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Abstract
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VioLit summary:
OBJECTIVE:
The purpose of this study by Minor and Elrod was to examine the impact of job preparation, short-term outdoor adventure, and family relationships programming on juvenile probationers' self-concepts, loci of control (internal vs. external), and perception of juvenile justice.
METHODOLOGY:
The authors employed an experimental design to test the effect of the intervention. Although sample gathering was unclear, 45 youths participated in the experiment. Seven of the 15 youths on intensive probation were randomly assigned the intervention. Thirty members of the sample were moderate probationers and 15 of these were randomly assigned the experimental condition. The youths were on probation following the adjudication of a variety of offenses (breaking and entering, theft, and status offenses such as running away from home). Self-reports were used to gather pre- and post-test data on the dependant variable. Pre-testing took place before the implementation of the intervention and a battery of Self-Report scales were employed. These scales were embedded in a general questionnaire addressing items about respondents perceptions of themselves, their families, and the juvenile justice system. Post- testing took place 3 months after the completion of the intervention. Analysis of variance was performed on the pre-test scores of only those subjects who completed a post-test. Data were collected on attendance rates and levels of participation for those who had the intervention. Pre-test alpha coefficients were conducted to check internal consistency. Alphas for the dependant variable were .71 for self-concept, .78 for locus of control and .92 for perceptions of juvenile justice. Additionally, pre- and post-test scores were correlated to estimate test-retest reliability. Both experimental and control group correlations were conducted. The tests revealed moderate levels of acceptability.
The intervention included the following: (a) Job preparation workshops. Job preparation consisted in four 2 hour workshops. Each workshop was conducted by trained probation staff and focused on job seeking and job retention skills such as interviewing, writing an application, punctuality and reliability. (b) An outdoor program. The 3-day outdoor program consisted of a series of challenging tasks (e.g., obstacle courses and rope climbing), and participation in a camping experience. The tasks and camping experience were designed to boost self-confidence, promote cooperative skills, and build rapport between youth and probation staff as well as parents. (c) Family Workshops. There were seven 2-hour workshops for offenders and their parents held over a period of 7 weeks. Probation staff taught skills designed to establish communication, trust, and cooperation among family members. (d) Youth skills building. Youth skills building consisted of conflict resolution skills training, and communication skills training. The entire training (called Project Explore) was conducted over a 3-month period using 12 caseworkers, all who had previous experience in juvenile court work.
A 2 X 2 between-groups design was used to evaluate the intervention. One factor distinguished the experimental condition from the control condition. The second factor, case status, distinguished youths on moderate probation from those on intensive probation. Case status was introduced as a factor in order to control for confounding effects and to observe interacting variables. Case status, unlike the intervention, however, was not randomized.
FINDINGS/DISCUSSION:
Participation frequency was judged to be adequate; the mean number of job preparation seminars attended was 3.7 (0-4) range, and the mean number of family skill sessions in attendance was 5.68 (0-7 range). All youths were present for the 3-day outdoor adventure, however, only half the youths had at least 1 parent present for the final day of the adventure. Additionally, it was reported that parental attendance at family sessions was inadequate. Juvenile participation in the intervention, as measured by caseworkers' observations, was low. None of the F-tests yielded significant findings. This means that the intervention strategies were no more effective than standard probation services in affecting probationers' offense activities, self-concepts, loci of control, and perceptions of juvenile justice. All groups (intensive-control, intensive-experiment, moderate-control, moderate-experiment) displayed low to moderate self-concepts on the post-test. Mean scores on the post-test for self-concept for intensive experimental and intensive control were 1.31 and 1.88 (0-4 range), respectively; however, these differences did not differ significantly. Mean scores on the post-test for loci of control for experimental-moderate and control moderate were 4.47 and 3.30, respectively, however, these differences were also insignificant. Post-test mean scores on perceptions of the juvenile justice system, while improved from pre-test to post-test, were also statistically insignificant.
The findings indicated that the outcomes did not meet the intervention goals. The authors presented several explanations addressing this: (1) Participation in the program may have been too low. (2) Only half the subjects had at least one parent present on the last day of the outdoor program and the family workshops. (3) The duration of the intervention may have been to short. (4) The sample size may have been too small. (5) The scales used to measure the outcome may have been inadequate. (6) The post-test was administered 3 months after the intervention and may have been too long after the experiment.
AUTHORS' RECOMMENDATIONS:
The authors stated that this research indicates the use of probationers as consultants in the creation of interventions may be advantageous. The authors also suggested that intervention strategies have adequate durations, durations long enough to affect the behavior and attitudes of probationers.
(CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
Juvenile Offender
Juvenile Court
Juvenile Justice System
Juvenile Perceptions
Offender Perceptions
Probation
Justice System Intervention
Intervention Program
Correctional Decision Making
Intensive Supervision
Intermediate Sanctions
Wilderness Program
Recreation Program
Family Relations
Parent Child Relations
Vocational Training
Job Skills Training
Employment Factors
Intervention Program
Program Effectiveness
Early Adolescence
Late Adolescence
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