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Date: April 30, 2024 Tue
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Results for mentoring
63 results foundAuthor: Braga, Anthony A. Title: Controlling Violent Offenders Released to the Community: An Evaluation of the Boston Reentry Initiative Summary: The Boston Reentry Initiative (BRI) is an interagency initiative to help transition violent adult offenders released from the local jail back to their Boston neighborhoods through mentoring, social service assistance, and vocational development. This study uses a quasi-experimental design and survival analyses to evaluate the effects of the BRI on the subsequent recidivism of program participants relative to an equivalent control group. The study found that the BRI was associated with significant reductions -- on the order of 30 percent -- in the overall and violent arrest failure rates. Details: Cambridge, MA: Harvard University, Kennedy School of Government and the Rappaport Institute for Greater Boston, 2008. 24p. Source: Accessed May 8, 2018 at: https://www.hks.harvard.edu/sites/default/files/centers/rappaport/files/braga_BRI_final.pdf Year: 2008 Country: United States URL: https://www.hks.harvard.edu/sites/default/files/centers/rappaport/files/braga_BRI_final.pdf Shelf Number: 116690 Keywords: MentoringPrisoner ReentryRecidivismReintegrationViolent Offenders (Boston)Vocation Education and Training |
Author: Tarling, Roger Title: National Evaluation of the Youth Justice Board's Mentoring Projects Summary: This report presents the results of a national evaluation of the Youth Justice Board's mentoring program within the youth justice system of England and Wales. Details: London: Youth Justice Board, 2004. 60p. Source: University of Surrey, Institute for Social Research Year: 2004 Country: United Kingdom URL: Shelf Number: 117601 Keywords: Juvenile OffendersMentoring |
Author: Bauldry, Shawn G. Title: Mentoring Formerly Incarcerated Adults: Insights from the Ready4Work Reentry Initiative Summary: This report explores mentoring within the context of a larger programmatic strategy as a tool for supporting successful reentry among the formerly incarcerated. It describes how mentoring was implemented in the Ready4Work sites, the extent to which mentoring was attractive to participants, the types of adults who volunteered to serve as mentors and how receipt of mentoring services was related to participant outcomes. Details: Philadelphia, PA: Public/Private Ventures, 2009. 40p. Source: Year: 2009 Country: United States URL: Shelf Number: 113915 Keywords: Ex-Offenders (Employment)Juvenile Offenders (Employment)Mentoring |
Author: Fletcher, Renata Cobbs Title: Mentoring Former Prisoners: A Guide for Reentry Programs Summary: This manual draws on the experiences of the Ready4Work sites and established best practices in mentoring to provide guidelines for practitioners who are interested in developing a mentoring component that helps support ex-prisoners and quite possibly enhances the effectiveness of other program areas, such as job placement and retention. Details: Philadelphia: Public/Private Ventures, 2009. 90p. Source: Internet Resource Year: 2009 Country: United States URL: Shelf Number: 118601 Keywords: Employment, Ex-OffendersEx-OffendersMentoringReentry |
Author: United Nations Office on Drugs and Crime Title: Migrant Smuggling by Air Summary: This report presents the findings from an UNODC Expert Group Meeting in Vienna on 7 to 9 December 2009 aimed at increasing understanding of migrant smuggling by air, with the objective of better preventing and combating the phenomena. The Expert Group Meeting specifically aimed to gain a better understanding of: 1) the modus operandi of migrant smugglers who use air routes to commit their crimes; 2) good practice of law enforcement and other actors involved in responding to this problem; 3) what the gaps in knowledge of and response to this particular method of migrant smuggling are; and 4) how UNODC and other international actors can better assist states in strengthening capacities to prevent and combat the smuggling of migrants by air. Details: Vienna: UNODC, 2010. 21p. Source: Internet Resource; Issue Paper Year: 2010 Country: International URL: Shelf Number: 119248 Keywords: Human SmugglingHuman TraffickingJuvenile DelinquencyJuvenile OffendersMentoringMentorsMigrant SmugglingMigrantsPrevention, Juvenile Delinquency |
Author: Cissner, Amanda B. Title: Evaluating the Mentors in Violence Prevention Program: Preventing Gender Violence on a College Campus Summary: This report presents findings from a two-year evaluation of a gender violence prevention program known as Mentors in Violence Prevention (MVP). The program was developed in 1993 at Northeastern University in Boston, Massachusetts and, in an earlier evaluation, was found to produce significant positive changes in attitudes and predicted behaviors among high school age youth. The program is based on a peer leadership model, targeting not only potential perpetrators and victims, but also seeking to empower those who might otherwise be passive bystanders to potentially violent situations. The program relies on adult staff to train youth participants (“Peer Educators”), who in turn facilitate workshops attended by larger numbers of their peers (“Workshop Participants”). This study, which was funded by the U.S. Department of Education, examines the replication of the MVP program with college fraternity and sorority members at Syracuse University. Accordingly, this study seeks to document whether the program is effective when implemented by individuals other than the original Boston-based staff, as well as whether the program can be effectively adapted for a college age population. The study includes both process and impact evaluations. The former is based on a combination of planning meeting and training session observations; interviews with program staff; and participant focus groups. The impact evaluation utilizes a quasi-experimental, pre-test/post-test survey design to measure change in the attitudes and predicted behaviors of 424 program participants, including 103 Peer Educators and 321 Workshop Participants. In addition, 396 surveys were completed by a comparison group, composed of Syracuse University fraternity and sorority members who did not participate in the program. Data provided by Syracuse University was used to estimate program impact on official reports of violence. The impact evaluation was designed to test five hypotheses: 1. Students will have less sexist attitudes after completing the MVP program. 2. Students will have an increased sense of self-efficacy—a sense that they can act to prevent gender violence—after completing the MVP program. 3. Students will attribute less sexist attitudes to their peers after completing the MVP program. 4. The impact of the MVP curriculum will be greater among Peer Educators, who receive a more intensive version of the curriculum, than among Workshop Participants. 5. Due to the limited population targeted by the MVP program, no impact is anticipated on the overall incidence of reported violence on the Syracuse University campus. Details: New York: Center for Court Innovation, 2009. 78p. Source: Internet Resource; Accessed August 10, 2010 at http://www.courtinnovation.org/_uploads/documents/MVP_evaluation.pdf Year: 2009 Country: United States URL: http://www.courtinnovation.org/_uploads/documents/MVP_evaluation.pdf Shelf Number: 119587 Keywords: Campus CrimeCrime PreventionDate RapeDating ViolenceGender ViolenceMentoringSexual Assault, College CampusesViolence Against WomenViolent Crime |
Author: Tolan, Patrick Title: Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems Summary: Mentoring is one of the most commonly-used interventions to prevent, divert, and remediate youth engaged in, or thought to be at risk for delinquent behavior, school failure, aggression, or other antisocial behavior. We conducted a meta-analytic review of selective and indicated mentoring interventions that have been evaluated for their effects on delinquency outcomes for youth (e.g., arrest or conviction as a delinquent, self-reported involvement) and key associated outcomes (aggression, drug use, academic functioning). Of 112 identified studies reported published between 1970 and 2005, 39 met criteria for inclusion. Mean effects sizes were significant and positive for each outcome category. Effects were largest (still moderate by Cohen’s differentiation) for delinquency and aggression. However, these categories also showed the most heterogeneity across studies. The obtained patterns of effects suggest mentoring may be valuable for those at-risk or already involved in delinquency and for associated outcomes. Moderator analyses found stronger effects in RCTs compared to quasi-experimental studies, for studies where emotional support was a key process involved in mentoring, and where professional development was a motivation for mentors. However , the collected set of studies are less informative than expected with quite limited detail in studies about what comprised mentoring activity and key implementation characteristics. This limitation encourages caution particularly in interpreting the moderated effects. These findings add to the longstanding calls for more careful design and testing of mentoring efforts to provide the needed specificity to guide effective practice of this popular approach. Details: Oslo: Campbell Collaboration, 2008. 115p. Source: Internet Resource: Campbell Systematic Review, 2008:16: Accessed August 23, 2010 at: http://campbellcollaboration.org/lib/download/238/ Year: 2008 Country: United States URL: http://campbellcollaboration.org/lib/download/238/ Shelf Number: 119674 Keywords: Juvenile DelinquencyJuvenile OffendersMentoringMentorsPrevention, Juvenile Delinquency |
Author: Pitts, Wayne J. Title: The District Attorney General's Truancy Reduction Program: 2008-2009 Evaluation Summary: In the United States, truancy is a major cause for concern among law enforcement, politicians, educators, and communities at large. Although states differ on their definition of truancy a common theme remains; most emphasize frequent, unexcused absenteeism from school. Research on the subject indicates truancy is a risk factor for future delinquent behavior and can be linked to substance abuse and gang activity among other criminal acts. The Shelby County District Attorney General’s office determined that juvenile delinquency prevention and deterrence could be achieved by firmly addressing truancy directly. In Tennessee, truancy is defined as having five unexcused absences. While parental responsibility is a key point of the DA’s Truancy Reduction Program, students are held accountable for their behavior. The Truancy Reduction Program is an intentional effort to provide support to students, parents and schools to decrease truancy. The Truancy Reduction Program relies on existing resources within the DA’s office although additional funding through the Tennessee Commission on Children and Youth is provided to supplement salaries for Advocates. The Advocates are responsible for creating alliances between school administrators, teachers and the District Attorney General’s office. Advocates work to confirm attendance records and to inform students of the seriousness of unexcused absences. Throughout the year, Advocates meet with students, parents, teachers, administrators, mentors, program evaluators, and other District Attorney General’s office staff to promote school attendance and positive behavior among the student population. The Advocates serve as a type of case manager and central repository for all information regarding the students at their particular schools. Advocates gather information about habitual truants and share observations about behavior with the Assistant District Attorneys. Researchers from the Department of Criminology and Criminal Justice at the University of Memphis were key participants in the design and implementation of the evaluation method since the beginning of the DA’s Truancy Reduction Project in 2006. The first step was to standardize efforts through the use of two data collection instruments: a comprehensive Intake Form and an Academic and Behavioral Tracking Form. Both were designed to capture as much information as possible while considering the limited resources available to collect, enter, and analyze the data. The Advocates are responsible for completing the Intake Form during an initial interview that is designed to provide the Advocate with a variety of pertinent case management details. The Academic and Behavioral Tracking Forms are completed by the Advocates every month for each student and provide a summary of contact and services provided to the student as well as a count of absences and behavioral concerns. The information gathered on the paper files are then entered into an electronic database by the evaluation team for analysis. This report includes data for 91 students referred to the DA’s Truancy Reduction Program during the 2008-2009 school year. This includes students from Chickasaw, Cypress, Hamilton, Hickory Ridge, and Sherwood Middle Schools and Cordova High School. The Intake Form includes a variety of factors that may help explain incidents of truancy including: demographic factors, attitudes towards education, gang involvement, home-life, peer influences, substance use, and other risk factors. The Tracking Form measures intervention and contact frequency as well as attendance records and school behavior reports. The evaluation team also receives official data directly from Memphis City Schools regarding attendance and behavioral reports. Details: Memphis, TN: University of Memphis, School of Urban Affairs and Public Policy, Department of Criminology and Criminal Justice, 2010. 12p. Source: Internet Resource: Accessed October 29, 2010 at: http://www.scdag.com/Portals/0/pdfs/mentoringreport.pdf Year: 2010 Country: United States URL: http://www.scdag.com/Portals/0/pdfs/mentoringreport.pdf Shelf Number: 120128 Keywords: Delinquency PreventionMentoringTruancy |
Author: Klima, T. Title: What Works? Targeted Truancy and Dropout Programs in Middle and High School Summary: In 2008, the Washington State Institute for Public Policy was directed by the Legislature to study various aspects of truancy. In the following report, we focus on findings regarding evidence-based practices for truancy reduction and dropout prevention among middle and high school students. Programs implemented by schools, courts, and law enforcement agencies were considered. Based on a national review of the literature, we conclude that: There are few rigorous studies evaluating the effects of targeted truancy and dropout programs on at-risk students. In this analysis, only 22 (out of 200) studies met our criteria for rigor. Overall, targeted programs for older student populations make small positive impacts on (1) dropping out, (2) achievement, and (3) presence at school (attendance/enrollment). When programs are divided based on their central focus or modality, alternative educational programs (e.g., schools -- within-schools) and mentoring programs are found to be effective. Specifically, Career Academies — an alternative program model that offers a strong career and technical focus — positively impact all three outcomes, as well as high school graduation. Alternative schools — separate buildings with specialized academic and other services for atrisk students — have a small negative effect on dropping out: more at-risk students drop out of alternative schools than other educational programs. Additional research is required to better understand this finding. Only one rigorous court-based program evaluation was located; thus, this analysis cannot inform court policy or practices. Because of the key role of the juvenile courts in addressing truancy in many states, additional well-designed studies are imperative. Details: Olympia, WA: Washington State Institute for Public Policy, 2009. 20p. Source: Internet Resource: Accessed April 1, 2011 at: http://www.wsipp.wa.gov/rptfiles/09-06-2201.pdf Year: 2009 Country: United States URL: http://www.wsipp.wa.gov/rptfiles/09-06-2201.pdf Shelf Number: 121213 Keywords: EducationJuvenile CourtJuvenile OffendersMentoringSchool DropoutsTruancy |
Author: Hartmann, Tracey A. Title: Moving Beyond the Walls: Faith and Justice Partnerships Working for High-Risk Youth Summary: This report examines the development of partnerships among faith-based institutions and juvenile justice agencies in a national demonstration intended to provide mentoring, education and employment services to young people at high risk of future criminal behavior. Given the range of services — and the needs of the young people — collaborations are critical to the communities' efforts. The report addresses the following questions: Can small faith-based organizations work together effectively? Can they develop effective partnerships with juvenile justice institutions? What are the benefits and challenges of both types of partnerships? Details: Philadelphia: Public/Private Ventures, 2003. 69p. Source: Internet Resource: Accessed July 11, 2011 at: http://www.ppv.org/ppv/publications/assets/22_publication.pdf Year: 2003 Country: United States URL: http://www.ppv.org/ppv/publications/assets/22_publication.pdf Shelf Number: 122025 Keywords: CollaborationFaith-Based InitiativesJuvenile OffendersMentoringPartnerships |
Author: Boyce, Isabella Title: St. Giles Trust Peer Advice Project: An Evaluation Summary: St Giles Trust’s Peer Advice Project is an innovative project focusing on the resettlement of offenders. It has three key elements. First the project aims to advance the skills and employability of prisoners by offering a recognised qualification (NVQ [National Vocational Qualification] Level 3 Advice and Guidance). Second, the Trust provides a housing advice service to a number of prisons in London and the South of England, training and supervising serving prisoners to deliver the housing advice. Third, as well as peer advice in prison, St Giles Trust offers employment experience for offenders on their release from custody via their involvement in mentoring schemes, including ‘Through the Gates’ project to support the resettlement of their peers. The Peer Advice Project tests out the concept that prisoners themselves can be an important resource in the rehabilitation and resettlement processes, and thus serves as a counterbalance to the widespread belief that programmes are something that are “done” to offenders by specialists. Consistent with desistance theory, the Project emphasises prisoners’ ‘agency’ – where giving up offending is an active choice made by offenders – as an important ingredient of success. An important feature of the St Giles Trust Project is that there is a ‘multiplier effect’ whereby benefits that accrue to individuals from their work as Peer Advisors are matched by benefits to the recipients of their advice. This report presents the results of a ‘process evaluation’. That is, it was conducted to help the St Giles Trust develop and fine-tune the prison Peer Advice Project and its community services by describing how the scheme was working in practice. It was not conceived of as an experiment to quantify the service’s impact in terms of crime reduction. Nevertheless, many of the findings point to the importance and value of the work of St Giles Trust. The evaluation of the service has included following a cohort of Peer Advisors over time, interviewing clients and volunteers in the community, collating project activity data and highlighting operational issues via observation and interviews with staff, Peer Advisors and key stakeholders. Details: London: St. Giles Trust, 2009. 45p. Source: Internet Resource: Accessed July 22, 2011 at: http://eprints.bbk.ac.uk/3794/ Year: 2009 Country: United Kingdom URL: http://eprints.bbk.ac.uk/3794/ Shelf Number: 122149 Keywords: MentoringPrisoner Reentry (U.K.)Rehabilitation |
Author: Bailey, Brenda Title: No Exit Into Homeless Still a Dream? The Housing Needs of Women Leaving Prison Summary: This discussion paper is a response to the experience of women participating in the WIPAN Mentoring Program, that matches mentors from the community with women exiting prison. Program participants reported the most difficult issue when trying to reintegrate into the community was the lack of access to suitable, long term housing. This personal experience is matched by what is known about the factors that support women reintegrating into the community – that housing is one of the most important factors. Without suitable supported housing options, women releasees are at an increased risk of cycling in and out of prison. Details: Sydney: Women in Prison Advocacy Network, 2011. 18p. Source: Internet Resource: Discussion Paper: Accessed September 1, 2011 at: http://www.wipan.net.au/publications/WIPAN_Housing_Discussion_Paper.pdf Year: 2011 Country: Australia URL: http://www.wipan.net.au/publications/WIPAN_Housing_Discussion_Paper.pdf Shelf Number: 122584 Keywords: Ex-Offenders, FemaleHousingMentoringPrisoner Reentry (Australia) |
