Showing posts with label Foster Care. Show all posts
Showing posts with label Foster Care. Show all posts

Friday, April 28, 2017

Recruiting for Kids from Hard Places

Several years ago, Tulsa Boys' Home had six mentors. Then mentors increased to about 110, although hundreds of other people have been trained, undergone background checks ($53 each), and approved by the Department of Human Services to work with the boys there on a regular basis. During the past 30 months, TBH has recruited 158 new mentors. 

Goals set by the organization as part of Tulsa's Vision 2020 are for the home to be self-sufficient and for each boy who wants a mentor to have one. Tulsa Boys' Home is well on its way to achieving its goals.

First, a little background from the TBH website. 


Each day, Tulsa Boys' Home delivers residential services to 64 boys and their families (when there is a family). Forty of our residents are placed by the child welfare division of the Department of Human Services, and the other twenty-four are privately placed by parents or legal guardians in our Substance Abuse Treatment Program. Since 1918, we have helped over 12,000 boys, many of whom have learned to lead happy and productive lives. Most credit TBH for breaking the cycle of poverty, abuse, neglect, and drug addiction from one generation to the next. Therefore, our work of healing and new found hope is multiplied many times over through countless families and the children of the children that once lived, and were healed, at Tulsa Boys' Home.
http://www.tulsaboyshome.org/tulsaboys/default.asp  










Jeff Johnson, youth minister and volunteer coordinator, for the TBH, shared the basic strategy for gaining so many volunteers and mentors. Although this is a highly adaptable model for similar other programs reaching highly at-risk youths, we can all learn from Tulsa Boys' Home.


TBH recruiting is slow and steady. Johnson gives much credit to the Tulsa community, especially the faith-based population, which has demonstrated caring and concern not only for Tulsa Boys' Home but also other organizations serving youths.

Asking some men to volunteer as a mentor once a week for a year is intimidating. People are busy and may not wish to commit that much time. Next year, however, their children may have graduated, and the volunteers have established some rapport with a particular young man and wish to mentor him.

Ask friends to volunteer. Also ask groups, such as Sunday school or church groups. For example, Life Church in Tulsa has 175 volunteers and/or mentors. Asbury United Methodist, First Presbyterian Church, the Church at BattleCreek in Broken Arrow, and others volunteer consistently. Currently, the home has 500-600 volunteers. Of the 64 residents, all boys eligible to have a mentor have one. 

Establish dozens of small, scheduled opportunities for regular interaction and growing mentoring. Another example of an activity is on the second Tuesday of the month from 6 to 8 p.m., volunteers are invited to fly kites or participate in another activity.

Give trained mentors and volunteers something to do. Don't let them languish or search for an activity. 

Invite them to do what they love to do, e.g., beginning a running club this year that meets on Thursdays at 6:30 p.m. 

Establish dozens of small, scheduled opportunities for regular interaction and growing mentoring. Another example of an activity is on the second Tuesday of the month from 6 to 8 p.m., volunteers are invited to fly kites or participate in another activity.

Many volunteers, though trained, approved and background-checked, aren't assigned a boy one-to-one. They are invited to fish, play ping pong, take a boy to church, go to a sporting event, or participate in other activities. For example, a volunteer who has tickets to a sporting event will call to take one or more boys along. Often, they form a natural relationship with a youth and decide to be a weekly mentor. Regardless, the boys benefit from all of the activities and the vetted volunteers. Then when a volunteer is ready to progress to mentoring, he is immediately ready to be assigned. Waiting six weeks for a background check and training is not an obstacle.

Turnover Although some mentors move to new mentees, others usually leave at the same time their mentees move. Some boys leave and return.

http://www.tulsaboyshome.org/tulsaboys/volunteers.asp 

Some volunteers are mentors in the beginning, but many become mentors after interaction and through activities. Whether they are mentors or grow into mentoring really doesn't matter. The residents of Tulsa Boys' Home are the benefactors. 

Congratulations to Jeff Johnson and the team at TBH!

