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Date: April 30, 2024 Tue
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Results for mentoring programs
5 results foundAuthor: Karcher, Michael J. Title: An Evaluation of Advocacy-Based Mentoring as a Treatment Intervention for Chronic Delinquency Summary: The primary goal of the proposed research project was to provide estimates of the effectiveness of youth advocacy in general, and more specifically as delivered through the Youth Advocate Programs, Inc. (YAP). YAP is a national nonprofit organization active in twenty states that provides a treatment intervention for reducing serious and chronic delinquency for court-referred youth. This study examined processes and outcomes in the YAP program in four cities to inform juvenile justice policy and practice regarding the possible benefits of advocacy-based interventions for this population. This grant focused on evaluating four Youth Advocate Programs, Inc. (YAP) in separate regions of the country in order to increase variability in model delivery and youth participants. The research design was based on information collected about YAP services from prior research and focused both on identifying key mentoring and advocacy processes that may interrupt chronic delinquency and measuring proximal and distal outcomes related to crime and prosocial behavior of participation in youth mentoring with paid mentors who prioritized advocacy as one element of mentoring. Project Goals to achieve these objectives were two-fold: (1) Estimate the degree to which intended program objectives were realized (i.e., program impact and effectiveness) through attempts to quantify the association between participation in the YAP program and changes in youth delinquency and on related outcomes using a rigorous quasi-experimental research; and (2) identify ways in which advocacy and specific types of mentoring interactions contribute to youth outcomes through program participation. The overall goal of this study was, therefore, to better understand the viability of advocacy as an intervention for youth at high risk for future criminal activity, to identify critical practices that may be relevant to YAP and other programs using individualized treatment approaches to reduce delinquency and recidivism through advocacy efforts, and to learn more about which interpersonal interactions and participant characteristics are most influential in successful advocacy efforts. Two adaptations to the originally proposed methods and design of the project were necessitated by factors and events beyond the control of the report authors. A formative evaluation of each program’s fidelity of implementation was omitted from the final report because the data on which initial findings were to be based were not available once unforeseeable changes in project staffing occurred. Second, initially the quasiexperimental method for detecting effects associated with program participation was propensity score analyses. Data collected by a consultant on the project, however, were unsuitable for propensity score analyses. Therefore, this report does not include results related to implementation fidelity or propensity score analyses of causal effects. In short, the data was insufficient to cross check findings or reach reliable conclusions. However, another quasi-experimental design was used to estimate program causal effects, thereby allowing Study 1 to address the question about program impact. Study 2 uses program activities and participant characteristics to try to explain the changes reported in Study 1. Details: Final report to the U.S. Department of Justice, 2016. 139p. Source: Internet Resource: Accessed February 3, 2017 at: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/250454.pdf Year: 2016 Country: United States URL: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/250454.pdf Shelf Number: 145890 Keywords: Chronic DelinquencyHabitual OffendersJuvenile DelinquentsJuvenile OffendersMentoring ProgramsSerious Juvenile OffendersYouth Mentoring |
Author: Hopkins, Tom Title: Turning Pages, Changing Lives: Evaluation of the Shannon Trust Turning Pages programme Summary: Turning Pages is a newly developed reading programme by Shannon Trust and, whilst it shares a focus on phonics with its predecessor Toe by Toe, it has many unique factors that aim to contribute to the development and acquisition of reading in adult Learners within the context of prison. This evaluation therefore aims to monitor the impact Turning Pages has on Learners and Mentors and by doing so aims to answer the following research questions: • How effective are the Turning Pages teaching methods in improving reading ability in adults? • How important are the delivery methods in prisons, the quality of provision and the impact of the one on the other? • What are the wider benefits/outcomes to Learners and Mentors of involvement in Turning Pages? The evaluation drew on multiple theoretical perspectives to address these questions and to make judgements about effectiveness. Phonological awareness and de-coding skills were assessed through the use of quantitative, standardised word and non-word reading tests undertaken over a six-month period. As Turning Pages incorporates five manuals that contain interactive learning activities for Learners, the evaluation considered the impact manual progression had on Learners’ reading ability. The impact of working with Turning Pages on the lives of Learners and Mentors was explored through semi-structured interviews and discussion groups. Key Findings How effective are the Turning Pages teaching methods in improving