NCJ Number
200514
Date Published
2002
Length
37 pages
Annotation
This chapter describes the pioneering work of individuals working to understand and prevent juvenile delinquency and crime.
Abstract
This chapter presents the current research focused on brain development, emotions, and the interplay between them that seeks to understand why some youths act out in the way that they do. The author details primary, secondary, and tertiary levels of crime and delinquency prevention arguing that at the primary level individuals are educated on how to prevent crimes, at the secondary level individuals who are at-risk of becoming victims and offenders are focused on, and at the tertiary level the person who commits a crime is dealt with to prevent future criminal activity. Noting that the criminal and juvenile justice systems have sought to accomplish crime prevention by encouraging community involvement, the author begins addressing the issue of brain development by discussing the cognitive developmental theories of Piaget. Addressing whole brain learning, the author discusses the left and right sides of the brain, and presenting the Neural Organization Technique of Dr. Carl A. Ferreri, the author discusses the body as an integrated whole. After describing the learning brain and presenting implications for models of education and learning, the author discusses the issues of multiple intelligences, mind mapping, and accelerated learning. Following a presentation of research concerning emotions and emotional intelligence, the author discusses psychological therapies and educational approaches to foster emotional maturity. References