graduated response in juvenile probation in … response in juvenile probation in pennsylvania naomi...

Graduated Response in Juvenile Probation in Pennsylvania

Naomi Goldstein, Ph.D. Elizabeth Gale-Bentz

Juvenile Justice Research & Reform LabDrexel University

neg23@drexel.edu

The opinions expressed are those of the authors and do not necessarily reflect the views of

Stoneleigh Foundation

JJSES – Phase 3Behavioral change activity

State Level Local Level

PA GR Workgroup –Guiding Principles

Builds on recent initiatives

County-level trainings

Philadelphia –Driven by behavior change

research, culture shift

Approaching roll out phase

How Does Graduated Response Fit With Other Initiatives?

Discharge

YLS Risk/Needs Assessment

Court Conditions

Case Plan

GraduatedResponse

Reassessment

Must follow multiple requirements over a significant time span

Full compliance is generally expected

Sanctions often imposed for imperfect performance

Traditional juvenile

probation structure

establishes many

developmentally incompatible

expectations of youth

What’s Missing?

Adolescent Development

• Prefrontal cortex• Reasoning, planning, problem solvingCognitive

• Limbic system – emotional reactivity• Dopaminergic system – reward sensitivityEmotional

• Psychosocial immaturity• Controlling impulses, delaying gratification,

considering future consequencesPsychosocial

Hot Context Emotionally charged situations

Cold ContextNon-emotional situations

Susceptibility to Peer Influence

Difficulty Regulating Emotions

HeightenedImpulsivity

Long-term Negative Consequences

Short-term Positive Outcomes

Psychosocial

Incr

ease

Beh

avio

rD

ecrease Beh

avior

Incentives

Responses to desired

behavior

Interventions

Responses to undesired behavior

Short-term behavioral suppressionSanction for positive drug

screen

Incentives for clean drug screens

and program attendance

Long-term behavior change

Mistakes offer opportunities for learning

Probation offers opportunities for learning in real-life settings

Adolescence is a time of rapid brain development

Bringing It All Together...

• Do JPOs understand what they are supposed to be doing and why?

Level 1:

Q/A Training

• Are JPOs doing what they are supposed to be doing?

Level 2:

Q/A Implementation

• Is the system having the intended effects?Level 3:

Outcome Evaluation

Challenges: Considerations for Future Development

Creation of concrete behavioral definitions

Early involvement of judges

County-specific data systems

Without Clear Structure, Different Interpretations of the

Same Behaviors Can Lead to Different Responses

As part of his probation requirements, Anthony isrequired to attend weekly life skills classes at TheCommunity Center. Anthony has attended 10 out ofthe 15 sessions, and has provided documentation for2 of his 5 absences. Regarding his participation duringthe sessions he attended, Anthony has been an activecontributor to group discussions in 75% of therequired activities, but was not an active contributorin 25% of the activities. With respect to his behavior,Anthony was involved in an incident, a physical scufflewith another youth during the second week of theprogram.

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To what extent do you think Anthony is complying with his probation requirements?

How hard do you think Anthony is trying to comply with his probation requirements?

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Positive Neutral Negative1

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How likely would you be to recommend adding or increasing the severity of Anthony’s sanctions?

How likely would you be to recommend a positive court response, such as lifting Anthony’s sanctions or adding

privileges?

High Risk

Low Risk

High Risk

Low Risk

High Risk

Low Risk

High Risk

Low Risk

High Risk

Low Risk

High Risk

Low Risk

High Risk

Low Risk

High Risk

Low Risk

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Positive Neutral Negative

How likely would you be to recommend probation revocation and residential placement?

High Risk

Low RiskF(2, 218) = 3.31, p = .04, ηp2 = .03

For more information: neg23@drexel.edu

Naomi Goldstein, Ph.D. Elizabeth Gale-Bentz

Juvenile Justice Research & Reform LabDrexel University

neg23@drexel.edu

The opinions expressed are those of the authors and do not necessarily reflect the views of

Stoneleigh Foundation