An assessment of self-concept and violence within a delinquent adolescent population

The purpose of this study was to provide further data on the relationship between self-concept and violence focusing on a delinquent adolescent population. Recent research has explored the relationship between self-concept and violence with most of the research being done with adult populations. Within the literature, there are two opposing views on the question of this relationship. The traditional view supports the idea that low self-esteem is a cause of violent behavior while the non-traditional view supports the idea that high self-esteem may be a contributor to violent behavior. ^ Using a sample of 200 delinquent adolescents 100 of whom had committed acts of violence and 100 who had not, a group comparison study was done which addressed the following questions, (1) within a delinquent population of violent and non-violent adolescents, is there a relationship between violence and self-concept? (2) what is that relationship; (3) using the Piers-Harris Children's Self-Concept Scale, can it be determined that attributes such as behavior, anxiety, popularity, happiness, and physical appearance as they relate to self-concept are more predictive than others in determining who within a delinquent population will commit acts of violence. For the purposes of this study, delinquent adolescents were those who had official records of misconduct with either the school or juvenile authorities. Adolescents classified as violent were those who had committed acts such as assault, use of a weapon, use of deadly force, and sexual assault while adolescents classified as non-violent had committed anti-social acts such as, truancy, talking back and rule breaking. ^ The study concluded that there is a relationship between adolescent violence and self-concept. However, there was insufficient statistical evidence that self-concept is a predictor of violence. ^

RELATIONSHIP OF ANTISOCIAL PERSONALITY SYNDROME IN BOYS TO PARENTAL ALCOHOL/DRUG DEPENDENCY

The study focused on the relationship between antisocial personality syndrome in boys ages 8-15 and parental alcohol/drug dependency. The population studied was case records of 101 boys coming to a private psychiatrist from 1966 through 1979. The boys were predominantly white and from middle to upper income families.^ A boy was determined to have antisocial personality syndrome if he exhibited antisocial behaviors in four or five major categories, did not exhibit a brain syndrome, and did not exhibit a thought disorder. The five major behavior categories were: (1) self-control (i.e., temper tantrums or hyperactivity), (2) behavior at home (i.e., disobedience or lying), (3) behavior at school (i.e., truancy or cheating), (4) behavior toward peers (i.e., bullying, fighting, or tattling), and (5) behavior against property (i.e., destructiveness or stealing). A boy was determined to be a control if he exhibited antisocial behaviors in two or less behavior categories.^ A parent was determined to have alcohol/drug dependency if s/he exhibited a score above the established threshold (1) for the MacAndrew Alcoholism Scale (28 or above), and (2) for the Holmes Alcoholism Scale (35 or above) which are used with the MMPI. A parent was classified not alcohol/drug dependent if s/he had scores below set thresholds (22 on the MacAndrew Alcoholism Scale and 28 on the Holmes Alcoholism Scale).^ For the final sample (N = 10), there was no reason to believe a relationship exists between antisocial personality syndrome in boys ages 8-15 and parental alcohol/drug dependency (Fisher's Exact Test {FET} P = 1.0). The small sample size primarily occurred as a result of 88.12% of the parents being classified in a questionable category in terms of alcohol/drug dependency.^ The sample was suggestive of a relationship between the fathers' Psychopathic Deviate (Pd) Scale scores as a measure of antisocial tendencies and the boy having antisocial personality syndrome (N = 75; P = .12). There was no evidence of such a relationship for mothers (N = 75; P = .97). ^

Beyond Bullying: Transforming the Culture of Peer Abuse

Bullying needs to be understood and positioned as a form of child abuse – peer abuse. For too many people, bullying is a benign term. This article will include information collected from a wide-range of researchers and discussions with over 50,000 students that I have facilitated during the past twenty years. The content will focus on new morbidities related to bullying such as depression and suicide, obesity, eating disorders, food allergies, juvenile diabetes, truancy, and substance and alcohol abuse. Making a cultural change in our society will require identified Change Agents, along with recommendations for collaboration, policies, projects and legislation.

A diversidade cultural e as suas implicações no processo de ensino e aprendizagem : como integrar a diversidade na educação de infância

Relatório de estágio apresentado para obtenção do grau de mestre na especialidade profissional de Educação pré-escolar

Fatores de influência na evasão escolar : um estudo de caso em três cursos técnicos subsequentes do Campus Brasília do Instituto Federal de Brasília

Dissertação apresentada para obtenção do grau de mestre no âmbito do Mestrado em Educação Social e Intervenção Comunitária da Escola Superior de Educação do Instituto Politécnico de Santarém.

