PSYCHOLOGICAL WELL-BEING TREATMENT TERHADAP MEANING IN LIFE REMAJA YANG BERPOTENSI JUVENILE DELINQUENT

Most chapters include Reading Objectives, Introduction, Summary, Integration: Questions and Topics for Study and Discussion, and References. Preface. I. CONFORMITY, DEVIANCE, AND JUVENILE DELINQUENCY. Introduction: The Sociological Perspective and Focus on Juvenile Delinquency. 1. Juvenile Delinquency: The Act, Actor, and Audience. What Is Juvenile Delinquency? Synthesized Definition of Delinquency. 2. Sociological Overview: Society, Norms, Conformity, and Deviant Behavior. The Sociological Perspective. The Social Nature of Humans. Norms. Sources of Norms. Folkways and Mores. Normative Behavior: Conformity. Deviant Behavior: Nonconformity. Negative Aspects of Deviance. Positive Aspects of Deviance. Juvenile Delinquency. 3. The Dimensions of the Delinquency Problem. Juvenile Delinquency Data. Official Sources of Delinquency Information. The Composite Delinquent Profile: Typical or Stereotypical? Unofficial Sources of Delinquency Information. The Magnitude and Trends of Juvenile Delinquency: Demographic Analysis. Addendum: A Balanced Perspective of American Youth. II. CAUSES OF JUVENILE DELINQUENCY. Introduction: Theory and the Etiology of Juvenile Delinquency. 4. Biological Explanations of Juvenile Delinquency. The Link between Biology and Behavior: Myths and Folklore. The Classical School of Criminological Thought. The Positive School of Criminology. Twentieth-Century Constitutional Typologies. The Continuing Search for the Biological Connection. Sociobiological Explanations. 5. Psychogenic Explanations of Juvenile Delinquency. The Psychogenic Approach. The Discovery of the Unconscious. The Formation of Personality. Freudian Theory as an Explanation of and Delinquency. Psychoanalysis. Projective Tests. Delinquent Acts as Symptoms. Other Psychogenic Explanations of Juvenile Delinquency. Psychological Typology of Delinquency. Criticisms and Limitations of the Psychogenic Approach. 6. Sociological Explanations of Delinquency: Social Strain and Cultural Transmission Theories. Theory. Social Strain Theories. Cultural Transmission Theories. 7. Sociological Explanations of Juvenile Delinquency: Social Learning and Social Control Theories. Social Learning Theories. Social Control Theories. 8. Sociological Explanations of Juvenile Delinquency: Labeling and Radical Theories. Labeling Theories. Radical Theories. An Overview of the Sociological Explanations. 9. The Future for Causal Explanations of Delinquency: The Ongoing Process of Theory-Building. Introduction: Review of Past Theory-Building for Explaining Juvenile Delinquency. Renewed Examination of Delinquency Motivation: Crime is Fun! Making Decisions for Delinquency: Rational Choice Theory. The Punishment Response: Deterrence Theory. Back to the Future: The Prospects and Direction for New Theory-Building. Concept Integration: Questions and Topics for Study and Discussion. III. JUVENILE DELINQUENCY IN SOCIAL CONTEXT. Introduction: Collective Behavior and Social Groupings. 10. The Family and Juvenile Delinquency. The Changing Role of the Family. Increasing Importance of the Nuclear Family and the Creation of Adolescence. The Family as an Agent of Socialization. Working Mothers and Juvenile Delinquency. Other Family Variables and Juvenile Delinquency. Broken Homes and Delinquency. The Family and Delinquency Prevention. 11. Schools and Delinquency. The School as an Arena. Schools and the Socialization Process. Juvenile Delinquency and the School Experience. Schools as a Screening Device. Schools as Combat Zones. School as Bureaucracy. Schools and Delinquency Prevention. 12. The Youth Subculture. Culture, Subcultures, and Countercultures. The Creation of a Youth Subculture. Role of the Youth Subculture. Distinctive Elements of the Youth Subculture. The Youth Subculture and Juvenile Delinquency. Youth Countercultures and Delinquency. The Youth Subculture and Delinquency Prevention. 13. Juvenile Gangs and Delinquent Behavior. The Solitary Delinquent. Group Delinquency. The Play Group. The Juvenile Gang. Contemporary Youth Gangs in the United States. The Motives for Gang Membership. Gang Organization. Composition of Gang Membership. Gang Violence. Dyads and Triads. Explanatory Theories of Gang Formation and Behavior: Summary and Synthesis. IV. SOCIAL CONTROL: THE JUVENILE JUSTICE SYSTEM. Introduction: Elements of Social Control. 14. Juveniles and the Police. Juvenile Encounters with Police. Policing Juveniles. Police Discretion in Handling Juveniles. Police and Due Process. Police, Community Policing, and Delinquency Prevention. 15. Juvenile Courts. Historical Background of the Juvenile Courts. The Child Savers' Movement. The Juvenile Court. The Juvenile Court and Due Process. Juvenile Court Procedures. The Role of Attorneys in Juvenile Court. Criticisms of the Juvenile Court. The Multifaceted Juvenile Court. The Future of the Juvenile Court. 16. Juvenile Corrections. Social Control and Deterrence Theory. Voluntary Social Control. Informal Social Control. Formal Social Control. Deinstitutionalization, Community Corrections, and Diversion. Evaluation of Deinstitutionalization, Community Corrections, and Diversion. V. STRATEGIES FOR DEALING WITH JUVENILE DELINQUENCY. Introduction: Approaching Treatment and Prevention in a Social Context. 17. Treatment and Prevention Strategies. Treatment Ideology and Delinquency Treatment Programs. Prevention Ideology and Delinquency Prevention Programs. Sociological Approaches to Delinquency Treatment and Prevention. Mobilizing the Community to Prevent Delinquency. Evaluation of Delinquency Treatment and Prevention Strategies. 18. Rethinking the Delinquency Problem. The Social Nature of Juvenile Delinquency. Eliminating the Marginal Status of Juveniles. Standardization or Elimination of Juvenile Codes. Decriminalization of Status Offenses. Revision of the Juvenile Court. Modification of Juvenile Corrections. Strengthening the Family. Changing the Educational System. Redefining Juvenile Delinquency. Glossary. Name Index. Subject Index.

