Juvenile Offenders with Mental Disorders Essay

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RESEARCH ARTICLE ANALYSIS/INCARCERATED YOUTHS WITH DISABILITIES CJA/334 Lionel Maloney Teresa Brown January 17, 2013 According to a national survey of the juvenile justice and delinquency prevention also, the office of special education programs examine juveniles in correctional facilities with mental health problems. Children and adolescents with disabilities in juvenile corrections range estimated 30 percent to 70 percent (Casey & keilitz, 1990; Murphy, 1986; Rutherford, Nelson & Wolford, 1985). These youths are male, poor, and black, Native American, and Latinos who have significant learning disabilities, and behavioral problems, which entitles them to special education services. The high rate of incarcerated youths with learning and behavioral problems who cannot read or write drop out of school or are forced to drop out of school. More than 134,000 youths incarcerated are in public or private juvenile facilities in the United States. Several theories have emerged to explain the overrepresentation of youth with disabilities in correctional and detention facilities (Fink, 1990; Leone & Meisel, 1997). These include school failure, susceptibility, differential treatment, and metacognitive deficits. The school failure theory (Osher, Woodruff, & Sims, 2002; Post, 1981) asserts that learning, emotional/behavioral, and intellectual disabilities lead directly either to school failure or transactionally to school problems and failure causing negative self-image, which in turn leads to school dropout, suspension, and delinquency. The susceptibility theory holds that individuals with disabilities have personality and cognitive deficits that predispose them to criminal or delinquent behavior. An example of inductive logic is high rates of youths are incarcerated having some type of mental disorder. Deductive logic there is evidence that school

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