WAQP Week 7 Assignment 2

Rubric Standard | Complete > Does the prospectus contain all the required elements? Refer to the annotated outline to see the required parts of the Dissertation Prospectus document.

Note. Please complete following the directions provided, using the stem sentences, and referring to the examples in the appendix.

Title

How Juvenile Justice Mental Health Professionals Perceive Cognitive Behavioral Therapy’s Effectiveness in Juvenile Rehabilitation

Supporting Literature

The first step in developing your prospectus is to search the literature related to the general area you want to investigate (see social problem below). In your review of recent, empirical literature, what keywords did you search and in what databases?

The keywords and databases searched included cognitive behavioral therapy, juvenile justice, juvenile rehabilitation, trauma-informed care, recidivism reduction, practitioner perspectives, treatment fidelity, cultural responsiveness, implementation challenges, and social learning/social cognitive theory. These keywords were selected to capture both the intervention itself and the contextual factors influencing its effectiveness for justice-involved youth.

Journal of Investigation in Health, Psychology & Education (EJIHPE), 15(2), 20. https://doi.org/10.3390/ejihpe15020020

Lardén, M., Högström, J., & Långström, N. (2021). Effectiveness of an individual cognitive-behavioral intervention for serious, young male

violent offenders: Randomized controlled study with twenty-four-month follow-up. Frontiers in Psychiatry, 12, 1–14. https://doi.org/10.3389/fpsyt.2021.670957

Saxena, K., & Sahai, A. (2024). Understanding the effectiveness of cognitive behavioural therapy: A study on offenders.  Annals of Neurosciences,

32(4), 309–314. https://doi.org/10.1177/09727531241288609

Schunk, D. H., & DiBenedetto, M. K. (2023). Albert Bandura’s legacy in education. Theory Into Practice, 62(3), 205–206.

https://doi.org/10.1080/00405841.2023.2226560

Smith, A., Roberts, A., Krzemieniewska, N. K., Eggins, E., Cook, W., Fox, C., Maruna, S., Wallace, S., & Szifris, K. (2024). Revisiting the

effectiveness of cognitive‐behavioural therapy for reducing reoffending in the criminal justice system: A systematic review.  Campbell Systematic Reviews, 20(3), 1–12. https://doi.org/10.1002/cl2.1425

Traub, B. L. (2024). Rehabilitation over retribution: Rethinking juvenile justice for traumatized youth.  University of Cincinnati Law Review, 93(1),

236–269.

Vlai, A., & Rad, D. (2025). Restorative justice-informed criminal justice social work and probation services: Advancing a process-based

psychosocial intervention strategy. International Journal of Social & Educational Innovation, 12(23), 209–232. https://doi.org/10.5281/zenodo.15092338

Provide at least 10 brief summaries of recent, scholarly (peer-reviewed) articles that support/justify a current and relevant problem in your discipline or professional field. Source(s) supporting your framework should be included. Include the complete, APA reference entry, followed by (a) an in-text citation; (b) what was studied; (c) what was found; and (d) why this research is important in relation to your study. This evidence provides the justification for your research problem.

Aebi, M., Krause, C., Barra, S., Vogt, G., Vertone, L., Manetsch, M., Imbach, D., Endrass, J., Rossegger, A., Schmeck, K., & Bessler, C. (2022).

What kind of therapy works with juveniles who have sexually offended? A randomized-controlled trial of two versions of a specialized cognitive behavioral outpatient treatment program. Sexual Abuse: A Journal of Research & Treatment (Sage), 34(8), 973–1002. https://doi.org/10.1177/10790632211070804

(a) Aebi et al. (2022); (b) conducted a randomized-controlled trial (RCT) comparing two specialized CBT program versions for juveniles who sexually offended; (c) found both CBT variants produced significant clinical improvements and risk reduction indicators, supporting CBT’s efficacy while highlighting the value of tailoring content; and (d) this is important to my study because it underscores that program design and contextual fit influence outcomes, key to examining effectiveness and practitioner-informed adaptations in juvenile rehabilitation.

