This paper examines the relative importance of individual and family risk factors when designing interventions for delinquent youth. Drawing on research by Ek (2008), Roberts (2004), and others, the paper argues that both individual factors — such as coping skills, self-esteem, and attitudes toward antisocial behavior — and family factors — such as parental supervision and discipline — are equally critical. The paper further evaluates a balanced approach to sanctioning, rehabilitative intervention, and public safety, contending that multi-pronged programs addressing individual, family, community, peer, and educational dimensions are far more effective than the single-focus strategies currently prevalent in the juvenile justice system.
There are a variety of factors that contribute to delinquency in youths. These factors must first be understood before determining which is more important when creating interventions for delinquent youth — individual factors or family factors. Individual factors are those characteristics or behaviors that affect an individual's risk of, or resistance to, delinquent behavior. In contrast, family factors typically involve the family's support, culture, structure, and functioning as they affect the behavior of individual family members ("Risk and protective," 2007).
In his study on the factors leading to delinquency among youth, Ek (2008) identified the primary individual risk and protective factors associated with delinquency, or its prevention, as: coping skills, self-esteem, attitudes toward drug use, attitudes toward antisocial behavior, and commitment to education. Family factors of risk or protection included: parental supervision, parental discipline, parental conflict, and intergenerational or extended-family influences.
Considering the impact of the personal and familial risk factors identified above, both are equally important when developing interventions for delinquent youth. Ek's (2008) study demonstrated clusters of respondents who were lacking in one area but not the other, and the result was still a higher level of delinquency than among the cluster that had protective factors in place in both familial and individual categories. It follows that addressing only one side of the delinquency equation would not produce the positive outcomes needed for an effective intervention.
The most effective type of intervention is a multi-pronged approach that seeks to address not only individual and familial factors, but also community, peer, and educational factors (Christie & Yell, 2008). An effective delinquency intervention must address the youth's self-esteem needs and improve their coping skills. The youth's attitudes toward drugs and antisocial behavior must be changed, as well as their commitment to schooling. Alongside this increased commitment to education, the intervention program must incorporate an educational component to help facilitate learning for the affected youths.
The parents and extended family must also be involved for the intervention to succeed. This includes, but is not limited to, improving parenting skills in the areas of supervision and discipline. Community factors — including the physical environment, recreational and economic opportunities, and social supports — must be in place to ensure the success of residents ("Risk and protective," 2007). Additionally, as Leve and Chamberlain (2005) noted, "association with delinquent peers is a recognized precursor to continued delinquency," and as such it must be addressed as part of any effective delinquency intervention.
There is no singular intervention program that can be applied uniformly to all delinquent youth. Each program must address the unique needs of the individual. In instances where protective community factors are already present, the intervention need not be designed to remedy that component. An effective intervention will reinforce the protective factors already in place while working to counter any risk factors that contribute to delinquent behavior.
"Describes competency-focused balanced intervention model"
"Critiques single-focus programs and punitive strategies"
"Cited sources for the paper"
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