Author: Rosenau, William Title: Police Mentoring in Afghanistan: 2007–2009 Summary: The role of the police is an important but largely overlooked aspect of contemporary counterinsurgency and stability operations. Although academic and policy specialists have examined the role of police in post-conflict environments, the question of how police should be organized, trained, and equipped for counterinsurgency campaigns has received little systematic attention.1 Similarly, US military doctrine and the professional military literature, while not ignoring the subject entirely, do not consider it in any systematic way.2 This gap is particularly ironic, given the prominent role that soldiers and Marines have played in training indigenous police and other security forces in counterinsurgency campaigns from Vietnam to Afghanistan. If the broader topic of police and counterinsurgency is under-examined, the subject of mentoring—that is, advising and training—foreign police forces is even more neglected. American Marines, soldiers, and other military personnel preparing to deploy to Afghanistan for the police mentoring mission have few sources of information and analysis available to them. This monograph addresses that gap. Using a series of ten vignettes, this report examines in depth the experiences of individual American and British soldiers and Marines who served as mentors in Afghanistan during the 2007-2009 period. Details: Alexandria, VA: CNA Analysis & Solutions, 2010. 98p. Source: Internet Resource: Accessed September 19, 2011 at: http://www.cna.org/sites/default/files/research/WEB%2012%2021%2010%20Police%20Mentoring%20online%20version.pdf Year: 2010 Country: Afghanistan URL: http://www.cna.org/sites/default/files/research/WEB%2012%2021%2010%20Police%20Mentoring%20online%20version.pdf Shelf Number: 122785 Keywords: MentoringPolice TrainingPolicing (Afghanistan)Security Forces |
Author: Cooper, Thalia Title: Bridge Builders for Kids: A Follow-up Study of Mentors and Mentees Summary: Bridge Builders for Kids is a Christian organization that offers a year-round mentoring program for children who have parents in prison. This program serves the Twin Cities and Rochester, Minnesota. The primary purpose of this one-on-one mentoring program is to support boys and girls, ages 5 to 18, by matching them with a Christian adult to engage them in relationship-building activities, and offer them ongoing support until the age of 18. The founders of Bridge Builders based their programming on the PAN Theory - Positive Adult Nurturing. They recognized, based on research and observation, that exposure to violence at young ages (0 to 10) increases the likelihood that young people will act out violently as adults. They discovered that too little positive one-on-one parental nurturing as well as personal trauma are among the most significant contributing environmental factors. Through a faith-based network of caring, supportive mentors, Bridge Builders for Kids aims to break the cycle of violence and incarceration for children of prisoners. Bridge Builders for Kids contracted with Wilder Research to design and carry out an evaluation plan designed to assess the value and impact of the program. The plan included having mentees complete a telephone survey administered by Bridge Builders for Kids volunteers (not their mentors) during which youth were asked to describe their experiences with the mentoring program and how their lives may have been affected by the activities and relationships that were developed. Mentors were interviewed by telephone by professional survey interviewers at Wilder Research. The study shows that while there are some challenges in developing and maintaining a long-term relationship with a child of an incarcerated offender, there are clearly important benefits that can accrue to a child in such a relationship. Results of the mentee survey show that mentors have been successful in creating relationships which feel safe to the child and where the child feels understood. In addition, mentors report that their mentees show more interest in school over time, more hopefulness about the future and an improved ability to appreciate new experiences. The majority of mentors were highly satisfied with their experience and only a few reported specific difficulties with issues like scheduling time with mentees (13%) or establishing boundaries (13%). Mentees also expressed high satisfaction with their relationships with mentors and the vast majority(91%) say that their mentor makes them feel important. Taken together these results indicate that Bridge Builders is having a valuable and positive effect in the lives of young people whose parents are incarcerated. Moreover it appears that the processes that are being used to identify both mentors and mentees has been successful in helping to identify positive role models for youth and in identifying young people whose lives can benefit from such relationships. Details: St. Paul, MN: Wilder Research, 2009. 80p. Source: Internet Resource: Accessed November 1, 2011 at: http://www.wilder.org/download.0.html?report=2147 Year: 2009 Country: United States URL: http://www.wilder.org/download.0.html?report=2147 Shelf Number: 123192 Keywords: Children of PrisonersFamilies of InmatesMentoring |
Author: O'Brien, Rachel Title: The Learning Prison Summary: In recent years there has been significant progress in the area of offender learning and skills, including an increased emphasis on employment and technology use. There have been significant changes aimed at building a more consistent approach to young offenders, including the creation of the Joint Youth Justice Unit in 2007. The aim of the Network was not to undermine these important steps; our objective was to explore ways in which this quiet evolution could be celebrated and built upon in the context of prison overcrowding. The Learning Prison aims to reflect the views and experiences of the people involved including the discussions we held with prisoners. Details: London: The Royal Society for the encouragement of Arts, Manufactures and Commerce, 2010. 101p. Source: Internet Resource: Accessed February 7, 2012 at http://www.thersa.org/__data/assets/pdf_file/0006/278925/RSA_The-Learning-Prison-report.pdf Year: 2010 Country: United Kingdom URL: http://www.thersa.org/__data/assets/pdf_file/0006/278925/RSA_The-Learning-Prison-report.pdf Shelf Number: 124007 Keywords: Correctional AdministrationMentoringPrison AdministrationPrison Programs (U.K.) |
Author: Prince's Trust Title: Making the Case for one-to-one support for young offenders Summary: This document makes the case for a more systematic and unified mentoring community to help reduce youth crime and prevent re-offending. As the prison population of 16-25 year olds has risen by more than a third during the past decade, one-to-one support makes sense. For young offenders, it provides positive role models they can grow to trust and believe in; for mentors, the positive impact on young people’s lives provides a real sense of worth, while for society at large it is one way of helping to reduce offending. Mentoring is not something that professionals are trying to impose on young people; it is something that is welcomed and sought after. A Prince’s Trust survey found that 65% of young offenders under the age of 25 said that having the support of a mentor would help them to stop re-offending; 71% said they would like a mentor who is a former offender and 85% said that starting mentoring whilst in custody would be welcome. We anticipate that this report will build on the work already done in this field by giving added momentum to embed mentoring into the rehabilitation of young offenders throughout the country. Details: London: The Prince's Trust, 2008. 20p. Source: Internet Resource: Accessed February 7, 2012 at http://www.princes-trust.org.uk/pdf/Making%20the%20Case.pdf Year: 2008 Country: United Kingdom URL: http://www.princes-trust.org.uk/pdf/Making%20the%20Case.pdf Shelf Number: 124008 Keywords: Crime SurveysJuvenile InmatesJuvenile Offenders (U.K.)Mentoring |
Author: Bauldry, Shawn Title: Positive Support: Mentoring and Depression Among High-Risk Youth Summary: Positive Support examines the potential benefits of matching high-risk youth with faith-based mentors. Drawing on surveys and interviews with young people who participated in the National Faith-Based Initiative, we found that mentored youth were less likely to show signs of depression than the youth who were not matched with a mentor. This in turn was related to a variety of other beneficial outcomes, including handling conflict better and fewer self-reported instances of arrests. The report concludes with a consideration of the challenges of implementing a mentoring program for high-risk youth and how they might be overcome. Details: New York: P/PV, Public/Private Ventures, 2006. 49p. Source: Internet Resource: Accessed February 7, 2012 at http://www.ppv.org/ppv/publications/assets/202_publication.pdf Year: 2006 Country: United States URL: http://www.ppv.org/ppv/publications/assets/202_publication.pdf Shelf Number: 124009 Keywords: At-risk YouthCrime ReductionFaith-Based InitiativesMentoringReentry |
Author: Prisoners' Education Trust Title: Brain Cells: Listening to prisoner learners Summary: Being in prison is tough. Yet, it does offer opportunities for those prisoners who want to reform and find a path towards a crime-free life. One of the key areas of opportunity is in prison education. Learning new skills, acquiring new qualifications or knowledge can have a profound impact for those prisoners who engage in education. Education, as this report shows, changes prisoners and enables them to plan a different future for life after release. Providing education and training to meet the needs of all prisoners is extremely demanding. Prisoners come from all walks of life, have a variety of social and life experience and represent all races, cultures and religions. The age range in a prison classroom may vary from 22 to over 70. Some prisoners will have drug or alcohol dependency problems or mental health conditions. More than 50% of male prisoners and more than 66% of female prisoners have no qualifications at all. This might be the result of a traumatic home life, undiagnosed learning difficulties or social alienation. The end result is that many prisoners are likely to have been disproportionately disadvantaged in relation to education and learning before entering the prison system. There are severe problems in making prison education work. Some are the inevitable results of prison regimes which must give priority to security. Others arise from the current levels of overcrowding across the prison estate. Prisoners can be moved at short notice, classes or courses can be interrupted and the same curriculum is not always available at the next prison. Some learning records may not be transferred. Access to books, learning equipment and information and communication technology (ICT) varies from prison to prison. Most prisoners have little access to the telephone, no email communication with tutors and no internet access. Distance learning might be the right option, but it may not be possible to get funding to pay for it. Despite these problems, education happens in prisons and it does work. This report gives a snapshot of attitudes and activities and includes some very positive themes. Prisoners affirm strongly the support they receive from prison education staff. Many prisoners act in voluntary roles supporting other learners with many aiming to continue learning after release. This report also highlights the challenges facing education in prisons. In particular, the need to encourage prison officers in their support for prisoner learning, the need to ensure continuity of learning when prisoners are transferred and the need to make better use of ICT as a tool for learning. The findings in this report are important because they enable us to hear the voice and experience of prisoners themselves. Education cannot and should not be a passive transfer of knowledge. The participation and response of the learner is crucial to its success. So we need to hear what prisoners think and how they experience education inside, finding ways to work with them to make prison education as effective as it can possibly be. Prisoner voice should also be an essential element in framing policy about prisoner learning. They are in a position to give feedback on the effectiveness of present policy and their experience can point out the strengths and weaknesses of what is provided. This report is a contribution towards building a constructive, lively and robust account of how prisoners view education inside. Details: Surrey: Prisoners' Education Trust, 2009. 30p. Source: Internet Resource: Accessed February 7, 2012 at http://www.prisonerseducation.org.uk/fileadmin/user_upload/doc/Learning_Matters/BRAIN_CELLS._THE_REPORT.pdf Year: 2009 Country: United Kingdom URL: http://www.prisonerseducation.org.uk/fileadmin/user_upload/doc/Learning_Matters/BRAIN_CELLS._THE_REPORT.pdf Shelf Number: 124010 Keywords: Correctional EducationCorrectional ProgramsMentoringPrisoners (U.K.) |
Author: MENTOR/National Mentoring Partnership Title: Mentoring: A Promising Intervention for Children of Prisoners Summary: Incarceration rates have increased substantially in the United States over the past several decades (Travis et al., 2001; U.S. Department of Justice, Bureau of Justice Statistics, www.ojp.usdoj.gov/bjs). As crime rates spiked in this country in the 1980’s, so did the call for more punitive and accountability-based approaches to stem the rising tide of crime. While the debate continues as to the wisdom of the policies that resulted from this crackdown on crime, including the jailing of more drug and other non-violent offenders and longer sentences for violent offenders, there seems to be little controversy over the fact that this trend has caused what one could term “collateral damage.” This damage isn’t to the offenders, victims, or the communities from which the offenders enter local jails or state correctional facilities and federal prisons; although one could argue that the damage resides there as well. The damage is to the children of those offenders, negatively impacted by the incarceration of their parents. It is a group—that, along with their families, has been described as more at-risk than any other subculture in this country (Travis et al., 2001). To better understand children of prisoners, it is necessary to understand the scope of this problem, the life circumstances facing the children and their parents at the time of incarceration, the impact of the incarceration on the children from a developmental perspective, and the potential benefit different types of interventions may provide. This paper explores these issues and the specific benefit mentoring may provide as an intervention. Details: Alexandria, VA: MENTOR/National Mentoring Partnership, 2007. 32p. Source: Issue 10, Research in Action: Internet Resource: Accessed February 7, 2012 at http://www.mentoring.org/downloads/mentoring_391.pdf Year: 2007 Country: United States URL: http://www.mentoring.org/downloads/mentoring_391.pdf Shelf Number: 124011 Keywords: Children of Prisoners (U.S.)Intervention ProgramsMentoring |
Author: Bauldry, Shawn Title: The Promise and Challenge of Mentoring High-Risk Youth: Findings from the National Faith-Based Initiative Summary: This report, the third derived from research out of the National Faith-Based Initiative (NFBI), examines how faith-based organizations designed and implemented mentoring programs for high-risk youth. Focusing on four NFBI sites (in the Bronx and Brooklyn, NY; Baton Rouge, LA; and Philadelphia, PA), the report takes up three key questions: How were the best practices of community-based mentoring programs adapted to address the specific needs of faith-based mentors and high-risk youth? How did the organizations draw on the faith community to recruit volunteers, and who came forward? And finally, how successful were the mentoring relationships—how long did they last and what potential did they show? Details: New York: P/PV, Public/Private Ventures, 2004. 57p. Source: Internet Resource: Accessed February 7, 2012 at http://www.ppv.org/ppv/publications/assets/171_publication.pdf Year: 2004 Country: United States URL: http://www.ppv.org/ppv/publications/assets/171_publication.pdf Shelf Number: 124012 Keywords: At-risk YouthFaith-Based InitiativesMentoring |
Author: Garringer, Michael Title: "It May Be the Missing Piece" - Exploring the Mentoring of Youth in Systems of Care Summary: As youth mentoring has grown in popularity over the past two decades, the field has consistently faced a dilemma: wanting to expand mentoring into new service areas and bring support to increasingly highrisk youth, while potentially struggling to find sufficient resources and relevant research to guide this expansion. Early mentoring proponent Mark Freedman called this dilemma “fervor without infrastructure” in his seminal 1993 book The Kindness of Strangers, and in many ways, his past concern for mentoring’s future has been realized in its present. The high-quality research of the 1990s and early 2000s by organizations like Public/Private Ventures, and researchers such as David DuBois and Jean Grossman, demonstrated the convincing effectiveness of certain mentoring models while also creating new curiosity as to how mentoring could be used to support different populations or be fused with other youth services. The apparent combination of effectiveness and flexibility of mentoring interventions has created an environment where mentoring is viewed as a “go to” strategy for many serious issues facing disadvantaged youth. As a result, recent years have seen substantial funding, both public and private, directed to programs serving higher-risk youth: children of incarcerated parents, gang-involved youth, homeless youth, youth who have suffered abuse and trauma, teenagers in juvenile detention, children and adolescents with disabilities, and most recently, youth who have been victims of sex trafficking. While this expansion of mentoring has increased support for young people, many in the field note that the research on these innovative models tends to be sparse. Mentoring is being applied to more difficult youth issues, but there continues to be a shortage of research around best practices for developing, implementing, and sustaining mentoring programs that serve youth involved in various systems of care. Just how much do we know about mentoring “system-involved” youth? What can we learn from current research? And what remains unknown or unconsidered by researchers, practitioners, and policymakers? These questions provided the backdrop for the 2011 Summer Institute on Youth Mentoring (SIYM), where over 50 mentoring researchers, practitioners, service providers, and policymakers gathered to discuss the issues related to mentoring youth in the child welfare, juvenile justice, and other systems. The weeklong event at Portland State University featured presentations from innovative researchers and clinicians, as well as intense discussion about the implications for practice. This year’s proceedings also featured two new events hosted by the Center for Interdisciplinary Mentoring Research (CIMR) and designed to engage the broader youth-serving community: The Summer Symposium on Mentoring Research (see page 20), which brought a dozen prominent researchers together for a series of short presentations, and a Policy Summit (page 21), which fostered a dialogue on these issues with government leaders, private philanthropists, foundations, and others in position to influence the future direction of the mentoring field. Details: Portland, OR: Portland State University, 2011. 22p. Source: Internet Resource: Accessed February 7, 2012 at http://www.pdx.edu/youth-mentoring/sites/www.pdx.edu.youth-mentoring/files/It%20May%20Be%20the%20Missing%20Piece.pdf Year: 2011 Country: United States URL: http://www.pdx.edu/youth-mentoring/sites/www.pdx.edu.youth-mentoring/files/It%20May%20Be%20the%20Missing%20Piece.pdf Shelf Number: 124013 Keywords: At-risk YouthIntervention ProgramsMentoring |