N.B.
Matt Vassar, Ph.D., a long term mentor at Tulsa Boys' Home, spoke eloquently about mentoring these young men for a previous post. 
http://okmentor.blogspot.com/2014/09/mentoring-kids-from-hard-places.html 

Tuesday, December 1, 2015

Lorenzo Mauldin IV Story, II

By  November 16, 2015Read More →

Anchors, webs, and the triumph of Lorenzo Maudlin

Screen Shot 2015-11-16 at 2.01.29 PM By Jean Rhodes
In a recent NYTimes Magazine feature, journalist Ben Shpigel describes the network of caring adults, including a foster mother, coaches, guidance counselors, formal mentors, and teachers, who helped NY Jets player, Lorezo Maudlin III, overcome overwhelmingly difficult circumstances. According to Shpigel:
“His mother, Akima Lauderdale, an alcoholic with a penchant for selling cocaine, has been in and out of prison in Georgia. His father, Lorenzo Mauldin III, served nearly 12 years in a California prison. He and his four siblings shuffled between relatives and foster homes. So many foster families. A dozen, maybe more. Faces, he recalls. Names, he does not. Every day, he regulated and managed crises. Scrounging for food. Absorbing taunts for wearing the same clothes. Being yanked out of class by the police because Lauderdale had been arrested again, then thrust back into the care of the state. In college, he was rushed to the hospital after hurting his neck at practice, and again after a car hit him while he was riding his moped. “I’m telling you,” said Maurice Hart, his position coach at Maynard H. Jackson High School in Atlanta. “That’s the toughest man I’ve ever met in my life.””
Indeed,  defying the odds, especially for youth in foster care, Mauldin managed to complete high school and earn a bachelor’s degree from the University of Louisville where his speed as a pass rusher let to being drafted by the New York Jets.Maudlin had rare athletic talent, but it might not have been discovered and devleoped were it not for a foster mother, Monique Gooden, who took the time to throw him passes and enroll him in programs and leagues. There was also the”the choir teacher he called Mama, the house parents he called Grandma and Auntie and Uncle, the football coach he called Pops. With their help, Mauldin defied expectations.”
In a recent report by America’s Promise Alliance, is “Don’t Quit on Me,” authors at the Center for Promise note that young people need a range of relationships. As they note, they need:


http://chronicle.umbmentoring.org/anchors-webs-and-the-triumph-of-lorenzo-maudlin-iii/?utm_source=Chronicle+Subscribers&utm_campaign=fa1c3efbf2-November_19_201511_19_2015&utm_medium=email&utm_term=0_afc94e8372-fa1c3efbf2-116180833&ct=t(November_19_201511_19_2015)&mc_cid=fa1c3efbf2&mc_eid=c7177e3427

Ret. 11-20-15

Friday, October 30, 2015

Career Mentoring Need



By  October 22, 2015Read More →


Foster care youth speak: We need career mentoring!

youth-teen-career-mentorHudson, A. (2013). Career mentoring needs of youths in foster care: Voices for change. Journal of Child and Adolescent Psychiatric Nursing, 26, 131-137.
Background
Once young adults age out of the foster care system they are more likely than their non-fostered peers to experience homelessness, poverty, incarceration, and a variety of mental health issues. According to previous research, youths in foster care “want and need mentoring.” The purpose of this study was to engage youth in foster care in focus group conversations about what characteristics they prefer to see in a mentoring program. 27 youth participated in four different focus group sessions.
Findings
A major theme emerged from the focus group sessions: participants reported pressing need for career mentoring. They stated a desire for an authority figure who acts as a role model (eg. models positive attributes that lead to college and career success: social skills, work ethic). According to Hudson, “career mentoring might support foster youths’ goals for college attainment, reward achievement, and enhance their overall health-related quality of life.”
Implications
Incorporating career mentoring into existing programs for youth transitioning out of foster care is essential. These young adults strive for higher education and “the good life,” knowing all too well the difficulties that former foster care youth face. Adults in mentoring roles should continuously engage these young adults in conversations about their educational and career aspirations, in addition to modeling attributes of career success.
http://chronicle.umbmentoring.org/voices-for-change-career-mentoring-can-make-or-break-outcomes-for-vulnerable-foster-youth/?utm_source=Chronicle+Subscribers&utm_campaign=fc893fdeab-October_29_201510_29_2015&utm_medium=email&utm_term=0_afc94e8372-fc893fdeab-116180833&ct=t(October_29_201510_29_2015)&mc_cid=fc893fdeab&mc_eid=c7177e3427 
Ret. 10-30-15

Tuesday, May 26, 2015

Mentor Mini-Training Docs

Useful resources for mentors of older mentees, many of these should be customized for different towns or cities.  Note that more will be added each month on the Friends for Youth website. 'Clever!

