An Exploration of Factors Reducing Recidivism Rates of Formerly Incarcerated Youth with Disabilities Participating in a Re-Entry Intervention

Unruh, Deanne; Gau, Jeff M.; Waintrup, Miriam

doi:10.1007/s10826-008-9228-8

Cited by 38 publications

(35 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A frequently cited assertion is that a small minority of delinquents (usually estimated at about 10%) commit a large percentage (two thirds) of all juvenile crimes (Steinberg, 2008;Yoshikawa, 1994). Recidivists miss the adolescent developmental process and lack adequate opportunities to practice the skills necessary for transition to adulthood; this results in poor adult outcomes in employment, career, and living options (Unruh, Gau, & Waintrup, 2009). The cost of incarcerating recidivists presents a burden to the justice system, the family, and the medical and social service systems (Cohen, 1998).…”

mentioning

confidence: 99%

Juvenile offenders with and without disabilities: Risks and patterns of recidivism

Zhang

Barrett

Katsiyannis

et al. 2011

Learning and Individual Differences

View full text Add to dashboard Cite

mentioning

confidence: 99%

Juvenile offenders with and without disabilities: Risks and patterns of recidivism

Zhang

Barrett

Katsiyannis

et al. 2011

Learning and Individual Differences

View full text Add to dashboard Cite

“…Bullis et al (2002) recommended that community services begin immediately upon departure from the justice system and continue for at least a year. Individuals involved in delivering these services should be involved in the transition process from the beginning (Unruh et al, 2009).…”

Section: During Residency Transition Practicesmentioning

confidence: 99%

“…For those who qualify for the GED but do not obtain the diploma during residency, postrelease support can be arranged through GED preparation classes (Hagner et al, 2008). Support for postsecondary education is also beneficial for youth who have diplomas and are returning to the community (Unruh et al, 2009). Furthermore, individuals entering the workforce should have a strong idea of where they will apply for work, leaving with a list of phone numbers and addresses for organizations and job agencies (Unruh et al, 2009).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Returning Home: Reducing Recidivism for Juvenile Offenders With Disabilities Through Transition Planning

Miller

Therrien

2018

Beyond Behavior

View full text Add to dashboard Cite

A tenet of the juvenile justice system is to rehabilitate adjudicated youth and set them back on a path to productive citizenship. Sadly, however, the structures used to support this aim often result in continued movement away from value and contribution. At its most fundamental level, youth incarceration increases exposure to deviance which is known to reinforce negative attitudes and behaviors (Nance, 2016). In addition, juvenile incarceration can deter employment (Fedders, 2016) and heighten the chances of a youth becoming a school dropout (Farn & Adams, 2016). Fortunately, the utilization of transition practices can alter this course trajectory. Need for Transition Services Adjudicated youth often struggle with transitioning from a secure placement back to school. Many students face emotional hardships and stigma due to treatment from peers and instructors (Nance, 2016). Such circumstances can result in the reinforcement of a youth's negative behaviors and his or her resentment toward authority (Fedders, 2014). Factors such as these make school achievement a seemingly insurmountable task, particularly for those who already struggle academically. Consequently, researchers estimate that as many as two thirds of adjudicated youth drop out of school after being released from custody (Sweeten, Bushway, & Paternoster, 2009). Characteristics of Juvenile Offenders Estimates show that youth with special needs are between one-and two-thirds of the incarcerated juvenile population, the majority qualifying under the emotional disturbance (hereafter referred to as emotional and behavioral disorders [EBD]) and learning disabilities (LD) designations (Mallett, 2009). In fact, individuals in the juvenile justice system are 6 times more likely to have EBD than their nonadjudicated peers (Gagnon, Barber, Van Loan, & Leone, 2009), a factor that correlates with low academic achievement. Overall, only 20% of adjudicated juveniles graduate with a traditional or general education diploma (GED; Farn & Adams, 2016). Youth with EBD, however, trail even further behind as they are 61% less likely to earn a traditional diploma or GED in custody as compared with their peers without disabilities (Cavendish, 2014). Mental health is also a concern for many individuals in the juvenile justice system. Estimates reveal that between 60% and 70% of adjudicated youth have mental health disorders (Skowyra & Cocozza, 2006). In their review of the literature on risk factors of incarcerated youth, Pyle, Flower, Fall, and Williams (2016) reported that adjudicated youth were often victims of trauma and were highly susceptible to conduct disorder, anxiety, depression, and substance abuse. Youth with EBD in particular often have histories of abuse, neglect, and experience with the child welfare system (Malmgren & Meisel, 2004), all of which can contribute to or catalyze mental health disorders.

