Intervention in Antisocial and Delinquent Behaviors

Code:

P814

Acronym:

ICAD

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2010/2011 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	39	Official Curricular Structure 2007/2008	4	-	6	54	162

Teaching language

Portuguese

Objectives

The student must be able to:
- Identify risk factors in juvenile delinquency
- Characterize cognitive processes that have an impact in social adaptation and aggression
- Relate the evolution in the juvenile justice system with different approaches to delinquency
- Improve the knowledge of youth justice policy and practice in Portugal
- Identify the basic components of successful interventions in youth crime
- Develop preventive and treatment strategies for aggressive and antisocial youth

Program

Chapter 1. Juvenile delinquency: introduction and nature of the problem
Measures of crime. Criminal statistics; self-report measures.Victim surveys. Definitions of juvenile delinquency: legal, sociological and clinical. Change and continuity processes in youth crime. Types and evolution of antisocial behavior. Risk factors for juvenile delinquency. Individual, family and school related factors.

Chapter 2. Juvenile justice system
Major developments in the juvenile justice system. The principle of welfare in youth justice. The justice model. Nature and limitations of the welfare vs. justice debate. Key elements in restorative justice. Restoration, reconciliation and conflict resolution. The portuguese youth justice system.

Chapter 3. Prevention of antisocial behaviour
Public health perspective: levels of intervention.The classification of M. Cusson (1994). Situational crime prevention. Prevention in the juvenile justice system. Community prevention. Developmental crime prevention. Characteristics of effective intervention strategies. The definition of intervention objectives based on criminogenic needs. Preventive strategies centered in the youth, in the family and in the school.

Chapter 4. Intervention strategies at the post delinquency phase
Different responses to juvenile delinquency. Diversionary policies. Restorative justice. Punishment. Psychological treatments. Motivational interviewing with juvenile delinquents. Skill oriented and group counseling approaches.

Mandatory literature

Borum,R. & Verhagen, D.; Assessment and managing violence risk in juveniless, The Guilford Press, 2006. ISBN: 10 1-59385-322
Ferrara Mattehew L.; Group counseling with juvenile delinquents. ISBN: ISBN 0-8039-3885-3
Fonseca António Castro ed.; Comportamento anti-social e família. ISBN: ISBN 972-40-1797-4
Hoge, R.D.;Guerra, N.G. & Boxer, P. (Eds.); Treating the juvenile offender, The Guilford Press, 2008. ISBN: 13:978-1-159385-639-7
Matos Margarida Gaspar de 070; Violência, bullying e delinquência. ISBN: 978-972-8710-99-6
Peters Ray Dev. ed. lit.; Preventing childhood disorders substance abuse and delinquency. ISBN: ISBN 0-7619-0015-2
Thomas Grisso; Forensic Evaluation of Juveniles, Professional Resource Press, 1998
Negreiros Jorge; Delinquências juvenis. ISBN: 989-8148-08-X
Goldstein Arnold P.; Aggression replacement training. ISBN: 0-87822-379-7

Teaching methods and learning activities

Theoretical and practical

Evaluation Type

Distributed evaluation with final exam

Eligibility for exams

The student must attend 3/4 of the classes.

Calculation formula of final grade

The final classification is the mean of the grades from the theoretical component and the practical component and will be expressed in a scale from 0 to 20. Each component will contribute with 50% for the final classification. The evaluation of the practical component of the course will be based in the development of a written report about an intervention topic, from a list of themes previously presented to the students. Any activity, examination or report elaborated by the student must reach the minimum classification of 8 in a scale of 0 to 20.

Examinations or Special Assignments

Do not exist.

Special assessment (TE, DA, ...)

In accordance with the regulations of the Faculty.

Classification improvement

The improvement of the classification is based in the participation of another written examination. A new opportunity for the evaluation of the practical component is not allowed.