Supports and constraints in the alteration of aggressive and criminal behaviour.
Published: 2005
Language: eng
Number of pages: 294
Subjects: Toronto District School Board. -- Alternative to Suspension Program.; Juvenile delinquents -- Rehabilitatin -- Onatio.; Juvenile delinquents -- Services for -- Ontario.; High school students -- Services for -- Ontario.
Description: This qualitative investigation used a limit cases approach to investigating supports and constraints in adolescents altering their aggressive and/or criminal behaviour. Four groups of participants were reflexively interviewed; two groups of younger adolescents with long term behavioural histories and identified educational needs, one successful and one unsuccessful. The other two groups were older adolescents with relatively short behavioural histories with no educational needs, one successful and one unsuccessful. Participant comments on a wide range of factors were organized into personal constraints, contextual constraints, personal supports, and contextual supports. Key findings included the depth and breadth of cognitive elements involved in both successfully altering behaviour and in constraining change. In particular, goal setting was a key factor, as was the use of constructive self talk. Learning disabilities seemed to have little importance; rather it was the frustration of not getting needs met that was relevant. As well, differences between the four groups were organized into three profiles; two of students least likely to change their behaviour, and one most likely to do so. Some gender differences were also noted. A crucial component of program development for working with at-risk youth appears to be setting a collaborative, mutually respectful and appreciative climate in which adolescents can explore issues, their strengths, and learn new strategies.
Notes: Thesis (Ed.D.)--University of Toronto, 2005.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 66-06, Section: B, page: 3400.