LEADER 03926nam 22006375 450 001 9910865269803321 005 20250807150242.0 010 $a9789819719266$b(electronic bk.) 010 $z9789819719259 024 7 $a10.1007/978-981-97-1926-6 035 $a(MiAaPQ)EBC31495531 035 $a(Au-PeEL)EBL31495531 035 $a(CKB)32315581500041 035 $a(DE-He213)978-981-97-1926-6 035 $a(OCoLC)1441720350 035 $a(EXLCZ)9932315581500041 100 $a20240617d2024 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducation, Engagement, and Youth Crime $eCase Studies in the Lived Experience of Education and Recidivism /$fby Cassandra Thoars, David Moltow 205 $a1st ed. 2024. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2024. 215 $a1 online resource (172 pages) 225 1 $aEducation in the Asia-Pacific Region: Issues, Concerns and Prospects,$x2214-9791 ;$v71 311 08$aPrint version: Thoars, Cassandra Education, Engagement, and Youth Crime Singapore : Springer,c2024 9789819719259 327 $a1. Introduction -- 2. Children, Young People, and Adolescence -- 3. Education and Engagement -- 4. Youth Crime, Justice, and Recidivism -- 5. Case studies -- 6. Consolidating the Findings -- 7. Conclusions, implications, and considerations . 330 $aThis book presents insights into how affective educational experiences may be associated with youth criminal behaviour and the pathway to recidivism. It explores the perspectives and lived school experiences of five young adult male prison inmates, including while they were incarcerated as youths. Through these case studies, the book explores the relationship between affective engagement in education and recidivism. This book shows that participants were affectively disengaged from education prior to their initial incarceration in a youth detention facility, and that their disaffection before, during, and after youth incarceration both generated and impacted on their cognitive and behavioural disengagement from education. Moreover, a range of additional factors not directly causally related to their schooling were shown to have had a significant effect on their engagement in education. The book considers a number of key findings. First, the foundational role that a sense of belonging plays in how young people experience education and its relation to crime. Second, the importance of individualized transition plans for youth at risk, and youth offenders before, during, and after incarceration. Third, the extent to which successful transition from youth offending and recidivism hinges on interagency collaboration. This book will be beneficial to teacher educators, education researchers, criminologists and sociologists. 410 0$aEducation in the Asia-Pacific Region: Issues, Concerns and Prospects,$x2214-9791 ;$v71 606 $aSocial service 606 $aJuvenile delinquents 606 $aEducational sociology 606 $aEducational psychology 606 $aChildren and Youth Work 606 $aYouth Offending and Juvenile Justice 606 $aSociology of Education 606 $aEducational Psychology 615 0$aSocial service. 615 0$aJuvenile delinquents. 615 0$aEducational sociology. 615 0$aEducational psychology. 615 14$aChildren and Youth Work. 615 24$aYouth Offending and Juvenile Justice. 615 24$aSociology of Education. 615 24$aEducational Psychology. 676 $a361.3083 700 $aThoars$b Cassandra$01742851 701 $aMoltow$b David$01742852 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910865269803321 996 $aEducation, Engagement, and Youth Crime$94169563 997 $aUNINA