Implementing and Sustaining Evidence-Based Practice in Juvenile Justice

Rocque, Michael; Welsh, Brandon C.; Greenwood, Peter W.; King, Erica

doi:10.1177/0306624x13490661

Cited by 14 publications

(7 citation statements)

References 36 publications

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“…Waintrup and Unruh (2008) reported that there was a lack of knowledge of other agencies' scope of services (i.e., eligibility, referrals/enrollment, and services) or formalized data sharing mechanisms across agencies. Rocque et al (2014) reported that across-agency collaborations were essential for implementing and sustaining evidence-based practices at a state level. Recently, Mathur et al (2017) published research-based practices for reintegrating students with emotional and behavioral disorder (EBD) from the juvenile justice system.…”

Section: Special Series On Juvenile Justice Reentrymentioning

confidence: 99%

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Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach

Unruh

Waintrup

Alverson

et al. 2019

Behavioral Disorders

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Reentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth’s return to the community. The purpose of this study was to gain a better understanding from stakeholders’ perspectives, based on experience, to identify challenges and facilitators to support young offenders’ reengagement in school and successful return to their community postincarceration. Fifty-four qualitative interviews of key stakeholders involved in the reentry process were conducted across 4 years of a young offender with disabilities’ reentry program in the Northwest. Stakeholders included youth, parents, school personnel, parole/probation officers, and other community agency personnel. An ecological framework coding scheme was used to qualitatively analyze the interviews. Findings validate the importance a key adult/mentor (i.e., transition specialist) plays in a youth’s school engagement. In addition, developing strong working relationships within and across schools, juvenile services, and other key agency personnel was supportive of a young offender’s reentry process.

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Section: Special Series On Juvenile Justice Reentrymentioning

confidence: 99%

“…Rocque et al (2014) reported that across-agency collaborations were essential for implementing and sustaining evidence-based practices at a state level. Recently, Mathur et al (2017) published research-based practices for reintegrating students with emotional and behavioral disorder (EBD) from the juvenile justice system.…”

mentioning

confidence: 99%

Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach

Unruh

Waintrup

Alverson

et al. 2019

Behavioral Disorders

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“…Here, the state must initiate and then administer the process of transitioning to evidence-based practice. Maine is an example of such a state, and recent research on its efforts to implement and sustain evidence-based practice in juvenile justice bears this out (Rocque, Welsh, Greenwood, & King, 2013).…”

Section: Role Of State Government and Implementationmentioning

confidence: 99%

“…For instance, Maine's JJAG emerged as a result of work stemming from the passage of the federal Juvenile Justice and Delinquency Prevention Act in 1974 and was officially authorized in 1984. Comprising 22 members, all of whom operate on a voluntary basis, the JJAG is a powerful voice advocating best practices, evaluation, and dissemination of data to ensure juveniles are provided the most effective treatments available (Rocque et al, 2013).…”

Section: Structured Involvement Of All Key Stakeholdersmentioning

confidence: 99%

Making It Happen

Welsh

Greenwood²

2014

Youth Violence and Juvenile Justice

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This article explores the progress that state governments across the country are making in implementing the three most widely used evidence-based programs (EBPs) for delinquent youth: multisystemic therapy (MST), functional family therapy (FFT), and multidimensional treatment foster care (MTFC). Rather than rank states, this study was designed to help state policy makers and practitioners identify strategies and techniques that can help expand the quality and availability of EBPs in their jurisdictions. Its explicit focus on implementation was purposeful. Most states are not yet in a position to begin to assess if their expenditures on these programs are having an impact (or at least an impact statewide) on juvenile recidivism, placements in residential facilities, or other key outcomes. We found that there are five states that are making substantially greater progress in implementing these EBPs: New Mexico, Louisiana, Maine, Connecticut, and Hawaii. In addition to the highest availability of these programs, ranging from 9.4 to 13.0 therapist teams per million population, these states share a number of key features that demonstrate that direct and purposeful state action is behind the expansion of these programs. Some of these features include structured involvement of all key stakeholders, effective leaders who championed not just the programs but a culture of using research to improve practice, pilot testing of new EBPs, special funding for designated EBPs, and technical assistance to counties to help get programs off the ground. Gaps in knowledge are identified and implications for policy are discussed.

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“…According to this camp of scholarship, two key features of effective evidence-based practices are an organizational culture that supports research and self-evaluation and selective staff that are willing to promote programs with fidelity (Latessa et al, 2002;Rocque et al, 2014). Rocque et al (2014) interviewed correctional administrators and researchers to identify ideal conditions for evidencebased practices in prison, and others have examined staff's individual attitudes about evidencebased practices utilizing survey methodologies (Telep & Lum, 2014), but none to date have thoroughly examined organizational cultures from top to bottom. Specifically lacking in this data is how staff and other correctional stakeholders make sense of evidence-based practices and engage with programs that are supported by criminologists and pro-research administrators.…”

Section: Evidence-based Practices In Criminologymentioning

confidence: 99%

Conflict and resistance

Gorga¹

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ACKNOWLEDGEMENTSI would like to express my gratitude for those who supported me through the process of researching and writing this dissertation. I am indebted to the respondents of this study for offering me their time and expertise, as well as the administrators of the Iowa Department of Corrections and the Iowa Correctional Institution for Women for approving my research project and facilitating data collection. I would also like to thank my mentor and advisor, Dr. Sarah Harkness for her guidance and patience, as well as the other members of my dissertation committee, Dr. Karen Heimer, Dr. Mike Sauder, Dr. Marina Zaloznaya, and Dr. Jacki T. Rand for providing comments on earlier drafts of this document. I would also like to thank Nicole Oehmen, JiHye "JJ" Park, and Dr. James Wo for providing feedback on earlier drafts and conference presentations that were based upon this work.iii SCHOLARLY ABSTRACTIn this project, I sought to understand how understood and implemented by individuals who work within the criminal justice system. I center the project at the Iowa Correctional Institution for Women (ICIW), where I collected interviews in the summer and fall of 2016. I interviewed 38 individuals, including ICIW staff, Department of Corrections (DOC) staff, prison volunteers, and prisoner advocates. Additionally, I conducted participant observations from summer 2016 to summer 2017 including monthly meetings of the Iowa Board of Corrections and meetings at different local advocacy groups. I also used archival data from state historical archives, the Iowa Department of Corrections, and Iowa Legislative Archives to provide a historical and contextual basis for the contemporary interviews and observations.Using constructivist grounded theory as an analytic method, I employed a multi-stage analysis process that began with memo writing and initial category development during the early stages of data collection, I further explored those themes upon re-entry to the field, and once all of the data was collected, I engaged in line-by-line coding to further specify categories. During this process, I coded for respondents' ideologies and decision-making arguments for or against a policy change, what they identified as science, and what respondents thought were the limits of science and research in the correctional setting.I found that all of the respondents supported rehabilitative correctional models, but disagreed on how prisons should achieve those goals. Some respondents felt that science and research could be used to fulfill humanitarian approaches to handling prisoners, such as treating prisoners with respect, while others felt that "what works" could be used to fulfill utilitarian goals, such as keeping the public safe. DOC administrators, however, often framed evidencebased practices (EBP) as a way to achieve the goals of bureaucratic efficiency and used these iv tools to minimize "irrational" approaches and increase economic efficiency. Many respondents, in turn, became skeptical of EBP and the DOC's reliance on statist...

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Implementing and Sustaining Evidence-Based Practice in Juvenile Justice

Cited by 14 publications

References 36 publications

Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach

Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach

Making It Happen

Conflict and resistance

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