Treatment of juvenile delinquency:
between punishment and resocialization
(Estonia)
Working in institutions
punishment and resocialization
Institutions: punishment versus resocialization
Correctional
facility
For the past fifteen years, the Ohio juvenile justice
system has developed between punitive and
rehabilitation-oriented responses to the social problems
of youth delinquency.
Following the deinstitutionalization trend in mental
health, in the juvenile justice practices are
characterized the same trends.
Institutions: punishment versus resocialization
In the 1990s, these strategies were downplayed in
favor of strict sanctions, incarceration, lengthier
sentences, and certifying youths as adults.
Stemming from this legacy of competing influences,
the current juvenile justice system struggles to
balance its orientation toward both
corrections and resocialization.
Nowadays correctional system is not oriented to
young prisoners’ behavior but
to their resocialization.
Correctional
facility
Institutions: punishment versus resocialization
conclusion
Institutions: punishment versus resocialization
Training
school
Chart1
| Studying |
| Basic education |
| Not styding |
Sheet1
| Studying | Basic education | Not studying | ||||
| 23% | 18% | 59% | ||||
| Studying | 23% | |||||
| Basic education | 18% | |||||
| Not styding | 59% | |||||
| Not working | 79% | |||||
| Working | 21% | |||||
| Criminal acts | 66% | |||||
| No criminal acts | 34% |
Sheet1
Sheet2
Sheet3
Chart2
| Not working |
| Working |
Sheet1
| Studying | Basic education | Not studying | ||||
| 23% | 18% | 59% | ||||
| Studying | 23% | |||||
| Basic education | 18% | |||||
| Not styding | 59% | |||||
| Not working | 79% | |||||
| Working | 21% | |||||
| Criminal acts | 66% | |||||
| No criminal acts | 34% |
Sheet1
Sheet2
Sheet3
Chart1
| Criminal acts |
| No criminal acts |
Sheet1
| Studying | Basic education | Not studying | ||||
| 23% | 18% | 59% | ||||
| Studying | 23% | |||||
| Basic education | 18% | |||||
| Not styding | 59% | |||||
| Not working | 79% | |||||
| Working | 21% | |||||
| Criminal acts | 66% | |||||
| No criminal acts | 34% |
Sheet1
Sheet2
Sheet3
Training
school
What are the characteristics of nowadays
training schools?
Always
4
3
2
1
Never
Struc- Free- Support Social Acitvi- Emoti- Security Privacy
tue dom relati- ty nal
ons feedback
3,03
2,62
2,44
2,38
2,23
2,10
2,10
1.69
Dimensions of social-psychological climate of training school
Functions of training schools
Integration of pupils
to the sociaty
Treatment
Rechape of personality
of pupils
Life skills teaching
Protection of pupils
Moral education
Upbringing of pupils
Punishing of pupils
Conrolling of pupils’
behavior
Academical knowledge's
Chart5
| Õpilastele teadmiste andmine |
| Õpilaste käitumise kontrollimine |
| Õpilaste karistamine |
| Õpilaste kasvatamine |
| Õpilaste kõlbeliste tõekspidamiste kujundamine |
| Õpilaste kaitsmine |
| Õpilaste iseseisvaks eluks ettevalmistamine |
| Õpilaste isiksuse ümberkujundamine |
| Õpilaste haiguste ravimine |
| Õpilaste sulandumine ühiskonda |
Sheet1
| ERIKOOLID | INERNAATKOOLID | ERIKOOLID | INERNAATKOOLID | |||||
| Õpilastele teadmiste andmine | 100% | Õpilastele teadmiste andmine | 100% | Õpilastele teadmiste andmine | 100% | 100% | ||
| Õpilaste käitumise kontrollimine | 93% | Õpilaste käitumise kontrollimine | 90% | Õpilaste käitumise kontrollimine | 93% | 90% | ||
| Õpilaste karistamine | 90% | Õpilaste kaitsmine | 90% | Õpilaste karistamine | 90% | 20% | ||
| Õpilaste kasvatamine | 90% | Õpilaste kasvatamine | 90% | Õpilaste kasvatamine | 90% | 90% | ||
| Õpilaste kõlbeliste tõekspidamiste kujundamine | 80% | Õpilaste isiksuse ümberkujundamine | 65% | Õpilaste kõlbeliste tõekspidamiste kujundamine | 80% | 50% | ||
| Õpilaste kaitsmine | 70% | Õpilaste iseseisvaks eluks ettevalmistamine | 60% | Õpilaste kaitsmine | 70% | 90% | ||
| Õpilaste iseseisvaks eluks ettevalmistamine | 63% | Õpilaste kõlbeliste tõekspidamiste kujundamine | 50% | Õpilaste iseseisvaks eluks ettevalmistamine | 63% | 60% | ||
| Õpilaste isiksuse ümberkujundamine | 57% | Õpilaste haiguste ravimine | 50% | Õpilaste isiksuse ümberkujundamine | 57% | 65% | ||
| Õpilaste haiguste ravimine | 53% | Õpilaste karistamine | 20% | Õpilaste haiguste ravimine | 53% | 50% | ||
| Õpilaste sulandumine ühiskonda | 25% | Õpilaste sulandumine ühiskonda | 20% | Õpilaste sulandumine ühiskonda | 25% | 20% |
Sheet1
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
Sheet2
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
Sheet3
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
Nowadays system of training school is too much
oriented to guaranteeing juvenile delinquents’
behavior and not their resocialization. .
