Developing Juvenile Justice Programs (From American Correctional Association - Proceedings, P 111-117, 1981, Barbara Hadley Olsson and Ann Dargis, ed. - See NCJ-76771)

• NCJ Number: 76782
• Author(s): G A Decell
• Date Published: 1981
• Length: 7 pages
• Sale Source: American Correctional Association
• Language: English
• Country: United States of America

Annotation

A program development process used in South Carolina is summarized, and juvenile services programs operating in the State are described in this paper presented at the 110th Congress of Corrections of the American Correctional Association.

Abstract

The program development process used in South Carolina employs a system composed of several steps: (1) a problem is recognized, defined, clarified, and assessed; (2) constraints and resources are identified; (3) objectives are established; and (4) task plans are developed; and (5) program progress and effectiveness are assessed. One problem identified in the State was the sentencing of juveniles directly to corrections centers without an evaluation. The State Department of Youth Services was successful in having a statute requiring evaluations for youth offenders passed by the legislature in 1962; an evaluation and reception center was then established for these youth. Two current programs are noteworthy for providing effective juvenile services. One program provides reading skill training to incarcerated juveniles using a sports format, teacher-coaches, and performance contracts. Students are provided with free periods for independent learning and cultural enrichment, in addition to work in skill centers. The second program, services offered through the John G. Richards campus, provides a range of activities for 200 incarcerated youth in an open, minimally restrictive atmosphere. Offenders are committed under indeterminate sentences, and habilitation as opposed to rehabilitation and prevention are emphasized. The program provides students with opportunities to develop positive role models; to develop social responsibility and relationships with their families, communities, and religious organizations; to develop and strengthen intrapersonal and interpersonal skills; and to develop sound, responsible judgment. Each dormitory at the campus functions is a separate unit staffed by a supervisor, assistant supervisor, and three youth counselors. Social workers, recreation leaders, vocational rehabilitation specialists, and chaplains are also included in the staff. The unit system provides a positive growth and development environment which facilitates community reintegration and which provides for the professionalization of junior staff members through ongoing inservice experiences. In addition, the campus is in the process of planning a therapeutic community program for students with specialized problems.