An Ecological Examination of Factors That Impact Well‐Being Among Developmentally‐Disabled Youth in the Juvenile Justice System

Abstract

Youth with developmental disabilities make up a large proportion of those in the juvenile justice system, and experience various unique and intricate threats to their well‐being. This review examines the complexity of these challenges, exploring the multiple levels of contextual factors that influence youth's well‐being as they experience adjudication. Using an ecological framework, this paper reviews findings on the individual socio‐demographic characteristics, as well as the micro, meso, exo, and macro factors that impact their development and functioning. Specific policy and practice implications are provided to address improving outcomes of youth in this population at each ecological level.

Action Research in a Juvenile Detention School: New Processes, Paradigms, and Possibilities

“…Disabilities and psychiatric illnesses, especially personality disorders, were found at a much higher rate in juvenile delinquents (Krezmien, Mulcahy, & Leone, 2008;Vaughn, Salas-Wright, DeLisi, Maynard, & Boutwell, 2015). Problematizing school for juvenile delinquents was a higher prevalence of dyslexia and reading difficulties, impulsivity, and lack of improvement unless intensive, long-term interventions were implemented (Baker & Ireland, 2007;Crosby, Algood, Sayles, & Cubbage, 2017;O'Brien, Langhinrichsen-Rohling, & Shelley-Tremblay, 2007;Wheldall & Watkins, 2004). Schools were difficult places for juvenile delinquents to navigate, as most juvenile delinquents lack competency in basic school skills and were not compliant with rules and expectations.…”

Serving Justice-Involved Youth with Disabilities

“…2, 1973). Research highlights the existence of disability sensitivity and training gaps among juvenile justice staff (Crosby et al, 2017). Alternatively, many public system VR counselors come to their positions with "generalist training" that can be applied in various settings, but can result in training and cultural competency gaps when serving people with multiple stigmatized identities or living in disadvantaged communities (Tansey, 2008).…”