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2 Given the growth of juvenile detainee populations, 4 epidemiologic data on their psychiatric disorders are increasingly important. The number of females in the juvenile justice system is increasing at an even faster rate than the number of males 3 and is at an all time high. 2 Many are incarcerated in adult prisons, which do not have psychiatric services designed for juveniles. There are currently 163,200 cases per year of juveniles convicted and serving sentences. 3 Moreover, recent changes in the laws – mandatory penalties for drug crimes and lowering the age that juveniles can be tried as adults – have resulted in more juveniles than ever before serving time. 3 Almost 60% of detained youth are African American or Hispanic. 2 On an average day, over 106,000 youth are in custody in juvenile facilities.
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1 In 1997, juvenile courts handled almost 1,800,000 delinquency cases. In 1999, the FBI estimated there were 2.5 million arrests of juveniles. Taking an emergent/responsive curriculum approach, teachers act as learning partners and modify their practice in response to children’s questions, theories, and misconceptions.A great proportion of this country’s youth are now involved in the juvenile justice system. Diverse materials and media are provided to them to support the many ways children represent knowledge. The children’s program is built upon the belief that children learn best when provided rich experiences that encourage collaborative inquiry and study of the world in which they live. Since the early 1990s our center has been inspired by the ideas of early educators in Reggio Emilia, Italy, that emphasize the social construction of knowledge, the inquiry process of long terms investigations by learners, the role of symbolic languages in developing understanding, and the importance of reflecting family and culture in our environments.
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Jenny Oseen, Contact and Administrative SupportĮmail: of New Hampshire-Child Study and Development Centerĭescription: “The CSDC philosophy and pedagogical approach is rooted in the traditions of constructivist theory and practice. Our aim is to foster innovative, cross-disciplinary research – both curiosity- and policy-driven – about young people. Through our events, e-newsletter, and website, we foster conversations and collaborations that cross the boundaries of traditional academic disciplines, while creating links between scholars, practitioners, and community members. I-CYS is also a community-building project. While strongly grounded in the humanities and social sciences, I-CYS connects scholars working in all disciplines and faculties at the University of Lethbridge and beyond. Our purpose is to encourage the exploration of this vital area of our cultural life through scholarly and critical investigations through meetings, symposia, and seminars and through the development of innovative ways to make the research and concerns of our members available to the general public.”Įmail: of Lethbridge–Institute for Child and Youth Studiesĭescription: The University of Lethbridge’s Institute for Child & Youth Studies (I-CYS) is a multidisciplinary research institute committed to examining what children and youth mean as social, demographic, artistic, legal, and existential categories. Members of the Center include faculty and researchers from the University community teachers, librarians, media specialists, and others working directly with children and artists and writers creating works for children in print and other media. University of Florida-Center for Children’s Literature and Cultureĭescription: “The Center for Children’s Literature and Culture is an interdisciplinary center based in the College of Liberal Arts and Sciences at the University of Florida.