reading ability in adults? • Turning Pages was able to promote the word decoding skills and sight word reading of adult Learners through the application of a synthetic phonics based approach. • Significant gains in word reading and non-word reading scores were found for all Learners involved in the Turning Pages evaluation (regardless of their initial reading ability) during the first three months and from baseline to the final six-month period. • Learners reported an increase in reading confidence over the six-month period. • Learners reported a significant increase in their self-rated reading attainment, enjoyment and reading comprehension ability over the six-month period. • Learners who had either completed Turning Pages or were reading the final manual, read significantly more words and non-words compared to their peers and rated themselves as more able readers over the six-month period. • Learners and Mentors place significant value on the informal, non-institutional nature of Turning Pages and identified the adult focus of the programme, one-to-one support of Mentors and the opportunity to work at their own pace as key factors in supporting successful learning. How important are the delivery methods in prisons, quality of provision and the impact of the one on the other? • The Learner/Mentor pairing is highly valued by all parties and central to the success of the programme. The nuanced, individualised approach to support taken by Mentors (‘grounded pedagogies’) in negotiation with their Learners is seen by Learners as central to their success. • The success of Turning Pages is related to the ‘un-schooled’, social approach Turning Pages has to adult learning (i.e. occurring outside formal education) which, based upon responses in this evaluation, has been shown to attract Learners. • The number of weekly sessions Learners had with Mentors ranged from 3 to 5. The number of reading sessions was not found to have an effect on reading performance. It may be possible therefore for Learners to vary the number of sessions each week without negatively affecting reading improvement. It is still recommended, however, that the full allocation of 5 sessions is made available to all Learners. • Learners attending functional skills classes read fewer words and non-words than their peers and they were also completing the reading manuals at a significantly slower rate. However, this sub-group still showed improvement in their reading abilities. The fact that most reported having a diagnosis of dyslexia suggests that this (along with other potential learning needs) may be contributing to their slower rate of reading acquisition and manual progression. • Learners were progressing through the manuals with most having reached either the second manual or stage two of the first after the first three months and after six-months, most Learners had either completed Turning Pages or had reached the final manual. This suggests that the duration of six months at the intensity of around 3-5 weekly sessions was enough for Learners to reach the final stages of the reading programme. • Manual progression was related to perceived reading improvement and gains in reading scores, suggesting that improvement in reading over time was related to the Turning Pages manuals. • Significant positive correlations were found between perceived reading ability, perceived reading enjoyment and perceived reading comprehension ability at the six-month stage, and perceived ratings also correlated significantly with word and non-word reading scores at the three-month stage. This suggests that some importance should be weighted to the promotion of reading enjoyment, comprehension and reader confidence in the reading sessions for Learners engaged in Turning Pages. What are the wider benefits/outcomes to Learners and Mentors of involvement in Turning Pages? • Findings show that after the six-month intervention, Learners were reading more for functional participation within prison and for social engagement. This also included reading materials that Learners had reported a lack of confidence reading prior to their engagement with Turning Pages, such as legal letters, books and application forms. • Turning Pages provided Learners with productive opportunities to re-engage with learning, build confidence and work towards goals that were meaningful to their own lives. • Phase Two data suggests that working with Turning Pages provided important opportunities for Learners and Mentors to exercise a degree of choice in an otherwise highly regulated environment – this fed into a re-appraisal of their existing ideas and experiences of education and opened up opportunities for thoughtful reflection on the past, present and future. This enabled participants to begin to articulate new hopes and aspirations for the future. Recommendations For Shannon Trust • It is recommended that the reading plan model of participation (peer mentoring) continues to remain separate from formal compulsory education to maintain the un-schooled, social approach Turning Pages has to adult learning, which based upon responses in this evaluation has been shown to attract Learners. • To provide better access to more reading books (Readers) that accompany the manuals for Learners. • To consider including building opportunities for reading comprehension in to the manuals or associated materials to encourage Mentors to target reading comprehension in conjunction with the Readers. • To identify Learners with additional learning needs and Learners who are accessing literacy support to monitor their progression and provide any additional tailored support that focuses on