NCJ Number
111039
Journal
Guidance and Counselling Volume: 1 Issue: 5 Dated: (May 1986) Pages: 19-24
Date Published
1986
Length
6 pages
Annotation
This article examines some of the literature on school failure and delinquency, describes how the London Family Court Clinic (LFCC) (Ontario, Canada) promotes better school adjustment and liaison between the juvenile justice and educational systems, and reviews literature about the importance of success in school in reducing recidivism.
Abstract
Virtually all major delinquency theories emphasize the importance of school in the development and remediation of juvenile crime. Three of the major school-related factors are peer involvement, the frustration-aggression model relating learning disabilities to juvenile delinquency, and the relationship of school failure to psychological disturbances. The LFCC is a children's mental health center which provides assessment services to the juvenile court for a five-county area in southwestern Ontario, primarily for youths aged 12-17. The referred youths have been found guilty of an offense. LFCC staff conduct an indepth intake interview with the family, and the youth is psychologically tested. A social worker-psychologist team assigned to each youth and family conducts interviews, collects information, and submits a written report to the court which includes intervention recommendations. LFCC obtains detailed school data on each youth. A teacher on the LFCC staff acts as a liaison between the clinic and the school system. If there is uncertainty about the school placement needs of some youths, they are placed in a half-time 'court clinic' class, which provides a context for an assessment of students' educational needs. LFCC is also involved in the development of delinquency prevention programs. 2 notes and 27 references.