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Date: November 22, 2024 Fri
Time: 11:52 am
Time: 11:52 am
Results for juvenile treatment programs
4 results foundAuthor: Helmond, Petra Title: Inside Out: Program Integrity and Effectiveness of the Cognitive-Behavioral Program EQUIP for Incarcerated Youth Summary: This dissertation focuses on the program integrity and effectiveness of the cognitive-behavioral program EQUIP for incarcerated youth. The title 'Inside Out' refers to opening the 'black box' of the implementation of EQUIP. We will uncover the actual implementation of the EQUIP program by bringing out what happens inside group meetings of the EQUIP program. In another sense, we will turn the implementation of EQUIP inside out by assessing the program integrity of EQUIP and the impact of program integrity on the effectiveness of EQUIP in a detailed way. Last but not least, we hope to contribute to the 'what works' literature in correctional treatment with the knowledge on program integrity obtained in our research. In this way, the present dissertation hopes to contribute to keeping youths inside out, from inside correctional facilities to outside, out into society. Effective intervention outcomes can be established on the condition that interventions contain effective ingredients and that interventions are implemented with high levels of program integrity (see Table 1). Although program integrity is widely recognized as an important factor influencing the effectiveness of interventions, many studies still fail to include measures of program integrity (Durlak & DuPre, 2008; Landenberger & Lipsey, 2005; Roen, Arai, Roberts, & Popay, 2006). Although correctional treatment researchers have written extensively about the importance of program integrity for the success of rehabilitation programs (Andrews & Dowden, 2005; Gendreau, Goggin, & Smith, 1999; Landenberger & Lipsey, 2005; Lipsey, 2009), studies on the effectiveness of correctional treatment that include measures of integrity are almost nonexistent (Andrews & Dowden, 2005; Landenberger & Lipsey, 2005; Lipsey, 2009). Yet, it is crucially important to know whether interventions have been implemented with high levels of program integrity for two reasons. First, without any information on program integrity we do not know whether the experimental manipulation (i.e., the intervention) has succeeded and whether positive, negative or absent outcomes can and should be attributed to the intervention program (Dane & Schneider, 1998; Durlak & DuPre, 2008; Mowbray, Holter, Teague, & Bybee, 2003). Second, in general, studies have shown that higher levels of program integrity are related to higher levels of program effectiveness (Caroll et al., 2007; Durlak & DuPre, 2008). For instance, the intervention Multisystemic Therapy (MST) showed that higher levels of program integrity predicted higher effectiveness of MST, in terms of rates of youth criminal charges after the intervention (Schoenwald, Chapman, Sheidow, & Carter, 2009). In a correctional setting, Family Functional Therapy (FFT) and Aggression Replacement Training (ART) produced greater reductions in recidivism when implemented competently (Barnoski, 2004). A major shortcoming of this latter study was that the measurement of "competence" was based on post-hoc recollections of involved supervising staff rather than on real time measurement (Barnoski, 2004). In this dissertation, we have examined the program integrity and effectiveness of EQUIP, a cognitive-behavioral program aimed at reducing antisocial behavior of incarcerated offenders. Previous studies on the effectiveness of EQUIP showed diverse results (Brugman & Bink, 2011; Devlin & Gibbs, 2010; Leeman, Gibbs, & Fuller, 1993; Liau et al., 2004; Nas, Brugman, & Koops, 2005). However, none of these previous studies included measures of program integrity. Thus, for these previous studies on EQUIP it is unclear whether the program was actually implemented as intended and whether the diverse findings should be attributed to poor program implementation or to a lack of effectiveness of the EQUIP program itself. Therefore, the aim of this dissertation was to assess the program integrity of EQUIP, and to examine whether higher levels of program integrity would stimulate the effectiveness of EQUIP on program outcomes (i.e., cognitive distortions, social skills, and moral development) and behavioral outcomes (i.e., recidivism). Details: Utrecht: Universiteit Utrecht, 2013. 213p. Source: Internet Resource: Dissertation: Accessed May 26, 2015 at: http://dspace.library.uu.nl/bitstream/handle/1874/272325/helmond.pdf?sequence=1 Year: 2013 Country: Netherlands URL: http://dspace.library.uu.nl/bitstream/handle/1874/272325/helmond.pdf?sequence=1 Shelf Number: 129791 Keywords: Cognitive-Behavioral TreatmentCognitive-Treatment ProgramsCorrectional ProgramsJuvenile OffendersJuvenile Treatment Programs |
