Date of Award
Spring 5-18-2024
Document Type
Thesis
Degree Name
MAE - Master of Arts in Expressive Therapies
Department
Expressive Therapies
Advisor
Wendy Allen
Abstract
Youth involved with the juvenile justice system often have a history of trauma and oppression resulting from their positionality and circumstances. Most juvenile justice-involved youth are boys, youth of color, low-income, LGBTQIA2S+, disabled, and traumatized. This literature review explores the history of the juvenile justice system, issues with the present-day model, and trauma-informed and transformative justice approaches to practice. The implementation of socially just, trauma-informed expressive arts therapy programs is proposed as a more equitable practice to replace commonly used punitive practices across the United States. More research is needed to understand the impact of such programs on this population within a system laden with inequities furthering the traumatization and oppression of youth.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Carr, Ciara, "A Trauma-Informed Socially Just Approach to Working with Juvenile Justice-Involved Youth Utilizing Expressive Arts Therapy" (2024). Expressive Therapies Capstone Theses. 876.
https://digitalcommons.lesley.edu/expressive_theses/876
Included in
Art Therapy Commons, Community Health Commons, Counseling Commons, Counseling Psychology Commons, Criminology Commons, Criminology and Criminal Justice Commons, Dance Commons, Demography, Population, and Ecology Commons, Disability Studies Commons, Family, Life Course, and Society Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Other Feminist, Gender, and Sexuality Studies Commons, Other Mental and Social Health Commons, Politics and Social Change Commons, Psychiatric and Mental Health Commons, Race and Ethnicity Commons, Social Control, Law, Crime, and Deviance Commons, Social Psychology Commons, Social Psychology and Interaction Commons, Theory and Philosophy Commons, United States History Commons
Rights
The author owns the copyright to this work.
