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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Historical Perspective : Juvenile delinquency in America dates as far back as the 1800s. The problem of juvenile delinquency has been addressed in multifaceted ways. Under the Illinois Act of 1899, juveniles who committed delinquent acts (or status offenses) were handled judicially by dependency courts. These courts utilized a social-welfare emphasis to rehabilitate juvenile offenders. The premise was that society was partially responsible for juveniles’ delinquent behaviors and that through rehabilitation, juvenile crime could be diminished. By the 1960s, however, a philosophical change was in order. Laws were modified, and court systems throughout the United States demanded more punitive approaches to combat juvenile delinquency. Protecting the community and accountability became the philosophical linchpins that drove this juvenile delinquency debate. Method : This qualitative study explored the essence of juvenile delinquency and recidivism: its causes and correlates, its relation to social capital and communities, the role of the family, and the myriad roles of residential treatment programs at rehabilitating these young offenders. The philosophical paradigm undergirding the study is a critical theorist’s perspective. A critical evaluation of the juvenile justice system established a variety of perspectives in an effort to bring about holistic change. This study was structured in the form of a phenomenology. The “lived experiences” of successful graduates of juvenile residential programs were collected and analyzed. While examining a variety of constraints, the researcher took on an insider’s (emic) perspective during the data collection procedure. Major Findings : The participants of this study shared varying perspectives regarding their experiences within juvenile residential treatment programs. Participants characterized counselors as competent, compassionate, sensitive, and trustworthy. Good counselors were described as effective, serving as reformers in the process of juvenile rehabilitation. Ineffective counselors and other program staff failed to foster integrative relationships with some of the participants. They were perceived as ill-prepared, uncaring, and, in some instances, hostile. The majority of the participants cited positive aspects about their educational services and general program environments. Teachers used non-traditional methods to gain the interests of their students. Practical concepts and examples were used to transform the participants into believing in structured learning. These same positive regards were shared about the programs’ environments. These programs used a “tough love” approach to “break these hard-core participants down and build them back up.” After they were shown how past transgressions led them to their delinquent states, they then were provided tools for change.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2005.
- Bibliography:
- Includes bibliographical references (leaves 111-117).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Barrett E. Mincey. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- HV9081.M56 2005_MinceyBarrett ( BU-Local )
- Classification:
- HV9081.M56 2005 ( lcc )
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