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Applying the Principles of Effective Interventions with Juvenile Offenders
Presented by:
Edward J. Latessa, Ph.D.
Center for Criminal Justice Research
Division of Criminal Justice
University of Cincinnati
www.uc.edu/criminaljustice
Evidence Based – What does it mean?
There are different forms of evidence:
– The lowest form is anecdotal evidence, but it makes us feel good
– The highest form is empirical evidence – results from controlled studies, but it doesn’t make us feel good
What does the Research tell us?
There is often a Misapplication of Research: “XXX Study Says”
- the problem is if you believe every study we wouldn’t eat anything (but we would drink a lot of red wine!)
• Looking at one study can be a mistake
• Need to examine a body of research
• So, what does the body of knowledge about correctional interventions tell us?
Prior Research Has Indicated….
….that correctional services and interventions can be effective in reducing recidivism for offenders, however, not all programs are equally effective
• The most effective programs are based on some principles of effective interventions
• Risk (Who)
• Need (What)
• Treatment (How)
• Program Integrity (How Well)
Risk Principle
• Provide more intense services to higher-risk offenders
• Targeting lower risk offenders can lead to increases in recidivism rates
The Risk Principle & Correctional Intervention Results from Meta Analysis
-4
19
-5
0
5
10
15
20
25
High Risk Low Risk
Ch
an
ge I
n R
ecid
ivis
m R
ate
s
Dowden & Andrews, 1999
Average Effect Size for Juvenile Residential Facilities compared to Community Programs and Adherence to Risk Principle
From: Lowenkamp, C., Latessa, E., & Lemke, R. (2006). Evaluation of Ohio's RECLAIM Funded Programs, Community Corrections Facilities, and DYS Facilities: FY 2002. University of Cincinnati, OH. Adherence=less than 25% low risk, Non=more than 25%. Follow-up was 2.1 years
Adherence Non Adherence
0
0.02
0.04
0.06
0.08
0.1
0.12
0.14
0.16
-0.02
Ave
rage
Effe
c t S
ize
Need Principle
• Target crime producing needs and risk factors
• Not met as often as needed—many programs practice “correctional quackery”
Definitely NOT Criminogenic Needs
Need PrincipleBy assessing and targeting criminogenic needs for change,
agencies can reduce the probability of recidivism
Criminogenic
• Anti social attitudes• Anti social friends• Substance abuse• Lack of empathy• Impulsive behavior
Non-Criminogenic
• Anxiety• Low self esteem• Creative abilities• Medical needs• Physical conditioning
Needs Targeted & Correlation with Effect Size for Youthful Offenders
Source: Dowden and Andrews, (1999). What Works in Young Offender Treatment: A Meta Analysis. Forum on Correctional Research. Correctional Services of Canada
Fear of P
unishment
Bond A
nti Social P
eers
Target Self-E
steem
Vague E
motional P
roblems
Respect A
nti Social T
hinking
Physical A
ctivity
Crim
inogenic Needs
0
0.1
0.2
0.3
0.4
-0.1
-0.2
Effect Size -0.18 -0.12 -0.09 -0.06 -0.05 -0.03 0.36
Reduced Recidivism
Increased Recidivism
Targeting Criminogenic Need: Results from Meta-Analyses from Youthful Offenders
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
Less than half criminogenic Fifty % or more criminogenic
Reduction in Recidivism
Increase in Recidivism
Source: Dowden and Andrews (1999). What Works in Youthful Offender Treatment. Forum on Correctional Research..
Treatment Principle: Provide Behavioral Treatment
Behavioral vs. NonBehavioral – Results from Meta Analysis
0.07
0.29
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
Nonbehavioral (N=83) Behavioral (N=41)
Reduced Recidivism
Andrews, D.A. 1994. An Overview of Treatment Effectiveness. Research and Clinical Principles, Department of Psychology, Carleton University. The N refers to the number of studies.