Friends for Youth, located in Centennial, Colorado, specializes in working with youth involved in the corrections, the juvenile justice, and child welfare systems. http://friendsforyouth.nationbuilder.com/   Ret. 5-22-15


http://friendsforyouth.nationbuilder.com/training

Resources and TrainingsSteph___KacyEDIT.jpg  

Friends for Youth has many different resources available to you to help best equip you on your mentoring journey....

Our Mini-Training series - 
Each month we are 
developing a mini-training 
for mentors on the go!  
Mini-Trainings:
​

Tuesday, March 17, 2015

Aging Out of Foster Care, Prospects

Annie E. Casey Foundation report about youths aging out of foster care...a must read! Oklahoma has over 9,000 youths in foster care, and over 4,500 exiting foster care. 
Kids Count, Oklahoma, updated July 2014.


























http://www.aecf.org/resources/youth-who-age-out-of-foster-care-troubled-lives-troubling-prospects/

Thanks to Jean Rhodes, Ph.D., for mentioning this her Chronicle of Evidence-Based Mentoring, http://chronicle.umbmentoring.org/mentors-corner-mentoring-youth-in-foster-care/   Ret. 3-16-15

Monday, March 16, 2015

Mentee in Foster Care

From the Chronicle of Evidence-Based Mentoring...
By  April 22, 2013

Mentor’s Corner: Mentoring youth in foster care 


Screen Shot 2013-04-22 at 3.36.34 PMEditors Note: In this column Gail Manza and Susan Patrick draw from their new book Mentor’s Field Guide, which is framed as a series of 67 answers to the most common questions that arise in youth mentoring. 
Question 57. My mentee is in foster care. What does that mean?
To begin, we urge you set aside any preconceived notions you have about children in foster care. Our experience is that the popular image of fostered children is a negative one: a generalized impression that kids both enter and emerge from the experience damaged in meaningful and perhaps irreparable ways. In fact, children in foster care are at heightened risk for behavioral and educational difficulties (Smith, 2011).  For example, 65 percent of 18-year-olds who “age out” of foster care programs do not complete high school (Harden, 2004). Yet, it is equally true that high-quality foster care, quick and safe transitions to a permanent living arrangement, and a host of other factors (e.g., strong ties with extended family, informal support systems, and personal resilience) can and do produce a different set of outcomes.
Even more meaningful to a mentor is that you are or will be working with one child, not a statistic or an aggregation of either empirical evidence or communal impressions. And both foster children themselves and a growing body of research suggest that mentors, especially for children who are older and/or are in longer-term placements, can play a key role (Annie E. Casey Foundation, 2008; Ahrens, DuBois, Richardson, Fan & Lozano, 2008). One proponent, U.S. Senator Mary Landrieu, sponsor of the Foster Care Mentoring Act of 2011, says this: “Mentoring relationships can play an enormous role in helping foster youth reach their academic and personal potential . . . and can [help foster youth] learn to thrive when someone gives the energy and time to show that they care.”
The basic facts about foster care are these: A child is placed in foster care when a child protective services agency and the court determine that is it not safe for the child to live at home. The cause for such action is maltreatment or risk of it, stemming from neglect or physical or sexual abuse. The U.S. Census Bureau estimates that there were 424,000 children in foster care placements in 2009, a decline of 25 percent from the peak 10 years earlier (U.S. Census Bureau, 2010). The nature of placements varies and includes the homes of relatives (in an arrangement called kinship care) or non-relative adults who volunteer to serve as foster parents; group homes or institutions (including mental health treatment centers or orphanages—there are still a few); and pre-adoptive homes. The length of time a child stays in foster care (or a single foster care placement) varies, too: the average is 33 months, although the stay is often longer if the child or teen has developmental or behavioral issues, is part of a large sibling group, or is a member of an ethnic or racial minority (American Academy of Pediatricians, 2011). A little more than half of children in care are reunited with their birth parent(s). The Foster Care Alliance estimates that 12 million adults were in foster care.
Because children who have been in foster care for any length of time are, without doubt, at additional developmental risk, you will be in a better spot if you are mentoring a child through a formal program. A number of mentoring programs have developed a special interest in this population of young people, starting with the pioneering efforts of former first lady of the state of New York, Matilda Raffa Cuomo, founder of Mentoring USA. In a formal program, you’ll have access to specialized resources and support. Nonetheless, if an opportunity to informally mentor a fostered child presents itself, don’t instantly shy away. The outcomes for kids in foster care who don’t get additional support of many kinds—including mentoring—are troubling. There’s no doubt you are needed, and a strong network of personal support may make you a very good mentor, indeed, especially if you candidly ask yourself whether there is more than a reasonable chance that you can be a reliable source of friendship and guidance. Kids in foster care or who have been fostered typically have had more than their fair share of unreliable adults in their lives. They don’t need another one.
Finally, whether mentoring a fostered child formally or informally, don’t overlook the good and getting-even-better resources available for young people to use themselves.  Check out the Foster Club (fosterclub.org), a national network for children, teens and the adults who foster them.  And, in addition to the resources available through MENTOR and Education Northwest’s National Mentoring Center, don’t overlook the targeted, highly practical publications of the Annie E. Casey Foundations.  Two good examples:  Money Pals and I Know Where I am Going (But Will My Cash Keep Up?), both available at aecf.org/knowledgecenter/publications.aspx.
Many youth who “age out” of foster care instead of returning home face especially tough challenges to making a successful transition to adulthood (see report [in following blog]). Only 48 percent had graduated from high school at the time of discharge, and only 54 percent between two and four years following discharge. And as adults, children who spent long periods of time in multiple foster care placements were more likely to face unemployment, homelessness, and incarceration, as well as experience early pregnancy.  Consequently, wide array of supports (including high-quality mentoring) can be crucial for young people who are transitioning out of foster care.
Sources: Casey Family Programs (2001); Child Trends (2011); Courtney and Pillavin (1998);  Reilly (2003); and Spencer, Collins, Ward & Smashnaya (2010).
 http://chronicle.umbmentoring.org/mentors-corner-mentoring-youth-in-foster-care/ 
Ret. 3-16-15

