Buch, Englisch, 480 Seiten, Format (B × H): 171 mm x 246 mm
Theory, Research, and Practice
Buch, Englisch, 480 Seiten, Format (B × H): 171 mm x 246 mm
ISBN: 978-1-119-59104-7
Verlag: John Wiley and Sons Ltd
Promising, evidence-based practices in prevention and intervention work with adolescents involved with the youth justice system
With scholarly discussions of theory, policy, and research defining the field, What Works with Adolescents Who Have Offended delivers the latest evidence-based practices in prevention and intervention work with adolescents involved with the youth justice system. This book explicitly addresses the evidence bases for best practices in applied work and covers influential jurisprudence, policies, and programs implemented across geographical jurisdictions.
The book is divided into four sections. The first section covers clinical presentations and disorders, such as substance use, ADHD, intellectual disabilities, autism, PTSD, and Fetal Alcohol Spectrum Disorders (FASD). The second section covers distinct groups including adolescent girls, gangs, sexual offenders, and firesetters, along with general race, ethnicity, and cultural considerations. The third section covers the nature of interventions, with information on family therapy approaches, dialectical behavior therapy, and cognitive-behavioral interventions. The last section covers broad considerations and approaches in the field.
With contributions from internationally renowned authorities in the field, What Works with Adolescents Who Have Offended includes discussion on: - Key conceptual issues, methodological approaches and innovations, diversity of contributions on aetiology, and lifespan perspectives
- Major contributions from major theoretical models, neuroscience, and research in developmental criminology
- Ethical and professional issues in healthcare work with youth-justice involved youth
- Critical reviews of the extant literatures and future directions in the field
- Priorities for research, policy, and practice based on lessons learned throughout the text
The expansive selection of contents and organization of What Works with Adolescents Who Have Offended makes the work valuable to a broad readership, including researchers and academics, practitioners, and legal scholars and policy makers.
Fachgebiete
- Sozialwissenschaften Psychologie Psychologische Disziplinen Kriminalpsychologie, Forensische Psychologie
- Sozialwissenschaften Psychologie Psychologische Disziplinen Angewandte Psychologie
- Rechtswissenschaften Strafrecht Kriminologie, Strafverfolgung
- Rechtswissenschaften Öffentliches Recht Verwaltungsrecht Verwaltungspraxis Polizei
Weitere Infos & Material
Section 1: Clinical Presentations and Disorders
Chapter 1: Mental health needs in adolescents who have offended: Implications for what works.
Sarah Cusworth Walker, Asia S. Bishop, Kathryn A. Cunningham, University of Washington, US.
Chapter 2: Substance use and delinquent behavior.
Lourah Kelly, Kristyn Zajac, University of Connecticut School of Medicine, Tess K. Drazdowski, Ashli J. Sheidow, Michael R. McCart, Oregon Social Learning Center, & Phillippe B. Cunningham, Medical University of South Carolina, US.
Chapter 3: Oppositional Defiant Disorder, Conduct Disorder, psychopathic traits and youth crime: What works.
Eva R. Kimonis & Bryan Neo, University of New South Wales, Australia.
Chapter 4: Attention Deficit Hyperactivity Disorder and youth crime: What works. Steffen Barra, Saarland University, Daniel Turner, University Medical Center Mainz, & Wolfgang Retz, Saarland University & University Medical Center Mainz, Germany.
Chapter 5: Intellectual disabilities and youth crime: What works.
Clare Melvin, University of East Anglia, England.
Chapter 6: Evidence- and experientially-based interventions in justice-involved adolescents with Fetal Alcohol Spectrum Disorders (FASD).
Natalie Novick Brown, University of Washington School of Medicine, Karen A. Steele, Salem, OR, Dan Dubovsky, Philadelphia, PA, Richard Adler, & Paul Connor, University of Washington School of Medicine, US.
Chapter 7: Justice-involved youth with autism and the search for best practices: Scholarly consensus, practitioner awareness, and emerging applications of existing paradigms for those on the spectrum.
Laurie A. Drapela, Washington State University Vancouver, US.
Chapter 8: Posttraumatic Stress Disorder and complex trauma-related disorders among youth involved in juvenile justice: What works.
Julian D. Ford, University of Connecticut School of Medicine, Patricia K. Kerig, University of Utah, & Keith Cruise, Fordham University, US.
