Psychology and Juvenile Delinquency

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Psychology and Juvenile Delinquency

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Title: Psychology and Juvenile Delinquency

1
Psychology and Juvenile Delinquency
2
Juvenile Delinquency

Juvenile delinquency is a growing problem in our
society today.
From 1983-1993 juvenile manslaughter arrests have
increased by 128.
From 1986-1995 violent crime arrest among
juveniles has increased by 67 and this statistic
is projected to double by 2010.

Hoyt, S., Scherer, D. (1998). Female juvenile
delinquency misunderstood by the juvenile justice
system, neglected by social science. Law and
Human Behaviour, 22(1), 88-107.
3
Juvenile Delinquency Background

Although juvenile delinquency has been an issue
for many years, most of the current research has
stemmed from the studies done by Glueck and
Glueck between 1950 and 1968.
Their studies were among the first that indicated
the importance of individual differences and
situational variables when studying delinquents.

Hoge, R., Andrews, D. (1996). An investigation of
risk and protective factors in a sample of
youthful offenders. Child Psychol. Psychat,
37(4), 419-424.
4
Juvenile Delinquency

More recently, much of juvenile delinquency
research has focused on interacting factors.
Examples of this research can be seen through
Bonta and Andrews (1994)
Hirschi (1969)
Elliott, Huizinga and Ageton (1985)
LeBlanc, Ouimet and Tremblay (1988)
Patterson, DeBaryshe and Ramsay (1989)

Hoge, R., Andrews, D. (1996). An investigation of
risk and protective factors in a sample of
youthful offenders. Child Psychol. Psychat,
37(4), 419-424.
5
Juvenile Delinquency

Over time, psychologists as well as
criminologists have all come up with many
explanations for delinquency, some being
Socio Economic Status
Peer groups
Low Intelligence
Availability of drugs, alcohol and guns
Genetic Predisposition
Neurological problems
Biological factors
Family Background
What about now?

Yoshikawa, H. (1994). Prevention as cumulative
protection effects of early family support and
education on chronic delinquency and its risks.
Psychological Bulliten, 115(1), 28-54.
6
Juvenile Delinquency

Although many of these seem to be logical
explanations, some of them are not supported by
current research, such as SES.
Many treatments have been attempted over the
years, and with improper understanding of the
actual reasons of delinquency, the treatments
have been less than successful.

As said in our beloved text book, proper
treatment must be a combination of
The service (deliver to high rather than low
risk)
Risk
Need (criminogenic needs are targeted)
General Responsivity

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
9
Juvenile Delinquency

To provide proper treatment and attempt to
provide proper prevention, we must know what
actually causes juvenile delinquency in a
psychological sense so we can match the treatment
to the juvenile offender. In other words, we
must understand everything about juvenile
delinquency.

10
Juvenile Delinquency

It is clear that juvenile delinquency is a
problem in our society today, so in order to do
something about this problem, we must be able to
understand the issues that are involved, we must
understand how and why this happens so we can
implement proper prevention and treatment
programs.

11
Juvenile Delinquency

In order to clearly outline the issues of
juvenile delinquency we must look at
The current understanding of the causes
Ways to prevent juvenile delinquency
Ways to treat current offenders and recidivism
rates of juvenile delinquents

12
Causes
13
The Causes

There are many theories which suggests possible
causes for juvenile delinquency.
Researchers can not determine a specific single
cause of juvenile delinquency
In order to determine why young people commit
deviant acts, we must examine possible factors
which put young people risk.

14
Delinquent Attitudes

Engels et al. examined the relationship between
delinquent attitudes and delinquent behaviour in
a longitudinal study
550 adolescents from the Netherlands were
interviewed 3 times in 6 years

Engels et al. (2004) A longitudinal study of
relations between Attitudes and delinquent
behavior in adolescents. Criminal Justice and
behavior, 31(2) 244-260. Retrieved February 12,
2007, from SAGE Publications.
15
Delinquent Attitudes

Delinquency was measured by asking respondents
about 21 criminal acts (from fare fraud to minor
forms of violence)
The questions cover delinquent acts such as
Violent offenses
Vandalism
Property offenses

Attitudes were measured with 18 items related to
delinquency involving people and objects.
I.e. A young person deliberately damages someone
elses motorbike. How you you feel?
0 I think it was bad
1 I wouldnt care
2 I would think it was good

