School dropout, problem behaviour and poor academic achievement : a longitudinal view of portuguese male offenders

This study examines school drop outs from the perspective of male adults themselves through interviews with offenders currently serving sentences. Participants were 10 Portuguese male inmates, between the ages of 19 and 46 years of age, incarcerated in two prison facilities of the Azores. Qualitative and interpretative methods were carried out using a semi-structured in-depth individual interview that was audiorecorded and conducted on the basis of a list of topics. Interview transcripts and thematic analysis were used in data treatment and analysis. The findings primarily indicate that poor academic achievement and emotional and behavioural difficulties of participants played a particular role in early school drop out. The trajectories these individuals followed within the education system presented problem behaviour, learning disabilities, and/or foster care interventions. While school drop out circumstances were apparently various, analysis showed that they were underpinned by three distinct sets of conditions generally not addressed by the education system. The analysis of the triggering factors and the maintenance dynamics of school drop outs indicated three distinct types: retention/absenteeism, life turning points and positive resolution. Implications for secondary prevention and screening practices are discussed.FCT (SFRH/ BD/ 44245/ 2008)CIEC - unidade de investigação 317 da FC

Experiences of adolescent participation in community-based workshops designed to improve psychosocial skills: What are the key benefits?

peer-reviewedThe present study sought to explore the experiences of young adolescents who participated in a community-based workshop designed to improve psychosocial competence.  The workshop involved fourteen adolescent children aged between 10 and 14, who lived in socially disadvantaged areas of Liverpool, UK.   Focus groups were employed to assess whether participation in Skills for the Street workshops improved adolescents psychosocial functioning and personal development.  A number of themes were identified in the analyses including increased confidence, increased self-awareness admiration, and team building. These themes are discussed, and we argue that the findings attest to the benefit of community-based approaches for young people living in socially disadvantaged neighbourhoods in the UK. ACCEPTEDpeer-reviewe