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Juvenile Justice > Exam 2 > Flashcards

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
Q

In regards to the Crisis of the day, what are the elements of high-profile incidents?

A

Demand quick responses and little time or desire to involve researchers

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26
Q

What are some facilitators for overcoming barriers?

A

developing relationships, evidence-based movement, supportive leadership, information research, and cross training

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27
Q

How is “Research” in juvenile justice guided by the emergency of the day?

A

Responsive and reactive, ad-hoc, specific to time and context

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28
Q

How is “Research” in juvenile justice methodologically simplistic?

A

Trends, counts, and cost

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29
Q

What is the value of researcher and academic involvement?

A

methodological techniques, access to literature, and legitimacy

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30
Q

What are researcher and academic involvement methodological techniques?

A

Multivariate analysis and randomized control trials

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31
Q

What is a researcher and academic involvement access to literature?

A

Comprehensive literature review, meta-analyses, and application of theory

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32
Q

What are research-practitioner models?

A

Publicly accessible data, research-practitioner partnerships, pracademics, embedded academic

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33
Q

What are the benefits of publicly accessible data?

A

ease of access, transparency, and not labor intensive

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34
Q

What are the drawbacks of publicly accessible data?

A

Suitability for research, blind spots for limitations, specificity of data

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35
Q

What are formal collaborations of research-practitioner partnerships?

A

Criminal justice agencies, and legislative bodies and policymakers

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36
Q

What research-practitioner partnerships are frequently tied to funding?

A

Grant funding, agency sponsored

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37
Q

What are the elements of the Juvenile Justice System Improvement Project?

A

Multi-jurisdiction collaboration, academic consults (evidence-based practices), adaptability to the local context, limited scope, temporary

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38
Q

What are some academic consultants (Evidence-based practices) of the Juvenile Justice System Improvement Project?

A

The RNR model, Disposition Matrix, Continuum of Services Mapping, Standardized Program Evaluation Protocol

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39
Q

What are the primary benefits of the Juvenile Justice System Improvement Projects?

A

to expand research capacity with research expertise and practitioner insight promote policy-relevant and high-quality research, establish long-term relationships

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40
Q

What are the elements of Pracademics?

A

Training agency staff in the academic process, intimately familiar with day-to-day, limited autonomy

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41
Q

What are pracademic elements of training agency staff in the academic process?

A

Research methods, theory, and data analytics

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42
Q

What is embedded academic?

A

Academic embedding within agency, attending to regular functions, maintains ties to academia

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43
Q

What are academics embedded within the agency?

A

Physical office, routine contact, knowledge of real-time events

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44
Q

What are some ways to attend regular functions?

A

staff meetings and internal networking

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45
Q

What are the benefits of the DJJ Office of Research and Data Integrity

A

familiarity with data, collaboration with key stakeholders, cost-effective vs. external collaboration

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46
Q

What are the challenges of the DJJ Office of Research and Data Integrity?

A

Autonomy, resources, all other translational barriers

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47
Q

What is the purpose of the development of risk assessment instruments?

A

informed, systematic assessments of risk and to identify criminogenic needs

48
Q

What are the developments of risk assessment instruments?

A

1st gen -> professional judgement
2nd gen -> static factors
3rd gen -> static and dynamic factors
4th gen -> actuarial and case management

49
Q

What are the elements of quantifying risks?

A

judicial perception, actuarial assessment, and discretion varies

50
Q

What are the factors of judicial Perception of quantifying risk?

A

Accuracy and salient factors

51
Q

What is a factor of actuarial assessment of quantifying risk?

A

statistical informed

52
Q

How does discretion vary in quantifying risk?

A

based on guidelines vs recommendations and practitioner “buy-in”

53
Q

What is a concern with demographic disparities?

A

Equally predictive

54
Q

What is a deterministic concern?

A

the role of discretion

55
Q

What are the concerns with the administration?

A

Training for staff (motivational interviewing), participation, political concerns

56
Q

What are some factors of the developmental process of risk assessment instruments?

A

Review criminological research/prior instruments, assess predictive accuracy, screen across sub-sample

57
Q

The development process screens across what type of sub-samples?

A

Demographic, geographic, and risk level

58
Q

What is the purpose of the Baglivio (2009) PACT Validation study?

A

the purpose was validation, gender comparison, most import risk factors

59
Q

What methods were used Baglivio (2009) PACT Validation?

A

12-Month Post-PACT Assessment of Community Youth, Relationship between risk score and referrals, Relationship between Criminal/Social History and referrals.

60
Q

Social History Scoring

A

Chart is too long and I dont care

61
Q

Classification Class Activity

A
62
Q

What are some key points with the historical development of risk needs responsivity?

A

The offending-relevant characteristics of offenders, successful interventions, and differentiating between low/high risk

63
Q

Who are some key people that contributed to the historical development of risk needs responsivity?

A

Donald Andrews (Carleton University)
and James Bonta (Public Safety Canada)

64
Q

What historical development in risk needs responsivity response to?

A

“nothing works”

65
Q

What are some factors of risk?

A

The intensity of services, risk to reoffend, considerations, and least restrictive placement

66
Q

How can the risk to reoffend be determined?

A

Predictable, risk assessment instruments (area under the curve)

67
Q

What are considerations of risk?

A

effectiveness of treatment environment and public safety

68
Q

How to determine individual needs?

