The Academic Boardroom Podcast
Oct 5, 2026 · 49 min · 12 segments
In this episode of the podcast, Dr. Eli Joseph and Dr. Janice Gassam Asare are joined by Dr. Jane Timmons-Mitchell, who serves as an associate clinical professor at the Case Western Reserve University…
Jane Timmons-MitchellGuest
Janice Gassam-AsareHost
Eli JosephHostOf course.
Dr. E, um, presented is that my circuitous path has, has, um, tied together several areas, um, that child psychologists often encounter.
And the reason that that happened was because as I was starting with these kids who came in with reported trauma, you know, sometimes as young as two or three, um, and I love talking to three-year-olds, you know, trying to talk to three-year-olds in therapy, because if they will talk to you, what they tell you is exactly what is.
I mean, they don't, they don't know yet how to say anything else [laughs] and so it was really a lot of fun, um, doing that.
But unfortunately, as time went on, you know, I could see the kids who had come in with trauma, um, age into a place where some of them, um, would then reappear at juvenile court, um, having offending charges, um, or being talked about in that way.
And so that's how I got into the juvenile justice system, um, work, was through those, not any individual kids, but through that group of kids, you know, that I was working with, and then it became a group of kids who was siloed into another way, um, of being addressed.
And, um, at that point, I kind of looked at the situation and I thought, "You know, we've gotta do better as a society," because this was, um, back in sort of the early '90s, and at that time, um, sort of the going, um, parlance was, you know, kids in the juvenile justice system, you might as well just write them off.
I mean, they're somebody's kid." Um, and so I, I really started scouring to try to find, you know, how you could, um, successfully address some of the kids who by that time, you know, when they come to the attention of the juvenile justice system, have experienced, you know, poverty, abuse, violence, um, and they, they live in areas that are not safe and, and their schools are, are substandard and maybe they're not going to school anyway, and you know, how to kind of get back around to the other side of the equation where we can do something that's helpful and not just, you know, kind of blame people and, and shunt them off.
Uh, so I found, um, a program that had been validated for working with juvenile offenders and I started really kind of working to get it brought to Ohio, um, and expanded, which we eventually did do.
Um, like the state of Connecticut has a whole big huge statewide program.
Um, several states do and they, they're all sort of, um, put together differently administratively.
But, but the point was to, um, come up with a truly comprehensive treatment program that would address everything that was going on with these kids so that you could help them do something better than just be written off.
Of course.
Dr. E, um, presented is that my circuitous path has, has, um, tied together several areas, um, that child psychologists often encounter.
And the reason that that happened was because as I was starting with these kids who came in with reported trauma, you know, sometimes as young as two or three, um, and I love talking to three-year-olds, you know, trying to talk to three-year-olds in therapy, because if they will talk to you, what they tell you is exactly what is.
I mean, they don't, they don't know yet how to say anything else [laughs] and so it was really a lot of fun, um, doing that.
But unfortunately, as time went on, you know, I could see the kids who had come in with trauma, um, age into a place where some of them, um, would then reappear at juvenile court, um, having offending charges, um, or being talked about in that way.
And so that's how I got into the juvenile justice system, um, work, was through those, not any individual kids, but through that group of kids, you know, that I was working with, and then it became a group of kids who was siloed into another way, um, of being addressed.
And, um, at that point, I kind of looked at the situation and I thought, "You know, we've gotta do better as a society," because this was, um, back in sort of the early '90s, and at that time, um, sort of the going, um, parlance was, you know, kids in the juvenile justice system, you might as well just write them off.
I mean, they're somebody's kid." Um, and so I, I really started scouring to try to find, you know, how you could, um, successfully address some of the kids who by that time, you know, when they come to the attention of the juvenile justice system, have experienced, you know, poverty, abuse, violence, um, and they, they live in areas that are not safe and, and their schools are, are substandard and maybe they're not going to school anyway, and you know, how to kind of get back around to the other side of the equation where we can do something that's helpful and not just, you know, kind of blame people and, and shunt them off.
Uh, so I found, um, a program that had been validated for working with juvenile offenders and I started really kind of working to get it brought to Ohio, um, and expanded, which we eventually did do.
Um, like the state of Connecticut has a whole big huge statewide program.
Um, several states do and they, they're all sort of, um, put together differently administratively.
But, but the point was to, um, come up with a truly comprehensive treatment program that would address everything that was going on with these kids so that you could help them do something better than just be written off.
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