what works: principles of effective approaches to delinquency prevention and intervention...
TRANSCRIPT
What works: Principles of effective
approaches to delinquency prevention and intervention
Wisconsin Juvenile Court Intake Association Conference
September 27, 2007Stephen Small
Cailin O’ConnorUniversity of Wisconsin-Madison and
University of Wisconsin-Extension
BLISSVILLE BLISSVILLE
The Town of Good Intentions
Just say NO to depression
Only losers get
depressed
Porkbarrel
Cry in line,do hard time
Status Quo
Town of Evidence
Good Intentions
Just say NO to depression
Only losers get
depressed
Pork barrel
Status Quo Evidence
What we’re going to cover
Evidence-based programs – what they are, and why they are generating so much interest
Principles of effective programs for delinquency prevention and intervention
Moving toward more effective programming based on the principles of effective programs
What Works, Wisconsin
Full report, Research to Practice briefs, and additional information
available at:
http://www.uwex.edu/ces/flp/families/whatworks.cfm
What makes a program evidence-based?
Based on a solid theoretical foundation Carefully implemented and evaluated using
rigorous scientific methods Replicated and evaluated in a variety of
settings with a range of audiences Evaluation findings have been subjected to
critical review and published in respected scientific journals
“Certified” as evidence-based by a federal agency or respected research organization
Terminology
Research-based content
Evidence-based program
Number of evidence-based programs
020406080
100120140160180200
1950s 1960s 1970s 1980s 1990s 2000s
Why the interest in evidence-based programs?
Critical mass of scientific evidence Efficiency (don’t need to reinvent the wheel) Increases likelihood that programs will have
the desired impact Evidence helps sell the program to funders,
stakeholders and potential audiences Data may be available to estimate economic
benefits (e.g., cost-effectiveness)
Downside of evidence-based programs
Can be very costly to implement May not address targeted issues or certain
audiences Don’t acknowledge importance of local
knowledge and community ownership Unrealistic to expect existing programs to
completely abandon what they are currently doing
Improve existing
programs with evidence-
based principles
Ineffective & unproven programs
Evidence-based programs
A less orthodox view of evidence-based programs
Principles of Effective Programs
Program design and content
Theory driven Target relevant risk and protective
factors and assets Sufficient dosage and intensity Comprehensive Go beyond fear and punishment Use active learning approaches
Theory driven
A good roadmap is essential
INPUTS OUTPUTS OUTCOMES
Sample logic model – Juvenile offender diversion program
Design program
Train staff
Referred youth
and their parents attend
Youth increase pro-social
attitudes and decrease anti-social attitudes
Parents learn new ways to discipline &
communicate
Reduced rates of
recidivism
Staff
Money
Referring partners
Parents manage youth
behavior better
Space
Provide program
Youth gain skills for
success in school/work
Youth improve behavior in school
and at home
Target relevant risk and protective factors and assets
Address dynamic risk & protective factors E.g., criminogenic needs – risk factors for
criminality
Major risk factors and criminogenic needs: Within the individual
Anti-social attitudes, values, and beliefs Low levels of personal achievement A history of antisocial behavior Temperament and personality factors including:
Egocentrism Below-average verbal intelligence Risk-taking Weak problem-solving and self- regulation skills
Psychopathy Weak socialization Impulsivity Restless aggressive energy
Adapted from LaTessa, E. (2004). What Works and What Doesn’t in Reducing Recidivism: The Principles of Effective Intervention. www.uc.edu/criminaljustice
Major risk factors and criminogenic needs:
In the peer group Criminal or anti-social associates Isolation from pro-social/anti-criminal others
Adapted from LaTessa, E. (2004). What Works and What Doesn’t in Reducing Recidivism: The Principles of Effective Intervention. www.uc.edu/criminaljustice
Major risk factors and criminogenic needs:
In the family Criminality in family of origin Low levels of affection, caring and
cohesiveness Poor parental supervision Harsh, lax, or inconsistent discipline practices Outright neglect or abuse – past or current
Adapted from LaTessa, E. (2004). What Works and What Doesn’t in Reducing Recidivism: The Principles of Effective Intervention. www.uc.edu/criminaljustice
Sufficient dosage and intensity
Enduring change takes effort
Comprehensive
Simple solutions rarely work
Go beyond fear and punishment
VS.
Punishment alone is usually not enough
Use active learning techniques
Program relevance
Developmentally appropriate Appropriately timed Socio-culturally appropriate Responsive to individuals Assign participants based on
risk
Developmentally appropriate
One size does not fit all
Appropriately timed
One size does not fit all
Socio-culturally relevant
One size does not fit all
Responsive to individuals
Not all offenders are ready to change
Assign participants based on risk
Risk matters
Program delivery Good relationships are critical Well-trained and committed
staff Program fidelity
Good relationships are critical
Well-trained and committed staff
Program fidelity
Stay the course
Program assessment and quality assurance
Focus on evaluation and refinement
Focus onevaluation & refinement
Evaluation is your friend Evaluation takes many
forms Don’t evaluate too soon
Evaluation ain’t easy
Moving toward more effective programming
Assess local program practice against the principles of effective programs General principles for prevention programs or
juvenile offender programs Specific principles a given type of program
Engage staff and other stakeholders in making improvements based on those principles
Seek assistance from evaluation specialists (University, Extension, others) to support continuous program improvement
Using the principles in juvenile court intake
Gauge whether various programs in your community are likely to be effective
Assess how well your county addresses risk of recidivism, getting offenders treatment-ready, and targeting criminogenic needs
Share this information with judges, program practitioners, and other stakeholders to look at areas for program or system improvement
Discussion: What this looks like in your area
Are evidence-based programs being used in your jurisdiction?
How do the programs in your jurisdiction live up to the principles of effective programs?
How does your juvenile justice system look in comparison to these principles?
How might your local systems of prevention and intervention move toward greater effectiveness?