Literaturnachweis - Detailanzeige
| Autor/inn/en | Haskins, Jimmy R.; Friel, Charles M. |
|---|---|
| Institution | Sam Houston State Univ., Huntsville, TX. Inst. of Contemporary Corrections and the Behavioral Sciences.; Texas State Dept. of Mental Health and Mental Retardation, Mexica. Mexica State School. |
| Titel | The Mentally Retarded in a Juvenile Correctional Institute Project CAMIO, Volume 5. |
| Quelle | (1973), (136 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adolescents; Correctional Institutions; Delinquency; Disadvantaged Youth; Exceptional Child Research; Incidence; Mental Retardation; Minority Groups; State Legislation; Texas |
| Abstract | Evaluated were 1,666 juvenile imates committed to the Texas Youth Council. The study was part of Project CAMIO, a Texas effort to determine the incidence of criminal incarceration of the mentally retarded (MR) and to identify laws, procedures, and practices which affect the prosecution and imprisonment of the MR offender. Information was gathered on intelligence, age, race, sex, drug and alcohol history, prior delinquency record, and current commitment information. Findings indicated that approximately 12.9% of the males and 16.6% of the females were retarded (compared to a 3% incidence in the general population). More MR than non-MR inmates were from minority groups, had poorer school attendance records, came from financilly impoverished families, and came from large families. MR offenders were less likely to have a history of drug and alcohol use than non-MR offenders. MR offenders were granted probation significantly less frequently than non-MR offenders. Current commitment offense was less likely to have involved codefendants with MR offenders than with non-MR offenders. Additionally, the investigation revealed that one out of seven retarded youths were improperly committed, since there is a Texas law prohibiting incarceration of MR juveniles within Youth Council facilities. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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