Bandura, A., & National Inst of Mental Health. (1986).  Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.

(a) Bandura & National Inst of Mental Health (1986); (b) developed social cognitive theory to explain how behavior is shaped through reciprocal interactions among cognitive processes, behavioral patterns, and environmental influences; (c) found that learning occurs through observation, modeling, reinforcement, and self-efficacy, emphasizing the active role individuals play in regulating their behavior; and (d) this is important in relation to my study because social cognitive theory provides a foundational framework for understanding how justice-involved youth acquire and modify behaviors within rehabilitative environments. This theory supports examining how mental health professionals perceive the effectiveness of cognitive behavioral therapy, particularly in settings where social context and modeled behavior influence treatment outcomes.

Beck, A. T. (1976).  Cognitive therapy and the emotional disorders. International Universities Press.

(a) Beck (1976); (b) articulated the foundational cognitive model and mechanisms (e.g., cognitive restructuring, skills rehearsal) underpinning CBT; (c) established theoretically how cognitive change can drive behavioral change across disorders; and (d) this is critical for my framework by grounding practitioner interpretations of “what works” in the core cognitive mechanisms my study will probe when comparing CBT effectiveness across contexts.

Capellan, J. A., Koppel, S., & Sung, H.-E. (2022). The effects of cognitive behavioral therapy on recidivism among parolees in Central America:

Evidence from a Honduran experiment. Journal of Experimental Criminology, 18(1), 115–128. https://doi.org/10.1007/s11292-020-09443-w

(a) Capellan et al. (2022); (b) evaluated a CBT program’s impact on adult parolee recidivism in Honduras using experimental methods; (c) found significant reductions in reoffending among CBT participants, suggesting robust effects across high-risk, resource-limited settings; and (d) this matters to my study by reinforcing CBT’s recidivism-reducing potential and the salience of implementation context, key variables when synthesizing practitioner perspectives in juvenile systems.

Dumornay, N. M., Finegold, K. E., Chablani, A., Elkins, L., Krouch, S., Baldwin, M., Youn, S. J., Marques, L., Ressler, K. J., & Moreland-Capuia.

A. (2022). Improved emotion regulation following a trauma-informed CBT-based intervention associates with reduced risk for recidivism in justice-involved emerging adults. Frontiers in Psychiatry, 13, 1–13. https://doi.org/10.3389/fpsyt.2022.951429

(a) Dumornay et al. (2022); (b) examined a trauma-informed CBT intervention’s effects on emotion regulation and recidivism risk among justice-involved emerging adults; (c) found improved emotion regulation associated with decreased recidivism risk, highlighting a plausible mechanism of change; and (d) this supports my study’s focus on mechanisms (e.g., emotion regulation, cognitive restructuring) that practitioners observe and use to judge effectiveness.

Egele, V. S., Klopp, E., & Stark, R. (2025). How valid is Bandura’s social cognitive theory to explain physical activity behavior? European

Journal of Investigation in Health, Psychology & Education (EJIHPE), 15(2), 20. https://doi.org/10.3390/ejihpe15020020

(a) Egele, Klopp, and Stark (2025); (b) examined the contemporary validity of Bandura’s social cognitive theory in explaining behavior change, with a focus on physical activity; (c) found that key constructs of the theory, particularly self-efficacy and environmental influences, remain strong predictors of behavior change across applied intervention contexts; and (d) this is important in relation to my study because it provides recent empirical support for the continued relevance of social cognitive theory in intervention-based research. These findings justify applying the theory to juvenile rehabilitation contexts, where CBT aims to influence cognition, behavior, and environmental interaction, reinforcing the significance of exploring practitioner perceptions of CBT effectiveness.

