Juvenile detention : an analysis of function, tentative objectives, and educational implications

This thesis explores the function of juvenile detention in Delaware County, Indiana, for the purpose of establishing tentative objectives for the total program.The Juvenile Court Judge and Detention Center Director were interviewed to assist the writer in ascertaining clear descriptive data of detention procedure as well as their views regarding the function of detention.Juvenile Detention Center is defined as a physically restrictive facility for the temporary care of children, who have not attained the age of 18, pending court disposition or transfer to another authority or agency.The most important points examined include the distinction between "secure" and "non-secure" or "shelter" facilities. The facility under study was secure. Confinement was short-term: the average stay being five days. The concept of "program" was analyzed emphasizing that all experiences affect the education of the children, and that the instructor was no conducting a program within a program. The concept of "responsibility" was also examined, particularly with its relationship to "therapy" and "education." The Director clearly and emphatically stated that therapy was not a function in detention, but that education was. The writer's conclusion was that this semantic problem limits the extent to which the children's needs can be met. The tentative objectives and implications were:1. Provide immediate physical, emotional, and psychological care. This objective should be a concern to all staff members, not only the instructor. An integral part of the program includes an immediate shower, clean clothes, and rest. The staff should become involved with the children at an emotional level, showing love and sincere care for their welfare while maintaining reasonable discipline standards.2. Provide educational and recreational activities which are healthful, enjoyable, and are valuable for leisure time, even after the child has-left the Detention Center. A variety of activities would be appropriate including reading, chess, monopoly, ping pong, basketball, volleyball, handball, viewing films, discussion, arts, and crafts. The instructor sought to allow the children a degree of freedom to choose among certain activities and to select films from lists available through community sources. This gave the children a sense of participation in some decisions. It was necessary and valuable to have some children participate whether they wanted to or not; for example, arts and crafts were avoided by some children for awhile, but once involved, many children enjoyed themselves, and learned to express themselves in positive manner.Freedom of expression should be encouraged as long as the expression does not cause physical or emotional harm to others or to one's self. Reading is a skill believed to require continuous practice. A wide variety of literature was provided, including comic books. Many comics seemed valuable as an immediate source to develop a skill the child may use to read other materials in the future, and as a source of multidimensional expression. An example would be the philosophical witticism of Linus or Pogo. Also, many topics include science fiction, which could be enjoyed as adventure or as a critique of man's use of science and technology.Chess is a game valued by many children. It is a game easier to learn than many people realize, yet is of infinite complexity. This is another example of multi-dimensional expression, depending upon the level of experience of the players.The value of physical sports is considered in regard to the exercise derived and as anoutlet for frustrations. Competition has no value to persons who do not believe that they have a chance of winning. Exercise, a practice of skills and cooperation are emphasized before competition. No one who always loses will continue to participate. The threat of failure should be minimized as it is not conducive to learning in any environment. 3. Provide activities which will aid the children in developing more realistic and positive views of themselves.The rationale for this objective is that motivation to lear, that is, to chage one's behavior, is minimal in the person who lacks confidence and/or knowledge about himself. Learning is building upon a foundation, a synthesizing process: perceiving, reacting, constructing.4. Help each child to learn the concept of responsibility. This objective follows, it seems from the previous one: If a positive view of the self is attained, socially responsible behavior will follow if the child accepts the consequences of his behavior as though someone else behaved that way, and he were to be affected by that behavior.Children can grow in confidence, becoming personally and socially responsible when the staff help to clarify the behavioral expectations of them. It would be appropriate to inform the children thoroughly as to general rules of conduct. Reinforcement of acceptable behavior would help to motivate that behavior.Evaluation of this objective would best be made on the basis of behavioral objectives identifying specific characteristics of responsible behavior.Thesis (M.A.