show abstract

“…Given that individuals with unique needs are three times more likely to recidivate and two times less likely to return to school or the work force upon being released from the incarceration system, developing appropriate supports is crucial for increasing postdetention success rates. Education that is closely linked to employment opportunities is the most effective treatment (Unruth, Gau, & Waintrup, 2008). Current research supports the need to evaluate how each social system influences this population's ability to make decisions and the effect interacting with multiple systems at once has on decision-making…”

Section: Internal and External Influencesmentioning

confidence: 99%

Locked Up: Parallel Correctional Officer, Deputy, and Inmate Decision-Making Experiences in County Jails

Peshon¹

View full text Add to dashboard Cite

Recidivism is a complex phenomenon. Greater than 65 percent of incarcerated adults return to jail within three years. While numerous empirical studies focus on factors that contribute to recidivism, there is limited existing research that examines decision-making as one of these factors. The purpose of this study is to address this gap in the literature and develop an understanding of the influence of decision-making processes on inmates and correctional officers and deputies in the California criminal justice system. An exploratory 2014 pilot study at three California county jails found correctional officers and inmates faced similar challenges related to decision-making as a result of their interaction with the criminal justice system. The current study explores a) the decision-making experiences of inmates who reside in jails; b) the decision-making experiences of formerly incarcerated persons; c) viii Grandpa Harry: I am incredibly grateful for the significant investment you made in me long before you ever knew who or what I would become. I am in awe of your decision to believe in my future without knowing if you would receive anything in return. I am proud of the value of giving back, the logical mind, and love for research that I have inherited from you. Most of all, I am honored to have the opportunity to make you and your legacy of generosity and tenacity proud. Cam: If I were to count my lucky stars, the SELPA director who allowed a young sophomore to walk through her door and earn an internship would be amongst the brightest in the universe. You not only taught me to serve students above all other politics, policies, and costs, you believed in me. Thank you for seeing meaning in the darkest, scariest of moments and trusting the power of what I was putting out into the universe. Thank you for being a member of this family. Nakazono: Thank you for turning the streetlights on. And turning them off when we need to be reminded that you are always there and nothing is so serious in life that a little laughter can't help. I hope you are enjoying having a front row seat on this ride of ours. This accomplishment was made possible in part because you taught a little girl on a coastal camping trip to believe in the power and value of caveman money. Thank you for teaching me the most valuable currency in life: my ability to believe. We miss you. Sheriff John D'Agostini, Assistant Sheriff Tim Curran, Ms. Christine Brown-Taylor and Chief Brian Richart: Thank you for bravely inviting me into your "worlds." The facilities, offices, deputies, officers, and counselors who opened their doors to me under your leadership are infinitely luckier than most public servants simply because you care deeply about what you do and who you serve every day. I recognize the potential political implications and opportunity costs of being open to a study of this nature. I respect the firmness with which you embodied that thin blue line and stood for something more. Your passion for doing what is right is what keeps our law enforcement and...

show abstract

An Exploration of Factors Reducing Recidivism Rates of Formerly Incarcerated Youth with Disabilities Participating in a Re-Entry Intervention

Cited by 38 publications

References 18 publications

Juvenile offenders with and without disabilities: Risks and patterns of recidivism

Juvenile offenders with and without disabilities: Risks and patterns of recidivism

Returning Home: Reducing Recidivism for Juvenile Offenders With Disabilities Through Transition Planning

Locked Up: Parallel Correctional Officer, Deputy, and Inmate Decision-Making Experiences in County Jails

Contact Info

Product

Resources

About