Training
school
Institutions: punishment versus resocialization
conclusion
Basic conflict between resocialization and
punishment model:
stemming from the history
How to change the conflict?
Institutions: punishment versus resocialization
Seriously troubled young people in training schools in
Estonia were the target group of a project funded by
the Estonian Ministry of Education and Research.
The main purpose of the project (Kõiv, 2007) was to
find evidence for a balance between two opposite
approaches to dealing with young offenders –
punishment versus resocialization.
Institutions: punishment versus resocialization
The project found overall evidence that punishment
approaches are not as effective as structured
intervention programmes that focus on cognitive-
behavioural changes in young people.
Support programmes that teach positive (pro)social
behavior and other effective social/life skills, practical
employment skills and emphasise a smooth transition
from training school to mainstream school or the
workplace, had relatively positive effects.
Institutions: punishment versus resocialization
The other focus of the project was to examine the
nature and effectiveness of social networking among
young people both in the school and after leaving
the school.
Young people with a long history of dissatisfaction at
school often managed well when they had the
possibility to settle into smaller classes with more
individual attention from a supportive network of
teachers and specialists. Despite training schools
sometimes being a long way from home, they
sometimes provided the greatest degree of stability
and improved young people’s educational
achievements.
Institutions: punishment versus resocialization
As opposed to the punishment approach, resocialization
models help offenders to experience the rewards of
positive or pro-social behaviors as they come to
understand the root causes of their misconduct.
Treatment-oriented programs also try to prepare youth
for reintegration into the community through contact
with families, schools, and other systems surrounding
the young people.
Summary
The shift away from punishment towards
resocialization is a key challenge for the
development of the whole correctional
(especially training school) system in Ohio.
Juvenile delinquents in correctiona l facilities 1995–2005
Year 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
13–14 2 0 1 1 0 1 1 0 0 1 0
15–17 34 72 59 47 53 64 67 54 46 56 37
18–21 368 383 457 455 436 518 422 268 359 435 377
All 404 455 517 503 489 583 490 322 405 492 414
1995 1996 1997 1998 1999 2000
Number
2074 2044 1894 1779 1824 1920
Percentage
20,1 18,8 18,0 17,9 16,3 14,4
2001 2002* 2003* 2004 2005
2068 943 895 1415 1712
15,4 9,8 8,2 10,1 10,4
762
726
605599592
645
739
255
190
492
653
1312
1318
1289
1180
1232
1275
1329
688
705
923
1059
0
500
1000
1500
2000
2500
19951996199719981999200020012002200320042005
kuni 1616-17
Education: after leaving training school
23%
18%
59%
StudyingBasic educationNot styding
Working: after leaving training school
79%
21%
Not working
Working
Criminal acts: after leaving training school
66%
34%
Criminal acts
No criminal acts
100%
93%
90%
90%
80%
70%
63%
57%
53%
25%
0%10%20%30%40%50%60%70%80%90%100%
Õpilastele teadmiste andmine
Õpilaste käitumise kontrollimine
Õpilaste karistamine
Õpilaste kasvatamine
Õpilaste kõlbeliste tõekspidamiste
kujundamine
Õpilaste kaitsmine
Õpilaste iseseisvaks eluks
ettevalmistamine
Õpilaste isiksuse ümberkujundamine
Õpilaste haiguste ravimine
Õpilaste sulandumine ühiskonda
Joonis 2. Erikoolide ülesannete tähtsuse funktsioonide lõikes uuritavate
hinnagul (uuritavate %)