General Background: In the current era, adolescent character is significantly shaped by surrounding factors, including family, environment, and social media. Specific Background: This study focuses on understanding the specific influence of these factors on the behavior of adolescents within the Indorunners community. Knowledge Gap: While the individual effects of these variables have been studied, there is a gap in research that simultaneously analyzes the combined and separate influences of family communication, environment, and Instagram on juvenile delinquency. Aims: This research, using a quantitative approach with a sample of 100 adolescents, aims to determine the effect of family communication, environment, and Instagram media on juvenile delinquency behavior. Results: The findings indicate that family communication, environment, and Instagram each have a partial and simultaneous influence on juvenile delinquency. The adjusted R-squared value of 44.3% demonstrates the combined contribution of these variables, with a strong correlation coefficient of 0.678. Novelty: The study's novelty lies in its specific analysis of the simultaneous influence of these three distinct factors on adolescent behavior within this particular community. Implications: The results suggest that effective family communication, a positive environment, and responsible use of Instagram are crucial for preventing juvenile delinquency. Highlights : Multiple Influences: The study found that family communication, environment, and Instagram all have a significant partial and simultaneous influence on juvenile delinquency. Quantitative Analysis: This research used a quantitative approach with a sample of 100 adolescents to analyze the relationships between the variables. Strong Correlation: The results show a strong correlation between the independent variables (family communication, environment, and Instagram) and the dependent variable (juvenile delinquency), with an adjusted R-squared of 44.3%. Keywords : Family Communication, Environment, Instagram, Juvenile Delinquency, Indorunners

