Juvenile Corrections Research Articles

Inclusive Education for the Deradicalization of Children Involved in Terrorism in Jakarta Juvenile Correctional Institution

This paper focuses on the formulation of inclusive education for the deradicalization of children involved in terrorism in Jakarta Juvenile Correctional Institution. The institution is in charge of implementing the deradicalization programs for children involved in terrorism. However, research found that the deradicalization program for children involved in terrorism at Jakarta Juvenile Correctional Institution has yet succeeded in reforming the children to be law-abiding citizens. This study aims to formulate an inclusive education for the deradicalization of children involved in terrorism at Jakarta Juvenile Correctional Institution. This study is a qualitative study conducted at Jakarta Juvenile Correctional Institution. Research data was obtained through interviews, observations, focus group discussions, and literature reviews. The findings show that Jakarta Juvenile Correctional Institution implements non-formal education as a rehabilitation program for children involved in terrorism. The current non-formal education does not fully accommodate all the expected goals based on the outcome chain formulation within the framework of program theory. Adaptation and integration of non-formal education with other development programs is needed to support resistance to achieve correctional goals.

Formal and Non-Formal Development of Children as Criminal Offenders in Juvenile Correctional Institutions

The problem in this study is how the implementation of formal and non-formal coaching for children as perpetrators of criminal acts in the Special Development Institute for Children Klas II Bandar Lampung and what factors hinder the implementation of formal and non-formal coaching for children as perpetrators of criminal acts in the Special Development Institute for Children Klas II Lampung. The problem approach that will be used in this research is normative juridical and empirical juridical, the sources in the research are the Head of LPKA, LPKA Lampung Officers and Correctional Students of LPKA Lampung. The results showed that the process of implementing formal and non-formal coaching for children as perpetrators of criminal acts in the Special Development Institute for Children Klas II Bandar Lampung has been carried out even though it has not been maximised, it can be seen from the formal coaching that runs quite well where formal coaching is given from the elementary school level, junior high school and high school education levels. While non-formal coaching has not been running optimally marked by the decline in correctional students who take part in skills training programmes.

COVID-19 and Family Visits: A Systematic Jurisdiction Analysis of Family Visitation and Safety Policies in Juvenile Correctional Facilities in the United States

When COVID-19 first hit the United States, juvenile correctional facilities across the country discontinued all in-person activities including family visits. Correctional facilities across the country were among the last institutions to reopen their doors for in-person activities given the heightened risk of rapid spread. Drawing on data gathered in February and March 2022, this study examined the state of family visitation policies and COVID-19 safety responses adopted by juvenile correctional facilities, as reported on websites, including information on the different types of contact allowed; COVID-19 safety protocols and practices; availability of information on COVID-19 infection and vaccination rates; and the overall timeliness, consistency, and comprehensiveness of the information available to families with incarcerated minor children. Our findings highlight just how untimely, inconsistent, and incomprehensive information and policies were across jurisdictions, sometimes with little to no stated explanation for their decision-making. We argue that juvenile correctional facilities should take a family-focused approach when developing and disseminating policies that impact the lives of incarcerated youth and their families, especially in times of global uncertainty.

Pemenuhan Hak Anak Pidana Pada Lembaga Pembinaan Khusus Anak

Introduction: Protection of children is provided not only by parents but also institutions related to physical and mental development both physically and spiritually. A child who is entered into a Juvenile Correctional Institution is referred to as a criminal child or foster child to get punishment for the actions he has committed, the punishment given is in the form of coaching according to the mandate of the laws and regulations, so that after the criminal or foster child leaves the institution they will no longer commit acts that breaking the law.Purposes of the Research: This study aims to analyze and discuss the fulfillment of the nature of the rights of criminal children and to analyze and discuss the implementation of the rights of criminal children in Ambon Class II Special Development Institutions.Methods of the Research: The type of research used is empirical research. The approach used is legislation, field approach. The sources of legal materials used are primary legal materials, secondary legal materials, and tertiary legal materials. Data collection techniques through interviews and literature studies. Legal material is qualitativeResults of the Research: The implementation of the rights of criminal children at the Ambon Class II Special Child Development Institution has rights that have been fulfilled and there are rights that have not been fulfilled. The staff of the Ambon Class II Special Child Development Institution are still working on children's rights that have not been fulfilled at the Ambon Class II Special Child Development Institution. The rights of criminal children that have been fulfilled at the Class II Ambon Development Institution, namely: 1) There are facilities for spiritual activities in accordance with religion and beliefs; 2). Correctional students get study rooms, package A, B, C exams, modules and also supporting facilities in the form of computers; 3). criminal children get a reduced sentence through remission, but these provisions must be in accordance with statutory regulations; 4). students get enough food intake; 5). students get visits from family, legal advisers or the community.