Author: Maryland. Administrative Office of the Courts Title: A Registry of Juvenile Court Program Initiatives Summary: Through its 1969 enactment of the revised Juvenile Causes Subtitle, the Maryland General Assembly intended to create a separate system of courts, procedure and method of treatment for juveniles that is civil in nature, rather than criminal. The underlying concept of juvenile law is the protection of the juvenile, so that when judges make dispositions in juvenile cases, they consider the child's need for protection or rehabilitation, not the child's guilt. Juvenile law does not contemplate the punishment of children where they are found to be delinquent, instead it attempts to correct and rehabilitate them. The Judiciary has responded to the spirit and latitude of the unique nature of juvenile proceedings as legislated. Within the courtroom judges have adapted national models of problem solving courts to respond to local issues. Juvenile drug courts and family recovery courts specifically address the substance abuse of delinquent youth and parents who have had their children removed from their care as a result of their misuse of controlled substances. The models listed in this registry range widely among counties, but share the core values of treatment and of accountability to the Court. Intensive monitoring of these participants by the assigned judge results in a relationship that research has demonstrated plays a key role in the participant's recovery. Further, the Maryland Courts have supported the extended use of alternative dispute resolution methods in delinquency, child in need of assistance and termination of parental rights cases. Youthful offenders who are confronted by their victims in a structured Community Conference, a restorative justice model, are more likely to pay restitution and less likely to re-offend. Mediation of post adoption contact agreements between biological and adoptive parents lessens the trauma to all parties, lowers the number of contested termination of parental rights cases and reduces the time to achieve permanency. This Registry of Juvenile Court Program Initiatives demonstrates many collaborative, innovative and effective strategies that are based on national models and implemented throughout the state. These joint efforts demonstrate understanding by the judicial, legislative and executive leadership in Maryland that juveniles are unique, requiring judges to extend law and justice beyond the courtroom to achieve the ultimate safety and welfare of youth and the community. The registry is the first compilation of these programs and marks the beginning of a comprehensive review and analysis of court-based and court-referred programs in the juvenile delinquency arena. The Department of Family Administration will begin compiling and evaluating available data on these programs with the hope of learning which programs are effective and warrant further investment and expansion. The sensitivity, significance and separateness of juvenile proceedings is underscored by the legislative amendments added in 2001, which require the Chief Judge of the Court of Appeals to approve the circuit administrative judge's juvenile assignment selection. The amendments further state that juvenile judges possess a personal interest in and experience with children, as well as the desire and temperament to address problems likely to come before the juvenile court. The rotation of judges through juvenile court was also modified to specifically state that juvenile judges are not subject to automatic rotation, presumably precluding assignment of judges better suited to other matters while preserving the ability of effective judges to remain longer than a minimum term. The General Assembly's recognition that youth charged with delinquent acts (crimes if committed by adults) require unique proceedings and consequences was echoed by the United States Supreme Court in Roper v. Simmons. Relying largely on psychological and scientific evidence the Court held that execution for a crime committed by a juvenile under the age of 18 is cruel and unusual punishment that violates the Eighth Amendment. The Court considered three differences between juveniles and adults in reaching these conclusions: 1) comparative immaturity and irresponsibility, 2) increased vulnerability and susceptibility to negative influences and outside pressures, including peer pressures, and 3) a juvenile's character being less formed than an adult's, with personality traits that are more transitory and less fixed. Historically, the executive agencies have been responsible for programming for families and children involved with juvenile court. However, the Judiciary has recognized that families with increasingly complex problems are appearing in their courtroom. For example, child neglect can be a result of parental substance abuse, delinquent youth often have learning difficulties that lead to spiraling truancy and dropout rates, and abused children committed to the Department of Social Services sometimes "cross over" to the delinquency system and are in need of mental health treatment. Details: Baltimore: Maryland Judiciary, 2013. 119p. Source: Internet Resource: Accessed November 24, 2015 at: http://www.courts.state.md.us/family/publications/programregistry20130325.pdf Year: 2013 Country: United States URL: http://www.courts.state.md.us/family/publications/programregistry20130325.pdf Shelf Number: 137315 Keywords: Juvenile CourtsJuvenile DelinquentsJuvenile Justice SystemsJuvenile LawJuvenile OffendersJuvenile Treatment Programs |