This article provides an overview of what is known about the prevalence, diagnosis, and effective treatment of mood disorders among youths, particularly among juvenile offenders, and discusses the unique problems that arise for the delivery of treatment services. The relationship between mood disorders and disruptive or delinquent behaviors as well as the particular importance of proper diagnosis and treatment of mood disorders in this population are discussed. A search was conducted of the MEDLINE and PsycINFO databases for articles that had been published since 1980 on mood disorders in the juvenile offender population as well as articles on adolescent mood disorders. The studies on the prevalence of mood disorders among juvenile offenders varied significantly in the methodology used and in the rates of prevalence found, although all studies showed that this population had high rates of mood disorders. The identification and effective treatment of mood disorders is critical because these disorders are a leading cause of suicide among adolescents and because mood disorders may contribute to or exacerbate delinquent and disruptive behaviors. Juvenile detainees have a constitutional right to needed mental health treatment. More comprehensive mental health services are required to ensure that juvenile offenders with mental illness are identified and cared for appropriately. Doing so not only will alleviate painful symptoms but may also contribute significantly to improvements in psychosocial functioning, interpersonal relations, and school performance and to decreases in delinquent, disruptive, and suicidal behaviors.

* Preface * Introduction * Part I: Exploring Juvenile Crime * Chapter 1. The Magnitude of Juvenile Crime * Defining Juvenile Crime and Delinquency * The Nature of Juvenile Offenses * Measuring the Extent of Juvenile Crime * Official Arrest Statistics * Victimization Surveys * Self-Report Surveys * Chapter 2. Youth and Violence * Trends in Juvenile Arrests for Crimes of Violence * Firearms and Youth Violence * The Dynamics of Violent Juvenile Offending * Characteristics of Violent Juveniles * Victims of Juvenile Violence * Theories on Violent Juvenile Offending * Chapter 3. Kids, Drugs, and Crime * Juveniles and Drug Use * Juveniles and Alcohol Use * Juvenile Substance Abuse and Other Delinquent Behavior * Chapter 4. School Crime and Violence * Shootings and Fatalities at Schools * The Extent of School Crime * Dynamics of School Crime * Chapter 5. Youth Gangs,Criminality, and Violence * What Is a Youth Gang? * The Extent of Youth Gangs and Their Membership * Characteristics of Youth Gang Members * Youth Gangs, Crime, and Violence * Youth Gang Theories * Chapter 6. Dating Violence * The Dynamics of Dating Violence * The Characteristics of Teen Dating Violence * Teen Date Rape * What Causes Dating Violence? * Chapter 7. Family Violence * Dynamics of Family Violence * Kids and Domestic Homicides * Sibling Violence * Parent Battering * Grandparent Battering * Causes of Family Violence * Part II: Explaining Juvenile Crime * Chapter 8. Biological Perspectives on Delinquent Behavior * Early Biological Theories on Delinquency * Contemporary Biological Research on Delinquency * Chapter 9. Psychological Perspectives on Delinquency * Psychoanalytic Theories and Delinquency * Personality Disorder Theories and Delinquency * Psychiatric Theories and Concepts of Delinquency * Chapter 10. Sociological Perspectives on Delinquent Behavior * Social Control Theories and Delinquency * Strain Theories and Delinquency * Cultural Transmission Theories and Delinquency * Radical Criminological Theories and Delinquency * Chapter 11. Intrafamilial Causes and Correlates of Juvenile Delinquency * Child Maltreatment and Delinquency * Intergenerational Violence, Child Abuse, and Delinquency * Broken Homes and Delinquent Behavior * Familial Factors and Delinquency * Part III: Juvenile Crime and the Justice System * Chapter 12. The Police and Juvenile Criminals * Police and Juvenile Arrests * Police Contact with the Juvenile Offender * Police Discretion and the Juvenile Offender * Youth Attitudes Toward Police * Chapter 13. Juvenile Offenders and the Juvenile and Adult Courts * The Origins of the Juvenile Justice System * U.S. Supreme Court Cases and Juvenile Justice * The Juvenile Court and Serious Juvenile Offenders * The Criminal Court and Serious Juvenile Offenders * Chapter 14. Juveniles in Custody and Confinement * Juvenile Offenders in Adult Correctional Facilities * Juvenile Offenders in Juvenile Custody Facilities * Minority Youths in Custody * Modes of Adaptation to the Institutional Setting for the Juvenile Offender * Youth Offending in Juvenile Correctional Institutions * Aftercare and the Serious Juvenile Offender * Part IV: Responding to Juvenile Delinquency and Criminality * Chapter 15. Prevention and Control of Juvenile Crime * Federal Responses to Juvenile Crime and Delinquency Prevention * Child Protective Services * Delinquency Prevention and Control Strategies * References * Index

