The education of juveniles in detention: Policy considerations and infrastructure development

Geib, Catherine Foley; Chapman, John F.; D’Amaddio, Amy; Grigorenko, Elena L.

doi:10.1016/j.lindif.2010.05.002

Cited by 24 publications

(17 citation statements)

References 29 publications

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“…Para finalizar, tornou-se notória, com base nos estudos apresentados, a centralidade da variável evasão escolar nos achados concernindo adolescentes em conflito com a lei, uma vez que essa se constitui em um dos preditores mais importantes da conduta infracional na adolescência, além de encontrarse associada ao desenvolvimento de outros problemas, tais como a redução das chances para obtenção de sucesso profissional em profissões que exigem maior preparo e qualificação (Blomberg et al, 2011;Blomberg et al, 2012;Chui & Chan, 2012;Dembo et al, 2012;Geib et al, 2011;Hirschfield, 2009;Mallett, 2010;Shandra & Hogan, 2012;Zhang, 2011). Nessa direção, Archambault, Janosz, Fallu e Pagani (2009) esclarecem que a desvinculação escolar se caracteriza como um processo gradual, sendo a evasão a indicação mais grave da existência de um desajuste entre as necessidades dos alunos e as expectativas e demandas sobre eles depositadas.…”

Section: Discussionunclassified

Revisão sistemática de estudos sobre os aspectos escolares relacionados ao cometimento de delitos

Silva

Bazon

2016

Psi. rev.

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ResumoTrata-se de uma revisão sistemática da literatura nacional e internacional norteada pelo objetivo de investigar a relação entre escolarização e conduta infracional na adolescência. Foram consultadas duas bases de dados (Web of Science e LILACS) e a biblioteca Scielo, no período de 2009 a 2013. Os resultados oriundos da análise dos 25 artigos recuperados foram sintetizados em cinco categorias temáticas e evidenciaram a complexidade da interface existente entre os temas investigados, denotando a existência de uma natureza sequencial e complementar entre as trajetórias de desenvolvimento pessoal, social e escolar relacionadas à conduta infracional. Como ficou evidenciado que uma experiência escolar negativa se configura como um marco importante para a entrada ou para o agravamento da conduta delituosa na adolescência. Ressalta-se a necessidade de realização de mais estudos no contexto nacional, em razão da escassez de produções desenvolvidas acerca dessa temática no contexto sociocultural brasileiro. Palavras-chave:Adolescente em conflito com a lei. Educação. Escola. Revisão de literatura. AbstractThis is a systematic review of national and international literature to investigate the relationship between schooling and the committing offenses during adolescence. Two databases were consulted (Web of Science and LILACS) and the Scielo library between 2009 and 2013. The

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Section: Discussionunclassified

Revisão sistemática de estudos sobre os aspectos escolares relacionados ao cometimento de delitos

Silva

Bazon

2016

Psi. rev.

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“…Similarly, they indicate that students' difficulties in interacting with peers and teachers (Bazon et al, 2013) and the fact that they are often punished by the school (Cornell, 2013;Esterle-Hedibel, 2006), are associated risk factors conduct. Some studies demonstrated that negative school experience is one of the most important predictors of juvenile offender involvement (Geib, Chapman, D'Amaddio, & Grigorenko, 2011;Zhang et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

School Experience During Adolescence: A Comparative Study Between Adolescent Offenders and Not Offenders

Silva

Bazon

2018

Psico-USF

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This study aimed to test the school control model, inherent to the Social and Personal Control Theory, verifying which context variables and mechanisms would distinguish offender adolescents from non-offenders adolescents, aiming to understand their school experience. Sixty male adolescents (15 school-dropouts-offenders/15 student-offenders, 15 school-dropouts-non-offenders/15 students-non-offenders), aged 14 to 18 participated (M=16,6; SD=0,78). All responded a scale formulated in the light of the theoretical framework. Data were analyzed by the Kruskall-Wallis test, with Dunn post-test. The results showed that everyone would be to some extent vulnerable to negative school-experience, depending on the context variables, and also indicated that “performance” and “school-bond” would be more associated with school-dropout, while “school constraints” with involvement in infractions. The identification of these problematic aspects in the schooling of the offender adolescents helps to think about the interventions, in the socio-educational accompaniment, aiming at an adequate (re)insertion in the school.

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“…In general, these populations, especially juveniles who are court involved, have been viewed as understudied (Bouregy, Chapman, & Grigorenko, 2012). Research questions pertaining to the manifestations, comorbidities, and etiologies of LD in court-involved juveniles have been referred to as one of the most recalcitrant issues in the field of LD (Geib, Chapman, D’Amaddio, & Grigorenko, 2011). …”

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confidence: 99%

Academic Achievement Among Juvenile Detainees

et al. 2013

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The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010–July 1, 2011). All youth completed a computerized educational screener designed to test a range of performance in reading (word and text levels) and mathematics. A subsample (n = 410) received the Wide Range Achievement Test, in addition to the educational screener. Quantitative (scale-based) and qualitative (grade-equivalence-based) indicators were then analyzed for both assessments. Results established the range of LD in this sample from 13% to 40%, averaging 24.9%. This work provides a systematic exploration of the type and severity of word and text reading and mathematics skill deficiencies among juvenile detainees and builds the foundation for subsequent efforts that may link these deficiencies to both more formal, structured, and variable definitions and classifications of LD, and to other types of disabilities (e.g., intellectual disability) and developmental disorders (e.g., ADHD) that need to be conducted in future research.

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The education of juveniles in detention: Policy considerations and infrastructure development

Cited by 24 publications

References 29 publications

Revisão sistemática de estudos sobre os aspectos escolares relacionados ao cometimento de delitos

Revisão sistemática de estudos sobre os aspectos escolares relacionados ao cometimento de delitos

School Experience During Adolescence: A Comparative Study Between Adolescent Offenders and Not Offenders

Academic Achievement Among Juvenile Detainees

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