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| Preface | |
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| Practitioners in Juvenile Justice | |
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| The Scope of the Problem | |
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| A Description of the Juvenile Justice Client | |
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| Demographic Characteristics | |
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| Types of Offenses and Offenders | |
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| Risk, Need, and Protective Factors | |
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| Correlation between Problem Behaviors | |
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| Career Patterns of Criminal Behavior | |
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| Summary of Profile Information | |
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| Roles of Practitioners | |
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| Practitioners in Direct Service | |
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| Practitioners in Administrative Roles | |
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| Practitioners in Advocacy Roles | |
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| Practitioners in Advisory Roles | |
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| Practitioners in Evaluation and Research Roles | |
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| Practitioners in Policymaking Roles | |
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| Summary of Practitioner Roles | |
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| Future Trends in Juvenile Crime | |
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| Summary | |
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| Interdisciplinary Teamwork in Juvenile Justice | |
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| Interaction with Clients | |
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| Services | |
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| Functions | |
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| Interaction with Others in the Juvenile Justice System | |
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| Interaction with Juvenile Justice Workers in State Agencies | |
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| Interaction with Guardians ad Litem and Attorneys for Youth | |
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| Interaction with the Juvenile Court | |
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| Interaction with Service Providers | |
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| Interaction with Law Enforcement Personnel | |
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| Interaction with Child Welfare Workers | |
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| Interaction with Mental Health and Substance Abuse Systems | |
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| Interaction with Education Professionals | |
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| Interdisciplinary Cooperation and Teamwork | |
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| Summary | |
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| Juvenile Justice Assessment | |
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| Purposes of Assessment | |
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| Assessment for Prevention, Intervention, or Treatment | |
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| Assessment for Classification | |
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| Assessment for Processing | |
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| Assessment for Termination | |
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| Components of Assessment | |
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| Demographic Characteristics | |
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| Educational Background | |
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| Vocational Training | |
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| Legal History | |
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| Family History | |
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| Substance Abuse History | |
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| History of Psychiatric Conditions | |
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| Problematic Social Issues | |
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| Medical Problems | |
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| Sexual History | |
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| Other Relevant Information | |
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| Specialized Assessment: Evaluation | |
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| Mental Health Evaluation for Treatment | |
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| Mental Health Evaluation for Competence | |
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| Substance Abuse Evaluation | |
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| Evaluation for Risk of Violence | |
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| Evaluation for Risk to Self | |
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| Evaluation of Sexual Offenders | |
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| Educational Evaluation | |
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| Medical Evaluation | |
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| Risk-based Assessment | |
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| Instruments for Assessment | |
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| Instruments for General Assessment | |
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| Instruments to Assess Risk | |
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| Instruments to Evaluate Mental Health Status | |
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| Instruments to Evaluate Substance Abuse | |
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| Instruments to Evaluate the Risk of Specific Behaviors | |
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| Instruments for Educational Evaluation | |
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| Other Useful Tools | |
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| Using Assessment for Intervention Planning | |
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| Summary | |
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| Interventions with Youths and Families | |
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| Three Priorities in Intervention | |
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| Intervention Priority 1: Rehabilitation | |
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| Intervention Priority 2: Protection of the Community | |
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| Intervention Priority 3: Restitution to the Victim | |
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| The Balanced and Restorative Approach | |
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| General Principles of Effective Intervention | |
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| Individual Counseling and Related Services | |
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| Behavioral Contracting | |
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| Institutional Settings | |
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| Service Delivery Systems | |
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| Sanctions, Monitoring, and Supervision | |
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| Schedules of Sanctions | |
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| Administering Sanctions | |
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| Court Involvement in Sanctions | |
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| Monitoring | |
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| Supervision | |
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| Victim-Offender Mediation | |
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| Family Counseling | |
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| Effective Modalities | |
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| Techniques of Effective Intervention | |
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| Specific Family Problems | |
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| Importance of Extended Family and Mentors | |
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| Social Skills Training for the Family | |
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| Parent Training | |
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| Summary | |
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| Interventions for Social Systems | |
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| Interventions for the School Social System | |
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| Characteristics That Contribute to Problem Behavior | |
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| Intervention Techniques for Specific Problems | |
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| Model Programs | |
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| Work for Advocates and Researchers | |
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| Interventions for the Peer Social System | |
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| Characteristics That Contribute to Problem Behavior | |
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| Intervention Techniques for Specific Problems | |
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| Model Programs | |
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| Work for Administrators, Advocates, and Researchers | |
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| Interventions for the Employment Social System | |
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| Characteristics That Contribute to Problem Behavior | |
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| Intervention Techniques for Specific Problems | |
