Graduated Response in Juvenile Probation in Pennsylvania

Transcription

1 Graduated Response in Juvenile Probation in Pennsylvania Naomi Goldstein, Ph.D. Elizabeth Gale-Bentz The opinions expressed are those of the authors and do not necessarily reflect the views of Stoneleigh Foundation Juvenile Justice Research & Reform Lab Drexel University

2 State Level Local Level JJSES Phase 3 Behavioral change activity Builds on recent initiatives County-level trainings Approaching roll out phase PA GR Workgroup Guiding Principles Philadelphia Driven by behavior change research, culture shift

3 How Does Graduated Response Fit With Other Initiatives? YLS Risk/Needs Assessment Court Conditions Reassessment Case Plan Graduated Response Discharge

4 Must follow multiple requirements over a significant time span Full compliance is generally expected Sanctions often imposed for imperfect performance Traditional juvenile probation structure establishes many developmentally incompatible expectations of youth

5 What s Missing? Adolescent Development

6 Cognitive Prefrontal cortex Reasoning, planning, problem solving Emotional Limbic system emotional reactivity Dopaminergic system reward sensitivity Psychosocial Psychosocial immaturity Controlling impulses, delaying gratification, considering future consequences

7 Cold Context Non-emotional situations Hot Context Emotionally charged situations

8 Difficulty Regulating Emotions Susceptibility to Peer Influence Heightened Impulsivity

9 Psychosocial Long-term Negative Consequences Short-term Positive Outcomes

10 Increase Behavior Incentives Responses to desired behavior Interventions Responses to undesired behavior Decrease Behavior

11 Sanction for positive drug screen Short-term behavioral suppression Long-term behavior change Incentives for clean drug screens and program attendance

12 Bringing It All Together... Adolescence is a time of rapid brain development Mistakes offer opportunities for learning Probation offers opportunities for learning in real-life settings

13 Level 1: Q/A Training Do JPOs understand what they are supposed to be doing and why? Level 2: Q/A Implementation Are JPOs doing what they are supposed to be doing? Level 3: Outcome Evaluation Is the system having the intended effects?

14 Challenges: Considerations for Future Development Creation of concrete behavioral definitions Early involvement of judges County-specific data systems

15 Without Clear Structure, Different Interpretations of the Same Behaviors Can Lead to Different Responses

16 As part of his probation requirements, Anthony is required to attend weekly life skills classes at The Community Center. Anthony has attended 10 out of the 15 sessions, and has provided documentation for 2 of his 5 absences. Regarding his participation during the sessions he attended, Anthony has been an active contributor to group discussions in 75% of the required activities, but was not an active contributor in 25% of the activities. With respect to his behavior, Anthony was involved in an incident, a physical scuffle with another youth during the second week of the program.

17 How To what hard likely extent do would you do you think you be think Anthony be to to recommend Anthony is trying is complying a to adding positive or court with response, increasing such his the as probation severity lifting Anthony s of requirements? Anthony s sanctions sanctions? or adding privileges? Low Risk High Risk Positive Neutral Negative Low Risk High Risk Positive Neutral Negative * * Low Risk High Risk * Positive Neutral Negative Low Risk High Risk * Positive Neutral Negative

18 How likely would you be to recommend probation revocation and residential placement? 5 4 F(2, 218) = 3.31, p =.04, η p2 =.03 Low Risk High Risk Positive Neutral Negative

19 Naomi Goldstein, Ph.D. Elizabeth Gale-Bentz For more information: The opinions expressed are those of the authors and do not necessarily reflect the views of Stoneleigh Foundation Juvenile Justice Research & Reform Lab Drexel University