Author: Belton, Emma Title: Turn the Page: Manualised Treatment Programme: Final Evaluation Report Summary: Harmful sexual behaviour (HSB) is defined as one or more children engaging in sexual discussions or acts that are inappropriate for their age or stage of development. These can range from using sexually explicit words and phrases to full penetrative sex with other children or adults. (Rich, 2011) - The NSPCC prevalence study found that two-thirds of contact sexual abuse experienced by 0-17-year-olds was committed by peers (Radford et al, 2011). As well as representing a current concern in terms of actual and potential victims, if not addressed, there is a risk that for some young people this behaviour may continue into adulthood. - Young people involved in HSB are diverse in terms of the reasons for their behaviour and the type of HSB they engage in. Many have experienced difficult family circumstances (Vizard et al, 2007) or previous abuse or trauma (Hackett et al, 2013). This in turn can lead to problems with attachment, peer relationships and deficits in self-regulation and inhibitory control (Creeden, 2013). - The treatment of young people with HSB needs to attempt to change a young person's behaviour as well as addressing the reasons they engage in HSB, their family relationships and context (Hackett, 2004). Currently, there is little research evidence on what treatment approaches are effective, and the level, content and quality of service provision varies (Home Office and DH, 2006; Hackett, 2004; NICE, 2015). - As part of the Turn the Page service, the NSPCC has been using the Change for Good manual (McCrory, 2011) to work with young males aged 12-18 years with HSB. The manual has been in use across 12 sites since 2011. It is a strengths-based intervention that addresses the young person's HSB in the context of the social and emotional challenges they are facing. - The programme is delivered over 30 sessions: 26 structured one-to-one sessions and four additional non-manualised flexible sessions used to address individual need. Details: London: National Society for the Prevention of Cruelty to Children, 2017. 52p., technical report. Source: Internet Resource: Accessed April 29, 2017 at: https://www.nspcc.org.uk/globalassets/documents/research-reports/turn-the-page-manualised-treatment-programme-final-evaluation-report-regular-text-version.pdf Year: 2017 Country: United Kingdom URL: https://www.nspcc.org.uk/globalassets/documents/research-reports/turn-the-page-manualised-treatment-programme-final-evaluation-report-regular-text-version.pdf Shelf Number: 145202 Keywords: Juvenile Sex OffendersJuvenile Treatment ProgramsSex Offender Treatment |
Author: Belton, Emma Title: Turn the Page: Learning from a Manualised Approach to Treating Harmful Sexual Behaviour Summary: Background - The NSPCC prevalence survey found that two-thirds of contact sexual abuse experienced by 0-17-year-olds was committed by peers (Radford et al, 2011). If not addressed, there is a risk that for some young people the problematic behaviour will continue into adulthood. - There has been little research on what treatment approaches are effective for HSB, and provision is variable in terms of volume, content and quality (DH and Home Office and DH, 2006). - The NSPCC delivers a manualised treatment programme for young males aged 12-18 with HSB. The programme uses the Change for Good manual (McCrory, 2011), a strengths-based intervention that addresses the young person's HSB in the context of the social and emotional challenges they face. - The manual is delivered over 30 sessions: 26 structured one-to-one and four additional flexible sessions, used to address individual needs. The programme has been delivered by NSPCC practitioners at 11 sites across the UK since 2011. Method - A range of standardised measures, matched to the main treatment components of the manual are administered with young people and parents/carers pre and post programme to measure change. Longer-term change will be assessed through three and five-year post-programme reconviction studies. Both these components will be reported on at a later date. - The qualitative evaluation presented in this report focused on the use of the manual in a social care context. A case study approach was used, so where possible, in-depth interviews were held with the young person, their parent or carer, the referrer and the NSPCC practitioners delivering the programme. - It was not always possible to hear all four perspectives on each case but despite