1. 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

2. BLISSVILLE

4. The Town of Good Intentions

6. Just say NO to depression Only losers get depressed Porkbarrel Cry in line, do hard time

8. Status Quo

10. Town of Evidence

12. Good Intentions Just say NO to depression Only losers get depressed Pork barrel Status Quo Evidence

13. What we’re going to cover 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

14. What Works, Wisconsin Full report, Research to Practice briefs, and additional information available at: http://www.uwex.edu/ces/flp/ families/whatworks.cfm

15. What makes a program evidence-based? 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

16. Terminology Research-based content  Evidence-based program

17. Number of evidence-based programs

18. Why the interest in evidence-based programs? 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)

19. Downside of evidence-based programs 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

21. Improve existing programs with evidence- based principles Ineffective & unproven programs Evidence-based programs A less orthodox view of evidence-based programs

22. Principles of Effective Programs

23. Program design and content Theory driven Target relevant risk and protective factors and assets Sufficient dosage and intensity Comprehensive Go beyond fear and punishment Use active learning approaches

24. Theory driven A good roadmap is essential

25. INPUTSOUTPUTSOUTCOMES Sample logic model – Juvenile offender diversion program Design program Train staff Referred youth and their parents attend Youth increase pro-social attitudes and decrease anti- social attitudes Parents learn new ways to discipline & communicate Reduced rates of recidivism Staff Money Referring partners Parents manage youth behavior better Space Provide program Youth gain skills for success in school/work Youth improve behavior in school and at home

26. Target relevant risk and protective factors and assets Address dynamic risk & protective factors E.g., criminogenic needs – risk factors for criminality

27. 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: Egocentrism Below-average verbal intelligence Risk-taking Weak problem-solving and self- regulation skills Psychopathy Weak socialization Impulsivity Restless aggressive energy Adapted from LaTessa, E. (2004). What Works and What Doesn’t in Reducing Recidivism: The Principles of Effective Intervention. www.uc.edu/criminaljustice

28. Major risk factors and criminogenic needs: In the peer group 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

29. Major risk factors and criminogenic needs: In the family 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

30. Sufficient dosage and intensity Enduring change takes effort

31. Comprehensive Simple solutions rarely work

32. Go beyond fear and punishment VS. Punishment alone is usually not enough

33. Use active learning techniques

34. Program relevance Developmentally appropriate Appropriately timed Socio-culturally appropriate Responsive to individuals Assign participants based on risk

35. Developmentally appropriate One size does not fit all

36. Appropriately timed One size does not fit all

37. Socio-culturally relevant One size does not fit all

38. Responsive to individuals Not all offenders are ready to change

39. Assign participants based on risk Risk matters

40. Program delivery Good relationships are critical Well-trained and committed staff Program fidelity

41. Good relationships are critical

42. Well-trained and committed staff

43. Program fidelity Stay the course

44. Program assessment and quality assurance Focus on evaluation and refinement

45. Focus on evaluation & refinement  Evaluation is your friend  Evaluation takes many forms  Don’t evaluate too soon  Evaluation ain’t easy

46. Moving toward more effective programming Assess local program practice against the principles of effective programs 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

47. Using the principles in juvenile court intake Gauge whether various programs in your community are likely to be effective Assess how well your county addresses risk of recidivism, getting offenders treatment- ready, and targeting criminogenic needs Share this information with judges, program practitioners, and other stakeholders to look at areas for program or system improvement

48. Discussion: What this looks like in your area 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?