How Much of a Good Thing Is Too Much?: Explaining the Failure of a Well-Designed, Well-Executed Intervention in Juvenile Hall for "Hard-to-Place" Delinquents

• NCJ Number: 215610
• Journal: New Directions for Evaluation Issue: 110 Dated: Summer 2006 Pages: 45-57
• Author(s): Robert Nash Parker; Emily K. Asencio; Deborah Plechner
• Date Published: 2006
• Length: 13 pages
• Publication Format: Article
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

This article suggests an alternative interpretation of evaluation evidence of the failure of San Bernardino (California) County's Placement Readiness and Evaluation Program (PREP) in producing better outcomes for the placement of "hard-to-place" juveniles after they completed PREP.

Abstract

The article concludes that when PREP participants were given private placements after completing PREP, they would often engage in bad behavior in the hope of being placed back into PREP, which they preferred to their post-PREP placement. Leaving the placement without permission, being expelled from a placement, or even committing another crime once released from PREP all occurred at higher rates among PREP participants than among youth in the control group. Once they were back in juvenile hall these youth pleaded to be sent back to PREP, even though the intent of the evaluation prohibited reentry by previous participants. The evaluation's qualitative data show that the PREP experience for participating youth was significantly different from conditions they experienced in either traditional juvenile hall settings or alternative placement settings. PREP resembled a residential placement facility. The qualitative data showed that youth preferred the PREP unit to the other units they had lived in at juvenile hall. Longer hot showers taken in privacy were one benefit of PREP. Others included carpeted floors, tables and chairs in the common living area, and hot food. Several youth mentioned that having a roommate prevented feelings of isolation that they experienced in juvenile hall. Two other PREP features that helped prevent boredom and isolation were more free time and more activities during free time. Many of these activities were integrated into learning experiences in the unit's classroom. PREP participants also perceived that the PREP staff members were nicer than those operating juvenile hall. 6 references