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Exam 2 Flashcards

1
Q

What is the purpose of research?

A

Advancing academic knowledge and utilizing applied knowledge.

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2
Q

Florida DJJ Development Academic collaborations

A

Juvenile Justice Educational Enhancement Program (FSU) and the Juvenile Justice System Improvement Project (Georgetown)

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3
Q

What are examples of Florida DJJ Development Collaborations

A

Academic collaborations, Government research collaboration/funding,
and Private/public foundations research collaborations

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4
Q

Florida DJJ Development private/public foundations research collaborations

A

Annie E. Casey

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5
Q

What is Translational Criminology?

A

Creating policy-relevant knowledge, disseminating information and translating it for policy use, and reducing barriers to implementation.

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6
Q

What are ways to distinguish policy relevant research?

A

The aims or the research question, immediate applicability to practice, and feasibility of implementation.

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7
Q

When pertaining to disseminating research, where do practitioners turn?

A

Practitioners/trade publications, professional associations, government research, conference, and peer networking

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8
Q

What are potential barriers that may impact successful translation of research?

A

Clarify/interpretability of research, internal/leadership support, politics, training, trust/relationships, fiscal/resources (staff turnover & data capacity), “Crisis of the Day”, time

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9
Q

What are elements of clarity/interpretability of research barriers?

A

Jargon/technical complications, Ambiguous findings, and applicability/feasibility

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10
Q

In regards to the clarity and interpretability of research what is considered as ambiguous findings?

A

The consistency, and quantity and quality.

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11
Q

What are examples of clarity and interpretability of research?

A

Paint colors for detention centers and community vs residential placements.

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12
Q

What are elements of Internal/leadership support barriers?

A

Policymaker and practitioner leadership, and academic leadership

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13
Q

What are examples of Internal/leadership support?

A

Police Cheif/Sheriff background and Dr. Eric Hall (DJJ Secretary)

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14
Q

In regards to Internal and leadership support what are elements of policymaker and practitioner leadership?

A

Familiarity and experience with research and perceptions of research bias.

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15
Q

In regards to Internal and leadership support what are elements of academic leadership?

A

ivory tower and confidence in findings

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16
Q

What are elements of trust and relationships barriers?

A

Potential exposure and negative experiences

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17
Q

What is an example of a trust and relationship barrier?

A

Council of state Government Report

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18
Q

In regards to trust and relationship barriers, what is a potential result of potential exposure?

A

Results reflect poorly on agency

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19
Q

In regard to trust and relationship barriers, what are potential negative experiences?

A

Interpersonal interactions, additional workload caused by collaboration, and differential goals

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20
Q

What are the elements of fiscal and resource barriers?

A

Time and resource demands of research, timeline for research, and turnover

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21
Q

In regard to fiscal and resource barriers, what are elements of time and resource demands of research?

A

Assign staff, develop research design, build data collection capacity, monitor program and research fidelity, interpret results, and policy responses

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22
Q

In regard to fiscal and resource barriers, what are the elements of timeline for research?

A

short-term demands, and forecasting

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23
Q

What are elements of Crisis of the day barriers?

A

high-profile incidents, research incremental and time-consuming

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24
Q

What is an example of a Crisis of the day barrier?

