چکیده:
The aim of the present research is to examine the role of educational policies in the prevention of delinquency. In principle, delinquency refers to minor offenses, and since children usually commit these types of crimes, the term 'delinquency' is better used for children than the term 'criminality.' A root-cause investigation of children's issues, including juvenile delinquency, is a necessary condition for achieving an ideal society. In fact, it has been said since ancient times that prevention is better than cure. Non-punitive prevention, in the scientific sense examined in preventive criminology as a branch of applied criminology, has a diverse and extensive scope and can be divided based on specific models. While some criminology professors consider the process of prevention to be divisible into various levels based on three axes—personality, situational circumstances, and the process of actualization—the occurrence of a crime cannot, in principle, fall outside these three axes. By accepting these mentioned axes, different types of prevention can be adapted and formulated: the first category focuses on general prevention or social prevention aimed at the reform and education of all members of society who could be potential delinquents, and private measures for individuals who possess dangerous states, anti-social spirits, and maladjustment, which are referred to as primary and secondary prevention; educational and training policies are also considered at this level of prevention to prevent the commission of delinquency. Proper education and training in line with delinquency prevention is one of the main pillars, and preventive measures and actions have more executive aspects than judicial aspects; for this reason, most countries entrust the prevention of delinquency to executive institutions so that these institutions, by having sufficient capabilities and facilities in this field, can achieve successful results. Therefore, adopting preventive strategies before and after the development of delinquency and victimization of children within the framework of educational and training policymaking is of special importance, which is the orientation discussed in this research. Accordingly, the research method in this article is a descriptive-library method, where information has been collected using note-taking tools and by referring to scientific databases and primary domestic and foreign sources.
خلاصه ماشینی:
Creating a favorable environment for the growth of moral virtues, raising the level of public awareness in all fields through the correct use of the press, mass media, and other means, free education and physical training for all, removing undue discrimination and creating fair opportunities for all, establishing a correct and just economic foundation according to Islamic regulations to create welfare, alleviate poverty, and eliminate any kind of deprivation in the fields of nutrition, housing, work, and health, and generalizing insurance, creating suitable grounds for the development of women's personality and reviving her material and spiritual rights, and supporting mothers and orphaned children are examples of the clauses of Articles 3 and 21 of the Constitution of the Islamic Republic of Iran, which in reality, their realization represents examples of the utopia of Madinah al-Fadila in a way that dries up the ground for many crimes.
Establishing close and intimate communications with young people, filling emotional voids, understanding the sensitivities of youth, helping to solve the specific problems of these ages, avoiding imposing unconventional pressures on matters such as education, creating a sense of existence and trust in the young individual, and giving importance to the opinions and decisions of the youth are among the factors that must be attended to within the family nucleus and from on the other hand, planners and decision-makers must provide the grounds for reducing delinquency by creating job and educational opportunities, establishing appropriate recreational spaces, expanding the diversity of healthy recreations, avoiding the evasion of social harm education through the expression of irrational opinions, such as the loss of the stigma of the act...
(
, 
, 
)