Updating cross-cultural research of the past decade on the relationship between life aspirations and wellbeing, we compared Romanian (N=69) and US (N=64) undergraduates on the contribution of the importance and likelihood of attaining intrinsic and extrinsic aspirations to psychological maladjustment and life satisfaction, and on the qualitative meaning they assign to financial success. Similarly to prior studies, we found that extrinsic and intrinsic aspirations tended to be either negatively or positively correlated with life satisfaction, respectively; however, wealth predicted life satisfaction for Romanian students. Unlike previous research, we found generally negative relationships between intrinsic aspirations and psychological maladjustment. Although there were no differences between Romanian and US undergraduates on extrinsic and intrinsic orientation, on the overall importance of attaining aspirations, or on specific extrinsic and intrinsic aspirations, Romanian students expressed weaker expectations of fulfilling intrinsic aspirations than did US students. Finally, the groups produced similar rankings of aspirations and assigned similar meaning to financial success. The results favored a social cognitive rather than a self-determination model of psychological wellbeing in that expectations for attaining aspirations were more often predictive of life satisfaction than were their content. We interpret these findings and their convergence and departure from earlier research in terms of political economic, demographic, and cultural factors. We encourage future cross-cultural investigations of the social construction of aspirations, subsidiation of seemingly contradictory aspirations to each other, and cognitive and ecological mediation of the complex relationship of aspirations to psychological functioning.

Forgiveness is the framing of a perceived transgression such that one's responses to the transgressor, transgression, and sequelae of the transgression are transformed from negative to neutral or positive. The source of a transgression, and therefore the object of forgiveness, may be oneself, another person or persons, or a situation that one views as being beyond anyone's control (Thompson et al., 2005) Currently, there is great theoretical interest in the possibility that forgiveness is involved in promoting well-being. Various models suggest that forgiveness can offer opportunities for recognizing a deeper meaning in the transgression, developing compassion for others, appreciating social support systems, and discovering a renewed sense of life purpose (Enright, Freedman, & Rique, 1998). Empirical studies suggest that forgiveness have potential benefits for mental health (Toussaint & Webb, 2005), and well-being (Brown, 2003 ; Karremans, Van Lange, Ouwerkerk, & Kluwer, 2003; Karuse & Ellison, 2003).Psychological well-beingPsychological well-being is usually conceptualized as some combination of positive affective states such as happiness (the hedonic perspective) and functioning with optimal effectiveness in individual and social life (the eudaimonic perspective) (Deci & Ryan, 2008). Psychological well-being is about lives going well. It is the combination of feeling good and functioning effectively (Huppert, 2009). Psychological well-being refers to one's positive intrapersonal, interpersonal, and social functioning that is influenced by his or her perception and meaning given to his or her life situations (Ryff & Singer, 1996). Psychological well-being can be measured as emotional well-being in a hedonistic sense (i.e., experiencing more positive affect than negative affect) and positive psychological functioning in a eudaimonic sense (i.e., living a meaningful life and fulfilling one's potentials).Psychological distressPsychological distress is viewed as an emotional condition that involves negative views of the self, others and the environment and is characterized by unpleasant subjective states such as feeling tense, worried, worthless and irritable (Barlow and Durand, 2005). These subjective states can reduce the emotional resilience of individuals and impact on their ability to enjoy life and to cope with pain, disappointment and sadness. Psychological distress can be viewed as a continuum in which people can move from experiencing wellbeing to distress andback at various times throughout their lives (Horwitz and Scheid, 1999; Mechanic, 1999).A link between forgiveness and mental and physical health has attracted much attention in psychological research (McCullough, 2000; Thoresen, Harris, & Luskin, 2000). In forgiveness research, psychological well-being has often been considered equivalent to global satisfaction of life, minimal psychological distress or absence of psychopathology, or a combination of certain positive cognition and affect. Thus, a possible relationship between forgiveness and psychological well-being in the eudaimonic sense has been overlookedPrior research suggested that trait forgiveness is generally more strongly correlated with some aspects or components of psychological well-being and other mental health variables than state forgiveness (McCullough & Witvliet, 2002).HFS was also foundto positively predict satisfaction with life and negatively predict trait anger, state anxiety, and depression among college students (Thompson et al., 2005).Among the wide variety' of protective factors that have been recognized, acceptance, forgiveness, and gratitude appear to be three personal characteristics that have been found to be closely related to psychological well-being (McCullough, Emmons, & Tsang, 2002; Nakamura & Orth, 2005).The Human Development Study Group (1991) revealed positive results, indicating that the promotion of forgiveness enhances psychological well-being among individuals coping with a variety of serious offenses. …