Author: Commonwealth Corporation Title: DYS Holyoke Mentoring Pilot Program - Fiscal Year 2009 Report Summary: In fiscal year 2009, Commonwealth Corporation (CommCorp), in partnership with Mass Mentoring Partnership (MMP), brought together DYS and local faith-based organizations – Light of Restoration Ministries and Faith Unlimited, Inc. – in Holyoke, Massachusetts, and implemented a mentoring pilot program that targeted youth in the reentry phase of their commitment to DYS. This approach was based on a positive youth development approach that enables youth, in partnership with the adults working with them, to be active participants in all aspects of their life planning. The Walk in My Shoes mentoring pilot program, as the pilot was named, was managed by CommCorp and focused on providing education and employment-focused mentoring to young people, committed to the care of DYS in the Holyoke area. This program was established to pilot and evaluate a mentoring approach that would have the greatest impact on the lives of DYS clients and respond to their unique strengths and needs. All collaborating partners in this pilot shared a similar perspective and approach to breaking down institutional barriers to assist DYS-involved youth in gaining the key skills and knowledge they need to be productive in their communities and today‟s economy. Through mentoring, the two major goals of the Walk in My Shoes mentoring pilot program were: a) to expand opportunities for DYS youth through exposure to educational and career opportunities, and b) to develop community connections linked to cultivating young people's sense of interest and involvement in the community and in career and future. Using a site-based, group mentoring model, with opportunities for one-to-one mentoring, the pilot initiative aimed to partner 12 adult mentors from the Holyoke community with 12 youth, between the ages of 16-21, all of whom were in the reentry phase of their commitment to DYS. Adult mentors were recruited from the Holyoke community, with a focus on those who shared similar backgrounds and reflected the socio-cultural demographics of the DYS youth involved in the pilot. Based on an evaluation plan that included a pre- and post-survey for mentees and mentors and other sources of feedback, an evaluation team from CommCorp collected data to assess the efficacy of this approach. Both this evaluation data and subsequent recommendations for future mentoring programs for DYS youth are further discussed in this report. Details: Boston, MA: Commonwealth Corporation Source: Internet Resource: Accessed February 7, 2012 at http://www.commcorp.org/resources/documents/FY%2009%20DYS%20Mentoring%20Annual%20Report%20Final.pdf Year: 0 Country: United States URL: http://www.commcorp.org/resources/documents/FY%2009%20DYS%20Mentoring%20Annual%20Report%20Final.pdf Shelf Number: 124014 Keywords: Faith-Based OrganizationsJuvenile OffendersMentoringReentry |
Author: Toldson, Ivory A. Title: Breaking Barriers 2: Plotting the Path Away from Juvenile Detention and Toward Academic Success for School-age African American Males Summary: In 2008, the Congressional Black Caucus Foundation (CBCF) released Breaking Barriers: Plotting the Path to Academic Success for School-age African-American Males, which is widely regarded as one of the most important scholarly contributions for promoting academic achievement among black males. Overall, we learned that education is most effective for black males when it promotes positive school-related growth experiences, with particular emphasis on teacher–student relationships, didactic learning, and emotional support. Cooperative parenting arrangements, and positive parent–child communication, including parents expressing praise and helping with homework, also promote academic success among Black male students. In addition, through civic engagement, volunteerism and sports, academic functioning and peer relations can be improved. Finally, educators must advocate for policies that reduce racial disparities in income, and increase equity and inclusion in education. Above any other lesson, we learned that our work is far from complete. Recent trends in the juvenile justice system and school disciplinary practices threaten the foundation of the school experience and are contributing to schools taking on the appearance of correctional facilities. We applaud the work of the American Civil Liberties Union and the NAACP Legal Defense Fund for alerting the nation to a systemic problem, aptly called the school-to-prison pipeline. Reports on the school-to-prison pipeline demonstrate that zero tolerance and the use of law enforcement to address minor disciplinary problems at school ultimately lead to a rise in the number of juvenile inmates, as well as racial disparities in juvenile detention and academic attainment. The next step is to research specific strategies to create an environment that is consistent with lower levels of delinquency and higher levels of academic success for black males. Breaking Barriers 2: Plotting the Path Away from Juvenile Detention and Toward Academic Success for School-age African-American Males analyzes the responses of a spectrum of black males: high achievers and low achievers; those with arrest records and those without; those who have participated in delinquent activities and those who have not; those who go to safe schools and those who do not; and those who live in safe communities and those who do not. In total, 4,470 school-age black males from across the nation have responded to the surveys analyzed in this report, giving us a complete picture of the life and circumstances of black males who choose to do the right thing, avoid criminal justice involvement, and enjoy higher levels of academic success. We hope that school administrators, teachers, families, legislators, community leaders, and policymakers will use the research findings in our second Breaking Barriers report to create an academic and social environment that is consistent with the most positive youth experiences for black males, ultimately to plot their paths away from the juvenile justice system and toward higher levels of academic success. Details: Washington, DC: Congressional Black Caucus Foundation, Inc., 2011. 90p. Source: Internet Resource: Accessed February 7, 2012 at http://cbcfinc.org/oUploadedFiles/BreakingBarriers2.pdf Year: 2011 Country: United States URL: http://cbcfinc.org/oUploadedFiles/BreakingBarriers2.pdf Shelf Number: 124015 Keywords: African AmericansCrime SurveysJuvenile OffendersMalesMentoring |
Author: Poland, Fiona Title: Stairway Profiles Research: Out of Crime Key Enablement Tools (SPR:OCKET) Summary: A research study by the University of East Anglia for Broadland District Council to look at effective longer-term reduction of offending. The study examined the concerns and views of a wide range of people and organisations. Case studies demonstrated the long term need for bridging of services through mentoring with mentors to support ex-offenders into education and training. Details: Norwich, UK: University of East Anglia, 2007. 79p. Source: Internet Resource: Accessed February 7, 2012 at http://www.broadland.gov.uk/stairway_report.pdf Year: 2007 Country: United Kingdom URL: http://www.broadland.gov.uk/stairway_report.pdf Shelf Number: 124024 Keywords: Community JusticeCrime Reduction (U.K.)EducationMentoring |
Author: Haas, Stephen M. Title: Helping Others Pursue Excellence in Public Schools: Assessing the Impact of HOPE CDC's Mentoring Program Summary: While mentoring programs are generally well received interventions, research indicates mixed results in terms of their impact. Nearly everyone is familiar with the Big Brothers Big Sisters of America organization and likely has positive attitudes toward their programs which started forming as early as 1904. Success of mentoring programs is, however, often contingent upon the program design and implementation. Those programs that have had proven impacts on relationships, attitudes, school attendance and performance, and anti-social behaviors are well designed and follow strict implementation models. Little is also known about whether these impacts, when found, can last over time. Follow-ups, when available, are generally short term and not all that favorable. This report illustrates the results of an impact study of the HOPE (Helping Others Pursue Excellence) Community Development Corporation’s mentoring program. The program is a faith-based initiative designed to improve academic performance and behavior of at-risk youth by providing mentors in typically under performing schools. The mentors or Youth Development Specialists, seek to develop positive relationships with the youth by engaging in various activities mainly at the school. Academic tutoring and lessons related to moral development are also provided to encourage the youth to become better students and citizens and ultimately prevent delinquency. In a prior study (Haas and Turley, 2008), characteristics of the design and implementation of the HOPE CDC’s mentoring program were measured against those of programs that have proven successful in the past. The goal of that study was to determine if the program contained elements that would suggest the potential for the positive impacts they envisioned. While the HOPE CDC’s program was generally well received by those involved, the study found problems with its design and implementation strategy that could hinder its ability to produce positive impacts. Like other newly developed prevention and intervention programs, HOPE CDC experienced common implementation issues at the beginning of the school year. In addition, the study found that the model chosen as a basis for the HOPE CDC mentoring program was not evidence-based and that they departed from this curriculum in several important ways. For example, the mentors were found to be managing large caseloads rather than developing close personal relationships. Both program and school staff indicated that there was a heavy focus on academic performance and tutoring rather than mentoring. Other weaknesses of the program included little or no evidence of formal performance monitoring and an inadequate use of community resources, including family members. Despite these programmatic issues, school staff indicated a high level of support for the program and its expansion. For the most part, the school staff reported positive relationships with the mentors and wished there were more of them. Program staff also had a genuine interest in helping as many students as possible. Finally, the students seemed to be encouraged by the program’s use of incentives for good behavior and performance. Details: Charleston ,WV: Criminal Justice Statistical Analysis Center, Office of Research and Strategic Planning, Division of Justice and Community Services, Department of Military Affairs and Public Safety, 2011. 24p. Source: Internet Resource: Accessed May 6, 2012 at http://www.djcs.wv.gov/SAC/Documents/HopeImpactEvaluationOct2011_Final.pdf Year: 2011 Country: United States URL: http://www.djcs.wv.gov/SAC/Documents/HopeImpactEvaluationOct2011_Final.pdf Shelf Number: 125161 Keywords: At-risk YouthFaith-Based InitiativesMentoring |
Author: Minnesota. Department of Corrections Title: An Outcome Evaluation of the InnerChange Freedom Initiative in Minnesota Summary: This study evaluated the effectiveness of the InnerChange Freedom Initiative (InnerChange), a faith-based prisoner reentry program, by examining recidivism outcomes among 732 offenders released from Minnesota prisons between 2003 and 2009. Results from the Cox regression analyses revealed that participating in InnerChange significantly reduced reoffending (rearrest, reconviction, and new offense reincarceration), although it did not have a significant impact on reincarceration for a technical violation revocation. The findings further suggest that the beneficial recidivism outcomes for InnerChange participants may have been due, in part, to the continuum of mentoring support some offenders received in both the institution and the community. The results imply that faith-based correctional programs can reduce recidivism, but only if they apply evidence-based practices that focus on providing a behavioral intervention within a therapeutic community, addressing the criminogenic needs of participants, and delivering a continuum of care from the institution to the community. Given that InnerChange relies heavily on volunteers and program costs are privately funded, the program exacts no additional costs from the State of Minnesota. Yet, because InnerChange lowers recidivism, which includes reduced reincarceration and victimization costs, the program may be especially advantageous from a cost-benefit perspective. Details: St. Paul, MN: Minnesota Department of Corrections, 2012. 43p. Source: Internet Resource: Accessed August 3, 2012 at: http://www.doc.state.mn.us/publications/documents/2-12-DOC_IFI_Evaluation.pdf Year: 2012 Country: United States URL: http://www.doc.state.mn.us/publications/documents/2-12-DOC_IFI_Evaluation.pdf Shelf Number: 125859 Keywords: Cost-Benefit AnalysisFaith-Based Correctional ProgramsMentoringPrisoner ReentryRecidivismRehabilitationReligion |
Author: Danish Crime Prevention Council Title: The Effectiveness of Mentoring and Leisure-Time Activities for Youth At Risk: A Systematic Review Summary: Community-based mentoring and leisure-time activities for youth at risk of offending can have promising effects for a variety of outcomes such as deviant behaviour, violence and delinquency – even when the young people’s negative behaviour is group-related. To begin with, the focus of research was prevention efforts addressing group-related violence alone, but a broader focus became more meaningful, considering many different factors concerning links between different kinds of crime and prevention, the available research, the characteristics of youth groups and the local challenges faced in Denmark. Troublesome youth groups are not always violent, and, if they are, violence is only one kind of crime among and linked to various others, which argues for a broader crime focus. Furthermore, the youth groups known in Denmark are mostly unstable with informal membership – they appear and disappear and rather have the shape of dynamic networks. The fact that young people gather in groups is a normal phenomenon, and youth groups are often based on friendship and common interests. Therefore, groups per se are not a fixed phenomenon to combat – rather their potentially deviant behaviour. Initial analyses also found that effect studies on gang prevention are often lacking or of a poor quality, which make them difficult to learn from. In addition, gang prevention and intervention projects mostly deal with adults and organized crime, whereas the aim of the review was promising prevention programmes and projects for youth at risk. An overview of various types of prevention efforts and their effects on this target group revealed that mentoring and leisure-time activities are applied to both general and group-related crime among young people. Community-based efforts within these two kinds of prevention were found to be the most well documented and promising ones and dealing with both deviant, delinquent and violent behaviour – also group-related. These kinds of interventions became the focus of the review. Mentoring and leisure-time activities are already applied in many Danish settings. A systematic review of effectiveness can qualify and guide practitioners dealing with actual problems ranging from mild and general to serious and group-related crime. After all, crime prevention is defined not by intentions to prevent, but by results, and since many risk and protective factors overlap, prevention efforts can possibly handle more than one problem. Whether they do must be examined thoroughly. This systematic review is based on structured and multi-disciplinary literature searches in articles published from 1980 to the end of 2011 in five international research databases, besides internet and reference searches. The literature has been screened systematically according to explicit inclusion and exclusion criteria. Among other things, the effect of the given prevention projects and programmes should be measured in terms of crime or mediating factors for crime, and the participating youth should include some 12-17-year-olds and at least 50 % boys, since they are at greater risk. Data has been extracted from each included full-text study in relation to many standardised categories describing, for instance, the given intervention, its target group, setting, organisation, effect etc., and, furthermore, many characteristics of the procedures of the study itself. Each study has undergone quality assessment, and overall low quality studies have been excluded. Details: Glostrup: Danish Crime Prevention Council, 2012. 178p. Source: Internet Resource: Accessed September 26, 2012 at: http://www.dkr.dk/sites/default/files/DKR%202012%20%20Mentoring%20and%20Leisure-Time%20Review.pdf Year: 2012 Country: International URL: http://www.dkr.dk/sites/default/files/DKR%202012%20%20Mentoring%20and%20Leisure-Time%20Review.pdf Shelf Number: 126456 Keywords: At-risk YouthDelinquency PreventionJuvenile OffendersLeisure-Time ActivitiesMentoringSports and Recreation |
Author: Nuytiens, An Title: Sport, Science and Art in the Prevention of Crime Among Children and Youth Summary: This paper explores theoretical frameworks used for understanding the relationship between leisure activities and the prevention of youth crime. It is examined whether scientific research has yielded empirical support for these theoretical perspectives. This discussion is illustrated by means of examples of good or promising projects for each field (sports, art, science). It is concluded that leisure can be regarded as an important context for youth crime prevention. In practice however, there appears to be little scientific evidence for these mechanisms. Therefore, it is difficult to identify good or promising practices within this field. Details: Brussels: European Crime Prevention Network, 2012. 17p. Source: EUCPN Thematic Paper No. 1: Internet Resource: Accessed September 30, 2012 at http://www.eucpn.org/download/?file=EUCPN%20Thematic%20Paper%20No%201.pdf&type=13 Year: 2012 Country: Europe URL: http://www.eucpn.org/download/?file=EUCPN%20Thematic%20Paper%20No%201.pdf&type=13 Shelf Number: 126511 Keywords: Arts in PrisonsArts ProgramsAt-risk YouthDelinquency PreventionJuvenile OffendersLeisure-Time ActivitiesMentoringSports and Recreation |
Author: Atella, Julie Title: Mentoring Children of Promise: Interim Evaluation Findings Summary: In 2007, there were more than 1.7 million children with a mother or father in jail or prison. More than 7 million children—approximately one tenth of the nation’s young people—had a parent under supervision by the criminal justice system. When parents are incarcerated, their arrest and imprisonment often have a profound, negative impact on their minor children. Generally impoverished to begin with, most children of prisoners become even poorer upon their parents’ arrest. They exhibit high rates of anxiety, depression, post-traumatic stress and attention disorders. They are also at increased risk of homelessness, household disruption, school failure and delinquency. Numerous studies have shown that mentoring programs can have significant benefits for at-risk youth like children of prisoners. Mentoring increases the likelihood of regular school attendance and academic achievement. It also decreases the chances of engaging in self-destructive or violent behavior. A trusting relationship with a caring adult can often provide stability and have a profound life-changing effect on the child. Volunteers of America of Greater New Orleans Mentoring Children of Promise (MCP) program has been providing mentoring services to children of incarcerated parents since 2004. The goal of this program is to create the right conditions for children of prisoners to reach their full potential. In 2010, Volunteers of America of Greater New Orleans was awarded funding from the U.S. Department of Health and Human Services to conduct a multi-year process evaluation of this program. VOA has contracted with Wilder Research to document the program’s service model and identify implementation factors that are most critical to the program’s success. Details: Saint Paul, MN: Wilder Research, 2011. 17p. Source: Internet Resource: Accessed November 3, 2012 at http://www.wilder.org/Wilder-Research/Publications/Studies/Mentoring%20Children%20of%20Promise/Mentoring%20Children%20of%20Promise,%20Interim%20Evaluation%20Findings.pdf Year: 2011 Country: United States URL: http://www.wilder.org/Wilder-Research/Publications/Studies/Mentoring%20Children%20of%20Promise/Mentoring%20Children%20of%20Promise,%20Interim%20Evaluation%20Findings.pdf Shelf Number: 126865 Keywords: At-risk YouthChild WelfareChildren of InmatesChildren of PrisonersMentoring |
