“We all Come Together to Learn About Music”: A Qualitative Analysis of a 5-Year Music Program in a Juvenile Detention Facility

2018 ◽  
Vol 62 (13) ◽  
pp. 4046-4066 ◽  
Author(s):  
Maud Hickey
Keyword(s):  
Youth Development ◽  
Urban Youth ◽  
Rap Music ◽  
Qualitative Content Analysis ◽  
Juvenile Detention ◽  
Detention Center ◽  
Detention Facility ◽  
Music Program ◽  
Positive Feelings ◽  
Music Programming

The purpose of this long-term qualitative study was to uncover evidence that might support components of positive youth development (PYD) in a music composition program at an urban youth detention center. The constructs of PYD come from self-determination theory—competence, autonomy, and relatedness—and formed the theoretical lens from which the data were analyzed. Over a period of 5 years, more than 700 youth participated in the program and created primarily rap music compositions. Comments from their feedback, as well as interviews, were analyzed using qualitative content analysis. Findings point to the emergence of two main categories as reasons for enjoying the program: competence and positive feelings. Creativity also emerged as linked to competence and autonomy as well as the “Good Lives Model” of detainee development. Further research on using culturally relevant and creative music programming as a tool in PYD is discussed.

scholarly journals Effect of HOBY Leadership Seminar on Self-Reported Psychosocial Outcomes in Adolescents

2018 ◽  
Vol 13 (4) ◽  
pp. 118-133
Author(s):  
Andy Harris ◽  
Troy E. Beckert
Keyword(s):  
Civic Engagement ◽  
Youth Development ◽  
Community Service ◽  
Psychosocial Outcomes ◽  
Youth Leadership ◽  
Positive Development ◽  
Development Programs ◽  
Moral Ideal ◽  
Cognitive Autonomy ◽  
Positive Feelings

Civic engagement is important for the positive development of adolescents. As such, many youth development programs promote civic engagement, particularly community service and volunteerism. This report is a program evaluation of a youth leadership seminar that seeks to empower adolescents to engage in community service. Using a pre to post mixed-methods design, we evaluated 114 adolescent participants on several psychosocial outcomes. Findings indicated that participants experienced positive change that was consistent with program goals. Quantitative findings demonstrated self-reported increases in areas of cognitive autonomy, moral ideal and social responsibility. Qualitative findings included the important themes of an increased desire to volunteer, confidence, and positive feelings towards self. Implications of these findings and future directions are also discussed.

scholarly journals VIOLENT CRIMES AND ADVERSE CHILDHOOD EXPERIENCES IN YOUNG OFFENDERS AT BLITAR JUVENILE DETENTION CENTRE

2020 ◽  
Vol 19 (4) ◽  
pp. 388-401
Author(s):  
Jessica Shirleen Wilona ◽  
Yusti Probowati Rahayu ◽  
Ayuni Ayuni
Keyword(s):  
Child Protection ◽  
Adverse Childhood Experiences ◽  
Parametric Method ◽  
Juvenile Detention ◽  
Violent Behaviour ◽  
Violent Crimes ◽  
Childhood Experiences ◽  
Detention Center ◽  
Examination Result ◽  
Adverse Childhood

Violent crimes yield to fear and unsafe feelings have been also done by children. The General Strain theory explained that violence was occurred due to the criminal coping of individuals, who experienced the situation of pressures that yield into anger which might be developed into violent behaviour. Adverse Childhood Experiences (ACE) is a form of pressure within the family that might contribute to criminal coping. This research was aimed at investigating the differences of ACE on violent crimes and non-violent crimes. Participants of this study were 58 out of 213 boy offenders aged 12-18 years old in the Juvenile Detention Center in Blitar. These participants were chosen by the accidental sampling method based on the type of cases, in which 28 boys were on violent crimes (robbery, child protection, murder, and beating), while 30 boys were on non-violent crimes (theft and drug abuses). The measurement used was the ACE scale, applied with some modifications. The reliability coefficient of the ACE scale was .843. Data were analysed using a non-parametric method, which was the Mann-Whitney U. The examination of mean rank and the effect size of this study showed that ACE was higher on violent crimes, even though this result was not supported by the hypothesis examination result, which was not significant (U = 3.47, p = .129). It could be concluded that ACE on the violent crimes group tended to be higher compared to the non-violent crimes group.

Facial Emotion Recognition and Empathy in Employees at a Juvenile Detention Center

2017 ◽  
Vol 62 (8) ◽  
pp. 2430-2446 ◽  
Author(s):  
Luz Anyela Morales Quintero ◽  
Jairo Muñoz-Delgado ◽  
José Carlos Sánchez-Ferrer ◽  
Ana Fresán ◽  
Martin Brüne ◽  
...  
Keyword(s):  
Juvenile Offenders ◽  
Emotion Recognition ◽  
Juvenile Detention ◽  
Facial Emotion Recognition ◽  
Facial Emotion ◽  
Independent Effect ◽  
Detention Center ◽  
Security Guards ◽  
Juvenile Detention Center ◽  
Violent Offenses

Numerous studies have shown that emotion recognition is impaired in individuals with a history of violent offenses, especially in those diagnosed with psychopathy. However, in criminological contexts, there is insufficient research regarding the role of empathy and facial emotion recognition abilities of personnel employed in correction centers. Accordingly, we sought to explore facial emotion recognition abilities and empathy in administrative officers and security guards at a center for institutionalized juvenile offenders. One hundred twenty-two Mexican subjects, including both men and women, were recruited for the study. Sixty-three subjects were administrative officers, and 59 subjects were security guards at a juvenile detention center. Tasks included “Pictures of Facial Affect” and the “Cambridge Behavior Scale.” The results showed that group and gender had an independent effect on emotion recognition abilities, with no significant interaction between the two variables. Specifically, administrative officers showed higher empathy than security guards. Moreover, women in general exhibited more empathy than men. This study provides initial evidence of the need to study emotion recognition and empathy among professionals working in forensic settings or criminological contexts.

