This study delved into the heightened risk of adverse psychosocial outcomes faced by young individuals leaving detention, encompassing challenges such as limited reconnection to education, diminished mental and physical well-being, persistent family difficulties, and social isolation (Altschuler & Armstrong, 1990; Altschuler & Brash, 2004; Halsey, 2006). The investigation extended to examining sociogenic brain damage, a phenomenon suggested to be evident in individuals' post-detention (Montagu, 1972). Defined as the psychological harm inflicted by the absence of essential social stimulation necessary for neural interrelation development crucial to mental functioning, this concept was further expounded upon by Wilson (1978). Contrary to irreversible psychological damage, Jensen (2009) introduced the potential for repair through neuroplasticity--the brain's capacity to form and reorganize synaptic connections in response to learning, experiences, or injury. Despite the invisible nature of psychological damage resulting from traumatic events like incarceration, the study proposed that stimulating the brain through learning can facilitate repair. Supported by research findings indicating increased processing speed and structural size in response to stimuli (Boyke et al., 2008), this study highlights the promising prospect of reversing adverse outcomes associated with youth incarceration through neuroplasticity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]