Gkintoni, E., Vassilopoulos, S. P., & Nikolaou, G. (2025). Next-generation cognitive-behavioral therapy for depression: Integrating digital tools,

teletherapy, and personalization for enhanced mental health outcomes. Medicina, 61(3), 431. https://doi.org/10.3390/medicina61030431

(a) Gkintoni et al. (2025); (b) reviewed innovations in CBT delivery, including teletherapy, digital augmentation, and personalization; (c) concluded that technology-enabled, tailored CBT can enhance access, engagement, and outcomes; and (d) this is pertinent to my study because practitioners increasingly adapt CBT delivery (e.g., tele-CBT, brief formats), and their judgments likely hinge on how such adaptations affect fidelity and effectiveness in juvenile settings.

Lardén, M., Högström, J., & Långström, N. (2021). Effectiveness of an individual cognitive-behavioral intervention for serious, young male

violent offenders: Randomized controlled study with twenty-four-month follow-up. Frontiers in Psychiatry, 12, 1–14. https://doi.org/10.3389/fpsyt.2021.670957

(a) Lardén et al. (2021); (b) ran an RCT on an individual CBT program for serious young male violent offenders with 24-month follow-up; (c) reported sustained benefits on violence-related outcomes, supporting the durability of targeted CBT; and (d) this strengthens the evidence base my study draws on and motivates inquiry into practitioner-reported conditions (e.g., fidelity, engagement) that help sustain effects over time.

Saxena, K., & Sahai, A. (2024). Understanding the effectiveness of cognitive behavioural therapy: A study on offenders.  Annals of Neurosciences,

32(4), 309–314. https://doi.org/10.1177/09727531241288609

(a) Saxena and Sahai (2024); (b) examined the role of CBT in offender rehabilitation, focusing on cognitive restructuring and behavioral change mechanisms; (c) concluded that CBT is effective in reducing maladaptive cognitions and promoting prosocial behaviors, though outcomes vary by implementation fidelity and offender characteristics; and (d) this supports my study’s rationale by reinforcing CBT’s theoretical foundation while highlighting the need to investigate practitioner perspectives on contextual factors that influence real world effectiveness in juvenile rehabilitation.

Schunk, D. H., & DiBenedetto, M. K. (2023). Albert Bandura’s legacy in education. Theory Into Practice, 62(3), 205–206.

https://doi.org/10.1080/00405841.2023.2226560

(a) Schunk and DiBenedetto (2023); (b) examined Bandura’s legacy in education; (c) identified key contributions including self-regulation, social modeling, and the integration of cognitive and environmental factors in learning; and (d) this is important to my study because it

supports the application of the application of social cognitive principles to understand how juveniles learn and adopt prosocial behaviors

within rehabilitation settings.

Scott, K., Lewis, C. C., Rodriguez-Quintana, N., Marriott, B. R., & Hindman, R. K. (2022). Implementation of the wolverine mental health

program, part 1: Adoption phase. Cognitive and Behavioral Practice, 29(1), 214–226. https://doi.org/10.1016/j.cbpra.2021.06.005

(a) Scott et al. (2022); (b) evaluated the adoption phase of the Wolverine Mental Health Program, focusing on organizational readiness, program fidelity, and early implementation processes; (c) found that successful adoption depended heavily on institutional support, staff training, and adaptation to contextual barriers; and (d) this aligns with my study’s rationale by underscoring the importance of examining practitioner perspectives on implementation challenges that influence the real-world effectiveness of CBT in juvenile justice rehabilitation.

Smith, A., Roberts, A., Krzemieniewska, N. K., Eggins, E., Cook, W., Fox, C., Maruna, S., Wallace, S., & Szifris, K. (2024). Revisiting the

effectiveness of cognitive‐behavioural therapy for reducing reoffending in the criminal justice system: A systematic review.  Campbell Systematic Reviews, 20(3), 1–12. https://doi.org/10.1002/cl2.1425

(a) Smith et al. (2024); (b) synthesized recent evidence on CBT’s impact on reoffending across justice contexts; (c) found overall benefits but with heterogeneity tied to context, fidelity, and population characteristics; and (d) this directly justifies my research problem by indicating that “what works” is contingent, precisely the nuance practitioner perspectives can clarify in juvenile rehabilitation.

