Unit:
Department of Primary EducationΤομέας Ειδικής Παιδαγωγικής και ΨυχολογίαςLibrary of the School of Education
Author:
Zacharogeorga Timokleia
Dissertation committee:
Γιάννης Παπαδάτος, ομ. Καθηγητής Π.Τ.Δ.Ε., Πανεπιστημίου Αθηνών.
Αλέξανδρος- Σταμάτιος Αντωνίου, αν.Καθηγητής Π.Τ.Δ.Ε., Πανεπιστημίου Αθηνών.
Φωτεινή Πολυχρόνη, αν. Καθηγήτρια, Τμήμα Ψυχολογίας Πανεπιστημίου Αθηνών.
Ευαγγελία Γαλανάκη, Καθηγήτρια Π.Τ.Δ.Ε., Πανεπιστημίου Αθηνών.
Αναστασία Αλευριάδου, Καθηγήτρια, Π.Τ.Ν ,Πανεπιστημίου Δυτικής Μακεδονίας.
Ηλίας Κουρκούτας, Καθηγητής Π.Τ.Δ.Ε., Πανεπιστημίου Κρήτης.
Δημήτριος Αναγνωστόπουλος, Καθηγητής Ιατρικής Σχολής ΕΚΠΑ.
Original Title:
Διερεύνηση των ψυχοκοινωνικών και εκπαιδευτικών χαρακτηριστικών ανηλίκων με παραβατική συμπεριφορά και προσδιορισμός κριτηρίων για την ανάπτυξη ψυχοπαιδαγωγικής παρέμβασης.
Translated title:
Investigating the psychosocial and educational characteristics of juvenile delinquents and defining criteria for the development of psycho-educational intervention.
Summary:
The phenomenon of juvenile delinquency is increasing at a global level, and the urgent need to deal with it results from its devastating consequences for the offender himself, but also for society as a whole. International reflection on the recidivism of juvenile offenders shows that the practices so far are ineffective. The review of international bibliography shows that evidence based interventions are considered necessary, while research is considered to be limited in most western countries, including Greece. The main purpose of the present study is to investigate the psychosocial and educational characteristics of juvenile delinquents and to define criteria for the development of effective psycho-pedagogical intervention programs for juvenile offenders. The study was conducted in April 2013 in the high schools of Greece operating in prisons. The sample consisted of 45 male pupils aged 16-19 and their 20 teachers, 12 men and 8 women with average training experience of 11 years and average experience of juvenile offenders 6,5 years. The Achenbach system for Empirically Based Assessment (YSR questionnaire for adolescents), the Culture-free self-esteem inventory for children (CFSEI-B), a questionnaire/interview for teachers and a self-referral questionnaire for juvenile offenders were used to collect the data of this study.
According to the findings, juvenile offenders have a high rate of behavioral problems, school failure, school dropout and ADH/D symptoms, while most use substances. Education in prisons does not meet the learning and psychosocial needs of the incarcerated offender, and in addition, schools in prison do not implement programs that meet the criteria of successful reintegration of juvenile offenders. Based on the findings of the study, the criteria for the development of psycho-pedagogical programs to counter juvenile recidivism are identified.
Main subject category:
Special education
Keywords:
juvenile delinquency, psychosocial characteristics, psycho-educational intervention, criteria
Number of references:
502