Attributes of Behavioral Treatment
• Focus on current factors that influence behavior
• Action oriented
• Offender behavior is appropriately reinforced
Most Effective Behavioral Models
• Structured social learning where new skills and behavioral are modeled
• Cognitive behavioral approaches that target criminogenic risk factors
• Family based approaches that train family on appropriate techniques
Social Learning
Refers to several processes through which individuals acquire attitudes, behavior, or
knowledge from the persons around them. Both modeling and instrumental conditioning appear to
play a role in such learning
The Four Principles of Cognitive Intervention
1. Thinking affects behavior
2. Antisocial, distorted, unproductive irrational thinking causes antisocial and unproductive behavior
3. Thinking can be influenced
4. We can change how we feel and behave by changing what we think
Relationship between Treatment Model and Treatment Effect for Residential Programs
9
-9-10
-8
-6
-4
-2
0
2
4
6
8
10
Cognitive Behavioral Other
% C
hang
e in
Rec
idiv
ism
Why practice? Relationship between Treatment Activities and Treatment Effect for
Residential Programs
13
6
2
-4-5-3-113579
111315
Role Playing Practice
% C
hang
e in
Rec
idiv
ism
Yes No
Of course some things don’t work
Ineffective Approaches• Drug prevention classes focused on fear and other emotional
appeals• Shaming offenders• Drug education programs• Non-directive, client centered approaches• Bibliotherapy• Freudian approaches• Talking cures• Self-Help programs• Vague unstructured rehabilitation programs• Medical model• Fostering self-regard (self-esteem)• “Punishing smarter” (boot camps, scared straight, etc.)
Average Effects of Punishing Smarter Programs on Recidivism: Results from Meta Analyses
Sources: Gendreau et al (2000) The Effects of Community Sanctions and Incarceration on Recidivism, FORUM; Aos et al (1999) The Comparative Costs and Benefits of Programs to Reduce Crime, Washington State Institute for Public Policy.
Fines Drug Testing Restitution Elec Monit Scared Straight ISP Juv Boot Camps
0
2
-2
-4
-6
-8
-10
-12
% 0.4 0 -3 -3 -4 -6 -11
% RecidivismReduced
% RecidivismIncreased
Fidelity Principle: Make Sure Programs Are Delivered With
Fidelity and Integrity
• Importance can’t be stressed enough
• Can make or break a program
• Can be measured
• Most importantly it is dynamic and can be changed
Effects of Quality Programs Delivery for Evidenced Based Programs for Youth Offenders
Source: Outcome Evaluation of Washington State's Research-Based Programs for Juvenile Offenders. January 2004. Washington State Institute for Public Policy.
Functional Family Therapy Aggression Replacement Therapy
0
10
20
30
40
-10
-20
Competently Delivered 38 24
Not Competent -16.7 -10.4
Reduced Recidivism
Increased Recidivism
Therapist Competency Ratings and Recidivism
Source: Outcome Evaluation of Washington State's Research-Based Programs for Juvenile Offenders. January 2004. Washington State Institute for Public Policy.
29
25
17
14
22
Not Competent Marginal Competent Highly Competent Control Group0
5
10
15
20
25
30
35
12
Mo
nth
Fe
lon
y R
eci
div
ism
Results—Impact of Program Factors Predicting Felony Adjudication Recidivism Measure
43
60
8
22
36
53
7
18
31
47
11
27
0
10
20
30
40
50
60
70
Low Moderate High Very High
Pre
dic
ted
Recid
ivis
m R
ate
s
Program Score 0 Program Score 12 Program Score 24
Lessons Learned from the Research
Who you put in a program is important – pay attention to risk
What you target is important – pay attention to criminogenic needs
How you target youth for change is important – use behavioral approaches
Important Considerations
Assessment is the engine that drives effective programs
helps you know who & what to target
use valid third generation instruments
Program Integrity make a difference
Service delivery, disruption of delinquent networks, better training & supervision of staff, & QA are all important
aspects of effective programs
Don’t be afraid to evaluate what you do
o
Many Programs Use the Christopher Columbus Style of Program Design
WHEN HE SET OUT…
He didn’t know where he was going.
WHEN HE GOT THERE…
He didn’t know where he was.
WHEN HE GOT BACK…
He didn’t know where he had been.
Use Evidence Based Approaches and Design Programs Around the
Empirical Research