Author: Martynowicz, Agnieszka Title: "She's a Legend": the Role of Significant Adults in the Lives of Children and Young People in Contact with the Criminal Justice System Summary: The experience of children and young people who come into contact with the criminal justice system in Northern Ireland is an issue which is of particular interest to the Northern Ireland Commissioner for Children and Young People (NICCY), as it engages key children's rights and raises significant issues concerning their wellbeing and best interests. Research indicates that many children and young people in conflict with the law have been affected by a myriad of issues, including poverty and social exclusion, family breakdown, mental health problems, drugs and alcohol and domestic violence. Significant proportions of children and young people are also care-experienced and have been or remain on the child protection register. Young people in Northern Ireland who come into contact with the criminal justice system share a range of difficulties experienced by young people in other jurisdictions, but added to this are issues related to the legacy of the Northern Ireland conflict, including experiences of violence and a lack of safety in communities. Many of these children and young people are therefore extremely vulnerable and the potential impact of contact with different adults on their lives can be very significant. Children who have experience of the justice system are likely to come into contact with a range of adults who may play a supportive role, apart from parents or carers or other adult family members. These may include social workers, youth workers, community workers, community educators, teachers and volunteer mentors. Research has highlighted the positive impact that supportive relationships with 'significant adults' can have and children and young people themselves have identified the importance of adults in providing mentoring, guidance and support. In February 2012, NICCY commissioned a study to look at the role that these adults can play in the lives of children who come into contact with the criminal justice system. Of particular interest to NICCY was how supportive, affirming relationships with 'significant adults' can positively influence different aspects of young people's lives and the extent to which they can support them in areas such as personal and emotional development, education or training and diversion from the criminal justice system. Many of the children and young people who participated in this research are amongst the most marginalised in society. Against a backdrop of often complicated family situations, they can struggle to engage in education and training, are often excluded from the job market, face difficulties with physical and mental health and can find it difficult to develop and sustain positive relationships with adults and peers. This research has highlighted the important role that significant adults can play in helping young people to access their rights, for example, to appropriate accommodation, education, training and employment and health, welfare and leisure services. Young people value this support and stated that assistance is important in helping them make more positive choices about their lives. Young people want the significant adults to be trust-worthy, reliable, 'straight talking' and honest and they value adults' commitment to the relationship with them. They also like the adults to be fun to be with. Children and young people felt that they were negatively labelled by the media and politicians. They felt it was important that those adults who were significant to them believed in their positive qualities, recognised their potential and were consistent in their support. The report concludes that one-to-one support is crucial for young people who have had little assistance in their lives and that projects which provide such help to young people play a very important role in that respect. While recognising the importance of mentoring and other individual work, this report argues that such support should be provided alongside universal services and advocacy for social justice for children and young people. Details: Belfast: Northern Ireland Commissioner for Children and Young People, 2012. 99p. Source: Internet Resource: Accessed January 24, 2013 at: http://dera.ioe.ac.uk/16176/1/NICCY%20Significant%20Adults%20Report%2011%20Dec%2012.pdf Year: 2012 Country: United Kingdom URL: http://dera.ioe.ac.uk/16176/1/NICCY%20Significant%20Adults%20Report%2011%20Dec%2012.pdf Shelf Number: 127387 Keywords: Delinquency PreventionJuvenile Offenders (Northern Ireland)Mentoring |
Author: The Nucleus Group Title: Evaluation of the Ramp Mentoring Program: Final Report Summary: Ramp is a personal development and mentoring program specifically designed to meet the needs of high-risk young people aged 13 to 17 years in residential care in the Eastern Metropolitan Region (EMR) of Melbourne. It was established by Whitelion Inc and the Reach Foundation and funded as a pilot project by the Office for Children, Department of Human Services (DHS) from February 2005. In June 2007, DHS contracted the Nucleus Consulting Group to undertake an evaluation of Ramp. The main purpose of the evaluation was to identify and assess the effectiveness and efficiency of Ramp in regard to outcomes and impact and to determine whether the broader program objectives were being met. The evaluation was informed by quantitative and qualitative data from program management, young people participating in the program, Ramp staff, mentors, residential care staff and DHS protective workers. There were a number of limitations to the evaluation including the low response rates of residential care staff and DHS protective workers, which is in part a reflection of high staff turnover and caseloads. Obtaining interviews with young people participating in Ramp also proved challenging and reflected the complexity of working with this group. Ramp participants had high and complex needs - of the 64 young people who participated in some way with the Ramp program over 80% were or have been considered to be at high risk by DHS. Just under half were considered to be abusing alcohol, drugs or other substances, and over a third had Youth Justice involvement. Nearly one quarter of participants had been in care for six years or more. Ramp is unlike other mentoring programs in Victoria as it incorporates additional features - lead mentors to visit residential care units and engage young people, workshops, camps and other activities. These features provide an integrated approach and are essential strategies in conducting an effective program for young people in this target group. The evaluation also found that the Ramp model incorporated features of effective mentoring programs as shown in relevant research. The Ramp strategies have the added benefit of providing young people with a range of positive role models as well as multiple layers of support (from other young people, some of whom are outside the residential care system, Ramp staff, the Reach Crew, other adults, and mentors should they choose to be matched). Not all participants want a mentor, at least not initially, and Ramp provides a way for these young people to also participate and achieve some positive change as well. Ramp is more expensive than some other mentoring programs due to the inclusion of lead mentors and workshops, a camp and associated activities in the service model. However, it is these elements that facilitate the engagement of high-risk young people and that contribute to sustained, beneficial mentoring relationships. Communication between Ramp and DHS protective workers was found to be poor and action is recommended to remedy this situation. Relationships between Ramp and residential care staff were variable due often to high turnover of staff. Where there was a positive relationship, residential care staff worked in a highly complementary way with Ramp, promoting the program to residents and supporting achievements. Good communication between all parties is essential for working effectively with young people. Ramp activities were generally well attended with most of those interviewed believing they were fun and provided a safe and inclusive environment where they could meet new people and make friends. The evaluation demonstrated that Ramp provided a diverse range of activities for young people, particularly those with mentors. Comments from young people participating in Ramp indicated that Ramp provided a stimulating and inspiring experience. A number of factors have been identified that encouraged engagement with Ramp. Matches are carefully considered and given time to develop, including an initial trial and ongoing assessment to ensure both parties are committed. Most matches continue for the mandated 12 months and many go even longer. Young people are mostly very positive about the relationship with their mentor. Mentors spend time with their mentee weekly or fortnightly in a wide range of activities, are very dedicated and work hard at their relationship. Based on length of relationship, observed and reported impact, and general satisfaction amongst both mentors and mentees, the great majority of Ramp matches were found to have been successful. Ramp exceeded targets established in its 2006/07 DHS Funding and Service Agreement. Ramp staff, mentors, residential care workers and the young people themselves all indicated that participants seemed to be more self-aware and had better self– esteem and confidence as a result of participation in the program. Comments from mentors and participants demonstrated that participants also had improved interpersonal and communication skills. Participants were better placed to take responsibility for and control their future than they were prior to entering the program. Many had new, more positive social connections and some were actively working towards more positive life goals. However, for many, given their complex backgrounds, these gains must be regarded as early (but significant) steps in a long journey. A number of the young people involved in Ramp reported to have achieved some important changes in their lives; most believed these changes were a result of participating in Ramp. The Ramp service model embodies a number of significant strengths and this evaluation has demonstrated many positive effects and substantial promise, including the possibility that it will produce long-term savings and benefits to the community through successful intervention in the lives of high risk, difficult to engage young people. In summary the Ramp model appears to have had a positive impact on most of the young people who engaged with the program. The unique elements of the program, such as the ‘lead mentors’, workshops and camps are deserving of further investigation by DHS in the development of mentoring service models. Details: Balwyn, VIC, AUS: The Nucleus Group, 2008. 60p. Source: Internet Resource: Accessed February 27, 2013 at: http://www.whitelion.asn.au/files/Ramp_Final_Report.pdf Year: 2008 Country: Australia URL: http://www.whitelion.asn.au/files/Ramp_Final_Report.pdf Shelf Number: 127728 Keywords: At-Risk JuvenilesDelinquency PreventionJuvenile Offenders (Australia)Mentoring |
Author: Barnoski, Robert Title: Recidivism Findings for the Juvenile Rehabilitation Administration's Mentoring Program: Final Report Summary: The Washington State Legislature directed the Institute to evaluate the Juvenile Rehabilitation Administration’s mentoring program. The Institute conducted a preliminary analysis of the program in 2002 using a 12-month follow-up period and found reduced recidivism for mentor participants. This report updates the preliminary findings by using a longer follow-up period to measure recidivism. Findings • During the preliminary follow-up, the mentor group recidivated at a lower rate than the comparison group. However, the gap converges by the 36-month follow-up. None of the differences between the two groups is statistically significant for any type of recidivism at the 24- or 36-month follow-up periods. • This study is limited by having a relatively small number of youth in the mentor and comparison groups. As a result, large differences between the groups are necessary to show statistical significance. Details: Olympia, WA: Washington State Institute for Public Policy, 2006. 4p. Source: Internet Resource: Accessed March 4, 2013 at: http://www.wsipp.wa.gov/rptfiles/06-07-1202.pdf Year: 2006 Country: United States URL: http://www.wsipp.wa.gov/rptfiles/06-07-1202.pdf Shelf Number: 127820 Keywords: Juvenile OffendersMentoringRecidivismRehabilitation Programs |
Author: Rennison, Claire Title: ViP- Volunteering in Probation Evaluation of the Kirklees Mentoring Project Summary: The Kirklees Mentoring Project was a 12 month pilot partnership between West Yorkshire Probation Trust and Foundation. Its aim was to improve the successful completion rates of Community Orders in Kirklees, to break down barriers to compliance and assist offenders to build pro-social links within the community. It also aimed to provide positive role models from members of the local community some of whom are ex-offenders themselves. This report is an evaluation of the partnership. Data was collected and analysed via pre and post mentoring questionnaires, file reads of mentee case files and interviews with offenders, Offender Managers, volunteers and Foundation representatives. The report presents the findings gained from this information and recommendations for practice. Details: Wakefield, UK: West Yorkshire Probation Trust, 2011. 55p. Source: Internet Resource: Accessed April 5, 2013 at: http://www.westyorksprobation.org.uk/documentlist.php?type=1&year=2011 Year: 2011 Country: United Kingdom URL: http://www.westyorksprobation.org.uk/documentlist.php?type=1&year=2011 Shelf Number: 128267 Keywords: MentoringPartnershipsProbation (U.K.)ProbationersVolunteers |
Author: Catch22 Title: The Heart Programme: Final evaluation report Summary: This report is an evaluation of the Healthy Relationships Training (HEART) pilot programme. HEART was designed to support vulnerable young people and improve their relationships with both peers and prospective partners. The primary focus was on reducing the risk of young women either committing or being subject to serious violence, particularly gang-related and sexual violence, with a view to reducing victimisation and crime levels. The programme was co-ordinated by the Metropolitan Police Service (MPS) and implemented by the charity Foundation4Life (F4L) in the London Boroughs of Lewisham, Newham and Waltham Forest, with Croydon as a later addition. The model comprised several strands: group training (both universal and targeted), mentoring, a website and a helpline. Coreplan UK developed programme content and trained F4L facilitators and mentors to deliver it. Catch22 and Analytica Consulting were commissioned to carry out the evaluation, beginning in November 2011 and following the life of the programme until December 2012. The evaluation focused on the targeted strands of the programme, the ‘distance travelled’ by those on the targeted training and mentoring strands, and the process and implementation of these strands. The evaluation used an ‘outcomes star’ (see Appendix II), a purpose-designed selfassessment tool, to track individuals’ progress towards planned outcomes related to healthy relationships or ‘distance travelled’. Further relevant qualitative information was collected through interviews and focus groups with key stakeholders, including the young participants themselves. Details: London: Catch22, 2013. 101p. Source: Internet Resource: Accessed August 8, 2013 at: http://www.catch-22.org.uk/Files/HEART-edited-final-draft-17-04-13.pdf?id=ffe84458-5f05-422a-a3c8-a1ac00e3d308 Year: 2013 Country: United Kingdom URL: http://www.catch-22.org.uk/Files/HEART-edited-final-draft-17-04-13.pdf?id=ffe84458-5f05-422a-a3c8-a1ac00e3d308 Shelf Number: 129602 Keywords: At-Risk Youth (U.K.)Delinquency PreventionJuvenile OffendersMentoringPeer Relationships |
Author: Ware, Vicki-Ann Title: Mentoring programs for Indigenous youth at risk Summary: This Resource Sheet examines evidence for the effectiveness of mentoring programs in helping to set Indigenous young people at risk of engaging in antisocial and risky behaviours on healthier life pathways. Mentoring is a relationship intervention strategy that research is showing can have powerful and lasting positive impacts on behavioural, academic and vocational outcomes for at-risk youth. Costello and Thomson (2011:1) describe youth mentoring as follows: Youth mentoring is, according to the Australian Youth Mentoring Network, defined as 'a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support and encouragement'. The goal of youth mentoring is to enhance social engagement and thereby minimise negative behaviours through growth in social and developmental behaviours. There are two types of mentoring style found in the literature-natural and planned. Among Indigenous Australians, the natural or informal form of mentoring is often spontaneous through the Elders' traditional role of sharing the wisdom, the knowledge and the spirit, which can draw Aboriginal people back to traditional ways. Elders play an extremely important role in Aboriginal families as role models, care providers and educators (Walker 1993). This Resource Sheet focuses on the planned or formal form of mentoring, which often includes Elders as part of these programs. It does not, however, cover the following formal forms of mentoring: a detailed analysis of mentoring, which occurs within sporting and other programs. (This is covered, where relevant, in a forthcoming Resource Sheet titled Supporting healthy communities through sports and recreation programs.); mentoring embedded within broader youth diversionary or justice programs; mentoring within cadetship or other vocational education programs. There is a strong body of literature on the types of youth mentoring programs and the dynamics of successful programs and mentoring relationships. This Resource Sheet draws on evidence from 45 studies. Over half were Australian studies, with additional evidence from research in other colonised nations such as New Zealand, Canada and the United States. Two-thirds of the studies were Indigenous-specific. A range of methodologies was used including evaluations, critical descriptions of programs, meta-analyses and research syntheses. Details: Canberra: Closing the Gap Clearinghouse, Australian Institute of Family Studies, 2013. 20p. Source: Closing the Gap Clearinghous Resource Sheet No. 22: Internet Resource: Accessed January 16, 2014 Year: 2013 Country: Australia URL: http://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2013/ctgc-rs22.pdf Shelf Number: 131778 Keywords: At-Risk YouthIndigenous PeoplesJuvenile OffendersMentoring |