Thursday, November 13, 2014

Information about & Resources for Foster Alumni

Oklahoma currently has over 10,000 youths in foster care. At age 18, foster kids age out of the system. RisforThursday, derived from "R is for Thursday," is reaching out as a statewide network with multiple functions for foster alumni and much information upon which Oklahomans can act. 

Foster youths and foster alumni need mentors, too.

Watch the video Re-moved below. Utilize the resources. Subscribe to the RisforThursday network.



The RisforThursday Statewide Network of Oklahoma

Website: education.okstate.edu/risforthursday

Email: risforthursday@okstate.edu

To be added to our direct email list or to find our public Facebook page: Go to the link available on the front page of our webpage.

Contact information for the people in our network (advocates, DHS educational specialists, etc.): http://education.okstate.edu/risforthursday/network

To attend our annual July RisforThursday Conversation (statewide meeting/update): http://education.okstate.edu/risforthursday/conversation

A fun little video on how we got the RisforThursday name: http://youtu.be/EUGxYdkFX9o

What It Is Like to be a Foster Kid
Please take time to view this painfully accurate (per RisforThursday students) video 
Re-Moved: removedfilm.com

[http://youtu.be/lOeQUwdAjE0 - Alternate link]

Pathways to College

Concurrent enrollment in Oklahoma: 

http://ok.gov/sde/sites/ok.gov.sde/files/Concurrent%20Enrollment%20Brochure.pdf; see also individual college/university websites

Cooperative Alliance Programs: http://www.okcareertech.org/students/cooperative-alliances


Paying for College

Oklahoma Independent Living (for questions, information, etc.): http://www.okil.ou.edu/

Oklahoma Independent Living Tuition Waivers: http://www.okdhs.org/library/policy/oac340/075/06/0110000.htm

Educational Training Voucher (ETV): http://www.nrcyd.ou.edu/etv

Application form for ETV: https://www.surveymonkey.com/s/ETVApp

Oklahoma’s Promise: http://www.okhighered.org/okpromise/

Oklahoma Youth with Promise Scholarship: https://occf.academicworks.com/opportunities/177

