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Using Developmental Evidence and Youth Assets to Design Juvenile Justice Systems:

Can it be Done?

Jeffrey A. Butts, Ph.D.University of Chicago

Presentation to theAnnual Meeting of the Coalition for Juvenile Justice

Bethesda, MD

May 6, 2006


Before 2000, most research on the developmental effects of youth assets focused on middle-class, non-delinquent youth

More recent research suggests that the effective development of youth asset has broader applications


Assets Make a Difference for all Youth

Survey of Youth Assets, funded by Centers for Disease Control

• Study based at the Oklahoma Institute for Child Advocacy and the University of Oklahoma

• N > 1,000 youth and parents from 2 midwestern, urban areas

• 69% in high school; 31% in middle school

• 48% cacuasian; 23% african-american

• 51% single-parent households

• 65% families with households $35,000 or less


Effect of Assets on Drug/Alcohol UseCDC’s “Youth Asset Survey” examined association between 9 youth assets and adolescent

drug/alcohol use in low-income, inner-city population (N=1,350 youth)

Finding: Youth with more assets were more likely to report no use of drugs/alcohol

Youth with particular asset… …more likely to report no drug use

Positive peer role model 3 times

Positive non-parental adult role model 2 times

Involved in community activities 2 times

Involved in groups/sports 1.6 times

Effects cumulative: if all 9 youth assets present 5.4 times

Oman, Roy F., Sara Vesely, Cheryl B. Aspy, Kenneth R. McLeroy, Sharon Rodine, and Ladonna Marshall (2004). “The potential protective effect of youth assets on adolescent alcohol and drug use.” American Journal of Public Health, 94(8): 1425-1430.


Effect of Assets on Fighting/ Weapon CarryingCDC’s “Youth Asset Survey” examined association between youth assets and fighting or

weapon carrying in low-income, urban population (N=1,098 teen-parent respondent pairs)

Finding: Youth with more assets were more likely to report no previous carrying of weapons

Youth with particular asset… …more likely to report no weapon carrying

Positive peer role model 1.8 times

Positive non-parental adult role model 1.6 times

Involved in community activities 2.1 times

Report future aspirations 1.9 times

Able to exercise responsible choices 1.6 times

Report good family communication 1.7 times

Aspy, Cheryl B., Roy F. Oman, Sara Vesely, Cheryl B. Aspy, Kenneth R. McLeroy, Sharon Rodine, and Ladonna Marshall (2004). “Adolescent violence: The protective effects of youth assets.” Journal of Counseling and Development, 82: 268-276.

* 14% of sample reported some weapon carrying


Effect of Assets on Fighting/ Weapon CarryingCDC’s “Youth Asset Survey” examined association between youth assets and fighting or

weapon carrying in low-income, urban population (N=1,098 teen-parent respondent pairs)

Finding: Youth with more assets were more likely to report no physical fights

Youth with particular asset… …more likely to report no physical fights

Able to exercise responsible choices 2 times

Report good family communication 1.5 times

Aspy, Cheryl B., Roy F. Oman, Sara Vesely, Cheryl B. Aspy, Kenneth R. McLeroy, Sharon Rodine, and Ladonna Marshall (2004). “Adolescent violence: The protective effects of youth assets.” Journal of Counseling and Development, 82: 268-276.

Note: Youth involvement in religious activities was not statistically significant for either fighting or weapon carrying

* 37% of sample reported some physical fighting


Other analyses from the Survey of Youth Assets suggest that the effects of assets are stronger for youth in one-parent households than for youth in two-parent homes…

… this has obvious implications for juvenile justice


How Do We Ensure Youth Have Assets?

by focusing on

POSITIVE YOUTH DEVELOPMENT


Positive Youth Development

• Youth policy that looks beyond risk reduction

• Policies that help young people to establish sense of competence, usefulness, belonging, and empowerment

• Prevention & intervention services that are part of a broader system of supports and developmental opportunities

• Intervention approaches that focus on youth attachment and engagement

• Allow more adolescents to experience developmental opportunities that youth from wealthy communities take for granted

• Allow youth to gain confidence and skills, and begin to shift their decision making from short-term to long-term perspective

• Risk reduction and problem avoidance can result naturally from developmentally focused programs

Source: Administration for Children and Families, HHS (2005).