A

it is drawn frfom prior research

69
Q

What are different conceptualizations of needs?

A

The “Big Eight”, FLDJJ domains, and many variations

70
Q

What are the big 8?

A
  1. Procriminal attitudes, 2. antisocial personality, 3. procriminal associates,
  2. history of antisocial behavior,
  3. substance abuse,
  4. circumstances pertaining to family/marital,
  5. school/work, and
  6. leisure/recreation domains
71
Q

What are DJJ Criminogenic Domains?

A

School, use of free time, employment, relationships, family, alcohol and drugs, trauma/mental health, attitudes and behaviors, aggression, skills

72
Q

What are important needs for prevention youth according to Sheppard 2023?

A

Education, aggression, family

73
Q

What are important needs for residential youth according to hay 2021?

A

Peer choice, educational commitment, employment/career commitment

74
Q

What are non-criminogenic needs according to Bonta and Andrews 2007

A

Self-esteem, vague feelings of personal distress, physical health

75
Q

What is responsivity?

A

The ability to engage with treatment

76
Q

What are general elements of responsivity?

A

using effective strategies such as cognitive behavior strategies

77
Q

What are specific elements of responsivity?

A

demographics, learning style, learning abilities, and external factors

78
Q

What are external factors of specific responsivity?

A

basic needs and transportation

79
Q

What are case processing decisions?

A

predisposition placement and disposition

80
Q

What are factors of disposition?

A

treatment environment and placement conditions

81
Q

What are elements of treatment decisions?

A

type of interventions and intensity of treatment

82
Q

What are elements of system decisions?

A

continuum of services and allocation of resources

83
Q

What is optimizing treatment level and setting?

A

Matching youth to levels of service based on risk and needs

84
Q

What does optimizing treatment level require?

A

assessment of youth risk, classification of youth risk, continuum of services with varying levels of intensity and restrictiveness

85
Q

What is a graduated sanction?

A

youth being placed in the least restrictive option dependent on risk and dependent on changes in behavior

86
Q

What is the disposition matrix?

A

they rank sanctions by severity and match youth to least restrictive placement consistent based on risk

87
Q

What are the levels of restrictiveness

A

1 Alternative to arrest
2 Diversion and Non-DJJ Probation
3 Community Supervision
4 Non-Secure Residential Commitment
4 Secure Commitment

88
Q

What are the different divisions of community supervision?

A

Probation Supervision, probation enhancement services, day treatment, multisystem therapy, function family therapy

89
Q

How does the most serious presenting offense use the matrix?

A

civil citation eligible (first time misdemeanor), minor (misdemeanor offenses), serious (felony offenses excluding violence), violent (violent felony offenses)

90
Q

How is the matrix used to assess the risk to reoffend?

A

Low, moderate, moderate-high, high

91
Q

What is optimum placement?

A

least restrictive option suggested the given cell that has not previously been attempted with that youth

92
Q

What is appropriate placement?

A

within the suggested range of a cell

93
Q

What is service matching?

A

finding the right treatment for the right youth

94
Q

What are components of criminogenic service matching?

A

RNR model, optimizing impact of treatment
and the applicability across service continuum

95
Q

How are criminogenic service matching applicable across the service continuum?

A

Prevention, Probation, and Residential

96
Q

What are the necessary components of service matching?

A

identification of needs, the availability of matching treatment, and the quality and quantity

97
Q

How to identify the need for service matching?

A

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
Q

How to determine the availability of matching treatment

A

Identifying available treatments, classifying available treatments and accessibility of treatment

99
Q

How to classify available treatments?

A

stated target empirically demonstrated target

100
Q

What are the factors with the accessibility of treatment?

A

JPA knowledge, transportation, eligibility criteria, capacity

101
Q

How are providers required to implement pre-approved interventions for residential matching?

A

Must meet DJJ standards of practices with demonstrated effectiveness

102
Q

How and programs and interventions classified for residential matching?

A

vary based on targeted needs and population, the holy grail: designated needs based on interventions’ stated objectives

103
Q

What are the two stages of residential matching?

A
  1. Matching to program (Conference Summary)
  2. Matching treatments within the program
104
Q

What are the factors for the conference summary?

A

Multidisciplinary team, risk assessment reports, availability of space

105
Q

What are the different program types for the conference summary?

A

Prop wont be on the test but theres alot of them

106
Q

What services does the community resource guide provide?

A

service type, location, and eligibility criteria

107
Q

What is the service continuum analysis?

A

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
Q

What is the Standardized Program Evaluation Protocol (SPEP)?

A

a rating system based on service type, implementation quality, dosage, and youth risk and used to evaluate program performance

109
Q

What is the dosage?

A

the contact number of hours

110
Q

What is the duration?

A

The length of time during which the program was administered

111
Q

Was there a reduction in recidivism with optimum treatment?

A

yes, 17% reduction in recidivism

112
Q

What are the tiers of support with the quality of treatment effectiveness?

A

evidence-based practice, promising practice, practice with demonstrated effectiveness

113
Q

What is the importance of using evaluated interventions?

A

residential programs required to use programs meeting these criteria, note that not all community-based programs have this requirement

114
Q

What are the challenges to prevention programs?

A

they are voluntary, limited EPBs, Varying availability, accessibility issues

115
Q

What are the challenges to probation?

A

limited EPBs, varying availability, accessibility issues

Juvenile Justice (1 decks)

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