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When the Cure Makes You Ill: Seven Core Principles to Change the Course of Youth Justice

2012· article· en· W3019626543 sur OpenAlexaboutno aff
Gabrielle Prisco

Notice bibliographique

RevueeYLS (Yale Law School) · 2012
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueEducation Discipline and Inequality
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésCourse (navigation)Life course approachEconomic JusticeCore (optical fiber)CriminologyPolitical scienceSociologyPsychologySocial psychologyLawComputer scienceEngineering
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Our nation's current youth justice 1 system is iatrogenic, 2 a term that refers to a cure that worsens the very thing it is trying to fix. 3 The system's operation often results in increased violence and recidivism, the very same outcomes it allegedly intends to remedy.Many Americans, regardless of their political affiliation, would agree that children who commit harmful acts should be held accountable in proportion to the act committed and provided with meaningful help and opportunity to change, and that the operation of the youth justice system should not result in increased violence and criminality. 4 Yet our current youth justice system routinely 1.Some of the literature referenced in this article uses the term " juvenile justice."This term is synonymous with "youth justice."The author prefers the term "youth justice," given the negative connotations of the word "juvenile," which is generally used when discussing "juvenile delinquents" but not, for example, when asking a friend how her or his child is doing. 2.The origins of the word iatrogenic are in the medical arena.The word has gained usage in the youth justice field to describe how youth justice interventions can exacerbate harms.It should be noted that my use of this term in no way is intended to connote or imply that young people are themselves the "harm" or social ill.The author uses the term to call attention to the ways in which current system interventions can worsen youth and community outcomes.See, e.g., Uberto Gatti et al., Iatrogenic Effect of Juvenile Justice, 50 J.Child Psychol.& Psychiatry 991, 991-98 (2009) (finding that youth who are "poor, impulsive, poorly supervised by their parents, and exposed to deviant friends are more likely, for the same degree of antisocial behavior, to undergo intervention by the Juvenile Court, and that this intervention greatly increases the likelihood of involvement with the penal system in adulthood").Gatti's research also found that juvenile court interventions involving placement had the most negative impact.Id. at 991.Although the research sample used in this analysis was from Canada, much of the reasoning applies to the United States.Similar outcomes have been found in other jurisdictions both inside and outside of the United States.See, e.g., David Huizinga et al., The Effect of Juvenile Justice System Processing on Subsequent Delinquent and Criminal Behavior: A Cross-National Study 126 (2003) (a 2003 study tracking youth in Denver and in Bremen, Germany and finding that "those arrested and sanctioned display higher frequencies of involvement in crime at later stages in their life than do their delinquent age mates who were not so sanctioned"); Lesley McAra & Susan McVie, Youth Justice?: The Impact of System Contact on Patterns of Desistance From Offending, 4 Eur.J. Criminology 315, 325 (2007) (finding that those who faced a juvenile hearing were nearly twice as likely to admit engaging in serious offenses (forty-eight percent versus twenty-eight percent) in the following year as youth with identical backgrounds and prior self-reported offending behavior who did not face court hearings). 3.that makes problems worse," says Paul DeMuro, who served as commissioner of the Pennsylvania juvenile corrections system in the late 1970s and has since served as an expert witness in numerous legal cases concerning conditions of confinement in juvenile facilities."The model has been around for 150 years, and has proven a failure by any measure."Richard A. Mendel, The Annie E. Casey Found.,No Place for Kids: The Case for Reducing Juvenile Incarceration 1, 4 (2011), http://www.aecf

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,002
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,715
Score d'incertitude au seuil0,743

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0020,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,000
Communication savante0,0000,000
Science ouverte0,0010,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0010,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,128
Tête enseignante GPT0,369
Écart entre enseignants0,242 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeSans objet
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations1
Publié2012
Routes d'admission1
Résumé présentoui

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