Girls in Juvenile Detention Facilities

2017 ◽  
Author(s):  
Kendra R. Brewster ◽  
Kathleen M. Cumiskey
Keyword(s):  
Service Learning ◽  
Justice System ◽  
Life Stories ◽  
Social Contexts ◽  
Juvenile Detention ◽  
Treatment Programs ◽  
Detention Facility ◽  
Girls Of Color ◽  
Detention Facilities

This chapter examines the experiences of incarcerated girls who participated in a service learning course that paired them with college mentors in a juvenile detention facility. The course defined the girls as agents in social contexts of inequality, rather than as poor girls of color, and honored their voices as they discussed the issues that were most important to their lives in the community. It also provided the opportunity to examine the girls’ experiences of detention in light of their life stories, and to understand girls’ involvement with the justice system and incarceration as a form of abandonment by society, institutions, and families. This chapter highlights the paucity of treatment programs specifically designed for incarcerated girls and describes how practitioners can create moments of healing in a system designed to punish and dehumanize.

Constructing and Institutionalizing the Carceral Social Order

2018 ◽  
Author(s):  
Patrick Lopez-Aguado
Keyword(s):  
High School ◽  
Common Sense ◽  
Social Order ◽  
Juvenile Detention ◽  
Peer Networks ◽  
Continuation High School ◽  
Detention Facility ◽  
Institutional Violence ◽  
Staff Members ◽  
Home Community

This chapter describes how punitive facilities structure, socialize, and reinforce the carceral social order within the institution. I argue that in their efforts to prevent institutional violence by separating rival gangs, the prison, the juvenile detention facility, and the continuation high school instead construct a consistent social order that is based in gang rivalries—one in which everyone in the facility is compelled to participate. Within these facilities, staff members construct this social order by using race, home community, and peer networks to categorize entire institutional populations into gang-associated groups. Staff members then routinely maintain these categories as distinct groups by policing the spatial boundaries between them, as keeping rival groups separated is perceived as necessary for ensuring institutional security. The relationships and conflicts that are structured by these sorting and segregation practices ultimately socialize this carceral social order as a dominant, “common sense” logic for both managing and navigating punitive facilities.

Learning through dissonance: Critical service-learning in a juvenile detention center as field experience in music teacher education

2016 ◽  
Vol 38 (2) ◽  
pp. 155-171 ◽  
Author(s):  
Jeananne Nichols ◽  
Brian M. Sullivan
Keyword(s):  
Service Learning ◽  
School Environment ◽  
Music Teachers ◽  
Juvenile Detention ◽  
Incarcerated Youth ◽  
Detention Center ◽  
Juvenile Detention Center ◽  
School Music ◽  
Service Music ◽  
Past Experiences

Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school environment. The Champaign County Juvenile Detention Center (CCJDC) Arts Project was adopted as a critical service-learning course in order to introduce pre-service music teachers to students and ways of teaching that may be different from what they typically encounter through their university field experiences. Participants in the project designed and facilitated music and arts experiences with the incarcerated youth once per week over an entire semester. In this case study we examine the experiences of six pre-service music teachers who participated in the CCJDC Arts Project during 2012, looking for moments of “dissonance,” which Kiely defines as incongruities between participants’ past experiences and the challenging reality they encounter through the project. Entry into the facility, interactions with the youth at the facility, and the musical practices shaped by the needs of the facility all worked in tandem to challenge participants’ latent expectations and beliefs about their community, and to heighten their awareness of the sociocultural systems that shape their future students, their developing teaching practices, and their own privileged positions in school and society.

Families on Probation: Court-Ordered Parenting Skills Classes for Parents of Juvenile Offenders

1997 ◽  
Vol 43 (4) ◽  
pp. 412-437 ◽  
Author(s):  
Laurie Schaffner
Keyword(s):  
Juvenile Offenders ◽  
Family Life ◽  
State Intervention ◽  
Juvenile Detention ◽  
Northern California ◽  
Parenting Skills ◽  
Juvenile Probation ◽  
Detention Facility

What are sociolegal, cultural, and emotional premises beneath conceptualizations of parenting skills for parents of juvenile offenders? This study examined court-ordered parenting skills classes taught by juvenile probation department personnel at a Northern California juvenile detention facility. Three conflicting perspectives arose in the classes: the juvenile court's perspective, where delinquency was framed as a result of poor parenting that state intervention could rectify; the parents' perspective, where parenting was seen as part of the feeling world of family life; and an adult solidarity perspective, where probation officials and parents agreed that youths were bad, out of control, disrespectful—a type of demonization of the youths by all the adults.

scholarly journals Community Violence Exposure and Positive Youth Development in Urban Youth

2011 ◽  
Vol 36 (6) ◽  
pp. 925-932 ◽  
Author(s):  
Catherine C. McDonald ◽  
Janet A. Deatrick ◽  
Nancy Kassam-Adams ◽  
Therese S. Richmond
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Community Violence ◽  
Urban Youth ◽  
Violence Exposure ◽  
Community Violence Exposure
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