Prevention and Intervention Treatment Programs

Juvenile Rehabilitation Programs

Prevention and Intervention Treatment Programs

Rehabilitation of juveniles: Four critical factors

Two of the universal characteristics of successful juvenile rehabilitation programs include beginning early (i.e., offering services while the child is still young and has only committed his or her first offense) and dealing with multiple settings and systems (i.e., incorporating the family and school instead of merely focusing on the individual) (Bartol & Bartol 2010: 153-156). This is the aim of one evolving approach to counseling juveniles which focuses on giving juveniles important communication skills. This enables them to better cope with life stressors and is an important part of rehabilitation. According to Sanger & Spilker (2006), social skills training (SST) is an important part of any rehabilitation program and may encompass story-telling, guided conversation, and instruction in how to use language effectively.

Learning these skills can also enhance teens' future vocational prospects and enable them to perform better in school. Researchers have estimated that 20% or more of teens in rehabilitation programs have language and communication programs which span from learning disabilities to difficulties in expressing thoughts and feelings aloud (Sanger & Spilker 2006). Low levels of social competence are also linked with delinquency. Teens in delinquent facilities have more trouble following directions in school from teachers and also participating in the give-and-take of ordinary conversational relationships (Sanger & Spilker 2006). The inability to do so can generate anger and frustration, resulting in them lashing out at others in frustration. 'Teaching' social skills and the skills of communication through role-playing and modeling; helping teens use critical thinking to select appropriate strategies to communicate; and using cognitive strategies to help teens grow more mindful in general about how they approach verbal social relationships have all been suggested as cornerstones of a holistic rehabilitation program.

These difficulties highlight why early intervention is so critical. If communication problems are addressed early, the educational and social deficits which generate delinquency are less likely to fester. Giving juveniles 'tools' they can use, rather than approaching the process in a negative fashion enables the juveniles to feel more motivated and receptive to change. Teachers must learn to spot 'at risk' teens and not necessarily see them as 'lazy' but instead lacking critical skills. These skill deficits may be due to developmental problems or simply to a lack of social reinforcement of such qualities in the teens' early environment. It should also be noted that focusing on communication and social skills does not have to be isolated to the child's peer group relations. Teachers can become involved and become more aware of how they can participate as part of a comprehensive treatment approach for the child. They cannot simply assume that juveniles understand appropriate and inappropriate behavior. The entire systemic context which gives rise to delinquency cannot be ignored.