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-establishing quality assurance standards that define the educational services that are expected to be delivered to students assigned to these programs;

-conducting annual quality assurance reviews of the educational programs in all of Florida's juvenile justice facilities;

-making recommendations for program improvement;

-initiating a Corrective Action Process when major problems are observed;

-providing technical assistance to improve juvenile justice educational programs;

-conducting research that identifies and validates the most promising juvenile justice educational practices;

-providing annual recommendations to the Florida Department of Education and the legislature on policies aimed at improving educational practices in juvenile justice educational programs;

-recognizing teaching excellence and the contributions of teachers by selecting an annual juvenile justice teacher of the year; and conducting statewide conferences for juvenile justice educators.

Educational Based

Rehabilitation

-Thomas Jefferson felt the future of American democracy depended on the educational level of its citizens

-Correctional administrators share this view, believing academic rehabilitation is crucial

-Education provides a base of support for upward social mobility among juvenile offenders

Educational Based Rehabilitation

-The person being rehabilitated must possess literacy skills because:

-Necessary for finding a job

-Rational decisions

-Individuals without education are disadvantaged

-Convicts already possess a disadvantaged status

Educational Based Rehabilitation

-Juveniles must also have the ability to study and learn

-Trapped in old habits

-Innovation and change can be difficult

-A lack of education is highly correlated with:

-Continued dependence on welfare and public assistance

-Poverty

-Drug use

-Crime

Educational Based Rehabilitation

WEAKNESSES

STRENGTHS

-Lowers recidivism rate

-44.5% with no participation reduced to 30.1% with even just completing half of a course

-Improves literacy and rational decision making

-Gain a new skill set, applicable to further schooling and/or employment

-Develop positive attitude to learning

-Some programs monitor students for a set number of years after release

-Focuses only on individual's lack of certain skills, not thought processes

-Low teacher retention rate

-Some programs do not offer follow-up/post-release services

-Teachers are often unfamiliar with how to work with at-risk children

(Harer 1995)

Goals of Education Based Rehabilitation

-Improve literacy

-Teach learning strategies

-Improve self-concept and attitude toward education

-Teach employable skills, including social skills

-Teach strategies to control emotions

Educational Based Rehabilitation:

Implementation

-Florida State Statute 1003.52

-Juvenile Justice Educational Enhancement

Program (JJEEP)

-Mission:

-To develop, implement and maintain a system that informs policy, improves local educational program performance, and positively changes the lives of delinquents and at-risk youths

JJEEP: GOALS

WEAKNESSES

Cognitive Behavioral Therapy

-Not well adapted for offenders resisting rehabilitation--need intrinsic motivation for change

-Unable to demonstrate success with violent offenders

-Fails to address financial and practical needs of offenders after release or provide them with relevant skills to employ after release

STRENGTHS

+Reading skills and high mental functioning levels are NOT needed for homework tasks/assignments

+Highly cost effective: ranges from 13:1 to 270:1

+At least some forms are highly structured

+Sociocentric approach and focus on reintegration

+Demonstrated empirical effectiveness among a variety of offender types

+Variety of different therapies available

(Worling, Litteljohn, and Bookalam 2010:51)

Evaluation of 148 adolescents

-58 participated in SAFE-T for at least 10 months

+All participated in individual therapy

+Most also participated in group and family therapy

-90 juvenile sexual offenders NOT enrolled in SAFE-T

-Follow-up after 10 & 20 years

+SAFE-T participants were significantly less likely to be charged for a

--sexual reoffense (9% vs 21%)

--nonsexual violent offense

--nonviolent offense

--any criminal reoffense

CBT: Case Study

JJEEP: CASE STUDY

SAFE-T

Primary Goals

-Developing offense-prevention plans

-Enhancing awareness of victim impact

-Reducing impact of past traumatic events

-Enhancing family communication and relationships

Secondary Goals

To Improve:

+Self-esteem

+Social skills

+Body image

+Appropriate expression of anger

+Trust

+Intimacy

-Florida's Broward Regional Juvenile Detention Center

-Broward Regional Juvenile Detention Center holds 109, co-ed, juveniles, offering short and long term programs

-Other examples:

-AMIKids Tallahassee

-58 co-ed, average 4-6 months

-Monroe Regional Juvenile Detention

-15 co-ed, average 21 days

(Worling, Litteljohn, and Bookalam 2010)

The Sexual Abuse: Family Education and Treatment (SAFE-T) Program offers CBT-based rehabilitation for juvenile sexual offenders and their families

-Duration: average of 16 months

-Individualized treatment plans, including individual, group, and family therapy to address:

+Denial and accountability

+Deviant sexual arousal

+Sexual attitudes

+Victim empathy

OUTCOMES

Cognitive Behavioral Therapy:

-30% reduction in recidivism (Milkman and Wanberg 2007)

-Effective with adolescents from low-SES backgrounds

-Improves social problem-solving and impulse control among violent adolescents (Larson 1990)

-Garrett (1985) found that CBT had greatest overall effects on outcome measures of over 100 studies of residential treatment

-After 1-year "no new contact" rate of 59.8% (Larson 1990)

-After 2 years, no differences in recidivism rates for aggressive offenders (Guerra and Slaby 1990)

THE BASICS

SIGNIFICANCE

-Approximately 71,000 juveniles are currently

incarcerated (New York Times 2013)

-60-80% recidivism rates without rehabilitation (Tarolla et al. 2002)

-Prison is expensive, costing NYC and NY State over $200k per year per juvenile (Bosman 2010)

-Juveniles are often more impressionable than adults, allowing for rehabilitation to change their behavior rather than punish their actions.

-Juvenile rehabilitation "aims to correct the behavior of minors involved in criminal acts" (LaMance)

-The juvenile justice system is founded on the belief that the behaviors and beliefs of juveniles are malleable

-Targets delinquent tendencies so that minors do not become threats to society

-Many different methods:

What works for one individual won't necessarily work for another

Cognitive Behavioral Therapy

-Sociocentric approach

-Many different therapeutic programs categorized into 3 main approaches

1. Cognitive-restructuring

2. Coping-skills

3. Problem solving

-Includes many more specific programs, most notably

Aggression Replacement Therapy

Cognitive Interventions Therapy

Moral Reconation Therapy

Relapse Prevention Therapy

Reason & Rehabilitation Program

Thinking for a Change

(Milkman and Wanberg 2007)

Implementation of CBT

-Varies for each specific program

-Meet with a CBT therapist on a regular basis in group or individual settings

+Frequency of meetings vary

-Therapy can include activities such as role playing, skills training, discussion, cost-benefit analysis, problem-solving training, and other various exercises

-Variety of different settings

(Milkman and Wanberg 2007:11)

Multisystemic Therapy: Case Study

-176 serious offenders in Missouri

-Averaged 4.2 felony arrests

-67% male, 65% low socioeconomic class

Results after completion (versus the control group who went through Individual therapy):

+ 4 years- 26% of the MST group had been arrested at least once, compared to 71% of the control group participants.

+ 13.7 years- 50% of the MST group had been arrested at least once, compared to 81% of the control group participants.

+ Multisystemic Therapy recidivists’ arrests were for less serious and violent offenses. (Borduin et. al. 1995)

Cognitive-Behavioral

Therapy

Multi-Systemic Therapy: Implementation

Multi-Systemic Therapy

At times that are convenient, an MST therapist meets with the juvenile, caregiver, and family for closely monitored interventions that target the factors that are driving the problem behavior.

-Therapist on call 24/7

Interventions:

-Peer

-Family

-School

-Community

-Individual

WHERE ARE WE GOING?

Multi-systemic Therapy: Outcomes

-Reduced arrests

-Improved family relations

-Increased school attendance

-Decreased substance use

-Decreased aggression towards peers

-Decreased association with deviant peers

-Intensive Family and Community Based Therapy

-Theory: Youth criminal activity and antisocial behaviors stem from complex environmental and social problems.

-Goals: Improve Family functioning by intervening in school, peer, and community ecology

-Program Breadth: Delivered over 3-5 months

-Targets: Juveniles ages 12-17 who display serious antisocial behaviors (have multiple arrests)

-What is Juvenile Rehabilitation?

Why is it important?

-Introduction to 3 rehabilitation methods

1. Educational Programs

2. Cognitive-Behavioral Therapy

3. Multi-Systemic Therapy

-Question & Answer

-Most widely used type of rehabilitative treatment today

-GOAL: To generate positive (pro-social) behavioral change through therapy targeting "risk factors" (attitudes, beliefs, problematic behaviors) and fostering skill development in the following 3 areas

1. Intrapersonal

2. Interpersonal

3. Community responsibility

-Focus on re-entry

(Milkman and Wanberg 2007)

Wrapping Up

-All three methods demonstrate a measurable, positive effect on juvenile offenders.

Our recommendations:

-Continue implementing such programs, either alone or together to maximize desired outcomes

-Continue evaluations to improve juvenile rehabilitation methods

REFERENCES

2012 Florida Statutes. 2012. “Educational Services in Department of Juvenile Justice Programs.”

Retrieved April 14, 2013

(http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1003/Sections/1003.52.html)

Blaske, Borduin, Cone, Fucci, Henggeler, Mann, and Williams. 1995. “Blueprints For Healthy

Human Devleopment: Multi-Systemic Therapy.” Retrieved April 16, 2013

(http://www.blueprintsprograms.com/evaluationAbstracts.php?pid=cb4e5208b4cd87268b208e49452ed6e89a68e0b8).