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 in the southeastern United States, we identified three distinct classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.

Competencies for Training Juvenile Services on Justice-Involved Youth with Traumatic Brain Injury

Research indicates young individuals with traumatic brain injuries (TBI) in juvenile justice settings lack essential support, mainly due to staff members' insufficient knowledge and skills in TBI-related areas stemming from a lack of relevant professional development. This study aimed to improve services for justice-involved youths with TBI in juvenile correction facilities by establishing empirically validated core competencies tailored to their needs. Through a Delphi study involving experts in juvenile services, juvenile corrections, TBI, transition services, and professional development, we identified and refined a set of 44 competencies distributed across six domains: knowledge (12 competencies), screening (6 competencies), eligibility (3 competencies), assessment (4 competencies), intervention (10 competencies), and community reentry (9 competencies).

Addressing Prison Education and the Obstacles in Ensuring the Right to Education in Indonesian Juvenile Correctional Facilities

Reintegrating juvenile offenders into society with a positive reception is a primary objective of education, aimed at breaking the cycle of incarceration that results in recidivism. This article aims to delineate the prison education policies within Indonesian juvenile correctional facilities (LPKA), focusing on regulatory frameworks and their practical implementation. It focuses on the issue of the LPKA's capability in Indonesia to ensure access to education, which is a fundamental right of juvenile inmates, and on whether its benefits can be felt and realized. Data collection methods encompassed interviews, regulatory assessments, institutional report evaluations, and literature reviews. Findings indicate that, despite a 270% decrease in juvenile inmate numbers from 2018 to 2022, only 68% of this population was granted educational access. Contributing factors include specific regulatory constraints on educational access and a lack of innovative collaborations, even with the reduced workload in LPKA. The study advocates for the initiation of formal educational institutions within LPKA, minimizing reliance on the Ministry of Education and allowing for curriculum adaptation to prevailing conditions.
 Keywords: Prison Education, Right to Education, Juvenile Correctional Facilities, Juvenile Inmates, Social Rehabilitation

Comprehensive Dialectical Behavior Therapy for Adolescents in a Juvenile Correctional Treatment Center: A Pilot Evaluation.

Incarcerated youth commonly present with emotion dysregulation, aggression, and comorbid psychiatric disorders, yet often do not receive necessary mental health treatment while confined. It is therefore crucial to expand the evidence base regarding empirically supported mental health interventions which are feasible to implement in secure settings to address incarcerated youth's mental health needs. Through a community-academic partnership, the current pilot study evaluated a comprehensive Dialectical Behavior Therapy program implemented in a juvenile correctional treatment center. Youth participants (N=113) were on average 15.37 years old (SD=1.10, range=13-17), 68.1% boys, and identified as 69.0% Latinx, 22.1% Black, 8.0% White, and 0.9% Native American. Youth received comprehensive Dialectical Behavior Therapy for Adolescents (DBT-A), including individual therapy, skills training groups, family therapy, multi-family skills training groups, and skills coaching in the milieu by direct care staff who participated in extensive training and ongoing consultation team meetings. As part of a facility-designed program evaluation, youth completed a battery of empirically validated assessments of mental health and emotion regulation prior to and following completion of the program. Results show that comprehensive DBT-A is feasible to implement in a juvenile correctional treatment center and overall, youth improved from pre- to post-treatment in mental health symptoms and emotion regulation, with small to medium effect sizes. These findings build upon a growing literature showing Dialectical Behavior Therapy is a promising intervention for treating emotion dysregulation and mental health conditions and can be successfully implemented in juvenile forensic settings.

Dialectical Behavior Therapy in Juvenile Correctional and Detention Facilities: A Scoping Review.

Dialectical behavior therapy (DBT) has shown preliminary success in the treatment of youth in forensic settings. However, the implementation of DBT varies considerably from facility to facility. A scoping review was conducted to detail DBT intervention protocols in juvenile correctional and detention facilities. We described eight works' treatment setting, study design, youth characteristics, staff training, DBT approach, DBT skills modules, and main findings. All works involved DBT skills sessions, but few incorporated other DBT components such as individual therapy or skills coaching. Outcomes included reducing problematic behaviors such as aggression, improving mental health, and largely positive feedback regarding the DBT intervention from youth and staff. Our results consolidate the existing literature regarding DBT intervention in forensic settings for youth and inform future implementation and research of DBT in such facilities.