Traub, B. L. (2024). Rehabilitation over retribution: Rethinking juvenile justice for traumatized youth.  University of Cincinnati Law Review, 93(1),

236–269.

(a) Traub (2024); (b) argued for trauma-informed, rehabilitative approaches over punitive models in juvenile justice; (c) highlighted the mismatch between standard practices and the needs of traumatized youth, calling for culturally responsive, trauma-aware interventions; and (d) this supports my study’s rationale to examine trauma-informed CBT adaptations and their perceived effectiveness from the practitioner vantage point.

Vlai, A., & Rad, D. (2025). Restorative justice-informed criminal justice social work and probation services: Advancing a process-based

psychosocial intervention strategy. International Journal of Social & Educational Innovation, 12(23), 209–232. https://doi.org/10.5281/zenodo.15092338

(a) Vlai and Rad (2025); (b) explored restorative justice-informed interventions in criminal justice social work and probation services; (c) found that process-based psychosocial strategies incorporating modeling, reinforcement, and social support improved compliance and behavioral outcomes; and (d) this is important to my study because it provides evidence that social cognitive mechanisms are critical in designing effective rehabilitation programs for justice-involved youth.

Yalçın, M., Arıtürk, S., Görgü Akçay, N. S., & Tekinsav Sütcü, S. (2024). Cognitive behavioral group therapy for anger management in juvenile

delinquents: Effectiveness study in a Turkey child prison. International Journal of Offender Therapy and Comparative Criminology, 68(16), 1737–1754. https://doi.org/10.1177/0306624X231165418

(a) Yalçın et al. (2024); (b) evaluated group-based CBT for anger management among incarcerated juveniles in Turkey; (c) demonstrated significant reductions in anger and related behavioral problems post-intervention; and (d) this extends generalizability to diverse correctional contexts and supports my focus on practitioner-observed mechanisms (e.g., skills practice) that may drive outcome improvements.

Rubric Standard | Justified > Is evidence presented that this problem is significant to the discipline and/or professional field? The prospectus should provide relevant statistics and evidence, documentable discrepancies, and other scholarly facts that point to the significance and urgency of the problem.

Problem

What was the social problem that prompted you to search the literature to find out more? Write in complete sentences using a scholarly tone.

The situation or issue that prompted me to search the literature is the persistent challenge of juvenile recidivism, despite decades of investment in intervention programs. Justice-involved youth frequently reenter the system, often due to unaddressed trauma, inconsistent implementation of evidence-based practices, and limited access to culturally responsive care (Smith et al., 2024). While cognitive behavioral therapy (CBT) has long been widely recognized as an effective intervention and evidence-based treatment for reducing criminogenic thinking and promoting pro-social behavior, many programs fail to achieve consistent results in real-world juvenile rehabilitation settings. This inconsistency is particularly concerning given the significant social and economic costs associated with reoffending and the disproportionate impact on marginalized youth populations (Smith et al., 2024; Traub, 2024). The persistence of this issue underscores the need to reevaluate how CBT addresses the complex needs of justice-involved youth.

References

Smith, A., Roberts, A., Krzemieniewska, N. K., Eggins, E., Cook, W., Fox, C., Maruna, S., Wallace, S., & Szifris, K. (2024). Revisiting the

effectiveness of cognitive‐behavioural therapy for reducing reoffending in the criminal justice system: A systematic review.  Campbell Systematic Reviews, 20(3), 1–12. https://doi.org/10.1002/cl2.1425

Traub, B. L. (2024). Rehabilitation over retribution: Rethinking juvenile justice for traumatized youth.  University of Cincinnati Law Review, 93(1),

236–269.

Now that you have read and summarized some of the recent literature to understand your problem, and given what other researchers are exploring, what meaningful gap have you identified that your study will address? (What have others not yet explored about this problem that you will contribute with your study?)

