Internalizing Disabilities Among Incarcerated Girls From Mexico and the United States

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-08-03 DOI:10.1177/10534512221114416

Berenice Pérez-Ramírez, Nicole Maki-Weller, T. Ochoa

引用次数: 0

Abstract

This article examines the relationship between internalizing dimensions of emotional and behavioral disorders such as depression and anxiety with unresolved trauma and abuse among incarcerated girls in Mexico and the United States. The goal is to arrive at a better understanding of (a) how mental health conditions may contribute to deviant behavior, (b) how girls with disabilities may be disproportionately punished because of their gender and disability status, and (c) the limited capabilities of personnel in correctional facilities to diagnose disabilities in incarcerated girls or identify girls who have not been diagnosed. The results, supported by the chivalry hypothesis, demonstrate the need for a gender-informed response to dealing with girls’ deviant behaviors, as well as trauma-informed practices to address mental health disabilities and victimization among delinquent girls in both the United States and Mexico.

查看原文本刊更多论文

墨西哥和美国被监禁女孩的残疾问题

本文研究了墨西哥和美国被监禁女孩中抑郁和焦虑等情绪和行为障碍的内化维度与未解决的创伤和虐待之间的关系。目标是更好地了解（a）心理健康状况如何导致越轨行为，（b）残疾女孩如何因其性别和残疾状况而受到不成比例的惩罚，以及（c）惩教设施工作人员诊断被监禁女孩残疾或识别未经诊断的女孩的能力有限。这一结果得到了骑士假设的支持，表明在美国和墨西哥，有必要对女孩的越轨行为采取基于性别的应对措施，并采取基于创伤的做法来解决心理健康残疾和犯罪女孩的受害问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.