Traditional Service Delivery

Positive Youth Development

View of youth Problem Resource

Focus of services Deficits / symptoms Strengths / potential

Goal of services Amelioration of symptoms

Acquisition of developmental assets

Locus of services Specialized treatment settings

Multiple developmentally appropriate contexts

Mechanisms of change

Treatment interventions by clinicians and professionals

Positive interactions with adults and community

Different Perspectives on Youth Services


Juvenile Justice Pos. Youth Dev.

Role of youth in community

Target of change Agent of change

Role of youth in justice system

Client Participant

Mission of juvenile justice system

Public safety Community wellness

Key strategy of juvenile justice

Control youth behavior Connect youth with social and developmental resources

Target of services Youth problems and deficits Youth strengths and assets

Purpose of services Supervision and control Attachment and engagement

Different Perspectives on Juvenile Justice


Juvenile Justice Interventions

PYD-Oriented Interventions

Probation supervision to ensure youth compliance with court orders

Case management to ensure youth access to range of social resources

Individual and family counseling, group therapy (insight-based)

Peer counseling, leadership development, family living skills

Job counseling, community service as punishment

Work experience, community service as job preparation, career exploration

Youth and family crisis information Youth trained as conflict mediator

Outdoor challenge programs Conservation projects, community development projects, recycling and community beautification projects

Mentoring, Big Brother/Big Sister Youth/adult mentors work together on community service projects, intergenerational projects with elderly, etc.

Remedial education Cross-age tutoring (juvenile offenders teach younger children), educational action teams, decision-making skills training


Exactly Which Assets Should be the Focus of Juvenile Justice?


Figure 3: Search Institute’s 40 Developmental Assets – The Building Blocks of Healthy Adolescent Development

EXTERNAL ASSETS INTERNAL ASSETS

Note: This list is an educational tool. It is not intended to be nor is it appropriate as a scientific measure of the developmental assets of individuals. Copyright © 2000 by Search Institute. All rights reserved. This chart may be reproduced for educational, noncommercial use only (with this copyright line). No other use is permitted without prior permission from Search Institute, 615 First Avenue N.E., Suite 125, Minneapolis, MN 55413; 800-888-7828. See Search Institute's Permissions Guidelines and Request Form.

Support Family support Family life provides high levels of love and support Commitment to Learning

Achievement motivation Young person is motivated to do well in school

Positive family communication

Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s)

School engagement Young person is actively engaged in learning

Other adult relationships

Young person receives support from three or more non-parent adults

Homework Young person reports doing at least one hour of homework every school day

Caring neighborhood Young person experiences caring neighbors Bonding to school Young person cares about her or his school Caring school climate School provides a caring, encouraging environment Reading for pleasure Young person reads for pleasure 3 or more hours/week Parent involvement

in schooling Parent(s) are actively involved in helping young person succeed in

school

Positive Values Caring Young person places high value on helping other people

Empowerment Community values youth

Young person perceives that adults in the community value youth Equality and social justice

Young person places high value on promoting equality and reducing hunger and poverty

Youth as resources Young people are given useful roles in the community Integrity Young person acts on convictions and stands up for her or his beliefs

Service to others Young person serves in the community 1 hour or more a week Honesty Young person "tells the truth even when it is not easy" Safety Young person feels safe at home, at school, and in the

neighborhood

Responsibility Young person accepts and takes personal responsibility

Boundaries and Expectations

Family boundaries Family has clear rules and consequences, and monitors the young person's whereabouts

Restraint Young person believes it is important not to be sexually active or to use alcohol or other drugs

School boundaries School provides clear rules and consequences Social Competencies

Planning and decision making

Young person knows how to plan ahead and make choices

Neighborhood boundaries

Neighbors take responsibility for monitoring young people's behavior Interpersonal competence

Young person has empathy, sensitivity, and friendship skills

Adult role models Parent(s) and other adults model positive, responsible behavior Cultural competence Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds

Positive peer influence Young person's best friends model responsible behavior Resistance skills Young person can resist negative peer pressure and dangerous situations

