What Works with Adolescents Who Have offended

Calvin M. Langton, Ph.D., C. Psych., is an Associate Professor in the Department of Psychology, University of Windsor, Ontario, Canada. Dr. Langton is a clinical and forensic psychologist registered in Ontario, Canada, and also a chartered psychologist in the UK. James R. Worling, Ph.D., C. Psych., is a clinical and forensic psychologist in full-time private practice in Toronto, Canada, who has worked extensively since 1988 with adolescents who have offended sexually.

• Editors and Contributors BiosSection 1: Clinical Presentations and Disorders Chapter 1: Mental health needs in adolescents whhave offended: Implications for what works.Sarah Cusworth Walker, Asia S. Bishop, Kathryn A. Cunningham, University of Washington, US.Chapter 2: Substance use and delinquent behavior.Lourah Kelly, Kristyn Zajac, University of Connecticut School of Medicine, Tess K. Drazdowski, Ashli J. Sheidow, Michael R. McCart, Oregon Social Learning Center, & Phillippe B. Cunningham, Medical University of South Carolina, US.Chapter 3: Oppositional Defiant Disorder, Conduct Disorder, psychopathic traits and youth crime: What works.Eva R. Kimonis & Bryan Neo, University of New South Wales, Australia.Chapter 4: Attention Deficit Hyperactivity Disorder and youth crime: What works.Steffen Barra, Saarland University, Daniel Turner, University Medical Center Mainz, & Wolfgang Retz, Saarland University & University Medical Center Mainz, Germany.Chapter 5: Intellectual disabilities and youth crime: What works.Clare Melvin, University of East Anglia, England.Chapter 6: Evidence- and experientially-based interventions in justice-involved adolescents with Fetal Alcohol Spectrum Disorders (FASD).Natalie Novick Brown, University of Washington School of Medicine, Karen A. Steele, Salem, OR, Dan Dubovsky, Philadelphia, PA, Richard Adler, & Paul Connor, University of Washington School of Medicine, US.Chapter 7: Justice-involved youth with autism and the search for best practices: Scholarly consensus, practitioner awareness, and emerging applications of existing paradigms for those on the spectrum.Laurie A. Drapela, Washington State University Vancouver, US.Chapter 8: Posttraumatic Stress Disorder and complex trauma-related disorders among youth involved in juvenile justice: What works.Julian D. Ford, University of Connecticut School of Medicine, Patricia K. Kerig, University of Utah, & Keith Cruise, Fordham University, US.Chapter 9: The implications of neuroscience for what works with justice-involved youth.Jessica L. Garcia, University of Houston, US, & Elena L. Grigorenko, University of Houston, US; Baylor College of Medicine, Houston, USA; Yale University, New Haven, USA; Moscow State University for Psychology and Education, Moscow, Russia; & Sirius University of Science and Technology, Sochi, Russia.Section 2: Distinct GroupsChapter 10: Adolescent girls and crime: What works.Claire Fitzpatrick, Lancaster University, England.Chapter 11: Race, ethnicity, and cultural considerations with justice-involved youth: Implications for what works.EyitayOnifade, Clark Atlanta University, US, & Kwanele Shishane, University of Bedfordshire, England.Chapter 12:  What works for youth involved in both the child welfare and juvenile justice systems.Karen M. Kolivoski, Howard University, US, & Sherri Y. Simmons-Horton, University of New Hampshire, US.Chapter 13: What works with gangs and preventing gang crimes.James C. Howell, Jay Franklin, & Celeste Wojtalewicz, National Gang Center, Tallahassee, Florida, US.Chapter 14: What works: Assessment and treatment with adolescents whhave sexually offended.James R. Worling, Toronto, Canada, & Calvin M. Langton, University of Windsor, Canada.Chapter 15: Firesetting behavior in children and adolescents: What works textinguish it?Ian Lambie & Kahn Tasker, Waipapa Taumata Rau | University of Auckland, New Zealand.Section 3: Nature of InterventionsChapter 16: Prevention of youth crime and delinquency: What works.Abigail A. Fagan, University of Florida, US.Chapter 17: Restorative justice with adolescents whhave offended: What works.Yvon Dandurand, University of the Fraser Valley, Canada, & Megan Capp, International Centre for Criminal Law Reform, Vancouver, Canada.Chapter 18: Family therapy approaches with adolescents whhave offended: What works.Phillipa Evans, University of New South Wales, & Chris Trotter, Monash University. Australia.Chapter 19: Cognitive-behavioral interventions with adolescents whhave offended: What works.Eva L. Feindler, Long Island University, & Stefanie M. Iwanciw, Northwell Health Zucker Hillside Hospital, US.Chapter 20: The use of Dialectical Behavior Therapy in juvenile justice settings.Michele Galietta, John Jay College of Criminal Justice, Emma Covey, Syracuse University, & Aidan Collins, Fordham University, US.Chapter 21:  Questions raised in positive psychology considered for clinical work with justice-involved youth (and adults).Calvin M. Langton, University of Windsor, Daniel Pillersdorf, Correctional Service of Canada, Meredith Awrey, University of Windsor, Maryam Salih, University of Windsor, & James R. Worling, Toronto, Canada.Section 4: Broad Considerations and ApproachesChapter 22: Ethical and professional issues in applied work with adolescents whhave offended.Sara Hofmann, Eckerd College, US.Chapter 23: What meta-analyses tell us about what works for adolescents whhave offended.Laceé N Pappas, University of California Irvine, US.Chapter 24: “Whole Youth Approach” tjuvenile justice transformation:  Integrating sexual orientation, gender identity, gender expression, and race.Aisha Canfield, Angela Irvine, & Carolyn Reyes, Ceres Policy Research, USChapter 25: A quiet revolution: What worked tcreate a ‘Whole System Approach’ tjuvenile justice in Scotland.Lesley McAra & Susan McVie, University of Edinburgh, Scotland.Chapter 26: Does the law work in youth justice? The role of law for a ‘what works’ approach – with Belgium-Flanders as a case study.Johan Put, Stefaan Pleysier, & Katrijn Veeckmans, University of Leuven, Belgium.Chapter 27: Priorities for research, policy, and practice with adolescents whhave offended: Lessons learned and goals for implementation.Kirk Heilbrun, Amanda NeMoyer. David DeMatteo, Naomi E. Goldstein, Heidi Zapotocky, Kellie Wiltsie, Chelsea Jackson, Hailey Fasone, Lea Parker, Tierney Huppert, Nivedita Anjaria, Lena DeYoung, & Rena Kreimer, Drexel University, US.