The results indicate
Those who are just starting delinquent behaviour
it is their attitudes that influence behaviour
Those who have experienced delinquent behaviour,
it is behaviour that influences their attitude

Vazsonyi Flannery examine the influence of
family and school on delinquency
Self-reported data was collected during a 3 month
period on 1,021 sixth and seventh-grade
Caucasians and Hispanics
13-items were used to measure and assess
delinquent behaviour
i.e. lying, cheating, theft, truancy and drug use

Vazsonyi, A.T., Flannery, D.J. (1997). Early
delinquent behavior associations with family and
school domains. The Journal of Early Adolescence,
17(3) 271-293. Retrieved February 3, 2007, from
SAGE Publications.
19
Influence of Family on Delinquency

Family influences include
Parental monitoring
Parental discipline
Close affective parent-child relationship
A number of questions on the survey assessed
these family influences
I.e. concerning parental disciple Do your
parents punish you if you break the rules?
1. Never 2. sometimes 3. often 4. always

Students were asked questions on the survey to
assess
Academic achievement
Educational commitment
Education aspirations
School substance abuse
Ie How important is it to you to get good grades
in school?
1 not important 2 somewhat important 3 very
important

The study indicates that family processes and
school variables effect early adolescent
delinquency behavior for both groups
Individual correlates of delinquent behavior were
very similar for both Caucasians and Hispanics

Yin et al. initiated a study of mainly (92)
Mexican American students in Texas
Students in the 8th-10th grade (mean age of 14.6)
were administered a self-report questionnaire

Yin et al. (1999)Participation in leisure
activities and involvement in delinquency by
Mexican American adolescents. Hispanic Journal
of Behavioral Sciences, 21 (2) 170-185. Retrieved
February 20, 2007 from SAGE Publications
23
Delinquency Related to Friends and Leisure time

Adolescent Leisure Time Activity Scale (ALTAS)
was used to measure leisure time
The scale measures 24 activity items which fall
under the following categories
Unsupervised Socialization with Friends
Organized Leisure Activities
Organized Sports activities
Activities at Home
Self-Directed Leisure Activities

Delinquency was measured by the students
indication of self-reported acts
Questions measuring delinquency included
Have you carried a weapon to school
Have you been charged with crime
Have you smoked marijuana 1-2 times in the last
30 days? Ect.

Yin et al. (1999)Participation in leisure
activities and involvement in delinquency by
Mexican American adolescents. Hispanic Journal of
Behavioral Sciences, 21 (2) 170-185. Retrieved
February 20, 2007 from SAGE Publications
25
Delinquency Related to Friends and Leisure time

Involvement in delinquent behavior is
significantly associate with
increased participation in unsupervised
socialization with friends and
less frequent participation in organized leisure
activities
Lower levels of delinquency were associated with
participation in activities at home

Yin et al. (1999)Participation in leisure
activities and involvement in delinquency by
Mexican American adolescents. Hispanic Journal of
Behavioral Sciences, 21 (2) 170-185. Retrieved
February 20, 2007 from SAGE Publications
26
Delinquency Associated with Alcohol and Drugs

Van Kammen et al. investigated the prevalence of
substance by 1st, 4th and 7th grade boys its
relation to delinquency
They used a sample of 2573 randomly selected 1st,
4th, 7th grade boys from public schools in
Pittsburgh Pennsylvania.

Van Kammen et al. (1991) Substance use and its
relationship to conduct problems and delinquency
in young boys. Journal of Youth and Adolescence,
20 (4) 399-413. Retrieved February 20, 2007 from
SAGE Publications
27
Delinquency Associated with Alcohol and Drugs

Delinquency and substance use for the 7th grade
students was measured with the Young Survey
40-item self-reported delinquency (SRD)
questionnaire and a 16 item drug questionnaire
Those respondents in grade 7 answered the survey
in regards to the past six months and their
lifetime experiences.
The 7th graders were divided into four groups
based on their variety of substance use.
Group 1 Never used any substances
Group 2 Wine, beer, cigarettes
Group 3 Liqour
Group 4 Marijuana

A 33-item Self-Reported Antisocial Behavioral
(SRA) scale was developed based on the SRD.
The remaining 7 items were modified in order for
the 1st and 4th grade boys to understand the
question.
The administer of the survey ensured that the
young boys understood the behavior by asking the
respondent to provide an example of the behavior

It is evident that the increase of substance use
is associated with an increase in juvenile
delinquency.

