美国和哥斯达黎加被监禁女孩的创伤和虐待

IF 0.7 4区 教育学 Q4 EDUCATION, SPECIAL
Nicole Maki Weller, Claire M. de Mezerville-López, Berenice Pérez-Ramírez, T. Ochoa
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引用次数: 0

摘要

与未被监禁的同龄人相比,被监禁的女孩遭受身体、情感和性虐待的比率要高得多。未能解决这种创伤和虐待可能导致心理健康残疾,如焦虑、抑郁、创伤后应激障碍和反社会行为。许多遭受创伤的女孩为了应对这些悬而未决的问题而从事犯罪行为。惩戒性监禁的惩罚性只会加剧他们的心理健康残疾。本文研究了美国和哥斯达黎加的精神健康残疾女孩的教养监禁经历,美国有大量被监禁女孩,哥斯达黎加有较少被监禁女孩。建议改变政策,最大限度地减少教养监禁的惩罚性,并加强为有心理健康残疾的被监禁女孩提供的服务和支持系统。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Trauma and Abuse Among Incarcerated Girls in the United States and Costa Rica
Incarcerated girls have disproportionately higher rates of physical, emotional, and sexual abuse compared with their nonincarcerated peers. Failure to address this trauma and abuse can lead to mental health disabilities such as anxiety, depression, post-traumatic stress disorder, and anti-social behaviors. Many girls who experience trauma engage in criminal behaviors as a response to these unresolved issues. The punitive nature of correctional confinement only exacerbates their mental health disabilities. This article examines the correctional confinement experiences for girls with mental health disabilities in the United States, where there is a large population of incarcerated girls, and Costa Rica, a country with fewer incarcerated girls. Policy changes are suggested to minimize the punitive nature of correctional confinement and to enhance the services and support systems available to incarcerated girls with mental health disabilities.
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来源期刊
Intervention in School and Clinic
Intervention in School and Clinic EDUCATION, SPECIAL-
CiteScore
1.90
自引率
12.50%
发文量
46
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.
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