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  • 35 - How Best to Serve Court-Involved Youth in Schools

  • from Part VII - Special Populations
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 613-633

  • Summary

    As justice-involved youth often require intensive and individualized support, it is important for school personnel to be knowledgeable of juvenile justice parameters and theoretical frameworks that are used with this population. Individuals involved in developing school-based interventions should be aware of (a) the historical and contemporary contexts of both the educational and juvenile justice systems, with a focus on disproportionate contact; (b) the risk, need, and responsivity (RNR) model, as it provides a theoretical framework for criminal behavior and yields insight into contemporary justice-based programming; and (c) the juvenile adjudicative process and how schools might become involved. This knowledge base will help school-based personnel facilitate rehabilitation, avoid arbitrary punitiveness, and work collaboratively with court officials when appropriate.