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Treball Final de Grau en Criminologia i Seguretat. Codi: CS1044. Curs: 2019-2020 La delincuencia juvenil es propia de toda sociedad y cultura, constituyendo así un hecho importante y de gran preocupación en el ámbito criminológico y judicial. El objetivo principal de este trabajo se basa en conseguir sintetizar un perfil del menor infractor reincidente a través del análisis de varios estudios realizados en diversas comunidades autónomas españolas. Por un lado queremos establecer las características propias del perfil general del menor reincidente y, por otro lado, observar si existen diferencias de perfil en relación a los diferentes programas que ofrece la L.O. 5/2000 reguladora de la responsabilidad penal de los menores. Los resultados han dejado ver que, a pesar de que los estudios se han realizado en diferentes comunidades autónomas, con poblaciones bastante dispares, el perfil del menor reincidente responde a unas características homogéneas, tanto en base al perfil general como al perfil diferenciado por el programa socioeducativo impuesto. Juvenile delinquency is typical of all society and culture, thus constituting an important fact and of great concern in the criminological and judicial sphere. The main objective of this work is to synthesize a profile of the less successful offender through the analysis of several studies carried out in various Spanish autonomous communities. On the one hand, we want to establish the characteristics of the general profile of the minor incident and, on the other hand, to see if there are differences in profile in relation to the different programs offered by the L.O. 5/2000 regulation of criminal responsibility of minors. The results have shown that, although the studies have been carried out in different autonomous communities, with fairly disparate populations, the profile of the minor repeat offender corresponds to homogeneous characteristics, both on the basis of the overall profile and the profile differentiated by the socio-educational program imposed.

Η παρούσα εργασία αρχικά περιγράφει το περιεχόμενο της χαρισματικότητας και τις σχετικές προσεγγίσεις που κυριαρχούν παγκοσμίως, αλλά και στην Ελλάδα. Αναφέρεται στις τέσσερις κυρίαρχες διαστάσεις αντίληψης της «χαρισματικότητας»: α) ως γνωστικού επιτεύγματος, β) ως «κλίσης»/χαρίσματος, γ) ως φύσης ή ως ανατροφής και δ) ως προς τον προσανατολισμό της έναντι στο άτομο ή στο σύνολο. Πέρα από αυτές, μια ακόμη προσέγγιση σκόπιμα αγνοεί τη χαρισματικότητα, για διαφορετικούς λόγους σε κάθε χώρα που υιοθετείται, ενώ διαφορετική προσέγγιση του θέματος συνιστά και η αντίληψη των χαρισματικών παιδιών ως παιδιών με ειδικές εκπαιδευτικές ανάγκες. Στη συνέχεια της εργασίας περιγράφονται τα κριτήρια ένταξης των μαθητών στην κατηγορία των χαρισματικών παιδιών σύμφωνα με την έκθεση Eurydice (2006), οι πρακτικές και οι τρόποι εντοπισμού και αναγνώρισής τους στις διάφορες χώρες, καθώς και τα μεροληπτικά σφάλματα στη διαδικασία αυτή. Κατόπιν, μελετώνται οι τρόποι που υιοθετούνται για τη διαχείριση του θέματος της εκπαίδευσης των χαρισματικών μαθητών, οι οποίοι διαφέρουν από χώρα σε χώρα. Στις Ευρωπαϊκές χώρες, τα εκπαιδευτικά μέτρα που λαμβάνονται για τα χαρισματικά παιδιά μπορεί να είναι μέτρα που εφαρμόζονται εκτός ή εντός σχολείου, μέσα ή παράλληλα με το επίσημο σχολικό αναλυτικό πρόγραμμα. Στην Ελλάδα, η ανάπτυξη προτύπων αξιολόγησης και ειδικών εκπαιδευτικών προγραμμάτων για τους μαθητές αυτούς ανατίθεται σε Σχολές ή Τμήματα Α.Ε.Ι., ενώ κανένας μαθητής δεν μπορεί να φοιτήσει σε τάξη μη αντίστοιχη με αυτή της ηλικίας του. Ακολουθεί η εξέταση του θέματος της κατάρτισης των εκπαιδευτικών για την εκπαίδευση των χαρισματικών παιδιών, ενώ μελετάται και η σχολική πορεία και η γενικότερη εξέλιξη των προικισμένων μαθητών. Τέλος, για την Ελλάδα, προτείνονται μέτρα και πρακτικές για μια εκπαίδευση με κάθε τρόπο προσαρμοσμένη στις ιδιαιτερότητες όχι μόνο των χαρισματικών, αλλά και του κάθε παιδιού., This paper initially describes the content of the concept of giftedness and the relevant approaches which are adopted globally and in Greece. It refers to the four dominant dimensions of the perception of "giftedness" (a) as a cognitive achievement, (b) as an aptitude, (c) as nature or nurture, and (d) as for its orientation towards individuality or collectivism. In addition to the above four dimensions, there is one approach that deliberately ignores giftedness for different reasons in every country in which it is adopted, while another one regards charismatic children as children with special educational needs. The paper also describes the criteria for integrating students into the category of charismatic children according to the Eurydice report (2006). It goes on with the practices and methods of different countries in identifying those students and the biased errors that appear during this process. Subsequently, the ways adopted in order to manage gifted students’ education are presented, which vary from country to country. In the European countries, the educational measures taken for charismatic children may be measures implemented outside or within the school, and within or alongside the formal school curriculum. In Greece, the development of evaluation standards and special educational programs for these pupils is entrusted to Schools or Departments of Universities, while no student can attend a class which is not for his/ her age. Afterwards, the issue of gifted children’s teachers’ training is examined, while those students’ school course and general evolvement is also investigated. Finally, regarding Greece, measures and strategies are proposed, in order for education tailored to the needs of each child –and not only the gifted ones- to be achieved.

