A cross-sectional study on the factors influencing juvenile delinquency in the government juvenile home, Hyderabad, Telangana

Background: Juvenile is a boy who has not attained 16 yrs and a girl who has not attained 18 yrs. Any offence thefts/robbery, attempt to murder/murder, rape, addictions and any deviation from normal behavior like truancy, vandalism, immorality and ungovernability is termed as delinquency. According to National Crime Records Bureau (NCRB) (2016), Telangana is holding 16th rank and among the metropolitan cities, Hyderabad is contributing to 11th rank based on percentage share in India on Juvenile crime. The objective of the study was to study the factors influencing the juvenile delinquency.Methods: An institutional based cross-sectional study is carried out for a period of three months in the Government Juvenile homes of Hyderabad, Telangana. All the inmates of the male and female juvenile homes (n=200) available at the time of study who were willing to participate were interviewed. Those who were sick and not cooperative were excluded. A semi-structured questionnaire completed through interviews and studying the subjects’ records and ISRD3 questionnaire were used. Institutional ethical clearance was taken before starting the study.Results: 77.5% (155) were males and 22.5% (55) were females. 16.5% (33) were 6-10 yr age group and 83.5% (167) were above 11 yrs. The mean age (yrs) is 14.02±2.96. 18% (36) didn’t attend school and 82% (164) attended school. Age, sex, school attending and the time spent with the parents have shown significance (p<0.05) in the delinquency.Conclusions: The peer influence, smart phone usage, influence of movies and truancy from home also showed significance (p<0.05) in the delinquency.

Discourse analysis of students-workers on school truancy: A specific case in the math course / Uma análise do discurso do aluno trabalhador acerca de sua evasão: caso específico do curso de matemática da uem

Resumo: Objetivamos, neste artigo, relacionar a evasão do ex-aluno do curso de matemática da Universidade Estadual de Maringá (UEM) e sua necessidade de trabalhar, à luz da teoria de Michel Foucault, utilizando-nos de enunciados proferidos pelos próprios alunos evadidos. Para tanto, levantamos os dados oficiais da UEM acerca da evasão no curso de Matemática entre os anos de 2003 a 2013, buscamos e analisamos trabalhos científicos que tratam do objeto evasão e aplicamos uma entrevista com 26 evadidos. O objetivo da pesquisa, além da verificação das representações que os evadidos têm da sua evasão e sua necessidade de trabalhar, é incitar uma discussão crítica das representações do maior envolvido com a evasão, uma vez que as representações mostram sua subjetividade. Pretendemos descrever quais são os sujeitos evadidos e em que discurso estão inseridos. Almejamos dar voz aos sujeitos excluídos. Podemos afirmar que "sujeito evadido" se constitui em seu próprio discurso.

ABSTRACT: School absenteeism of ex-students in the Math course of the State University of Maringá, Maringá PR Brazil, and the need to work are related from the point of view of Foucault´s theory, through their own statements. By collecting official data of the university on truancy in the Math course between 2003 and 2013, we sought and analyzed scientific papers that address the evasion object and applied an interview with 26 escapees. The objective of the research, scientific papers and correlated documents were harvested on school truancy. Besides verifying the representations that truants have of their activities and their need to work, this paper instigates a critical discussion on representations involved in truancy. In fact, representations reveal their subjectivity. This research intends to describe the truants and in which discourse they are inserted so that the excluded subjects may have their own voice and opinion. "Truants" are made up by their own discourse.

Psycho-behavioural Factors Contributing To Truancy Among Malay Secondary School Students In Malaysia

Objective: Truancy is a disciplinary problem, which frequently occurs among school students and it has many contributory as well as inter-related factors. It is a growing problem in this country and it often becomes a prelude to other delinquent behaviours. The study objective is to determine the prevalence of truancy as well as factors related to it including psycho-behavioural factors. Methods: A cross-sectional study involving 556 Malay student’s selected using multi-stage sampling was conducted. Results: The overall prevalence of truancy is 30.2%. The predictors to truancy are age, students who frequenting entertainment centre, students who have not completed Quran recital, coping strategies using problems solving methods and time spent watching television/video. There is a significant association between truancy and psycho-behaviour such as watching video/internet pornography, frequenting entertainment centre, smoking, motorcycle racing and dating a special friend. Conclusion: Truancy is a social issue, which must be given serious attention by all concerned components of the society.