this, the final sample was diverse and included 13 different cases and 40 interviewees. - One limitation of the sample is that it does not include directly the perspective of young people who did not complete the programme or found it a negative experience. Findings - Motivation to attend and engage with the programme varied and sometimes changed over time. Young people with intrinsic motivation recognised that their behaviour was problematic and wanted help to move forward with their life. These young people were often determined to stick with the programme even if it was difficult. - External pressure to attend the programme from parents, carers or referrers sometimes encouraged young people to attend and eventually engage; in other cases it resulted in a superficial level of engagement where young people did not take on the messages from the programme. - Programme length influenced motivation in some cases, with young people at times beginning to feel that the programme was taking too long. Practitioners managed this by either truncating the programme so the young person attended for a fixed number of further sessions, or by increasing the frequency or length of sessions to finish the programme more quickly. - Practitioners used a range of creative methods to help engage young people with the programme material. Having the flexibility to adapt the delivery method to each young person and respond to individual needs, was important in helping maintain young people's level of interest. - Young people's level of commitment to the home projects was highly variable. When completed, it sometimes helped reinforce the programme and get young people to think about the work between sessions. However, not all young people completed the home projects and even when completed, the quality was mixed. - Some parents and carers played an important role in reminding young people about the home project and helping them with any queries. However, not all of them felt able to fulfil this role; they were not always aware that a home project had been set or did not know enough about the work undertaken in the session. - Parents and carers helped in supporting young people to attend the programme and in reinforcing the work at home. However, not all parents or carers had come to terms with the young person's HSB or had the capacity to give the support that was needed. Practitioners often filled this gap and worked with parents or carers, but this sometimes presented a challenge in terms of how much time they could spend on this. - Referrers could pick up work with parents or carers, or additional issues young people needed support with that were outside the remit of the programme. However, not all referrers were actively involved in the case while the programme was being delivered, and some had even closed the case. - Outcomes identified for young people included more understanding of what is unacceptable sexual behaviour; the triggers for HSB, and having strategies to manage these. The programme also helped young people to think things through before acting and to become more aware of other people's perspectives. - Young people also became more confident and less withdrawn. Having the time to discuss their background, previous experiences and the role these may have played in getting involved in HSB helped young people to make sense of their lives and feel better about themselves. - The therapeutic relationship between the young person and practitioner was important in helping young people engage in the programme and have these conversations. Often young people did not have anyone else they could talk to or get advice from. The discussions helped clarify things they were unsure about or release emotions they had bottled up. - A number of young people had previous experience of abuse, neglect or changing foster placements. This sometimes made it difficult for them to focus on the sessions or meant that practitioners had to spend additional time supporting them. - Practitioners felt they had followed the manual quite closely and met the objectives for the session, but used more creative methods to deliver the material. Where practitioners had moved away from the manual, this was a result of responding to individual problems faced by young people. - Some young people found it difficult to implement the strategies learnt in the programme when the input from practitioners finished. External support had sometimes been built in through the use of mentors or follow-up appointments to provide continued support. Details: London: National Society for the Prevention of Cruelty to Children, 2017. 68p. Source: Internet Resource: Accessed May 1, 2017 at: https://www.nspcc.org.uk/globalassets/documents/evaluation-of-services/turn-the-page-report.pdf Year: 2014 Country: United Kingdom URL: https://www.nspcc.org.uk/globalassets/documents/evaluation-of-services/turn-the-page-report.pdf Shelf Number: 145217 Keywords: Juvenile Sex Offenders Juvenile Treatment Programs Sex Offender Treatment |