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| Model Programs | |
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| Work for Administrators, Advocates, and Researchers | |
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| Interventions for the Community Social System | |
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| Characteristics That Contribute to Problem Behavior | |
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| Intervention Techniques for Specific Problems | |
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| Model Programs | |
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| Work for Administrators, Advocates, Advisors, and Researchers | |
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| Interventions for Gang Involvement | |
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| Characteristics That Contribute to Problem Behavior | |
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| Intervention Techniques for Specific Problems | |
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| Model Programs | |
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| Work for Administrators, Advocates, Advisors, and Researchers | |
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| Summary | |
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| Interventions to Avoid | |
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| The History of Ineffective Intervention | |
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| Adult Prisons: The Earliest Interventions | |
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| Houses of Refuge | |
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| Cottage Reformatories | |
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| The First Juvenile Court | |
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| Psychotherapy and Psychotropic Medication | |
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| Treatment in Open Settings | |
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| Day Treatment | |
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| Community-based Intervention | |
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| "Shock" Programs | |
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| Psychoeducation | |
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| Diversion Programs | |
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| Characteristics of Ineffective Intervention | |
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| Counterproductive Interventions | |
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| How to Find Interventions That Work | |
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| Accessing Information from National Experts | |
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| Using the Internet to Gain New Information | |
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| Locating Organizations on the Web | |
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| Obtaining Useful Documents | |
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| Using Library Research Procedures | |
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| Summary | |
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| Intervention with Different Populations | |
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| Sensitivity to Racial and Ethnic Differences | |
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| Blacks | |
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| Hispanics | |
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| American Indians | |
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| Asian Americans | |
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| Adapting Interventions for Cultural Differences | |
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| Developing Racial and Ethnic Identity | |
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| Gender Differences and Intervention | |
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| Adapting Interventions for Gender Differences | |
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| Summary of Gender-related Intervention | |
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| Intervention and the Developmental Stages | |
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| Cognitive Development | |
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| Adapting Effective Interventions for Cognitive Skill | |
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| Summary | |
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| Best Practices in Juvenile Justice | |
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| Multisystemic Therapy | |
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| Characteristics of Successful Intervention | |
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| Outcome Evaluations | |
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| Victim-Offender Mediation | |
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| Characteristics of Successful Intervention | |
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| Outcome Evaluations | |
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| Families and Schools Together | |
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| Characteristics of Successful Intervention | |
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| Outcome Evaluations | |
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| The PREPARE Curriculum | |
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| Characteristics of Successful Intervention | |
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| Outcome Evaluations | |
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| Family Intervention Project | |
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| Characteristics of Successful Intervention | |
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| Outcome Evaluations | |
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| Intensive Aftercare Program | |
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| Characteristics of Successful Intervention | |
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| Outcome Evaluations | |
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| Summary | |
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| An Evaluation Primer | |
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| Single-Subject Design | |
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| Using Single-Subject Design | |
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| Measuring Attitudes or Emotions | |
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| Establishing a Baseline | |
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| Recording the Results | |
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| Applying the Design Clinically | |
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| Applying the Design Judicially | |
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| Applying the Design in Interdisciplinary Meetings | |
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| Limitations of Single-Subject Design | |
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| Case Study of a Single-Subject Design | |
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| Outcome Evaluation | |
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| Deciding Whom to Include in the Study | |
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| Getting Permission for the Study | |
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| Measuring Success | |
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| Collecting the Data | |
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| Coding the Data | |
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| Including Demographic Data | |
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| Using Standards for Success Other Than Recidivism | |
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| Research Design | |
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| A Case Study in Outcome Evaluation | |
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| Summary | |
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| Current and Future Issues | |
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| Current Trends in Juvenile Justice | |
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| Growing Needs and Limited Resources | |
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| Differing Philosophies in the Treatment of Clients | |
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| Cooperation and Collaboration with Child Welfare Workers | |
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| Communication and Shared Databases | |
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| Legal Changes: Get Tough Policies | |
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| Probable Future Issues | |
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| Resources | |
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| Processing | |
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| Prevention and Treatment | |
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| Minority Issues | |
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| Collaboration and Communication | |
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| Privatization | |
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| Building an Effective Juvenile Justice System | |
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| Objectives and Elements of an Effective System | |
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| Coping with Unique Offenses in an Effective System | |
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| Policy Characteristics for an Effective System | |
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| Organizational Characteristics in an Effective System | |
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| Characteristics of the Courts in an Effective System | |
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| Summary | |
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| Index | |