Chapter 9: The implications of neuroscience for what works with justice-involved youth.
Jessica L. Garcia, University of Houston, US, & Elena L. Grigorenko, University of Houston, US; Baylor College of Medicine, Houston, USA; Yale University, New Haven, USA; Moscow State University for Psychology and Education, Moscow, Russia; & Sirius University of Science and Technology, Sochi, Russia.
Section 2: Distinct Groups
Chapter 10:Adolescent girls and crime: What works.
Claire Fitzpatrick, Lancaster University, England.
Chapter 11: Race, ethnicity, and cultural considerations with justice-involved youth: Implications for what works.
Eyitayo Onifade, Clark Atlanta University, US, & Kwanele Shishane, University of Bedfordshire, England.
Chapter 12: What works for youth involved in both the child welfare and juvenile justice systems.
Karen M. Kolivoski, Howard University, US, & Sherri Y. Simmons-Horton, University of New Hampshire, US.
Chapter 13: What works with gangs and preventing gang crimes.
James C. Howell, Jay Franklin, & Celeste Wojtalewicz, National Gang Center, Tallahassee, Florida, US.
Chapter 14: What works: Assessment and treatment with adolescents who have sexually offended.
James R. Worling, Toronto, Canada, & Calvin M. Langton, University of Windsor, Canada.
Chapter 15: Firesetting behavior in children and adolescents: What works to extinguish it?
Ian Lambie & Kahn Tasker, Waipapa Taumata Rau University of Auckland, New Zealand
Section 3: Nature of Interventions
Chapter 16: Prevention of youth crime and delinquency: What works.
Abigail A. Fagan, University of Florida, US.
Chapter 17: Restorative justice with adolescents who have offended: What works.
Yvon Dandurand, University of the Fraser Valley, Canada, & Megan Capp, International Centre for Criminal Law Reform, Vancouver, Canada.
Chapter 18: Family therapy approaches with adolescents who have offended: What works.
Phillipa Evans, University of New South Wales, & Chris Trotter, Monash University. Australia.
Chapter 19: Cognitive-behavioral interventions with adolescents who have offended: What works.
Eva L. Feindler, Long Island University, & Stefanie M. Iwanciw, Northwell Health Zucker Hillside Hospital, US.
Chapter 20: The use of Dialectical Behavior Therapy in juvenile justice settings.
Michele Galietta, John Jay College of Criminal Justice, Emma Covey, Syracuse University, & Aidan Collins, Fordham University, US.
Chapter 21: Questions raised in positive psychology considered for clinical work with justice-involved youth (and adults).
Calvin M. Langton, University of Windsor, Daniel Pillersdorf, Correctional Service of Canada, Meredith Awrey, University of Windsor, Maryam Salih, University of Windsor, & James R. Worling, Toronto, Canada.
Section 4: Broad Considerations and Approaches
Chapter 22: Ethical and professional issues in applied work with adolescents who have offended.
Sara Hofmann, Eckerd College, US.
Chapter 23: What meta-analyses tell us about what works for adolescents who have offended.
Laceé N Pappas, University of California Irvine, US.
Chapter 24: “Whole Youth Approach” to juvenile justice transformation: Integrating sexual orientation, gender identity, gender expression, and race.
Aisha Canfield, Angela Irvine, & Carolyn Reyes, Ceres Policy Research, US
Chapter 25: A quiet revolution: What worked to create a ‘Whole System Approach’ to juvenile justice in Scotland.
Lesley McAra & Susan McVie, University of Edinburgh, Scotland.
Chapter 26: Does the law work in youth justice? The role of law for a ‘what works’ approach – with Belgium-Flanders as a case study.
Johan Put, Stefaan Pleysier, & Katrijn Veeckmans, University of Leuven, Belgium.
Chapter 27: Priorities for research, policy, and practice with adolescents who have offended: Lessons learned and goals for implementation.
Kirk Heilbrun, Amanda NeMoyer. David DeMatteo, Naomi E. Goldstein, Heidi Zapotocky, Kellie Wiltsie, Chelsea Jackson, Hailey Fasone, Lea Parker, Tierney Huppert, Nivedita Anjaria, Lena DeYoung, & Rena Kreimer, Drexel University, US.