Evasão escolar e desinteresse dos alunos nas aulas de educação física / La evasión de la escuela y el desinterés de los alumnos en las clases de educación física / Truancy and students'disinterest in physical education lessons

O artigo aborda a evasão escolar e o desinteresse dos alunos nas aulas de Educação Física. Aponta-­se para algumas das propostas de combate à evasão escolar no Bra­sil, como a proposta de escolarização por ciclos e o programa Bolsa Escola, e as metas que tais investiduras conseguiram atingir. Em relação ao desinteresse, pode­mos pensar a problemática a partir de percepções que envolvem: a) questões soci­ais e econômicas que incidem sobre o processo de escolarização, tais como a necessidade de trabalhar para suprir as carências familiares; e b) questões de den­tro da escola, como a organização e estrutura da escola ou, mais especificamente, a relação dos conteúdos de ensino selecionados para compor o currículo da Educa­ção Física com as experiências prévias dos alunos.

In this study, the truancy and students' disinterest in Physical Education lessons are broached. We stress some of the proposals to fight the truancy in Brazil (e.g. the school education by cycles and Bolsa Escola [School Grant] programme) and the goals that such investments achieved. Concerning the disinterest, we can think on the problem considering the perceptions including (a) economic and social subjects affecting the school education process, e.g. the need to work for family necessities, (b) internal school matters, e.g. how to organise and structure the school, especially the correlation of the selected education contents to compose the Physical Education syllabus with the previous experiences of students.

El artículo aborda la evasión de la escuela y el desinterés de los alumnos en las clases de Educación Física. Señala para algunas de las propuestas de batalla referente a la evasión de la escuela en el Brasil, como la propuesta de escolarización por ciclos y del programa Bolsa Escola, y las metas que tales investiduras consiguieron alcanzar. Con respecto al desinterés, podemos pensar la problemática a partir de percepciones que implican: a) las cuestiones sociales y económicas que incurren en el proceso de escolarización, tal como la necesidad de trabajar para suministrar las carencias familiares; b) cuestiones de dentro de la escuela, como la organización y estructura de la escuela o, más específicamente, la relación de los contenidos de enseñanza seleccionados para componer el currículum vítae de la educación física con las experiencias anteriores de los alumnos.

Students’ perception of schooling in associations with externalizing/internalizing syndromes and truancy

Objectives: To determine the association of students’ perception of schooling with externalizing/internalizing scores; and to examine the different perceptions related to truancy. Methods: A total of 373 predominantly 16 year-old students attending three high risk schools in Pudu, Kuala Lumpur completed the questionnaires on schooling variables (four items) and externalizing/internalizing syndromes (Youth Self-Report, 112 items). Results: Certain negative perceptions (uncertainty of the schooling purpose, thinking schooling as time wasting) were significantly associated with higher internalizing (p<0.05), externalizing (p<0.005) and total problem (p<0.005) scores. Truants were significantly associated with disliking school (OR=2.52, 95% CI=1.01-6.20), lower educational goals (OR=2.03, 95% CI=1.18-3.49) and uncertainty of the schooling purpose (OR=3.14, 95% CI=1.47-6.67). Among truants, those who thought schooling as time wasting scored significantly higher on externalizing (p<0.005) and total problems (p<0.005). Conclusions: Certain negative perceptions of schooling are associated with self-reported emotional/behavioral problems and truancy. Positive schooling experience may correct schooling misperceptions and solve related emotional and behavioural problems.

Students’ perception of schooling in associations with externalizing/internalizing syndromes and truancy

Objectives: To determine the association of students’ perception of schooling with externalizing/ internalizing scores; and to examine the different perceptions related to truancy. Methods: A total of 373 predominantly 16 year-old students attending three high risk schools in Pudu, Kuala Lumpur completed the questionnaires on schooling variables (four items) and externalizing/ internalizing syndromes (Youth Self-Report, 112 items). Results: Certain negative perceptions (uncertainty of the schooling purpose, thinking schooling as time wasting) were significantly associated with higher internalizing (p<0.05), externalizing (p<0.005) and total problem (p<0.005) scores. Truants were significantly associated with disliking school (OR=2.52, 95% CI=1.01-6.20), lower educational goals (OR=2.03, 95% CI=1.18-3.49) and uncertainty of the schooling purpose (OR=3.14, 95% CI=1.47-6.67). Among truants, those who thought schooling as time wasting scored significantly higher on externalizing (p<0.005) and total problems (p<0.005). Conclusions: Certain negative perceptions of schooling are associated with self-reported emotional/behavioral problems and truancy. Positive schooling experience may correct schooling misperceptions and solve related emotional and behavioural problems.