Casey Family Services Foster Care to Success: http://www.fc2success.org/programs/casey-family-scholars/

Contact individual colleges and universities about campus-based dedicated funds for foster alumni
Tutorial for completing the FAFSA (to qualify for Pell Grants, loans, etc.):  
http://www.okil.ou.edu/fafsa-tutorial

Tips for completing the FAFSA for foster youth:  http://www.nasfaa.org/students/Student_Aid_Tips_for_Unique_Student_Populations.aspx

Application form for FAFSA:  https://fafsa.ed.gov/

From Foster Care to College: Facilitating the Journey
Oklahoma School Counseling Association Annual Conference 2014

Special thanks to Dr. Kearney for her tireless efforts on behalf of Oklahoma's foster alumni through creation of and expansion of the RisforThursday network.

kerrikearney, Oklahoma State University,
& the RisforThursday statewide network

Personal communication 11-12-14


Monday, October 20, 2014

ADHD and Crime

The entire article may not be helpful to mentoring or juvenile justice practitioners; however, the connection between ADHD and the prison population is worthy of note. That connection action, if and when possible in a variety of ways.

From Medscape Education Psychiatry & Mental Health
ADHD and Crime: Considering the Connections
Joel L. Young, MD

CME Released: 04/12/2010 ; Valid for credit through 04/12/2011
INTRODUCTION
Jim, age 18, was just hanging out in the neighborhood with his younger cousin, when he happened upon a very hot-looking red sports car a few blocks from home. Amazingly, the keys were in the ignition, seemingly just waiting for someone to come along. Without much thought, the adolescents jumped in the car and drove off. Several hours later, the very chagrined Jim was apprehended by the police, who were entirely unsympathetic to his explanation that he had just wanted to experience the ride; he didn't think it counted as stealing. The Court was also unconvinced, and although he had no prior criminal convictions, Jim was sentenced to 9 months in jail and 2 years probation.
As part of his sentence, the court demanded that Jim obtain a full mental health evaluation. The psychiatrist learned of Jim's chronic struggles, including poor school performance, intermittent marijuana use, and regular conflicts with authorities. After a thorough examination, the psychiatrist diagnosed attention-deficit/hyperactivity disorder (ADHD), predominantly hyperactive-impulsive type, and prescribed treatment. Within weeks, Jim noted improvements in his focus and concentration. Jim's family reported that he was decidedly less moody and impulsive. After a few months on treatment, Jim's gains solidified, and the family was convinced the intervention had averted further encounters with the criminal justice system. This case highlights the complicated relationship that individuals with ADHD have with their impulsivity and the criminal and societal implications of this disorder.
People with ADHD commit crimes for many of the same reasons as those without ADHD: Some want money or property that belongs to others and have little motivation to acquire the loot honestly. Those with ADHD also have other triggers for crimes; adolescents and adults with untreated ADHD are often bored, sensation seeking, or simply impulsive, and this combination of attributes leads them to react with poor judgment. A desired item appears, they want it, so they take it.[1] It also appears that when individuals with ADHD commit violent crimes, these acts are more likely to be crimes of spontaneous and "reactive" aggression rather than carefully plotted out offenses. Such crimes are generally impulsive acts driven by a provocation or conflict that triggers an outburst. Research with adult male offenders seems to bear out this hypothesis.[2]
