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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 | |