EXAMINING THE IMPACT OF EDUCATION IN MITIGATING JUVENILE DELINQUENCY RATES IN BAYELSA METROPOLIS
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The educational process plays a vital role in human development, cultivating a better future from childhood. The topic of juvenile delinquency, which is on the rise, is one of the difficult issues attracting the attention of many psychologists and educators. Young criminals are not stereotyped to be bad members of society, and the impact of child and adolescent education may contribute to their misbehavior. Juvenile delinquents' education since childhood, such as family and school education, affects their behavioral changes and individual values as they mature. Varied social changes and surroundings impact the rate of juvenile delinquents. This study explores the influence of child and adolescent education on juvenile delinquency in three aspects: the effect of family education, school education, and social environment. A qualified family education, such as educational levels, familial environment, and neighborhood environment, shapes children's good values from a young age, preventing the occurrence of juvenile delinquency. School education equipped with moral education courses, positive teacher-student relationships in school, and a democratic learning environment creates a better curriculum to educate children and adolescents to step into society, lowering the risk of juvenile delinquency. Children's development and behaviors are also influenced by social surroundings, including social insecurity, historical and cultural context, and child socialization. In addition to corrective measures and evidence-based practices in juvenile detention facilities, additional steps, like mandating more effective transition planning, are necessary and urgent. These include aftercare to give them access to basic education or employment opportunities after release, assisting them in better reintegrating into society and making their contributions. A successful reentry into the community requires an effective transition procedure and high-quality support services.
CHAPTER ONE
1.0 Introduction
1.1 Background of the study
In Walter Pescaru’s “Teaching Against Idiocy," he illustrates that everyone is born with "idiocy," and an education process with a democratic and equal atmosphere could help develop “public-minded citizens” in society (Parker, 2015). People in a community should take responsibility for what they have done illegally. According to the Federal Juvenile Delinquency Code, juvenile delinquency commits a “federal criminal violation” before their 18th birthday (Buchanan, 2020). People committing crimes after the age of 18 are proceeded as "adults." However, juvenile crime rates are increasing worldwide, from suicide to mass murder, especially in urban areas (Pescaru, 2020). Different levels of criminal responsibility also vary in countries, meaning the minimum age to be considered a juvenile varies by country. Aside from social condemnation of young criminals' acts of defiance, it is more meaningful to discover the reasons that caused them to commit a criminal violation in society. Child and adolescent development mainly depends on surroundings, including the external and internal environment. Internal environment mostly means the impact of the familial atmosphere, such as family cohesion, educational level, and economic status. The external environment often considers the outer atmosphere, like schools, curriculums, and neighborhoods. These environmental factors can cultivate children to become well-behaved from a young age, which is also an essential factor that could be applied to prevent juvenile delinquency. However, although some research since youth crime is a complicated issue to discover, a requirement of quantitative and longitudinal (at least one year) tracking of juveniles could help systematically collect data from concluding complete research on the relationship among juvenile delinquency and its causes. This study will focus on the examining the impact of education in mitigating juvenile delinquency rates in Bayelsa metropolis.
1.2 Statement of the problem
The extent of juvenile delinquency and crime in Bayelsa metropolis schools, as alluded to earlier on, and the apparent permissiveness of society, were cause for concern for the present researcher, hence this study. According to Heynen (2015), adolescence is a normal, albeit frustrating, but inevitable process of development from puberty to adolescence. Mwangangi (2019) concurs and states that it is a temporary state normally discontinued in adulthood. This latter statement notwithstanding, there is a need to refocus on the problem in Bayelsa metropolis, where the youth consistently misbehave due to numerous factors, some of which are beyond their control, but which have the consequences of undermining the socialising role of the home, in particular, and the school, especially in black township schools.
1.3 Aim and objectives of the study
The aim of the study is to the examine the impact of education in mitigating juvenile delinquency rates in Bayelsa metropolis
1.3.1 Objectives of the study
i. Describe the opinions and experiences of teachers on juvenile delinquency in secondary schools;
ii. Describe the nature, extent and causes of the problem in secondary schools
iii. To make recommendations to deal with antisocial behaviour amongst adolescents
iv. To contribute to educational research and the development of policies in dealing with the problem in future.
v. To describe the extent to which parents, teachers, wider society and policies have caused, prevented and dealt with the problem in secondary schools.
1.4 Significance of the study
The findings of this study could lead to fresh debate among researchers, parents, teachers, socialising agents such as the church, health and social workers, as well as policy-makers in Bayelsa State, about the factors that cause the problem and its escalation. In addition, the aforesaid stakeholders could find common ground in developing intervention strategies to effectively address the problem. Finally, the research could contribute to further research on juvenile delinquency.
1.5 Research questions
This study shall bring answers to the following questions:
- What are the opinions of teachers on juvenile delinquency in secondary schools and their experiences thereof?
- What are the most prominent social and geographical features of adolescents in whom antisocial behaviour manifests?
- How has juvenile offending affected discipline in schools?
- What role does the family play in causing, preventing and dealing with juvenile delinquency?
1.6 Scope and Limitation of the study
The scope of this study covers examining the impact of education in mitigating juvenile delinquency rates in Bayelsa metropolis. The study used mainly the qualitative and combined interpretive-constructivist paradigm which commenced with a quantitative phase. Hence, a mixed method design was implemented.
1.6.1 Limitations
The study was conducted only amongst a limited number of secondary school teachers. Therefore, the findings would not be generalizable to other parts of the country. The key concepts are discussed below and henceforth used thus throughout the study.
1.7 Definition of Terms
The terms described below are universal and together describe the developmental phase; its challenges as well as the needs of young people in transition from childhood to adulthood. Thus, they suit the purpose of the present study on juvenile delinquency in Bayelsa Metropolis. The terms are, namely: adolescence and adolescent/youth; juvenile and delinquency; status offence; and risk factors.
Adolescence and adolescent/youth: “adolescence’’ refers to a stage of development from childhood to adulthood, while in the Merriam Webster’s Collegiate Digital Dictionary (MWCDD) (2003), it refers to a period of development “from puberty to maturity terminating legally at the age of majority’’, in which the adolescent is in search of his/her own identity. The concept “adolescent’’ thus refers to one who is in the stage of adolescence. The concept “youth’’ refers to a period in one’s life when one is young.
Juvenile and delinquency: The concept “juvenile” refers to children or young people. However, when they display conduct that is discordant with social norms or the law, they are described as juvenile delinquents. The concept “delinquency” thus refers to the delinquent behaviour. For purposes of this study, the aforementioned definitions of the concept were used throughout the study. Examples of the problem include lying, truancy, sexual licentiousness, teenage pregnancy, bad-mouthing others, cheating, lack of respect, involvement in fights, vandalism, substance abuse, arson, rape, bullying, aggression, theft, violence and gangsterism. This study focused on both the general adolescent antisocial conduct that is characteristic of this stage of development as well as criminal acts that border on the illegal. Numerous media reports have alluded to alarming juvenile criminal acts amongst secondary school learners which the researcher could not ignore.
Status offence: the concept “status offence’’ refers to conduct that is illegal if committed by a child – it is commonly used in reference to a child whose 15 behaviour indicates that he/she needs care and supervision because of poor parental upbringing.
Risk factors: The concept refers to factors within society that have the likelihood of leading to juvenile delinquency, such as family structure, poverty, the economy, population growth and racism (Mwangangi et al, 2018). Due to the various operational definitions of the key concepts in this study, the concept “juvenile”, “adolescent”, and “youth”, on the one hand, and “delinquency”, “misconduct”, “offending” and “antisocial behaviour” on the other, were used interchangeably throughout the study
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