Akers preformed a retest of the F. Ivan Nyes
study on the relationship between delinquent
behavior and SES
Using self-reported behavior Nye found no
significant relationship between delinquency
behavior and SES

Akers, R.L. (1964). Socio-economic status and
delinquent behavior A retest. Journal of
Research in Crime and Delinquency,1 (38) 38-46.
Retrieved February 3, 2007, from SAGE
Publications.
33
SES and Delinquency

Akers administered a questionnaire to 9th grade
adolescence in 3 junior high schools in
Northeastern Ohio.
A total of 836 (429 boys and 407 girls) ranging
from age 13-17 were used in the analysis

The fathers occupation was used as n indicator
of SES and the North-Hatt occupational prestige
scale was used to rank the occupations.
North-Hatt is divided into 4 categories
Unskilled workers
Semi-skilled workers
Craftsmen, white-collar workers
Governmental officials, professionals and big
business proprietors

Akers measured delinquency using a modified scale
developed by Nye
The following delinquent behaviors were used as a
measurement for delinquency
Stealing
Auto theft
Runaway
Destruction of property
Incorrigibility
Sex offenses
Truancy
Intoxication
Driving without a license

The purpose of this study was to retest Nyes
hypothesis in a different locality.
Akers study concluded that there is not a
disproportionate amount of delinquent behavior in
the lower socio-economic levels

Can the big eight risk factors be applied to
juvenile delinquents?
Anti-social Attitudes
Anti-social Associates
History of Anti-social behavior
Anti-social personality pattern
Problematic Circumstances at School/Work
Problematic Circumstances at Home
Problematic Leisure Circumstances
Substance Abuse

Andrews, D. Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson
38
Prevention
39
Prevention

Since crime has existed there have been people
who have wanted to prevent such an issue.
But many early programs have been less than
successful in their attempt to decrease the
quantity of juvenile delinquents.

Zigler, E., Taussig, C., Black, K. (1992). Early
childhood intervention a promising preventative
for juvenile delinquency. American Psychologist.
47(9), 997-1006.
40
Examples of Bad Prevention Attempts.

Scared Straight
- In the late 70s, a number of inmates at a New
Jersey prison allowed adolescents to visit/tour
prison facilities in an attempt to deter
delinquent behaviour in what was then, a Juvenile
Awareness Program.
- The Scared Straight Program took place at
the Rahway State Prison and mimicked this design
but instead, used a performance by the inmates to
demonstrate the delinquent lifestyle of a
criminal. The purpose was the same as the program
in New Jersey.
DARE
In the 90s, police became involved in running a
prevention program based on educating youth about
drugs.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co Finckenhauer, J.O., Petrosino, A.,
Turpin-Petrosino, C. (2000). Well-meaning
programs can have harmful effects! lessons from
experiments of programs such as scared straight.
Academic Search Premier. Ebscohost. 46(3),
354-380.
41
The Scared Straight Attempt

One of the earlier prevention programs that was
created for juvenile delinquents was the Scared
Straight program.
Of the nine specific tests of deterrence reported
by Lipsey (1989), Shock Incarceration and Scared
Straight proved to show the most negative
effects.
They demonstrated a 24 increase in recidivism
rates.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
42
Scared Straight Fails

Reasons why Scared Straight failed
- unstructured
- non-directional
- failed to pay attention to risk factors and
criminogenic needs

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
43
The D.A.R.E. Attempt

Police services ran a program to educate
juveniles to say no to drugs.
The program
Educates the juveniles about the harms of drugs.
Tries to build self esteem.
Teaches the juveniles to resist gang pressure.
As all the people who read chapter 10 know, this
program failed.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
44
The D.A.R.E. Attempt

The latest review of project DARE is by Rosenbaum
and Hanson (1998). This study split subjects up
into 2 groups (ones who attended DARE programs,
and ones who did not) both groups added up to
1800 people (n1800).
In looking at the effects of the study they
determined that DARE had no impact on those
individuals who took part in it.
Only one success was seen though, girls seemed to
have a decrease in alcohol use.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
45
Prevention

Reasons why DARE failed
Did not meet the risk levels of the individuals.
It is believed that it did not meet the
criminogenic needs for males in a high risk
category.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
46
Characteristics of Effective Prevention.

