Schools on Lockdown: The Culture of Teaching and Learning in a Juvenile Detention Center

2010 ◽  
Author(s):  
Sarah Staples-Farmer
Keyword(s):  
Teaching And Learning ◽  
Juvenile Detention ◽  
Detention Center ◽  
Juvenile Detention Center ◽  
Culture Of Teaching

Re-Mediating Narratives

2022 ◽  
pp. 380-404
Author(s):  
Melissa Marini Švigelj
Keyword(s):  
High School ◽  
Young People ◽  
Teaching And Learning ◽  
Juvenile Detention ◽  
Public High School ◽  
Detention Center ◽  
Juvenile Detention Center

This chapter draws from the experiences of a veteran educator teaching and learning with youths in a public high school located within a juvenile detention center between 2014-2018. Integrating the discourse of five young people who graduated from high school while in the juvenile detention center, the author demonstrates how the young people confront and re-mediate deficit-based narratives laden with the stereotypes that often surround students with exceptionalities in simultaneous, intersectional ways. Research specifically focused on young people who manage to graduate from high school while attending schools in JDCs (especially youth who identify as disabled or have been identified as having a disability) is significantly sparse. Furthermore, disability is often missing during analyses of incarceration and resistance. This chapter seeks to contribute to this understudied domain.

Facial Emotion Recognition and Empathy in Employees at a Juvenile Detention Center

2017 ◽  
Vol 62 (8) ◽  
pp. 2430-2446 ◽  
Author(s):  
Luz Anyela Morales Quintero ◽  
Jairo Muñoz-Delgado ◽  
José Carlos Sánchez-Ferrer ◽  
Ana Fresán ◽  
Martin Brüne ◽  
...  
Keyword(s):  
Juvenile Offenders ◽  
Emotion Recognition ◽  
Juvenile Detention ◽  
Facial Emotion Recognition ◽  
Facial Emotion ◽  
Independent Effect ◽  
Detention Center ◽  
Security Guards ◽  
Juvenile Detention Center ◽  
Violent Offenses

Numerous studies have shown that emotion recognition is impaired in individuals with a history of violent offenses, especially in those diagnosed with psychopathy. However, in criminological contexts, there is insufficient research regarding the role of empathy and facial emotion recognition abilities of personnel employed in correction centers. Accordingly, we sought to explore facial emotion recognition abilities and empathy in administrative officers and security guards at a center for institutionalized juvenile offenders. One hundred twenty-two Mexican subjects, including both men and women, were recruited for the study. Sixty-three subjects were administrative officers, and 59 subjects were security guards at a juvenile detention center. Tasks included “Pictures of Facial Affect” and the “Cambridge Behavior Scale.” The results showed that group and gender had an independent effect on emotion recognition abilities, with no significant interaction between the two variables. Specifically, administrative officers showed higher empathy than security guards. Moreover, women in general exhibited more empathy than men. This study provides initial evidence of the need to study emotion recognition and empathy among professionals working in forensic settings or criminological contexts.

Learning through dissonance: Critical service-learning in a juvenile detention center as field experience in music teacher education

2016 ◽  
Vol 38 (2) ◽  
pp. 155-171 ◽  
Author(s):  
Jeananne Nichols ◽  
Brian M. Sullivan
Keyword(s):  
Service Learning ◽  
School Environment ◽  
Music Teachers ◽  
Juvenile Detention ◽  
Incarcerated Youth ◽  
Detention Center ◽  
Juvenile Detention Center ◽  
School Music ◽  
Service Music ◽  
Past Experiences

Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school environment. The Champaign County Juvenile Detention Center (CCJDC) Arts Project was adopted as a critical service-learning course in order to introduce pre-service music teachers to students and ways of teaching that may be different from what they typically encounter through their university field experiences. Participants in the project designed and facilitated music and arts experiences with the incarcerated youth once per week over an entire semester. In this case study we examine the experiences of six pre-service music teachers who participated in the CCJDC Arts Project during 2012, looking for moments of “dissonance,” which Kiely defines as incongruities between participants’ past experiences and the challenging reality they encounter through the project. Entry into the facility, interactions with the youth at the facility, and the musical practices shaped by the needs of the facility all worked in tandem to challenge participants’ latent expectations and beliefs about their community, and to heighten their awareness of the sociocultural systems that shape their future students, their developing teaching practices, and their own privileged positions in school and society.

Further Examination of the Association Between Heavy Marijuana Use and Crime Among Youths Entering a Juvenile Detention Center

1987 ◽  
Vol 19 (4) ◽  
pp. 361-373 ◽  
Author(s):  
Richard Dembo ◽  
Mark Washburn ◽  
Eric D. Wish ◽  
James Schmeidler ◽  
Alan Getreu ◽  
...  
Keyword(s):  
Marijuana Use ◽  
Juvenile Detention ◽  
Detention Center ◽  
Juvenile Detention Center

Implementation of a Behavioral Intervention in a Juvenile Detention Center: Do Individual Characteristics Matter?

2019 ◽  
Vol 64 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Casey A. Pederson ◽  
Paula J. Fite ◽  
Pam D. Weigand ◽  
Holly Myers ◽  
Leigh Housman
Keyword(s):  
Behavioral Intervention ◽  
Positive Feedback ◽  
Behavioral Interventions ◽  
Behavioral Activation ◽  
Juvenile Detention ◽  
Individual Characteristics ◽  
Structured Interviews ◽  
Male Youth ◽  
Detention Center ◽  
Juvenile Detention Center

A sample of 129 (73% male) youth admitted consecutively into a juvenile detention center were used to examine individual characteristics that contribute the implementation of a behavioral intervention within a juvenile detention center. Given that a system of rewards and punishments is considered the mechanism of change within many behavioral interventions, individuals risk characteristics (i.e., proactive and reactive aggression, behavioral inhibition, subsystems of behavioral activation, callous–unemotional traits, perceived containment) were examined in relation to the rewards (i.e., positive feedback) and punishments (i.e., fines) used by the facility. Data were collected via structured interviews with youth and archival data. The number of days youth spent in detention was the only predictor of positive feedback received. Number of days in detention, sex, and race were related to fines. Behavioral activation drive was the only individual characteristic related to fines. Implications of findings are discussed.

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