A

School resource officers and school violence

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25
In regards to the Crisis of the day, what are the elements of high-profile incidents?
Demand quick responses and little time or desire to involve researchers
26
What are some facilitators for overcoming barriers?
developing relationships, evidence-based movement, supportive leadership, information research, and cross training
27
How is "Research" in juvenile justice guided by the emergency of the day?
Responsive and reactive, ad-hoc, specific to time and context
28
How is "Research" in juvenile justice methodologically simplistic?
Trends, counts, and cost
29
What is the value of researcher and academic involvement?
methodological techniques, access to literature, and legitimacy
30
What are researcher and academic involvement methodological techniques?
Multivariate analysis and randomized control trials
31
What is a researcher and academic involvement access to literature?
Comprehensive literature review, meta-analyses, and application of theory
32
What are research-practitioner models?
Publicly accessible data, research-practitioner partnerships, pracademics, embedded academic
33
What are the benefits of publicly accessible data?
ease of access, transparency, and not labor intensive
34
What are the drawbacks of publicly accessible data?
Suitability for research, blind spots for limitations, specificity of data
35
What are formal collaborations of research-practitioner partnerships?
Criminal justice agencies, and legislative bodies and policymakers
36
What research-practitioner partnerships are frequently tied to funding?
Grant funding, agency sponsored
37
What are the elements of the Juvenile Justice System Improvement Project?
Multi-jurisdiction collaboration, academic consults (evidence-based practices), adaptability to the local context, limited scope, temporary
38
What are some academic consultants (Evidence-based practices) of the Juvenile Justice System Improvement Project?
The RNR model, Disposition Matrix, Continuum of Services Mapping, Standardized Program Evaluation Protocol
39
What are the primary benefits of the Juvenile Justice System Improvement Projects?
to expand research capacity with research expertise and practitioner insight promote policy-relevant and high-quality research, establish long-term relationships
40
What are the elements of Pracademics?
Training agency staff in the academic process, intimately familiar with day-to-day, limited autonomy
41
What are pracademic elements of training agency staff in the academic process?
Research methods, theory, and data analytics
42
What is embedded academic?
Academic embedding within agency, attending to regular functions, maintains ties to academia
43
What are academics embedded within the agency?
Physical office, routine contact, knowledge of real-time events
44
What are some ways to attend regular functions?
staff meetings and internal networking
45
What are the benefits of the DJJ Office of Research and Data Integrity
familiarity with data, collaboration with key stakeholders, cost-effective vs. external collaboration
46
What are the challenges of the DJJ Office of Research and Data Integrity?
Autonomy, resources, all other translational barriers
47
What is the purpose of the development of risk assessment instruments?
informed, systematic assessments of risk and to identify criminogenic needs
48
What are the developments of risk assessment instruments?
1st gen -> professional judgement 2nd gen -> static factors 3rd gen -> static and dynamic factors 4th gen -> actuarial and case management
49
What are the elements of quantifying risks?
judicial perception, actuarial assessment, and discretion varies
50
What are the factors of judicial Perception of quantifying risk?
Accuracy and salient factors
51
What is a factor of actuarial assessment of quantifying risk?
statistical informed
52
How does discretion vary in quantifying risk?
based on guidelines vs recommendations and practitioner "buy-in"
53
What is a concern with demographic disparities?
Equally predictive
54
What is a deterministic concern?
the role of discretion
55
What are the concerns with the administration?
Training for staff (motivational interviewing), participation, political concerns
56
What are some factors of the developmental process of risk assessment instruments?
Review criminological research/prior instruments, assess predictive accuracy, screen across sub-sample
57
The development process screens across what type of sub-samples?
Demographic, geographic, and risk level
58
What is the purpose of the Baglivio (2009) PACT Validation study?
the purpose was validation, gender comparison, most import risk factors
59
What methods were used Baglivio (2009) PACT Validation?
12-Month Post-PACT Assessment of Community Youth, Relationship between risk score and referrals, Relationship between Criminal/Social History and referrals.
60
Social History Scoring
Chart is too long and I dont care
61
Classification Class Activity
62
What are some key points with the historical development of risk needs responsivity?
The offending-relevant characteristics of offenders, successful interventions, and differentiating between low/high risk
63
Who are some key people that contributed to the historical development of risk needs responsivity?
Donald Andrews (Carleton University) and James Bonta (Public Safety Canada)
64
What historical development in risk needs responsivity response to?
"nothing works"
65
What are some factors of risk?
The intensity of services, risk to reoffend, considerations, and least restrictive placement
66
How can the risk to reoffend be determined?
Predictable, risk assessment instruments (area under the curve)
67
What are considerations of risk?
effectiveness of treatment environment and public safety
68
How to determine individual needs?
it is drawn frfom prior research
69
What are different conceptualizations of needs?
The "Big Eight", FLDJJ domains, and many variations
70
What are the big 8?
1. Procriminal attitudes, 2. antisocial personality, 3. procriminal associates, 4. history of antisocial behavior, 5. substance abuse, 6. circumstances pertaining to family/marital, 7. school/work, and 8. leisure/recreation domains
