The Relationship Between Adverse Childhood Experiences and Recidivism in a Sample of Juvenile Offenders in Community-Based Treatment

2015 ◽  
Vol 61 (11) ◽  
pp. 1210-1242 ◽  
Author(s):  
Kevin T. Wolff ◽  
Michael T. Baglivio ◽  
Alex R. Piquero
Keyword(s):  
Juvenile Offenders ◽  
Adverse Childhood Experiences ◽  
Life Outcomes ◽  
Long Term Effects ◽  
Community Based ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Juvenile Justice Policy ◽  
The Relationship

Adverse childhood experiences (ACEs) have been identified as a key risk factor for a range of negative life outcomes, including delinquency. Much less is known about how exposure to negative experiences relates to continued offending among juvenile offenders. In this study, we examine the effect of ACEs on recidivism in a large sample of previously referred youth from the State of Florida who were followed for 1 year after participation in community-based treatment. Results from a series of Cox hazard models suggest that ACEs increase the risk of subsequent arrest, with a higher prevalence of ACEs leading to a shorter time to recidivism. The relationship between ACEs and recidivism held quite well in demographic-specific analyses. Implications for empirical research on the long-term effects of traumatic childhood events and juvenile justice policy are discussed.

scholarly journals How can schools respond long-term to COVID 19?

2021 ◽  
Author(s):  
Lyman Dukes III ◽  
Allison F. Messina ◽  
Nicholas Gelbar ◽  
Marlena Minkos
Keyword(s):  
Adverse Childhood Experiences ◽  
Educational Setting ◽  
Children And Families ◽  
Long Term Effects ◽  
Social Emotional ◽  
Childhood Experiences ◽  
School Aged Children ◽  
The Past ◽  
Adverse Childhood

<p>With COVID-19 considered by many experts to be endemic, the likelihood of persistent and incomparable academic and social-emotional disruption for school-aged children is extraordinary. School professionals have also been adversely impacted. Many children and families, prior to the pandemic, dealt with enduring adverse childhood experiences (ACEs)</p><p>including domestic turbulence and financial, food, and housing insecurity. The disruption of the past two school years, and the possibility of ongoing school disruption, exacerbates these challenges. The recommendations herein are designed to address the expected long-term effects of the ongoing pandemic within the educational setting. </p>

scholarly journals How can schools respond long-term to COVID 19?

2021 ◽  
Author(s):  
Lyman Dukes III ◽  
Allison F. Messina ◽  
Nicholas Gelbar ◽  
Marlena Minkos
Keyword(s):  
Adverse Childhood Experiences ◽  
Educational Setting ◽  
Children And Families ◽  
Long Term Effects ◽  
Social Emotional ◽  
Childhood Experiences ◽  
School Aged Children ◽  
The Past ◽  
Adverse Childhood

<p>With COVID-19 considered by many experts to be endemic, the likelihood of persistent and incomparable academic and social-emotional disruption for school-aged children is extraordinary. School professionals have also been adversely impacted. Many children and families, prior to the pandemic, dealt with enduring adverse childhood experiences (ACEs)</p><p>including domestic turbulence and financial, food, and housing insecurity. The disruption of the past two school years, and the possibility of ongoing school disruption, exacerbates these challenges. The recommendations herein are designed to address the expected long-term effects of the ongoing pandemic within the educational setting. </p>

scholarly journals The Relationship between Adverse Childhood Experiences and Sleep Problems among Adolescent Students: Mediation by Depression or Anxiety

2020 ◽  
Vol 18 (1) ◽  
pp. 236
Author(s):  
E-Jin Park ◽  
Shin-Young Kim ◽  
Yeeun Kim ◽  
Dajung Sung ◽  
Bora Kim ◽  
...  
Keyword(s):  
Adverse Childhood Experiences ◽  
Sleep Problems ◽  
Short Form ◽  
Community Sample ◽  
Mediating Effect ◽  
Self Report ◽  
Depression And Anxiety ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
The Relationship

Adverse childhood experiences (ACEs) are known to be closely related to depression, anxiety and sleep problems. However, it remains unclear whether adolescents with ACEs have sleep problems regardless of depression or anxiety or under a mediating effect from depression or anxiety. Therefore, our aim was to examine whether depression or anxiety mediates the relationship between ACEs and sleep problems in adolescents by using a community sample. The Early Trauma Inventory Self Report–Short Form (ETISR-SF) and List of Threatening Experiences Questionnaire (LTE-Q) were used to assess traumatic ACEs. Ultimately, data from 737 students (M = 448, F = 289, 15.1 ± 1.4 years old) were included in the statistical analysis. A total of 576 (78.1%) participants reported that they had experienced one or more ACEs. Adolescents with ACEs had higher levels of depression, anxiety and sleep problems than did adolescents without ACEs, and boys tended to experience more trauma than girls. Depression and anxiety partially mediated the relationship between ACEs and sleep problems. The results of this study suggest the need for depression and anxiety interventions for adolescents with ACEs to reduce the long-term consequences, including sleep problems and physical health problems.

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