This systematic review and meta-analysis examine the impact of domestic violence, with an emphasis on childhood physical and sexual abuse, on juvenile delinquency. By integrating various theoretical frameworks, including Aker's social learning theory and the cycle of violence theory, this research investigates the impact of exposure to abusive settings on the development of antisocial behaviors. The meta-analysis specifically focuses on the relationship between childhood sexual abuse (CSA) and tendencies toward delinquent behaviors, revealing significant associations between CSA and increased delinquency risk. The analysis highlights the significant mediating influence of callous-unemotional traits in connecting childhood maltreatment to aggressive behaviors. The results demonstrate that childhood abuse, encompassing both sexual and physical abuse, has lasting effects on psychological well-being and criminal behavior during adolescence. Despite high heterogeneity in effect sizes, the analysis underscores the consistent protective effect of early interventions in reducing long-term delinquency risks. This analysis underscores the urgent necessity for proactive strategies aimed at combating childhood abuse and reducing its capacity to cultivate delinquent behaviors.

In the literature, antisocial populations, both with antisocial behavior and delinquent behavior are viewed as mutually interacting. The lack of psychosocial competence has been related with antisocial and delinquent behavior. Nevertheless, it has been suggested that antisocial and delinquent behavior is a consequence of different degrees of lack of social competence. In order to test this hypothesis, in a field study, 450 adolescents -150 juvenile offenders, 150 with antisocial non deviant behavior, and 150 from the normal school population- were evaluated in fundamental variables of psychosocial competence. Performed a MANOVA with the population factor (offenders, antisocial, normative), the results revealed a relationship between social incompetence and antisocial and delinquent behavior as well as an exponential increase in both parameters. The findings are discussed in terms of prevention and treatment strategies for antisocial, delinquent and non-deviant behavior in adolescents.

