Abstract:

The present study was the result of an interest evoked in the field, following exposure to differences in authority exercising styles of educational instructors in youth correctional institutions during intervention in 'disciplinary encounters'. The term ‘disciplinary encounter’ relates to the dynamics that transpires during an attempt to change an children’s undesirable behavior.

The theoretical explanations for the differentiation between people regarding both their stance and behavioral patterns are varied. The present study focuses on the gender-based differentiation, resulting from the fact that this role is similar to parental functioning. The hypothesis is that educational instructions will manifest gender-based differences relating to role perception, which can be investigated on two continuums: authority-therapy and individual-group. Moreover, it has been hypothesized that the role perception will affect the authority exercising style, in accordance with a model that comprises three elements: forcefulness, disregard, and provision of explanations. The hypotheses are grounded in psycho-dynamic theories that make a gender-based distinction between the mother and father's role in children's development and in in the shaping of their behavior. Moreover, they are based on a social theory that engages in a gender-based distinction of these roles, in order to uphold a patriarchal social order. The research participants are 320 educational instructors who constitute this entire population in 54 youth correctional institutions of the Youth Protection Authority.

The hypotheses have been corroborated by the research findings. The findings illustrate that male educational instructors are authority-oriented in their role perception, tending to respond with a disregard authority exercising style during disciplinary events. Conversely, female educational instructors, who are therapy-oriented in their role perception, tend to respond with an authority exercising style of giving explanations. As to the individual-group continuum, the hypotheses have been refuted as no differences have been found in the role perception. The present study indicates the importance of a mixed and balanced representation of both male and female figures when creating a rehabilitating therapeutic environment. Moreover, it indicates that educational instructors require suitable support and supervision in order to fulfill their unique role.

Keywords:

educational-therapeutic environment, authority exercising styles, 'disciplinary encounter', juvenile offenders’ institutions.