Although researchers have investigated this issue, the topic has not been explored in this way: there is limited research exploring the perspectives of juvenile justice mental health professionals who directly implement CBT interventions. Most existing scholarship focuses on quantitative outcomes, such as recidivism rates or cognitive assessments, rather than capturing the lived experiences and insights of mental health practitioners who navigate the complexities of juvenile rehabilitation (Lardén et al., 2021). Consequently, there is a gap in understanding how practitioners perceive intervention effectiveness, adapt treatments to diverse youth needs, and manage contextual factors that influence outcomes. Without this knowledge, policymakers and program developers risk relying on standardized models that fail to account for critical variables shaping rehabilitation and long-term youth success.

References

Lardén, M., Högström, J., & Långström, N. (2021). Effectiveness of an individual cognitive-behavioral intervention for serious, young male

violent offenders: Randomized controlled study with twenty-four-month follow-up. Frontiers in Psychiatry, 12, 1–14. https://doi.org/10.3389/fpsyt.2021.670957

Based on all of the above information (social problem, literature review, gap), in one sentence, what is your research problem ?

The specific research problem that will be addressed through this study is the lack of understanding about how juvenile justice mental health professionals perceive cognitive behavioral therapy (CBT) in juvenile rehabilitation.

Rubric Standard | Meaningful > Has a meaningful problem and gap in the research literature been identified? In other words, is addressing this problem the logical next step, given the previous exploratory and confirmatory research (or lack thereof) on this topic? It is not acceptable to simply replicate previous research for a Ph.D. degree.

Rubric Standard | Original > Does this project have potential to make an original contribution? The problem must be an authentic "puzzle" that needs solving, not merely a topic that the researcher finds interesting. Addressing the problem should result in an original contribution to the field or discipline.

Purpose

To address your stated research problem, what is the purpose of your study? Will you describe, compare, explore, examine, etc.? Complete the purpose sentence below and be sure to clarify your variables/concepts of interest.

The purpose of this Qualitative Phenomenological study is to explore how juvenile justice mental health professionals in Maryland perceive the effectiveness of cognitive behavioral therapy (CBT) in juvenile rehabilitation. Participants will include approximately 8–15 juvenile justice mental health professionals recruited from various settings across the state, including detention centers, probation services, and residential treatment programs, to ensure diverse perspectives and support data saturation. Data will be collected through semi-structured interviews and analyzed using thematic coding to identify shared meanings and lived experiences related to CBT implementation and perceived outcomes.

Framework (Conceptual or Theoretical)

What theory(ies) and/or concept(s) support (frame) your study and who are the original authors? Provide an in-text citation with your response, and the complete APA reference entry with summary in the Supporting Literature section.

The theories and/or concepts that ground this study include Beck’s cognitive theory of emotional disorders (Beck, 1976; Scott et al., 2022) and social learning/social cognitive theory (Egele et al., 2025; Schunk & DiBenedetto, 2023; Vlai & Rad, 2025).

Aaron Beck’s cognitive theory posits that maladaptive thinking patterns influence emotional responses and behaviors. CBT is designed to identify and restructure distorted cognitions, thereby promoting behavioral change (Beck, 1976). Within juvenile justice settings, CBT targets criminogenic thinking and cognitive distortions associated with delinquent behavior (Smith et al., 2024).

Albert Bandura’s social learning/social cognitive theory emphasizes that behavior is learned through observation, modeling, and environmental reinforcement (Bandura & National Inst of Mental Health, 1986). Justice-involved youth are often embedded in high-risk social environments, making social reinforcement processes central to behavioral outcomes.

Together, these frameworks inform the development of interview questions focused on cognition, behavior, and environmental influences; coding categories related to perceived cognitive change, behavioral change, and contextual factors; and the interpretation of how practitioners conceptualize rehabilitation.

References

Bandura, A., & National Inst of Mental Health. (1986).  Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.

Beck, A. T. (1976).  Cognitive therapy and the emotional disorders. International Universities Press.