Kenakalan remaja (juvenile delinquency) merupakan gejala patologis sosial pada remaja yang disebabkan oleh satu bentuk pengabaian sosial, akibatnya remaja mengembangkan perilaku yang menyimpang. Salah satu faktor lain yang menjadi faktor penyebab terjadinya kenakalan remaja adalah faktor pergaulan teman sebaya. Bergabungnya remaja dengan teman sebaya akan mengakibatkan adanya perubahan-perubahan. Perubahan yang terjadi adalah dalam hal aktivitas.
 Tujuan dari penelitian ini adalah untuk mengetahui adanya hubungan antara aktivitas teman sebaya dengan perilaku kenakalan remaja.
 Jenis penelitian ini adalah korelasi dengan metode kuantitatif dan pendekatan cross sectional. Populasi dalam peneitian ini adalah seluruh siswa di SMK Bhakti Husada Kuningan dan pengambilan sampel menggunakan metode purposive sampling berjumlah 50 orang. Pengambilan data penelitian dengan menggunakan kuesioner.
 Hasil penelitian menunjukkan bahwa sebagian besar responden memiliki aktivitas teman sebaya pada kategori baik (42%) dan perilaku kenakalan remaja pada kategori rendah (48%). Hasil uji statistik diperoleh ρ value < α dengan nilai (p = 0,000) yang menunjukkan bahwa Ha diterima artinya terdapat hubungan antara aktivitas teman sebaya dengan perilaku kenakalan remaja Di SMK Bhakti Husada Kuningan.
 Pentingnya fasilitas dalam rangka meminimalisir terjadinya kenakalan remaja dengan mengaktifkan kegiatan ekstrakurikuler baik pada bidang akademis maupunnon akademis.

Early exposure to lead and juvenile delinquency

Thailand has been particularly affected by the HIV epidemic in the middle of the years 1990s. Thousands of children living with perinatal HIV have been exposed to HIV-related stigma/discrimination, but its frequency and expressions have been little studied. Our objectives were to assess, among adolescents living with perinatal HIV, the prevalence of stigma/discrimination, the factors associated with it and its expressions. All caregivers of adolescents aged 12-19 years living with perinatal HIV and receiving antiretrovirals in 20 hospitals throughout Thailand were invited to complete a face-to-face questionnaire on their adolescent's life, and to report their adolescents' experiences of stigma/discrimination. Stigma/discrimination as perceived by the caregivers was analyzed using both quantitative and qualitative approaches. A total of 712 adolescents living with perinatal HIV and their caregivers were interviewed as part of the TEEWA study between March 2010 and November 2012. Of the 572 adolescents living in family settings, 464 had their HIV-status known in the community. Among them, the overall stigma/discrimination prevalence was 46%. The multivariable analysis showed that the risk of being stigmatized was nearly 3 times higher in the northeast region (OR: 2.93, 95%CI: 1.36-6.45) and when having a low intellectual ability (OR: 3.35, 95%CI: 1.66-7.10). It was nearly twice higher in case of conflicts with caregivers (OR: 1.81, 95%CI: 1.17-2.79) and when caregivers were members of a support group (OR: 2.28, 95%CI: 1.48-3.53), while having a BMI >18.5 was associated with a lower risk of stigma/discrimination (OR: 0.61, 95%CI: 0.37-0.98). Expressions of stigma/discrimination included bullying, social isolation, behavioral discrimination and public disclosure. Consequences of stigma/discriminations included voluntary withdrawal from school, painful awareness of HIV status, marginalization from the community, and separation of drinks and food. We found that the prevalence of stigma/discrimination among adolescents living with perinatal HIV was high. Despite existing policies, stigma eradication remains necessary to normalize their life as they grow into adulthood and may face the consequences of past/current discrimination in terms of access to university studies or occupation, at work, in the community or in their romantic life.

