Effective elements and strategies in youth delinquency prevention programs

School Delinquency Prevention Program

Delinquency prevention is an initiative that was introduced into the United States system of justice in 1974, with the aim of protecting the rights of errant juveniles, and preventing them from continuing criminal activities into adulthood. Greenwood (2008) points out that a good crime-prevention program is one that incorporates policies that work to ensure that the participants are molded to become more responsible, law abiding adults. In his view, before any crime prevention program is designed, empirical studies should be carried out to determine the various risk elements that the youth in that particular area are likely to face. This would help in developing a risk-specific prevention program that would "reduce crime much more cost-effectively than any of the other approaches that have been tried - including tougher sentencing" (Greenwood, 2008, p.4).

Outlining the Forms of Delinquent Behaviors to be Prevented

This is the first and most fundamental step in the development of any crime-prevention program. This is so, because it forms the basis of the program, and helps in determining the strategies to be implemented in ensuring the success of the same. This, additionally, stresses the need to conduct a research study, to assist in determining the clients' risk levels, which will make it easier to "predict trajectories for particular types of youth" (Greenwood, 2008, p.7). As Siegel and Welsh (2008) point out, substance and drug abuse, violence, impulsiveness, inadequate parental care, and health problems (especially mental), are some of the most common causes of action. A good after- school program should seek to address these risk factors, right from the onset of childhood, all the way to the late periods of adolescence (Siegel & Welsh, 2008).

I will first discuss the general elements of a good crime-prevention plan, and then lay out some of the key behavior-correcting strategies that have, in the past, been found to be significantly effective in reducing delinquency levels.

The General Elements of a Good Delinquency Prevention Program

Client Specific

A good program should put more emphasis on individual focus. This would make it possible for different problem behaviors to be addresses in different ways, as well as ensure that there exists personalized strategies, to differently deal with 'low risk' and 'at risk' juveniles (Sigel & Welsh, 2008). The ultimate role of any delinquent program, after all, is to "alter beliefs, attitudes, tastes, skills, thinking process" (Greenwood, 2008, p.15), which are unique to all individuals.

Allow for Engagement with Schools

Given that the youth spend a significant number of hours and, probably years at school, then schools would, naturally, have a large extent of control on their behavior (Greenwood, 2008, p.16). However, as the author notes, schools are usually faced with, among others, challenges of insufficient resources, and lack of trained personnel, to handle cases of delinquency. Engaging with the schools found in an area would, therefore, assist the delinquent prevention program developers acquire the information that they would need to tailor their strategies, to ensure that they can adequately fill these gaps.

The Specific Qualities of a Good Delinquency Prevention Program

It is important to note, at this point, that, unlike the general elements discussed above, the behavior-altering strategies are more offence-specific; therefore, different strategies will be applicable to different sets of offenders. In an era characterized by the development of numerous delinquent programs; and most people feeling that the juvenile justice system has failed to meet its intended objectives, it is necessary that potential program-directors employ the most effective strategies, to ensure a successful corrective process, and, to, consequently, rebuild public confidence.

The success of any delinquent prevention program depends on its ability to ensure that its participants stick to doing what is right. As Howell (2003) points out, "electronic monitoring can be used in monitoring for compliance, with conditions of probation, such as curfew restrictions" (p.140). Baumer, Maxfield and Mendelssohn (as cited in Howell, 2003), contend that, monitoring juveniles through electronic technology would hugely reduce cases of absconding.

Getting the participants to take part in increasingly challenging outdoor activities, such as mountain climbing, would greatly boost their levels of confidence. This strategy works best at transforming anti-social behavior and attitudes, and not necessarily as a corrective measure (Howell, 2003). However, for such programs to be effective in transforming the more serious offenders, they should incorporate "behavior management, family therapy, reality therapy, and cognitive-behavioral techniques" (Howell, 2003, p.141).

Programs of restitution have been found to be effective in reducing the levels of delinquency among participants, especially when used in combination with additional interventions, such as probation, and those that seek to enhance academic performance (Howell, 2003). Lipsey, for instance (as cited in Howell, 2003), found that delinquency levels reduced by 19%, when probation was combined with restitution. However, such programs need to be designed in a way that is of overall assistance to the offenders; for instance, finding ways for them to earn money to help them pay for their restitution (Howell, 2003).

Properly coordinated "intensive supervision programs (ISPs), when linked to a program continuum" (Howell, 2003, p.143) have, in the past, been found to be effective in greatly reducing the levels of recidivism.