Egele, V. S., Klopp, E., & Stark, R. (2025). How valid is Bandura’s social cognitive theory to explain physical activity behavior? European

Journal of Investigation in Health, Psychology & Education (EJIHPE), 15(2), 20. https://doi.org/10.3390/ejihpe15020020

Schunk, D. H., & DiBenedetto, M. K. (2023). Albert Bandura’s legacy in education. Theory Into Practice, 62(3), 205–206.

https://doi.org/10.1080/00405841.2023.2226560

Scott, K., Lewis, C. C., Rodriguez-Quintana, N., Marriott, B. R., & Hindman, R. K. (2022). Implementation of the wolverine mental health

program, part 1: Adoption phase. Cognitive and Behavioral Practice, 29(1), 214–226. https://doi.org/10.1016/j.cbpra.2021.06.005

Smith, A., Roberts, A., Krzemieniewska, N. K., Eggins, E., Cook, W., Fox, C., Maruna, S., Wallace, S., & Szifris, K. (2024). Revisiting the

effectiveness of cognitive‐behavioural therapy for reducing reoffending in the criminal justice system: A systematic review.  Campbell Systematic Reviews, 20(3), 1–12. https://doi.org/10.1002/cl2.1425

Vlai, A., & Rad, D. (2025). Restorative justice-informed criminal justice social work and probation services: Advancing a process-based

psychosocial intervention strategy. International Journal of Social & Educational Innovation, 12(23), 209–232. https://doi.org/10.5281/zenodo.15092338

How do these theories and/or concepts relate to your research problem, purpose, and the nature of your study?

The logical connections between the framework presented and the nature of my study include Beck’s cognitive theory, which has been widely applied in therapeutic and rehabilitation settings, particularly through cognitive behavioral therapy (CBT) with justice-involved youth (Beck, 1976; Scott et al., 2022). The theory emphasizes the relationship between thoughts, emotions, and behaviors, providing a framework to understand how cognitive distortions contribute to maladaptive behaviors and to guide practitioner adaptations of CBT in juvenile rehabilitation. Bandura’s social learning/social cognitive theory complements this perspective by highlighting the role of modeling, reinforcement, and social interactions in shaping behavior. Recent scholarship underscores the relevance of this theory for interventions that integrate social and environmental influences, including restorative justice and probation programs (Egele et al., 2025; Schunk & DiBenedetto, 2023; Vlai & Rad, 2025). By situating CBT within the broader social context, this framework supports an understanding of how cognitive and environmental factors interact to influence behavioral outcomes, recidivism, and successful reintegration among youth.

References

Beck, A. T. (1976).  Cognitive therapy and the emotional disorders. International Universities Press.

Egele, V. S., Klopp, E., & Stark, R. (2025). How valid is Bandura’s social cognitive theory to explain physical activity behavior? European

Journal of Investigation in Health, Psychology & Education (EJIHPE), 15(2), 20. https://doi.org/10.3390/ejihpe15020020

Schunk, D. H., & DiBenedetto, M. K. (2023). Albert Bandura’s legacy in education. Theory Into Practice, 62(3), 205–206.

https://doi.org/10.1080/00405841.2023.2226560

Scott, K., Lewis, C. C., Rodriguez-Quintana, N., Marriott, B. R., & Hindman, R. K. (2022). Implementation of the wolverine mental health

program, part 1: Adoption phase. Cognitive and Behavioral Practice, 29(1), 214–226. https://doi.org/10.1016/j.cbpra.2021.06.005

Vlai, A., & Rad, D. (2025). Restorative justice-informed criminal justice social work and probation services: Advancing a process-based

psychosocial intervention strategy. International Journal of Social & Educational Innovation, 12(23), 209–232. https://doi.org/10.5281/zenodo.15092338

Rubric Standard | Grounded > Is the problem framed to enable the researcher to either build upon or counter the previously published findings on the topic? For most fields, grounding involves articulating the problem within the context of a theoretical base or conceptual framework. Although many approaches can ground a study in the scientific literature, the essential requirement is that the problem is framed such that the new findings will have implications for the previous findings.

