Juvenile Reentry Programs: Do Supportive Research

To research juvenile reentry programs, begin by

• 1) Using evidence-based repositories such as Model Programs Guide (MPG)
• 2) Connecting with other jurisdictions and discussing their efforts in reentry program implementation
• 3) Searching the Internet for organizations focused on juvenile reentry who might provide valuable information on reentry programming

The types of programs, outcomes, and features you search for should be based on the identified target population, problem, and community needs assessment (see Conducting a Community Needs Assessment). Additionally, be aware of common issues surrounding reentry (such as low program participation, changes in staffing and management, and funding) and the barriers to program implementation reported by other jurisdictions, which may help guard against avoidable setbacks. Supportive research can also bolster arguments to reallocate resources (especially staff and funding) from programs with little or no evidence to programs with stronger evidence.

• Focus Your Search Based on the Specific Needs of the Target Population, Community, and Goals of the Reentry Programming

  Pay particular attention to findings relevant to the specific reentry obstacles you wish to target (i.e., education and employment, substance abuse, housing).

  • Identify key program components that best serve your population and the specific reentry obstacles that may be present in your community. For example, when designing the Multisystemic Therapy–Family Integrated Transition, a family-based intervention for youth with co-occurring substance use and mental health disorders, program developers conducted supportive research on the issues these youth have relative to emotion regulation, anger, and impulse control. As a result, they incorporated skills training into the behavior therapy. For more information about adapting programs to fit the needs of your community, see Addressing Adaptation.
    
    You should also consider information about any existing barriers to reentry programming, such as poor infrastructure for accessing services, while determining the key program components that will serve the needs of the target youth population. For more information about identifying obstacles or barriers, see Identifying Specific Jurisdictional Issues.

  

• Search for and Learn about Evidence-Based Programs

  By exploring the evaluation research available, you can find examples of reentry programs and use their implementation findings to inform your own program.

  • Use the MPG to become familiar with evidence-based reentry programs. The profiles of Reentry/Aftercare programs currently listed on the MPG include the following: 1) program components, 2) methodology and outcomes from evaluations of the program, 3) information on cost and implementation (if available), 4) references of the evaluations that were reviewed and rated to determine a program's overall rating, 5) references to supplemental information about the program, and 6) any related practices featured on CrimeSolutions.gov.

    Use MPG Literature Reviews to Find Research

    1. The MPG's literature reviews on reentry programs include recent research, including

    • a. Types of reentry programs
    • b. Theoretical foundations
    • c. Challenges to diversion implementation
    • d. Results from program evaluations of diversion programs

    2. The MPG's also provides literature reviews on

    • a. Reentry Court
    • b. Risk/Needs Assessment for Youth
    • c. Vocational/Job Training
  • Learn what elements or components of reentry programming are important to increase youths' odds of success. Although individual studies may not provide information about the effectiveness of individual components, meta-analyses may offer a way to hone in on components. Meta-analyses examine the effectiveness of types of programs by aggregating and averaging the results across various studies and often explore which program components have stronger associations with effects. For example, a meta-analysis on Juvenile Reentry Programs found that reentry programs were most effective when they included intensive individual treatment and targeted older, high-risk, and violent juveniles. The meta-analysis also found that duration was not as important as the intensity of the treatment. Such information can help you to focus your funding and resources on the juvenile population that would be most impacted by reentry efforts and adapt programs as needed.
  
  
  • Recognize the importance of matching services and programming to the individualized risks and needs of youth. Risk-needs assessments are standardized tools that help practitioners estimate a youth’s risk of recidivism and can inform reentry planning to ensure that services and individuals are appropriately matched to produce the best possible outcomes. As one of the few risk-assessment tools created specifically for use in correctional settings, the Ohio Youth Assessment System-Reentry (OYAS-RET), has been shown to successfully identify low-, moderate-, and high-risk juveniles. Other risk-assessment tools that have been validated for use in correctional settings include the Structured Assessment of Violence Risk in Youth (SAVRY) during residential treatment, and the Youth Level of Service/Case Management Inventory (YLS/CMI). Assessment tools must be valid and reliable to ensure that the estimated degree of risk and treatment needs are accurate. For more information, see the MPG literature review Risk/Needs Assessment for Youths.
  
  
  • Understand the role of school in juvenile reentry. School attendance is a strong predictor of involvement in criminal and delinquent behavior, yet over two thirds of youth leaving custody do not return to school. This may be due to the number of challenges they face when transitioning to a traditional school environment, which increases their risk of drop out. To help facilitate this transition, you may want to review the Department of Education’s (ED’s) Educational Pathways for Youth Transitioning from Juvenile Justice Facilities. This resource includes a roadmap to reenrollment, school choice guidance, and outlines how to obtain a character reference or request an academic record release. ED also recommends that educational reentry programming should start at youths’ admissions to a residential facility and involve a plan for how they will continue their academic careers.

  

• Search Other Sources of Information to Find Out More About Reentry

  Many online resources provide information on juvenile reentry programs and the implementation process. You can also discuss reentry efforts with other jurisdictions to learn from their experiences.

  • Discuss reentry efforts with other jurisdictions. For example, in Alameda County, California, the Youth Reentry Planning Process (YRPP) fostered collaborative partnerships in developing Blueprint for Youth Reentry. They identified four juvenile reentry programs in other cities (including Los Angeles and San Francisco) as exceptional examples that warranted a site visit, interviewed staff and program participants, and observed the program’s operation.
  • Visit online resources dedicated to the field of juvenile reentry. The table below outlines some examples.
    
    

    Name of Website	Description
    National Reentry Resource Center (NRRC)	Holds monthly webinars on key reentry topics and organizes national training events to facilitate peer-to-peer networking.
    Reentry Services Directory	A comprehensive list of organizations and service providers who can address youth needs by state.
    The Re-entry Resource Hub	An extensive list of reentry resources organized by need, information on federal initiatives focused on youth reentry, critical elements of reentry planning, and links to evidence-based practices.
    Desktop Guide to Reentry for Juvenile Confinement Facilities	Outlines promising practices by offering state examples of successful reentry efforts and other helpful guidelines.
    A Guide for Youth in Long-Term Juvenile Corrections and Treatment Programs	A guide to help youth prepare for successful reentry into their communities, including how to address common reentry challenges.