Affiliation:
1. Clemmer College of Education and Human Development, East Tennessee State University
2. Secondary Special Education and Transition, University of Oregon
3. Center on Human Development, University of Oregon
4. Center for Brain Injury Research and Training, University of Oregon
Abstract
Research indicates young individuals with traumatic brain injuries (TBI) in juvenile justice settings lack essential support, mainly due to staff members' insufficient knowledge and skills in TBI-related areas stemming from a lack of relevant professional development. This study aimed to improve services for justice-involved youths with TBI in juvenile correction facilities by establishing empirically validated core competencies tailored to their needs. Through a Delphi study involving experts in juvenile services, juvenile corrections, TBI, transition services, and professional development, we identified and refined a set of 44
competencies distributed across six domains: knowledge (12 competencies), screening (6 competencies), eligibility (3 competencies), assessment (4 competencies), intervention (10 competencies), and community reentry (9 competencies).
Funder
National Institute on Disability, Independent Living, and Rehabilitation Research
Publisher
National Partnership for Juvenile Services
Subject
Psychiatry and Mental health,Neuropsychology and Physiological Psychology
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