An empirical portrait of youthful offenders who sell drugs

Utilizing the principle of “learning by doing,” service-learning (SL) course provides a platform for university students to apply academic knowledge in serving the community, reflecting on the serving experiences, deepening their understanding of the knowledge, and further improving their competence, responsibility, wellbeing, and meaning in life (MIL). This study reported university students' changes in psychological wellbeing (positive youth development attributes), subjective wellbeing (life satisfaction), and MIL after taking a SL subject during the COVID-19 pandemic through a one-group pretest-posttest design. Based on the data collected from 229 students (mean age = 20.86 ± 1.56 years, 48.0% females), repeated-measures multivariate general linear model (GLM) analyses revealed that students showed significant positive changes in wellbeing and MIL. In addition, pretest MIL scores positively predicted posttest scores of the two wellbeing measures but not vice versa. As predicted, improvement in MIL among students was closely associated with the positive changes in both psychological and subjective wellbeing measures. These findings suggest that SL participation during the pandemic may promote students' life meaning and foster their wellbeing. Furthermore, MIL and wellbeing may improve simultaneously, and MIL enhancement may further contribute to improvement in psychological and subjective wellbeing. The findings further prove that SL is an effective pedagogy in higher education settings in promoting youth positive development.

PROTOCOL: The impact of juvenile system processing on delinquency

Many scholars have examined the possible link and prevalence between learning disabilities and juvenile delinquency (Brier, 1989; Broder, Dunivant, Smith, & Sutton, 1981; Malmgren, Abbott, & Hawkins 1999; McNamara & Willoby, 2010; Morris & Morris, 2006; Oshima, Huang, Jonson-Reid, Drake, 2010; Quinn, Rutherford, Leone, Osher, Poirier, 2005), but questions regarding the nature of this relationship still remain. This research tradition however, has generated several main hypotheses to account for the higher incidence of delinquency among individuals with learning disabilities. Most discussion of causal linkages emphasizes school failure, differential treatment, or the susceptibility hypothesis (Dunivant, 1982; Larson, 1988; Smith, 1998).While these hypotheses focus on a variety of factors and causal linkages, one domain of influence that has been neglected is that of the family. Parents may be frustrated by their child's disability and all that it entails, or they may be frustrated by the child's inability to do well in school. The family may facilitate getting him/her the help to achieve various developmental tasks, as well as act as advocate for their child both academically and socially. These and other parental tasks and reactions can influence the socialization practices in the family. Despite the likely influence of the family, little research has explored the family impact and the role parenting processes play in the learning disability-juvenile delinquency connection.In 1976, the Office of Juvenile Justice and Delinquency Prevention began an investigation of the possibility of a learning disability-juvenile-delinquency link. This marked the beginning of an increased period of research on the topic, as well as proposed explanations for the possible link. Although it would appear that a link exists, it is unclear whether the link is causal or, alternatively, spurious, if juvenile delinquency and learning disabilities both have common factors. Malmgren, Abbott and Hawkins (1999) suggest that it may be too early to postulate an explanatory theory that there is a direct link, and suggest, instead, a continuation of exploratory research on the link itself.According to federal government figures, public schools in America have identified over 6 million children, ages 3 to 21 years of age, being served under the Individuals with Disabilities Education Act, Part B, in 2009-2010 (National Center for Educational Statistics, 2012). Of these individuals it has been found that young individuals with learning disabilities are more likely than individuals without disabilities to engage in delinquent behavior (Brier, 1989; Larson, 1988; McNamara & Willoughby, 2010; Oshima & Jonson-Reid, 2010; Pickar & Tori 1986). Individuals with disabilities are also disproportionately represented in juvenile detention facilities and correctional facilities (Morris & Morris, 2006; Shandra & Hogan, 2012).Theories detailing the causes of juvenile delinquency are widespread and focus on many biological, psychological, and sociological variables. Criminological theories of delinquency under sociology emphasize variables including race, class, and gender. However, these theories overlook individual characteristics such as learning disabilities.Juvenile delinquents and students with learning disabilities possess many of the same characteristics. Poor academic achievement, short attention spans, impulse control problems, and lack of motivation are characteristics associated with both learning disability and delinquency. Other shared characteristics include negative self concepts, low frustration tolerance, greater prevalence of males than females, poor academic problem solving, and weak social skills (Gallico, Burns, & Grob, 1988; Smith, 1998; Winters 1997; White, Moffitt, Earls, Robins & Silva, 1990). Researchers have used three main hypotheses to establish a connection between individuals with learning disabilities and juvenile delinquency. …