reinforcing components learnt in the manuals. Promoting greater awareness of dyslexia and managing this through reading programmes like Turning Pages could be incorporated in the Mentor training. For the prison service and NOMS • To promote awareness of Turning Pages across all prison staff and prospective Learners and in partnership with Shannon Trust develop a standardised model to which new potential Learners are introduced and encouraged to participate in the reading programme. • Embed the Turning Pages sessions into the prison routine and other learning/educational sessions so as not to disrupt Learners’ free time and to ensure that sessions are being delivered. For research • To fully test the effectiveness of Turning Pages, any outcomes measured would need to be compared to a comparison group who are ideally also receiving a similar educational intervention. • It would be useful to gain information on the way in which Mentors creatively tailor their approach to Learners in conjunction with the resources used in Turning Pages and to identify the extent to which this contributes to a successful learning experience for Learners enrolled on Turning Pages. • To assess prison staff’s awareness of Turning Pages and its psycho-social benefits in order to highlight potential solutions for increasing awareness and Learner recruitment. • To monitor the long-term value and benefits of working with Turning Pages in a longitudinal impact study. • To monitor the implementation of any reading comprehension activities and the extent to which this aids the development of reading. Details: London: Shannon Trust, 2017. 96p. Source: Internet Resource: Accessed February 11, 2017 at: http://www.open-access.bcu.ac.uk/3809/1/report Year: 2017 Country: United Kingdom URL: http://www.open-access.bcu.ac.uk/3809/1/report Shelf Number: 144828 Keywords: Correctional ProgramsEducational ProgramsLiteracy ProgramsMentoring ProgramsPrisoner RehabilitationReading Programs |
Author: O'Dwyer, Kieran Title: Reducing Youth Crime in Ireland: An Evaluation of Le Cheile Mentoring Summary: oung people who have fallen into crime reduce re-offending by 28% on average over the period of mentoring, a major evaluation report into the Le Cheile programme 'Reducing Youth Crime in Ireland' has shown. The report is based on a detailed evaluation of the Le Cheile volunteer mentoring programme and its activities over the period 2013-2015. The report has also shown also that for every euro spent on the programme, L4.35 is returned in social and economic benefits. Benefits include avoiding detention, better health and engagement in education. Of the 28% reduction in re-offending during the period of being mentored, 49% of this can be directly attributed to mentoring. It found that mentoring has significant positive impacts for young people over a range of areas, with the biggest gains made in self-confidence, hopefulness, communications, engagement in activities and, crucially, offending behaviour. Le Cheile Mentoring is a one-to-one relationship-based support service in which volunteers from local communities provide a positive role model to a young person by acting as an advisor and a friendly support. It also now delivers parent mentoring to offer parents support and help in managing their child's offending behaviour. In 2015 it mentored 152 young people aged 12 to 21 as well as 49 parent mentees, with volunteers giving 3,678 hours of their personal time to the young people and their parents. One of the key recommendations in the report was that, given the high social return from mentoring, Le Cheile should continue to be resourced and expanded to regions in Ireland where there is unmet or latent demand. Benefits include: Reductions in offending behaviour (an average of 28%, with attribution of nearly half of this to mentoring); Reductions in alcohol use (12%) and drug use (16%); Improved self-confidence (25%), hopefulness (25%), and happiness (23%); Greater involvement in activities outside the home (28%); Greater involvement or re-engagement in education, work and training (25%); Improved communication skills (24%); Moving away from negative peers (9% improvement in relationship with peers), and Improved relationships with parents (11%), other family (8%), & persons in authority (23%). Le Cheile is funded by the Irish Youth Justice Service through the Probation Service, as part of Ireland's European Structural and Investment Funds Programme 2014-2020 - co-funded by the Irish Government and the European Union. Founded in 2005 in Coolock, Le Cheile, which partners with the Probation Services to reduce youth offending behaviour in the community, is the first mentoring programme for young offenders in the country and today operates in Dublin, Cork, Limerick, Clare, South Tipperary, Midlands, Waterford, Meath, with the objective now to expand it to other locations. Details: Coolock, Le Cheile, Ireland: Le cheile Mentoring & Youth Justice Support Services, 2017. 36p. Source: Internet Resource: Accessed May 4, 2017 at: http://www.lecheile.ie/wp-content/uploads/2017/03/Reducing-Youth-Crime-In-Ireland-Executive-Summary.pdf Year: 2017 Country: Ireland URL: http://www.lecheile.ie/wp-content/uploads/2017/03/Reducing-Youth-Crime-In-Ireland-Executive-Summary.pdf Shelf Number: 145314 Keywords: Delinquency PreventionJuvenile OffendersMentoring ProgramsVolunteersYouth MentoringYouth Rehabilitation |