This thesis deals with selected educational problems of pupils accommodated in a particular youth home. It explains the function and content of the youth home. It defines the life period and associated developmental tasks that help us explain and understand the behavior and manners of adolescents. Then there are characteristics of educational problems and risk behavior of adolescents. The longest part of the thesis describes some selected types of risk behavior. The theoretical part is complemented by the practical part. It is based on qualitative research that mentions the most common behavioral problems, for these there are analyzed selected case studies.

Diferentes sectores parecen ser partícipes de la creencia de que los menores suponen un gran peligro para la sociedad, y más aún si ya han formado parte de un proceso judicial. Esta percepción social se encuentra en gran medida influenciada por la alarma causada ante algunos delitos ampliamente publicitados por los medios de comunicación, que en ocasiones fragmentan y distorsionan los acontecimientos. Estas opiniones y demandas no pasan desapercibidas para el sistema penal, que ha intentado reflejar en el Código Penal español modifcaciones encaminadas a proporcionar una mayor seguridad ciudadana. El objetivo de este estudio es el de establecer un perfl del menor con expediente en el Juzgado de Castellón, en cuanto a variables judiciales y sociodemográfcas, con el fn de contrastar dichas creencias. Los participantes de este estudio fueron todos los menores del Juzgado de la provincia de Castellón del año 2012 al 2016. Los resultados reflejan un perfl de menor mayoritariamente masculino, con una edad comprendida entre los 16 y los 17 años, que comete delitos de lesiones, robos con fuerza y hurtos, y representa al 1.6% de la población general de menores. Estos datos apoyarían la tendencia no delictiva del menor en el Juzgado, ofreciendo un perfl mayoritario con un único expediente y un contacto puntual con el sistema judicial. Different sectors seem to believe that minors suppose a great danger for the society and even more if they have been part of a judicial process. This social perception is greatly influenced by the alarm caused by some crimes widely publicized by the media, which sometimes fragment and distort the events. These opinions and demands do not go unnoticed for the penal system, which has tried to reflect some changes in the Spanish Penal Code in order to provide a greater citizen security. The aim of this study is to establish a profle of the minor of Castellón’s Court, in terms of individual and judicial variables, in order to contrast these society beliefs. The participants of this study were all the minors of the Castellón’s province Court from 2012 to 2016. The results reflect a minor’s profle mainly masculine, who is between 16 and 17 years old, who commit injury offenses, burglaries and thefts, and represents the 1.6% of minors’ general population. These data highlight a non-delinquent juvenile profle in Cort, offering a majority profle with a single record and a punctual contact with the judicial system

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É significativo o número de alunos brasileiros que apresentam, em maior ou menor grau, problemas relacionados com a escrita, independentemente do seu ano de escolaridade ou formação. Dentro das salas de aulas essa é uma realidade que todos nós conhecemos. E por conhecer essa realidade é que reconhecemos que isto influencia de uma forma negativa a formação de nossos estudantes. Na verdade, se estas dificuldades não forem detetadas atempadamente, os custos serão enormes, quer em termos pessoais quer em termos sociais, já que essas dificuldades tendem a se manter na vida adulta. O papel do professor assume-se, deste modo, fundamental na identificação precoce destes casos e na adequação do processo de ensino-aprendizagem na senda do sucesso escolar. No entanto, não raras vezes o seu trabalho é dificultado ou pelo desconhecimento da problemática em questão ou pela falta de uma política educativa que, a nível dos gestores escolares, permita potenciar a sua atividade de docente. É neste contexto que surge o presente trabalho que tem por objetivo analisar as conceções e as práticas pedagógicas na área da disortografia. Para tanto, abordaremos o conceito de disortografia e suas implicações na leitura e escrita, com ênfase no último aspecto, já que a dificuldade se dá justamente na grafia. No sentido de melhor compreender a realidade de algumas escolas do ensino fundamental e médio do Brasil, foi conduzido um estudo exploratório, com recurso à técnica do questionário, tendo sido inquiridos 31 professores e 11 gestores de escolas públicas e privadas. Os resultados evidenciaram, entre outros aspetos, algum desconhecimento sobre disortografia bem como algumas divergências entre estes dois agentes educativos quanto às características desta perturbação e quanto às melhores estratégias e medidas educativas para crianças com este diagnóstico. Com base nestes resultados é proposto um esboço de um programa de intervenção junto da comunidade educativa. A significant number of Brazilian students who have a greater or lesser extent, problems related to writing, regardless of their years of schooling or training. Inside the classrooms this is a reality that we all know. And know this reality is that we recognize that this influence in a negative way, the formation of our students. In fact, if these problems are not detected in advance, the costs will be enormous, both in personal terms and in social terms, since these difficulties tend to remain in adulthood. The teacher's role is assumed, therefore, important in the early identification of these cases and the appropriateness of the teaching-learning process on the path to school success. However, often, their work is hindered or the ignorance of the problem in question or the lack of an educational policy at the level of school managers, allow enhance their teaching activity. It is in this context that comes the present work aims to analyse the conceptions and pedagogical practices in the area of dysorthography. Therefore, we discuss the concept of dysorthography and its implications for reading and writing, with emphasis on the latter, since the difficulty is precisely in spelling. In order to better understand the reality of some schools of elementary and secondary education in Brazil, an exploratory study was conducted with questionnaire technique to use, having been interviewed 31 teachers and 11 managers from public and private schools. The results showed, among other things, a lack of knowledge about dysorthography as well as some differences between these two educational agents about the characteristics of this disorder and on the best strategies and educational measures for children with this diagnosis. Based on these results we propose an outline of an intervention program within the educational community.