Date of Conferral

2016

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Celeste Stansberry

Abstract

Early involvement in delinquent behavior coupled with large academic deficiencies increase the chances of long-term offending over a lifetime. A 2012 Texas report on recidivism rates and types of judicial-related programs offered showed that 1-year reoffense rates for youth in secure placement rose slightly from 41.9% in 2007 to 43.3% in 2010. The primary purpose of this qualitative case study was to examine how a Texas-based juvenile probation department coordinated services to address the needs of incarcerated juveniles who are at risk of school failure and recidivism. Maslow's hierarchy of needs framework and Moffitt's developmental classification framework served as the conceptual framework for this study. This case study specifically examined the residential, education, and executive staff's perceptions on addressing school failure and recidivism and how division staff collaborates to provide educational services and behavioral modifications to youth between the ages of 10-13. Staff interviews provided personal perceptions of these collaborative services. The study triangulated data from interviews with three subsets (residential, education, and administration) of the juvenile department that included 4 juvenile administrators and 8 line staff members. Interview data were recorded, coded, and analyzed to identify common themes and perceptions. Identifying effective programs for delinquent youth who are chronic offenders is critical to their successful return to their home schools and can motivate a positive social change in behavior. My research findings indicated that when juvenile probation departments utilize effective collaboration of services with a holistic approach it can result in positive changes in behavior that decrease recidivism and school failure in delinquent youth.

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