Introduction
Available literature demonstrates that juvenile treatment programs substantially minimize recidivism and assist the youth to return to a healthy trajectory of development (May, Osmond, & Billick, 2014). While most juvenile programs apply a reactionary approach to delinquency in terms of being administered after adolescents demonstrate antisocial behavior, others assume a proactive approach by targeting at-risk populations at a younger age to assist them before they become delinquent (de Vries, Hoeve, Assink, Stams, & Asscher, 2015). This paper assesses a proactive juvenile treatment program with the view to illuminating its positive impact, negative aspects, and suggestions for improvement.
Name of Program
This paper evaluates the High/Scope Perry Preschool Project, which basically “teaches children prosocial values and provides their families with support from the community during the child’s early, formative years” (May et al., 2014, p. 299). This program targets young children below 5 years old, who are exposed to various school and home educational interventions hinged on an active learning model that underscores participants’ cognitive and social development (Parks, 2000). Parents are also encouraged to participate in monthly small group meetings with other parents to discuss various issues and challenges facing their children and how to develop them into responsible individuals (Peyton, 2005).
Location of Program
The program is based in Ypsilanti, Michigan, though it has been replicated in other areas across the United States and abroad.
Studies on Effectiveness of Program
The program has been the focus of a longitudinal study conducted to evaluate its effectiveness at various life stages. The results of this study showed that the treatment intervention is effective in not only reducing crime and delinquency, but also in minimizing the prevalence of teenage pregnancy and welfare dependency among participants who successfully completed the program (Parks, 2000). The study also found that the program is effective in reinforcing “prosocial behavior, academic achievement, employment income, and family stability as compared with the control group” (Parks, 2000, p. 2). Another study found that the program is effective in reinforcing the self-esteem and self-efficacy beliefs of at-risk African American youths, which in turn increase economic independence and lower delinquent behaviors (Luster & McAdoo, 1995).
Positive Impact
The program lowers delinquency levels (e.g., misconduct, fighting, violent behavior, property damage, and police contact) and increases the likelihood of stable marital relationships and fewer teenage pregnancies at the community level. At the individual level, the program is associated with high incidences of academic success (test scores, grade point average, and graduation from high school) and socioeconomic success. The individual indicators impact the community positively as people with high academic and socioeconomic success are less likely to seek for public assistance and more likely to take good care of their families than those with low education and socioeconomic success (Peyton, 2005).
Curbing Juvenile Delinquency
The program curbs juvenile delinquency as it provides an enabling environment for children to achieve good language skills and develop adequate attachment to caregivers during their formative years. Additionally, the program addresses the risk factors associated with delinquency and antisocial behavior in childhood, such as poor parenting skills and multiple family stressors (Peyton, 2005). Parks (2000) acknowledges that such “a multicomponent approach to enhancing child development promotes protective factors and reduces risk factors by addressing the many systems and influences that affect a child’s development” (p. 4). Lastly, the program is able to curb juvenile delinquency by not only working with parents to strengthen their parenting skills but also directly reinforcing early developmental processes through empowerment, effective training, socialization, and support (Peyton, 2005).
Negative Aspects of the Program
The program takes a long time to implement fully, hence it may be quite costly to undertake. Additionally, it may be difficult to document lifetime progressions of participants to the program, hence the need to have a definite time frame.
Suggestions for Improvement
Owing to the fact that peer relationships contribute significantly to delinquent behavior (Williams, 2016), it would be appropriate for the program to include an intervention on what children needs to know when interacting with peers and how they can utilize school and family support systems to interact with other children. Additionally, in cognizance of the fact that most children rely on the Internet for information, it would be appropriate for the program to include a component on how to shield at-risk populations from potentially dangerous online information through empowerment, education, and support.
Justifications for Supporting the Program
First, it is evident that children who have gone through the program exhibit a noteworthy reduction in adult and lifetime criminality when compared to control participants and the general population (May et al., 2014). Second, the program is effective in ensuring that children become productive members of society and succeed in life. Lastly, the multicomponent nature of the program ensures that parents participate fully in shaping the behaviors of their children.
Conclusion
Overall, the assessment of the High/Scope Perry Preschool Project clearly shows that there is a potential association between childhood intervention on one hand and delinquency and crime prevention in later years, on the other. As such, it is important for stakeholders to implement early childhood interventions during the preschool years with the view to enhancing protective factors and minimizing delinquent behavior.
References
de Vries, S.L.A., Hoeve, M., Assink, M., Stams, G.J.J.M., & Asscher, J.J. (2015). Practitioner review: Effective ingredients of prevention programs for youth at risk of persistent juvenile delinquency – Recommendations for clinical practice. Journal of Child Psychology and Psychiatry, 56, 108-121. Web.
Luster, T., & McAdoo, H.P. (1995). Factors related to self-esteem among African American youths: A secondary analysis of the High/Scope Perry preschool data. Journal of Research on Adolescence, 5, 451-467. Web.
May, J., Osmond, K., & Billick, S. (2014). Juvenile delinquency treatment and prevention: A literature review. Psychiatric Quarterly, 85, 295-301. Web.
Parks, G. (2000). The High/Scope Perry preschool project. Web.
Peyton, L. (2005). “High/Scope supporting the child, the family, the community”: A report of the proceedings of the High/Scope Ireland third annual conference, 12th October 2004, Newry, Northern Ireland. Child Care in Practice, 11, 433-456. Web.
Williams, L. (2016). The value of alternative therapies in mental health treatment for incarcerated youths. Corrections Today, 78(1), 24-28. Web.