According to Nation et. al effective treatment
must be
Comprehensive
Must involve a variety of teaching methods
Sufficient dosage
Theory Driven
Positive Relationships
Appropriately Timed
Socioculturally Relevant
Outcome Evaluation
Well-Trained Staff

Nation, M et. al. (2003). What works in
prevention principles of effective prevention
programs. American Psychologist. 58(6/7), 449-456.
47
Learn and Move on.

How we can learn from the past?
It can be seen how an improper psychological
understanding of the reasons and causes of
juvenile delinquency can lead to ineffective
treatment programs.
Also by not using the characteristics of
effective prevention as set out by Nation et. al,
problems in getting the message across to the
subject may occur.

48
Where does this lead?

We must utilize the characteristics of effective
prevention and the risk, needs, and responsivity
principles in creating effective prevention
programs for juvenile delinquents.
These programs can be most effective if the
causes of delinquency is truly understood.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
49
Risk, Needs, Responsivity

Risk
Two Basic Principles
Criminal behaviour can be predicted.
You must match the levels of treatment to the
risk of the offender.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
50
Risk, Needs, Responsivity

Need
Offenders have many needs.
Juvenile delinquents will have both criminogenic
and non criminogenic needs as does a regular
offender.
Criminogenic needs are directly related to the
offenders level of risk.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
51
Risk, Needs, Responsivity

Responsivity
This deals with the treatment delivery. The
treatment must be provided in a way that meets
the learning style of the juvenile delinquent.
Cognitive-behavioural treatments are among the
most useful in providing prevention treatment to
individuals.
The treatment must match the individual. One
more reason why the DARE and Scared Straight
programs failed.

Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
52
Prevention

The causes of juvenile delinquency must also be
understood, but as said before, there really is
not a single concrete cause.
There are a number of items that can put a young
person at risk to be a delinquent. These items
are the same items that are found in the Big 8
and those that have been reviewed previously in
the Causes section of our presentation.

53
Current Prevention Theory

So by using characteristics of effective
prevention, the risk, needs and responsivity
principle and in properly understanding the
causes of juvenile delinquency, we can provide a
strong prevention method for juvenile delinquency.

54
Current Prevention Applications

The American Academy of Child and Adolescent
Psychiatry (AACAP) along with the Assessment and
Treatment of Children and Adolescents with
Conduct Disorder (AACAP, 1997) defined seven
aspects of psychiatric services as the minimum
requirements for prevention and treatment of
adolescents with conduct disorders

Billick, S.B., Mack, A.H. (2005) The utility of
residential treatment programs in the prevention
and management of juvenile delinquency. Academic
Search Premier. Ebscohost. 28, 95-114.
55
Current Prevention Applications

1. Therapeutic milieu (surroundings) including
community processes and structure
- structure and organization (such as a family
atmosphere) are important to show a positive and
stable lifestyle
- a proper home/school/leisure time setting will
achieve this

2. Significant family involvement
- moral support from loved ones can promote
anti-criminal attitudes
- can establish a structure-oriented lifestyle

3. Individual and group therapy
- Individual can address the learning style and
individualistic needs of each adolescent
- Group can help to develop positive social
skills and interaction between adolescents

4. School programming
- school programs are made according to the
adolescents learning style and capabilities
- addresses the needs of the individual

5. Specific therapies for comorbid disorders
- due to the uniqueness of each individuals
disorder, prevention/treatment methods must be
developed appropriately to ensure that the proper
needs of the adolescent are being addressed

6. Psychosocial skills training to improve social
function
- targets the interaction capabilities of the
adolescent with the intent on improving
communication skills in a social setting
- takes aim at both the psychological aspect and
the social aspect of communicating

7. Collaboration with outside agencies in
preparation for a safe discharge
- primarily used in treatment
- deals with the treatment center and the
authorities (police or parole officer for ex.)
having communication intact upon the release of
the adolescent

Recent research has shown that although some
schools do implement programs designed to reduce
problem behaviour, it is often constructed for
the wrong reasons and by the wrong means
With this being said, many of these methods are
looked at as a way to improve from school
prevention programs to community-oriented systems

Jenson, J.M. (2006) Advances and challenges in
preventing childhood and adolescent problem
behaviour. Academic Search Premier.
Ebscohost.30(3), 131-134
63
Why Do They Fail?