Author: Jarjoura, Roger Title: Mentoring Children of Incarcerated Parents Summary: In September 2013, a Listening Session on Mentoring Children of Incarcerated Parents was held in Washington, DC. This session was organized by the U.S. Department of Justice's Office of Juvenile Justice and Delinquency Prevention in partnership with the White House Domestic Policy Council and Office of Public Engagement. It continues the administration's commitment to support youth with incarcerated parents and to ensure that all young people get the best possible start in life. The day-long session comprised more than 40 participants and was co-facilitated by the first two authors of this report. Participants included: - Officials from relevant government agencies and departments; - Individuals recognized by the White House in June 2013 as Champions of Change for Children of Incarcerated Parents; - Representatives from mentoring organizations and other programs with experience serving children with incarcerated parents and their families; and - Youth who were current or previous participants in two of the mentoring programs represented, along with their mentors and family members. This report summarizes both the research and stakeholder input shared during the Listening Session and offers recommendations to further advance the availability and effectiveness of mentoring for children of incarcerated parents. The organization of the report largely follows the agenda of the Listening Session, provided in the appendix. The Listening Session began with brief overviews of research on children of incarcerated parents (Dr. Shlafer) as well as mentoring programs and relationships for youth in general (Dr. DuBois) and for children with incarcerated parents specifically (Dr. Jarjoura). Following an opportunity to discuss the presentations, participants were asked to share their views concerning the significance and most important features of mentoring relationships in the lives of children with incarcerated parents. Next, Drs. Jarjoura and DuBois facilitated an in-depth participant discussion on specific areas of program infrastructure and practice as they pertain to effectively mentoring this population. The session concluded with participants sharing their views regarding the most important next steps for making high-quality mentoring available to children of incarcerated parents. It should be noted that the recommendations included in this report, although informed by the perspectives of session participants, are solely those of the report's authors. Details: Washington, DC: U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention, 2013. 63p. Source: Internet Resource: Accessed January 31, 2014 at: http://www.ojjdp.gov/about/MentoringCOIP2013.pdf Year: 2013 Country: United States URL: http://www.ojjdp.gov/about/MentoringCOIP2013.pdf Shelf Number: 131816 Keywords: Children of PrisonersMentoring |
Author: Tomberg, Kathleen A. Title: Ready for Success: A Profile of YouthBuild Mentoring Participants Summary: The YouthBuild USA National Mentoring Alliance program ("YouthBuild Mentoring") seeks to engage students with responsible, supportive, committed adult volunteers in order to help young people achieve success in education, employment, and social relationships. By matching students with adult mentors for a minimum of 15 months, YouthBuild Mentoring helps these youth form strong emotional bonds and continuing relationships that will ideally last for years beyond the end of the program. In 2010, YouthBuild USA partnered with the Research and Evaluation (R&E) Center of John Jay College of Criminal Justice to assess the attitudes of YouthBuild Mentoring participants on a variety of topics, including self-image, self-efficacy, perceptions of social support, family function, attitudes towards society, perceptions of YouthBuild, and education goals. The assessment focused on students between the ages of 16 and 18 years old who entered YouthBuild between October 2010 and September 2012. A survey designed to measure student attitudes and opinions was administered to students during their initial involvement in the program. This information was paired with YouthBuild administrative and programmatic data to create a profile of students in YouthBuild Mentoring. The R&E research team statistically analyzed the data to examine differences between different groups of students. The survey results did not reveal any significant differences between the responses of different student groups. As a whole, however, YouthBuild Mentoring students reported a high sense of self-efficacy, high self-confidence, and a belief that they have the ability to make a positive impact on their communities. Most students believed they had potential to achieve educationally, economically, and socially in their lives. They also reported that YouthBuild is a beneficial program that can help them develop and achieve. Students matched with a mentor during the YouthBuild Mentoring program were more likely to complete the program than students who were never matched with a mentor. Together, these findings suggest that YouthBuild Mentoring students are enthusiastic, self-confident, and ready to put their energy to work to improve their communities. They believe in the usefulness of YouthBuild and are primed to take advantage of the program to further their own development and success, especially when they are paired with a supportive, encouraging adult mentor. If YouthBuild Mentoring can harness these positive attitudes and continue successfully matching students with caring mentors, the program model will continue to support the development of YouthBuild students. Details: New York: John Jay College of Criminal Justice, Research & Evaluation Center, 2013. 30p. Source: Internet Resource: Accessed March 14, 2014 at: http://johnjayresearch.org/rec/files/2013/08/ybmentor2013.pdf Year: 2013 Country: United States URL: http://johnjayresearch.org/rec/files/2013/08/ybmentor2013.pdf Shelf Number: 131921 Keywords: Delinquency PreventionMentoring |
Author: Williams, Damien J. Title: Mentors in Violence Prevention: Evaluation of the pilot in Scottish High Schools Summary: This report outlines evaluation findings of the pilot implementation of the Mentors in Violence Prevention programme (MVP) delivered in three Scottish high schools during the 2012-13 school year: Port Glasgow and St Stephen's High Schools in Inverclyde, and Portobello High School in Edinburgh. The project utilised a mixed methods approach to undertake a process and outcome evaluation to examine the effectiveness and acceptability of MVP from the perspective of staff, mentors, and mentees. The three primary research questions were: 1. What are pupils' attitudes towards gender violence? 2. Is the MVP programme effective at shifting these attitudes, and encouraging non-violent intervention? 3. How can the programme become more effective? Details: St. Andrews, Fife, UK: University of St. Andrews, 2013. 75p. Source: Internet Resource: Accessed May 10, 2014 at: http://www.actiononviolence.com/sites/default/files/FINAL%20MVP%20EVALUATION%20REPORT.pdf Year: 2013 Country: United Kingdom URL: http://www.actiononviolence.com/sites/default/files/FINAL%20MVP%20EVALUATION%20REPORT.pdf Shelf Number: 75 Keywords: Crime PreventionDate RapeDating ViolenceGender ViolenceMentoringViolence Against Women |
Author: Flewelling, Robert Title: A Process and Outcome Evaluation of Supporting Adolescents with Guidance and Employment (SAGE): A Community-Based Violence Prevention Program for African American Male Adolescents Summary: By the mid-1980s, interpersonal violence among African American male adolescents and young adults was considered an epidemic and identified as a major public health issue. Despite recent declines in violence (Fingerhut, Ingram, & Feldman, 1998; Tonry & Moore, 1998), violent crime and homicide rates continue to be disproportionately high among African American males. African American male adolescents and young adults are almost 10 times more likely than their white male counterparts to be the victim of a homicide (Bureau of Justice Statistics, 1995). While homicide represents the worst outcome associated with violence, it is estimated that 100 nonfatal violent incidents occur for every one homicide (Rosenberg & Mercy, 1986). These statistics emphasize the need to identify and implement promising interventions that may prevent violence and violence-related behavior in this at-risk population. This study reports the findings of an evaluation of a community-based violence prevention demonstration project focusing on African American male adolescents in Durham, North Carolina. Supporting Adolescents with Guidance and Employment (SAGE) was developed and implemented by three organizations in Durham that came together out of their concern about rising levels of youth violence and other risk behaviors and was funded by the Centers for Disease Control and Prevention. The key elements of this multifaceted effort included an Afrocentric guidance and instructional program, coupled with mentoring; a summer jobs training and placement program; and an after-school entrepreneurial training program. Details: Research Triangle Park, NC: Research Triangle Park, 1999. 55p. Source: Internet Resource: Accessed May 15, 2014 at: http://www.rti.org/pubs/sage_evaluation_report.pdf Year: 1999 Country: United States URL: http://www.rti.org/pubs/sage_evaluation_report.pdf Shelf Number: 132368 Keywords: African Americans Community Based Program Delinquency Prevention Employment Programs Interpersonal Violence Juvenile Offenders MentoringViolent Crime Young Adult Offenders Youth and Violence |
Author: Reichert, Jessica Title: Evaluation of the 2013 Community Violence Prevention Programs Youth Employment Program Summary: In 2013, the Community Violence Prevention Program's Youth Employment Program (YEP) offered job readiness training, mentoring, and summer employment to approximately 1,800 youth participants in 24 Chicago-area communities. The evaluation of YEP was designed to guide programmatic enhancements and funding decisions. Researchers used multiple surveys of program staff and participants in order to obtain feedback on trainings for participants, the employment component, mentoring component, and general program operations. The following are key findings from the evaluation of YEP. About the trainings -- - According to administrative data, 1,924 youth enrolled in job readiness training, 1,686 completed training, and 1,750 created resumes. - Job readiness training participants agreed or strongly agreed that the training was well designed (72 percent, n=537), questions were answered (80 percent, n=598), materials were useful (71 percent, n=586), trainers were knowledgeable (84 percent, n=629), and they gained a better sense of what it takes to obtain and maintain a job (82 percent, n=610). - Mentor training participants agreed or strongly agreed that the training was well designed (88 percent, n=120), questions were answered (89 percent, n=121); training materials were useful (89 percent, n=122), trainers were knowledgeable, and they gained a sense of what it takes to be a mentor (84 percent, n=115). - Many job readiness training participants wanted to spend more time on developing a resume or filling out applications (n=48) and building their skills in interviewing (n=44). - Some youth wanted to spend less training time on how to dress for a job (n=45) and hygiene (n=31). - A majority of youth participants (73 percent, n=633) stated that in the job readiness training, they learned speaking and listening skills for the job and the importance of attendance (73 percent, n=632). - Most youth participants (85 percent, n=733) thought the job readiness training helped prepare them for their jobs. - Some mentor training participants suggested having more interaction between youth and mentors (n=13) and discussion on how to deal with problems, crises, or emergencies (n=10). - Mentor training participants recommended the training cover additional mentor skills, such as how to interact with a mentee, build rapport, communicate; including conversation topics, make good first impressions, establish boundaries, and learn their role as mentor (n=21). - Many mentor training participants (30 percent) commented that nothing would improve the training (n=41). Details: Chicago, IL: Illinois Criminal Justice Information Authority, 2014. 102p. Source: Internet Resource: Accessed July 25, 2014 at: http://www.icjia.state.il.us/public/pdf/ResearchReports/Evaluation_YEP_Report_062014.pdf Year: 2014 Country: United States URL: http://www.icjia.state.il.us/public/pdf/ResearchReports/Evaluation_YEP_Report_062014.pdf Shelf Number: 132775 Keywords: At-Risk Youth (Illinois)Delinquency PreventionEmploymentMentoringVocational Education and Training |
Author: Smith, Thomas J. Title: The Least of These: Amachi and the Children of Prisoners Summary: There is no rule book for creating, implementing and sustaining a successful social intervention. Hundreds, if not thousands, of now-defunct social programs attest to this reality. These programs may have succeeded in identifying a social need, a cogent and sometimes creative way of meeting that need, and some capacity (both financial and operational) to launch the effort. These are necessary elements -- but not sufficient ones. The social policy field does not consistently recognize or reward good ideas. Success is often as much a product of unusual circumstances -- confluence of the right time, the right idea and the right people -- as it is a result of inherent program quality and effectiveness. The Amachi program is a prime illustration of the unpredictable nature of success in the social policy arena. Its success resulted from a nearly unique blend of factors -- Public/Private Ventures (P/PV), which had been studying the issue of relationships as a way of helping young people for almost two decades; the Pew Charitable Trusts' interest in the potential of faith-based organizations to meet social needs; the well-known academic John DiIulio, who was looking for practical ways to put Pew's interest into action; a source of stabilizing program knowledge (Big Brothers Big Sisters of America); and finally a leader, W. Wilson Goode, Sr., whose combination of personal contacts, managerial knowledge and experience, and dedication to the idea of Amachi was decisive in making the program a success locally, and later nationally. Politics also played a role: the election of a president (in 2000) interested in faith-based initiatives; DiIulio's role in steering the president's attention to Amachi during its early days in Philadelphia; and the way that attention led to a sustained national focus (with federal program funding) on the target group Amachi was designed to serve: children of prisoners. The interplay of these factors -- along with good luck and good timing -- is in many ways the core of the Amachi story, which is detailed in the pages that follow. Details: Philadelphia: Public/Private Ventures, 2012. 22p. Source: Internet Resource: Accessed September 15, 2014 at: http://www.issuelab.org/resource/least_of_these_amachi_and_the_children_of_prisoners_the Year: 2012 Country: United States URL: http://www.issuelab.org/resource/least_of_these_amachi_and_the_children_of_prisoners_the Shelf Number: 133325 Keywords: Children of Prisoners (U.S.) Faith-Based Programs Families of Inmates Mentoring |
Author: Burgess, Cheryl Title: Women in Focus: An Evaluation Summary: Women in Focus was introduced in South West Scotland as a partnership between Criminal Justice Social Work Services and Barnardo's, aimed at supporting women on court orders to complete these orders and to avoid custody through breach. Support workers from Barnardo's were located in criminal justice social work offices, and using a mentoring-style approach, Women in Focus provided support for women to meet the requirements of court orders and to access community resources aimed at supporting them in the longer-term. The development and operation of Women in Focus resulted from the concerns that many practitioners, policy-makers and others have expressed in relation to the increasing imprisonment of women in Scotland (and internationally). The report sets out the mentoring approach introduced and examines issues arising from the implementation and operation of the service. The report also attempts to evaluate the effectiveness of the service in terms of increased community re/integration and reductions in breach and reoffending. However, innovative attempts, while making a significant difference to the individual women who are able to access them, are introduced and required to operate within, a wider social, political and economic context that can influence how services operate (i.e. short-term funding imposes its own constraints) and how 'effective' these innovative services can be seen to be. Details: Stirling: Scottish Centre for Crime & Justice Research, 2011. 69p. Source: Internet Resource: Accessed September 23, 2014 at: http://www.sccjr.ac.uk/wp-content/uploads/2012/11/Women_in_Focus_FINAL_REPORT.pdf Year: 2011 Country: United Kingdom URL: http://www.sccjr.ac.uk/wp-content/uploads/2012/11/Women_in_Focus_FINAL_REPORT.pdf Shelf Number: 133389 Keywords: Community ServicesFemale Offenders (Scotland)MentoringOffender RehabilitationOffender TreatmentRecidivism |
Author: University of Edinburgh Title: Evaluation of Routes Out of Prison: Summary Report Summary: The Wise Group's Routes out of Prison project helps prisoners get the life, social and employment skills they need to rejoin family life and society. Life Coaches, being ex prisoners themselves, use their own experiences in turning their life around to help others do the same. Life Coaches: - work with prisoners serving three month to four year sentences, for four weeks before they leave prison - prepare an action plan for release including arranging help with housing, debt, benefits, addiction, training, education and work experience - provide one-to-one support after release to help people gain life, social and employment skills Details: Edinburgh: University of Edinburgh, Criminal Justice Social Work Development Centre for Scotland, 2011. 11p. Source: Internet Resource: Accessed September 25, 2014 at: http://www.thewisegroup.co.uk/content/mediaassets/doc/RooP%20Evaluation%20Summary%20Report%202011.pdf Year: 2011 Country: United Kingdom URL: http://www.thewisegroup.co.uk/content/mediaassets/doc/RooP%20Evaluation%20Summary%20Report%202011.pdf Shelf Number: 133417 Keywords: Ex-Offenders (Scotland)MentoringPrisoner ReentryPrisoner Rehabilitation |
Author: Eddy, J. Mark Title: Twelve-Year Professional Youth Mentoring Program for High Risk Youth: Continuation of a Longitudinal Randomized Controlled Trial Summary: This study investigated impacts of a professional mentoring program, Friends of the Children (FOTC), during the first 5 years of a 12 year program. Participants (N = 278) were early elementary school aged boys and girls who were identified as "high risk" for adjustment problems during adolescence and emerging adulthood, including antisocial behavior and delinquency, through an intensive collaborative school-based process. Participants were randomly assigned to FOTC or a referral only control condition. Mentors were hired to work full time with small caseloads of children and were provided initial and ongoing training, supervision, and support. The program was delivered through established non-profit organizations operating in four major U.S. urban areas within neighborhoods dealing with various levels of challenges, including relatively high rates of unemployment and crime. Recruitment into the study took place across a three year period, and follow-up assessments have been conducted every six months. Data have been collected not only from children, but also from their primary caregivers, their mentors, their teachers, and their schools (i.e., official school records). Strong levels of participation in study assessments have been maintained over the past 8 years. Most children assigned to the FOTC Intervention condition received a mentor, and at the end of the study, over 70% still had mentors. While few differences were found between the FOTC and control conditions for the first several years of the study, two key differences, in child "externalizing" behaviors and child strengths, emerged at the most recent assessment point, which on average was after 5 years of consistent mentoring. To date, outcomes do not appear related to the amount of mentor-child contact time or the quality of the mentor-child relationship. Analyses are ongoing, and additional funding is being sought to continue the study forward. Details: Final report to the U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention, 2014. 62p. Source: Internet Resource: Accessed April 7, 2015 at: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/248595.pdf Year: 2014 Country: United States URL: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/248595.pdf Shelf Number: 135176 Keywords: At-Risk YouthDelinquency PreventionJuvenile Mentoring Programs (U.S.)Mentoring |