High expectations Both parent(s) and teachers encourage the young person to do well Peaceful conflict resolution

Young person seeks to resolve conflict nonviolently

Constructive Use of Time

Creative activities Young person spends three or more hours per week in lessons or practice in music, theater, or other arts

Positive Identity Personal power Young person feels he or she has control over "things that happen to me"

Youth programs Young person spends 3 or more hours a week in sports, clubs, or organizations at school and/or in community organizations

Self-esteem Young person reports having a high self-esteem

Religious community Young person spends 1 hour or more per week in activities in a religious institution

Sense of purpose Young person reports that "my life has a purpose"

Time at home Young person is out with friends "with nothing special to do" two or fewer nights per week

Positive view of personal future

Young person is optimistic about her or his personal future

Which of these make sense for youth in the juvenile justice system?

If you had to pick just 10, which would be the most applicable?


Figure 3: Search Institute’s 40 Developmental Assets – The Building Blocks of Healthy Adolescent Development

EXTERNAL ASSETS INTERNAL ASSETS

Note: This list is an educational tool. It is not intended to be nor is it appropriate as a scientific measure of the developmental assets of individuals. Copyright © 2000 by Search Institute. All rights reserved. This chart may be reproduced for educational, noncommercial use only (with this copyright line). No other use is permitted without prior permission from Search Institute, 615 First Avenue N.E., Suite 125, Minneapolis, MN 55413; 800-888-7828. See Search Institute's Permissions Guidelines and Request Form.

Support Family support Family life provides high levels of love and support Commitment to Learning

Achievement motivation Young person is motivated to do well in school

Positive family communication

Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s)

School engagement Young person is actively engaged in learning

Other adult relationships

Young person receives support from three or more non-parent adults

Homework Young person reports doing at least one hour of homework every school day

Caring neighborhood Young person experiences caring neighbors Bonding to school Young person cares about her or his school Caring school climate School provides a caring, encouraging environment Reading for pleasure Young person reads for pleasure 3 or more hours/week Parent involvement

in schooling Parent(s) are actively involved in helping young person succeed in

school

Positive Values Caring Young person places high value on helping other people

Empowerment Community values youth

Young person perceives that adults in the community value youth Equality and social justice

Young person places high value on promoting equality and reducing hunger and poverty

Youth as resources Young people are given useful roles in the community Integrity Young person acts on convictions and stands up for her or his beliefs

Service to others Young person serves in the community 1 hour or more a week Honesty Young person "tells the truth even when it is not easy" Safety Young person feels safe at home, at school, and in the

neighborhood

Responsibility Young person accepts and takes personal responsibility

Boundaries and Expectations

Family boundaries Family has clear rules and consequences, and monitors the young person's whereabouts

Restraint Young person believes it is important not to be sexually active or to use alcohol or other drugs

School boundaries School provides clear rules and consequences Social Competencies

Planning and decision making

Young person knows how to plan ahead and make choices

Neighborhood boundaries

Neighbors take responsibility for monitoring young people's behavior Interpersonal competence

Young person has empathy, sensitivity, and friendship skills

Adult role models Parent(s) and other adults model positive, responsible behavior Cultural competence Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds

Positive peer influence Young person's best friends model responsible behavior Resistance skills Young person can resist negative peer pressure and dangerous situations

High expectations Both parent(s) and teachers encourage the young person to do well Peaceful conflict resolution

Young person seeks to resolve conflict nonviolently

Constructive Use of Time

Creative activities Young person spends three or more hours per week in lessons or practice in music, theater, or other arts

Positive Identity Personal power Young person feels he or she has control over "things that happen to me"

Youth programs Young person spends 3 or more hours a week in sports, clubs, or organizations at school and/or in community organizations

Self-esteem Young person reports having a high self-esteem

Religious community Young person spends 1 hour or more per week in activities in a religious institution

Sense of purpose Young person reports that "my life has a purpose"

Time at home Young person is out with friends "with nothing special to do" two or fewer nights per week

Positive view of personal future

Young person is optimistic about her or his personal future


How Can We Design Juvenile Justice Programs That Help Youth Become

Engaged and Attached to Appropriate Developmental Assets?

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