En kvalitativ studie om ungdomsbrottslighet

Abstract

This study will focus on the role of social services and their experiences regarding why youth become involved in criminal activities, as well as the preventive measures social services offer to address this issue. The paper employs the theories of territorial stigmatization, systems theory, and labeling theory (of deviant behavior). The study is based on a qualitative method. Semi-structured interviews were conducted with social workers who have experience working with youth involved in criminal activities or at risk of involvement. The results indicate that a lack of social cohesion can be a contributing factor to youth involvement in crime, and various factors can lead individuals to such situations. One reason may be that political governance affects those who do not address the issue. Another aspect mentioned by the informants was that lack of integration and exclusion can result in a lack of social cohesion. Trust is also identified as a factor contributing to increased criminality and reluctance to accept support from social services. Furthermore, the results highlight that several factors contribute to criminal behavior. Informants partly attribute these conditions to issues within the school environment and a lack of parental involvement influencing youth toward criminality. Some informants believe that the social environment has a significant impact on the increase in youth crime, while others argue that territorial stigmatization results in youth forming bonds through subcultures, developing deviant behavior, and committing criminal acts as part of their community. The findings also emphasize that early interventions play a crucial role in detecting criminal behavior among youth. Another aspect raised is the importance of implementing interventions at an early age and the significance of communication with both youth and parents. Informants describe that social workers are increasingly visible in the school environment and can identify signs of social unrest among students, such as increased absenteeism, changed attitudes, or altered social circles, which then prompt interventions. However, informants also highlighted challenges with interventions, such as the need for individual adaptation, confidentiality, and limited resources.