Author: Wadia, Avan Title: The Informal Mentoring Project: A Process Evaluation Summary: The Mentoring and Befriending Foundation define mentoring as "a voluntary, mutually beneficial and purposeful relationship in which an individual gives time to support another to enable them to make changes in their life". The Informal Mentoring Project was introduced by NOMS and Clinks with the aim of increasing the support available for offenders leaving prison, helping them to reintegrate into society and move towards desistance from crime. It was envisaged that the Informal Mentoring Project would: - provide short-term "light touch" mentoring so that offenders could receive one-to-one support following their release from prison and access services in the community - capacity build existing local organisations to provide mentoring for offenders and - enable offenders to build supportive, trusting relationships with local community members through using local volunteers (including ex-offenders) as mentors. Two organisations ran pilot projects, selected for their differing infrastructure models. Catch22, a national charity, worked with local providers to mentor offenders released from HMP Nottingham. Sefton CVS, a local infrastructure organisation, recruited mentors to work with offenders from HMP Liverpool resettling in the Liverpool and Sefton areas. This report summarises the findings from a process evaluation examining the set-up and implementation of the project. The evaluation ran from March 2011 to November 2012. Although the pilot and evaluation pre-date the Transforming Rehabilitation proposals, the lessons learnt are relevant for understanding the benefits and challenges of undertaking mentoring with offenders, and providing services "through the gate". Details: London: National Offender Management Service, 2015. 75p. Source: Internet Resource: Accessed July 30, 2015 at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/448803/informal-mentoring-project.pdf Year: 2015 Country: United Kingdom URL: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/448803/informal-mentoring-project.pdf Shelf Number: 136263 Keywords: MentoringPrisoner ReentryRehabilitationVoluntary and Community OrganizationsVolunteers |
Author: Ipsos MORI Scotland Title: Evaluation of Shine Women's Mentoring Service Summary: Shine is a Public Social Partnership which provides a one-to-one mentoring service for women who are serving short-term prison sentences, on remand, or subject to Community Payback Orders and at a high risk of custody. The service is designed to empower women to identify and achieve their goals - and to engage with other services which can help them do that. The ultimate aim is to help reintegrate women who offend back into the community and reduce reoffending. The Scottish Government Reducing Reoffending Change Fund provided funding for the design and development of the service (in 2012) and for the running of the service from April 2013 to March 2017. Evaluation objectives Shine commissioned Ipsos MORI Scotland to evaluate: - levels of participation in the service - whether the activities in the service logic model had been undertaken as planned - whether mentors felt equipped to deliver the activities to a high standard - progress against short and medium term outcomes. In addition, the evaluation explored 'what is mentoring?' and what might increase engagement. Evaluation Methods The evaluation was based on: - quantitative data on outcomes - qualitative depth interviews with mentees; mentors; prison champions; and Criminal Justice Social Workers who were referrers/potential referrers to the service. The fieldwork was conducted between July 2014 and January 2015. Key findings Over the first 20 months, there has been an average of 727 referrals to Shine per year. There is evidence that a considerable proportion of mentees made progress on short and medium term outcomes. This should contribute in the long term to reduced reoffending and increased integration. Shine's targets of 60% of those who engage with the service achieving improved motivation to change behaviour and 60% achieving increased engagement with other services have been met. One of the main strengths of the service is that it is personalised and tailored to the needs and goals of the individual mentee. Because of this personalisation, activities vary considerably from case to case but the following qualities, skills and behaviours were key to building relationships and were consistently demonstrated by mentors: regular contact; being non-judgmental; being easy-going; being a relaxing, calming influence; listening; encouraging the mentee to set goals; encouraging mentees to think through consequences; praising and building self-esteem; challenging; being persistent; caring; encouraging engagement with other services. The evaluation also identified a number of areas for improvement. These included better preparation of mentees for exit and, in some areas, better communication with local Criminal Justice Social Work teams. The Shine partnership is currently developing an improvement plan to address these issues. Details: Edinburgh: Ipsos MORI Scotland, 2015. 51p. Source: Internet Resource: Accessed August 14, 2015 at: https://gallery.mailchimp.com/119386c3f41e3eabc47e67d04/files/Evaluation_of_the_Shine_Women_s_Mentoring_Service_FV_050215_WWW_version.pdf Year: 2015 Country: United Kingdom URL: https://gallery.mailchimp.com/119386c3f41e3eabc47e67d04/files/Evaluation_of_the_Shine_Women_s_Mentoring_Service_FV_050215_WWW_version.pdf Shelf Number: 136429 Keywords: Female OffendersMentoringRecidivismReoffending |
Author: Wiegand, Andrew Title: Evaluation of the Re-Integration of Ex-Offenders (RExO) Program: Two-Year Impact Report Summary: The Reintegration of Ex-Offenders (RExO) project began in 2005 as a joint initiative of the Department of Labor, Employment and Training Administration (ETA), the Department of Justice (DOJ), and several other federal agencies. RExO aimed to capitalize on the strengths of faith-based and community organizations (FBCOs) and their ability to serve prisoners seeking to reenter their communities following the completion of their sentences. In June 2009, ETA contracted with Social Policy Research Associates (SPR) and its subcontractors MDRC and NORC at the University of Chicago to conduct an impact evaluation of 24 RExO grantees. The programs funded under RExO primarily provided three main types of services: mentoring, which most often took the form of group mentoring, but also included one-on-one mentoring and other activities; employment services, including work readiness training, job training, job placement, job clubs, transitional employment, and post-placement follow-up; and case management and supportive services. This report summarizes the impacts of the RExO program on offender outcomes in four areas: service receipt, labor market success, recidivism, and other outcomes. Using a random assignment (RA) design, the evaluation created two essentially equivalent groups: a program group that was eligible to enroll in RExO and a control group that was prevented from enrolling in RExO but could enroll in other services. Key findings can be summarized as follows: - RExO significantly increased the number and types of services received. Program group members reported having received, on average, a wider array of services than control group members. Program group members were more likely to participate in job clubs or job readiness classes and to receive vocational training, job search assistance, referrals to job openings, and help with resume development and filling out job applications. Program group members were also more likely to report participating in mentoring sessions and to declare that there was someone from a program who went out of their way to help them and to whom they could turn for advice on personal or family issues. Despite these differences, it is important to note that the program primarily provided work readiness training and support services; fewer than one in five RExO participants (and one in seven control group members) received any form of vocational or other forms of training designed to enhance their skills in in-demand industries. - The economic downturn placed additional pressures on ex-offenders. Unemployment rates in grantee communities were high. Data gathered as part of the evaluation's implementation study indicated that employers that previously hired ex-offenders subsequently had an abundant and overqualified pool of candidates vying for fewer jobs and were less willing to hire individuals with criminal backgrounds, potentially affecting study participants' ability to find and retain employment. In addition, cuts to state and local budgets as a result of the economic downturn reduced other services that could help ex-offenders smoothly re-enter society. - RExO significantly increased self-reported employment, within both the first and second years after RA. These increases were small (between 2.6 and 3.5 percentage points), but statistically significant. In addition, RExO significantly reduced the length of time between RA and self-reported first employment. At any given point following random assignment, program group members who had not yet found work were about 11 percent more likely to do so in the next time period than were control group members who had also not yet found work. However, there were no differences between the study groups in the total number of days employed in the two-year period following RA. - RExO had no effect on reported hourly wages, but did increase total reported income from all sources. There were no differences between the study groups in their reported hourly wages at either the first job obtained after RA or at their current or most recent job, but program group members reported higher average total income from all sources. It is not clear whether this higher average income is due to program group members working more total hours than control group members, obtaining more non-wage income, or some other reason, but program group members reported receiving approximately eight percent more income than control group members. - RExO had no effect on recidivism. Using both administrative data and survey data, program group members were no less likely to have been convicted of a crime or incarcerated than control group members. While results from the survey indicate that RExO reduced the arrest rate (in the first and second years after RA) among program group members, the administrative data found no such effect. Analyses of this discrepancy suggest this difference is driven by either recall bias or otherwise inaccurate reporting on the part of program group members. There was little evidence that RExO affected an array of other outcomes. RExO had no effect on self-reported mental health, substance abuse, housing, and child support. There was some evidence that RExO may have affected health outcomes, as program group members were less likely to report having made any visits to the emergency room (a difference of 4.2 percentage points) or that their physical health limited their work or activities in the most recent month (a difference of 4.7 percentages points). Given that RExO grantees only rarely provided services directly to address these issues, it is perhaps not surprising that there are no clear effects in these areas. Taken together, these findings present a mixed picture of the impact of RExO. On the one hand, it is clear that RExO increased the number and types of services received by program group members, and that it improved the self-reported labor market outcomes of participants as well. But there is little evidence this translated into any impacts on recidivism. Further, the impacts on employment, while statistically significant, are quite small in practical terms. Details: Oakland, CA: Social Policy Research Associates, 2015. 163p. Source: Internet Resource: Accessed August 31, 2015 at: http://www.mdrc.org/sites/default/files/ETAOP_2015-04.pdf Year: 2015 Country: United States URL: http://www.mdrc.org/sites/default/files/ETAOP_2015-04.pdf Shelf Number: 136625 Keywords: Case ManagementEx-Offender EmploymentEx-Offenders Job TrainingMentoringPrisoner ReentryRecidivismRehabilitation |
Author: Conway, James M. Title: Children with Incarcerated Parents: A Quantitative Evaluation of Mentoring and Home-Based Counseling and Case Management Services Summary: The Connecticut General Assembly has provided funding to address needs of children with an incarcerated parent (CIP). The funding is administered and effectiveness of services evaluated by Central Connecticut State University's Institute for Municipal and Regional Policy (IMRP). The IMRP, using a competitive RFP process, funded services beginning in 2008, by two organizations: one providing one-on-one community-based mentoring, the other strengths-based in-home counseling and case management. This report describes a quantitative evaluation of CIPs' well being while receiving services for up to 13 months. Details: New Britain, CT: Central Connecticut State University, 2015. 37p. Source: Internet Resource: Accessed September 16, 2015 at: http://www.ctcip.org/publications/imrp/ Year: 2015 Country: United States URL: http://www.ctcip.org/publications/imrp/ Shelf Number: 136777 Keywords: Children of PrisonersMentoring |
Author: Orr, Kate Skellington Title: HM YOI Polmont: Evaluation of the Implementation and Early Impact of the Peer Learning Hub Summary: Background 1.1 This report presents the findings from an independent evaluation of the Peer Learning Hub pilot that was set up in HM Young Offenders Institution (YOI) Polmont in 2014. 1.2 The purpose of the evaluation was twofold: to document and examine the set up and initial implementation of the Peer Learning Hub; as well as to consider early indications of its impact. 1.3 The evaluation focussed retrospectively on the set up and running of the pilot over the first nine months following implementation and also sought to identify and appraise changes to the pilot model that have subsequently taken place. The evaluation was intended to be formative, insofar as the findings will be used to help the pilot Hub reflect on learning and experience to date, and explore ways in which the project can continue to develop and progress in the future. Research Aims & Questions 1.4 The evaluation directly explored the following research questions: - How has the Peer Learning Hub been established? Has it been implemented as planned? What is the fidelity of implementation? - Have there been barriers to implementation? If so what were they, what was their impact, and how were (or will) they be addressed? - What is being delivered in the Peer Learning Hub? - Are activities being delivered as intended? - Are participants being reached as intended? - What are the characteristics of participants, the throughput and the attrition rates? - What are participants' views on peer mentoring? - What changes, if any, have been made to the Peer Learning Hub as a consequence of initial lessons learned? How and why have changes been made? What impact have such changes had on the success of the Peer Learning Hub? 1.5 Recognising that the Hub is also still fairly new in its implementation, and that impact data was therefore limited to the short term and would be indicative, at best, the evaluation also considered: - Whether peers are better at engaging young people in Polmont than staff members; - Whether peers are more effective at sharing and imparting information and knowledge; - Whether young offenders can act as successful role models; - If, in custodial settings, prisoners can form pro-social communities that realise wider benefits; - Whether the Peer Learning Hub increases confidence, self-esteem and self-worth of the mentors; - Whether peer mentees feel more empowered and responsible; 2 - Whether deployment of peer mentors works as a symbol and signal of a pro-social, asset building culture; - Whether peers can become ambassadors to other service users; and - The extent to which peers can improve service delivery by identifying real issues on the ground. 1.6 It is important to stress that the research did not seek to assess the effectiveness of peer mentoring per se, since the benefits of peer mentoring and other peer interventions in the custodial setting is already well documented1. It is well known, for example, that under the right conditions, peers may be better at engaging offenders than prison or other staff, that they can act as positive role models and may be more effective at communicating information and knowledge to peers than traditional teaching staff. Research has also shown that peer mentors can be effective in helping to change the behaviour of their peers, and can be especially helpful in reaching traditionally hard to reach groups. Instead, what this evaluation sought to do was to explore the specific approach being adopted at HM YOI Polmont and the suitability for the particular offender group housed there. Details: Edinburgh: Scottish Prison Service, 2015. 47p. Source: Internet Resource: Accessed March 23, 2016 at: http://www.sps.gov.uk/Corporate/Publications/Publication-3922.aspx Year: 2015 Country: United Kingdom URL: http://www.sps.gov.uk/Corporate/Publications/Publication-3922.aspx Shelf Number: 138687 Keywords: Correctional ProgramsEducational ProgramsJuvenile CorrectionsJuvenile InmatesMentoringPeer LearningYoung Offenders |
Author: Troshynski, Emily Title: Prisoner Reentry in Nevada: Final Report on the Hope for Prisoners Program Summary: This document examines Hope for Prisoners - a prisoner reentry program in Nevada. Specifically, the research focuses on the impact of the program on participant employment and recidivism outcomes. The research procedures involved both quantitative and qualitative methods; data were gathered from case files and interviews with program participants and program mentors. The sample consisted of 1,186 individuals who completed intake interviews at Hope during an 18- month period (January 2014 - June 2015). The sample was ethnically diverse (approximately 30% White) with an average age of 37. 78% were male and 84% were single. For those who self-reported their most recent offense, 43% indicated violence, 28% reported property crime, 20% reported drug offenses, and 9% indicated a sex crime. Of the 522 individuals who completed the job readiness training course, 64% found stable employment. Of those employed, 25% found employment within 17 days of the training course. Only 6% of these 522 individuals were reincarcerated during the 18-month study period. For participants, Hope for Prisoner's mentor program appears to be a key component of the reentry initiative. Analyses demonstrate that participants with mentors were more likely to find employment. Interview data confirm the importance of mentors in terms of finding employment and also suggest the value of mentors in terms of preventing recidivism. Details: Las Vegas, NV: University of Nevada, Las Vegas, Center for Crime and Justice Policy, 2016. 10p. Source: Internet Resource: CCJP 2016-01: Accessed July 23, 2016 at: https://www.unlv.edu/sites/default/files/page_files/27/PrisonerReentry.pdf Year: 2016 Country: United States URL: https://www.unlv.edu/sites/default/files/page_files/27/PrisonerReentry.pdf Shelf Number: 139803 Keywords: Ex-Offender EmploymentMentoringPrisoner ReentryRecidivismVocational Education and Training |
