Girls represent a growing share of the juvenile justice population. The girls who are sent into the system are disproportionately girls within minority groups, and many are LGBT/gender-nonconforming (Saar et al., 7–8). In most cases, the offenses that these girls commit do not present risks to public safety; instead, they reflect trauma that the girls have experienced. At higher rates than boys, girls in juvenile justice have mental health needs that most often go unaddressed by a punitive system that exacerbates their symptoms (Saar et al., 12).
Epstein, R., Vafa, Y., & Burney, R. (2019, January 10). ‘How They See Me Versus How I See Myself’: Girls’ Reflections from Inside the Justice System. Retrieved March 6, 2019
- Posted: May 13, 2019
Home » Best Practices » Epstein, R., Vafa, Y., & Burney, R. (2019, January 10). ‘How They See Me Versus How I See Myself’: Girls’ Reflections from Inside the Justice System. Retrieved March 6, 2019
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead