Transcript What Works, Wisconsin

What works:
Principles of effective
approaches to delinquency
prevention and intervention
Wisconsin Juvenile Court Intake
Association Conference
September 27, 2007
Stephen Small
Cailin O’Connor
University of Wisconsin-Madison and
University of Wisconsin-Extension
BLISSVILLE
The Town of Good Intentions
Porkbarrel
Only losers
get
depressed
Cry in line,
do hard time
Just say NO to
depression
Status Quo
Town of Evidence
Good Intentions
Pork barrel
Only losers
get
depressed
Just say NO to
depression
Status Quo
Evidence
What we’re going to cover
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Evidence-based programs – what they are,
and why they are generating so much interest
Principles of effective programs for
delinquency prevention and intervention
Moving toward more effective programming
based on the principles of effective programs
What Works, Wisconsin
Full report,
Research to Practice briefs,
and additional information
available at:
http://www.uwex.edu/ces/flp/
families/whatworks.cfm
What makes a program
evidence-based?
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Based on a solid theoretical foundation
Carefully implemented and evaluated using
rigorous scientific methods
Replicated and evaluated in a variety of
settings with a range of audiences
Evaluation findings have been subjected to
critical review and published in respected
scientific journals
“Certified” as evidence-based by a federal
agency or respected research organization
Terminology
Research-based content

Evidence-based program
Number of
evidence-based programs
200
180
160
140
120
100
80
60
40
20
0
1950s
1960s
1970s
1980s
1990s
2000s
Why the interest in
evidence-based programs?
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Critical mass of scientific evidence
Efficiency (don’t need to reinvent the wheel)
Increases likelihood that programs will have
the desired impact
Evidence helps sell the program to funders,
stakeholders and potential audiences
Data may be available to estimate economic
benefits (e.g., cost-effectiveness)
Downside of
evidence-based programs
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Can be very costly to implement
May not address targeted issues or certain
audiences
Don’t acknowledge importance of local
knowledge and community ownership
Unrealistic to expect existing programs to
completely abandon what they are currently
doing
A less orthodox view of
evidence-based programs
Ineffective &
unproven
programs
Evidence-based
programs
Improve
existing
programs with
evidencebased
principles
Principles of
Effective Programs
Program
design and content
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Theory driven
Target relevant risk and protective
factors and assets
Sufficient dosage and intensity
Comprehensive
Go beyond fear and punishment
Use active learning approaches
Theory driven
A good roadmap
is essential
Sample logic model –
Juvenile offender diversion program
INPUTS
Staff
OUTPUTS
Train staff
Space
Referring
partners
Youth increase
pro-social
attitudes and
decrease antisocial attitudes
Design
program
Money
Provide
program
OUTCOMES
Referred
youth
and their
parents
attend
Youth gain
skills for
success in
school/work
Parents learn
new ways to
discipline &
communicate
Youth
improve
behavior
in school
and at
home
Reduced
rates of
recidivism
Parents
manage
youth
behavior
better
Target relevant risk and
protective factors and assets
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Address dynamic risk & protective factors
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E.g., criminogenic needs – risk factors for
criminality
Major risk factors and
criminogenic needs:
Within the individual
Anti-social attitudes, values, and beliefs
Low levels of personal achievement
A history of antisocial behavior
Temperament and personality factors including:
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Psychopathy
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Egocentrism
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Weak socialization
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Below-average verbal intelligence
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Impulsivity
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Risk-taking
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Restless aggressive energy
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Weak problem-solving and selfregulation skills
Adapted from LaTessa, E. (2004). What Works and
What Doesn’t in Reducing Recidivism: The Principles of
Effective Intervention. www.uc.edu/criminaljustice
Major risk factors and
criminogenic needs:
In the peer group
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Criminal or anti-social associates
Isolation from pro-social/anti-criminal others
Adapted from LaTessa, E. (2004). What Works and
What Doesn’t in Reducing Recidivism: The Principles of
Effective Intervention. www.uc.edu/criminaljustice
Major risk factors and
criminogenic needs:
In the family
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Criminality in family of origin
Low levels of affection, caring and
cohesiveness
Poor parental supervision
Harsh, lax, or inconsistent discipline practices
Outright neglect or abuse – past or current
Adapted from LaTessa, E. (2004). What Works and
What Doesn’t in Reducing Recidivism: The Principles of
Effective Intervention. www.uc.edu/criminaljustice
Sufficient dosage and intensity
Enduring change
takes effort
Comprehensive
Simple solutions rarely work
Go beyond fear
and punishment
VS.
Punishment alone is
usually not enough
Use active learning techniques
Program
relevance
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Developmentally appropriate
Appropriately timed
Socio-culturally appropriate
Responsive to individuals
Assign participants based on
risk
Developmentally
appropriate
One size does not fit all
Appropriately timed
One size does not fit all
Socio-culturally
relevant
One size does not fit all
Responsive to
individuals
Not all offenders are ready to change
Assign participants
based on risk
Risk matters
Program delivery
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Good relationships are critical
Well-trained and committed
staff
Program fidelity
Good relationships
are critical
Well-trained and
committed staff
Program fidelity
Stay the course
Program assessment
and quality assurance
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Focus on evaluation and
refinement
Focus on
evaluation & refinement
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Evaluation is your friend
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Evaluation takes many
forms
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Don’t evaluate too soon
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Evaluation ain’t easy
Moving toward
more effective programming
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Assess local program practice against the
principles of effective programs
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General principles for prevention programs or
juvenile offender programs
Specific principles a given type of program
Engage staff and other stakeholders in making
improvements based on those principles
Seek assistance from evaluation specialists
(University, Extension, others) to support
continuous program improvement
Using the principles in
juvenile court intake
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Gauge whether various programs in your
community are likely to be effective
Assess how well your county addresses risk
of recidivism, getting offenders treatmentready, and targeting criminogenic needs
Share this information with judges, program
practitioners, and other stakeholders to look
at areas for program or system improvement
Discussion: What this looks
like in your area
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Are evidence-based programs being used in
your jurisdiction?
How do the programs in your jurisdiction live
up to the principles of effective programs?
How does your juvenile justice system look in
comparison to these principles?
How might your local systems of prevention
and intervention move toward greater
effectiveness?