Borduin, Cunningham, Henggeler, Rowland, and Schoenwald. 2009. “Multi-Systemic Therapy

for Antisocial Behavior in Children and Adolescents Logic Model.” Retrieved March 23, 2013 (http://www.episcenter.psu.edu/sites/default/files/ebp/MST%20Logic%20Model%20

FINAL%201-13-11.pdf).

Borduin and Sawyer. 2011. “Effects of Multi-Systemic Therapy Through Midlife: A 21.9- Year

Follow-Up to a Randomized Clinical Trial with Serious and Violent Juvenile Offenders.” Retrieved March 24, 2013 (http://www.evidencebasedassociates.com/reports/396pub.pdf).

Bosman, Julie. 2010. “City Signals Intent to Put Fewer Teenagers in Jail.” New York Times,

January 20, retrieved March 2, 2013. (http://www.nytimes.com/2010/01/21/nyregion/21juvenile.html?pagewanted=1&n=Top/Reference/Times%20Topics/People/B/Bloomberg,%20Michael%20R).

Center for Criminology and Public Policy Research. 2009-2010. “Quality Assurance.” Retrieved

April 16, 2013 (http://www.criminologycenter.fsu.edu/jjeep/qa-educational-reports.php).

Criminon International. 2005. “Criminon: A Program Making Criminal Rehabilitation Possible.”

Retrieved April 14, 2013 (http://www.criminon.org/studies/white_paper.pdf).

Florida Department of Education, Bureau of Exceptional Education and Student Services.

2009-2010. “Quality Assurance (QA) Report for Exemplary Programs (Final)”. Retrieved April 16, 2013 (http://www.criminologycenter.fsu.edu/jjeep/qualityAssurance/0910/Broward%20Detention%20Center%20Final%20066011%20Exemp.pdf).

Harer, Miles D. 1995. “Prison Education Program Participation and Recidivism: A Test of the

Normalization Hypothesis”. Retrieved April 10, 2013 (http://www.bop.gov/news/research_projects/published_reports/recidivism/orepredprg.pdf).

Henggeler, Scott. 1996. “Multi-Systemic Therapy: Breaking the Cycle of Criminal Behavior.”

Retrieved March 23, 2013 (http://mstservices.com/index.php).

---. 2003. “Advantages and Disadvantages of Multi-Systemic Therapy and Other Evidence Based

Practices for Treating Juvenile Offenders.” Retrieved April 4, 2013. (http://www.goccp.maryland.gov/msac/documents/gang-studies/MST/Henggeler-2003.pdf)

LaMance, Ken. 2004. “Juvenile vs. Adult Criminal System.” Retrieved April 12, 2013

(http://www.legalmatch.com/law-library/article/juvenile-vs-adult-criminal-system.html).

Milkman, Harvey, and Kenneth Wanberg. 2007. “A Review and Discussion for Corrections

Professionals.” Retrieved March 3, 2013 (static.nicic.gov/library/021657.pdf)

New York Times. 2013. “Better Care for Young Offenders.” Newspaper editorial. March 1,

Retrieved March 15, 2013 (http://www.nytimes.com/2013/03/02/opinion/better-care-for-juvenile-offenders.html?_r=0)

Office of Juvenile Justice and Delinquency Prevention. “Cognitive Behavioral Treatment.”

Retrieved March 25, 2013 (http://www.ojjdp.gov/mpg/progTypesCognitivePrev.aspx)

Romig, Dennis. 2007. Justice for our Children. Ann Arbor, MI: Lexington Books.

Tarolla, Susan, Eric Wagner, Jonathan Rabinowitz, and Jonathan Tubman. 2002. “Understanding

and Treating Juvenile Offenders: A Review of Current Knowledge and Future Directions.” Aggression and Violent Behavior 7(2):125-43.

Vacca, James S. 2004. Educated Prisoners Are Less Likely to Return to Prison. Elkridge, MD:

Correctional Education Association.

STRENGTHS

Multi-systemic Therapy

–evidence based

–highly cost effective

–clear goals

–reliable quality assurance system

–real-world community setting

–addresses known risk factors

WEAKNESSES

–Calls for a large change in clinical therapy practices

–High Accountability for workers

–Institution based services are favored over evidence based

–Focuses on Juveniles who commit serious crimes

Juvenile Rehabilitation

Samantha Brown, Andrew Heck,

and Emma Richardson

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