Negative Peer Cultures in Juvenile Institutional Settings: Staff as Couch Coaches or Couch Slouches

Autor/inn/en	Ahonen, Lia; Degner, Jurgen
Titel	Negative Peer Cultures in Juvenile Institutional Settings: Staff as Couch Coaches or Couch Slouches
Quelle	In: Journal of Offender Rehabilitation, 51 (2012) 5, S.316-330 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-9674
DOI	10.1080/10509674.2012.683238
Schlagwörter	Foreign Countries; Institutionalized Persons; Correctional Institutions; Juvenile Justice; Peer Relationship; Interpersonal Competence; Emotional Intelligence; Resilience (Psychology); Moral Values; Moral Development; At Risk Students; Social Networks; Negative Attitudes; Staff Development; Knowledge Level; Group Dynamics; Socialization; Prosocial Behavior; Adolescents; Sweden + Suchen Sie Ihr Suchwort? Ausland; Jugendstrafvollzug; Jugendgerichtshilfe; Peer-Beziehungen; Interpersonale Kompetenz; Emotionale Intelligenz; Moral value; Ethischer Wert; Moralische Entwicklung; Social network; Soziales Netzwerk; Negative Fixierung; Personnel development; Personalentwicklung; Wissensbasis; Gruppendynamik; Socialisation; Sozialisation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schweden
Abstract	Juveniles in institutional treatment lack the skills to cope with societal expectations, rules, and moral values. If not prevented by staff, bonds are established with other deviant youth and the placement serves as a perfect "school of crime." This article aims to explore staff strategies to prevent negative peer cultures, as well as their theoretical foundations and relation to staff academic level and professional experience. Data were collected at eight Swedish institutions, using the Correctional Program Assessment Inventory 2000, questionnaires, observations, and interviews with clinical staff. Results show that most facilities lack negative-peer-culture strategies, but this is not related to academic level or experience. The importance, in terms of influencing the residents, of theoretical knowledge concerning psychological group-processes, peer culture, and moral development, as these relate to staff-supervised or unsupervised time, is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10