Social and Behavioral Sciences Commons^™

Motivations To Return To A Gang After Severe Physical Victimization, Nora Vlaszof

Walden Dissertations and Doctoral Studies

Abstract

Gang violence is a social concern because of the risks of victimization among gang members and their communities. Many gang members have been victims of gang violence, and some choose to remain involved with their gang even after being victimized. Researchers have explored why people join gangs, but less is known regarding the gang-victimization link, which is the focus of this study. Social bond theory guided the study's research question on the motivation of gang members to rejoin their gang after severe physical victimization. A multiple case study design was employed with a purposeful sample of six English-speaking men, …

Exploring The Merging Of Two Divergent Behavioral Support Systems In Juvenile Justice, Linda Susan Spaulding

Walden Dissertations and Doctoral Studies

In 2016, over 47,000 youths in the state of Florida were served by the Department of Juvenile Justice (DJJ) probation services. While on probation, these youths were exposed to 2 different, and potentially conflicting disciplinary management systems. Youth are under the authority of juvenile probation officers (JPOs), who are bound to a consequence-based management approach. This approach is guided by negative reinforcement. The youths are simultaneously engaged with staff from diversion programs, many of which are strengths-based and guided by positive reinforcement. According to the ecosystemic complexity theory of conflict, exposure to incongruent systems can have negative effects such as …

Training And Experiences Of General Educators Who Have Students With Externalizing Behaviors, Sheila Ruann Lachelt

Walden Dissertations and Doctoral Studies

In California classrooms, general education teachers have experienced stress due to an increasing number of students with emotional and behavioral disorders (EBD). This study used a hermeneutical phenomenological inquiry approach to explore teachers' perspectives of their pre-service professional development (PD), in-service PD, and classroom experiences with students who have externalizing EBD. The theoretical framework centered on social constructivism. Research questions addressed the teachers' perceptions of their pre-service and in-service PD on students with EBD and their experiences with students' externalizing behaviors. Twenty California general education teachers, each from a different school district, volunteered to participate in face-to-face interviews. Stratified purposeful …