This book discusses the relationship between juvenile disability and delinquency, including characteristics of youth with disabilities, how disability relates to delinquency, and its impact during a youth's involvement with the juvenile justice system. The book details the relationship between developmental, cognitive, psychological, and educational disordersspecific conditions including ADHD, bipolar disorder, and autism spectrum disorderand delinquency in light of both their overrepresentation among youth offenders and the uninformed handling of these youth within the court system. Case studies illustrate the complexities in the processing and placement of these youth offenders, as well as highlight the barriers to delinquent youth receiving appropriate treatment, and their increased risk of reoffending. From this robust knowledge base, the authors make expert recommendations for improving the juvenile justice system at the practice and policy levels to better serve this population.

This authoritative volume:

• Identifies characteristics and risk factors associated with juvenile delinquency.
• Reviews evidence relating developmental, mental health, and other disorders to juvenile offending.
• Describes the implications of disabilities in key areas such as offending, risk assessment, competency, and outcomes.
• Examines the role of disability law in the juvenile justice system.
• Offers guidelines for professionals to use this knowledge in their work.

Juvenile Delinquency and Disability is an essential resource for researchers, scientist-practitioners, and graduate students in clinical, counseling, and school psychology, criminology and criminal justice, child psychiatry, educational policy and politics, developmental psychology, and social work.

Synthesizes evidence-based research related to delinquents with disabilities Examines treatment issues related to cognitive, mental health, and educational disabilities Discusses intervention and treatment protocols as well as policy for juveniles with disabilities in the criminal justice system Summarizes characteristics of youth with disabilities and how they relate to delinquency and affect treatment? Includes supplementary material: sn.pub/extras

Autorentext

Kristin C. Thompson, Ph.D., is an Assistant Professor of Practice in the School Psychology Program at the University of Arizona. She received her Ph.D. in School Psychology from the University of Arizona after completing an APA-accredited psychology internship within the Wisconsin Department of Corrections (Ethan Allen School for delinquent youth). Dr. Thompson has worked with the juvenile court system in Arizona, and she also maintains a private practice that focuses on assessment, diagnosis and treatment of child and adolescents with learning, emotional, and behavioral problems. She is a member of the American Psychological Association and the National Association of School Psychologists, and is a licensed psychologist and a Nationally Certified School Psychologist. Dr. Thompson has published several research articles and book chapters, as well as presented many professional papers and workshops, in the areas of juvenile delinquency and child and adolescent mental health. Her current research interests include the relationship between juvenile delinquency and disability, juvenile justice policy, and interventions for students with emotional and behavioral disorders. Richard J. Morris, Ph.D., is the Meyerson Foundation Distinguished Professor Emeritus of Disability and Rehabilitation and Professor Emeritus of School Psychology in the Department of Disability and Psychoeducational Studies, College of Education, The University of Arizona. He has been elected a Fellow of the American Psychological Association (APA), Charter Fellow of the Association for Psychological Science and a Fellow of the American Association on Intellectual and Developmental Disabilities. He has authored or edited 14 books, written more than 120 journal articles and book chapters, and has made more than 150 professional presentations in the areas of child and adolescent psychotherapy, child and adult psychopathology, juvenile delinquency, school-based mental health services, professional and ethical issues in the delivery of psychological services to children and adults, and disability policy issues. His books include: The Practice of Child Therapy, 4th edition (with Thomas R. Kratochwill, Ph.D.); Evidenced-Based Interventions for Students with Learning and Emotional Difficulties (with Nancy Mather, Ph.D.); Disability Research and Policy: Current Perspectives; Handbook of Psychotherapy with Children and Adolescents (with Thomas R. Kratochwill); and, Treating Children's Fears and Phobias: A Behavioral Approach (with Thomas R. Kratochwill). His current research interests include: the relationship between disability and juvenile delinquency, managing childhood aggressive and disruptive behaviors in the classroom, and legal and ethical issues associated with the delivery of children's mental health services. Dr. Morris is a former Chair and Board Member of the State of Arizona, Board of Psychologist Examiners; past member of the APA Ethics Committee and past Chair of the APA Membership Committee; and, past Board Trustee of the American Insurance Trust (formerly, the "American Psychological Association Insurance Trust"). At present, Dr. Morris serves as a member of the Board of Directors of the Potomac National Security Reinsurance Company, Ltd., focusing on professional liability insurance.

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Part I. Introduction to Juvenile Delinquency .- Chapter 1. Introduction and Overview of Book.- Chapter 2. Characteristics of Juvenile Delinquents.- Chapter 3. Juvenile Delinquents with Disabilities.- Chapter 4. Theories of Juvenile Delinquency.- Chapter 5. History of the Juvenile Justice System.- Chapter 6. Disability Law.- Part II. Developmental and Educational Disabilities .- Chapter 7. Developmental Disabilities.- Chapter 8. Learning and Emotional Disabilities.- Part III. Mental Health Disabilities .- Chapter 9. Mental Health Disabilities.- Chapter 10. Mood Disorders.- Chapter 11. Anxiety and Trauma-Related Disorders.- Chapter 12. Externalizing Disorders.- Part IV. Conclusion .- Chapter 13. Conclusion.