The research proposed aims to give an in-depth insight into young adult offenders’ perspectives of Education and Training for employment. The research method that will be adopted for this purpose is Qualitative research. The importance of education and training opportunities in today’s world has become essential for many different reasons. For young offenders in particular, education/training may act as a positive tool and limit the risk of reoffending. Maruna and Immarigeon (2011) identified that through a combination of the probation services and training for employment the self-esteem of an individual can be increased dramatically due to the social aspect of meeting people and building “friendships”. For some offenders this can result in …show more content…
Therefore, the balance of what is effective is different for each individual. The researcher hopes to explore this aspect of young adult offenders aged 18-24 and their perspective of education, training and employment as the author feels there is a gap in research regarding young adult offenders and whether or not positive outcomes regarding rehabilitation are visible as a result of education, training and employment. The author plans to conduct the research through an organisation. The client group that are involved in the organisation’s programme are mostly interlinked through probation services or the court system to avoid further re-offending, while sometimes a small percentage of participants are self-referred, which is accepted due to the concern for the individual themselves in re-offending or thoughts of participating in offending behaviour. Glossary of Terms: Offending …show more content…
Furthermore, Rotman (1990) argues that offenders have the right to rehabilitation through education, training, appropriate psychological and pyritic treatment (ibid). Evidence based research suggests that low levels of Education and Training is linked to criminal behaviour/activity (Bouffard, MacKencies and Hickmann, 2000), (Pearson, 1999), (Maruna and Immarigeon, 2011) and providing education and training limits offending behaviour. Conversely, not all evidence agrees that education and training limits offending behaviour, for example Cullen, Skovron, and Scott (1999, cited in Wilson, Gallagher and Mackenzie, 2000) argue that there is reason to question the success of education and training programmes for offenders and additional reoffending. This will be explored further in relation to young adult offenders. Although it is essential to recognise that programmes for offenders developing education and training do not always work, as examined by Sherman, Gottfredson, MacKenzie, Eck, Reuter and Bushway (1997, cited in Bouffard et al, 2000) but depends on the individual and their environment. This will be further