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.

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.
7
The Holy Grail
8
Juvenile Delinquency

• 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

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.
16
Delinquent Attitudes

• 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

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.
17
Delinquent Attitudes

• 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

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.
18
Delinquency Related to Family and School

• 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

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.
20
Influences of School on Delinquency

• 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

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.
21
Delinquency Related to Family and School

• 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

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.
22
Delinquency Related to Friends and Leisure time

• 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

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
24
Delinquency Related to Friends and Leisure time

• 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

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
28
Delinquency Associated with Alcohol and Drugs

• 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

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
29
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30
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31
Delinquency Associated with Alcohol and Drugs

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

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
32
Socio-Economic Status and Delinquent Behavior

• 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

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.
34
SES and Delinquency

• 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, 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.
35
SES and Delinquency

• 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

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.
36
SES and Delinquency

• 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

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.
37
The Big Eight Risk Factors

• 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

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.
56
Current Prevention Applications

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

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.
57
Current Prevention Applications

• 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

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.
58
Current Prevention Applications

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

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.
59
Current Prevention Applications

• 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

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.
60
Current Prevention Applications

• 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

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.
61
Current Prevention Applications

• 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

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.
62
Prevention Programs in Schools

• 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
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• Andrews, D., Bonta, J. (2003). The Psychology of
  Criminal Conduct. Cincinnati Anderson Publishing
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• Bartol, C. Bartol, A. (2004). Introduction to
  Forensic Psychology. Thousand Oaks, CA Sage
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• Billick, S.B., Mack, A.H. (2005) The utility of
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• Engels et al. (2004) A longitudinal study of
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• Finckenhauer, J.O., Petrosino, A.,
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  programs can have harmful effects! lessons from
  experiments of programs such as scared straight.
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• O'Connor, T. Scott, R. (2004). Treatment in
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• Ulzen, T. Hamilton, H. (1998). The nature and
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  incarcerated adolescents. Canadian Journal of
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• Van Kammen et al. (1991) Substance use and its
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• Whitehead, J. Lab, S. (1989). A meta-analysis
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90
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• Yin et al. (1999)Participation in leisure
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• Yoshikawa, H. (1994). Prevention as cumulative
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• Zigler, E., Taussig, C., Black, K. (1992). Early
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