graduated response in juvenile probation in … response in juvenile probation in pennsylvania naomi...
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Graduated Response in Juvenile Probation in Pennsylvania
Naomi Goldstein, Ph.D. Elizabeth Gale-Bentz
Juvenile Justice Research & Reform LabDrexel University
The opinions expressed are those of the authors and do not necessarily reflect the views of
Stoneleigh Foundation
JJSES – Phase 3Behavioral change activity
State Level Local Level
PA GR Workgroup –Guiding Principles
Builds on recent initiatives
County-level trainings
Philadelphia –Driven by behavior change
research, culture shift
Approaching roll out phase
How Does Graduated Response Fit With Other Initiatives?
Discharge
YLS Risk/Needs Assessment
Court Conditions
Case Plan
GraduatedResponse
Reassessment
Must follow multiple requirements over a significant time span
Full compliance is generally expected
Sanctions often imposed for imperfect performance
Traditional juvenile
probation structure
establishes many
developmentally incompatible
expectations of youth
What’s Missing?
Adolescent Development
• Prefrontal cortex• Reasoning, planning, problem solvingCognitive
• Limbic system – emotional reactivity• Dopaminergic system – reward sensitivityEmotional
• Psychosocial immaturity• Controlling impulses, delaying gratification,
considering future consequencesPsychosocial
Hot Context Emotionally charged situations
Cold ContextNon-emotional situations
Susceptibility to Peer Influence
Difficulty Regulating Emotions
HeightenedImpulsivity
Long-term Negative Consequences
Short-term Positive Outcomes
Psychosocial
Incr
ease
Beh
avio
rD
ecrease Beh
avior
Incentives
Responses to desired
behavior
Interventions
Responses to undesired behavior
Short-term behavioral suppressionSanction for positive drug
screen
Incentives for clean drug screens
and program attendance
Long-term behavior change
Mistakes offer opportunities for learning
Probation offers opportunities for learning in real-life settings
Adolescence is a time of rapid brain development
Bringing It All Together...
• Do JPOs understand what they are supposed to be doing and why?
Level 1:
Q/A Training
• Are JPOs doing what they are supposed to be doing?
Level 2:
Q/A Implementation
• Is the system having the intended effects?Level 3:
Outcome Evaluation
Challenges: Considerations for Future Development
Creation of concrete behavioral definitions
Early involvement of judges
County-specific data systems
Without Clear Structure, Different Interpretations of the
Same Behaviors Can Lead to Different Responses
As part of his probation requirements, Anthony isrequired to attend weekly life skills classes at TheCommunity Center. Anthony has attended 10 out ofthe 15 sessions, and has provided documentation for2 of his 5 absences. Regarding his participation duringthe sessions he attended, Anthony has been an activecontributor to group discussions in 75% of therequired activities, but was not an active contributorin 25% of the activities. With respect to his behavior,Anthony was involved in an incident, a physical scufflewith another youth during the second week of theprogram.
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To what extent do you think Anthony is complying with his probation requirements?
How hard do you think Anthony is trying to comply with his probation requirements?
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How likely would you be to recommend adding or increasing the severity of Anthony’s sanctions?
How likely would you be to recommend a positive court response, such as lifting Anthony’s sanctions or adding
privileges?
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How likely would you be to recommend probation revocation and residential placement?
High Risk
Low RiskF(2, 218) = 3.31, p = .04, ηp2 = .03
For more information: [email protected]
Naomi Goldstein, Ph.D. Elizabeth Gale-Bentz
Juvenile Justice Research & Reform LabDrexel University
The opinions expressed are those of the authors and do not necessarily reflect the views of
Stoneleigh Foundation