Social exclusion, dually-invovled youth, child maltreatment, delinquency, life course perspective
We use an institutional life course perspective to explore the social exclusion of dually-involved youth. We begin by defining the concept of social exclusion and present one mechanism of social exclusion, the set of institutions operating in the lives of dually-involved youth. We use the social exclusion framework to extend the implications of studies of dually-involved youth, and propose three stages of social-exclusion for dually-involved youth. We conclude by emphasizing the importance of broad investments in families, schools, and communities to ensure that dually-involved youth develop a sense of belonging and the capabilities necessary to live meaningful lives.
Lee, JoAnn S. and Patton, Jessie
"The Social Exclusion of Dually-Involved Youth: Toward a Sense of Belonging,"
The Journal of Sociology & Social Welfare: Vol. 44
, Article 5.
Available at: https://scholarworks.wmich.edu/jssw/vol44/iss1/5
You may need to log in to your campus proxy before being granted access to the full-text above.