Ineffective Approaches
- are often developed in response to local
school district concerns and rarely as a result
of theory or empirical evidence
- less than 30 of US schools implement tested
or evidence-based prevention programs

Jenson, J.M. (2006) Advances and challenges in
preventing childhood and adolescent problem
behaviour. Academic Search Premier.
Ebscohost.30(3), 131-134
64
From Schools to Society

Effective Approach
- practitioners and researches have embraced
principles of risk and prevention
- results from certain efficacy trials suggested
that a translation from efficacious programs into
community prevention systems needs to occur in
the next decade

Jenson, J.M. (2006) Advances and challenges in
preventing childhood and adolescent problem
behaviour. Academic Search Premier.
Ebscohost.30(3), 131-134
65
From Schools to Society

- these systems can then address the problems of
the adolescent in a less controlled setting
- results from these efficacy trials have
indicated that a number of programs have produced
positive results in reducing the onset of
childhood and adolescent problem behaviours

Jenson, J.M. (2006) Advances and challenges in
preventing childhood and adolescent problem
behaviour. Academic Search Premier.
Ebscohost.30(3), 131-134
66
From Schools to Society

- the Communities That Care model for example,
was suggested to plan, implement, and evaluate a
comprehensive community prevention system
- furthermore, these studies have demonstrated
that efficacious prevention programs are
cost-effective

Jenson, J.M. (2006) Advances and challenges in
preventing childhood and adolescent problem
behaviour. Academic Search Premier.
Ebscohost.30(3), 131-134
67
From Schools to Society

- Spoth and associates (2004) are also
conducting such efficacy trials and methods in
Iowa and Pennsylvania

Jenson, J.M. (2006) Advances and challenges in
preventing childhood and adolescent problem
behaviour. Academic Search Premier.
Ebscohost.30(3), 131-134
68
Effective Prevention

In concluding our section on prevention, it is
clear to see that proper prevention
Must include the Characteristics of effective
prevention set out by Nation et. al.
Must meet the risk, needs, and responsivity
principles.
Must take into account the actual causes of
juvenile delinquency.

69
Treatment
70
Mental Health Needs

Estimates of mental health problems among
juvenile inmates run as high as 90
Serious mental health disorders among juvenile
offenders is only 30
This is 10 higher than the juvenile population
as a whole

Ulzen, T. Hamilton, H. (1998). The nature and
characteristics of psychiatric comorbidity in
incarcerated adolescents. Canadian Journal of
Research 43 57-63.
71
Meta-Analysis What Works?

In a meta-analysis of rehabilitation programs for
juvenile delinquents it was found that the
largest effect sizes were in social learning,
family therapy, and cognitive approaches.

Izzo, R.L, Ross, R.R. (1990). Criminal justice
and behaviour meta-analysis of rebailitation
programs for juvenile delinquents a brief
report. Sage Publications. 134-142
72
What Doesnt Work

It has been found that such programs that address
conditions such as poverty, unemployment, culture
conflict, etc have had very few programs that
influence crime prevention and rehabilitation
It was found that programs that had a cognitive
approach was to be more than twice as effective
as a program that did not

Izzo, R.L, Ross, R.R. (1990).Criminal justice and
behaviour meta-analysis of rebailitation
programs for juvenile delinquents a brief
report. Sage Publications. 134-142

73
Cognitive vs Non-Cognitive

6 intervention modalities
problem solving
negotiation skills training
interpersonal skills training
rational-emotive therapy
role playing and modeling
cognitive behaviour modification

Izzo, R.L, Ross, R.R. (1990).Criminal justice and
behaviour meta-analysis of rebailitation
programs for juvenile delinquents a brief
report. Sage Publications. 134-142
74
The Cognitive Model

1)structured learning therapy
2)lateral thinking
3)critical thinking
4)values education
5)assertiveness training
6)negotiation skills training
7)interpersonal cognitive problem solving
8)role-playing
9)modeling
10)social perspective training
11)audiovisual presentations and reasoning
exercises

Izzo, R.L, Ross, R.R. (1990). Criminal justice
and behaviour meta-analysis of rebailitation
programs for juvenile delinquents a brief
report. Sage Publications. 134-142

75
Results

The program was 80 hours and focused on modifying
the impulsive, egocentric illogical thinking of
the offenders and re0-developed their values. The
main thing to teach was to think before acting
and consider the consequences.
The program was lead by 5 probation officers and
after 9 months reconviction rates for regular
probation was 70 and re-incarceration was 30

Izzo, R.L, Ross, R.R. (1990). Criminal justice
and behaviour meta-analysis of rebailitation
programs for juvenile delinquents a brief
report. Sage Publications. 134-142

76
Juvenile Programs Project ADVANCE

Project ADVANCE is Alternatives for Delinquents
Vocational, Academic, Networking, Cognitive,
and Entrepreneurial
It is an institution for aftercare designed to
help incarcerated juveniles to obtain employment
and learn problem-solving skills.