A diversidade cultural e as suas implicações no processo de ensino e aprendizagem : como integrar a diversidade na educação de infância

Relatório de estágio apresentado para obtenção do grau de mestre na especialidade profissional de Educação pré-escolar

CONTRIBUIÇÃO DOS CURSOS SUPERIORES DE TECNOLOGIA NA EDUCAÇÃO PROFISSIONAL DO TRABALHADOR BRASILEIRO

Os Cursos Superiores de Tecnologia são um tipo específico de graduação (tecnólogo), com características próprias, entre as quais, a focalização na especialização dos seus currículos e duração mais curta objetivando uma formação mais rápida. A graduação tecnológica vem sendo amplamente difundida no país desde a segunda metade da década de 1990, após a promulgação da lei no 9.394/96 LDB, e por uma série de decretos, portarias e pareceres do MEC/CNE. Entre as principais metas e objetivos do PNE para a educação superior, se destacam: diversificação do sistema superior de ensino para atender clientelas com demandas específicas de formação; articulação entre currículo e mercado de trabalho; financiamento e gestão; criação de políticas de acesso à educação superior que facilitem o ingresso de alunos provenientes de grupos de maior vulnerabilidade educacional; crescimento da oferta de educação superior para a faixa etária de 18 a 24 anos. O presente estudo tem por objetivo refletir e debater a contribuição dos CSTs na educação profissional do trabalhador brasileiro dentro das perspectivas do PNE. O estudo se fundamenta no método qualitativo, com base numa pesquisa exploratória e descritiva, caracterizada como estudo de caso único, através da pesquisa de campo realizada com alunos em formação e com egressos do Curso de Eletrônica Industrial da Faculdade de Tecnologia Senai Anchieta, na cidade de São Paulo. Para alcançar seus objetivos, o estudo foi dividido em duas etapas: a primeira faz uma análise das variáveis que caracterizam o perfil do aluno em formação buscando identificar sua percepção quanto à escolha pelo CST, conhecimento sobre essa modalidade de ensino e as expectativas futuras da profissão. Na segunda parte, o estudo faz uma análise da percepção do egresso acerca das habilidades e competências adquiridas durante a formação, o grau de satisfação com salário e plano de carreira, e a aceitação profissional do tecnólogo pelo mercado de trabalho. No estudo realizado com alunos em formação constatou-se que os índices de evasão escolar das primeiras turmas do curso foram elevados, sendo apontadas como principais causas as dificuldades de conciliação entre o horário de estudo com a do trabalho e as dificuldades econômicas familiares. O perfil do aluno em formação na IES em estudo é majoritariamente da faixa etária entre 18 e 24 anos; do gênero masculino; egresso do ensino médio feito em escola pública; morador em bairro periférico e natural de cidade da RMSP; o próprio aluno é responsável pelo pagamento das mensalidades; não houve interferência de terceiros na sua escolha pelo CST; tem percepção favorável quanto à empregabilidade futura como tecnólogo. A pesquisa com egressos apontou que os mesmos tem percepção favorável quanto à formação profissional recebida, exceto o fato de não terem atendido disciplinas que desenvolvessem competências gerenciais e de negócios; quanto à empregabilidade e perspectivas de carreira mostraram preocupação na valorização profissional do tecnólogo pelo mercado de trabalho; declararam estar insatisfeitos quanto ao salário recebido; quanto à educação continuada reconheceram ser esse o processo que os manterão atualizados profissionalmente. Como conclusão da pesquisa, há recomendação para estudos futuros na sondagem de outras possíveis causas da evasão escolar com alunos dos cursos com outros eixos temáticos e de IES públicas. Igualmente, aponta-se para a necessidade da proposta curricular da IES em estudo oferecer, além das disciplinas técnicas, outras que desenvolvam competências e habilidade em gestão de pessoas e negócios.

Differences in treatment and intervention needs of girls arrested for status versus criminal offenses

The purpose of this research was to explore the differences in factors associated with girls' status and criminal arrests. This study used data from six juvenile justice programs in multiple states, which was derived from the Juvenile Assessment and Intervention System (JAIS). The sample of 908 adolescent girls (ages 13-19) was ethnically and racially diverse (41% African American, 32% white, 12% Hispanic, 11% Native American and 4% Other). A structural equation model (SEM) was analyzed which tested the potential effects of adolescent substance use, truancy, suicidal ideation/attempt, self-harm, peer legal trouble, parental criminal history and parental and non-parental abuse on type of offense (status and criminal) and whether any of these relationships varied as a function of race/ethnicity. ^ Complex relationships emerged regarding both status and more serious criminal arrests. One of the most important findings was that distinct and different patterns of factors were associated with status arrests compared to criminal arrests. For example, truancy and parental abuse were directly associated with status offenses, whereas parental criminal history was directly related to criminal arrests. However, both status and criminal arrests shared common associations, including substance use, which signifies that certain variables are influential regarding both non-criminal and more serious crimes. In addition, significant meditating influences were observed which help to explain some underlying mechanisms involved in girls' arrest patterns. Finally, race/ethnicity moderated a key relationship, which has serious implications for treatment. ^ In conclusion, the present study is an important contribution to research regarding girls' delinquency in that it overcomes limitations in the existing literature in four primary areas: (1) it utilizes a large, multi-state, ethnically and racially diverse sample of justice system-involved girls, (2) it examines numerous co-occurring factors influencing delinquency from multiple domains (family, school, peers, etc.) simultaneously, (3) it formally examines race/ethnicity as a moderator of these multivariate relationships, and (4) it looks at status and criminal arrests independently in order to highlight possible differences in the patterning of risk factors associated with each. These findings have important implications for prevention, treatment and interventions with girls involved in the juvenile justice system.^

