Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Arlene Brett Gordon
Committee Member
Maryellen Maher
Keywords
adolescent female offenders, adolescents, anger management, community-based programs, criminal behavior, criminal offenses, delinquency, delinquency causes, delinquency prevention, family relationships, family strengthening, female offenders, gender-specific programs, group counseling, incorrigible behavior, juvenile delinquency, juvenile justice, life skills training, mentoring, school performance, status offenses, disturbing a school, running away, treatment programs, youth crime prevention
Abstract
The literature consistently references the limited research conducted on adolescent female offenders. Much of the research around juvenile delinquent or criminal behaviors has focused on male offenders, and, as a result, the majority of program models for prevention and treating criminal behaviors of adolescents have been based on a male model. The problem addressed in this applied dissertation was adolescent females committal of status and criminal offenses, with the goal of eliminating status and criminal behavior through the implementation of a gender-specific community-based program for adolescent female offenders. The expected outcomes were that for the sample or target group of 25 participants, there would be no committal of the status crime of incorrigible behavior or running away and the criminal offense of disturbing a school.
The solution strategies utilized were a gender-specific, community-based program that was inclusive of anger management training, family strengthening activities, life skills training, and group counseling. Planning was also conducted for the implementation of mentoring activities. The curricula and related program activities were presented during 2-hour, bimonthly sessions that were held at the juvenile justice program’s office.
The projected outcomes were not met. Of the participants that completed the intervention, 1 participant committed a status offense of incorrigible behavior, and 1 participant committed a criminal offense of disturbing a school. However, for more than 60% of the participants who completed the intervention, there were experienced improvements in the areas of family relationships and school performance, along with the absence of delinquent and criminal behaviors.