Author: Dunbar, Laura Title: Evaluation Summary: Community Cadets Corps (CCC) Program Summary: The Community Cadets Corps (CCC) program evaluation was undertaken to examine the effectiveness of Cadets as a crime prevention measure for Aboriginal youth. The CCC program was designed to increase the protective factors of Aboriginal youth ages 10 to 18 years old that are at risk of police contact, and/or engaging in criminal offences, anti-social activities, having conduct problems or truancy at school. Through the National Crime Prevention Strategy (NCPS), Public Safety Canada contributed $2.8 million in funding to implement 4 CCC crime prevention pilot projects in Aboriginal communities: Cross Lake, Manitoba; Kahkewistahaw First Nation, Saskatchewan; Touchwood Agency Tribal Council, Saskatchewan; and Hobbema, Alberta. Funding from the NCPS began in 2010 and ended in 2013. Program Description The CCC program aims to enhance youths' ability to make positive decisions, and lead to a productive and crime-free lifestyle. The program's structure was influenced by the core principles underlying the theory of the Circle of Courage. This model provides a framework for healthy, holistic culturally authentic alternatives that will build a sense of identity and community (belonging) as well as provide opportunities to enhance skills (mastery), develop a sense of independence, and support youth to practice generosity. These are the foundations for positive youth development - empowering Aboriginal youth to develop pro-social competencies, attitudes and behaviours, thereby reducing the risk of delinquent activity and criminal involvement. The CCC program is composed of the following five main program components: - Drill and Deportment: This component provides youth with a structured activity that takes place for approximately 30 minutes each week for 40 weeks. It comprises a series of techniques that must be executed in a specific way, requiring practice and focused attention from participants. Drills/marching are modeled after RCMP or military activities. - Group and Individual Mentoring: This component takes place through drill and deportment, life skills training, community leadership, and cultural and recreational activities. Community Elders, community workers and others provide youth with positive role models, inspire youth toward future career directions, and provide support in the areas of personal, academic and career development, social and athletic growth. Youth should meet with mentors at least 1 to 4 hours or more each week. - Life Skills Training: In this component, youth take part in various workshops/activities focused on improving their social and self-management skills. It is recommended that youth meet on a weekly basis, 9 months per year (36 weeks in total) in school settings. - Community Leadership/Involvement: Activities under this component aim to engage youth in the community, to enhance a sense of purpose and belonging as well as to develop leadership, planning, and implementation skills. During 1 week night per month and daily sessions during the summer months, Cadets will work towards benefitting the community through various activities. - Cultural and Recreational Activities: This component incorporates cultural adaptations and activities associated with the tradition, values, practices, beliefs, attitudes, and behaviours of Aboriginal youth involved in the program. Details: Ottawa: Public Safety Canada, 2015. 13p. Source: Internet Resource: Research Report: 2015-R007: Accessed July 25, 2016 at: http://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/ccc-prgrm/ccc-prgrm-en.pdf Year: 2015 Country: Canada URL: http://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/ccc-prgrm/ccc-prgrm-en.pdf Shelf Number: 139846 Keywords: Aboriginal YouthAt-Risk YouthCommunity Cadets CorpsDelinquency PreventionMentoring |
Author: Civic Enterprises Title: The Mentoring Effect: Young People's Perspectives on the Outcomes and Availability of Mentoring Summary: This report provides insights on young people's perspectives on mentoring in three areas: (1) Mentoring's Connection to Aspirations and Outcomes; (2) The Value of Mentors; and (3) The Availability of Mentors. The report then offers recommendations to guide community, state, and national partners in their work to close the mentoring gap and increase the powerful effects of mentoring. By connecting young people to caring, consistent, and supportive adults, the nation can help young people achieve their dreams, and also strengthen communities, the economy, and our country. In addition to the nationally representative survey of 18- to 21-year-olds, this report reflects discussions with key leaders in business, philanthropy, government, and education, and a literature and landscape review of the mentoring field. While the field of mentoring has reported service gaps in the past, the estimates in this report are not meant to provide a direct comparison. Instead, they are meant to form the most accurate picture possible of how the mentoring needs of young people are currently being met through their perspective, highlight gaps that remain, and chart paths forward to create more caring adult relationships in the lives of children. Details: Washington, DC.; MENTOR/National Mentoring Partnership, 2014. 58p. Source: Internet Resource: Accessed September 8, 2016 at: http://www.mentoring.org/images/uploads/Report_TheMentoringEffect.pdf Year: 2014 Country: United States URL: http://www.mentoring.org/images/uploads/Report_TheMentoringEffect.pdf Shelf Number: 147903 Keywords: At-Risk YouthDelinquency PreventionMentoringYouth Mentoring |
Author: Sandhu, Jatinder Title: 'Young Adult Offender Volunteer Mentoring' Project Evaluation Summary: In early 2013, the Safer Nottinghamshire Board (SNB) through the Reducing Reoffending Delivery Board, provided Nottinghamshire Probation Trust (NPT) with funding to shape a number of 'reoffending reduction' interventions with young adult offenders. Further to consultation with members of the Young Adult Offender (YAO) Project Group and Offender Managers working in the semi-specialist young adult team within the NPT, on ideas for using this funding a decision was made to use a proportion of these monies to design and deliver mentoring interventions for a small cohort of young adult offenders. Broadly, offenders were considered in-scope of this pilot project, providing they fulfilled the following criteria: 1) Aged 18-25 (originally intended for 18-21 year olds, but due to operational considerations, this was later expanded to include 22-25 year olds) 2) County or conurbation residents 3) Referred by Offender Managers working in the semi-specialist young adult team 4) Undertaking a community order or under supervision as part of their licence conditions The project was managed by the Mentor Co-ordinator within the REACH project, who in turn was supported by NPT's Employment, Training, Accommodation and Benefits Manager. The project was a small scale scheme, which was funded at $1500 for the costs of recruitment and training of volunteer mentors but did not cover the coordination and management costs, which were added on to the existing commitments of the REACH scheme. There were three key stakeholders associated with the project - volunteer mentors (VMs), mentees and Offender Managers from the 'young adult' semi-specialist team. The intention was for individuals to be referred if they were deemed to be in need of extra coaching/support to help them in their 'journey from crime'. Importantly, this project has not been designed as a 'peer mentoring' pilot project. Instead, all mentoring interventions were to be delivered by volunteer mentors (VMs) recruited through the Nottinghamshire Community Voluntary Service (NCVS). The intention of the pilot project was to match 25 young adult offenders with ten VMs. With the project formally ending in March 2014, nine volunteer mentors had been recruited, but had only been matched with five mentees. The implication of achieving just 20 per cent of the anticipated mentee/mentor 'matches', is that the 'three way process' between the mentors, mentees and Offender Managers was not operating as originally intended (see Aims and Objectives of the project). Details: Nottingham, UK: Nottingham Trent University, 2014. 37p. Source: Internet Resource: Accessed September 28, 2016 at: http://irep.ntu.ac.uk/3182/1/219992_PubSub2254_Sandhu.pdf Year: 2014 Country: United Kingdom URL: http://irep.ntu.ac.uk/3182/1/219992_PubSub2254_Sandhu.pdf Shelf Number: 140491 Keywords: MentoringPeer MentoringVolunteersYoung Adult Offenders |
Author: Buck, Gillian Title: Peer mentoring and the role of the voluntary sector in [re]producing 'desistance' : identity, agency, values, change and power Summary: Despite much enthusiasm for the practice of peer mentoring by ex-offenders it has received very little empirical scrutiny. This thesis examines the micro dynamics and intimate interactions within these relationships. In doing so it highlights how mentors are often much more than functional additions to existing criminal justice systems. They are also presented as teachers, co-operators and critical agents. The narratives in this study highlight how dominant forms of knowledge often minimise or miss the lived experiences of crime and change. In contrast, peer mentors place lived experiences at the centre of their approach and in doing so they critically question exclusionary practices and re-humanise themselves and their peers. The work of peer mentors also highlights and at times challenges the hidden power dynamics that are subsumed when ‘regular’ interventions take place. But, mentoring cannot avoid or operate outside of these power relationships. It can and does generate other power dynamics. Whilst many of these complex relations remain hidden in current evaluations of the practice they are rendered visible here. Data were obtained from qualitative interviews with eighteen peer mentors, twenty peer mentees, four service coordinators and two Probation officers, who were drawn from a range of voluntary sector providers in the North of England. Observations of practice were also carried out, including: volunteer recruitment processes; training courses; and formal supervision sessions. Where possible mentors were also observed facilitating group work with their peers. The analysis of the data drew upon techniques of thematic analysis and critical discourse analysis focusing upon how mentoring was described, performed and justified by participants. As a result of this analysis five overarching themes emerged. These are: identity, agency, values, change and power. Details: Newcastle, UK: Keele University, 2016. 406p. Source: Internet Resource: Dissertation: Accessed January 25, 2016 at: http://eprints.keele.ac.uk/2410/1/BuckPhD2016.pdf Year: 2016 Country: United Kingdom URL: http://eprints.keele.ac.uk/2410/1/BuckPhD2016.pdf Shelf Number: 147801 Keywords: DesistanceEx-offendersMentoringPeer Mentoring |
Author: Umez, Chidi Title: Mentoring as a Component of Reentry: Practical Considerations from the Field Summary: The impact of mentoring for adults returning to their community from incarceration is dependent on how well reentry programs structure the mentoring component of the program, which involves collaborating with correctional facilities, thoughtfully selecting and matching mentors and participants, and effectively concluding the mentoring relationship. An integral part of the process also involves the understanding that mentoring should serve as a supplement to services that address other critical reentry needs, such as housing, health care, substance use treatment, and employment. Despite growing interest and investment in mentoring as a component of reentry, there is only a small body of research to support the value of mentoring services in reducing recidivism among criminal justice populations. The research related to adult reentry mentoring that does exist rarely addresses participants' criminogenic risk levels and other factors that are known to be important in recidivism-reduction strategies. In the absence of research, reentry programs and corrections agencies are looking for guidance on how mentoring and correctional evidence-based practices (EBPs) can be integrated. This publication from the National Reentry Resource Center offers five broad, field-based practical considerations for incorporating mentoring into reentry programs for adults. Although the primary audience for this publication is community-based reentry organizations that are incorporating adult mentoring into their portfolio of reentry services, corrections agencies, other organizations, and legislative officials may also find this publication useful for gaining a better understanding of the components of adult mentoring in reentry. Details: New York: The Council of State Governments Justice Center, 2017. 45p. Source: Internet Resource: Accessed September 7, 2017 at: https://csgjusticecenter.org/wp-content/uploads/2017/07/6.27.17_Mentoring-as-a-Component-of-Reentry.pdf Year: 2017 Country: United States URL: https://csgjusticecenter.org/wp-content/uploads/2017/07/6.27.17_Mentoring-as-a-Component-of-Reentry.pdf Shelf Number: 147156 Keywords: MentoringPrisoner Reentry |
Author: Lynch, Mathew Title: Arches Transformative Mentoring Program: An Implementation and Impact Evaluation in New York City Summary: The Arches Transformative Mentoring program (Arches) advances New York City's commitment to maintain public safety through community-based programming that supports personal development as a mechanism to avoid future criminal activity. Through a combination of credible messenger mentoring and an evidence-based curriculum, Arches reduces one-year felony reconviction by over two-thirds and reduces two-year felony reconviction by over half. These findings demonstrate the promise of combining an evidence-based curriculum and credible messenger mentoring to achieve recidivism reduction. This evaluation report reflects the findings of a qualitative and impact evaluation of Arches, a group mentoring program serving young adult probation clients ages 16 to 24. Arches uses an evidence-based interactive journaling curriculum centered on cognitive behavioral principles, delivered by mentors with backgrounds similar to those of their mentees, known as "credible messengers," direct service professionals with backgrounds similar to the populations they serve, often including prior criminal justice system involvement. Launched in 2012 as part of the NYC Young Men's Initiative (YMI) and with private funding from Bloomberg Philanthropies and oversight from the Mayor's Office for Economic Opportunity (NYC Opportunity), Arches is managed by the NYC Department of Probation (DOP) and currently operates with City funding at 13 sites across the five boroughs. The evaluation was conducted using a matched comparison group to assess the impact of Arches on participant outcomes, including recidivism reduction; to explore participant and staff experiences in and attitudes toward the program; to identify practices associated with successful programmatic operation and positive outcomes; and to develop recommendations for program enhancement. The evaluation finds that Arches participants are significantly less likely to be reconvicted of a crime. Relative to their peers, felony reconviction rates among Arches participants are 69 percent lower 12 months after beginning probation and 57 percent lower 24 months after beginning probation. This impact is driven largely by reductions among participants under age 18. The evaluation also indicates the program helps participants achieve improvement in self-perception and relationships with others. Pre- and post-assessment show gains in key attitudinal and behavioral indicators, including emotion regulation and future orientation. Qualitative findings show that participants report very close and supportive relationships with mentors, attributed to mentors' status as credible messengers, their 24/7 availability for one-on-one mentoring, and a "family atmosphere" within the program. The report presents several recommendations to enhance the Arches program model and capitalize on its success, including better tailoring the content of the curriculum to reflect the lived experience of the participant population, increasing the frequency and length of programming to support participant engagement, and introducing wraparound and aftercare services. The report highlights the potential for expanded collaboration across Arches providers to improve knowledge sharing and adoption of best practices, as well as enhanced partnerships between Arches providers and other young adult programming to supplement service delivery and grow community awareness of the program. The report also calls for expanded mentor supports, including opportunities for full-time employment and advanced training. This evaluation confirms that Arches is an impactful program with demonstrated ability to reduce participant recidivism and great promise to produce sustainable attitudinal and behavioral change for justice system-involved young adults. New York City has already formalized its commitment to Arches through the new allocation of City funding to sustain the program following the completion of Bloomberg Philanthropies grant funding. Additionally, as part of the Mayor's Action Plan for Neighborhood Safety, the Mayor's Office of Criminal Justice has launched the Next STEPS program, a modified version of Arches targeted to serve young adults at risk of justice-system involvement who reside in select high-crime New York City Housing Authority developments Details: Washington, DC: Urban Institute, 2018. 81p. Source: Internet Resource: Accessed March 19, 2018 at: https://www.urban.org/sites/default/files/publication/96601/arches_transformative_mentoring_program.pdf Year: 2018 Country: United States URL: https://www.urban.org/sites/default/files/publication/96601/arches_transformative_mentoring_program.pdf Shelf Number: 149523 Keywords: Cognitive Behavioral ProgramsEvidence-Based ProgramsFelony OffendersMentoringProbationersRecidivismRehabilitation ProgramsYoung Adult Offenders |
Author: Champion, Nina Title: Turning 180 Degrees: The Potential of Prison University Partnerships to Transform Learners into Leaders Summary: This report is based on travels to four countries: Belgium, Denmark, Poland and United States (California) to explore prison university partnerships. A typology of ten different models of collaboration is set out in the report: 1. Inside and outside students studying together in prison 2. Professors and former professors teaching/mentoring inside students 3. Outside students teaching/mentoring inside students 4. Inside students attending university on day release 5. Digital and distance learning 6. Pipelines to university after release 7. Staff professional development 8. Participatory research 9. Co-production and co-creation 10. Advocacy and activism The list above reflects the vast array of potential partnership approaches to meet different needs and to suit different establishments. Often these models overlapped, with learners gaining a variety of opportunities to engage with higher education. I visited new and emerging partnerships in Europe and longer-established partnerships in the United States. Meeting many alumni of these programmes in California, who were now community leaders influencing social change, led me to analyse the findings through the lens of leadership. Building on the concept of becoming 'assets to society', a stated outcome of prison education in England (MoJ, 2017), this report assesses the ways in which prison university partnerships build human capital and social capital. I use the Social Change Model of Leadership Development (Higher Education Research Institute, 1996) as a framework to define the individual, group and community values observed in these partnerships, showing how they have the potential to transform learners into leaders and affect change: As well as the benefits, this report outlines the challenges of prison university partnerships, in relation to five key themes: People, Logistics, Content, Resources and Impact. In conclusion, assessing the relevance to the UK, I call for universities to see people in prison as future change-makers and urge criminal justice organisations to focus on developing the leadership capabilities of people with lived expertise to drive social change, particularly at this time of 'prison crisis'. Universities should be at the heart of this movement offering opportunities both in custody and after release as part of their widening participation strategies. Prisons should support this by removing barriers to successful collaboration and by embracing partnership working. Details: Prisoners' Education Trust, 2018. 35p. Source: Internet Resource: Accessed May 3, 2018 at: http://www.prisonerseducation.org.uk/data/Resources/Turning%20180%20Degrees%20FINAL%20VERSION.pdf Year: 2018 Country: United Kingdom URL: http://www.prisonerseducation.org.uk/data/Resources/Turning%20180%20Degrees%20FINAL%20VERSION.pdf Shelf Number: 150037 Keywords: Colleges and UniversitiesCorrectional EducationMentoringPrison EducationPrisoner Rehabilitation |
Author: Clinks Title: Under represented, Under pressure, Under resourced: the voluntary sector's role in Transforming Rehabilitation Summary: Under represented, Under pressure, Under resourced is the third and final report in a series looking at the voluntary sector's role in Transforming Rehabilitation (you can also read the first report and second report). Clinks surveyed 132 voluntary sector organisations between February and April 2017 and gathered six in depth case studies. The survey results were analysed by the Third Sector Research Centre and by using the same questions posed in our 2015 survey we have been able to record changes over time. As a result Clinks has identified seven key findings and made 11 recommendations that we believe can make a difference, and help us to understand what the next generation of probation services could look like. Since 2015, in response to feedback from our members and other voluntary sector organisations, Clinks has led the trackTR partnership to undertake in-depth research into the voluntary sector's experience of the changes to probation services brought about by the Transforming Rehabilitation reforms. We have assessed the impact the reforms have had on organisations, the services they deliver, and the people they support; and will use the findings to advocate on behalf of the voluntary sector to government and to probation services run by the National Probation Service (NPS) and Community Rehabilitation Companies (CRCs). Details: London: Clinks, 2018. 68p. Source: Internet Resource: Accessed May 9, 2018 at: https://www.clinks.org/sites/default/files/basic/files-downloads/clinks_track-tr_under_final-web.pdf Year: 2018 Country: United Kingdom URL: https://www.clinks.org/sites/default/files/basic/files-downloads/clinks_track-tr_under_final-web.pdf Shelf Number: 150132 Keywords: MentoringOffender RehabilitationPartnershipsProbationVolunteers |