Research Question(s) and Hypotheses (if applicable)

List the question(s) that you plan to use to address the research problem. Your question(s) must align with your study purpose and include the variables and/or concepts and how they will be examined.

How do juvenile justice mental health professionals perceive the effectiveness of cognitive-behavioral therapy in reducing recidivism among justice-involved youth?

Nature of the Study

What systematic approach/method and research design do you plan to use to address your research question(s)?

To address the research questions in this Qualitative study, the specific research design will include a phenomenological approach. Phenomenology is appropriate because it seeks to capture the lived experiences of individuals and uncover the essence of a phenomenon through their perspectives (Creswell & Poth, 2018; Ravitch & Carl, 2021). Phenomenology is appropriate because the study seeks to understand participants’ subjective perceptions and interpretations of effectiveness rather than measure outcomes quantitatively (Creswell & Poth, 2018). This approach is well-suited to the purpose of the study, which is to explore how juvenile justice mental health professionals perceive the effectiveness of CBT in reducing recidivism among justice-involved youth. Analysis will follow Saldaña’s (2016) first and second cycle coding process, beginning with descriptive coding to label key concepts, and progressing to categorization and theme development. Phenomenological reduction will be used to bracket researcher assumptions. Reflexive journaling will be maintained throughout data collection and analysis to enhance credibility and minimize bias.

Reference entry for the work on which this research design is based:

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.). SAGE

Publications.

Saldaña J. (2016).  The coding manual for qualitative researchers (3rd ed.). London, England: Sage.

For your planned research design, what type of data will you need and what data collection instruments will provide it?

For my planned research design, I will need to collect primary data from juvenile justice mental health professionals through semi-structured interviews (45-60 minutes). A researcher-created interview guide will be developed to ensure consistency while allowing flexibility for participants to expand on their experiences. The interviews will be audio-recorded with participant consent, professionally transcribed verbatim, and anonymized prior to analysis. Recruitment will be via professional networks and agency outreach. IRB approval will be obtained prior to data collection. Participants will complete informed consent forms. Data will be stored on password-protected devices and encrypted storage systems accessible only to the researcher.

What data sources and analysis do you plan to use to answer your research question(s)?

I will recruit 8–15 juvenile justice mental health professionals with direct experience delivering CBT to justice-involved youth, consistent with sample sizes suggested in qualitative research to achieve data saturation (Ravitch & Carl, 2021). Inclusion criteria will require at least one year of experience implementing CBT in juvenile justice settings, and participants will be recruited through professional networks, agency partnerships, and referrals using through an advertised flyer.

The data analysis will follow Saldaña’s (2016) coding framework. In the first cycle, descriptive coding will be used to label participant responses by topic or concept. In the second cycle, pattern coding will be employed to synthesize the initial codes into categories. These categories will then be organized into themes that represent the core meanings and shared experiences expressed by participants. This process ensures both rigor and depth in capturing the lived experiences of practitioners.

Steps include: Initial coding (descriptive or NVivo), pattern coding, theme development, and cross-participant comparison. NVivo qualitative analysis software will be used to organize and manage data.

Trustworthiness strategies include: reflexive journaling, member checking, and audit trail documentation.

Saturation will guide final sample size.

References

Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.). SAGE

Publications.

Saldaña J. (2016).  The coding manual for qualitative researchers (3rd ed.). London, England: Sage.

What limitations, challenges, and/or barriers might you need to address while conducting this study (e.g., access to participants, access to data, requirements for storing data, separation of roles or other ethical considerations, instrumentation fees, etc.)?

Potential barriers include obtaining site or partner agreements from juvenile justice agencies to recruit participants, as well as possible challenges in participant recruitment due to workload demands on practitioners. Because the study involves a sensitive population (justice-involved youth), clear separation of roles will be maintained by interviewing only professionals, not youth, to minimize risks. Another challenge is ensuring credibility and trustworthiness of findings, which will be addressed through member checking, peer debriefing, and maintaining a detailed audit trail.