77
Project ADVANCE

Designed to choose the situation or area that is
best suited for the particular juvenile.
Using vocational and academic teachers
entrepreneurship skills are taught which also
allows for disciplinary skills to be learned and
in turn enforces the functional aspect of the
curriculum.

78
Treatment Current Applications

Whitehead Lab's (1989) meta-analysis of
treatment effectiveness found that, for the most
part, "nothing works" and that many juvenile
treatment programs make the problem worse, and,
in fact, increase recidivism.

Whitehead, J. Lab, S. (1989). A meta-analysis
of juvenile correctional treatment. Journal of
Research in Crime and Delinquency 26276-95.
79
Treatment Current Applications

Some treatment programs responsible for the idea
that nothing works include
Boot Camp
Scared Straight

80
Treatment Current Applications

One major reason programs like these fail to help
kids is that they are ignorant in assessing each
individuals risk/need component.

81
Treatment Current Applications

A fairly new development in Canada regarding the
assessment of juvenile delinquents is the
risk-need assessment instrument, the Ministry
Risk/Need Assessment Form (MRNAF)
Results from recent study indicates that
ethnicity and sex of young offenders were
insignificant to the instruments prediction of
recidivism

82
Treatment Current Applications

According to Bartol Bartol there are seven
treatment models for juvenile offenders. While
some are more successful than others, all seven
have been accepted and recognized in the field of
forensic psychology.

Bartol, C. Bartol, A. (2004). Introduction to
Forensic Psychology. Thousand Oaks, CA Sage.
83
Treatment Models

Group Home
Multi-systemic
Substance Abuse
Boot Camp
Wilderness Adventure
Violence Unlearning
Sex Offender

Bartol, C. Bartol, A. (2004). Introduction to
Forensic Psychology. Thousand Oaks, CA Sage.
84
Multimodal Therapy

Since the most common family systems theory is
called "multisystemic," it is not uncommon to see
juvenile correctional psychologists use the term
"multimodal and multisystemic approaches to
treatment, which may very well qualify as the
fanciest buzzwords in all of criminal justice.

85
Multimodal Therapy

Various mixtures of components of different
models used are called "multimodal" programs
This approach is used when an individual is
believed to need components from more than one
model
Individual treatment, peer group treatment, and
an attempt at applying some sort of family
systems theory would be a multimodal and
multisystemic approach to treatment

Bartol, C. Bartol, A. (2004). Introduction to
Forensic Psychology. Thousand Oaks, CA Sage.
86
Correctional Facilities

While most correctional psychologists believe
that the best treatment can be delivered only in
semi-secure, unsecure or community environments,
this author, OConnor Scott, argues that there
IS a place for treatment of the most violent,
serious and chronic offenders in secure
facilities
Research has strongly indicated that at least a
25 drop in recidivism is possible with programs
which are heavily structured and match risk/need
components of individuals
An example of such a facility is Learned Juvenile
Correctional

O'Connor, T. Scott, R. (2004). Treatment in
transition the role of psychiatric corrections.
514-26 in P. Kratcoski (ed.) Correctional
Counseling and Treatment, 5e. Long
87
Concluding Thoughts

The Big Eight Risk Factors can be applied to
juvenile delinquency as seen in the causes
section.
Effective Prevention must reflect the studies
done by Nation et. Al and must meet the risk,
needs, and responsivity principles.
Treatment methods must match the learning style
of the adolescent and must address each
individuals specific needs. For ex. the ADVANCE
program.

88
Works Cited

Akers, R.L. (1964). Socio-economic status and
delinquent behavior A retest. Journal of
Research in Crime and Delinquency. Sage
Publications. 1 (38) 38-46.
Andrews, D., Bonta, J. (2003). The Psychology of
Criminal Conduct. Cincinnati Anderson Publishing
Co.
Bartol, C. Bartol, A. (2004). Introduction to
Forensic Psychology. Thousand Oaks, CA Sage
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