Editors and Contributors Bios Section 1: Clinical Presentations and Disorders Chapter 1: Mental health needs in adolescents whhave offended: Implications for what works. Sarah Cusworth Walker, Asia S. Bishop, Kathryn A. Cunningham, University of Washington, US. Chapter 2: Substance use and delinquent behavior. Lourah Kelly, Kristyn Zajac, University of Connecticut School of Medicine, Tess K. Drazdowski, Ashli J. Sheidow, Michael R.
McCart, Oregon Social Learning Center, & Phillippe B. Cunningham, Medical University of South Carolina, US. Chapter 3: Oppositional Defiant Disorder, Conduct Disorder, psychopathic traits and youth crime: What works. Eva R. Kimonis & Bryan Neo, University of New South Wales, Australia. Chapter 4: Attention Deficit Hyperactivity Disorder and youth crime: What works. Steffen Barra, Saarland University, Daniel Turner, University Medical Center Mainz, & Wolfgang Retz, Saarland University & University Medical Center Mainz, Germany. Chapter 5: Intellectual disabilities and youth crime: What works.
Clare Melvin, University of East Anglia, England. Chapter 6: Evidence- and experientially-based interventions in justice-involved adolescents with Fetal Alcohol Spectrum Disorders (FASD). Natalie Novick Brown, University of Washington School of Medicine, Karen A. Steele, Salem, OR, Dan Dubovsky, Philadelphia, PA, Richard Adler, & Paul Connor, University of Washington School of Medicine, US. Chapter 7: Justice-involved youth with autism and the search for best practices: Scholarly consensus, practitioner awareness, and emerging applications of existing paradigms for those on the spectrum. Laurie A. Drapela, Washington State University Vancouver, US. Chapter 8: Posttraumatic Stress Disorder and complex trauma-related disorders among youth involved in juvenile justice: What works.
Julian D. Ford, University of Connecticut School of Medicine, Patricia K. Kerig, University of Utah, & Keith Cruise, Fordham University, US. Chapter 9: The implications of neuroscience for what works with justice-involved youth. Jessica L. Garcia, University of Houston, US, & Elena L. Grigorenko, University of Houston, US; Baylor College of Medicine, Houston, USA; Yale University, New Haven, USA; Moscow State University for Psychology and Education, Moscow, Russia; & Sirius University of Science and Technology, Sochi, Russia. Section 2: Distinct Groups Chapter 10: Adolescent girls and crime: What works.
Claire Fitzpatrick, Lancaster University, England. Chapter 11: Race, ethnicity, and cultural considerations with justice-involved youth: Implications for what works. EyitayOnifade, Clark Atlanta University, US, & Kwanele Shishane, University of Bedfordshire, England. Chapter 12: What works for youth involved in both the child welfare and juvenile justice systems. Karen M. Kolivoski, Howard University, US, & Sherri Y. Simmons-Horton, University of New Hampshire, US. Chapter 13: What works with gangs and preventing gang crimes.
James C. Howell, Jay Franklin, & Celeste Wojtalewicz, National Gang Center, Tallahassee, Florida, US. Chapter 14: What works: Assessment and treatment with adolescents whhave sexually offended. James R. Worling, Toronto, Canada, & Calvin M. Langton, University of Windsor, Canada. Chapter 15: Firesetting behavior in children and adolescents: What works textinguish it? Ian Lambie & Kahn Tasker, Waipapa Taumata Rau University of Auckland, New Zealand. Section 3: Nature of Interventions Chapter 16: Prevention of youth crime and delinquency: What works.
Abigail A. Fagan, University of Florida, US. Chapter 17: Restorative justice with adolescents whhave offended: What works. Yvon Dandurand, University of the Fraser Valley, Canada, & Megan Capp, International Centre for Criminal Law Reform, Vancouver, Canada. Chapter 18: Family therapy approaches with adolescents whhave offended: What works. Phillipa Evans, University of New South Wales, & Chris Trotter, Monash University. Australia. Chapter 19: Cognitive-behavioral interventions with adolescents whhave offended: What works.
Eva L. Feindler, Long Island University, & Stefanie M. Iwanciw, Northwell Health Zucker Hillside Hospital, US. Chapter 20: The use of Dialectical Behavior Therapy in juvenile justice settings. Michele Galietta, John Jay College of Criminal Justice, Emma Covey, Syracuse University, & Aidan Collins, Fordham University, US. Chapter 21: Questions raised in positive psychology considered for clinical work with justice-involved youth (and adults). Calvin M. Langton, University of Windsor, Daniel Pillersdorf, Correctional Service of Canada, Meredith Awrey, University of Windsor, Maryam Salih, University of Windsor, & James R.
Worling, Toronto, Canada. Section 4: Broad Considerations and Approaches Chapter 22: Ethical and professional issues in applied work with adolescents whhave offended. Sara Hofmann, Eckerd College, US. Chapter 23: What meta-analyses tell us about what works for adolescents whhave offended. Laceé N Pappas, University of California Irvine, US. Chapter 24: "Whole Youth Approach" tjuvenile justice transformation: Integrating sexual orientation, gender identity, gender expression, and race. Aisha Canfield, Angela Irvine, & Carolyn Reyes, Ceres Policy Research, US Chapter 25: A quiet revolution: What worked tcreate a ''Whole System Approach'' tjuvenile justice in Scotland. Lesley McAra & Susan McVie, University of Edinburgh, Scotland.
Chapter 26: Does the law work in youth justice? The role of law for a ''what works'' approach - with Belgium-Flanders as a case study. Johan Put, Stefaan Pleysier, & Katrijn Veeckmans, University of Leuven, Belgium. Chapter 27: Priorities for research, policy, and practice with adolescents whhave offended: Lessons learned and goals for implementation. Kirk Heilbrun, Amanda NeMoyer. David DeMatteo, Naomi E. Goldstein, Heidi Zapotocky, Kellie Wiltsie, Chelsea Jackson, Hailey Fasone, Lea Parker, Tierney Huppert, Nivedita Anjaria, Lena DeYoung, & Rena Kreimer, Drexel University, US.