Author: New Zealand. Social Policy Evaluation and Research Unit Title: A process evaluation of the Children's Mentoring Programme at Pillars, Christchurch Summary: This report presents the findings of a process evaluation of the Christchurch Mentoring Programme for Children and Young People (CMP) delivered by Pillars, a charitable organisation supporting the children of prisoners. Process evaluations aim to describe and assess how a programme is designed and operates in practice, and assist stakeholder understanding of how programme outcomes are achieved. The goal of the CMP is to provide children of prisoners with experiences and relationships that will enhance their development, prevent criminal activities and promote success in education and beyond. Mentors provide individualised time and attention to the children and young people (mentees) in the programme. The vehicle of change is the relationship between the mentor and the mentee. A defining feature of the CMP is that it is delivered in conjunction with the mentee's family being supported by Pillars' Family Whānau Support Programme (FWSP). For the purpose of this evaluation it was agreed that the term 'CMP' would cover both the discrete mentoring components of the CMP (the core CMP) as well as its nexus with the FWSP (where the two programmes intersect and interweave). The evaluation approach This evaluation addressed three key evaluation questions (KEQs): 1. How well is the CMP designed to meet the needs of mentees? 2. How well is the CMP being implemented to respond to the needs of mentees? 3. How will learnings from this evaluation inform a later outcomes evaluation? Evaluative criteria were developed for each of the KEQs in consultation with Pillars staff and were used to assess the evidence gathered by the evaluation team. The evaluation was conducted in collaboration with Pillars management and staff, using mainly qualitative methods and a strengths-based, appreciative enquiry lens. A Māori responsiveness lens was used to consider the participation of Māori in the CMP. The evaluation was built around four site visits to Pillars in Christchurch between November 2015 and July 2016. Data gathering was done using a variety of methods, including key informant interviews and workshops with Pillars management and staff, a focus group with mentors, and semi-structured interviews with staff, mentors and caregivers. Findings The overall finding relating to the design of the CMP is that it is working well in parts, with work needed in other parts. The implementation of the CMP was found to be strong. Stakeholders were highly satisfied with the CMP. Recommended programme improvements are identified in four areas: articulation of the how the CMP is intended to work; identification of mentee outcomes; data; and Maori responsiveness. Details: Wellington, NZ: SUPERU, 2016. 78p. Source: Internet Resource: Accessed February 22, 2018 at: http://superu.govt.nz/sites/default/files/Pillars%20Christchurch%20evaluation%20FINAL.pdf Year: 2016 Country: New Zealand URL: http://superu.govt.nz/sites/default/files/Pillars%20Christchurch%20evaluation%20FINAL.pdf Shelf Number: 149224 Keywords: Children of Prisoners Families of Inmates Mentoring Programs |
Author: Chapman, Jason E. Title: Quasi-Experimental Evaluation of Reentry Programs in Washington and Linn Counties Summary: Justice reinvestment is a data-driven approach to improve public safety, examine corrections and related criminal justice spending, manage and allocate criminal justice populations in a more costeffective manner, and reinvest savings in strategies that can hold offenders accountable, decrease recidivism, and strengthen neighborhoods. In 2010, the Bureau of Justice Assistance (BJA) launched the Justice Reinvestment Initiative (JRI), with funding appropriated by the U.S. Congress in recognition of earlier successes of justice reinvestment efforts. JRI provides technical assistance to states and localities as they collect and analyze data on drivers of criminal justice populations, identify and implement changes to increase efficiencies, and measure the fiscal and public safety impacts of those changes. Oregon is one of several JRI-involved states. In Oregon, JRI-related activities were formalized in 2013 with the passage of HB 3194. Among other things, this bill established a grant program to strengthen local public safety capacity, which is overseen by the Oregon Criminal Justice Commission (CJC). In the 2015 legislative session, the Oregon legislature approved 38.7 million dollars for the CJC to grant to counties for JRI-related programs. The law includes a provision that 3% of these monies be used for rigorous evaluations of the JRI programs that each county adopted. The CJC has identified three promising areas to target for JRI program evaluation efforts; Reentry programs represent one of those three targeted areas. Thus far, although considerable research exists on Reentry programs, a clear set of evidence-based best practices has yet to emerge due to the diversity of Reentry programming features. Reentry programs are widely considered to be effective at reducing recidivism and prison usage. Ndrecka conducted a meta-analysis of Reentry programs nationwide. The study synthesized results from 53 independent evaluations of Reentry programs and revealed an overall effect size of .06, meaning that on average, these programs reduce recidivism by 6%. Moderator analyses indicated that Reentry programs are more effective when services begin while offenders are still incarcerated and continue through their release to the community, versus being limited to just pre- or post-prison release. Considering these findings, the CJC sought to determine the effectiveness of Reentry programs funded by Justice Reinvestment in Oregon, to inform future funding decisions and to further the body of criminal justice knowledge. Researchers