Question 5

Prevention programs pay attention to the youth who may be categorized as being at high-risk of encountering the law before he or she attain the age of 16. Such individuals are drawn from underprivileged neighborhoods which are characterized by the prevalence of crime, dysfunctional families, or he or she may be victims of child abuse which has been identifying as a contributor towards deviant social behavior (Schwalbe et al., 2012). Irresponsible sexual behavior culminates in the problem of teenage pregnancy which creates strife in society. To elaborate, this is due to the high opinion poor parenting leads to the inculcation of bad morals in the life of one’s child. Accordingly, the Nurse Family Partnership plays the crucial role of equipping first-time mothers with necessary social skills as well as prenatal care conducted by registered nurses who serve in the capacity of home visitors (Lipsey, 2009). This program aids teenage mothers through child care training services to limit medical risk factors that may contribute to aggressive behavior in a child in the future.

Examples of Interventions

Life Skills Training integrates a class-based approach whereby the youth are informed of the dangers associated with substance use and has illustrated its efficacy by diminishing the partaking of cigarettes and alcohol among school-going children. Another treatment program dubbed School Transitional Environmental Program (STEP) has been adopted in general educational curriculums especially in institutions where complex interactions are superseded through tutor and peer support (Zonnevylle-Bender, Matthys & Lochman, 2007). The STEP program acts as a bridge which is aimed at streamlining the educational and emotional challenges that may be encountered in conventional learning environments. As such, the educational barriers are dealt with through restructuring the roles of a homeroom instructor who now enjoys the expanded role of acting as a counselor for children who portray behavioral problems which may be characterized by dropping out of school and class truancy. The homeroom teacher also has the responsibility of inculcating a positive learning culture in the youth who have been assigned to him or her (Redondo, Martínez-Catena & Andrés-Pueyo, 2012).

Statistics related to treatment success and recidivism rates of juvenile delinquency

In additio, the employment of preventive measures in addressing the problem of juvenile delinquency has underwritten for the endorsement of rehabilitative measures rather than punitive measures. For instance, there is a notable decline in the rates of arrests for juveniles between the years 1999 and 2008 where public intoxication offenses decreased by 24% while vandalism and driving under the influence offenses reduced by 8% and 27% respectively (Hockenberry, Sickmund & Sladky, 2013). Additionally, rape incidences where a juvenile was the culprit declined by 27%, homicide cases diminished by 9% and car theft offenses reduced by as much as 50% (National Center for Juvenile Justice, 2014). Accordingly, the provision of treatment services as compared to imprisonment has illustrated the efficacy of preventive measures by reducing the crime rates amongst the young adults (Lambie & Randell, 2013). An analysis of community-based interventions of dealing with juvenile delinquency have been earmarked as models that have significantly contributed to reduction in recidivism rates including saving the government millions of tax dollars that are spent on maintaining the welfare of prisoners (Mulder et al., 2012).

References

Greenwood, P. (2008). Prevention and intervention programs for juvenile offenders. The future of Children, 18(2), 185-210.

Hockenberry, S., Sickmund, M., & Sladky, A. (2013). Juvenile Residential Facility Census, 2010: Selected Findings. Juvenile Offenders and Victims: National Report Series. Bulletin NCJ 241134. Office of Juvenile Justice and Delinquency Prevention.

Mulder, E., Vermunt, J., Brand, E., Bullens, R., & Marle, H. (2012). Recidivism in subgroups of serious juvenile offenders: different profiles, different risks?. Criminal Behaviour and Mental Health, 22(2), 122-135.

Lambie, I., & Randell, I. (2013). The impact of incarceration on juvenile offenders. Clinical Psychology Review, 33(3), 448-459.

Lipsey, M. W. (2009). The primary factors that characterize effective interventions with juvenile offenders: A meta-analytic overview. Victims and offenders, 4(2), 124-147.