Schulwege in den beiden deutschen Staaten. Kinder- und Jugendkulturen zwischen Elternhaus und Schule

Der Schulweg ist ein Intermedium zwischen dem Zuhause und der Schule. Hier findet die Transformation vom Kind bzw. Jugendlichen zum Schüler oder Schülerin statt. Auf diesem Weg bilden sich einzigartige Kinder- und Jugendkulturen. Gerade diese „space-time“ fand in der erziehungswissenschaftlichen Forschung bisher kaum Beachtung. Denn Untersuchungen zum Schulweg befassen sich oftmals mit dem Weg als physikalische Größe oder Fragen aus psychologischer Perspektive nach Problemen wie Angstzuständen. Hintergrund ist dabei immer, den Schulweg für die Kinder angenehmer und schöner zu gestalten. Nicht beachtet wird, dass er von den Erwachsenen in der Regel nicht kontrolliert wird. Die vorliegende Studie blickt aus historischer Perspektive auf Schulwege in den beiden deutschen Staaten der 1970er Jahren. Es wird herausgearbeitet, wie sich Kinder- und Jugendkulturen in der Bundesrepublik und in der DDR auf Schulwegen konstituiert haben. (DIPF/Orig.)

O processo de implementação da educação do campo nas escolas do Núcleo Regional de Educação de Pato Branco: limites, desafios e possibilidades

This work is part of the Graduate Program in Regional Development of the Federal Technological University of Paraná, Pato Branco campus, the research line Education and Development. The line of research concerns the Regionality and Development. In this study, investigate sought the implementation of the Field Education Curriculum Guidelines in the State of Paraná, whose locus, SEED / PR, the NRE / Pato Branco and Field Schools belonging to the NRE. The theme is to respond to the research problem, to identify the limits and challenges of the implementation process of Rural Education in rural schools in the Regional Center of Pato Branco Education. Exploratory research covers a time frame comprising the years 2002-2014 in order to identify and analyze the documents and perceptions of the subjects that guide the implementation of the field of education in the state of Paraná. The results show that the education field has not yet overcame the challenge of implementing public policies, in particular the field of Education Curriculum Guidelines. In general, the texts point to the concerned school education with the urban environment, in an attempt to solve the problems related to truancy, low school enrollment,flunk, among others. The reality of the field displays more serious such problems, however, is visible the development of proposals in an attempt to achieve definitive solutions to the issues of the field. However, a positive factor is the increase in continuing education courses, some offered by the Department of Education Field Regional Center of Education, others initiatives by the own teacher, which demonstrate the concern in improving their teaching practices, concomitant with need to change the identity of the field school. In this sense, we seek to deepen the discussion in order to demystify the idea that the subject field to be synonymous with poor education, poor quality. Documents such as the Field Operational Guidelines established by the CNE - National Education Council in 2002, the Curriculum Guidelines field developed by SEED - Secretary of State and Education in the State of Paraná in 2004 and established as a public policy in 2010 provide data that allow make a study of public policy and educational field context in order to understand the challenges for the development of an education as culture, ways of life, history, finally, the specificities of the subject field.

Más allá del protocolo: estrategias contra el absentismo en centros andaluces

Este artículo se centra en el fenómeno del absentismo escolar y, sobre todo, en el tipo de estrategias sobre el terreno que (más allá de los protocolos ofi ciales) marcan los intercambios e interacciones cotidianas entre familias con menores absentistas y los agentes del campo escolar implicados en el problema allí donde mayor es su incidencia social: los establecimientos escolares ubicados en las denominadas «Zonas de Atención Educativa Preferente». En estos centros el absentismo absorbe gran parte de la actividad de los expertos que intervienen en el campo de la «infancia vulnerable» �desde trabajadores sociales hasta otros profesionales más estrictamente vinculados al campo pedagógico� bajo una gama fl exible de estrategias de incentivación, negociación, control y sanción. Identifi camos las mismas recurriendo a técnicas cualitativas, pero deteniéndonos al mismo tiempo en qué factores, condicionantes y esquemas de percepción profesional promueven la aplicación de distintas estrategias, por parte de distintos profesionales, en distintos casos de hogares con absentistas.

Evasão na educação profissional : estudo de caso de estudantes com necessidades específicas no Campus Taguatinga do Instituto Federal de Brasília

Dissertação apresentada para obtenção do grau de mestre do Mestrado em Educação Social e Intervenção Comunitária da Escola Superior de Educação do Instituto Politécnico de Santarém

Evasão na educação profissional : estudo de caso de estudantes com necessidades específicas no Campus Taguatinga do Instituto Federal de Brasília

Dissertação apresentada para obtenção do grau de mestre do Mestrado em Educação Social e Intervenção Comunitária da Escola Superior de Educação do Instituto Politécnico de Santarém