Studies show that at least 25% of prisoners in the United States have ADHD. The recidivism rate among all felons is high, and an estimated two thirds are rearrested within about 3 years.[3] These statistics have important implications for society at large.
WHY SHOULD WE CARE ABOUT UNTREATED CRIMINALS WITH ADHD?
ADHD among prisoners is a problem, not only for the offenders with ADHD but also for their victims who were misused violently and nonviolently. Evidence suggests that the diagnosis and treatment of ADHD could have an impact on crime rates. In 2009, the National Bureau of Economic Research[4] sought an explanation for a decline in violent crimes starting in the 1990s; they hypothesized that there was a relationship between the increase in prescribing of newer-generation antidepressants for depression (such as bupropion) and also in the prescribing of stimulants for ADHD.
The researchers compared the rates of prescriptions for these psychiatric medications to rates of violent crimes in the United States from 1997-2004 with a statistical regression analysis.[4] They found a significant inverse correlation; that is, as prescriptions went up, violent crimes came down. As a comparison, the authors also looked at the prescription rate of statins for cholesterol treatment and found no relationship between the number of prescriptions for statins and the crime rate.
The researchers stated, "Our evidence suggests that, in particular, sales of new-generation antidepressants and stimulants used to treat ADHD are negatively associated with rates of violent crime." They added, "To put this in perspective, doubling the prescription rate [of antidepressants] would reduce violent crimes by 6%, or by 27 crimes per 100,000, at the average rate of 446.5 crimes per 100,000 population. A similar calculation with stimulants would decrease crimes by a range of 30-38 crimes per 100,000. While doubling the prescription rates seems like a large change, it has been estimated that 28% of the US adult population in any year has a diagnosable mental or addictive disorder, yet only 8% seeks treatment."[4]
The researchers noted that the crime rate in Canada also fell during the same time period.[4] As in the United States, Canada was among the world leaders in treatment with new psychiatric medications. This finding asserts that identifying and treating ADHD is a win-win situation: Individuals with the condition experience the benefit of treatment, and the public is less likely to become their victims.
STUDIES ON ADHD AND CRIMINAL BEHAVIOR
In ADHD in Adults: What the Science Says,[5] Russell Barkley and colleagues report on the Milwaukee Study, a longitudinal outcome assessment of crime and other activities of hyperactive children through the life cycle. According to Barkley, there were too many medication variations to account for treatment, but the majority had not received medication treatment for their ADHD (Barkley RA, personal communication, 2008). The authors reported on 2 separate groups of adults with hyperactivity: those diagnosed with ADHD with hyperactivity as children (H+ADHD; n=55) and those not diagnosed with ADHD until adulthood (H-ADHD; n=80). These groups were compared with a community control group (n=73). In most cases, the 2 groups of adults with ADHD had significantly higher rates of crime than the community control group, although the H+ADHD group fared worse than both other groups in terms of stealing property, selling drugs, assaulting others, and several other categories. For example, 40% of the H+ADHD group had carried a weapon illegally, compared with 20% of the H-ADHD group and 8% of the control group. Among the H+ADHD group, 58% had ever been jailed, compared with 46% of the H-ADHD group and 24% of the control group (Table 1).[5] Clearly, ADHD is a factor in the commission of crimes.
Table 1. Crime Categories for Each Group in the Milwaukee Study

