what works: principles of effective approaches to delinquency prevention and intervention...

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?