Physical Activity's Associations With Psychosocial And Perceived Health Among Youth In Minnesota's Juvenile Corrections Facilities

Physical Activity's Associations With Psychosocial And Perceived Health Among Youth In Minnesota's Juvenile Corrections Facilities

"Can I Get Some Harder Work?": Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities

"Can I Get Some Harder Work?": Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Deneil D. Christian, Joshua L. Adams, and Carl M. Miedich): Review 2

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Deneil D. Christian, Joshua L. Adams, and Carl M. Miedich): Review 2

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Deneil D. Christian, Joshua L. Adams, and Carl M. Miedich): Review 4

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Deneil D. Christian, Joshua L. Adams, and Carl M. Miedich): Review 4

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Deneil D. Christian, Joshua L. Adams, and Carl M. Miedich): Review 3

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Deneil D. Christian, Joshua L. Adams, and Carl M. Miedich): Review 3

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Deneil D. Christian, Joshua L. Adams, and Carl M. Miedich): Review 1

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Deneil D. Christian, Joshua L. Adams, and Carl M. Miedich): Review 1

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Maria Arndt and Rachel Silverthorn): Review 2

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Maria Arndt and Rachel Silverthorn): Review 2

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Maria Arndt and Rachel Silverthorn): Review 1

"'Can I Get Some Harder Work?': Former Juvenile Offenders Narrated Educational Experiences in Juvenile Correctional Facilities" (by Maria Arndt and Rachel Silverthorn): Review 1

The Interplay Between Physical Activity and Psychological, Social, and Perceived Health in Juvenile Corrections Facilities

ABSTRACT Physical activity (PA) and its contributions to wellbeing are understudied among incarcerated youth. We used 2019 Minnesota Student Survey data to describe PA rates and test PA’s associations with indicators of psychological, social, and perceived health for adolescents in juvenile corrections facilities (JCFs). Participants (n = 265, 29% female, m age = 15.4 years) self-reported days of 60 min of PA in the previous week. They also reported how often they experienced joy and energy and built trusting peer relationships, as well as how they perceived their overall health and symptoms of anxiety and depression. We calculated descriptive statistics and tested PA’s associations with psychological, social, and perceived health variables among the full sample, then stratified by sex, with unadjusted and age-adjusted models. Female and male youth averaged over 5 days of 60 min of PA. PA was positively, significantly associated with experiencing joy and energy, building trusting peer relationships, and having better perceived health, though sex-related differences emerged. PA was unassociated with anxiety and depression. Results suggest PA rates are high in JCFs, though quality remains unclear. While PA is positively associated with certain developmental outcomes for incarcerated youth, PA alone seems insufficient for mitigating their mental health concerns.

Mental Health and Mental Characteristics of Minor Convicts Incarcerated in Juvenile Corrections of the Penitentiary System of the Russian Federation

Introduction: The number of mental and behavioral disorders in juvenile convicts tends to increase and worsen, since this contingent often has a burdened heredity and is prone to development of chronic diseases, and is also committed to the abuse of psychoactive substances. Objective: To study mental health and mental characteristics of minor convicts incarcerated in juvenile corrections of the Federal Penitentiary Service of Russia based on long-term data of statistical analysis and psychological testing. Materials and methods: We used forms of departmental statistical observation to study mental health of juvenile convicts. Psychological characteristics of 122 juvenile male convicts aged 15–17 years were assessed in 2021 using the Eysenck Personality Questionnaire and Leonhard–Shmishek Test and then compared with those observed in a similar age and sex group of adolescents. To establish specifics of the incidence in the juvenile convicts, we also compared their disease rates with those registered and sex-adjusted in teenagers aged 15–17 years. We calculated extensive and intensive indicators, 95 % confidence intervals, and statistical significance of differences using the t-tests and the χ-square test. Results: The incidence of mental and behavioral disorders in juvenile convicts incarcerated in juvenile corrections was 10.9 times higher than the standardized incidence in 15 to 17-year-old adolescents (14,050.6 ± 3,881.3 and 1,290.4 ± 427.9, respectively; p < 0.01). We established a low proportion of melancholics (2.9 % (95 % CI: 0.9–7.2), p < 0.05) and the predominance of stable types of temperament in those convicts. Conclusions: The incidence of mental and behavioral disorders in juvenile convicts incarcerated in juvenile corrections is 11 times higher than the sex-standardized incidence in their 15 to 17-year-old peers. Hyperthymic and excitable types of personality accentuation prevail in them with a pronounced tendency to stable types of temperament.