H+ADHD (%) (n=55)
H-ADHD (%) (n=80)
Community (%) (n=73)
P Value




Stole others' property
74
58
45
.004
Stole others' money
47
42
28
NS
Robbed someone of money
7
2
1
NS
Breaking and entering
14
15
3
.021
Assaulted with fists
42
33
16
.004
Assaulted with a weapon
29
6
3
< .001
Set fires intentionally
11
9
5
NS
Carried a weapon illegally
40
20
8
< .001
Forced sexual activity
2
0
0
NS
Possessed illegal drugs
67
61
48
NS
Sold drugs illegally
40
27
19
.026
Engaged in disorderly conduct
47
34
24
.022
Arrested
73
52
33
< .001
Jailed
58
46
24
< .001
H+ADHD = adults diagnosed with ADHD with hyperactivity as children; H-ADHD = adults not diagnosed with ADHD until adulthood; NS = not significant
Adapted from Barkley RA, Murphy KR, Fischer M. ADHD in Adults: What the Science Says. New York, NY: Guilford Press; 2008:313.
In a study of 198 prisoners in a Scottish prison,[6] Young and colleagues found that 48 subjects (24%) met the criteria for childhood ADHD. Of these 48 prisoners, 11 (23%) still exhibited fully active ADHD symptoms as adults, while 16 (33%) had partial symptoms. Thus, 55% (27 inmates) had identifiable symptoms of ADHD that persisted from their childhood into adulthood. The researchers found that these 27 prisoners with continued ADHD symptoms had perpetrated significantly more aggressive incidents than the other prisoners.[6] Nonsymptomatic prisoners averaged 0.46 acts of physical aggression compared with 2.48 incidents among those with ADHD symptoms. The symptomatic group was also more verbally aggressive and was responsible for more incidents of property damage (Table 2). The researchers noted that the severity of aggression was nearly 12 times greater for the ADHD group.[6]
Of interest, adults in the ADHD group appeared to externalize their anger and were less likely to be self-injurious than their non-ADHD cohorts. The study did not control for treatment, and it is unknown if appropriate intervention could have altered the findings.
Table 2. Means, Standard Deviations, Medians, and Range of Scores for Critical Incidents Within the Prison for the Nonsymptomatic and the ADHD Symptomatic Group
Critical Incidents
Nonsymptomatic Group (n=171)
Symptomatic Group (n=27)
Mean No. of Incidents
SD
Median No. of Incidents
Range
Mean No. of Incidents
SD
Median No. of Incidents
Range
Verbal aggression
5.05
13.2
1.00
0-90
18.26
28.1
4.00
0-100
Physical aggression
0.46
0.95
0.00
0-6
2.48
5.8
1.00
0-30
Damage to property
0.39
1.2
0.00
0-7
1.59
4.7
0.00
0-20
Self-injury
0.09
0.55
0.00
0-5
0.15
0.4
0.00
0-1
Total critical incidents
6.41
13.9
2.00
0-95
23.5
33.8
8.00
0-120
Severity of aggression
0.68
1.5
0.00
0-10
4.7
12.1
1.00
0-62
SD = standard deviation
Adapted with permission from Young S, et al. Personality Individual Differences. 2009;46:267.
[6]
Adolescents and Children and Criminal Acts
Children and adolescents derive their self-esteem through succeeding in school and pleasing the adults around them. Children with ADHD are struggling with chronic symptoms of inattention, distractibility, hyperactivity, and impulsivity and frequently do not realize this satisfaction. They can become alienated or friendless, and to avoid this outcome, they learn that outlandish behavior can earn them the respect of their peers. To them, negative attention is more desirable than no attention whatsoever, and befriending "bad kids" is preferable to having no friends.
Punishment for impulsive and criminal actions can begin a cascade of decline. A young offender's introduction to the juvenile justice system exposes them to increasingly troubled adolescents who can readily offer further education about wayward activities. Preventing this destructive cycle is the fundamental reason for early identification and treatment of this population.
ADHD That Persists Into Adulthood
Until recently, ADHD was thought to be "outgrown" by the time children reached adulthood; we now know that for many, ADHD symptoms persist. Indeed, the National Comorbidity Survey Replication found that 4.4% of American adults have ADHD.[7]
In a longitudinal study, Mannuzza and colleagues[8] studied 207 white boys (ages 6-12 years) with ADHD.[8] Follow-up visits were obtained at ages 18, 25, and 38 years. The analysis compared subjects with ADHD vs non-ADHD probands, revealing trouble for the afflicted group. Men with ADHD were nearly twice as likely to have been arrested (47% for the ADHD subjects vs 24% for the probands) and more than 3 times more likely to be convicted for crimes (42% for the men with ADHD vs 14% for the probands). Their rates of incarceration (15% vs 1%) were also pronounced.[8]
Mannuzza reported other disturbing trends. Seventeen percent of the men with ADHD had committed aggressive violent offenses such as murder, rape, robbery, and arson whereas none of the probands had committed any violent acts. Given the long duration of the study, the researchers were unable to control for treatment exposure.
In a retrospective study of more than 14,000 subjects with ADHD,[9] Fletcher and Wolfe analyzed the relationship between childhood ADHD and the commission of crimes in adulthood. The previous treatment status of the subjects, now young adults ages 18-28, was not known. Subjects were separated into the 3 subtypes of ADHD: hyperactive, inattentive, and combined. The findings were clear: compared with the general non-ADHD population, the likelihood of committing any crime was 11 points higher for those with hyperactive ADHD, 6.5 points higher for those with inattentive ADHD, and 5 points higher for those with the combined subtype.[9]