Author: St. Giles Trust Title: An Evaluation of St. Giles Trust's Peer to the Future Project Summary: This report evaluates the Peer to the Future (PttF) programme, a pilot project operated at Her Majesty's Prison Leeds (HMP Leeds) by St Giles Trust West Yorkshire (St Giles) between February 2014 and March 2015. The project was funded by the Cabinet Office's Rehabilitation Social Action Fund (RSAF), and the evaluation was carried out by The Social Innovation Partnership (TSIP). SGT is committed to turning around the lives of offenders, both inside and outside prison. The multiplier effect is an important feature of this work: ex-offenders are recruited to provide advice to their peers, bringing simultaneous benefits to both groups. Peer advisors have lived and breathed what their clients are experiencing and, with professional training, they can engage them on equal terms as effective agents of change. The Peer to the Future (PttF) programme introduced to West Yorkshire, the SGT model of combining the use of Peer Advisors with delivering a "through the gates" service. As an organisation that strives to be thoughtful and to consider different sources of evidence, the mixed method evaluation contained in these pages offers much food for thought. More could be added to strengthen the quantitative side of the PttF evaluation though this was restricted for now by difficulty accessing certain data. There is however plenty within the existing evidence that can be used and acted upon for other programmes. Programme and participation The PttF programme was designed to reduce the likelihood of prison leavers re-offending by meeting both their physical needs (housing and access to health and benefits services) and emotional needs (positive support networks and internal narratives) as they transition back into the community. The programme provided a (minimum) 10-week comprehensive support package to offenders, starting four weeks prior to release. A peer advisor in custody worked with the client until the day of their release when they were met at the gate by a peer advisor in the community, who continued to help them settle back into society. During the project pilot, a total of 203 clients received support from a total of 43 peer advisors. Peer advisors largely nominated themselves to work with clients in prison or the community and were then assessed by SGT for their suitability. Clients were recruited in prison through advertising and personal connections, and underwent a needs assessment to inform a plan that the peer advisors could then help them to put into action. Partner organisations to the PttF project included Advice UK, Skills for Justice, Voluntary Action Leeds (VAL), Shine and Stonham (part of the Home Group). This report evaluates the PttF programme using a mixed method realist approach, which rests on three evaluation elements: 1. Internal monitoring data of hard outcomes tracked by SGT in the areas of accommodation, health and education, training and employment 2. Interviews and focus groups conducted by TSIP with clients, peer advisors and SGT staff 3. Matched comparison or longitudinal study through externally provided data on arrests, charges and sentences At the time of writing, the third element had not yet been completed as critical data from West Yorkshire police (WYP) and the National Offender Management Service (NOMS) could not be obtained. This data may become available, allowing for a more comprehensive data analysis in future. The Multi-Dimensional Change Management toolkit (MDCM) was introduced to monitor softer outcomes; however, it was taken up too late to gather sufficient data and contribute to the findings. Using this tool in future will allow SGT to report quantitatively on changes in attitudes and emotions, possibly capturing a greater nuance in the distance travelled by clients. Details: London: St. Giles Trust, 2015. 44p. Source: Internet Resource: Accessed October 3, 2018 at: https://www.stgilestrust.org.uk/misc/Evaluation%20into%20peer-led%20resettlement%20support%20in%20Leeds%20full%20report.pdf Year: 2015 Country: United States URL: https://www.stgilestrust.org.uk/misc/Evaluation%20into%20peer-led%20resettlement%20support%20in%20Leeds%20full%20report.pdf Shelf Number: 151747 Keywords: MentoringPeer Mentoring Prisoner Reentry Recidivism Reoffending |
Author: St. Giles Trust Title: The Evaluation of St Giles Trust's SOS Project Summary: St Giles Trust's SOS Project trains and employs reformed ex-offenders as caseworkers, who provide practical and psychological support to their clients - primarily other ex-offenders, but also those at risk of offending - to help them to avoid offending and reintegrate themselves into society. This is a pioneering model for the delivery of such services and the limited results of this paper indicate this model could have an impact if scaled and supported appropriately. This paper provides an account of a mixed-methods evaluation of the SOS Project, carried out by The Social Innovation Partnership (TSIP) and its associates, whose dual-purpose was to analyse the SOS Project's impact and optimise its implementation. The key findings of this report are: - The caseworkers themselves are the biggest strength of the SOS Project. Their commitment, willingness to challenge their clients, and ability to address their attitudes and behaviours whilst still providing support are integral to the SOS Project's work. Clients most frequently mentioned support from SOS workers and the information, advice and guidance as the most valuable parts of the SOS Project. - The SOS Project and St Giles Trust in general are clearly (based on case file reviews, interviews, and partner discussions) receiving referrals from multiple routes, and taking on clients who are difficult or not motivated to reform. This dynamic and 'hard-to-measure' variable means the reconviction analysis conducted in this study needs to be considered in this context. - The SOS Project is well-aligned with the National Offender Management Service (NOMS) understanding of best practice - it takes a holistic approach that principally targets four of NOM' reoffending risk factors this is an important foundation that St Giles Trust are targeting well. With more structure, all nine outcomes could be strongly targeted. - According to client interviews and caseworkers' self-reported outcomes, the SOS Project shows signs of positive impact. The feedback was overwhelmingly positive and case file analysis indicates good work. - A reconviction analysis showed that the reoffending rates of SOS clients were not significantly different from what would be predicted had no intervention taken place. However, due to unavoidable issues with data, these results may not accurately reflect the SOS Project's impact. Further work is recommended. - In any case, data collection needs to be improved in order to fully and accurately capture the SOS Project's impact. St Giles Trust could capture its data better with dedicated administrative support - The process of delivering this evaluation has illustrated that projects that emerge organically and subject to a wide range of funder requirements like the SOS Project (evolved over 6 years) i.e. take on a variety/difficult of clients, use multiple referral routes, and use flexible interventions need to carefully consider the evaluation methodologies and desired outcomes that they select to assess their work. Details: London: St. Giles Trust, 2013. 64p. Source: Internet Resource: Accessed October 3, 2018 at: https://www.stgilestrust.org.uk/misc/Evaluation%20into%20SOS%20Gangs%20project%20full%20report.pdf Year: 2013 Country: United Kingdom URL: https://www.stgilestrust.org.uk/misc/Evaluation%20into%20SOS%20Gangs%20project%20full%20report.pdf Shelf Number: 151748 Keywords: CaseworkersEx-OffendersMentoringOffender SupervisionPeer AdvisorsRecidivismReoffending |
Author: Cramer, Lindsey Title: Evaluation Report on New York City's Advocate, Intervene, Mentor Program Summary: This report presents the findings of an implementation and outcome evaluation of the Advocate, Intervene, Mentor (AIM) program, a court-mandated juvenile alternative-to-placement program serving probation clients ages 13 to 18 years with high criminogenic risk. The evaluation finds that AIM successfully helps participants avoid out-of-home placement and reduce recidivism, as well as pursue and achieve individualized goals to help reduce their risk of reoffending. Launched in July 2012 by the New York City Department of Probation (DOP) as a component of the New York City Young Men's Initiative (YMI) and with oversight from the Mayor's Office for Economic Opportunity (NYC Opportunity), AIM seeks to reduce the use of costly out-of-home placement and to enhance community safety by increasing resiliency and reducing criminogenic risk factors for adolescents on probation. The program uses a one-on-one mentoring model with a paid advocate-mentor available 24 hours a day, 7 days a week. Advocate-mentors are credible messengers, defined as individuals who are respected in the communities served, typically coming from the same neighborhood and backgrounds as the participants. Advocate-mentors work to improve participants' criminal justice and personal outcomes through the co-creation of individualized service plans designed to transform attitudes and behaviors that have led to delinquent activity. The Urban Institute conducted the implementation and outcome evaluation, and collected data from September 2016 through March 2017. The evaluation documented AIM program operations, described participant outcomes and stakeholders' experiences with the program, identified best practices, and developed recommendations to address program challenges. The evaluation drew upon qualitative and quantitative data, including focus groups and interviews with participants and alumni, participants' caregivers, program staff, DOP staff, and Family Court actors and other stakeholders; review of program materials and participant case files; and analysis of program administrative data and criminal justice data, conducted in partnership with DOP. The Urban Institute found the following: - Over 90 percent of participants avoided felony rearrest within 12 months of enrollment-far exceeding the program target of 60 percent. - Over two-thirds of AIM participants completed the program without an out-of-home placement. When excluding out-of-home placements due to technical violations of probation conditions (for reasons other than rearrests or risk to public safety), this figure rises to over 80 percent. - Fewer than 10 percent of participants received a felony adjudication in Family Court (equivalent to being convicted in the adult context) and only 3 percent received a felony conviction in Criminal Court. While based on only a small number of youth participating in the program, these results indicate that AIM is a promising strategy to improve outcomes of justice-involved youth. Implementation findings indicate that participants, alumni, caregivers, program staff, and other stakeholders all had positive feelings about their experience with the AIM program. Participants value their one-on-one interactions with mentors, and caregivers value the program's family team meetings and mentors' responsiveness to participant needs. The report also identified challenges related to the program's enrollment criteria and process, the absence of formal aftercare services, and stakeholder communication and coordination at various stages throughout the program cycle. Based on these findings, the report presents recommendations to address identified challenges, including enabling provider input on enrollment decisions, expanding in-program services and establishing formalized alumni services following the completion of mandated enrollment, enhancing communication across stakeholders, and improving programmatic performance reporting. These findings and recommendations highlight valuable opportunities for enhancements to the AIM program model. NYC Opportunity and YMI will partner with DOP, AIM providers, and other stakeholders to carefully consider the programmatic recommendations presented in this report, with the goal of strengthening the AIM model and juvenile justice services more broadly. At the time of publication, the City is embarking upon multiple cross-cutting justice system reform efforts. Raise the Age legislation will significantly expand the number of youth eligible for juvenile justice services such as AIM, as 16 and 17 year olds transition to Family Court in 2018 and 2019, respectively. Given the demonstrated promise of AIM in serving the needs of youth with high criminogenic risk, the program is well positioned to support the success of Raise the Age reforms. Simultaneously, the City is moving forward with plans to replace the Rikers Island complex with borough-based facilities, a strategy that includes ongoing and significant reductions to the population of detained and sentenced individuals held in City custody. This evaluation builds evidence about what works in alternatives-to-placement programming for juveniles, and these findings can inform the development and implementation of alternative-to-incarceration programming necessary to fulfill the City's commitment to close Rikers. Finally, this evaluation follows after the Urban Institute's and NYC Opportunity's evaluation of the DOP Arches Transformative Mentoring program, which established credible messenger mentoring as an evidence-based approach with positive impact on young adult justice system outcomes. These findings contribute to that body of knowledge and can support the growing national momentum toward credible messenger approaches to human service provision for justice-involved populations and beyond Details: Washington, DC: Urban Institute, 2018. 86p. Source: Internet Resource: Accessed Nov. 2, 2018 at: https://www1.nyc.gov/assets/opportunity/pdf/evidence/AIM_Final_2018.pdf Year: 2018 Country: United States URL: https://www1.nyc.gov/assets/opportunity/pdf/evidence/AIM_Final_2018.pdf Shelf Number: 153144 Keywords: Alternatives to IncarcerationAt-Risk YouthJuvenile Mentoring ProgramsJuvenile OffendersJuvenile ProbationMentoring |
Author: Jarjoura, G. Roger Title: Evaluation of the Mentoring Enhancement Demonstration Program: Technical Report Summary: Introduction -- In 2012, OJJDP launched a demonstration field experiment, the Mentoring Enhancement Demonstration Program (MEDP) and Evaluation to examine: (1) the use of an "advocacy" role for mentors; and (2) the use of a teaching/information provision role for mentors. The overall goal of MEDP was to develop program models that specified what advocacy and teaching look like in practice and to understand whether encouraging the general practice of advocacy and teaching could improve youth outcomes. The American Institutes for Research (AIR) conducted a rigorous process and outcome evaluation of programs funded by OJJDP in 2012. The evaluation was designed to rigorously assess the effectiveness of programs that agreed to develop and implement enhanced practices incorporating advocacy or teaching roles for mentors, including providing focused prematch and ongoing training to mentors, and providing ongoing support to help mentors carry out the targeted roles. The Mentoring Enhancement Demonstration Program MEDP grantees comprised collaboratives that would offer coordinated implementation of the same set of program enhancements in three or four separate established and qualified mentoring programs located within the same regional area. The MEDP collaboratives varied widely in their geographical locations, their size and experience in mentoring, and the structure of their mentoring programs. The types and structures of mentoring programs also varied across, and sometimes within, collaboratives. All the collaboratives proposed enhancements in the way they would train mentors for their roles, and in the way they would provide ongoing support to the mentors and in some cases, the matches. The evaluation of MEDP was designed to: (1) provide rigorous evidence about whether the enhancements improved youth outcomes and reduced risk for delinquency, and (2) describe the practice models and program characteristics associated with these improvements. This combined outcome and implementation analysis was guided by a theory of change. The MEDP Evaluation -- Based on recent research and theory in mentoring as well as the broader field of youth development, the theory of change posited that mentors exposed to enhanced training and support should be more likely to engage in the types of behaviors encouraged through the initiative, and through these behaviors promote more positive, longer-lasting relationships with their mentees, which should, in turn, promote stronger positive outcomes for youth. The implementation evaluation focused on understanding how different the proposed enhancements were from the existing (i.e., the business-as-usual) program practices and whether these differences were big enough to lead us to expect that they might result in differences in match and youth outcomes. We also examined the extent to which the enhanced program practices were delivered as intended. Finally, we wanted to understand what it took for the programs to implement their planned programmatic enhancements. The impact evaluation was designed to understand whether the programmatic enhancements had an impact on the intermediate and distal youth outcomes. We were also interested in understanding - based on the theory of change-what processes led to these outcomes, and whether mentor experiences could be shaped by exposure to the enhanced program practices. Sources of data for the evaluation included program documents, mentor training rosters, notes from site visits, notes from staff focus groups, surveys of staff, and baseline and follow-up surveys of youth, parents, and mentors. Throughout the initiative, the research team took a collaborative approach to working with the program staff who supported data collection activities, to increase their capacity to participate in the evaluation and to ensure data quality. Details: American Institutes for Research, 2018. 233p. Source: Internet Resource: Accessed November 27, 2018 at: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/252167.pdf Year: 2018 Country: United States URL: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/252167.pdf Shelf Number: 153846 Keywords: Cognitive Behavioral ProgramsDelinquency PreventionEvidence-Based ProgramsMentoringRehabilitation ProgramsYoung Adult Offenders |
Author: Duwe, Grant Title: The Importance of the Company You Keep: The Effectiveness of Social Support Interventions for Prisoners Summary: Key Points Although underused by prison systems, social support interventions have generally been found to improve recidivism and prison misconduct outcomes. Prison visitation tends to be more effective in reducing recidivism when it is closer to an inmate's release from prison, more frequent, and spread out among numerous individual visitors. Further, visits from community volunteers, such as clergy and mentors, have been found to be more beneficial in decreasing recidivism. Correctional programs relying on community volunteers have been more effective when they have delivered a continuum of social support from prison to the community. Details: Washington, DC: American Enterprise Institute, 2018. 11p. Source: Internet Resource: Accessed March 18, 2019 at: http://www.aei.org/wp-content/uploads/2018/10/The-importance-of-the-company-you-keep.pdf Year: 2018 Country: United States URL: http://www.aei.org/wp-content/uploads/2018/10/The-importance-of-the-company-you-keep.pdf Shelf Number: 154304 Keywords: MentoringPrison VisitsVisitorsVolunteers in Corrections |