Other limitations include: self-report bias, social desirability bias, limited generalizability due to qualitative design, recruitment challenges in secure settings, and variability in CBT training and fidelity across agencies.

Rubric Standard | Feasible > Can a systematic method of inquiry be used to address the problem; and does the approach have the potential to address the problem while considering potential risks and burdens placed on research participants? The tentative methodology demonstrates that the researcher has considered the options for inquiry and has selected an approach that has potential to address the problem.

Significance

How will your study address the meaningful, discipline-specific issue that you identified and therefore contribute to your field, discipline, professional practice, etc. contributing to positive social change?

This study is significant in that it addresses a critical gap in juvenile justice research by focusing on the lived experiences of mental health professionals implementing CBT. By capturing practitioner perspectives on intervention effectiveness, program fidelity, and contextual barriers, the findings can inform more culturally responsive and evidence-based rehabilitation strategies for justice-involved youth (Smith et al., 2024; Yalçın et al., 2024). The results have the potential to enhance professional practice by guiding policy development, improving program implementation, and supporting individualized interventions that reduce recidivism. In doing so, the study contributes to positive social change by promoting more equitable outcomes for youth, advancing knowledge within forensic and clinical psychology, and strengthening the capacity of the juvenile justice system to support rehabilitation and reintegration (Gkintoni et al., 2025; Vlai & Rad, 2025).

References

Gkintoni, E., Vassilopoulos, S. P., & Nikolaou, G. (2025). Next-generation cognitive-behavioral therapy for depression: Integrating digital tools,

teletherapy, and personalization for enhanced mental health outcomes. Medicina, 61(3), 431. https://doi.org/10.3390/medicina61030431

Smith, A., Roberts, A., Krzemieniewska, N. K., Eggins, E., Cook, W., Fox, C., Maruna, S., Wallace, S., & Szifris, K. (2024). Revisiting the

effectiveness of cognitive‐behavioural therapy for reducing reoffending in the criminal justice system: A systematic review.  Campbell Systematic Reviews, 20(3), 1–12. https://doi.org/10.1002/cl2.1425

Vlai, A., & Rad, D. (2025). Restorative justice-informed criminal justice social work and probation services: Advancing a process-based

psychosocial intervention strategy. International Journal of Social & Educational Innovation, 12(23), 209–232. https://doi.org/10.5281/zenodo.15092338

Yalçın, M., Arıtürk, S., Görgü Akçay, N. S., & Tekinsav Sütcü, S. (2024). Cognitive behavioral group therapy for anger management in juvenile

delinquents: Effectiveness study in a Turkey child prison. International Journal of Offender Therapy and Comparative Criminology, 68(16), 1737–1754. https://doi.org/10.1177/0306624X231165418

Rubric Standard | Impact > Does this project have potential to affect positive social change? As described in the Significance section, the anticipated findings have potential to support the mission of Walden University to promote positive social change.

Rubric Standard | Objective > Is the topic approached in an objective manner? The framing of the problem should not reveal bias or present a foregone conclusion. Even if the researcher has a strong opinion on the expected findings, the researcher must maximize scholarly objectivity by framing the problem in the context of a systematic inquiry that permits multiple possible conclusions.

Partner Site Masking Self-Check

Walden capstones typically mask the identity of the partner organization. The methodological and ethical reasons for this practice as well as criteria for exceptions are outlined here (link to posted guidance).

☒ Check here to confirm that you will mask the identity of the organization in the final capstone that you publish in ProQuest.

☒ If you perceive that your partner organization’s identity would be impossible to mask or if there is a strong rationale for naming the organization in your capstone, please check this box so that your Program Director can review your request for an exception. If granted, that exception must be confirmed by the IRB during the ethics review process. The IRB will also ensure that your consent form(s) and/or site agreement(s) permit naming the organization.