71
What are DJJ Criminogenic Domains?
School, use of free time, employment, relationships, family, alcohol and drugs, trauma/mental health, attitudes and behaviors, aggression, skills
72
What are important needs for prevention youth according to Sheppard 2023?
Education, aggression, family
73
What are important needs for residential youth according to hay 2021?
Peer choice, educational commitment, employment/career commitment
74
What are non-criminogenic needs according to Bonta and Andrews 2007
Self-esteem, vague feelings of personal distress, physical health
75
What is responsivity?
The ability to engage with treatment
76
What are general elements of responsivity?
using effective strategies such as cognitive behavior strategies
77
What are specific elements of responsivity?
demographics, learning style, learning abilities, and external factors
78
What are external factors of specific responsivity?
basic needs and transportation
79
What are case processing decisions?
predisposition placement and disposition
80
What are factors of disposition?
treatment environment and placement conditions
81
What are elements of treatment decisions?
type of interventions and intensity of treatment
82
What are elements of system decisions?
continuum of services and allocation of resources
83
What is optimizing treatment level and setting?
Matching youth to levels of service based on risk and needs
84
What does optimizing treatment level require?
assessment of youth risk, classification of youth risk, continuum of services with varying levels of intensity and restrictiveness
85
What is a graduated sanction?
youth being placed in the least restrictive option dependent on risk and dependent on changes in behavior
86
What is the disposition matrix?
they rank sanctions by severity and match youth to least restrictive placement consistent based on risk
87
What are the levels of restrictiveness
1 Alternative to arrest 2 Diversion and Non-DJJ Probation 3 Community Supervision 4 Non-Secure Residential Commitment 4 Secure Commitment
88
What are the different divisions of community supervision?
Probation Supervision, probation enhancement services, day treatment, multisystem therapy, function family therapy
89
How does the most serious presenting offense use the matrix?
civil citation eligible (first time misdemeanor), minor (misdemeanor offenses), serious (felony offenses excluding violence), violent (violent felony offenses)
90
How is the matrix used to assess the risk to reoffend?
Low, moderate, moderate-high, high
91
What is optimum placement?
least restrictive option suggested the given cell that has not previously been attempted with that youth
92
What is appropriate placement?
within the suggested range of a cell
93
What is service matching?
finding the right treatment for the right youth
94
What are components of criminogenic service matching?
RNR model, optimizing impact of treatment and the applicability across service continuum
95
How are criminogenic service matching applicable across the service continuum?
Prevention, Probation, and Residential
96
What are the necessary components of service matching?
identification of needs, the availability of matching treatment, and the quality and quantity
97
How to identify the need for service matching?
risk assessment instruments like distinct domains and quality measures, comprehensive evaluation from a licensed clinical psychologist, other instruments such as MAYSI or intelligence test, and holy grail articles like R-PACT and top 3 needs
98
How to determine the availability of matching treatment
Identifying available treatments, classifying available treatments and accessibility of treatment
99
How to classify available treatments?
stated target empirically demonstrated target
100
What are the factors with the accessibility of treatment?
JPA knowledge, transportation, eligibility criteria, capacity
101
How are providers required to implement pre-approved interventions for residential matching?
Must meet DJJ standards of practices with demonstrated effectiveness
102
How and programs and interventions classified for residential matching?
vary based on targeted needs and population, the holy grail: designated needs based on interventions' stated objectives
103
What are the two stages of residential matching?
1. Matching to program (Conference Summary) 2. Matching treatments within the program
104
What are the factors for the conference summary?
Multidisciplinary team, risk assessment reports, availability of space
105
What are the different program types for the conference summary?
Prop wont be on the test but theres alot of them
106
What services does the community resource guide provide?
service type, location, and eligibility criteria
107
What is the service continuum analysis?
an annual survey that assessed the top needs which include individual/family mental health/substance abuse services, job-related services and life skills, and respite care and transitional housing services
108
What is the Standardized Program Evaluation Protocol (SPEP)?
a rating system based on service type, implementation quality, dosage, and youth risk and used to evaluate program performance
109
What is the dosage?
the contact number of hours
110
What is the duration?
The length of time during which the program was administered
111
Was there a reduction in recidivism with optimum treatment?
yes, 17% reduction in recidivism
112
What are the tiers of support with the quality of treatment effectiveness?
evidence-based practice, promising practice, practice with demonstrated effectiveness
113
What is the importance of using evaluated interventions?
residential programs required to use programs meeting these criteria, note that not all community-based programs have this requirement
114
What are the challenges to prevention programs?
they are voluntary, limited EPBs, Varying availability, accessibility issues
115
What are the challenges to probation?
limited EPBs, varying availability, accessibility issues

Juvenile Justice (1 decks)

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