at the Oregon Social Learning Center (OSLC) submitted a proposal and were selected to conduct this research on Reentry programs. Specifically, OSLC Investigators conducted a quasi-experimental study of the Reentry programs in Washington and Linn Counties. These counties were chosen by the CJC for evaluation because they implement similar Reentry services and because they directed their JRI dollars toward funding their Reentry programs. Further, and as described next, their services span pre- and post-prison release, consistent with evidence on "what works" from the above-mentioned meta-analysis. In general, Reentry programs are designed to facilitate an offender's release from prison and successful integration back into the community. Neither Washington nor Linn County have a fully detailed manual for their Reentry programs, but they were able to describe the components they generally provide. Of note, the program provided in each county is structured such that every offender receives a few key components, but some components are provided on an as-needed basis. - Services begin with an in-person "Reach-In" meeting with offenders prior to their release from prison: -- The Reach-In is a 30-60 minute in-person visit with the offender that happens after Community Corrections receives a prison release plan. The Reach-In tends to happen 90 days prior to prison release. -- During this Reach-In, a Reentry specialist employed by Community Corrections assesses each offender's needs and develops an individualized post-release case plan. -- A key goal of the Reach-In is to help alleviate the offender's anxiety about being released and about working with their Community Corrections officer post-release.- Other targets of the Reach-In may include planning for housing, basic needs, treatment needs, employment/education, transportation, or other needs the offender anticipates facing post-release. - Mentoring services are frequently provided to the offender, although there are slight differences across Washington and Linn Counties. - In Washington, all offenders are provided mentoring services. In Linn, all female offenders are provided mentoring, while male offenders are provided mentoring services whenever mentors are available. - Mentoring begins with one to four mentoring sessions occurring prior to prison release and generally continues for at least three months post-release. - Mentors are sometimes contracted directly by Community Corrections and are sometimes provided by community organizations, treatment providers, or volunteer groups. - The mentor communicates directly with the Community Corrections officer, either through individual communication or at weekly "staffing" meetings between the officer, treatment provider, and mentor. - A Community Corrections officer provides enhanced supervision post-release. Both Washington and Linn Counties incorporate a Motivational Interviewing approach into their supervision. They also develop holistic supervision plans that aim to identify an offender's goals, address barriers to these goals, and facilitate prosocial thinking. The officer may provide assistance with housing, basic needs, treatment needs, employment/education, transportation, or other needs that arise for the offender, in an effort to help the offender avoid re-engaging in criminal activity. - Offenders may receive a range of supportive services for several months following release from prison: -- When needed, offenders receive rapid access to comprehensive substance abuse and/or mental health treatment. Treatment providers meet regularly with the offender's Community Corrections officer to coordinate services. -- When needed, offenders receive access to short-term housing services, including sober living homes (i.e., group homes for people who are recovering from addiction). -- Offenders may receive assistance from an employment specialist who works directly with Community Corrections and is specialized in assisting offenders to find employment. A quasi-experimental study was conducted to evaluate the impact of the Reentry programs in Washington and Linn Counties. The primary outcome for this analysis was recidivism as defined in Oregon (i.e., arrest, conviction, or incarceration for a new crime within 3 years of prison release). Reentry services have been provided in Washington and Linn Counties since approximately 2007, but when JRI funding became available, Washington and Linn Counties decided to use the JRI funding to pay for the costs of their Reentry programs. Thus, although the JRI funding was not available until later, the data since 2007 could be included in the evaluation to help expand the number of years with eligible data (i.e., offenders who had 3 years post-release data). In addition, data prior to 2007 were utilized as a comparison window, or "baseline phase" that was the time period prior to the Counties' Reentry programs beginning. The CJC provided OSLC investigators with the recidivism data, and the current report summarizes the results of the Reentry program evaluation. Details: Eugene, OR: Oregon Social Learning Center, 2017. 59p. Source: Internet Resource: Accessed March 8, 2018 at: http://www.oslcdevelopments.org/wp-content/uploads/2017/08/Quasi-Experimental-Evaluation-of-Reentry-Programs-in-Washington-and-Linn-Counties-Final-Report.pdf Year: 2017 Country: United States URL: http://www.oslcdevelopments.org/wp-content/uploads/2017/08/Quasi-Experimental-Evaluation-of-Reentry-Programs-in-Washington-and-Linn-Counties-Final-Report.pdf Shelf Number: 149396 Keywords: Costs of Criminal JusticeJustice ReinvestmentMentoring ProgramsPrisoner ReentryReentry Programs |