ADHD symptoms presenting early in life carry an ominous prognosis. Individuals with ADHD symptoms evident between ages 5 and 12 years, regardless of subtype, were significantly more likely to engage in criminal activities as adults compared with those without ADHD.[9] Individuals with the hyperactive subtype were the most likely to be arrested and convicted of a crime.[9] Robbery and theft were associated with this subtype. By contrast, those with the inattentive subtype of ADHD were more likely than those without ADHD to commit crimes that required planning, such as burglary or selling drugs. For unknown reasons, individuals with the combined subtype had the weakest links to adult criminal behavior.[9]
Female Criminals With ADHD
The prevalence of ADHD among incarcerated men and women far exceeds the rates among men and women in the general population. A study of 320 prisoners in Iowa found that 14.3% of the female prisoners and 23.1% of the male prisoners met the diagnostic criteria for ADHD.[10]
In an analysis of 110 female offenders with ADHD in a German prison,[11] Rösler and colleagues found a 24.5% lifetime prevalence of ADHD and a 10% prevalence of persistent ADHD. The inmates with ADHD were significantly younger at their first conviction (19.2 years, compared with 27 years for the non-ADHD women). In addition, the rate of diagnosis of ADHD was higher with younger age; for example, the prevalence of ADHD was 17.9% among the female inmates ages 25 and below and fell to just 10% among inmates ages 26-45 years.[11] Why the older inmates were less symptomatic is unclear. Perhaps they were more experienced at dealing with their symptoms.
IMPLICATIONS FOR MENTAL HEALTH PROFESSIONALS
The presumption that treatment for ADHD will positively affect outcomes drives clinicians to address this population. In a meta-analysis of studies of adolescents followed for 4 years,[12] Wilens and colleagues showed that treating adolescents with ADHD with methylphenidate significantly reduced their risk of developing a substance use disorder. Similar data regarding risk reduction are sparse in the ADHD/crime literature, but some preliminary findings are encouraging.
A Norwegian study of adults with ADHD determined the subjects' "index of burden" (IOB).[13] The IOB is a composite of scores evaluating alcohol abuse, substance abuse, criminality, and other items. Stimulant treatment in childhood and adolescence was found to contribute significantly to a higher level of psychological and social functioning in adulthood. For example, 48% of the group that had received treatment had a 0 score on the IOB (lower scores are better). This compares favorably with the 18% of the untreated group that scored 0. This trend continues if criminality is assessed alone. Two out of 14 of the treatment group (14%) had criminal records, compared with 14 out of 59 of the nontreatment group (24%).[13]
The Need for Continued Treatment of ADHD
While the need for chronic treatment is apparent, many factors contribute to the fall off in treatment rates as patients age. Adolescents often lack the ability to assess the positive impact that treatment offers, and they tend to devalue parental input. Adolescents and young adults have less contact with their pediatricians and suffer from this professional void. As the individual transitions into the third and fourth decades of life, Medicaid and private insurance benefits are less well-protected, and cost becomes an obstacle to access to ADHD medications and treatment. All evidence suggests that the absence of treatment is correlated with increased rates of criminal behavior.[5,6,8-10]These findings have clear implications for public policy makers interested in criminality.
Our collective ambivalence extends to the issue of how to treat incarcerated individuals with ADHD. Prison officials may find it logically inconsistent that, on one hand, some prisoners are incarcerated for their misuse of addictive or illicit substances while, on the other hand, controlled agents are indicated for ADHD treatment. Despite this inherent paradox, more prison officials are recognizing the importance of treatment, if for no other reason than maintaining calm among closely quartered, impulsive inmates. The introduction of the nonstimulant atomoxetine, a US Food and Drug Administration-approved agent for treating adult ADHD,[14] has also been helpful. The long-acting OROS (osmotic-release oral system) methylphenidate also has a low risk for abuse.[15] Most recently, the introduction of the pro-drug lisdexamfetamine offers an effective, long-acting amphetamine that is activated after absorption in the gastrointestinal tract and has little potential for nasal or intravenous abuse.[16] These novel agents and delivery systems significantly reduce the risk for stimulant misuse.
CONCLUSION
ADHD is a significant factor relating to both crime and punishment. The condition increases the risk of committing a crime, and once the individual is incarcerated, the conundrum develops regarding appropriate treatment. Evidence suggests that proper treatment may reduce the risk for criminal behavior and the rate of recidivism among afflicted criminals.
Coherent approaches to treating youth with ADHD both in and out of the criminal justice system need to be developed. Additional study will further enlighten these difficult issues. For the present, it is important for psychiatrists to consider ADHD as a valid factor in crime and the treatment of ADHD as a potentially preventive measure against the commission of violent and nonviolent criminal acts. Resolving or improving ADHD symptoms can bring relief to the individual as well as to society at large.
Supported by an independent educational grant from Shire.

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