A Phenomenological Inquiry into the Career Development and Reentering College Experience of Youths from a Juvenile Correctional School

<p>本研究採用現象學方法探究矯正學校離校青年的再求學生涯發展經驗。共訪談三位離開矯正學校後曾就讀大學之青年，結果發現：他們的生涯發展蘊含以下傾向：（1）為了關係營生移動出法制規則世界；（2）從野地世界開展出屬己的自我價值、興趣與生涯風格；（3）考量處境中他人期待自己讀書，重新建構在法制規則世界的新成功經驗；（4）在多元生活世界之落差與拉扯中整合經驗，發展出獨有生涯籌劃。透過前述發現與文獻之對話，本研究提出「營生」與「覓情」作為這些青年與置身處境交往中的核心環節，並勾勒出他們在生涯發展中進出學校體制之處境結構：（1）投入不同生活世界的契機之「覓情」需求；（2）何以離開原本生活世界之「營生」需求；（3）營生（生涯發展）在關係之中（我他交往）開展；（4）關係在「營生」和「覓情」的交織中開展；（5）自我由「覓情」與「營生」交織而成，並在關係時間中發展出生涯方向。最後，本研究翻轉了展開探究之初未曾覺察的意識形態，跳脫崇尚文憑的價值框架，發現就讀大學在這群青年的生涯發展經驗中的真正意義是作為連接法治規則世界的通行證，並據此建議矯治焦點應放在如何協助他們找到合適的連接方法，青少年犯罪防治的焦點則在協助增加法治規則世界、弱化野地世界之「覓情」與「營生」，乃能以貼近犯罪少年生活世界的方式來協助他們安身立命。</p> <p> </p><p>According to previous research, almost all youths in juvenile correctional school drop out before committing crimes. However, some youths in the school study for attending university. This career change invoked the researcher’s curiosity. The researcher aims to explore the experience of career development and return to school of youths from juvenile correctional schools, understand how these youths constructed different career paths compared with their past, and put forward the results as a reference for practitioners. The researcher interviewed three youths who left juvenile correctional school and attended university, asking them to tell their stories and describe their experiences of returning to school. The researcher used a phenomenological approach to analyze the self expression of these youths and their interaction with the environment in the course of their career, leading to the revelation of the existing structure of the youths’ career development. The result showed that the youths’ career development contained the following four tendencies: (1) leaving the lifeworld of rules of law to make a living through relationships; (2) developing their self-esteem, interests, and career styles in the wild lifeworld; (3) considering others’ expectations for them to study and reconstructing new successful experiences in the lifeworld of rules of law; and (4) integrating different lifeworld experiences while falling in the gap among various lifeworld and being pushing around, and developing their unique career projection. Considering these findings along with relevant literature, this study proposed that "making a living" and "seeking a sense of belonging" were two core links of youths’ from juvenile correctional school interacting with others in their situations. The situational structure of the passing in and out school system in their career development showed the following: (1) The need of "seeking a sense of belonging" was an opportunity for them to invest in various lifeworld; (2) The need of "making a living" was the reason to leave their previous lifeworld; (3) "Making a living" (career development)developed via relationships (how they interacted with others in their situations); (4) The relationship developed via interweaving of "making a living" and "seeking a sense of belonging"; and (5) Self was constituted via interweaving of "seeking a sense of belonging" and "making a living." Then, the researcher responded to the research questions and constructed the career development situation structure of the youths from juvenile correctional school who attended university. Finally, this study turned around the ideology that had not been noticed at the beginning of this inquiry and escaped from the bondage resulted from advocating diploma. It was found that, for these youth, in their career development experience, the meaning of attending university was as a means to connect to the lifeworld of the rules of law. Accordingly, it is suggested that corrective treatment should focus on assisting them to find an appropriate means of connection. The focus of juvenile delinquency prevention is to strengthen the youths’ "seeking a sense of belonging" and "making a living" in the lifeworld of rules of law, and weaken these in the wild lifeworld. To enable practitioners to have a more detailed understanding of the career development of youths from juvenile correctional school, come closer to the lifeworld of these youths, and think about how to help these youths settle down in the world and live their life with meaning, as suggestions and strategies for living on their own.</p> <p> </p>